Segundo Libro Docente Unidad 1.pdf

2

nd

bimester

Grade

Theme:

Knowing OUR SELVE S

Project::

1

ALALBOUT

ME

Teacher’s Guide Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others. Essential Question: What makes you unique? Unit 1: My School Value: Honesty

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Sistema UNO has been developed by a multidisciplinary team of 50 educational experts from 12 countries in Latin America (Mexico, Brazil, Spain, Argentina, Colombia, Chile, Guatemala, Peru and Venezuela, among others). Grupo Santillana has been working on the project for 10 years, researching, piloting, designing, exploring, and listening to thousands of students, teachers and directors throughout the region. The result is Sistema UNO, a new and completely innovative educational proposal for schools, built around 21st Century parameters and oriented towards a shared vision for leadership, new practices, quality, and profound improvement… in short, for a better education. PRODUCTION TEAM

2

nd

Grade

Teacher’s Guide

Layout Julieta López

Research and Development Directors Noemí Valencia de Trainor Mary Yonker

Illustrations Rogelio Bonilla, Marcela Alejandra Calderón, Mima Castro, Mariano Epelbaum, Marcela Gómez, Guillermo Graco, Felix León, Marcela Lescarboura, Alejandra Lunik, Valeria Rodríguez do Campo

Editorial Director Ángela Ortiz

Elementary bimester

1

BE Managing Editor Susana Moreno Parada

Units 1 and 2

Espiral BE Teachers BL.indd 3

General Content Director Antonio Moreno Paniagua

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The BE textbook is a key component, and serves as a core organizer of all the programs and projects that make up Sistema UNO. It focuses on the development of skills, while simultaneously allowing learners to acquire the second language in a meaningful and natural manner. This book is integrated into Sistema UNO as a whole in order to guide our work towards the future.

Art and Design Coordinator Gil G. Reyes Ortiz

Photography © Latinstock México © Photos.com © Thinkstock.com

Design Coordinator Juan Manuel Santamaría

Cover Photography © Photos.com

Sistema UNO Assistant Editor Diana Mathes Collaborators José Manuel Cerezo, Sarah Fash, Trudy A. Freer, Jennifer Farrington, Jane Govoni, Maite Malagón, Patsy Mills, D. Chaplin O’Grady, Jenny Rohd-Thomsen, David Sánchez, Ana Uguina, Valerie Wright, Cristina Zarzuelo

BE derives from the following original series: Spotlight, developed for Sistemas Educativos de Enseñanza, S.A. de C. V. Science, developed by Santillana Educación S.L. and Richmond Publishing, S. A. de C. V.

RIGHTS D. R. © 2012 This is a collective work developed by Sistemas Educativos de Enseñanza S. A. de C. V., Av. Río Mixcoac 274, Colonia Acacias. C. P. 03240, México, D. F., for Sistema UNO of Grupo Editorial Santillana for all countries in Iberoamérica (Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador, Dominican Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese. ISBN: 978-607-723-139-4

Member of the Cámara Nacional de la Industria Editorial Mexicana. Reg. Núm. 3616 Impreso en México / Printed in Mexico All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing of the publishers.

First Edition: June 2012

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Theme: Knowing Ourselves

Andrés Fonseca 1st grade Argentina

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Alessan dr Lavagn o ino 6 th grad e Guatem ala

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Valen tín V 3 rd gra ota d Argen e tina

Kristin a Maldon ado 1 st grade Argenti na

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people become all sorts of things when they grow up. some people play music, while other people work with animals. some people become famous film directors. what do you enjoy doing? what would you like to be when you grow up? remember, what you are doesn’t define you; it is who you are that is important! tightrope walker

Do heights scare you? Can you climb a ladder? Can you go to the top Áoor of a building? Tightrope walking is an art in the air! Tightrope walkers walk across a rope high above the ground. Philippe Petit is a famous French tightrope walker. He walked between the Twin Towers of the World Trade Center in New York in 1974. The length between the buildings was 61 meters. He was 417 meters above the ground. He walked on the wire and then he sat down on it!

rescue worker

4

Im Imagine working in a very small space. Im elp Imagine going underground to help som somebody. Lo e Los Topos de Tlatelolco is a rescue gro group. They are from Mexico. If a dis ue disaster hits, it is their job to rescue pe people! Sometimes, they have to climb un cue under buildings. They helped rescue pe ke in people from the 1985 earthquake Me ew Mexico City. They travelled to New Yo York when the Twin Towers fell.

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miner

filmmaker

Do you love making the impossible possible? Do you love stories? Do you like magic? Maybe you should work in the movies!

Are you afraid of the dark? Can you sleep with the lights off? People that work in mines are called miners. They work in the dark. They have to go underground. Some miners wear helmets with a Áashlight. Some miners mine coal that is used for energy. There are others that look for copper, which is used to make jewelry. and cooking utensils.

George Méliès was a French illusionist. An illusionist is someone that performs magic tricks. He was also a Àlmmaker. His Àlm “A Trip to the Moon” was made in 1902. It is a black and white silent Àlm. The most famous scene is when the spaceship hits the Man in the Moon. It lands in his eye! what do i want to be when i grow up? why?

draw pictures illustrating your profession here.

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A hobby is an interest or an activity that you do for fun! A hobby is something that you do outside of school or work. There are many different hobbies. Some people like to play a sport. Some people like to paint. Some people like to go camping. Some people like to grow gardens. Let’s take a look at some strange and funny hobbies.

JOKE

What is the difference between a Àsh and a piano? You can·t tuna Àsh!

6

Dennis Havlena makes his own instruments! Dennis’s hobby is to make instruments out of all sorts of things. He has his own site where he shows you how to make instruments. It is cheap and easy! He has made his own drums, guitars and bagpipes.

Julian Beever is a chalk artist. His hobby is to draw on the street. He is well known throughout Europe. He often draws 3D images that people can interact with. His pictures look real. Beever had a book published called Pavement Chalk Artist. This book shows photographs of his work from all over the world.

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Do you like eating toast? Jens Veerbeck is from Germany. His hobby is to collect toasters. He has 600 toasters. Some of these toasters are very expensive! Jens oldest toaster is from 1920. He made an online museum for his toasters.

What is my hobby?

Draw a picture illustrating your hobby.

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Masks are used for costume parties. Masks are used in performances. Masks are used for disguise! There are different types of masks from all over the world. In Greece, masks are used in theater shows. In Africa, masks are used in religious rituals. In Mexico, masks are used in dances.

What do I need?

A paper plate, things to decorate your mask with: glitter, sequins and feathers, colored pencils or crayons, eyeglasses, elastic cord, scissors, hole-puncher and glue

1. Place the eyeglasses in the middle of the paper plate. Draw an outline around the eye areas.

2. Draw a design around the outline of the eye area that you marked. It is up to you how big you want your mask to be and what you want it to look like.

3. First, cut out the holes for your eyes. Then, cut around the design, following

your design. 4. Now it is time to decorate your mask! You can color it in, glue on feathers, and add sequins. Make it your special creation. 5. Use the hole-puncher to punch one hole on either side of the mask. Tie the elastic band through one hole and measure it to ¿t around your head. Cut the elastic and tie the band through the other hole.

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6. Your mask is ready! Put on your mask and show everybody your creation.

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Unscramble the letters for each picture. Then find the words in the word search!

wejryel

stertoa

8

inmer

mmakerfil

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skma

quakethear

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Dear Teacher,

ar, year. During this ye ol ho sc w ne a of t es have mes you to the star ester. These them m bi ch The BE Team welco ea r fo e on t on the universal themes, ional developmen ot em BE will cover five le ab er id ill ns to encourage co lues. The themes w va e ot om pr d been formulated an oduce t, as well as to intr part of the studen s. in all subject area h pt de in at ed ok eive be lo how students perc on s se cu fo , es lv se mediate eme, Knowing Our e people in their im th ith w This bimester’s th ps hi ns tio owledge l as on their rela ire the relevant kn qu ac themselves, as wel d an e at ig st nd ents will inve d the people arou an es lv se em surroundings. Stud th t ou ering questions ab by asking and answ ities. tiv doing reflective ac by so al d an , u and em th munication with yo m co nt ta ns co in corporated last year, we kept erefore, we have in Th . Over the course of ck ba ed fe ur to receive yo were very pleased the materials. eeks some changes to sections into the w BE e th of ts en nt co at the ve distributed the a Speaker appears BE e th at For example, we ha th nd fi ill ged the the unit, so you w . We have also chan ge pa corresponding to h at M l ta k. en along with a M stages, one per wee ur fo in it un e end of each week, th hout developed throug Project, so it will be ial. is bimester’s mater th y jo en ill w u yo Please We are sure that to hear from you. ve lo ld ou w e w , ns mments or questio If you have any co email. an ultant or send us ns co ur yo to k ea sp

Best wishes, The BE Team no.com teachers@sistemau

2 11:00 AM

INTRO IN NTRO TRO 11 TR 1

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Contents Letter to the Teacher

INTRO

11

Contents

INTRO

12

Sistema UNO Framework

INTRO

14

Sistema UNO Methodology

INTRO

16

Characteristics of an UNO Classroom

INTRO

18

BE and the Common European Framework of Reference

INTRO

19

System Components

INTRO

20

How to Teach Each Section

INTRO

22

The Didactic Sequence

INTRO

25

Teaching Tips

INTRO

26

Teacher’s Workshop: Meaningful Learning

INTRO

27

Icons

INTRO

28

Calendar

INTRO

29

CD Tracks

INTRO

30

Unit 1 My School

T19

Week 1

Be a Reader

T19

Be a Speaker

T45

Project

T54

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Knowing Ourselves Week 2 Be Literate

T59

Be a Speaker

T77

Project

T86

T89

Week 3

Digital Book

T89

Be a Speaker

T93

Project

T104

Week 4

T107

Be a Writer

T107

Be an Artist

T117

Be a Speaker

T121

Project

T130

Audio Script

T59

T135

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Sistema UNO Framework Sistema UNO has two programs BE (the English program) and SE (the Spanish program) with three key elements: professional development, external and internal assessments, and digital environment. These programs are connected through the transdisciplinary themes. These themes were developed analyzing UNESCO’s Five Pillars of Education: learning to know, learning to do, learning to be, learning to live together, and learning to transform oneself and society. Sistema UNO selected the common elements in each pillar and created five transdiciplinary themes. In addition, students will explore and reinforce a value in each theme. Each theme has a definition of the key concepts students will learn as they progress through school.

Transdisciplinary Themes Bimester 1 KNOWING OURSELVES

Bimester 2 KNOWING OUR PLACE AND TIME

Bimester 3 LETTING OTHERS KNOW

Bimester 4 KNOWING OUR WORLD

In Knowing Ourselves, students focus on self knowledge (spiritual, social, physical and mental health). They explore and express their own feelings, beliefs and values and those of others. They learn about their personal rights and responsibilities. They inquire about their culture and personal relationships with their families, groups of friends, communities.

In Knowing Our Place and Time students investigate the interconnectedness between communities and civilizations locally and globally. They link these understandings to their own personal histories. They analyze how major discoveries, explorations and migrations have impacted their lives and their communities. They explore how the Arts reflect those historic events.

In Letting Others Know students develop an awareness of the interdependence of people, living and non-living things in natural environments. They learn about the rights and responsibilities in sharing our planet’s finite resources. They inquire into the different ways communities negotiate, collaborate or solve conflicts to ensure equal access. They appreciate the aesthetics of the natural world.

In Knowing Our World students explore the impact of science and technology on the growth and development of human societies in their respective environments. They study the interactions between these societies and the physical and biological world. They examine the challenges they may face as a result of these interactions. They inquire how humans used their understanding of scientific principles and laws to advance civilization. They express their ideas and different points of view about the scientific world.

In Knowing Others students inquire about societal decision-making structures and functions in local and global communities. They study the way these structures and their functions are interconnected and the manner that decisions are made. They explore how these structures express their ideas and values. They investigate how economic and political activities impact society and the environment.

Honesty

Respect

Caring

Responsibility

Trustworthiness

Bimester 5 KNOWING OTHERS

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In each bimester, the students will learn specific skills and contents, and will relate them to the transdisciplinary theme through the universal understanding and the essential question. The universal understandings are statements summarizing universal ideas that go beyond time and space. These ideas allow students to find meaning and integrate skills to real life situations. Studentss explore them through essential questions. An essential question is open-ended and motivates students to inquire about the universal understanding. The question is addressed throughout the bimester and culminates in a project. There are three types of project: case studies, challengebased learning and personal projects. The case studies analyze past events and relate them to a current situation. In the challenge-based learning projects, students identify a problem in their community, create an action plan to solve it, and then they implement it. The personal project is an internal analysis of self-reflection that motivates the students to create a project to solve the conflict.

Bimester 1

Transdisciplinary Theme Knowing Ourselves

Universal Understanding As we grow to recognize our uniqueness, we learn to accept and care for others.

Essential Question What makes you unique?

Unit 1: My School As for the specific content in Unit 1, we will read about school activities, locations and workers.

Project: All about Me Unit 2: My Friends and I Unit 2 is about the importance of friendship in our lives and in the community.

Project: Expressing our Feelings Value: Honesty is being truthful and straightforward, being sincere and genuine. Honesty is an important value in a friend. For this reason, children need to understand the importance of telling the truth, of being open and trustworthy.

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Sistema UNO Methodology The methodology behind Sistema UNO is eclectic, meaning that the system incorporates a variety of methods and approaches. Here you will find a summary.

Inquiry The inquiry approach allows students to seek their own knowledge, resolve any doubts they may have and to solve problems. Students are engaged in activities that are open-ended, student-centered ands on. Effective inquiry is more than just asking and answering questions. Students need to find answers to their questions by investigating the issue or exploring the concepts. Then, they convert the information they learned into useful knowledge. Teachers guide students throughout this process. The activities in BE foster the inquiry approach. Recommended reading: http://www.thirteen.org/edonline/concept2class/inquiry/ index.html

Constructive Interaction The constructive interaction approach promotes critical thinking, self-analysis, inquiry and teamwork. There are five stages to this approach: individual moment group discussion and designing the project group presentation and class consensus action summary

The five stages are distributed as follows: Week 1: for the individual moment, students are presented with a problem, question or issue. They think about it, write their ideas individually, and share them with their assigned groups. Week 2: there is another individual moment followed by the group discussion and the stage in which they design the project. Students work in their groups. They share their thoughts on the subject. After they have read their responses, each group has a discussion and reaches the action stage in which they create a project that can best address the issue. The final step is research to develop the project. Week 3: all of the groups work on finishing their projects.

Week 4: there are group presentations and classroom consensus. The whole class sits in a circle as each group presents its project. A student is assigned to take notes on the different presentations. This is followed by a class discussion on the different projects and how they addressed the issue. After the presentations comes a summary. First a student presents his/her notes on the different presentations. Then, the teacher summarizes the projects, and explains how they are related to the curriculum. All projects in BE follow the constructive interaction approach. The final stage is action. The whole class votes on the project they want to do. Students then put it into effect in their school and community. Bloom’s Taxonomy Benjamin Bloom developed a theory of learning in according to which students acquire skills in a specific order. Lorin Anderson, a former student of Bloom, later adapted the taxonomy. BE follows the new version of the taxonomy in the didactic sequences. The lower levels of the taxonomy— remembering, understanding and applying—are found in the Build-up and the Core Teaching stages. Students achieve the higher levels of the taxonomy in the Wrap-up stage. Students practice what they have learned. Practicing will lead to the higher steps of analyzing, evaluating, and creating. This implies guiding students through different practice activities, until they gradually become independent. This process is referred to as scaffolding.

Creating Evaluating

Analyzing

Applying

Understanding

Remembering Bloom’s Taxonomy of learning. Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I, cognitive domain. New York; Toronto: Longmans, Green.

Recommended reading: http://projects.coe.uga.edu/epltt/index. php?title=Bloom%27s_Taxonomy

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Multiple Intelligences Howard Gardner’s framework of intelligences is well accepted in the educational world. According to Gardner, there are at least eight intelligences. Everyone uses them to a certain degree, but some are more developed than others. Each intelligence can be stimulated with specific activities, so that a person can grow in that area. The intelligences are: z

z

z

z

z

z

z z

bodily-kinesthetic: good body control and fine motor skills interpersonal: sensitive to other’s moods, feelings and motivations intrapersonal: sense of self, able to understand and access one’s own feelings linguistic: sensitive to language, meanings and the relationship of words logical-mathematical: focused on abstract thinking, counting and organizing musical: sensitive to rhythm, pitch and intonation. You can remember tunes and rhythms easily naturalist: sensitive to nature and environment visual-spatial: keen observer and able to think in three dimensions

In BE, specific MI activities are incorporated into the Student’s Book and expanded upon in the Teacher’s Guide.

In BE, specific differentiated activities are described in the Teacher’s Guide. Recommended reading: http://www.readingrockets.org/article/263/

CLIL: Content and Language Integrated Learning

The CLIL approach sustains that language should be taught in the context of other subjects, which can be school subjects like science and math, or other meaningful content such as human values or ecological awareness. A CLIL syllabus is not grammar-based; instead, the language knowledge is taught inductively around subject content. By the same token, CLIL teachers correct students when they make errors with the content material. In a CLIL classroom, language errors are corrected when they impede understanding or when students make the same mistakes repeatedly, to avoid fossilization of errors. The CLIL approach is at the heart of the BE system. Recommended reading: http://www.teachingenglish.org.uk/clil

Recommended reading: http://www.infed.org/thinkers/gardner.htm

Repetition and Guided Practice Differentiating Instruction Differentiating instruction allows students with different language abilities, interests or learning needs to develop, use and understand the concepts taught. It allows students to take greater responsibility for, and have ownership of, their own learning as they peer teach and work cooperatively. There are four primary strategies for differentiating instruction, each directed to an area of learning. The first is to differentiate the content or topic of instruction by adapting the knowledge, skills and attitudes students should learn. The second is to differentiate the process or activities by varying the learning strategies to provide appropriate methods for students to explore the concepts. The third is to differentiate the complexity of the product that students must create to demonstrate mastery of the concepts. The fourth is to differentiate instruction by manipulating the look and feel of the classroom environment.

Learning a second language takes time. An important foundation for language acquisition is the familiarity with simple words and sounds. Repetition and guided practice are important because they provide this foundation, as well as enable students to avoid common inaccuracies and form good habits. According to behavioral psychology, making frequent mistakes is conducive to forming bad habits. Furthermore, the students’ native language should never be used. These are some of the guiding principles in the BE a Speaker section.

