ENGLISH INSTRUCTIONAL

MODULE
SECOND GRADE

August 2020
Web page: https://de.pr.gov/  Twitter: @educacionpr
This instructional module is designed for educational purposes only, and intention
of profiting or commercial use is prohibited without previous authorization of its
authors. The Puerto Rico Department of Education or any authors referenced,
each owns the copyright to the content created, which is duly stated within the
document.
LETTER FOR TEACHERS, STUDENTS AND PARENTS

Dear Student:

This instructional module is a document that favors your learning process. It allows
you to learn more effectively and independently, in other words, without the need
of having a face to face or online class in every moment. Likewise, it contains all
the necessary elements for learning the concepts and skills of the English class,
without the constant help from your teacher. Its content has been prepared by
teachers, facilitators, and Academic Program Directors of the Puerto Rico
Department of Education (PRDE) to support your learning process in these
extraordinary times in which we live.

I invite you to complete this instructional module following the progress calendar
established per week. In it, you will be able to review knowledge, improve skills
and learn new concepts about the English class through definitions, examples,
reading passages, exercises, and assessments. We also suggest additional
resources available on the internet, so that you can expand your learning.
Remember that this learning experience is essential in your academic and
personal development, so start now.

Dear Families:

The Puerto Rico Department of Education (PRDE) committed to the education of

our students, has designed this instructional module in collaboration with
teachers, facilitators, and academic program directors. Its purpose is to provide
the academic content of the English class for the first ten weeks of the new school
year. In addition, to develop, reinforce, and evaluate the concepts and skills
domain of our students. This is one of the alternatives that PRDE promotes to
develop the knowledge of our students, your children, in order to improve their
academic achievement.

It is proven that when families are involved in the education of their children, they
improve the results of their learning. For this reason, we invite you to support the
academic and comprehensive development of your children using this module
to support their learning. It is essential that your child advance in this module
following the progress schedule established per week.

The PRDE staff recognizes that you will be anxious with the new teaching methods,
and that you want your children to do very well in the process. We request all
families to provide direct and active collaboration in the teaching and learning
process of their children. In these extraordinary times we live in, we remind you
that it is important for you to develop your child's confidence, sense of
accomplishment, and independence when doing schoolwork. Do not forget that
the educational needs of our children and youth are everyone's responsibility.

Estimadas familias:

El Departamento de Educación de Puerto Rico (DEPR) comprometido con la

educación de nuestros estudiantes, ha diseñado este módulo didáctico con la
colaboración de: maestros, facilitadores docentes y directores de los programas
académicos. Su propósito es proveer el contenido académico de la materia de
Inglés para las primeras diez semanas del nuevo año escolar. Además, para
desarrollar, reforzar y evaluar el dominio de conceptos y destrezas claves. Ésta
es una de las alternativas que promueve el DEPR para desarrollar los
conocimientos de nuestros estudiantes, tus hijos, para así mejorar el
aprovechamiento académico de estos.
Está probado que cuando las familias se involucran en la educación de sus hijos
mejora los resultados de su aprendizaje. Por esto, te invitamos a que apoyes el
desarrollo académico e integral de tus hijos utilizando este módulo para apoyar
su aprendizaje. Es fundamental que tu hijo avance en este módulo siguiendo el
calendario de progreso establecido por semana.

El personal del DEPR reconoce que estarán realmente ansiosos ante las nuevas
modalidades de enseñanza y que desean que sus hijos lo hagan muy bien. Le
solicitamos a las familias que brinden una colaboración directa y activa en el
proceso de enseñanza y aprendizaje de sus hijos. En estos tiempos extraordinarios
en que vivimos, les recordamos que es importante que desarrolles la confianza,
el sentido de logro y la independencia de tu hijo al realizar las tareas escolares.
No olvides que las necesidades educativas de nuestros niños y jóvenes es
responsabilidad de todos.

Dear teacher:

The Puerto Rico Department of Education (PRDE) committed to the education of

our students, has designed this instructional module in collaboration with
teachers, facilitators, and academic program directors. This constitutes a useful
and necessary resource to promote an innovative teaching and learning process
that allows the holistic and comprehensive development of our students to the
best of their abilities. Furthermore, it is one of the alternatives provided to develop
the knowledge of PRDE students; in the face of the emergency situations that
confronts our country.

The module’s purpose is to provide the content of the English class for the first ten
weeks of the new school year. It is a work tool that will help develop concepts
and skills in students to improve their academic knowledge. When selecting this
teaching alternative, you must ensure that students advance in the module
following the progress calendar established per week. It is important to promote
their full development, providing tools that can support their learning. Therefore,
you must diversify the offerings with creative learning and evaluation alternatives
of your own creation to significantly reduce the gaps in their academic
achievement.

PRDE staff expect that this module can help you achieve that students have a
significant progress in their academic achievement. We hope that this initiative
can help you develop the abilities of our students to the maximum of their
capacities.

Estimada familia:

El Departamento de Educación de Puerto Rico (DEPR) tiene como prioridad el

garantizar que a sus hijos se les provea una educación pública, gratuita y
apropiada. Para lograr este cometido, es imperativo tener presente que los seres
humanos son diversos. Por eso, al educar es necesario reconocer las habilidades
de cada individuo y buscar estrategias para minimizar todas aquellas barreras
que pudieran limitar el acceso a su educación.

La otorgación de acomodos razonables es una de las estrategias que se utilizan

para minimizar las necesidades que pudiera presentar un estudiante. Estos
permiten adaptar la forma en que se presenta el material, la forma en que el
estudiante responde, la adaptación del ambiente y lugar de estudio y el tiempo
e itinerario que se utiliza. Su función principal es proveerle al estudiante acceso
equitativo durante la enseñanza y la evaluación. Estos tienen la intención de
reducir los efectos de la discapacidad, excepcionalidad o limitación del idioma
y no, de reducir las expectativas para el aprendizaje. Durante el proceso de
enseñanza y aprendizaje, se debe tener altas expectativas con nuestros niños y
jóvenes.