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Characteristics of an UNO Classroom Classroom Environment 1. The universal understandings, essential questions, and values for each bimester are posted in the classroom. 2. Clear rules est ablished by the students are posted and observed. Students respect the rules. 3. The physical classroom environment promotes learning. All decorations are related to a learning outcome. 4. Teacher displays student work. 5. Seating configurations promote cooperation and teamwork. 6. The language being studied is the only language spoken in class.

Instruction 7. The teacher relates what the students are learning to the universal understanding and value of the bimester. 8. The teacher uses inquiry-based instruction and cooperative learning strategies. 9. The lessons have build up, core teaching and wrap-up phases. 10. The teacher consistently praises students that reach the established expectations. 11. The teacher adapts instruction to meet the needs of all students. 12. The teacher allows students to discover principles and rules through practical examples.

13. Students speak more than the teacher does. 14. The teacher emphasizes high-level vocabulary use. 15. The information students are learning is related to their daily lives and surroundings. 16. Students explore multiple intelligences through activities. 17. The teacher uses digital media, diagrams, pictures, drawings, and body language to communicate meaning. 18. Students can express what they have learned in spoken and written forms, and can apply new knowledge through different activities. 19. The teacher presents the students with frequent opportunities to review the material with questions, role-plays, graphic organizers, think-pair-share exercises, debates and summaries. 20. The teacher motivates and challenges students by asking questions that require high level, critical thinking.

Assessment 21. At the beginning of the class, students tell the teacher what they learned in the previous class. At the end of the class, students tell the teacher what they learned that day. 22. The teacher constantly assesses students’ understanding through formative assessments. 23. Students link new learning to previously taught subjects.

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BE and the Common European Framework of Reference The Common European Framework of Reference for languages (CEFR) describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. A – Basic Speaker, B – Independent Speaker, and C – Proficient Speaker. The table below describes the equivalency of BE grades with the CEFR levels. The Cambridge ESOL exams written for each of these levels are indicated.

A1 Beginner

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of basic needs. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2 Elementary

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

B1 Pre-Intermediate

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

B2 Upper Intermediate

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Taken from: http://www.cambridgeesol.org/exams/exams-info/cefr.html

B2 FCE KET

B1

PET

BE 6th

BE 7th

BE 8th

A2

A1 BE 1st

BE 2nd

BE 3rd

BE 4th

BE 5th

BE 9th

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System Components The sections are distributed into weeks, so each week begins with a new section.

BE is divided into nine sections: 1. BE a Reader: Students read different texts centered around a theme. Different reading strategies are covered in each unit. 2. BE Literate: Students expand on the knowledge from the previous section. They speak, read, and write, practicing concepts and vocabulary they have seen before. 3. BE a Writer: Students’ writing skills are developed through guided, step-by-step practice. 4. BE a Speaker: Students practice pronunciation and spelling while consolidating the vocabulary from previous sections. This section includes the BE Fluent pages, which are done for homework on Thursdays. 5. BE an Artist: Music and visual arts are the two parts contained in this section. 6. The Project: This section develops a task step-by-step that integrates what students learn throughout the unit.

The Teacher’s Guide The Teacher’s Guide: z reproduces all pages of the Student Book. z contains the answers to the exercises in the Student Book. z gives step-by-step instructions on how to set up each activity. z tells you when to use online materials. z provides you with extra activities to stimulate multiple intelligences. You can use the Teacher’s Guide to prepare your classes and/or to refer to during class. Feel free to adapt it to your own teaching style.

Types of Se ntences

A sentence is a group of words that exp complete ide resses a a. There are different typ es of senten Some senten ces. ces give inf orm ation. These senten ces end wit h a period (.). My name is Maggie. Some senten ces ask for inf ormation. These senten ces end wit h a question What is you mark (?). r name? Some senten ces express feelings. Th end with an ese sentences exclamation point (!). That is beau tiful! Watch out!

Connecting A Listen and point to what Jaime Track 9 and David like and do not like.

All sentences

start with a

capital letter .

A Read the sentences and decide what types 1. How old of sentences are you they are.

2. School is fun

Key Words

B 58

Find out wh

at a classm

Knowing Our

selves

BE2 u2 PRIM

bikes dolls inline skates puzzles race cars roller skates scooter skateboard stuffed anim als toy

ate does no

t like.

3. Mario likes to help the teacher

B 84

Copy and co

mplete the

Knowing Our

sentences wit

h the corre

selves

BE2 PRIM

ct punctua

tion.

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Practicing

A Match the

with their characters

y is fun! A hobb t you do for are many activity tha work. There erest or an or l int oo le like an is op sch y pe A hobb outside of rt. Some that you do grow to play a spo something ople like to people like g. Some pe bbies. Some pin . ho nt ies cam bb ere go ho to diff ny like me people ange and fun to paint. So k at some str ’s take a loo gardens. Let

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Read the qu

story? telling the 1. Who is b. Ebony a. Mario

What is the difference Àsh between a and a piano? a You can·t tun Àsh!

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correct answ

c. Li-Lei

32

selves

Knowing Our

is a chalk Julian Beever bby is to artist. His ho et. He is stre the on draw throughout well known en draws Europe. He oft t people 3D images tha with. His can interact k real. Beever pictures loo published had a book ent Chalk called Pavem ok shows bo s Thi ist. Art of his work s ph photogra r the world. from all ove

d. Naseem 6

rio? r use for Ma es the autho d. you er word do 2. What oth c. I b. he a. she d. Matt s art? 3. Who like c. Li-Lei b. Mario ? a. Ebony ess rec like to do at d. play the students c. learn 4. What do b. draw a. read

20 INTRO

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What is my hobby? trating ture illus Draw a pic y. yo ur hobb

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REVISTA 1-2

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Jens eating toast? Do you like . His own from Germany na makes his Veerbeck is sters. He is Dennis Havle toa y t bb lec ho col ! Dennis’s bby is to ho these of e all instruments rs. Som ments out of has 600 toaste expensive! to make instru own very s. He has his toasters are m 1920. fro is w sorts of thing r ho ste you shows oldest toa m for ap Jens site where he online museu ments. It is che He made an to make instru made his own has his toasters. . s and easy! He ipe s and bagp drums, guitar

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Audio CDs There is only one version of CD per unit, used by both the teacher and the student. It includes: z the in-class material, including readings, songs and BE a Speaker audio.

Photo hoto Cards Generic support material for your class that can be used: z to explain or review vocabulary. z to play games. z to activate previous knowledge before you start a new activity. The backs of the Photo Cards contain extra phonics and fluency practice activities.

Online Bank In the Teacher’s Guide, you will find notes when there is extra instructional material that corresponds to the page which can be found on the digital platform.

Research Online

The Magazine BE Informed is a self-standing component of BE. The magazine consists of age-appropriate articles, including up-to-date information, which students will find both interesting and motivating. The texts are of different lengths, and the design is like that of popular children’s magazines. It is intended for fun reading, so there are no related activities. It can be read aloud and discussed in class, or students may read it at home (possibly over several days). Feel free to explain unknown vocabulary. Remember, the magazine is an opportunity for reading and not necessarily a time for teaching. We have included a permanent section, Let’s Imagine, in collaboration with Sistema UNO students. The content is related to the Transdisciplinary Theme of the bimester.

The Teacher’s Guide also contains references to links, posted on the digital platform, to interactive games and articles related to lesson material. In addition, QR codes are included for greater interaction with the technology g gy component of BE.

#1

Unscramble the letters for each pictu re. Then find the words in the word search!

wejryel

stertoa

PAGE 6

8

inmer skma

mmakerfil

PAGE 7

quakethear

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r BE a Reade

1

Reading

This section provides a step-by-step approach to developing reading skills and vocabulary. If you follow the directions from each section of the Teacher’s Guide, you will cover the goals of the course. This section: z introduces the text with activities that develop oral language and concepts about printed texts. z introduces the vocabulary words before reading the text. z involves students in pre-reading activities, such as making predictions about the story and “reading” the pictures in the story. z includes activities that target the three proficiency levels: beginning, intermediate and advanced. z contains suggestions to introduce and practice two reading comprehension skills. These suggestions can also be found online. z provides opportunities for the development of oral fluency and reading comprehension by reviewing and checking the text. z includes activities for different modalities of learning, multiple intelligences, and closing activities involving personal response. z involves students in literary response activities by having them complete graphic organizers.

WEEK

BE a Reader

Reading

How to Teach Each Section

UNIT

1 03/06/12 15:57

O 2.indd 19 BIM1 ST PLIEG

NOT FOR RES ALE

BE2 PRIM

I think sch ool is grea t! My classm I learn toge ates and ther. We al so play toge school is a ther. Our happy plac e. g Connectin

Track 8 they speak. students as d point to the A Listen an I am

Naseem. Hi! My name is e? What is your nam

BE2 PRIM

in second grade. I am in second

BE Literate

grade, too!

cher. Her That is my tea rk. name is Mrs. Cla

rs old, too! I am seven yea

60

BE2 PRIM

Co

! nnecting my teacher, too

Shee is A Listen and sing. Tra ck

9

I Need a Ru ler Today I need a ruler, A ruler, a ru ler. Today I need a ruler, To measure a plant. My frientod agiv ssmate. cla elf es urs yo me a ruler, e uc to introd A ruler, a ru he dialogue B Use the ler. M y fri end gives me es lves selv urse a ruler. Knowing Our I measure a plant. O 4.indd 60 BIM1 ST PLIEG

B

Sing the so

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ng again us

ing these ob

a pencil – to a crayon –

jects.

write down

my name

31

03/06/12 15:58

y cat

ssors – to cu

64

School

to draw a gra

a pair of sci an eraser

Unit 1 · My

The purpose of this section is to help students increase their language and vocabulary skills in a natural learning environment. This section: z provides opportunities for oral language development and fluency. z exposes students to models of standard and academic English. z exposes students to grammar, language mechanics, and writing exercises in a variety of activities. z provides reading-only, listening-only and dualprocessing opportunities to encourage the development of comprehension skills. z includes key vocabulary lists. z focuses students’ attention on a particular mechanical skill directly presented in the text. z gives students the opportunity to apply the vocabulary and skills of the lesson while they compare and contrast learning and their personal experiences.

ita.

My name is Lup

rss oldd.. I am seven yea ou?? How old are you

BIM1 ST PLIEG O 2.indd 31

t pictures ou

t

– to erase mi

stakes

Knowing Our

selves

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BE a Speaker

BE a Writer

The objective of the activities in the BE a Speaker section is to make students better speakers of English. The emphasis is on pronunciation and auditory discrimination. The audio powers the class activities, ensuring that models of native speakers dominate students’ experience. This section: z provides recordings of native speakers of American English as a model for students to reproduce correct pronunciation. z follows a determined weekly progression of activities culminating with students pronouncing and using key words correctly in context: Monday: Listening, pronunciation and spelling activities for the week’s key vocabulary. Tuesday: Auditory recognition of usage of the words in context. Wednesday: Spelling bees and activities focused on the correct written form of the words. Thursday: Students demonstrate their pronunciation achievements of the week for parents/guardians. Inclass practice consolidates correct usage of the words. Friday: Multiple Intelligences activities and Be Sharp quizzes.

z

z

Allows students to increase writing skills in a guided, organized, step-by-step way. Includes graphic organizers for systematic brainstorming and development.

BE an Artist z z

Starts with a song to promote musical intelligence. Develops art skills as well as lexical growth.

The Project The Project is developed throughout the unit, per week. But in the last week, students share what they have learned in relation to the universal understanding.

A

Read and answer the

questions:

g ressin Exop gs ur Feelin o

1. How can you sho w others the things you like about your self?

2. How can you app reciate the good things of other people?

Sing Along

g. Track 20 A Listen and sin

School Is Fun!

g. drawing and paintin Some students like games. and ms ble pro Some students like g. running and jumpin Some students like names. ir the g llin spe And others like

B

ool is fun! School is fun! Sch learn, to learn. to e her are ts Studen ool is fun! School is fun! Sch to learn! Students are here

B

Read and follow the inst

ructions.

1. Get together as a group. Geometric Shapes Vide o2 2. Take turns read

ing your answers.

3. Create a plan and a project on what you are going to do in order to show

others what you like and that you appreciate the good things of oth Piet Mondrian was a Dut er people, come to an ch painter. agreement. He used rectangles in his tings. 90 painKnow ing Ourselves A rectangle is a geomet ric shape. Other geometric shapes are squa res, circles, and triangles. Mondrian used solid black lines in his paintings. He also used primary colors. The primary colors are red, blue, and yellow.

ies in the box. ain. Use the activit Sing the song ag g reading and writin ging dancing and sin things new ng rni lea ghing playing and lau

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A Paint your own Mondrian painting.

• white paper • red, yellow, and

1. Draw straight lines to form a rectangle. Use the blac k marker and the ruler to draw your rectangle. 118

s

Knowing Ourselve

Arts

Supplies

Steps

blue paint • black marker • ruler

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118 BL PLIEGO 8.indd

!

B

Share your Mondrian

painting with the clas

s. Unit 1 · My School

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The Digital Library

Assessment

The Digital Library includes one digital book per unit, for a total of eight digital book per grade. They are tied to the unit themes and help students build literacy skills through reading selections with controlled vocabulary. The digital books contain audio and images, and can be projected in the classroom.

The assessment consists of four parts: z BE Sharp: periodic quizzes, part of the BE a Speaker section. z BE Ready: a monthly test to help students see their strong and weak areas. z BE Smart: a test given each bimester to check whether students have internalized the material covered in class. z BE Prepared: an extra exam designed to help students prepare for the Cambridge exam designated for their level. We present four BE Prepared exams the following way: 1st and 2nd, 3rd, 4th and 5th, and 6th. Apart from formal written assessments, you can assess your students in a variety of ways. Assessment processes can include: z Thorough analysis of children’s work, including homework. z Informal oral evaluation as students are working. z Observation and systematic record-keeping of learners during everyday classroom activities. z Keeping a portfolio with a collection of children’s work. z Self-assessment by the learners themselves. z Discussion between the teacher and students about work produced.

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Sec2:3

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Digital Book Phonics

A Read the story.

Building Words

After reading the story What do you like best at school?, complete the sentences with the correct word:

What can you build up from the word art? 1. Add a consonant at the beginning: p, c, d, t or two consonants: BE 2 thematic 1 cover.indd Sec2:3

1.

I like to

5/28/12 11:29 AM

sm, st, sp.

big and small

a bc a bc a bc a bc a bca bc a bc a bc a bc a b b part, c c

numbers. a) add and subtract 2.

b) multiply and divide

I like to read a) magazines

3.

I like art a) the most

4. I like

a) all kinds of 5.

I like to cultures. a) read

C

c) count

about many subjects . b) books

c) notes

b) the least

c) the best

.

d e

d e

f g

f g

n bc a bc a bc a bc a bca bc a bc a bc a bc n 2. Now, change the final consonant to k.

animals, especially cute puppies.

about other people and their

a bc a bc a bc a bc a bca bc a bc a bc a bc a b b park, c c

b) draw

d e

d e

f g

f g

b) many

Language

B

c) some

c) learn

What do you like the best at school? Write.

n bc a bc a bc a bc a bca bc a bc a bc a bc n

90

Knowing Ourselves

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Unit 1 · My School

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24 INTRO

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The Didactic Sequence The material in the Teacher’s Guide is not divided into classes, with the exception of BE a Speaker. The advantage is that you can cover as much material as you like in each class. The following stages in the class are: 1. Build up, 2. Core Teaching, and 3. Wrap-up.

1. Build-up The build-up itself is a two-phase section. It begins with a warm-up so the transition from the first-language environment to the English setting is gradual. This can be done through any light-hearted activity, such as welcoming the students and asking about their weekend or a recent school activity, playing an engaging game, playing a segment of Discovery Education that students enjoyed before, or singing a song they know. Warm-ups normally last 5 to 15 minutes. Once students are comfortable and relaxed in their English-language surrounding, the build-up section prepares them for the learning of the day. During this stage, students should activate their previous knowledge about the topic, as well as linguistic knowledge (especially vocabulary) that they will need for the tasks that follow. You can find the buildup stage in the book in sections like “Introduce the Theme,” “Theme-Related Vocabulary,” and “Frontload Vocabulary.” In the story sections, the “Predicting” task is an example of a build-up activity. In other words, if you follow the instructions in the Teacher’s Guide, you will cover the build-up stage sufficiently. The build-up stage can consist of one or more activities and its duration is flexible.

2. Core Teaching

3. Wrap-up

After warm-up and build-up, students are ready for the main teaching points of the day. The tasks below the reduced pages in the Teacher’s Guide for a unit are core teaching points. Core teaching can include a review of previously seen material, a new concept, or a combination of both. It can consist of any combination of written work, listening, reading, and speaking. The core teaching stage will take up the largest amount of time in class.

This stage also includes two phases. There is a back-up section where students practice using the new language or the new concepts, and they personalize and internalize the material seen in the core-teaching stage. Practice tasks can be found in the right-hand bars on the Teacher’s Guide pages for each unit, where you will also find links to practice materials online. Then, a wrap-up ensures that students finish the day’s work in a relaxed and friendly atmosphere. Activities can link to the specific content that you have taught that day, or they can be general review activities, or they can be fun games.

How to Plan Your Class Sistema UNO follows the Backward Design to plan. First you read the universal understandings, the essential question and the value you will be working throughout the bimester. Then you analyze the project and all the assessments to identify the skills and concepts that need to be taught in order for the student to be successful. Finally, you read the didactic sequence and select the learning activities that will meet the requirements the students need to know so they can thrive in the projects and in the assessments.

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Teaching Tips Working with Others Learn from others. Are there teache rs in the school who seem to have time for eve rything and are in a great mood, too? Ask the m for their secrets and incorporate some of the m into your own routine. On the other hand, avo id copying bad habits. If there is a teacher who constantly complains, you may want to avoid him or her. z Share tasks. A typical example of an urgent task is getting photocopies. Could you organize copying duty with a group of teache rs? Maybe teachers can take turns taking care of all copying tasks and distribute the photocopies to the teachers, so that most teachers can focus on more important tasks. z

rself Organizing You

forever,” ledge that grow ow kn of s ed se t ession. “Teachers plan es about our prof ot qu s ou ym on n also be tiring is one of many an eat job, but it ca gr a is r he ac te that they are Being a me teachers feel So g. in um ns co nal skills will and timeood organizatio G s. ur ho y an m thy is working too and staying heal , rt fo ef d an e ere are help you save tim vel every day. H le gh hi a at m or essential to perf ay work for you: m at th some tips

Time Management

gs Avoid procrastination. Try to do thin save ’t Don . nity ortu when you have the opp ay. tod m the do tasks for tomorrow if you can be will The longer you wait, the more chores pending. e a task will take z Estimate how much tim r. If it takes before you write it on your calenda get it ten minutes, why not do it today and task the rs, over with? If it takes several hou deserves a place on your calendar. ing a task; allow z Praise yourself for finish yourself a break or a treat! ntify time wasters z Use your time wisely. Ide e people and avoid doing those tasks. For som ny hours, time-wasters are watching TV for ma on social while others spend too much time re you can whe s networking. What are the area life? save time without losing quality of st important things z Set goals. Identify the mo focus on you want to achieve each week, and if you need reaching those goals. For example, k on it, to write a quiz, set time aside to wor else. ing eth even if it means not doing som are in a hurry to z Prioritize. Sometimes we But are do what is urgent in that moment. nt? Try those urgent activities really importa ortant to identify whether an activity is imp ortant or just urgent, and focus on the imp activities. at activity is z Identify quality time. Wh ’t you essential for you; what activity don ing coffee want to live without? Maybe it’s hav or cuddle with your best friend once a week, ht, or time with your son or daughter at nig Tuesday. ry eve w watching your favorite TV sho will you , If you miss your quality time activity e sure not feel bad about it for a long time. Mak to miss it.

z

Stay Healthy Are you taking care of your body? We often tell our students how to stay healthy, but do we really take care of ourselves the same way? It sou nds like a cliché, but good habits really do help your body and mind stay in good shape. z Rest. Make sure you get enough sleep every night. Take a nap in the afternoon if your body requires it. The last hour of your day should be relaxing; don’t check homework or do your financial administration right before going to bed! z Eat well. Hav e breakfast, lunch and dinner every day. Healthy snacks are a gre at treat. For example, you can say to yourself, “No w I’ll call the parents on my list, and then I’ll sit down with a cereal bar and a cup of tea.” z Drink water. Avoid excess coffee and sodas, and drink cool refreshing water instead . As you take a sip, imagine the purifying water clea nsing your body from the inside. z Do exercis e. Your body needs a way to get rid of surplus energy and possible frustrat ion. Exercise, whether walking, dancing, swimming or another activity, will help you channel that energy. It feels good to release some physical energy rather than all the mental energy you spend at school every day. Organize Your Stuff Find your system. Some teachers use an agenda to schedule their activities. Some use sticky notes on their Teacher’s Guide. Others put notes on the refrigerator, or use a calendar on the ir computer, cell phone or tablet. As long as you hav e a system that works, you will be able to deal with your workload better. At least you won’t have to kee p all the chores in your mind. Planning makes you feel more relaxed.

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The Holistic Curriculum: Teaching Both Sides of the Brain Sistema UNO curriculum is designed to develop both sides of the brain by differentiating instruction to ensure students learn through their learning styles and by developing their multiple intelligences. Students are motivated to inquire about the issues that are important to them. Research has indicated that there are some brain functions that take place on both sides of the brain, but each hemisphere takes care of distinctive aspects of the same function. The table below shows the primary functions of each hemisphere: Left Hemisphere z z z z z z

z

Follows logical thought. Likes words and numbers. Follows sequences. Is rational; looks for reasons. Is analytical. Is objective; looks at issues from different points of view. Looks at the parts of something.

Right Hemisphere z z z z z

z

Follows a random order. Likes images, rhythm and color. Follows intuition. Is artistic; uses imagination. Synthesizes; is subjective; takes feelings into account when making decisions. Is holistic; looks at things as a whole.

Rote Learning Instruction z z z

z

Previous knowledge is not taken into account. The material has no connection to the students’ lives. The material is not necessarily related to what students have studied before. The material is taught in isolated, disconnected pieces.

Meaningful Learning Instruction z

z

z

z

Previous knowledge is activated with advance organizers, pictures, questions and answers, etc. Students can relate the material to real life objects, events or experiences. The material has a connection to what they studied before. The material is structured to follow an order from simple facts to more complete understanding; from recognition, through understanding, to analysis.

In a changing world, students need to be able to think critically and relate the information to what they already know. It is crucial to teach through meaningful instructions so they can analyze different perspectives of an issue in a holistic manner by using both sides of the brain. Recommended reading to whole-brain learning http://frank.mtsu.edu/~studskl/hd/hemispheric_ dominance.html

http://www.thethinkingbusiness.com/brain_zone/brain-tour

How does this relate to teaching? In order for students to use the functions in both hemispheres, they need to learn how to think and process information in different ways. According to Bromley (1995), the mind arranges and stores new information in an orderly manner related to prior knowledge. Therefore, teachers need to teach new information in a meaningful way instead of rote learning. Rote learning means when students learn information out of content and are required to copy, repeat and memorize. Meaningful learning is when students are presented new information and are asked to relate it to what they already know. The table below describes the characteristics of a rote learning instruction versus a meaningful learning instruction.

“Theories of Learning in Educational Psychology”

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Reference: Bromley, K., Irwin-DeVitis, & Modlo, M. Graphic Organizers. New York: Scholastic Professional Books, 1995.

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Icons Teacher’s Guide Home Connection

Direct Instructions

Dictionary Tips

Assessments

Literary Elements

Pacing

Writing Strategies

Reading an Image

Research Online

Interpersonal

Logical / Mathematical

Verbal / Linguistic

Bodily / Kinesthetic

Visual / Spatial

Musical

Naturalist

Intrapersonal

Intelligences

Resources Video

Cutouts

Photo Cards

CD

Online Bank

E-books

Developing Literacy

Emotional Development

Intellectual Abilities

Metacognition

Learning Strategies

Competencies

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Calendar

September

S M T W T F S

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

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CD Tracks

Week 1 Track 1. BE Second Grade Copyright Sistema UNO 2012 Track 2. The Pledge of Allegiance Track 3. Reading: Fun at School Track 4 – 7. Be a Speaker: Week 1 Week 2 Tracks 8. Listening: Dialogue between Naseem and Lupita Tracks 9. Song: I need a ruler Tracks 10. Listening: School Workers Tracks 11 – 15. BE a Speaker: Week 2 Week 3 Tracks 16 – 19. BE a Speaker: Week 3

Week 4 Track 20. Song: School is Fun Tracks 21 – 25. Be a Speaker: Week 4

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Reading

1

WEEK

BE a Reader

UNIT

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2nd Grade Lesson Planner Unit 1 - Week 1 Value: Honesty Theme: Knowing Ourselves Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others. q Essential Question: What makes yyou unique? Pages Œ Œ Œ Œ Œ

Identifying people. Identifying school supplies and their use. Identifying school locations. Identifying the author’s point of view. Drawing conclusions.

BE a Reader

T19-T44

Functions

Project Session 1

T45-T53

BE2 U1 BL TCH PLIEGO1.indd 20

add art class crayon field trip grade instruments math music name paint plant playground read recess school bus watercolors

ask book crayons grades instruments math paint plant play read recess school bus sing travel watercolors

BE a Speaker

T45-T53

Key Vocabulary

ΠWork as a group to come to a conclusion. ΠOrganize ideas and create a project.

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(English) Language Development Skills Listening ΠListen to obtain information. ΠFollow directions. Speaking ΠSpeak clearly and at an appropriate pace. ΠReacount experiences in a logical sequence.

Support Multiple Intelligences ΠBodiy / Kinesthetic T32 ΠMusical T37 ΠVisual / Spatial T39

Reading ΠMatch oral words to printed words. ΠRecognize and use knowledge of spelling patterns. ΠDecode multisyllable words. Writing ΠRecognize and use the correct word order in sentences. ΠIdentify and correctly use various parts of speech.

ΠConnect and relate words with different sounds and spelling in different tasks. ΠUse the vocabulary in context.

Multiple Intelligences ΠVerbal / Linguistic T47, T49 ΠBodiy / Kinesthetic T48, T50, T51

ΠRespond to questions with appropriate elaboration. ΠExpress ideas in an appropriate and clear way.

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My School

Unit Objectives: Discuss school subjects. Identify and describe school activities. Identify school workers and locations. Identify school supplies and their uses. Express personal preferences.

NOT FOR RESALE

Materials chart paper

BE Honest 20

Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 2.indd 20

Enduring Understanding

KWL Chart

Introduce the Theme

Write the enduring understanding for this bimester on the board: As we grow to recognize our uniqueness, we learn to accept and care for others.

Divide a piece of chart paper into three columns. Label them: What you know, What you want to learn and What we learned.

Track 2

Read the sentence out loud and discuss its meaning with students.

Ask students what they know about their uniqueness and how they accept and take care of others. Write their responses in the first column. Ask them what they would like to learn and complete the second column. Throughout the unit, make sure you answer your students´ questions. At the end of the unit, complete the third column of the chart with the class.

Ask What does uniqueness mean? Explain that it is something special that you can do. Ask students what it means to accept and care for others.

T20

12/06/12 08:44

Tell students that they will learn about school in this unit. Have students open their books to pages 20 and 21. Have them point to the teacher and the students in the photo. Ask them to describe what the teacher and the students are doing. Play the audio and have students listen to the rhyme. (See Student Book page 21.) Repeat the rhyme line by line. Then have students repeat the Pledge of Allegiance after you: I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all. Explain that this is a traditional salutation to the United States flag, and that children often recite it at school.

Knowing Ourselves

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Reading

Track 2

The Pledge of Allegiance We recite every day. We hold our hands to our hea

rts

To show we mean what we

say.

Teacher calls one student To hold the flag up high, As the class makes a promis

e

That begins with the word

“I.”

NOT FOR RESALE

I will learn to talk about school subjects school locations school activities school preferences

Knowing Ourselves Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 2.indd 21

21

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Theme-Related Vocabulary Assess student language levels related to the theme by pointing to pictures in the book and asking students to identify different people and objects in the picture.

Enquire about students’ personal preferences by asking open-ended questions: What is your favorite school subject? What do you like to do at recess?

Point to classroom objects on pages 20 and 21, or around the classroom, and have students identify these objects by asking What is this? Point to the teacher on the page and have students identify her by asking Who is she? Point to the whole classroom and have students identify it as a school location by asking What place is this? Point to individual students and ask them their names: What is your name?

Unit 1 · My School

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T21

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Key Words

Key Vocabulary crayon instruments plant

school bus watercolors crayon

watercolors

school bus

NOT FOR RESALE

Predicting

Answers may vary.

Answer the questions.

plant

1. What will this story be about? 2. What does the title of the story tell you?

instruments

3. What clues do the Key Words provide to what might happen in the story? 4. What fun things will the students do at school?

22

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T22

School Time

Frontload Vocabulary

Display School Photo Cards that show locations and supplies, one at a time. Ask students to identify the school supplies and school locations on the cards. Tell students that school supplies are things they usually use at school. Explain that school locations are places they go to in the school. Then, display the cards one more time and have students show a thumbs-up if the photo is a school supply and a thumbsdown if it is a school location.

Point to the pictures in the Key Words section and have students name the items illustrated. Read the words and have students track the words with their fingers. Then, display the School Photo Cards and spell the corresponding words on the board.

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Predicting Answer the questions. Explain to students that prediction is guessing what the story is going to be about. Divide the class into pairs. Ask the questions and allow students to think about their answers. Have students discuss their answers with their partners. Then invite pairs to share their answers with the class. Ask the rest of the class to show a thumbs-up if they agree with each answer.

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Reading

Track 3

Multiple Intelligences Visual / Spatial School Art

NOT FOR RESALE

Distribute drawing paper. Ask students to think about their favorite school subject. Have them draw an illustration that represents their favorite class. Encourage them to label their picture with words, phrases, or a simple sentence explaining why.

by Tatiana Sildus Illustrated by Alejandra Lunik

My name is Naseem. I am in second grade. I have many friends in my class. My friends and I like school. Unit 1 · My School

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Picture Read the Story

Inquiry Chart

Have students look through the pages of the story with you. Hold up your copy of the book and point to each page. Make sure students are following along. Help students point to and name pictures of school supplies and school activities that are seen on each page: He has a book. She is adding numbers. If students are unfamiliar with any of the words, have them repeat the words with you as they point to the pictures explaining why.

Display the chart titled What We Know about School/What We Want to Know about School at the front of the classroom. Have students share with a partner what they already know about school, using school-related vocabulary. Then ask several students to share their answers with the class. Record their responses in the column titled What

Echo Read the Story Track 3 Play the track or read the story line by line, and have students track the words with their fingers as they echo each line.

We Know about School. Next, have students share with their partner what they would like to know about school. Ask several students to share their answers with the class. Record their responses in the column titled What We Want to Know about School. Post the completed chart in the classroom

Discuss this page Beginning

• (Point to the teacher.) Who is this? • (Point to the watercolors.) What are these?

Intermediate

Advanced

• In what grade is Naseem? • Why do you think Naseem and his friends • What do Naseem and his like school? friends like? • Do you like school? Why?

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Key Vocabulary art math read class music recess crayon name school bus field trip paint watercolors grade plant instruments playground

Reading Comprehension Skills and Strategies

Discuss personal pronouns with students before this activity. Explain that all stories have a narrator. Sometimes, the narrator is an outside observer and uses pronouns such as he, she, him, her, they, and them. Sometimes, the narrator is also a character in the story and uses pronouns such as I, me, my, and mine. When the narrator is an outside observer, the author is using the third-person point of view to tell the story. When the narrator is a character, the author is using the first-person point of view to tell the story. Help students identify pronouns that show the author’s point of view for this story.

NOT FOR RESALE

Author’s Point of View

This is my friend. Her name is Ebony. She is good at adding numbers on the board. She likes math. We count numbers in math. We learn to add and subtract, too. Sometimes we play store and pretend to buy and sell things. 24

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Discuss this page Beginning

• (Point to the girl.) Who is this? • Is she writing numbers or letters? • (Point to the crayon.) What is this? • Is this math class or recess?

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Intermediate

• What school subject does Ebony like? • What do students do in math? • (Point to the crayon.) What is this? • What subject do you like?

Advanced

• Why is it important to learn to add and subtract? • How do the students play store?

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Reading

Reading Comprehension Skills and Strategies

Drawing Conclusions

NOT FOR RESALE

Explain to students that they draw conclusions when they take information about a character or event and they make a statement, or conclusion, about that character or event based on that information. Help students look through the paragraphs and draw conclusions about the characters and/or events. Explain that sometimes you need to pay close attention to the details so that you can figure some things out. For example, point to the paintings behind Mario on this page, and ask: Who do you think painted these? How do you know?

This is Mario. He likes art. He likes to draw and paint animals. We use colored pencils and crayons for art. Sometimes we paint with paintbrushes and watercolors.

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Discuss this page Beginning

• (Point to Mario.) Who is this? • Is Mario painting a picture or adding numbers? • (Point to the pencil.) What is this?

Intermediate

• What does Mario like to paint? • What do you like to paint? • What school supplies do the students use for art class?

Advanced

• What do you think Mario is going to paint? • How do you think Mario feels when he is painting? • How do you feel when you paint? Why?

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Reading Comprehension Skills and Strategies

Author’s Point of View Remind students that all stories have a narrator. Help students indentify pronouns on this page that show the author´s point of view for the story. For example, point out the pronouns used on this page: she, we, our, us, and your and tell students that the narrator is both a character in the story and an outside observer. Sometimes, the narrator is also a character in the story and uses pronouns such as I, me, my, and mine.

NOT FOR RESALE

When the narrator is an outside observer, the author is using the third-person point of view to tell the story. When the narrator is a character, the author is using the first-person point of view to tell the story

This is Li-Lei. She likes to read books. We have lots of books in our classroom. Our teacher reads to us every day. There are many interesting books in the school library, too. What is your favorite book?

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Discuss this page Beginning

• (Point to the smiling girl.) Who is this? • What is Li-Lei reading? • Do the students look for interesting books at the library or on the school bus?

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Intermediate

• What are the girls doing? • Where do students go to find interesting books? • What is your favorite book?

Advanced

• Why is it important to read every day? • What is your favorite book? Why?

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Reading

Reading Comprehension Skills and Strategies

Drawing Conclusions

NOT FOR RESALE

Remind students that they draw conclusions when they take information about a character or event in a story and they make a statement, or conclusion, about that character or event based on that information. Help students look through the paragraphs they are reading and draw conclusions about the characters and/or events.

This is Matt. He likes to go on field trips. Matt likes to see new things. Our class takes the school bus. We visit different places during our field trips. We learn a lot.

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Discuss this page Beginning

• (Point to the boy holding the backpack.) Who is this? • (Point to the school bus.) What is this? • Where are the students going?

Intermediate

• What school activity does Matt like? • What do students do when they go on field trips?

Advanced

• Why is Matt happy? • Why do you think he likes to see new things? • Is this place like your playground? • What places have you visited during your field trips? What did you learn?



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Reading Comprehension Skills and Strategies

Author’s Point of View Help students identify pronouns on this page that show the author’s point of view for this story (I, our, we, it). Then, ask students to determine whether the narrator is a character in the story, an outside observer, or both. My classmates and I like to help our teacher at school. We water our plant every week. We feed our fish in the aquarium.

NOT FOR RESALE

We also take care of our small turtle. It is 20 years old!

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Discuss this page Beginning

• (Point to the fish.) What are these? • (Point to the turtle.) What is this? • (Point to the plant.) What is this? • Are the students watering the plant or the turtle?

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Intermediate

• How often do the students water their plant? • Where do the fish live? • How old is the turtle?

Advanced

• How do Naseem and his friends help their teacher at school? • What do you and your classmates do to help in your classroom?

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Reading

Reading Comprehension Skills and Strategies

Drawing Conclusions

NOT FOR RESALE

Help students look through the paragraphs they are reading and draw conclusions about the characters. For example, you may ask: Do you think Naseem and his classmates are helpful to their teacher? How do you know that they are helpful to their teacher? Encourage such responses as: They water the plant, feed the fish, and take care of the turtle.

I like to play with friends at recess. We play on the playground. The playground has a slide and some swings. Sometimes we play games. Hopscotch is our favorite game. Unit 1 · My School

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Discuss this page Beginning

• (Point to the playground.) Is this a playground or a classroom? • (Point to the girl playing hopscotch.) What is she playing? • (Point to the slide.) Is this a swing or a slide?

Intermediate

• Where do Naseem and his friends play? • When do they play? • What is their favorite game?

Advanced

• What games can the students play on the playground? • What is your favorite game? How do you play it?

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Reading Comprehension Skills and Strategies

Author’s Point of View

NOT FOR RESALE

Help students identify pronouns on this page that show the author’s point of view for this story (my, I, we). Then, ask students to identify a sentence on these pages that shows that the narrator is a character in the story, an outside observer, or both.

My friends and I like music. We listen to music and learn songs. Sometimes we play instruments, like drums. We have fun in music class. 30

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Discuss this page Beginning

• Is this music class or art class? • (Point to the triangle.) Is this a triangle or a piano? • (Point to the drum.) What musical instrument is this?