Esta guía tiene el objetivo de apoyar a las familias en la selección y

administración de los acomodos razonables durante el proceso de enseñanza y
evaluación para los estudiantes que utilizarán este módulo didáctico. Los
acomodos razonables le permiten a su hijo realizar la tarea y la evaluación, no
de una forma más fácil, sino de una forma que sea posible de realizar, según las
capacidades que muestre. El ofrecimiento de acomodos razonables está atado
a la forma en que su hijo aprende. Los estudios en neurociencia establecen que
los seres humanos aprenden de forma visual, de forma auditiva o de forma
kinestésica o multisensorial, y aunque puede inclinarse por algún estilo, la mayoría
utilizan los tres.

Por ello, a continuación, se presentan algunos ejemplos de acomodos

razonables que podrían utilizar con su hijo mientras trabaja este módulo
didáctico en el hogar. Es importante que como madre, padre o persona
encargada en dirigir al estudiante en esta tarea los tenga presente y pueda
documentar cuales se utilizaron. Si necesita más información, puede hacer
referencia a la Guía para la provisión de acomodos razonables (2018) disponible
por medio de la página www.de.pr.gov, en educación especial, bajo Manuales
y Reglamentos.

GUÍA DE ACOMODOS RAZONABLES PARA LOS ESTUDIANTES QUE TRABAJARÁN

BAJO MÓDULOS DIDÁCTICOS

Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
Cambian la manera Cambian la manera Cambia el lugar, el Cambian la cantidad
en que se presenta la en que el estudiante entorno o el de tiempo permitido
información al responde o ambiente donde el para completar una
estudiante. Esto le demuestra su estudiante evaluación o
permite tener acceso conocimiento. completará el asignación; cambia
a la información de Permite a los módulo didáctico. la manera, orden u
diferentes maneras. estudiantes presentar Los acomodos de hora en que se
El material puede ser las contestaciones ambiente y lugar organiza el tiempo,
presentado de forma de las tareas de requieren de las materias o las
auditiva, táctil, visual diferentes maneras. organizar el espacio tareas.
o multisensorial. Por ejemplo, de donde el estudiante
forma verbal, por trabajará.
medio de
manipulativos, entre
otros.
 Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
Aprendiz visual: Aprendiz visual: Aprendiz visual: Aprendiz visual y
▪ Usar letra ▪ Utilizar la ▪ Ambiente auditivo:
agrandada o computadora silencioso, ▪ Preparar una
equipos para para que pueda estructurado, sin agenda
agrandar como escribir. muchos detalladas y con
lupas, televisores y ▪ Utilizar distractores. códigos de
computadoras organizadores ▪ Lugar ventilado, colores con lo
▪ Uso de láminas, gráficos. con buena que tienen que
videos ▪ Hacer dibujos iluminación. realizar.
pictogramas. que expliquen su ▪ Utilizar escritorio o ▪ Reforzar el que
▪ Utilizar claves contestación. mesa cerca del termine las tareas
visuales tales como ▪ Permitir el uso de adulto para que asignadas en la
uso de colores en láminas o dibujos lo dirija. agenda.
las instrucciones, para explicar sus ▪ Utilizar agendas
resaltadores contestaciones Aprendiz auditivo: de papel donde
(highlighters), ▪ Permitir que el ▪ Ambiente donde pueda marcar,
subrayar palabras estudiante pueda leer en escribir, colorear.
importantes. escriba lo que voz alta o donde ▪ Utilizar “post-it”
▪ Demostrar lo que aprendió por pueda escuchar para organizar su
se espera que medio de el material sin día.
realice el tarjetas, franjas, interrumpir a otras ▪ Comenzar con
estudiante y utilizar láminas, la personas. las clases más
modelos o computadora o ▪ Lugar ventilado, complejas y
demostraciones. un comunicador con buena luego moverse a
▪ Hablar con visual. iluminación y las sencillas.
claridad, pausado ▪ Contestar en el donde se les ▪ Brindar tiempo
▪ Identificar folleto. permita el extendido para
compañeros que movimiento completar sus
puedan servir de Aprendiz auditivo: mientras repite en tareas.
apoyo para el ▪ Grabar sus voz alta el
estudiante contestaciones material. Aprendiz
▪ Añadir al material ▪ Ofrecer sus multisensorial:
información contestaciones a Aprendiz ▪ Asistir al
complementaria un adulto que multisensorial: estudiante a
documentará por ▪ Ambiente se le organizar su
Aprendiz auditivo: escrito lo permita moverse, trabajo con
▪ Leerle el material o mencionado. hablar, escuchar agendas escritas
utilizar ▪ Hacer música mientras o electrónicas.
aplicaciones que presentaciones trabaja, cantar. ▪ Establecer
convierten el texto orales. ▪ Permitir que mecanismos para
en formato ▪ Hacer videos realice las recordatorios que
audible. explicativos. actividades en le sean efectivos.
 Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
▪ Leer en voz alta las ▪ Hacer diferentes ▪ Utilizar las
instrucciones. exposiciones escenarios recompensas al
▪ Permitir que el controlados por terminar sus
estudiante se Aprendiz el adulto. Ejemplo tareas asignadas
grabe mientras lee multisensorial: el piso, la mesa en el tiempo
el material. ▪ Señalar la del comedor y establecido.
▪ Audiolibros contestación a luego, un ▪ Establecer
▪ Repetición de una escritorio. horarios flexibles
instrucciones computadora o a para completar
▪ Pedirle al una persona. las tareas.
estudiante que ▪ Utilizar ▪ Proveer recesos
explique en sus manipulativos entre tareas.
propias palabras lo para representar ▪ Tener flexibilidad
que tiene que su contestación. en cuando al
hacer ▪ Hacer mejor horario
▪ Utilizar el material presentaciones para completar
grabado orales y escritas. las tareas.
▪ Identificar ▪ Hacer dramas ▪ Comenzar con
compañeros que donde las tareas más
puedan servir de represente lo fáciles y luego,
apoyo para el aprendido. pasar a las más
estudiante ▪ Crear videos, complejas.
canciones, ▪ Brindar tiempo
carteles, extendido para
Aprendiz infografías para completar sus
multisensorial: explicar el tareas.
▪ Presentar el material.
material ▪ Utilizar un
segmentado (en comunicador
pedazos) electrónico o
▪ Dividir la tarea en manual.
partes cortas
▪ Utilizar
manipulativos
▪ Utilizar canciones
▪ Utilizar videos
▪ Presentar el
material de forma
activa, con
materiales
comunes.
 Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
▪ Permitirle al
estudiante
investigar sobre el
tema que se
trabajará
▪ Identificar
compañeros que
puedan servir de
apoyo para el
estudiante
 HOJA DE DOCUMENTAR LOS ACOMODOS RAZONABLES
UTILIZADOS AL TRABAJAR EL MÓDULO DIDÁCTICO

Nombre del estudiante: Número de SIE:

Materia del módulo: Grado:

Estimada familia:

Utiliza la siguiente hoja para documentar los acomodos razonables que utiliza
con tu hijo en el proceso de apoyo y seguimiento al estudio de este módulo.
1. Favor de colocar una marca de cotejo [✓] en aquellos acomodos razonables
que utilizó con su hijo para completar el módulo didáctico. Puede marcar todos
los que aplique y añadir adicionales en la parte asignada para ello.

Acomodos de presentación Acomodos de tiempo e itinerario

Aprendiz visual: Aprendiz visual:
 Usar letra agrandada o equipos para  Utilizar la computadora para que pueda
agrandar como lupas, televisores y escribir.
computadoras  Utilizar organizadores gráficos.
 Uso de láminas, videos pictogramas.  Hacer dibujos que expliquen su
 Utilizar claves visuales tales como uso de contestación.
colores en las instrucciones, resaltadores  Permitir el uso de láminas o dibujos para
(highlighters), subrayar palabras explicar sus contestaciones
importantes.  Permitir que el estudiante escriba lo que
 Demostrar lo que se espera que realice aprendió por medio de tarjetas, franjas,
el estudiante y utilizar modelos o láminas, la computadora o un
demostraciones. comunicador visual.
 Hablar con claridad, pausado  Contestar en el folleto.
 Identificar compañeros que puedan
servir de apoyo para el estudiante Aprendiz auditivo:
 Añadir al material información  Grabar sus contestaciones
complementaria  Ofrecer sus contestaciones a un adulto
que documentará por escrito lo
Aprendiz auditivo: mencionado.
 Leerle el material o utilizar aplicaciones  Hacer presentaciones orales.
que convierten el texto en formato  Hacer videos explicativos.
audible.  Hacer exposiciones
 Leer en voz alta las instrucciones.
 Permitir que el estudiante se grabe Aprendiz multisensorial:
mientras lee el material.  Señalar la contestación a una
 Audiolibros computadora o a una persona.
 Repetición de instrucciones  Utilizar manipulativos para representar su
contestación.

11 | P a g e
 Acomodos de presentación Acomodos de tiempo e itinerario
 Pedirle al estudiante que explique en sus  Hacer presentaciones orales y escritas.
propias palabras lo que tiene que hacer  Hacer dramas donde represente lo
 Utilizar el material grabado aprendido.
 Identificar compañeros que puedan  Crear videos, canciones, carteles,
servir de apoyo para el estudiante infografías para explicar el material.
 Utilizar un comunicador electrónico o
manual.
Aprendiz multisensorial:
 Presentar el material segmentado (en
pedazos)
 Dividir la tarea en partes cortas
 Utilizar manipulativos
 Utilizar canciones
 Utilizar videos
 Presentar el material de forma activa,
con materiales comunes.
 Permitirle al estudiante investigar sobre el
tema que se trabajará
 Identificar compañeros que puedan
servir de apoyo para el estudiante
Acomodos de respuesta Acomodos de ambiente y lugar
Aprendiz visual: Aprendiz visual y auditivo:
 Ambiente silencioso, estructurado, sin  Preparar una agenda detalladas y con
muchos distractores. códigos de colores con lo que tienen que
 Lugar ventilado, con buena iluminación. realizar.
 Utilizar escritorio o mesa cerca del adulto  Reforzar el que termine las tareas
para que lo dirija. asignadas en la agenda.
 Utilizar agendas de papel donde pueda
Aprendiz auditivo: marcar, escribir, colorear.
 Ambiente donde pueda leer en voz alta  Utilizar “post-it” para organizar su día.
o donde pueda escuchar el material sin  Comenzar con las clases más complejas
interrumpir a otras personas. y luego moverse a las sencillas.
 Lugar ventilado, con buena iluminación  Brindar tiempo extendido para completar
y donde se les permita el movimiento sus tareas.
mientras repite en voz alta el material.
Aprendiz multisensorial:
Aprendiz multisensorial:  Asistir al estudiante a organizar su
 Ambiente se le permita moverse, hablar, trabajo con agendas escritas o
escuchar música mientras trabaja, electrónicas.
cantar.  Establecer mecanismos para
 Permitir que realice las actividades en recordatorios que le sean efectivos.
diferentes escenarios controlados por el  Utilizar las recompensas al terminar sus
adulto. Ejemplo el piso, la mesa del tareas asignadas en el tiempo
comedor y luego, un escritorio. establecido.

12 | P a g e
 Acomodos de presentación Acomodos de tiempo e itinerario
 Establecer horarios flexibles para
completar las tareas.
 Proveer recesos entre tareas.
 Tener flexibilidad en cuando al mejor
horario para completar las tareas.
 Comenzar con las tareas más fáciles y
luego, pasar a las más complejas.
 Brindar tiempo extendido para
completar sus tareas.
Otros:
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GUÍA DE ACOMODOS RAZONABLES PARA LOS ESTUDIANTES QUE TRABAJARÁN

BAJO MÓDULOS DIDÁCTICOS

Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
Cambian la manera Cambian la manera Cambia el lugar, el Cambian la cantidad
en que se presenta la en que el estudiante entorno o el de tiempo permitido
información al responde o ambiente donde el para completar una
estudiante. Esto le demuestra su estudiante evaluación o
permite tener acceso conocimiento. completará el asignación; cambia
a la información de Permite a los módulo didáctico. la manera, orden u
diferentes maneras. estudiantes presentar Los acomodos de hora en que se
El material puede ser las contestaciones ambiente y lugar organiza el tiempo,
presentado de forma de las tareas de requieren de las materias o las
auditiva, táctil, visual diferentes maneras. organizar el espacio tareas.
o multisensorial. Por ejemplo, de donde el estudiante
forma verbal, por trabajará.
medio de
manipulativos, entre
otros.