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Intermediate

• What are the students doing? • What is Naseem playing? • What do the students learn in music class?

Advanced

• What is your favorite musical instrument? How do you play it? • Do you think music class is fun? Why?

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Reading

Reading Comprehension Skills and Strategies

Drawing Conclusions

NOT FOR RESALE

Help students look through the paragraphs they are reading and draw conclusions about the characters. For example, you may ask: How do you know that Naseem and his classmates like music? Encourage such responses as: They listen to music, learn songs, play instruments, and have fun in music class.

I think school is great! My classmates and I learn together. We also play together. Our school is a happy place.

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Character Map Explain to students that main characters are the most important people in the story. Pass out a sheet of paper to each student. Have them write “Characters” at the top of their paper. Then have them draw a circle in the center of the page and write the title of the story. Ask students to draw one line from the circle for each of the main characters in the story. Then have them draw one of the main characters at the end of each line. Ask students to label each character with his or her name.

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Personal Response Track 3 Review characters, school locations, and school activities from the story, referring to the Student Book as necessary. Ask individual students to tell you which parts of the story they liked best and to show those pages to the class. Then, have each student Discuss this page Beginning

draw a picture and write a sentence about the part of the story he or she liked best. Invite students to share their pictures and sentences with the class and read their sentences. Then, help them place the pictures they drew in sequential order to retell the story. Fill in any parts of the story for which there are no pictures. Intermediate

• What are Naseem and • What does Naseem his friends doing? think about school? • Are the students happy • What do he and his or sad? classmates do together? • What kind of place is this school?

Advanced

• Why does Naseem think that school is great? • What do you and your friends do at school? • Is your school a happy place, too? Why?

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Practicing

Key Vocabulary field trip grade play read

A Match the characters with their names.

recess school sing travel

Mario

Ebony

Li-Lei

Multiple Intelligences Bodily / Kinesthetic

Naseem

Matt

Mime and Guess Mix up School Photo Cards that show school activities. First, model the game for students. Pick a card without showing it to the class. Mime the school activity shown. Have students guess what activity you are miming. Divide the class into groups. Distribute the same number of cards to each group, face down. Have groups take turns miming and guessing the school activities on the cards.

NOT FOR RESALE

B

Read the questions. Then, circle the correct answers. 1. Who is telling the story? a. Mario

b. Ebony

c. Li-Lei

d. Naseem

2. What other word does the author use for Mario? a. she

b. he

c. I

d. you

b. Mario

c. Li-Lei

d. Matt

3. Who likes art? a. Ebony

4. What do the students like to do at recess? a. read 32

b. draw

c. learn

d. play

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Practicing A

Match the characters with their names.

B

Read the questions. Then, circle the correct answers.

Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

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The practice activities on this page are designed to review and reinforce the concepts learned in the BE a Reader section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

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Reading

Checking

Choose the correct answers.

Reading Comprehension Skills and Strategies

1. What place does Naseem describe in the story?

a. a store

b. a school

c. a park

Cause and Effect

2. In what grade is Nasseem?

a. first grade

b. second grade

c. third grade

b. Ebony

c. Matt

Help students look through the paragraphs they are reading and find cause-and-effect relationships. For example, ask What causes a cactus to survive in the desert? What causes camels to survive in the desert? Elicit: A cactus stores water in its trunk, has wax to prevent evaporation, and spines to stop animals. A camel has double eyelashes to keep out the sand, stores fat in its humps, and can raise its body temperature.

3. Who likes field trips?

a. Li-Lei

4. What does Naseem like to do at recess?

a. read books

b. play with friends c. sing songs

5. How do students travel on field trips?

a. by school bus

b. by car

c. by plane

NOT FOR RESALE

Comparing and Contrasting Help students compare and contrast the desert with the tundra and how the different desert animals survive. Ask How’s the desert similar to the tundra? How’s it different? How are the ways desert animals survive different from the ways tundra animals survive? How are they the same?

BE Honest Why is it important to be honest?

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Checking Choose the correct answers. Have students point to each of the questions as you read them aloud. Ask students to answer the questions. Allow them time to think about their answers and have them share their answers with the class.

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Act It Out Divide the class into groups. Choose a page from the story for each group to act out. Then have each group act out their page in front of the class. Have the class guess which page each group is acting out.

Language Structure Use the story vocabulary to practice word blending with initial consonants. Tell students: I’ll say the sound and the rest of the word from the story. You put the word together. Listen to me, /s/ ing. Do you know what this word is? Continue with field (/f/ ield), trip (/t/ rip), school (/s/ chool). Write the words on the board as students pronounce them. Then, have volunteers read the words again, first by saying the initial sound and then by saying the entire word.

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Drawing Conclusions

Read Fun at School and answer. 1. Who do you think painted the animals? How do you know?

(page 25) Mario. He likes art. He likes to draw and paint animals.

2. Do you think Li-Lei is a good reader? Why? (page 26)

She likes to read books.

3. Do you think Naseem and his classmates are helpful to their

teacher? How do you know? (page 28) They like to help their teacher. They water their plant. They

NOT FOR RESALE

feed their fish in the aquarium and take care of their turtle. 4. How do you know that Naseem and his classmates like

music? (page 30) They listen to music and learn songs. Sometimes they play instruments. They have fun in music class

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Reading Comprehension Skills and Strategies Drawing conclusions Read Fun at School and answer. Have students read the story and answer the questions. Have them notice that they can draw conclusions when they take information about a character or event in a story and they make a statement based on that information. Ask students to share their answers with a partner.

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A Read the rhyme. Using color pencils underline the words that

Reading

Phonics

start with p. I think painting and playing are a perfect occupation. I paint my school that is a happy place. The picture I paint gives me a happy face. I paint my pets and plants–and then At the playground, how I play with my friends. Pencil, paper, and paint are all you need To create a pretty piece –so let’s proceed.

Draw a picture of what you like to do at school. Draw five words that start with p in your picture. Share with a partner.

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B

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Reading Comprehension Skills and Strategies Phonics A

Read the rhyme. Using color pencils underline the words that start with p.

Read the rhyme with students, have them notice and underline the words that start with p.

B

Draw a picture of what you like to do at school. Draw five words that start with p in your picture. Share with a partner

Have students draw what they like to do at school and include the drawing of five words that start with p in their picture. Have them share it with a partner.

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Retelling

Key Vocabulary

A Use the pictures to talk about what Naseem does at school.

read school songs subtract watercolors

NOT FOR RESALE

add books learn paint play

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Retelling A

Use the pictures to talk about what Naseem does at school.

Tell students that to retell means to say the story in their own words. Read the directions aloud. Point to each picture and ask a student to describe what each character is doing.

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Write a paragraph about what Naseem likes to do at school. read books learn songs

play with friends add and subtract

Reading

B

Multiple Intelligences Musical

paint with watercolors

“If You’re Happy and You Know It”

NOT FOR RESALE

Teach the song “If You’re Happy and You Know It” to students. Then, replace the original verses with school-related activities, such as write a story, paint a picture, etc. Encourage students to use motions to act out each verse of the song. For example: If you’re happy and you know it, read a book. (Open hands as if reading a book.)

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B

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Write a paragraph about what Naseem likes to do at school.

Read the phrases in the box and have students read along with you. Then have students use the phrases to write a paragraph about what Naseem likes to do at school. If necessary, write the first few sentences on the board to help students.

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Reflecting

Key Vocabulary crayon school bus instruments watercolors plant

A B

Tell a classmate what you like about school. Draw a picture of one thing you like to do at school.

NOT FOR RESALE

Answers will vary.

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Reflecting Tell a classmate what you like about school. Discuss the activity with students. Ask students what are some of the things that make them like school. Write their responses on the board. A

Draw a picture of one thing you like to do at school. Have students draw a classroom activity they enjoy. Once they have finished, encourage them to share their pictures with a classmate. B

Targeting Proficiency Levels Beginning

Have students label their drawings using a simple phrase.

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Intermediate

Have student label their drawings using a complete sentence.

Advanced

Have students draw and write sentences explaining why they like that activity.

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Reading

Match the sentences with the pictures. 1. Mario is good at drawing animals.

Multiple Intelligences Visual / Spatial School Art Distribute drawing paper. Ask students to think about their favorite school subject. Have them draw an illustration that represents their favorite class. Encourage them to label their picture with words, phrases, or a simple sentence explaining why.

2. Ebony is good with numbers.

3. Our class takes the school bus.

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4. Li-Lei likes to read books.

5. We feed the fish.

6. We take care of our turtle.

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Practicing Match the sentences with the pictures. Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

The practice activities on this page are designed to review and reinforce the concepts learned in the BE a Reader section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

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Practicing A Complete the sentences with words from the box.

playground

books

1. Mario likes 2. He paints with

art

library

watercolors

. .

library

playground

6. The playground has some

. swings

.

Draw a picture of yourself doing something you like and another doing something you do not like. Then, complete the sentence below each picture. Answers will vary.

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B

.

books

4. There are many books in the 5. We play on the

swings

.

art

3. Li-Lei likes to read

watercolors

I like to

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I do not like to

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Practicing A

Complete the sentences with words from the box.

B

Draw a picture of yourself doing something you like and another doing something you do not like.

Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

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The practice activities on this page are designed to review and reinforce the concepts learned in the BE a Reader section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

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Reading

Home Connection

Make a booklet about the story. 4

1 NOT FOR RESALE

By



2

3

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Home Connection Make a booklet about the story. Students use this page to make a booklet about the story. Have students assemble the booklet by folding along the gray lines. Help them retell the story using one sentence on each booklet page. Explain to students that they will draw and color the story scenes in the booklet at home. Then, they will use the booklet to share the story with their family members.

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Speaking

1

WEEK

BE a Speaker

UNIT

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Word List

ask book crayons grades instruments math paint plant

play read recess school bus sing travel watercolors

Stand in a circle with all your group. A classmate says a word from the vocabulary, the partner at his/her right has to repeat the word, and then substitute a letter from that word to form another

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word, for example: cap, cap-rap, rap-ran, ran-can, can-car and so on... The player that makes a mistake gets out of the circle. The last player to stay, wins!

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Spelling Activities These activities review vocabulary words that students have studied previously. You can do them during the Warm-up, Build-up or Wrap-up stage of the class. Cheerleader Chants

too! Later on, you might have students volunteer to be the leader. Alternatively, you can march and say the words like a drill sergeant. Follow the same procedure for all the words.

Ask students to give you some words. On one day you can ask students for their favorite words, another day for difficult words, words that they can spell, and so on. Write the words in random order and position on the board. Then, point to a word and spell it aloud as if you were a cheerleader. Have students repeat the spelling and your intonation. You can even move your arms and jump like a cheerleader and students can copy the movements,

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Speaking

Word List A Listen. Track 4

ask book crayons grade instruments math paint plant

Listen and point. Track 4 1

15

ask

8

book 7

2

14

crayons 3

6

grades 12

Key Vocabulary play read recess school bus sing travel watercolors

instruments 4

Multiple Intelligences Verbal / Linguistic Be Creative

paint

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math 5

9

recess

plant 11

school bus

play 13

sing

B

Listen and number. Track 5

C

Listen, point and repeat. Track 5

read 10

travel

watercolors

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A

Listen. Track 4

Make sure students have their books closed. Have them close their eyes. Play Track 4. Listen and point. Track 4 Have students open their books to page 47. Play Track 4 again. Have students point to the words as they hear them. Give the students freedom if they want to repeat the words.

Have students stand up in a circle. Ask for a volunteer to come to the center of the circle. Say one of the words from the Key Vocabulary. Have the student use his / her body to represent the word. The rest of the students will imitate and repeat the word. Ask another student to come to the center. Repeat the procedure.

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B

Listen and number. Track 5

Explain to students they will hear the list of words again, but in a different order. Have students write the number in the box by the picture in the order they hear it. Play Track 5. Monitor and check. Check answers on the board.

C

Listen, point and repeat. Track 5

Play Track 5 again. Pause the recording after each word and have individual students point to and repeat the words. To vary the activity, have students repeat the word in a variety of ways: whispering, shouting, making an animal noise after saying the word, etc.

Unit 1 · My School

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Words in Context

Multiple Intelligences Bodily / Kinesthetic

A Listen. Track 6

Listen and point. Track 6

Be Creative Photocopy the sentences, cut them out and stick them around the class. Read out a sentence and have individual students find the sentence.

Birds sing in the morning. Can I ask you a question? This is my favorite Harry Potter book. I have good grades in English. I take the school bus to school. I paint with my watercolors. I want to travel by plane. I water my plant every day. Math is my favorite subject. My sister colors with crayons.

NOT FOR RESALE

Paty likes to read a lot. Sue wants to play the violin. We eat our lunch in recess.

48

We use paint in art class. What musical instruments can you play?

B

Listen and underline the word. Track 7

C

Listen and match the sentences to the pictures. Track 7 Knowing Ourselves

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A

Listen. Track 6

Make sure students have their books closed. Have them close their eyes. Play Track 6. Listen and point. Track 6 Have students open their books to page 48. Have them look at the sentences. Play Track 6. Students will hear a sentence with the word in context, and then the word itself. Have students point to the sentences as they hear them.

T48

B

Listen and underline the word. Track 7

Explain that they will hear the sentences again, but in a different order. Tell students they have to underline the word in the sentence. Play Track 7.

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C

Listen and match the sentences to the pictures. Track 7

Have students look at the pictures around the sentences. Explain that they are going to listen to the track again, and match to the picture that corresponds with the sentence. Monitor and check.

Knowing Ourselves

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Speaking

Spelling Our Words A Listen and write. Track 4

Key Vocabulary ask play book read crayons recess grade school bus instruments sing math travel paint watercolors plant

Answers will vary.

Multiple Intelligences Verbal / Linguistic Be Creative

NOT FOR RESALE

Write the letters of the alphabet on separate paper squares to make letter cutouts. Form them into a stack with the letters facing down. Divide the class into three teams. One by one, have each team take one letter cutout from the stack. Ask each team to think of a word that starts with that letter. Assign a point for every correct answer.

read Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 4.indd 49

A

Listen and write. Track 4

Have students open their books to page 49. Explain that they will write the words they hear in the first column. Play Track 4. Monitor and check. Check answers.

49

Materials  paper squares  beans to play Bingo

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Have students turn their books the right way around. Explain that students should write the words they hear according to a color sequence. Tell them to write the first word red, the second blue, the third green, and repeat. Play Track 4. Monitor and check.

Have students turn their books upside down. Explain that they will write the words they hear in the second column, except that this time they have to clap before and after writing the word. Play Track 4 and have students do the activity.

Unit 1 · My School

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Using Our Words

Multiple Intelligences Bodily / Kinesthetic

A Unscramble the letters and write the words.

Be Creative

K A S

Have students make a grid with nine spaces. Ask students to write nine words from the Key Vocabulary in the grid. Tell them that all the six words have to be different. Call out the words, one by one, in no particular order. Each time students hear a word that is in their grids, they put a bean on top of it. When a student has beans on all nine of the words in their grid, he / she calls out bingo!

A S

N S

I

S

N G

I

T A N L P

NOT FOR RESALE

L

I

L Y

P L

A Y

O B O K B O O K

T M A H

G

A R E D R E

P

L A N T

G R A D E C R E

L

N T M E R U N T

R E C E S

M A T H

A D

A G R D E

T E V R A

T R A V E S

K

A P

E

S

I P A

S S

S S

S

P A N T I

N T

A C R O Y N S

C R A Y O N S

H S C O O L S B U S C H O O L B U S

I N S T R U M E N T

S

watercolors

Write the missing word B

.

Color the four-letter words in blue. Color the words with more than five letters in purple.

50

Knowing Ourselves

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r A

Unscramble the letters and write the words.

Have students open their books to page 50. Ask them to look at the pictures and the scrambled words. Explain that they should use the pictures to help them unscramble the words. Tell them to write their answers in the boxes. Do the first word as an example (ask). Monitor and check. Write the missing word. Ask students to discover which word, from the list on page 50, is missing. Have them look at page 50 if they need to. Have students write the word on the line: watercolors.

T50

B

Color the four-letter words in blue.

Explain that they have to color all the four-letter words in blue. Monitor and check. Ask individual students to read out the answers. Color the words with more than five letters in purple. Tell them to color all the words that have five letters or more purple. Monitor and check. Ask individual students to read out the answers.

Knowing Ourselves

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Speaking

BE Sharp A Listen and write. Track 5 1.

book

9.

2.

math

10.

watercolors

3.

plant

11.

sing

4.

read

12.

play

5.

school bus

13.

travel

6.

instruments

14.

grades

7.

paint

15.

ask

8.

crayons

Key Vocabulary ask book crayons grade instruments

recess

math plant paint play read

recess school bus sing travel watercolors

Multiple Intelligences Bodily / Kinesthetic Be Creative

Tell a partner your favorite word. Draw your partner’s word.

Unit 1 · My School

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A

Write the Key Vocabulary words scattered across the board. Place two chairs in front of the board with a fly swatter on each. Divide the class into two teams. Have a student from each team sit on a chair with their backs to the board. Say a word out loud. The first person to turn around and hit the word gets a point for his / her team. Students may only hit once. If neither student hits the correct word, have two more students participate.

Answers will vary.

NOT FOR RESALE

B

Listen and write. Track 5

Have students open their books to page 51. Tell them to write the word they hear in the space provided. Play Track 5. Monitor and check. To check, ask different students to come to the board and write the word.

51

Materials two fly swatters

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B

Tell a partner your favorite word. Draw your partner’s word.

Divide the class into pairs, A and B. Have student A tell B his or her favorite word. Student B draws that word. Then student B tells A his or her favorite word, and A draws. This activity is to promote speaking among students.

Unit 1 · My School

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Be Fluent

Track 5

NOT FOR RESALE

Listen and say. Ask a family member to grade your pronunciation. 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Excellent

52

Good Work

More Practice

Parent’s Signature

Knowing Ourselves

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r Listen and say. Ask a family member to grade your pronunciation. The BE Fluent activity on this page is designed for students to demonstrate their pronunciation abilities to their parents/guardians. The activity is to be completed at home. It is essential that you explain the process clearly and carefully to students, so they can explain it to their parents/guardians. Demonstrate the process to students if necessary. The process is as follows:

Have the parent/guardian play the track. Each word is pronounced twice. (On the Student Book pages, the words are represented by pictures.) They must pause the recording after the second pronunciation of the word. The child must pronounce the word as it’s pronounced on the recording. The parent/guardian grades the pronunciation (by checking one of the three faces under the corresponding pictures) according to how similar it was. The parent/guardian then signs the relevant page to confirm the activity has been completed. In-class practice will further consolidate correct usage of the words.