13 | P a g e
 Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
Aprendiz visual: Aprendiz visual: Aprendiz visual: Aprendiz visual y
▪ Usar letra ▪ Utilizar la ▪ Ambiente auditivo:
agrandada o computadora silencioso, ▪ Preparar una
equipos para para que pueda estructurado, sin agenda
agrandar como escribir. muchos detalladas y con
lupas, televisores y ▪ Utilizar distractores. códigos de
computadoras organizadores ▪ Lugar ventilado, colores con lo
▪ Uso de láminas, gráficos. con buena que tienen que
videos ▪ Hacer dibujos iluminación. realizar.
pictogramas. que expliquen su ▪ Utilizar escritorio o ▪ Reforzar el que
▪ Utilizar claves contestación. mesa cerca del termine las tareas
visuales tales como ▪ Permitir el uso de adulto para que asignadas en la
uso de colores en láminas o dibujos lo dirija. agenda.
las instrucciones, para explicar sus ▪ Utilizar agendas
resaltadores contestaciones Aprendiz auditivo: de papel donde
(highlighters), ▪ Permitir que el ▪ Ambiente donde pueda marcar,
subrayar palabras estudiante pueda leer en escribir, colorear.
importantes. escriba lo que voz alta o donde ▪ Utilizar “post-it”
▪ Demostrar lo que aprendió por pueda escuchar para organizar su
se espera que medio de el material sin día.
realice el tarjetas, franjas, interrumpir a otras ▪ Comenzar con
estudiante y utilizar láminas, la personas. las clases más
modelos o computadora o ▪ Lugar ventilado, complejas y
demostraciones. un comunicador con buena luego moverse a
▪ Hablar con visual. iluminación y las sencillas.
claridad, pausado ▪ Contestar en el donde se les ▪ Brindar tiempo
▪ Identificar folleto. permita el extendido para
compañeros que movimiento completar sus
puedan servir de Aprendiz auditivo: mientras repite en tareas.
apoyo para el ▪ Grabar sus voz alta el
estudiante contestaciones material. Aprendiz
▪ Añadir al material ▪ Ofrecer sus multisensorial:
información contestaciones a Aprendiz ▪ Asistir al
complementaria un adulto que multisensorial: estudiante a
documentará por ▪ Ambiente se le organizar su
Aprendiz auditivo: escrito lo permita moverse, trabajo con
▪ Leerle el material o mencionado. hablar, escuchar agendas escritas
utilizar ▪ Hacer música mientras o electrónicas.
aplicaciones que presentaciones trabaja, cantar. ▪ Establecer
convierten el texto orales. ▪ Permitir que mecanismos para
en formato ▪ Hacer videos realice las recordatorios que
audible. explicativos. actividades en le sean efectivos.

14 | P a g e
 Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
▪ Leer en voz alta las ▪ Hacer diferentes ▪ Utilizar las
instrucciones. exposiciones escenarios recompensas al
▪ Permitir que el controlados por terminar sus
estudiante se Aprendiz el adulto. Ejemplo tareas asignadas
grabe mientras lee multisensorial: el piso, la mesa en el tiempo
el material. ▪ Señalar la del comedor y establecido.
▪ Audiolibros contestación a luego, un ▪ Establecer
▪ Repetición de una escritorio. horarios flexibles
instrucciones computadora o a para completar
▪ Pedirle al una persona. las tareas.
estudiante que ▪ Utilizar ▪ Proveer recesos
explique en sus manipulativos entre tareas.
propias palabras lo para representar ▪ Tener flexibilidad
que tiene que su contestación. en cuando al
hacer ▪ Hacer mejor horario
▪ Utilizar el material presentaciones para completar
grabado orales y escritas. las tareas.
▪ Identificar ▪ Hacer dramas ▪ Comenzar con
compañeros que donde las tareas más
puedan servir de represente lo fáciles y luego,
apoyo para el aprendido. pasar a las más
estudiante ▪ Crear videos, complejas.
canciones, ▪ Brindar tiempo
carteles, extendido para
Aprendiz infografías para completar sus
multisensorial: explicar el tareas.
▪ Presentar el material.
material ▪ Utilizar un
segmentado (en comunicador
pedazos) electrónico o
▪ Dividir la tarea en manual.
partes cortas
▪ Utilizar
manipulativos
▪ Utilizar canciones
▪ Utilizar videos
▪ Presentar el
material de forma
activa, con
materiales
comunes.

15 | P a g e
 Acomodos en la
Acomodos de Acomodos de Acomodos de
forma de
presentación ambiente y lugar tiempo e itinerario
responder
▪ Permitirle al
estudiante
investigar sobre el
tema que se
trabajará
▪ Identificar
compañeros que
puedan servir de
apoyo para el
estudiante

Si tu hijo es un candidato o un participante de los servicios para

2. estudiantes aprendices del español como segundo idioma e inmigrantes
considera las siguientes sugerencias de enseñanza:

• Proporcionar un modelo o demostraciones de respuestas escritas u orales

requeridas o esperadas.
• Comprobar si hay comprensión: use preguntas que requieran respuestas de una
sola palabra, apoyos y gestos.
• Hablar con claridad, de manera pausada.
• Evitar el uso de las expresiones coloquiales, complejas.
• Asegurar que los estudiantes tengan todos los materiales necesarios.
• Leer las instrucciones oralmente.
• Corroborar que los estudiantes entiendan las instrucciones.
• Incorporar visuales: gestos, accesorios, gráficos organizadores y tablas.
• Sentarse cerca o junto al estudiante durante el tiempo de estudio.
• Seguir rutinas predecibles para crear un ambiente de seguridad y estabilidad
para el aprendizaje.
• Permitir el aprendizaje por descubrimiento, pero estar disponible para ofrecer
instrucciones directas sobre cómo completar una tarea.
• Utilizar los organizadores gráficos para la relación de ideas, conceptos y textos.
• Permitir el uso del diccionario regular o ilustrado.
• Crear un glosario pictórico.
• Simplificar las instrucciones.
• Ofrecer apoyo en la realización de trabajos de investigación.
• Ofrecer los pasos a seguir en el desarrollo de párrafos y ensayos.
• Proveer libros o lecturas con conceptos similares, pero en un nivel más sencillo.
• Proveer un lector.
• Proveer ejemplos.

16 | P a g e
 • Agrupar problemas similares (todas las sumas juntas), utilizar dibujos, láminas, o
gráficas para apoyar la explicación de los conceptos, reducir la complejidad
lingüística del problema, leer y explicar el problema o teoría verbalmente o
descomponerlo en pasos cortos.
• Proveer objetos para el aprendizaje (concretizar el vocabulario o conceptos).
• Reducir la longitud y permitir más tiempo para las tareas escritas.
• Leer al estudiante los textos que tiene dificultad para entender.
• Aceptar todos los intentos de producción de voz sin corrección de errores.
• Permitir que los estudiantes sustituyan dibujos, imágenes o diagramas, gráficos,
gráficos para una asignación escrita.
• Esbozar el material de lectura para el estudiante en su nivel de lectura,
enfatizando las ideas principales.
• Reducir el número de problemas en una página.
Proporcionar objetos manipulativos para que el estudiante utilice cuando resuelva
problemas de matemáticas.

Si tu hijo es un estudiante dotado, es decir, que obtuvo 130 o más de

3. cociente intelectual (CI) en una prueba psicométrica, su educación debe ser

dirigida y desafiante. Deberán considerar las siguientes
recomendaciones:

• Conocer las capacidades especiales del estudiante, sus intereses y estilos

de aprendizaje.
• Realizar actividades motivadoras que les exijan pensar a niveles más
sofisticados y explorar nuevos temas.
• Adaptar el currículo y profundizar.
• Evitar las repeticiones y las rutinas.
• Realizar tareas de escritura para desarrollar empatía y sensibilidad.
• Utilizar la investigación como estrategia de enseñanza.
• Promover la producción de ideas creativas.
• Permitirle que aprenda a su ritmo.
• Proveer mayor tiempo para completar las tareas, cuando lo requiera.
• Cuidar la alineación entre su educación y sus necesidades académicas y
socioemocionales.

17 | P a g e
LIST OF COLLABORATORS

Collaborators

Prof. Jeannine Ortiz Morales

English Facilitator
ORE San Juan

Prof. Carolina Dávila Colón

English Teacher
San Patricio Elementary School
Jayuya

Prof. Sandra A. Blondet Rivera

English Facilitator
ORE Ponce

Editors

Dra. Madeline Candelaria

English Teacher
Pedro Moczo Elementary School
San Juan

Prof. Sonia González

English Teacher
Petra Zenon de Fabery Elementary School
San Juan

Prof. Elizabeth Rodríguez

English Teacher
Prisco Fuentes High School
San Juan

18 | P a g e
Content
LETTER FOR TEACHERS, STUDENTS AND PARENTS ............................................................3

LIST OF COLLABORATORS ....................................................................................................... 18

LIST OF COLLABORATORS ....................................................................................................... 20

MODULE PROGRESSIVE CALENDAR ............................................................................................ 21

Unit 1 .......................................................................................................................................... 22

Let’s Review ........................................................................................................................... 24

Lesson 1 ................................................................................................................................. 41

Lesson 2 ................................................................................................................................. 61

Lesson 3 ................................................................................................................................. 76

Lesson 4 ................................................................................................................................. 85

Lesson 5 ................................................................................................................................. 94

Lesson 6 ............................................................................................................................... 108

Lesson 7 ............................................................................................................................... 123

Lesson 8 ............................................................................................................................... 133

Lesson 9 ............................................................................................................................... 147

Lesson 10 ............................................................................................................................. 159

Answer Key ............................................................................................................................. 166

References .............................................................................................................................. 193

19 | P a g e
LIST OF COLLABORATORS

Collaborators

Prof. Jeannine Ortiz Morales

English Facilitator
ORE San Juan

Prof. Carolina Dávila Colón

English Teacher
San Patricio Elementary School
Jayuya

Prof. Sandra A. Blondet Rivera

English Facilitator
ORE Ponce

Editors

Dra. Madeline Candelaria

English Teacher
Pedro Moczo Elementary School
San Juan

Prof. Sonia González

English Teacher
Petra Zenon de Fabery Elementary School
San Juan

Prof. Elizabeth Rodríguez

English Teacher
Prisco Fuentes High School
San Juan

20 | P a g e
 MODULE PROGRESSIVE CALENDAR

DAYS/WEEKS Day 1 Day 2 Day 3 Day 4 Day 5

Review
Routine’s Numbers and Days of the Months of the
ABC song Phonetics
Review Colors Week Year
Awareness
Greetings, Greetings, Greetings, Greetings, Greetings,
Lesson 1 Farewells and Farewells and Farewells and Farewells and Farewells and
Introductions Introductions Introductions Introductions Introductions
Cognates and Cognates and Cognates and Cognates and Cognates and
Lesson 2 False Cognates False Cognates False Cognates False Cognates
False Cognates
Bilingual and Bilingual and Bilingual and Bilingual and Bilingual and
Lesson 3 Proud: Anita is Proud: Anita is Proud: Anita is Proud: Anita is Proud: Anita is
Bilingual Bilingual Bilingual Bilingual Bilingual

Lesson 4 Context Clues Context Clues Context Clues

Alphabetical Alphabetical Alphabetical Alphabetical Alphabetical

Lesson 5 Order Order Order Order
Order

Lesson 6 5W’s Questions 5W’s Questions 5W’s Questions 5W’s Questions 5W’s Questions

Cause and Cause and Cause and Cause and Cause and
Lesson 7
Effect Effect Effect Effect Effect
Main Topic, Main Topic, Main Topic, Main Topic, Main Topic,
Lesson 8 Main Idea & Main Idea & Main Idea & Main Idea & Main Idea &
Key Details Key Details Key Details Key Details Key Details

Lesson 9 Landforms Landforms Landforms Landforms Landforms

Lesson 10 Nouns Nouns Nouns Nouns Nouns

21 | P a g e
Unit 1

Sing the ABC Song every day!!