T52

Knowing Ourselves

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T53

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ALALBOUT

ME

A Read and answer the questio questions: 1. What makes you unique?

2. What are you good at?

NOT FOR RESALE

3. What are you not good at?

B

Read and follow the instructions. 1. Get together as a group. 2. Take turns reading your answers. 3. Discuss the answers together and come to an agreement as a group. 4. Write down the group agreement.

54

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Project - All about Me Week 1 Individual Moment A

Read and answer the questions.

Ask students to think about the following questions. Each question is stated separately so the students can write their response for each question.

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Group Discussion B

Read and follow the instructions.

Have each student read what he or she wrote to his/her group. Then the group come to an agreement and writes it down.

Knowing Others

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Project NOT FOR RESALE

Unit 1 · My School

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Unit 1 · My School

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T57

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T58

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Language

2

WEEK

BE Literate

UNIT

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2nd Grade Lesson Planner Unit 1 - Week 2 Value: Honesty Theme: Knowing Ourselves Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others. q Essential Question: What makes yyou unique? Pages

ΠAsking personal questions. ΠDescribing yourself and others. ΠIdentifying and describing school activities, school workers and locations. ΠIdentifying and describing school supplies.

Project Session 2

BE a Speaker

BE Literate

T59-T78

Functions

T77-T85

T86-T87

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Key Vocabulary booklet classmate crayon cut draw erase eraser food server give have letter librarian library list measure

name need nurse nurse’s office pencil principal principal’s office report ruler scissors talk teacher work write

brother cafeteria cut draw eight

erase name letter library nurse

pencil principal ruler scissors teacher

ΠWork as a group to come to a conclusion. ΠOrganize ideas and create a project.

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(English) Language Development Skills Listening ΠListen to obtain information. ΠFollow directions. Speaking ΠPara-phrase information. ΠRetell story. ΠSpeak clearly and at an appropriate pace. ΠIdentify and correctly use singular possessives. ΠMake one-self understood when speaking by using English grammatical forms and sounds.

Support Video 1 Multiple Intelligences Œ Œ Œ Œ

Verbal / Linguistic T61 Bodily / kinesthetic T65 Visual / Spatial T67 Naturalist T69

Reading ΠRecognize and use knowledge of spelling patterns. ΠRestate facts and details in the text. ΠFollow two-step written directions. Writing ΠCreate readable documents with legible handwriting. ΠIdentify and correctly use singular possessives. ΠRecognize and use the correct word order punctuation and capitalization when writing. ΠCapitalize all proper nouns and words at the beginning of sentences. ΠConnect and relate words with different sounds and spelling in different tasks. ΠUse the vocabulary in context.

Multiple Intelligences ΠVerbal / Linguistic T79 , T80 ΠLogical / Mathematical T81, T82 ΠBodily / Kinesthetic T83

ΠWork as a group to come to a conclusion. ΠOrganize ideas and create a project.

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Connecting

Key Vocabulary grade he her his I

A Listen and point to the students as they speak. Track 8

my name she years old

Hi! My name is Naseem. What is your name?

I am in second grade. I am in second grade, too!

My name is Lupita.

I am seven years old. How old are you?

That is my teacher. Her name is Mrs. Clark.

I am seven years old, too! NOT FOR RESALE

She is my teacher, too!

B 60

Use the dialogue to introduce yourself to a classmate. Knowing Ourselves

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Frontload Vocabulary Write the word I on the board. Point to yourself and say: I am the teacher. Write the word my on the board. Show students something that belongs to you—for example, a book—and say: This is my book. Repeat the procedure using the words he, she, his, and her, as you point to a boy and a girl in the class. She is a girl. This is her crayon. Connecting A

Listen and point to the students as they speak. Track 8

Ask students to identify the main character from the story. Tell students that they will hear Naseem and a friend talking about their name, grade, and age. Play the audio and have students point to the characters as they speak. T60

B

Use the dialogue to introduce yourself to a classmate.

Divide the class into pairs and have them speak the parts of Naseem and Lupita.

Then have them use the dialogue as a model to introduce themselves, using their own information. Walk around as students are talking and monitor the activity.

Targeting Proficiency Levels Beginning

Have students chorally read the dialogue with you. Then, pair them with more advanced students and have them use the dialogue to introduce themselves. Assist students as necessary.

Intermediate

In pairs, have students take turns reading each part in the dialogue. Then, have students introduce themselves to a classmate. Finally, have students introduce you to a classmate.

Advanced

Have pairs adapt and memorize the dialogue. Then, have them share more information about themselves (favorite school subject, country of origin, etc.).

Knowing Ourselves

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Focusing

Multiple Intelligences Verbal / Linguistic

Complete the sentences. He

She

1.

My

2.

I

3.

His

name is Naseem.

4.

He

is seven years old.

5.

She

is their teacher.

6.

Her

name is

My

His

Her

Language

I

name is Lupita. am in second grade.

Distribute a piece of cardboard (1 per student), scissors, popsicle sticks (1 per student), and glue. Have students draw two people, cut them out, and label each drawing with a name. Help students glue each cutout to a popsicle stick. Divide the class into small groups and ask them to use their popsicle-stick people to practice making introductions.

.

NOT FOR RESALE

Mrs. Clark

Introductions

Unit 1 · My School

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Focusing

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Targeting Proficiency Levels

Complete the sentences. Read the directions aloud. Have students point to and read the words in the box. Complete the first sentence together with students. Ask who the name belongs to (Lupita). Then, ask who Lupita is (the girl in the photo). Discuss additional sentences, as necessary.

Beginning

Complete the activity with the whole group. Then, have students copy the answers on their notebook pages.

Intermediate

Have students discuss their answers with a partner and copy them on their notebook pages. Then, ask them to write two additional sentences using the possessive form.

Advanced

Have students complete the activity individually. Then, have them write a sentence with each word from the list. Have students share their sentences with a partner

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Applying

Key Vocabulary brother classmate eight fifth

A Ask your classmates questions. Find someone who …

letter report seven sister

1. is eight years old.

Answers will vary. 2. is seven years old.

3. has a name that starts with the same letter as yours.

Materials blank paper

4. has a brother or sister in fifth grade.

Write two or three sentences about your classmates. Report back to the class.

NOT FOR RESALE

B

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Scaffold Language Ask volunteers to describe themselves by saying their name, age, and whether they have a brother or a sister. As students share their descriptions, write any related vocabulary words on the board. Elicit from students the meaning of each word and, when discussing age, write the corresponding number on the board.

B

Write two or three sentences about your classmates.

Read the directions with the class. Once the students have had time to talk to their classmates, ask them to write two or three sentences using the information

they collected. Go around checking and helping students when they have problems. Encourage volunteers to read their sentences aloud.

Targeting Proficiency Levels

Applying A

Ask your classmates questions.

Give students time to walk around the room and complete the activity.Model the questions beforehand if necessary: Are you eight years old? Are you seven years old? Does your name start with (p)? Does you have a brother or a sister in fifth grade? Encourage volunteers to read their sentences aloud.

T62

Beginning

Discuss the questions with the group. Make a chart with students’ responses. Encourage students to choose a name from the lists on the board to complete a sentence.

Intermediate

Have students work in pairs. One asks the questions and the other records the answers. Then, have students use the information to write simple sentences about their classmates.

Advanced

Ask students to think of two or three additional questions to ask classmates and write the answers in more detailed sentences.

Knowing Ourselves

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Practicing

Multiple Intelligences Logical / Mathematical

A Match the words in the top row with the corresponding

he

I

B

she

hers

his

Language

words in the bottom row.

my

Answer the questions with complete sentences. Example: What grade is Naseem in? He is in second grade.

Favorite Subject Chart Display the results from the “Favorite School Subject” survey or do a quick survey and tally students’ responses. Invite students to make a bar graph with the class’ fi ndings on a chart paper. Have students title their graphs “Our favorite School Subject.” Remind students to use labels.

1. What grade are you in?

Answers will vary.

NOT FOR RESALE

2. What is your teacher’s name?

3. How old are you?

Unit 1 · My School

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Speaking Portraits Distribute blank paper. Have each student draw a picture of themselves talking to his or her best friend. Ask students to label the picture with their respective names and ages. Ask them to create speech bubbles that include a sentence about something they like (i.e., “I like writing. What do you like?” “I like reading books.”). Display portraits around the classroom.

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Practicing A

Match the words in the top row with the corresponding words in the bottom row.

B

Answer the questions with complete sentences.

Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

The practice activities on this page are designed to review and reinforce the concepts learned in the BE Literate section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible

Unit 1 · My School

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Connecting

Key Vocabulary a biome an breeze crayons cease cut endangered draw fleas erase eraser

A Listen and sing. Track 9

give pleaded measure polluting needprecious pencil sullying ruler scissors write

I Need a Ruler Today I need a ruler, A ruler, a ruler. Today I need a ruler, To measure a plant. My friend gives me a ruler, A ruler, a ruler. My friend gives me a ruler. I measure a plant. B

Sing the song again using these objects.

NOT FOR RESALE

a pencil – to write down my name a crayon – to draw a gray cat a pair of scissors – to cut pictures out an eraser – to erase mistakes

64

Knowing Ourselves

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Frontload Vocabulary Display School Photo Cards that show school supplies, one at a time. Hold up the ruler photo card and say: This is a ruler. Say it with me. This is a ruler. Ask students if they know what a ruler is and what it is used for. Ask them to demonstrate its use to a partner. Repeat the procedure with the rest of the items: pencil, crayon, scissors, eraser.

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Connecting A

Listen and sing. Track 9

Have students find the word ruler on the page. Ask them to point to the word and say it out loud. Repeat with the rest of the school supplies in part B. Then, play the track and have students listen and follow along in their books. Play the song again and have students sing along.

B

Sing the song again using these objects.

Help students sing the song once again using the words in activity B.

Knowing Ourselves

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Focusing

Multiple Intelligences Bodily / Kinesthetic

Complete the sentences.

1. I need

a

ruler.

2. I need

a

crayon.

3. I need

an

eraser.

4. He gives me

a

pair of scissors.

5. He gives me

a

pencil.

6. She needs

NOT FOR RESALE

an Language

a

book.

a

7. She gives me

a

pen.

8. She gives me

a

notebook.

Unit 1 · My School

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Focusing Complete the sentences. Read the directions aloud. Together, identify the school supplies that begin with a vowel and that are singular. Explain that we use an in front of words that begin with a vowel and are singular. Then, identify the school supplies that do not begin with a vowel. Explain that we use a in front of words that do not begin with a vowel and are singular. Write the rules on the board and have students copy them on their notebook pages

Relay Race Take students outside the classroom and divide the class into four lines. Have each line run a relay race holding a small, non-pointed school supplies, such as erasers, crayons, paper, and glue sticks. Each student in a line should hold a different school supply. After a student completes a run, he or she asks the next student what item he or she is holding. When the student responds correctly, he or she can begin to run. Continue this procedure until all groups complete the relay.

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Targeting Proficiency Levels Beginning

Complete the activity with the group. Then, have students copy the sentences on their notebook pages.

Intermediate

Have students work in pairs to complete the activity. Then have them copy the sentences on their notebook pages.

Advanced

Have individual students complete the activity. Have students write sentences using additional school supplies.

Unit 1 · My School

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Applying

Key Vocabulary

A Write a list of supplies you need for school.

pleaded polluting precious sullying

Answers will vary.

B

Draw and color pictures of the objects on your list.

C

Write a sentence describing each school object.

NOT FOR RESALE

bind biome breeze booklet cease list endangered supplies fleas

66

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Scaffold Language Display School Photo Cards that show school supplies. Have students choose a card and say the name of the supply. Have students use the school supply on their Photo Card to answer the question What do you need? Then, ask students why they need that school supply. If necessary, prompt students with a sample answer: I need a pencil to write stories at school.

B

Draw and color pictures of the objects on your list.

Ask students to make and color their own drawings of the school supplies they need for school.

Targeting Proficiency Levels Beginning

Display School Photo Cards that show supplies as a resource for students and write sentences on the board describing each supply. Have students make their own.

T66

C

Write a sentence describing each school object.

Encourage students to write a sentence to label each of their pictures. For more advanced students, invite them to write more descriptive sentences such as: I need a pencil to write. I use it to write good stories. Intermediate

Have students work in pairs to label their pictures with one simple sentence.

Advanced

Encourage individual students to write more descriptive sentences such as I need a pencil to write. I use it to write good stories.

Knowing Ourselves

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Practicing A Complete the sentences with words from the box.

an

1. I write my name with 2. I paint with

a

5. I eat

B

a

pencil.

paintbrush.

3. I correct mistakes with 4. I have

a

Language

a

Multiple Intelligences Visual / Spatial

an eraser.

fish in a bowl.

an apple for lunch every day.

Check yes if it is possible or no if it is not possible to do what each sentence describes.

Yes

NOT FOR RESALE



2. I write my dog’s name with a ruler.

4. She plays music with an instrument. 5. I measure things with a ruler.

No



1. He draws a happy face with a pair of scissors.

3. She draws a picture with a crayon.

  

Unit 1 · My School

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School Supply Game Distribute index cards (6 per student). Have students draw a school supply on each card. Pair students and have them play Memory. Have students put all their cards face down and take turns flipping over two cards at a time. Each time a student flips the cards, he or she needs to name the school supply. If the supplies match, they get to keep that pair of cards. The student with the most cards wins.

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Practicing A

Complete the sentences with words from the box.

B

Check yes if it is possible or no if it is not possible to do what each sentence describes.

Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

The practice activities on this page aredesigned to review and reinforce the concepts learned in the BE Literate section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

Unit 1 · My School

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Connecting

Key Vocabulary am/is cafeteria food server have/has librarian library

A Listen and point to the correct person. Track 10, Video 1

nurse nurse’s office principal principal’s office talk/talks work/works

NOT FOR RESALE

Materials School Photo Cards photos of school workers chart paper tape marker drawing paper (1 sheet paper per student ribbon Preparation Take photos of school workers doing their jobs (librarian putting books away, etc.). Write “Our School Workers” on chart paper. See the audio-visual material to further explore the theme of this page. B 68

Talk about what the people above do. Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 5.indd 68

Frontload Vocabulary Display School Photo Cards that show school workers. Introduce the different school workers and what they do. Then, tell students that they will identify the school workers in their school. Show a photo of one of the workers. Tape the photo to the Our School Workers Chart. Tell students the person’s name, job title, and a brief description of that person’s duties. Write the information next to each photograph. Store the chart for further use

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Connecting A

Listen and point to the correct person. Track 10

Play the track and have students listen and point to the school worker. See page for the audio script. Targeting Proficiency Levels Beginning

Do Activity B as a group. Record student responses for Activity B on the board. Have students copy the answers on their notebook pages.

B

Talk about what the people above do.

Have students form pairs and identify the school worker who carries out each task. Watch the video to further study the correspondence between the title given to workers and the activity they do. Intermediate

Have pairs ask and answer the questions with simple sentences. Have students copy the answers on their notebook pages.

Advanced

Have students brainstorm other tasks each of these school workers might do. Ask them to write new sentences using those tasks.

Knowing Ourselves

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Focusing

Multiple Intelligences Verbal / Linguistic

Complete the sentences with the correct words. am

a principal. ( am / is )

2. The nurse

works

3. I am a librarian. I 4. She

is

5. The principal

Language

1. I

in the nurse’s office. ( work / works ) talk

about books. ( talk / talks )

a food server. ( am / is ) has

School Workers Poem Write the following poem on the board or on chart paper. Teach the poem to the class. Distribute drawing paper. Then, have students copy the poem and illustrate it. A big red book is in the library. I want to know what it’s about. So the librarian, very quietly, helps me check the new book out.

many papers on her desk. ( have / has )

NOT FOR RESALE

Multiple Intelligences Naturalist Saying Thanks with Flowers Tell students that plants and flowers are sometimes given as a way to say thanks. Encourage students to bring a flower or a plant to school. Use a ribbon to arrange all the flowers into a bouquet. Have students give the bouquet to a worker from your school.

BE Honest If I enjoy what I do, I am honest with myself.

Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 5.indd 69

Focusing Complete the sentences with the correct words. Read the directions aloud. Ask students to point to the words am and is at the end of the first sentence and read them. Write the words on the board and explain that we use am to talk about ourselves and is to talk about someone or something else. Follow a similar procedure for the other word choices. Have students complete the sentences.

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Targeting Proficiency Levels Beginning

Complete the activity with the whole group. Record student responses on the board. Then, have students copy the rules and the complete sentences in their notebooks.

Intermediate

Have students work with a partner to complete the activity. Then, ask them to write new sentences using each of these words: am, is, A.

Advanced

Have individual students complete the activity in writing. Then, ask them to write new sentences using these words: am, is, are, work and works

Unit 1 · My School

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Applying

Key Vocabulary cafeteria food server librarian library nurse

A Visit the nurse’s office, the principal’s

nurse’s office principal principal’s office school workers teacher

office, the cafeteria, and the library with your teacher. Find out the names of the school workers in each of these places. B

Write a paragraph about one of the school workers.

Materials chart paper marker index cards tape drawing paper

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Preparation Write the job names of the school workers at your school on index cards. (1 per student, can be repeated. Should match chart from page T54.)

70

Answers will vary.

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Scaffold Language Display the Our School Workers Chart. Distribute the index cards. Have students read their cards and come up, one at a time, to match their index card with the word on the chart. Tape their card on top of the word on the chart. As you do this, remind students of the names of the workers, their positions, where they work, and what their duties are. Applying A

Visit the nurse’s office, the principal’s office, the cafeteria, and the library with your teacher.

Read the directions with the class. Tell students that they will be visiting some school workers. Walk around the school and have school workers introduce themselves to the class. Then have

T70

students ask each worker questions about his or her job. Also ask them makes them unique. B

Write a paragraph about one of the school workers. Targeting Proficiency Levels Beginning

Discuss the duties of each school worker with the group. Have students write the name of one school worker on top of their paper. Ask them to make a list of that worker’s duties.

Write their responses on a chart as soon as you return to the classroom. Model a brief paragraph about one of the school workers, thinking aloud as you make decisions about how to write. Have students write their paragraphs on a separate sheet of paper. Intermediate

Discuss the duties of each school worker with the group. Then, have students write two or three sentences about one of the school workers. Have students share their sentences with the group.

Advanced

Have students write a paragraph about one of the school workers. Ask students to read their paragraphs to the group.

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Practicing

Language

A Match the school locations with the pictures.

cafeteria

nurse’s

library

office B

Complete the sentences with words from the box.