ABC Song
Lyrics:
A for Apple, A for Ant
B for Bat, B for Ball
C for Cat and C for Cup
D for Dog, D for Dots
E for Egg and E for Elephant
F for Frog, F for Fish
G for Goat and G for Grass
H for Hand, H for Hat
I for Ink and I for Insect
J for Juice, J for Jar
K for King and K for Kite
L for Lamb, L for Leaf
M for Man and M for Monkey
N for Neck, N for Nose
O for Ocean, O for Oar
P for Plum, P for Parrot
Q for Queen and Q for Quail
R for Rope, R for Rat
S for Sun and S for Sunflower

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T for Tap, T for Tub
U for Uncle, U for Umbrella
V for Violin, V for Violet
W for Well and W for Water
X for Box, X for Fox
Y for Yacht and Y for Yellow
Z for Zoo, Z for Zebra

ABC Song
https://www.youtube.com/watch?v=hq3yfQnllfQ

23 | P a g e
Unit 1

Let’s Review
Numbers

24 | P a g e
Colors

25 | P a g e
 English Colors
https://www.youtube.com/watch?v=jDlG8KsKzE4

Colors and Spelling - What Color Do You Like?

https://www.youtube.com/watch?v=NWrWu80zmuI

Number song 1-20 for children / The Singing Walrus

https://www.youtube.com/watch?v=D0Ajq682yrA

26 | P a g e
Let us practice
Instructions: Use the color code provided to color the picture below.

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Days of the Week

✓ There are 7 days

in a week.

✓ In English, the days of the

week begin with capital
letters.
o Example: Sunday

28 | P a g e
 The Singing Walrus - English Songs for Kids
https://www.youtube.com/watch?v=mXMofxtDPUQ

Teach Kids, Days of a week | BST Nursery Rhymes

https://www.youtube.com/watch?v=OcsauNpaUww

29 | P a g e
Let’s Practice
Instructions: Read out loud the days of the week. Color the petals
following the color code.

Sunday (red) Wednesday (blue)

Monday (yellow) Thursday (purple)

Tuesday (green) Friday (orange)

Saturday (brown)

30 | P a g e
Instructions: Write the Days of the Week in the correct order.

Saturday 1. Sunday

Tuesday 2.

Sunday 3.

Wednesday 4.

Monday 5.

Friday 6.

Thursday 7.

31 | P a g e
Instructions: Write the day that comes next in each row.

Saturday Sunday Monday

Tuesday Wednesday

Sunday Monday

Wednesday Thursday

Monday Tuesday

Friday Saturday

Thursday Friday

32 | P a g e
Months of the Year

✓ There are twelve (12)

months in a year.
✓ The months of the year in
English begin with capital
letters.
Example: August

Months of the Year

January July
February August

March September
April October

May November
June December

33 | P a g e
 Months of the Year Song
https://www.youtube.com/watch?v=rMhZXxQP5fo
The Months Chant
https://www.youtube.com/watch?v=gtc4c1JlAEM

34 | P a g e
Let’s Practice
Instructions: Write the missing months.

January

February

September

April

November

35 | P a g e
36 | P a g e
Unit: 2.1 Bilingual and Proud
Theme: Phonics – Consonant Sounds

Learning Objectives:
At the end of this lesson, the students will:
-identify the beginning, and ending sounds of words
-isolate consonant sounds of one-syllable words.
-Classify the short sounds of one-syllable words.

Standards and Expectations:

Foundational Skill: Phonemic Awareness

2.R.FS.11 Identify sounds (phonemes), syllables, and spoken words.
b. Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
c. Segment spoken single-syllable and multi-syllable words into their complete
sequence of individual sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not
include CVCs ending with /l/, /r/, or /x/.)

Foundational Skills: Phonics

2.R.FS.12 know and apply phonics and word analysis skills to decode words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable
words.

Introduction
Initial Activities – (before each lesson)
ABC songs, days of the week, months of the year, weather and songs
Review the short and long vowel sounds and the consonants

37 | P a g e
Short and Long Vowels Chart
Read aloud each word

Short vowels Long vowels

A (apple) A (cage)

E (egg) E (tree)

I (pig) I (tire)

O (hop) O (bone)

U (sun) U (cube)

38 | P a g e
Practice 1 Write the missing vowel on the blank.

Short vowels Long vowels

f_n p_pers

l_g z_bra

l_on
s_nk

m_p b_at

tr_ck bl_e

39 | P a g e
Practice 2

Look at the letter in each row. Circle two words in each row that begins with the
same sound. The first one is done for you.

s mom Sam Tom

b heart bat dog

m man doll bell

r frog lamp rat

t toy milk desk

c box cat star

40 | P a g e
Lesson 1
Unit: 2.1 Bilingual and Proud

Skill: Greetings, Farewells and Introductions

Standard: Listening and Writing

Expectations:
Language
2.L.1d Offer and respond to greetings/farewells using appropriate courtesy
expressions.
Writing
2.W.1 Write to express feelings, familiar topics, experiences, and describe a
picture; use grade-level appropriate high frequency words (e.g., Dolch list) to
write simple sentences.
Objective: At the end of the lesson the student:
• Uses forms of greetings, farewells and self-introductions expressions
correctly.
• Identifies greetings and farewells expressions correctly.

Greetings, Farewells, and Introductions are one of the most important topics
when you are learning a language.

Introduction
Initial Activities – (before each lesson)
ABC songs, days of the week, months of the year, weather and songs
Review the short and long vowel sounds and the consonants

41 | P a g e
What is a Greeting?

A Greeting is to say “hello” or to extend a polite word of welcome.

42 | P a g e
 English

Greeting

Hello!

Good morning

Welcome

43 | P a g e
 Good afternoon

(Afternoon comes a second

after 12:00 o'clock noon and
lasts until 6:00 o'clock p.m.)

Good evening

(Evening starts at 6:00 p.m. and

lasts until around 8:00 o'clock
p.m.)

44 | P a g e
 The Greetings Song - Maple Leaf Learning

https://www.youtube.com/watch?v=gVIFEVLzP4o

The Greetings Song - LARVA KIDS

https://www.youtube.com/watch?v=dLsjQLdp8WM

45 | P a g e
Let’s Practice
Instructions: Match the greeting with the picture. Write the correct number next
to the correct greeting.

_______Hello 1.

_______Good morning 2.

_______Good afternoon 3.

_______Good evening 4.

46 | P a g e
____1. Hello

a.

____2. Good morning

b.

____3. Welcome

c.

____4. Good afternoon

d.

____5. Good evening

e.

47 | P a g e
What is a Farewell?

Farewell is a way to say goodbye. A farewell is also an expression of

good wishes when you are leaving.

48 | P a g e
Examples:

Goodbye

See you later

Good night

49 | P a g e
Goodbye to You! - Super FUN and FAST Goodbye Song by ELF

Learning https://www.youtube.com/watch?v=STMl4yjPpoM

Goodbye, School Song For Kids - Dream English Kids

https://www.youtube.com/watch?v=WyfH-wwJUcY

50 | P a g e
Let’s Practice
Instructions: Use the farewells below to complete the sentences. Do not repeat
them.

Good bye see you later good night

1. Have a __________________________________!

2. _____________________________ teacher! I will ___________________________!

51 | P a g e
What is self-introduction?
Introducing yourself it’s a way to connect with someone new by
exchanging words and often, physical contact.

Examples:

Introduction
English
What is your name?

My name is ________________________

Where do you live?

I live in ____________________________

How old are you?

I am _______ years old

What grade are you in?

I am in ___________________________

52 | P a g e
 Greetings, Farewells, and introductions!
https://www.youtube.com/watch?v=4pDlaA_bkgc

Self-Introduction | Simple Skits - Maple Leaf Learning

https://www.youtube.com/watch?v=KCZAtgacc7I

What's your name?, Self-introduction Lesson, English for Children

https://www.youtube.com/watch?v=EDmWNJ144oY

53 | P a g e
Let’s Practice
Instructions: Complete the sentences with the introductions from the chart below.
Repeat the sentences out loud.

years old color Live

my school My name grade

Hello! ______________________________________________________ is María Santos.

I ____________________________ in Ponce, Puerto Rico.

I am seven __________________________________________.

I am in second _______________________________.

The name of ______________________________________________ is Luis Muñoz Marín.

My favorite ___________________________________ is red.

54 | P a g e
Exercises for Evaluation Total ______/43 pts
Part 1. Instructions: Fill in the blanks. Use the words provided. (8 pts.)

morning Good to happy

Good Morning Class

____________________ morning, class!

Good _____________________ to you!

I am happy ________ see you.

We are ______________ to see you, too!

Part 2. Instructions: Read the paragraph.

I am David
By Jeannine Ortiz Morales

Good morning! My name is David Rivera. It is nice to meet you. I live in Puerto

Rico. I live in the city of Camuy. I am 7 years old. I am in second grade. I love

reading in English. I have one brother and one sister. They are both older than me.

My sister is 10 years old and my brother is 12 years old. Maybe we can play

tomorrow. See you later!

55 | P a g e
Part 3. Instructions: According to the paragraph read, circle the correct answer.

(3 pts.)

1. ________________ is a greeting.

a. My name is David Rivera

b. Good morning
c. See you later

2. ________________ is a farewell.

a. My name is David Rivera

b. Good morning
c. See you later

3. ________________ is an introduction.

a. My name is David Rivera

b. Good morning
c. See you later

56 | P a g e
Part 4. Instructions: Match the greeting, farewell or introduction with the correct
answer. (5 pts.)
Part 4.

____1. Hello, how are you? a. Good afternoon to you too!

____2. Welcome b. Hello, I am fine, and you?

____3. Good afternoon c. Good morning, teacher!

____4. Good bye! d. Thank you!

____5. Good morning students e. Goodbye, see you soon!

Part 5. Instructions: Write one greeting, one farewell, and one introduction that

you learned in this lesson. (9 pts.)

1. Greeting: ______________________________________________________________

2. Farewell: _______________________________________________________________

3. Introduction: ___________________________________________________________

57 | P a g e
Instructions: Complete the sentences with your information. Repeat the sentence
out loud. (18 pts.)

Hello! My name is ___________________________________________________________.

I live in ________________________________________.

I am _____________ years old.

I am in _______________ grade.

The name of my school is _________________________________________________.

My favorite color is __________________________________________.

58 | P a g e
Unit: 2.1 Bilingual and Proud
Theme: Phonics – Consonant / Short and Long Vowel Sounds

Learning Objectives:
At the end of this lesson, the students will:
-identify the beginning, and ending sounds of words
-isolate consonant sounds of one-syllable words.
-Classify the short sounds of one-syllable words.

Standards and Expectations:

Foundational Skill: Phonemic Awareness

2.R.FS.11 Identify sounds (phonemes), syllables, and spoken words.
b. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
c. Segment spoken single-syllable and multi-syllable words into their complete
sequence of individual sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not
include CVCs ending with /l/, /r/, or /x/.)

Foundational Skills: Phonics

2.R.FS.12 know and apply phonics and word analysis skills to decode words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable
words.