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nurse 1. The

food server

food server

2. The librarian works in the 3. The

nurse

4. The principal works in the

office

library

works in the cafeteria. library

.

works in the nurse’s office. office

. Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 5.indd 71

71

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Practicing A

Match the school locations with the pictures.

B

Complete the sentences with words from the box.

Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

The practice activities on this page are designed to review and reinforce the concepts learned in the BE Literate section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

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Home Connection

Write a or an before each word. Remember to use a if the word does not begin with a vowel and is singular. Example: a school. Remember to use an if the word begins with a vowel and is singular. Example: an object.

1.

a

ruler

2.

a

pencil

3.

an eraser

a

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4.

5.

pet

an instrument

a

6.

song

BE Honest How can you be honest at school and with your friends?

7.

72

an aquarium

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Home Connection Write a or an before each word. Read the text aloud and have students listen to you. Then go over the example. Invite students to write a or an on the lines provided.

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Home Connection

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Language

Guessing Game

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Home Connection Have students cut out and assemble their cube to use as a die. Ask students to form pairs. Have one student roll the die on the desk or table while the other one asks What is this?, as he or she points to the face-up picture of a school supply. If the student responds correctly, he or she rolls the die again. If not, the next student takes a turn.

Unit 1 · My School

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Speaking

2

WEEK

BE a Speaker

UNIT

1 BE2 PRIM PLIEGO 5.indd 77 BE2 BIM1 U1 BLBL TCH PLIEGO4.indd 77

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Word List

brother cafeteria cut draw eight erase name letter

library nurse pencil principal ruler scissors teacher

A Form two teams in your group. Name your team. One of your

partners goes to the front of the class and uses his body to represent a word from the vocabulary, you have to guess what word it is, and make a correct sentence. The other team takes a turn to guess, and so on. The group that guesses more words is the winner!

NOT FOR RESALE

B

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Impromptu spelling Give each student a piece of paper with a two-by-five grid on it, like this: Spelling Bonus Chart

During a class, when you see a word that students have already studied, ask a random student to spell the word. If she spells the word correctly, mark off, stamp or put a star on one square in the grid. The student that fills the grid with ten marks first gets a bonus point on the test, or another reward. You may see that students will volunteer to spell a word, so that they can get their bonus faster!

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Knowing Others

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Word List A Listen. Track 11

10

5

11

cafeteria

brother 8

15

cut

14

draw

1

6

Speaking

Listen and point. Track 11

Key Vocabulary brother library cafeteria nurse cut pencil draw principal eight ruler erase scissors name teacher letter

eight 3

7

Multiple Intelligences Verbal / Linguistic R

ARTHU

erase

pencil

library 13

2

9

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letters

principal

Be Creative

name 12

ruler

Divide the class into pairs. Make two sets of copies of the words from the lesson for each pair. Have them play Memory.

nurse 4

scissors

teacher

B Listen and number. Track 12

Listen, point and repeat. Track 12 Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 5.indd 79

A

Listen. Track 11

Make sure students have their books closed. Have them close their eyes. Play Track 11. Listen and point. Have students open their books to page 91. Play Track 11 again. Have students point to the words as they hear them.

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B

Listen and number.

Listen, point and repeat.

Track 12

Track 12

Explain that they will hear the list of words again, but in a different order. Have students write the number in the box next to the picture in the order they hear it. Play Track 12. Monitor and check. Check answers on the board.

Play Track 12 again. Have students listen to each word. Pause the recording after each word and have individual students point to and repeat the words. To vary the activity, have students repeat the word in a variety of ways: whispering, shouting, making an animal noise after saying the word, etc.

Unit 1 · My School

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Words in Context

Key Vocabulary brother cafeteria cut draw eight erase name letter

A Listen. Track 13

library nurse pencil principal ruler scissors teacher

Listen and point. Track 13

principal

letters

name

brother

eight

I write with my pencil. May I borrow your ruler? I love my brother. library

Multiple Intelligences Verbal / Linguistic Be Creative

erase

NOT FOR RESALE

Divide the class into small groups. Give each group a set of letters. Have students use the letters to write the word. Then have them glue the word in their notebooks. Ask them to share their words with the rest of the class.

cut

cafeteria

Materials paper

Erase the board. Cut the cake, please. My pet’s name is Sombra. I can borrow books from the library. Cut the paper with scissors. Mr. Adams is our teacher. Let’s drink a soda in the cafeteria. How many letters are there in the alphabet? Miss Jones is the principal in our school. Draw an ant and color it brown.

teacher

nurse

My sister is eight years old. My mom’s a nurse.

draw

pencil

ruler

scissors

B Listen and underline the word. Track 14 C Match the sentences to the pictures. 80

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BE2 PRIM BIM1 BL PLIEGO 5.indd 80

A

Listen. Track 13

Make sure students have their books closed. Have them close their eyes. Play Track 13. Listen and point.

B

Listen and underline the word. Track 14

Explain that they will hear the sentences again, but in a different order. Tell students they have to underline the word in the sentence. Play Track 14.

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C

Match the sentences to the pictures.

Have students look at the pictures. Ask them to match the pictures to the corresponding sentences. Monitor and check.

Track 13 Have students open their books to page 80. Ask students to look at the sentences. Play Track 13 again. Students will hear a sentence with the word in context, and then the word itself. Have students point to the sentences as they hear them.

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Spelling Our Words

Multiple Intelligences Logical / Mathematical

A Write the words in alphabetical order.

eight ruler draw cut name erase letters nurse brother library scissors cafeteria pencil teacher principal

B

1.

brother

6.

erase

11.

pencil

2.

cafeteria

7.

letters

12.

principal

3.

cut

8.

library

13.

ruler

4.

draw

9.

name

14.

scissors

5.

eight

10.

nurse

15.

teacher

Speaking

Be Creative Divide the class into two teams. Copy the words onto a piece of paper and cut out the individual words. Give a set to each team. Have them put the words in alphabetical order. The first team to finish wins.

Write… 1. the words that start with a p.

pencil

principal

2. the words that end with an e.

NOT FOR RESALE

erase

name

nurse

3. the words with a repeated consonant.

letters

scissors

4. your favorite word.

Check with a partner.

Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 6.indd 81

A

Write the words in alphabetical order.

Have students open their books to page 81. Ask them to put the words in alphabetical order. Monitor and check.

81

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B

Write…

Divide the class into pairs and have them write the words according to the instructions. Monitor and check. Check with a partner. Have students check their answers in pairs. Then, have different pairs say their answers out loud performing an action while they repeat the word, for example, standing on one leg, rubbing their head, dancing, etc.

Unit 1 · My School

BE2 U1 BL TCH PLIEGO5.indd 81

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Using Our Words

Key Vocabulary brother cafeteria cut draw eight erase name letter

A Find the words from page 79 in the word search.

library nurse pencil principal ruler scissors teacher

P I

R L

D C

R A A

F M

L N C

R E

U L

U T

D P M

N I

Multiple Intelligences Logical / Mathematical

I O A

N E

C I

I G B

P H C

W E

A T

E L

A E

R O

E S L

T E

E E

R R

R T

M E

N B

U R

R C A

R E

S N

C C

I

S L

S P

T

T

E

A

C

H

I I

B

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Form the words from the key vocabulary with the letter cutouts, and clip the letters of each word together. Divide the class into five teams and give each team three sets of clippedtogether letters. As soon as a team finishes unscrambling the words, one member comes to the front to stick its words up on the board.

A S

R E

N S

S U

U R

T Y

O O

R I

S Y

E

R

R

D I A A

(student’s name)

(a nurse in the cafeteria)

Match the titles to the pictures. my name

82

J E F

Listen and draw. Track 15

(eight pencils)

C

Materials sets of cutout letters to form words from the key vocabulary

L V E

name

What’s the missing word?

Be Creative

A T

a nurse in a cafeteria

eight pencils

Knowing Ourselves

tape BE2 PRIM BIM1 BL PLIEGO 6.indd 82

A

Find the words from page 79 in the word search.

Have students open their books to page 82. Ask them to look at the words on page 79 and find them in the word search. Monitor and check. What’s the missing word?

B

Listen and draw. Track 15

Play Track 15. Pause after each sentence, giving students time to draw. Encourage students to use a variety of colors. Check the answers by having individual students draw on the board.

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C

Match the titles to the pictures.

Have students match the corresponding title to each picture. Have some volunteers read the answers out loud.

Tell students that one word was missing from the crossword puzzle. Encourage them to discover which word it is (brother). Have them look back to page 79 if needed. Have them write the word on the line. Ask a volunteer to come to the board and write the missing word.

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BE Sharp A Find the mystery words.

Key Vocabulary

1

2

3

4

5

6

7

8

9

10

11

12

13

A

B

C

D

E

F

G

H

I

J

K

L

M

14

15

16

17

18

19

20

21

22

23

24

25

26

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

p

r

i

n

c

i

p

a

l

16

18

9

14

3

9

16

1

12

c

h

e

r

n

u

r

s

e

20

5

1

3

8

5

18

14

21

18

19

5

NOT FOR RESALE

a

l

e

r

c

u

t

18

21

12

5

18

3

21

20

Ask different volunteers to come to the front and give commands: Jump! Raise your hand! Stand on one leg! As they say the commands, they do the action themselves so everybody understands what they have to do. Help the volunteers with the commands if they have problems remembering words.

Check with a partner. B

Write five mystery words using the code. Discover and say your partner’s words.

Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 6.indd 83

A

library nurse pencil principal ruler scissors teacher

Be Creative

e

u

brother cafeteria cut draw eight erase name letter

Multiple Intelligences Bodily / Kinesthetic

t

r

Speaking

Code:

Find the mystery words.

Have students open their books to page 83. Ask them who the man is and what they think a detective does. Explain that they must use the secret code in order to find the missing words. Ask volunteers to explain how the code works. Help if necessary. Check with a partner. Divide the class into pairs. Ask students to swap books and check each other’s answers. After students have finished, call on volunteers to write the words on the board.

83

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B

Write five mystery words using the code. Discover and say your partner’s words.

Ask students to write five mystery words. Tell them to use the notebook pages in their books. Explain they can use any of the words from previous lessons. Have them exchange their words with a partner and solve them. Then have them say the words. Have some students read their words out loud. This activity promotes speaking.

Unit 1 · My School

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Be Fluent

Track 12

Listen and say. Ask a family member to grade your pronunciation. 1

2

3

4

5

6

7

8

9

10

11

12

13

14

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ARTHUR

Excellent

84

Good Work

8 More Practice

15

Parent’s Signature

Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 6.indd 84

Listen and say. Ask a family member to grade your pronunciation. The BE Fluent activity on this page is designed for students to demonstrate their pronunciation abilities to their parents/guardians. The activity is to be completed at home. It is essential that you explain the process clearly and carefully to students, so they can explain it to their parents/guardians. Demonstrate the process to students if necessary. The process is as follows:

12/06/12 08:50

Have the parent/guardian play the track. Each word is pronounced twice. (On the Student Book pages, the words are represented by pictures.) They must pause the recording after the second pronunciation of the word. The child must pronounce the word as it’s pronounced on the recording. The parent/guardian grades the pronunciation (by checking one of the three faces under the corresponding pictures) according to how similar it was. The parent/guardian then signs the relevant page to confirm the activity has been completed. In-class practice will further consolidate correct usage of the words.

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8:50

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ALALBOUT

ME

A A Answer th the questions: ti

1. How can we show others that you respect what they are feeling?

2. How can you create a safe space to show your feelings in the

NOT FOR RESALE

classroom?

B

Discuss and write. 1. Get together as a group. 2. Take turns reading your answers. 3. Create a plan and a project on how you can create a safe space

to show your feelings in the classroom, come to an agreement.

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Project All about Me Week 2 Individual Moment A

Answer the questions.

Ask the following questions and each student writes his or her own answer.

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Group Discussion B

Discuss and write.

Have each student read what he or she wrote to his/her group. Then the group comes to an agreement of what project they are going to do to ensure that everybody feels special in the classroom. Action After students have finished their project, they have to implement it, and this can vary by group.

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Project NOT FOR RESALE

Unit 1 · My School

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87

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Unit 1 · My School

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Language

3

WEEK

Digital Book

UNIT

1 BE2 PRIM PLIEGO 6.indd 89 BE2BIM1 U1 BLBL TCH PLIEGO5.indd 89

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2nd Grade Lesson Planner Unit 1 - Week 3 Value: Honesty Theme: Knowing Ourselves Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others. q Essential Question: What makes yyou unique? Pages

Digital Book

T89-T92

Functions ΠIdentifying the author, plot and main ideas of a story. ΠReading comprehension. ΠPhonics.

Project Session 3

T104-T105

BE2 U1 BL TCH PLIEGO5.indd 90

add all kinds of art count learn subtract the best

circle family flowers fruit fun home laugh leaves painter rectangle root school stem sunlight triangle

BE a Speaker

T93-T103

Key Vocabulary

ΠWork as a group to come to a conclusion. ΠOrganize ideas and create a project.

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(English) Language Development Skills

Support

ΠIdentify the author of a story. ΠIdentify the plot and mains ideas of a story.

ΠConnect and relate words with different sounds and spelling in different tasks. ΠUse the vocabulary in context.

Multiple Intelligences ΠLogical / Mathematical T95, T97, T99 ΠVisual / Spatial T96 ΠVerbal / Linguistic T98

ΠRespond to questions with appropriate elaboration. ΠExpress ideas in an appropriate and clear way.

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Digital Book Key Vocabulary add biome breeze all kinds of cease art endangered count fleas

A Read the story.

learnpleaded subtract polluting the best precious sullying

B

After reading the story What do you like best at school?, complete the sentences with the correct word: 1.

BE 2 thematic 1 cover.indd Sec2:3

a

I like to numbers.

a) add and subtract 2.

b) multiply and divide

b

I like to read

c

I like art

a

NOT FOR RESALE

I like to cultures.

b) the least

c) the best

b) many

c

c) some

about other people and their

a) read C

c) notes

animals, especially cute puppies.

a) all kinds of 5.

b) books .

a) the most 4. I like

c) count

about many subjects .

a) magazines 3.

5/28/12 11:29 AM

big and small

b) draw

c) learn

What do you like the best at school? Write. Answers will vary

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What do you like best at school? A

Read the story.

Read the story What do you like best at school? with students. Use the book to explain that stories have titles, authors, and illustrators. Point to the title and tell students that the title is the name of the story. Point to the author and tell students that the author is the person who writes the story. Point to the illustrator and tell students that the illustrator is the person who creates the pictures in the story.

B

After reading the story What do you like best at school?, complete the sentences with the correct word.

Read the instructions with the students and ask students to complete the exercise with the words given in their books. Have students read the words in the box and complete the sentences. C

What do you like the best at school? Write

Ask students to write about what they like the best at school.

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Phonics Building Words What can you build up from the word art? 1. Add a consonant at the beginning: p, c, d, t or two consonants:

d e

d e

f g

f g

Language

sm, st, sp.

a bc a bc a bc a bc a bca bc a bc a bc a bc a b b part, c c

n bc a bc a bc a bc a bca bc a bc a bc a bc n

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2. Now, change the final consonant to k.

a bc a bc a bc a bc a bca bc a bc a bc a bc a b b park, c c

d e

d e

f g

f g

n bc a bc a bc a bc a bca bc a bc a bc a bc n

Unit 1 · My School

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Phonics Building Words What can you build up from the word art? Read the instructions together with students and have them come up with words that incluye the word art. Adding consonants at the beginning, such as p, c, d, t or two consonants: sm, st, sp. Then ask them to change the final consonant to k.

Unit 1 · My School

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T92

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Speaking

3

WEEK

BE a Speaker

UNIT

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Word List

circle family flowers fruit fun home laugh leaves

painter rectangle root school stem sunlight triangle

NOT FOR RESALE

Form two teams in your group. Name your team. One of your partners makes a statement about a word from the vocabulary for you to guess, for example, I live in a tent, I wear feathers as a

94

hat, and I like to dance like this... What am I? and uses his body to represent it, you have to guess what word it is, and make a correct sentence. The other team takes a turn to guess, and so on. The group that guesses more words is the winner!

Knowing Ourselves

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T94

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Magic Spelling

Spelling Stompers

Have all students hold out a hand and “give them” a handful of snowflakes each (this is really just make-believe; you mime giving each child a handful of something). Have students spell words that you write on the board. Tell students that the snowflakes will be ready to fall from the sky when students spell a word correctly. After spelling a word students toss their snow into the air. They can use their hands and arms to let the snow fall. You can do the same for making rain, or shaping ghosts, or anything that students can come up with.

Write some words on the board, or use the words on this page. Say the word and have students spell it. Have students stomp their feet for each letter. Tell students to start with the left foot (a good way to reinforce left and right), like this: Teacher: Let’s spell the word brother. Start with your left foot. Ready? 3-2-1, Spell! Students: B (stomp their left foot) R (stomp their right foot) O (stomp their left foot), etc.

Knowing Ourselves

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Word List

Key Vocabulary

A Listen. Track 16

Listen and point. Track 16 2

13

circle 12

flowers

family 14

8

9

6

fun

fruit 11

Speaking

3

circle family flowers fruit fun home laugh leaves

painter rectangle roots school stem sunlight triangle

10

Multiple Intelligences Logical / Mathematical Be Creative laugh

NOT FOR RESALE

home 1

15

roots B

leaves 7

5

school

painter

4

sunlight

stem

Ask students to stand up. Count from 1 to 50 with students. One… Toss the ball to a student. Have him / her say two and toss the ball to another student, who continues counting.

rectangle

The ball can go around the class in any order. Continue till you reach the number 50, and then go backwards (49, 48, 47…) until you get back to 1.

triangle

Listen and number. Track 17 Listen, point and repeat. Track 17 Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 6.indd 95

A

Listen. Track 16

Make sure students have their books closed. Play Track 16. Students will hear each word. Then play the track again. Listen and point. Track 16 Have students open their books to page 95. Play Track 16 again. Have students point to the words as they hear them.

95

Materials a soft ball

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B

Listen and number.

Listen, point and repeat.

Track 17

Track 17

Explain that they will hear the list of words again, but in a different order. Have students write the number in the box next to the picture in the order they hear it. For example, the first word they hear is roots. The number in the box, therefore, is 1. Play Track 17. Monitor and check. Check answers.

Play Track 17 again. Pause the recording after each word and have individual students point to and repeat the words. To vary the activity, have students repeat the word in a variety of ways, for example, whispering the word, shouting, making an animal noise after repeating, etc.

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Words in Context

Multiple Intelligences Visual / Spatial

A Listen. Track 18

Listen and point. Track 18

Be Creative

NOT FOR RESALE

Divide the class into four teams. Draw four columns on the board. Ask a member of each team to come to the board and give each one a piece of chalk or a board pen. Say a word, and have each of the students draw that word. The student to draw a clear and correct picture first wins a point for his/her team.

B

circle

family

flowers

fruit

fun

home

laugh

leaves

painter

rectangle

roots

school

stem

sunlight

triangle

Listen, spell and circle the correct word. Track 19 1. stems / flowers

6. roots / plant

11. sunlight / sun

2. root / stem

7. home / school

12. rectangle /

3. fruit / flower

8. fun / laugh

4. school / laugh

9. circle / rectangle

5. painter / flower 96

triangle

10. brother / family

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A

Listen. Track 18

Have students close their eyes and listen to the recording. Play Track 18 twice. Listen and point.

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B

Listen, spell and circle the correct word. Track 19

Explain that students will hear the sentences again in a different order. Have them choose and circle the word they hear.

Track 18 Have students open their books to page 96. Ask them to look at the sentences. Play Track 18 again. Have students point to the sentences as they hear them.

T96

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Spelling our Words

Key Vocabulary

A Unscramble the letters and write the words.

leaves

Speaking

fruit

home

circle family flowers fruit fun home laugh leaves

painter rectangle roots school stem sunlight triangle

triangle

Multiple Intelligences Logical / Mathematical

sunlight

Be Creative painter

Divide the class into three teams and give each five sets of cutout letters to form five words from the key vocabulary. Each team should spread out its letter cutouts.

NOT FOR RESALE

flower

rectangle

Tell teams they need to form the words in alphabetical order. The first team to finish all the words wins.

circle

family B

Get together with a partner. Share your words. Unit 1 · My School

BE2 PRIM BIM1 BL PLIEGO 7.indd 97

A

Unscramble the letters and write the words.

Have students open their books to page 97. Have them unscramble the letters. Tell them to use the background where the letters are as a clue.

97

Materials sets of cutout letters to form words from the key vocabulary

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B

Get together with a partner.

Divide the class into pairs. Have them work together and compare answers. In the same pairs, have students write three or four more scrambled words. Have them exchange the words with a different pair.

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Using Our Words

Multiple Intelligences Verbal / Linguistic

A Cut out the words on page 101. Listen and fill in the blanks

with the correct words.

Be Creative

laugh

My cat makes me

Divide the class into three teams, and hand each team one or two old magazines. Tell the students you are going to dictate words, and that they should form the words. The team that first shows you the correctly spelled word gets a point. When they finish, students can glue the words onto their notebook pages.

sunlight

A plant needs water and My

family

It’s

fun

. She’s very funny. .

and I are going on vacation to the beach.

triangle , a circle , and a rectangle

. A

are geometric shapes.

home .

I always help my mom at Roses are

Materials old magazines, safety scissors, glue

stem

a long NOT FOR RESALE

flowers . They have .

roots

Trees have strong many

leaves

.

Bananas and apples are Frida Kahlo is a

and

fruit .

painter

We learn math at

school

.

.

Check your answers with a partner. 98

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A

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Cut out the words on page 101.

Have students turn to page 101 and cut out the words. Have them turn back to page 98. Read the sentences aloud, including the missing words. Pause after each sentence, giving students time to paste in the correct word. Check your answers with a partner. Have students work in pairs and say their answers to each other.

T98

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BE Sharp

Key Vocabulary

A Work with a partner. Look at the pictures and complete the puzzle.

circle family flowers fruit fun

7

1

1

2

8

3

2

12

C i r c

4

5

6

F

5

P a F a m i n

l

10

t e

9

y T r

L a u g H o e a 13 m

3

v e

R e o

c

n g t a n l

S c h o o t

l

e

4

l o w e r e 8

s 9

F

r

u

i a

t

11

S t l

Speaking

Across

7

Down

NOT FOR RESALE

12 13

Check your answers with two more friends.

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A

Multiple Intelligences Logical / Mathematical

Give each student a number card. Have students come to the front of the class and tell each other their numbers. As they compare numbers, they should be gradually arranging themselves into a line, organized in numerical order. Divide the line into teams of four or five students: numbers 1 to 5 are one team and so on. Mix the number cards and give them out to each student again, ask students to line up in order. The first team to line up in order is the winner.

10

B

roots school stem sunlight triangle

Be Creative

e m

6 11

home laugh leaves painter rectangle

Work with a partner.

Divide the class into pairs. Explain the meaning of across and down. Have students look at the pictures in order to complete the puzzle. Monitor and check.

99

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B

Materials cards with numbers 1 to… (depending on the number of students in your class)

Check your answers with two more friends.

Have pairs get together with another pair. Have them check each other’s answers. Go over the answers with the class. Remember the objective of this activity is to encourage students to speak.

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T99

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BE Fluent

Track 17

NOT FOR RESALE

Listen and say. Ask a family member to grade your pronunciation. 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Excellent

100

Good Work

More Practice

Parent’s Signature

Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 7.indd 100

Listen and say. Ask a family member to grade your pronunciation. The BE Fluent activity on this page is designed for students to demonstrate their pronunciation abilities to their parents/guardians. The activity is to be completed at home. It is essential that you explain the process clearly and carefully to students, so they can explain it to their parents/guardians. Demonstrate the process to students if necessary. The process is as follows:

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Have the parent/guardian play the track. Each word is pronounced twice. (On the Student Book pages, the words are represented by pictures.) They must pause the recording after the second pronunciation of the word. The child must pronounce the word as it’s pronounced on the recording. The parent/guardian grades the pronunciation (by checking one of the three faces under the corresponding pictures) according to how similar it was. The parent/guardian then signs the relevant page to confirm the activity has been completed. In-class practice will further consolidate correct usage of the words.

T100

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Cutouts, p. 98

fun family sunlight leaves school home laugh triangle flowers painter

NOT FOR RESALE

Speaking

roots rectangle stem fruit circle

Unit 1 · My School

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101

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Unit 1 · My School

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T101

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T103

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ALALBOUT

ME

NOT FOR RESALE

Create your project.

104

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Project All about Me Week 3 Group discussion Create your project. The different groups work on creating their project. While doing this, monitor and help students when necessary.

T104

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Project NOT FOR RESALE

Unit 1 · My School

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105

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Unit 1 · My School

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T105

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T106

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Writing

4

WEEK

BE a Writer

UNIT

1 BE2 PRIM PLIEGO 7.indd 107 BE2BIM1 U1 BLBL TCH PLIEGO6.indd 107

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2nd Grade Lesson Planner Unit 1 - Week 4 Value: Honesty Theme: Knowing Ourselves Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others. q Essential Question: What makes yyou unique? Pages

Functions

Key Vocabulary

T107-T116

Œ Œ Œ Œ Œ

T117-T120

ΠIdentifying primary colors. ΠIdentifying preferences.

circle dancing drawing fun games dumping laughing

learn painter painting playing primary color problems reding

T121-T129

ΠIdentifying primary colors. ΠIdentifying preferences.

alligator ambulance ants apple cat dance fan

hand bed belt hen pen ten tent

T130-T131

ΠWork as a group to come to a conclusion. ΠOrganize ideas and create a project. ΠPresent and share the project.

Project Session 4

BE a Speaker

BE an Artist

BE a Writer

Describing a personal profile. Describing preferences. Describing others. Identifying types of sentences. Identifying and discussing punctuation marks.

BE2 U1 BL TCH PLIEGO6.indd 108

age capital letter exclamation family first name interests mind map home information last name mark period personal point profile question rectangle singing solid line spelling square triangle writing

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(English) Language Development Skills Listening ΠListen to obtain information. ΠFollow directions. Speaking ΠSpeak clearly at an appropriate pace.

Support Multiple Intelligences ΠIntrapersonal T108 ΠVerbal / Linguistic T110, T112

Reading ΠState the purpose in reading. ΠRestate facts and details in the text to clarify and organize ideas. ΠDistinguish initial sounds in words. Writing ΠCapitalize words at the beginning of sentences. ΠRecognize and use the correct word order in sentences. ΠCapitalize all proper nouns and words at the beginning of sentences. ΠIdentify geometric shapes.

Video 2 Multiple Intelligences ΠLogical / Mathematical T119

ΠConnect and relate words with different sounds and spelling in different tasks. ΠUse the vocabulary in context.

Multiple Intelligences ΠVerbal / Linguistic T123, T125, T126, T127 ΠBodily / Kinesthetic T124

ΠRespond to questions with appropriate elaboration. ΠExpress ideas in an appropriate and clear way.

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Personal Profile

Key Vocabulary information personal profile

My name is Katie Mayer. I am in second gra de. I am seven years old. My family lives at 10 Oak Street, Chicago, Illinois. I have a o brother and a sister. I als have a cat. I like to rea d books abo ut animals.

Multiple Intelligences Intrapersonal

Answer the questions. 1. Who wrote this paragraph? How do you know? NOT FOR RESALE

My Special Person Tell students about a special person in your life. As you talk, write the sentences on the board: My special person is (name). He (or She) likes … Then, have students think about a special person in their life (parent, friend, sibling, etc.). Ask students to write a few sentences about that person. After students have finished their sentences, distribute drawing paper and have students draw a picture of their special person.

Katie Mayer. Her name is on the first line. 2. What is the first piece of information the writer includes?

Her name.

Materials chart paper marker index cards tape drawing paper

3. What is the second piece of information?

Her grade at school and her age. 108

Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 7.indd 108

Access Prior Knowledge Explain to students that they will be reading and writing personal profiles. Write “Personal Profiles” on a sheet of chart paper. Ask students: Who knows what a personal profile is? If necessary, ask what personal and profile mean, separately. Write students’ answers on the chart paper. Then, clarify the information they give you by confirming or further explaining their responses.

T108

Personal Profile Answer the questions. Explain to students that they are going to read a personal profile, which presents information about a person. Read the profile aloud. Then, have students read along with you. Read aloud question 1 and have individual students read aloud questions 2 and 3. Have volunteers answer.

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Sound It Out Explain to students that all words have sounds and that these sounds blend together to make words. Tell them that some words begin with vowel sounds (a, e, i, o, u) and some words begin with consonant sounds (a letter other than a, e, i, o, or u). Choose one of the words from the personal profile and write it on the board. If the word begins with a vowel sound, have students raise both hands. If the word begins with a consonant sound, have students raise one hand. Have them continue with additional words from the profile.

Knowing Ourselves

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Writing a Personal Profile

Key Vocabulary age family first name home information

Personal profiles give information about a person. You can write a profile about yourself or about another person. Remember to include this information about the person: • first and last name • home • school • age

interests last name mind map school

• family • interests

A Complete a mind map about yourself. Answers will vary.

Age

Writing

School

NOT FOR RESALE

Name

Home

Interests

109

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Review the Personal Profile Display the Personal Profile from the previous page. Read the Personal Profile with the class. As you read, point out the details in the text that define it as a personal profile.

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Writing a Personal Profile A

Complete a mind map about yourself.

Read the information in the box to the class. Copy the mind map on the board. Explain to students that a mind map is used to organize thoughts before writing a paragraph.

Unit 1 · My School

BE2 U1 BL TCH PLIEGO6.indd 109

T109

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Writing a Personal Profile

Key Vocabulary age interests family last name first name mind map home school information

B

Write a personal profile about yourself.

Multiple Intelligences Verbal / Linguistic Guessing Game

NOT FOR RESALE

Play a guessing game in groups. Let students know that the answers are words related to the information in a personal profile. Use these clues: 1) Place where you live. (home) 2) How old you are. (age) 3) What you like to do. (interests) 4) You have two: first and last. (names) 5) Place where you go to learn. (school). The group with the most correct guesses is the winner. Model the first clue.

Materials biographies of famous people 110

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Famous Person Profile B

Write a personal profile about yourself.

Ask students to help you make sentences using the mind map. Write these sentences on the board. Highlight the present-tense verbs in the profile. Explain that these sentences are in the present tense because they show a situation or an activity that is true at the present time. Emphasize that most personal profiles are written in the present tense.

T110

Divide the class into pairs and hand out biographies of famous people. Have each pair use the information from the biography to write a personal profile of a famous person. Invite volunteers to share their famous person’s “personal profile” with the class.

Knowing Ourselves

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Practicing

Write a personal profile about a friend.

NOT FOR RESALE

Writing

Example: Her name is Rosa Flores. She is in second grade. She …

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111

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Practicing Write a personal profile about a friend. Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

The practice activities on this page are designed to review and reinforce the concepts learned in the BE a Writer section. They can be completed in the classroom or students can complete them at home. Remind the students to write about their friends’ uniqueness. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

Unit 1 · My School

BE2 U1 BL TCH PLIEGO7.indd 111

T111

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Types of Sentences

Key Vocabulary capital letter exclamation point period question mark sentence

A sentence is a group of words that expresses a complete idea. There are different types of sentences. Some sentences give information. These sentences end with a period (.). My name is Maggie. Some sentences ask for information. These sentences end with a question mark (?). What is your name?

Multiple Intelligences Verbal / Linguistic

Some sentences express feelings. These sentences end with an exclamation point (!). That is beautiful! Watch out!

Learning about Nature Take students for a walk around the school campus. Have students observe the plants and animals around school. Ask each student to write three sentences based on what they see: a sentence giving information about a plant or animal; a sentence about their feelings toward that plant or animal; and a question about something they would like to learn about nature.

All sentences start with a capital letter. A Read the sentences and decide what types of sentences they are. 1. How old are you

NOT FOR RESALE

This sentence asks for information. How old are you? 2. School is fun

This sentence expresses feelings. School is fun! 3. Mario likes to help the teacher

This sentence gives information. Mario likes to help the teacher. B 112

Copy and complete the sentences with the correct punctuation. Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 7.indd 112

How Sentences Are Formed Remind students that letters are put together to form words, and that words are put together to form sentences. Write three simple sentences on the board: a statement, a question, and an exclamation. Point to each sentence and read it aloud with expression. Explain that these are all sentences, but that each is a different type. Point to the end punctuation in each sentence. Have students share what they think might be different about each of the sentences.

T112

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Types of Sentences A

Read the sentences and decide what types of sentences they are.

Read the information in the box to the class. Write the sample sentences on the board. If possible, write the end punctuation using a different-colored chalk or marker. Ask students what is different about each sentence. Write the words period, question mark, and exclamation point on the board. Ask students to identify each punctuation mark in the sentences from the examples. Read the information again and have students read along with you.

B

Copy and complete the sentences with the correct punctuation.

Monitor students during the activity. Make sure they are using correct spelling and punctuation. Mechanics Review Write several, simple incorrect sentences (missing a capital letter and punctuation) on the board. Explain to students that in each sentence there are some mistakes. Have them copy the sentences in their notebook pages and correct the sentences. Have volunteers share their answers with the class. Discuss the answers together, explaining the importance of capital letters and correct punctuation.

Knowing Ourselves

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Practicing A Complete each sentence with the correct punctuation.

!

.

?

1. What is your dog’s name

?

2. I have two dogs . !

4. Do you like my dogs

?

5. How many dogs do you see

? .

NOT FOR RESALE

6. We have two dogs in my house

Writing

3. Dogs are great

Unit 1 · My School

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113

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Practicing A

Complete each sentence with the correct punctuation.

Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

The practice activities on this page are designed to review and reinforce the concepts learned in the BE a Writer section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

Unit 1 · My School

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T113

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Practicing

CHECKLIST B

In each unit we will focus on the characteristics students need to improve. Then, they will continue to work on that characteristic throughout the school year.

Write about your favorite pet or toy. Use a period, an exclamation point, and a question mark. Example: Toy cars are fun! Answers will vary.

After the class finishes the task, have students work in pairs. Each pair reads each other’s paper and asks themselves these questions:: • Do words make sense? • Are ideas clear? • Did you check your spelling and grammar? Each student makes recommendations to their partner on how to improve their writing. Then, the students rewrite the paper. That becomes their final draft..

Now, check your writing and mark ():

NOT FOR RESALE

1. My words make sense. I use them correctly. 2. My ideas are clear. 3. I checked my spelling and grammar, punctuation and capitals.

114

Knowing Ourselves

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Checklist The checklist identifies the characteristics of good writing, which are: ideas organization voice word choice sentence fluency conventions.

T114

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Practicing B

Write sentences about your favorite pet or toy. Use a period, an exclamation point, and a question mark.

Read the directions aloud and have students read along with you. Explain and model the directions. Then, have students complete the page as independent class work or homework.

The practice activities on this page are designed to review and reinforce the concepts learned in the BE a Writer section. They can be completed in the classroom or students can complete them at home. Always make sure students have understood the concept (or concepts) being practiced before completing the activities. If the activities are done during class time, have students work individually or in pairs, and if they are done at home, be sure to check answers in the next class. Ask individual students or the group as a whole to provide the answers, and write them on the board if possible.

Knowing Ourselves

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T115

BE2 U1 BL TCH PLIEGO7.indd 115

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T116

BE2 U1 BL TCH PLIEGO7.indd 116

BE2 PRIM BIM1 B 13/06/12 20:11

Arts

4

WEEK

BE an Artist

UNIT

1 BE2 PRIMBE2 BIM1 PLIEGO 8.indd 117117 U1 BL TCH PLIEGO7.indd

12/06/12 13/06/12 11:49 20:11

Sing Along

Key Vocabulary dancing drawing fun games jumping laughing learn

A Listen and sing. Track 20

painting playing problems reading singing spelling writing

School Is Fun! Some students like drawing and painting. Some students like problems and games. Some students like running and jumping. And others like spelling their names. School is fun! School is fun! Students are here to learn, to learn. School is fun! School is fun! Students are here to learn!

Materials chart paper marker drawing paper B

Preparation Write the phrase “Our Favorite School Activities” on chart paper.

Sing the song again. Use the activities in the box. reading and writing learning new things

NOT FOR RESALE

dancing and singing playing and laughing

See online bank: Multiple Intelligences: Musical

118

Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 8.indd 118

Frontload Vocabulary Encourage students to talk about their favorite school activities. Elicit verbs like reading, drawing, writing, playing, singing, adding, and subtracting. Display School Photo Cards that show school activities, as students mention their favorite activity. Write their responses on the Our Favorite School Activities Chart. Use tally marks to indicate repeating choices. Have students give reasons as to why these are their favorite school activities.

Sing Along A

Listen and sing. Track 20

Read the directions aloud. Then read aloud the words to the song and have students read along with you. Tell them this song is about fun things to do at school. Play the track and have students listen to the song. Then play the track again and have students sing along. B

Sing the song again.

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Sound It Out Tell students that rhyming words have the same sound at the end of the word. Provide a few simple examples such as men/hen, cat/mat, red/bed, school/ pool and write them on the board. Have students repeat these rhyming pairs. Play the track again and explain to students that they need to listen for words that have the same end sounds. After listening, have them share rhyming words with the class. Write these words on the board.

Play the track several times and have students mime some of the actions from the box.

T118

Knowing Ourselves

BE2 U1 BL TCH PLIEGO7.indd 118

14/06/12 11:41

Geometric Shapes Video 2

Key Vocabulary circle geometric shapes painter primary colors

Piet Mondrian was a Dutch painter. He used rectangles in his paintings. A rectangle is a geometric shape. Other geometric shapes are squares, circles, and triangles. Mondrian used solid black lines in his paintings. He also used primary colors. The primary colors are red, blue, and yellow.

Multiple Intelligences Logical / Mathematical Shape Count

A Paint your own Mondrian painting.

Steps

Arts

Supplies • white paper • red, yellow, and blue paint • black marker • ruler

1. Draw straight lines to form a rectangle. Use the black marker and the ruler to draw your rectangle. 2. Use the primary colors to paint in different rectangles.

NOT FOR RESALE

rectangle solid line square triangle

Tell students that they are going to make a shape picture graph. Distribute chart paper and markers. Ask students to count the number of squares and rectangles painted on their Mondrian artwork. Model how to make a picture graph using these shapes. Have students make their own graphs.

3. Remember to sign your painting!

B

Share your Mondrian painting with the class. Unit 1 · My School

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Review Vocabulary Explain to students that they will be using shapes to create artwork. Hand out a sheet of blank paper to each student. Review the names of basic shapes (rectangle, square, circle, and triangle) and have students practice drawing each of these shapes. Ask students to label their shapes. Watch video 2 to discover and discuss the use of geometric shapes in art.

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Materials sample of a Piet Mondrian painting white paper red, yellow, and blue paint black marker ruler colored chalk or markers

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Geometric Shapes A

Paint your own Mondrian painting.

Read the title and the paragraph aloud and have students read along with you. Display a photo of Piet Mondrian’s work. Point out the shapes, colors, and black lines in the photo (or in the art near the paragraph) as you read. Tell students that they are going to make their own Mondrian painting. Distribute art materials and have students draw their rectangles in pencil first. Next, have them trace their rectangles with black marker. Finally, ask students to use primary colors to complete their artwork. B

Share your Mondrian painting with the class.

Ask students to show their pictures to the class and name the colors they used. ABC Order Review the alphabet with students. Explain that in order to put words in alphabetical order, the first step is to look at the first and second letters of each word. Write the following words on the board: red, blue, yellow, square, circle, rectangle, and triangle. Underline the first and second letters of each word in a different-colored chalk or marker. Guide students through the process of putting the words into alphabetical order using the first two letters of the word. Provide students with additional words from the Key Vocabulary and have them practice independently. Unit 1 · My School

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Speaking

4

WEEK

BE a Speaker

UNIT

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Word List

alligator am ambulance ants apple cat dance fan

hand bed belt hen pen ten tent

A Form two teams in your group. Name your team. One of your

partners goes to the front of the class and uses his body to represent a word from the vocabulary, you have to guess what word it is, and make a correct sentence. The other team takes a turn to guess, and so on. The group that guesses more words is the winner!

NOT FOR RESALE

B

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Spelling up to 100 On a large sheet of poster or craft paper, create a class bar graph. On the vertical axis, mark off the spaces by tens from 0 to 100. On the horizontal axis, write all the students’ names. Dictate six words, following this model: 1. book, b-o-o-k, book, b-o-o-k. Choose words that students are very familiar with. When you finish the dictation, have students correct one another’s work. They should give two points for each correctly spelled word. The maximum score is 10; students can make one “free” mistake. If a student gets a 10, fill in one square on his or her bar on the chart. When a student reaches 100 (i.e., after ten 10s), give him or her a “diploma,” a free homework pass, or another reward.

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Word List

Key Vocabulary

A Listen. Track 21

Listen and point. Track 21

10

am

11

apple

8

7

fan

hand Short e sound 13

12

bed 4

belt

hen

ten

Divide the class into two teams. Give each team the same set of cutout letters. Have a volunteer from each team come to you. Whisper a word to them. The volunteers should run to their teams, and the teams should form the word as fast as possible. When the word is finished, the students shout Ready!

Materials two identical sets of cutout letters to form words from the key vocabulary

tent

Listen and number. Track 22 Listen, point and repeat. Track 22 Unit 1 · My School

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A

Be Creative

1

15

pen

Multiple Intelligences Verbal / Linguistic

cat

6

dance

(Short e sound) bed pen belt ten hen tent

3

2

ants

NOT FOR RESALE

ambulance

Speaking

alligator

B

9

14

5

(Short a sound) alligator cat am dance ambulance fan ants hand apple

Short a sound

Listen. Track 21

Make sure students have their books closed. Play Track 21. Students will hear the words. Play the track one more time. Listen and point. Track 21 Have students open their books to page 123. Play Track 21 again. Have students point to the words as they hear them. Encourage them to notice the difference between the short sounds a and e.

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B

Listen and number. Track 22

Tell students they will hear the list of words again, but in a different order. Have students write the number in the box next to the picture in the order they hear it. For example, the first word they hear is tent. The number in the box they write next to tent, therefore, is 1. Play Track 22. Monitor and check. Check the answers by having students say their answers aloud.

Listen, point and repeat. Track 22 Play Track 22 again. Pause the CD after each word and have individual students point to and repeat the words. To vary the activity, have students repeat the word in a variety of ways, for example, whispering the word, shouting, making an animal noise after repeating it, etc.

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Words in Context

Key Vocabulary

A Listen. Track 23

(Short a sound) (Short e sound) alligator bed am belt ambulance hen ants pen apple ten cat tent dance fan hand

Listen and point. Track 23 Alligators live in the jungle. I am in second grade. The ambulance is white and blue. Ants are insects. Apples are good for you. The cat is black. Let’s dance. Turn on the fan. My hand is small. I sleep in my bed. My dad wears a belt. A hen lays eggs. I need a blue pen. My sister’s ten years old.

Multiple Intelligences Bodily / Kinesthetic Be Creative

The tent is red. NOT FOR RESALE

Ask students to stand up. Explain that you are going to say something and perform an action. If what you say and the action coincide, students should copy the action. If you say something and do something different, they should not move: (Touch your head.) This is my head. (Students touch their heads.) (Touch a girl.) This is a boy. (Students don’t move.) (Touch the girl again.) This is a girl. (Students touch any girl that is standing close to them.)

B

Listen, spell and underline. Track 24 Match the underlined words to the pictures.

C

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A

Listen. Track 23

Have students close their eyes and listen to the recording. Play Track 23. Listen and point. Have students open their books to page 124. Ask students to look at the sentences. Play Track 23 again. Students will hear a sentence with the words in context. Have students point to the sentences as they hear them.

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B

Child in second grade

Listen, spell and underline. Track 24

Explain that they will hear the sentences, and the word again, but in a different order. Tell students they have to underline the word in the sentence. Play Track 24.

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Draw a picture for the sentence with no photo. Explain that there is a picture missing for one of the sentences. Have students find the sentence and draw the missing picture. C

Match the underlined words to the pictures. Have students look at the pictures and match their underlined words to them.

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Spelling Our Words A

Multiple Intelligences Verbal / Linguistic

Listen and write. Track 22

Be Creative Play Hangman with the words.

Speaking

Materials magazines, scissors, glue

NOT FOR RESALE

Answers may vary.

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A

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Listen and write. Track 22

Have students open their books to page 125. Explain that they will write the words they hear in the first column. Play Track 22. Monitor and check. Check answers. Have students turn their books upside down. Explain that they will write the words they hear in the second column, except that this time have boys write the even-numbered words and girls the odd-numbered ones. Play Track 22 again. Have students turn their books the right way around. Distribute the magazines. Play Track 22 and have students cut out the letters from the magazines in order to spell the words. Have them do this for five of the words only. Monitor and check. Unit 1 · My School

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Using our Words

Key Vocabulary

A Listen and circle in red the words with the short a sound.

(Short a sound) (Short e sound) alligator bed am belt ambulance hen ants pen apple ten cat tent dance fan hand

Track 25

B

1. bed

am

ambulance

2. alligator

belt

ants

3. hen

apple

pen

4. cat

ten

dance

5. tent

hand

fan

Draw four words with the short e sound.

Multiple Intelligences Verbal / Linguistic

Answers may vary.

Be Creative

NOT FOR RESALE

Divide the class into four teams. Have each team sit in a different area of the classroom. Each team starts with 20 points. Say different words. When you say a word with a short a sound, all the girls should stand up. If a boy stands up or a girl remains seated, their team loses a point. Likewise, when you name a word with a short e sound, only the boys should stand up. When you say Words! everybody stands up.

Write the words under the drawings. 126

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A

Listen and circle in red the words with the short a sound. Track 25

Have students open their books to page126. Play Track 25 and have students circle the words. Check answers by having students repeat the short a words in a robot-like voice.

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B

Draw four words with the short e sound.

Model the short e sound. Have students draw four pictures to represent words that have the short e sound. Monitor and check. Have students display their pictures. Write the words under the drawings. Divide the class into pairs. Have students exchange books and write the words under their partner’s pictures. Monitor and check.

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BE Sharp

Multiple Intelligences Verbal / Linguistic

A Write the word that fits the shape.

apple bed fan ambulance ant hand hen pen alligator

Be Creative

app l e

hand pe n

NOT FOR RESALE

an t

Speaking

a m bu l an c e he n

Write the longest word from the lesson on the board. Organize students into small teams and have them make as many words as possible using the letters from the word. For example: ambulance – an, camel, can, name, cab, cable, bean, came, clue, ace, lace, man, male, meal, etc. The team with the most words wins.

f an be d a l l i ga t o r Apple. B

Get into a line and play Telephone. • The first student chooses a word. • He / She whispers the word to the next student. • The last student in the line says the word. Unit 1 · My School

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Write the word that fits the shape. Have students open their books to page 127. Have them write the words from the box into the correct shape. A

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Get into a line and play Telephone. Read the instructions and make sure students understand them. Have students play the game. If the last student gets the word wrong, find out who made the mistake by asking what each student heard, starting with the last student. The student who made the mistake, goes to the end of the line. B

Unit 1 · My School

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BE Fluent

Track 22

NOT FOR RESALE

Listen and say. Ask a family member to grade your pronunciation. 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Excellent

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Good Work

More Practice

10

Parent’s Signature

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Listen and say. Ask a family member to grade your pronunciation. The BE Fluent activity on this page is designed for students to demonstrate their pronunciation abilities to their parents/guardians. The activity is to be completed at home. It is essential that you explain the process clearly and carefully to students, so they can explain it to their parents/guardians. Demonstrate the process to students if necessary. The process is as follows:

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Have the parent/guardian play the track. Each word is pronounced twice. (On the Student Book pages, the words are represented by pictures.) They must pause the recording after the second pronunciation of the word. The child must pronounce the word as it’s pronounced on the recording. The parent/guardian grades the pronunciation (by checking one of the three faces under the corresponding pictures) according to how similar it was. The parent/guardian then signs the relevant page to confirm the activity has been completed. In-class practice will further consolidate correct usage of the words.

Knowing Ourselves

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A Read and follow the instructions. instructio

ALALBOUT

ME

1. Sit together as a group. Take turns to present your project. 2. One of you will summarize the presentations. 3. Vote on which project you will do for the rest of the school year

to show others what you like and that you appreciate the good things of other people, come to an agreement. Now, listen to your teacher’s feedback. Take notes if necessary.

NOT FOR RESALE

B

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Project All about Me Week 4 Group presentation A

Read and follow the instructions.

Students sit in a circle and present their product. One student is chosen to summarize the projects presentation at the end of the session. Then, students vote on which project they will do for the rest of the school year to ensure everybody feels special in the classroom.

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Summary B

Now, listen to your teacher’s feedback.

You need to summarize what was presented and explain why it was important to do this project. You must relate the project to the story and the unit’s content.

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Project NOT FOR RESALE

Unit 1 · My School

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Unit 1 · My School

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Audio Script Track 1 – BE Second Grade Copyright Sistema UNO 2012

Track 9 – Song: I Need a Ruler See page T64

Track 2 – The Pledge of Allegiance See page T21

Track 10 – School Workers See page T68

Track 3 – Story: Fun at School

I am the school principal. I work in the principal’s office. I have many books and papers on my desk.

See pages T23 to T31 Track 4 – Be a Speaker Week 1 ask book crayons grades instruments

math paint plant play read

recess school bus sing travel watercolors

I am the school nurse. I work in the nurse’s office. I hope that these students do not have a sore throat! I am the school librarian. I work in the library. I like to read and talk about books to students.

Track 5 1. book 2. math 3. plant 4. read 5. school bus

Track 8 – Dialogue between Naseem and Lupita See page T60

6. instruments 7. paint 8. crayons 9. recess 10. watercolors

11. sing 12. play 13. travel 14. grades 15. ask

Track 6 Birds sing in the morning. Sing Can I ask you a question? Ask This is my favorite Harry Potter book. Book I have good grades in English. Grades I take the school bus to school. School bus I paint with my watercolors. Watercolors I want to travel by plane. Travel I water my plant every day. Plant Math is my favorite subject. Math My sister colors with crayons. Crayons Paty likes to read a lot. Read Sue wants to play the violin. Play We eat our lunch in recess. Recess We use paint in art class. Paint What musical instruments can you play? Instruments Track 7 Instruments. What musical instruments can you play? Instruments Sing. Birds sing in the morning. Sing Ask. Can I ask you a question? Ask Book. This is my favorite Harry Potter book. Book Grades. I have good grades in English. Grades School bus. I take the school bus to school. School bus Watercolors. I paint with my watercolors. Watercolors Travel. I want to travel by plane. Travel Plant. I water my plant every day. Plant Math. Math is my favorite subject. Math Crayons. My sister colors with crayons. Crayons Read. Paty likes to read a lot. Read Play. Sue wants to play the violin. Play Recess. We play and eat our lunch in recess. Recess Paint. We use paint in art class. Paint

I am a food server. I work in the school cafeteria. I am putting this tray of fruit in the refrigerator. Track 11 – Be a Speaker Week 2 brother cafeteria cut draw eight

erase letters library name nurse

pencil principal ruler scissors teacher

6. letters 7. name 8. erase 9. pencil 10. brother

11. draw 12. scissors 13. ruler 14. eight 15. cut

Track 12 1. library 2. principal 3. nurse 4. teacher 5. cafeteria Track 13 I write with my pencil. Pencil May I borrow your ruler? Ruler I love my brother. Brother Erase the board. Erase Cut the cake, please. Cut My pet’s name is Sombra. Name I can borrow books from the library. Library Cut the paper with scissors. Scissors Mr. Adams is our teacher. Teacher Let’s drink a soda in the cafeteria. Cafeteria How many letters are there in the alphabet? Letters Miss Jones is the principal in our school. Principal Draw an ant and color it brown. Draw My sister is eight years old. Eight My mom is a nurse. Nurse Track 14 Cut. Cut the cake, please. Cut Draw. Draw an ant and color it brown. Draw Erase. Erase the board. Erase Letters. How many letters are there in the alphabet? Letters Library. I can borrow books from the library. Library Audio Script

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Brother. I love my brother. Brother Pencil. I write with my pencil. Pencil Cafeteria. Let’s drink a soda in the cafeteria. Cafeteria Principal. Miss Jones is the principal in our school. Principal Teacher. Mr. Adams is our teacher. Teacher Nurse. My mom is a nurse. Nurse Name. My pet’s name is Sombra. Name Eight. My sister is eight years old. Eight Ruler. Use your ruler to draw lines. Ruler Scissors. Cut the paper with scissors. Scissors

Track 20 – Song: School is Fun See page T118

Track 15

Track 22

1. Draw eight pencils. 2. Write your name. 3. Draw a nurse in a cafeteria.

1. tent 2. apple 3. cat 4. pen 5. alligator

Track 16 – Be a Speaker Week 3 circle family flowers fruit fun

home laugh leaves school stem

painter rectangle roots sunlight triangle

6. fruit 7. sunlight 8. laugh 9. fun 10. rectangle

11. painter 12. home 13. family 14. leaves 15. school

Track 17 1. roots 2. flowers 3. circle 4. triangle 5. stem Track 18 The moon looks like a silver circle. Circle I love my family. Family My favorite flowers are daisies. Flowers What is your favorite fruit? Fruit I have fun on the beach. Fun My mom works at home. Home My dog makes me laugh. Laugh The gardener sweeps up the leaves. Leaves Picasso is a famous painter. Painter My window is a rectangle. Rectangle This plant has long roots. Roots What time do you go to school? School My plant has a long stem. Stem Plants need sunlight. Sunlight How many sides are there in a triangle? Triangle Track 19 1. flowers, f-l-o-w-e-r-s, flowers 2. stem, s-t-e-m, stem 3. fruit, f-r-u-i-t, fruit 4. school, s-c-h-o-o-l, school 5. painter, p-a-i-n-t-e-r, painter 6. roots, r-o-o-t-s, roots 7. home, h-o-m-e, home 8. laugh, l-a-u-g-h, laugh 9. circle, c-i-r-c-l-e, circle 10. family, f-a-m-i-l-y, family 11. sunlight, s-u-n-l-i-g-h-t, sunlight 12. triangle, t-r-i-a-n-g-l-e, triangle T136

Track 21– Be a Speaker Week 4 Short a sound alligator am ambulance ants pen

apple cat dance bed belt ten

6. fan 7. hand 8. bed 9. ambulance 10. ants

fan hand Short e sound hen pen tent

11. dance 12. belt 13. hen 14. am 15. ten

Track 23 Alligators live in the jungle. Alligators I am in second grade. Am The ambulance is white and blue. Ambulance Ants are insects. Ants Apples are good for you. Apples The cat is black. Cat Let’s dance. Dance Turn on the fan. Fan My hand is small. Hand I sleep in my bed. Bed My dad wears a belt. Belt A hen lays eggs. Hen I need a blue pen. Pen My sister is ten years old. Ten The tent is red. Tent Track 24 alligators, a-l-l-i-g-a-t-o-r-s, alligators am, a-m, am ambulance, a-m-b-u-l-a-n-c-e, ambulance ants, a-n-t-s, ants apples, a-p-p-l-e-s, apples cat, c-a-t, cat dance, d-a-n-c-e, dance fan, f-a-n, fan hand, h-a-n-d, hand bed, b-e-d, bed belt, b-e-l-t, belt hen, h-e-n, hen pen, p-e-n, pen ten, t-e-n, ten ent, t-e-n-t, tent Track 25 1. bed, am, ambulance 2. alligator, belt, ants 3. hen, apple, pen 4. cat, ten, dance 5. tent, hand, fan

Audio Script

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