Introduction
Initial Activities – (before each lesson)
ABC songs, days of the week, months of the year, weather and songs
Review the short and long vowel sounds and the consonants

59 | P a g e
Practice 1 In this exercise, you will practice the beginning sounds. Write in the
square under the picture the letter a if the picture begins with the a sound, or
the letter b if the picture begins with the b sound. The first ones is done for you.

60 | P a g e
Lesson 2
Unit: 2.1 Bilingual and Proud
Skill: Cognates
Objective: At the end of the lesson the student:
• identifies cognates
• recognizes false cognates

Standard: Language
Expectation and Indicator:
2.LA.4c - Use the root word as a clue to the meaning of an unknown word with
the same root (e.g., addition, additional).

What are Cognates?

Cognates are words in two languages that share a similar meaning, spelling,
and pronunciation. In our case, words in Spanish and English.

Examples:

English: music
Spanish: música

English: bycicle
Spanish: bicicleta English: family
Spanish: familia

61 | P a g e
62 | P a g e
63 | P a g e
64 | P a g e
Let’s Practice
Instructions: Write the cognate word in Spanish.
Remember that cognates are words in two languages that share a
similar meaning, spelling, and pronunciation.

English Spanish

1. mechanic _________________________

2. fruit _________________________

3. museum _________________________

4. group _________________________

5. tomato _________________________

Instructions: Read the sentences. Using the color red, underline the cognate
that you find in each sentence.

1. We will run at the park.

2. I want to be an actor.

3. We are going to a hotel in summer.

4. Spinach is healthy.

5. I like to eat pears.

65 | P a g e
What are Perfect Cognates?
Perfect Cognates are words which have the same spelling and meaning in both
Spanish and English.

Examples:

English: cable English: dragon

Spanish: cable Spanish: dragon

English: color

Spanish: color

More Perfect Cognates

English Spanish

cafeteria- cafetería idea- idea piano- piano

director - director metal -metal radio- radio
gas - gas natural- natural triple -triple
golf - golf perfume -perfume

66 | P a g e
Instructions: In each box draw a picture according to the following Perfect Cognates.
Color your drawings.

television radio

kiwi chocolate

67 | P a g e
Instructions: Circle the picture that represents a Perfect Cognate.
Remember that Perfect Cognate are words which have the same spelling and
meaning in both Spanish and English.

hospital plate

cereals sofa

68 | P a g e
What are False Cognates?
These are words that look alike but do not have the same meaning in English
and Spanish.
Examples:
English Spanish

pie pie

English Spanish

rope – soga ropa - clothes

English Spanish

soap - jabón sopa - soup

69 | P a g e
 Cognates and False Cognates
YouTube Video: https://www.youtube.com/watch?v=sBZE-JDUpKU

70 | P a g e
Let’s Practice
Instructions: Write an X under the false cognates.

Pie dragon

tiger

71 | P a g e
Exercises for Evaluation Total ______/46 pts

Part 1. Instructions: Read the paragraph. Underline all the cognates.

There are ten (10) cognates. (20 pts.)

When I Grow Up
By Jeannine Ortiz Morales

My name is Tomás. I am seven years old. When I grow up, I would like to be a

pilot. I love airplanes. My sister Iris wants to be a secretary. She likes writing on

the computer. My brother Daniel wants to be a doctor. He would like to save

people’s lives. My best friend Armando wants to be a mechanic. He loves cars.

In my opinion, there are so many professions to choose from that maybe I will

change my preference in the future.

72 | P a g e
Part 2. Instructions: Write five (5) cognates from the paragraph on the lines
provided below. (5 pts.)

1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

Part 3. Instructions: Circle the correct answer. (4 pts.)

1. Tomás wants to be a ________________.

a. mechanic

b. pilot

c. doctor

2. Iris wants to be a __________________.

a. pilot

b. doctor

c. secretary

3. Daniel wants to be a ________________.

a. mechanic

b. pilot

c. doctor

73 | P a g e
 4. Armando wants to be a ________________.

a. mechanic

b. pilot

c. doctor

Part 4. Instructions: Fill in the blank with the occupation of your preference. (3 pts.)

1. When I grow up, I want to be a _______________________________________.

Part 5. Instructions: Write the true cognate word in Spanish on the line. (10 pts.)

1. plate _________________________

2. dentist _________________________

3. uniform _________________________

4. insects _________________________

5. vegetables _________________________

74 | P a g e
Part 5. Instructions: Write an X under the false cognates. (4 pts.)

Bank soap

Rope photographer

75 | P a g e
Lesson 3
Unit: 2.1 Bilingual and Proud
Topic: Being Bilingual
Standard: Listening and Reading
Expectation and Indicator:
Language
2.L.1a Ask and answer questions appropriate to the topic and offer opinions in
conversations using learned phrases and open responses.
2.L.1b Use gestures, expressions, and simple words/phrases to demonstrate
engagement and understanding in a socially appropriate manner.
Reading
2.R.2I Identify the main topic and key details of an informational text.
Objective: At the end of the lesson the student:
• Identifies details in a story.
• Answers questions according to the topic

What it means to be bilingual?

A person who speaks two languages fluently.

76 | P a g e
Instructions: Think about the theme “What it means to be bilingual”. Then,
complete the diagram by answering the following question in complete
sentences.

How does being

bilingual helps
me in life?

77 | P a g e
Where Are You From? | Learn Countries of the World
https://www.youtube.com/watch?v=l6A2EFkjXq4

78 | P a g e
Instructions: Read the story.

Anita is Bilingual!
By: Wanda Lopez Jackson
(Summarized and adapted by: Jeannine Ortiz)

Anita was in the second grade. She was seven years old and lived in

Gurabo, Puerto Rico. Anita liked going to school. Her favorite class was English.

One day, a boy named Peter came to school. He was from the state of

Florida. He only spoke English. “Anita will show you around the school”, said Mrs.

Santiago. “Me no speak English.” said Anita very quickly. “You have taken English

class since Pre Kinder, now it’s time to practice with Peter”.

“Ok Anita, what is office? asked Mrs. Santiago. “oficina”, answered Anita.

“Director”? “director”. “And Secretary?” “secretaria”. “You know a lot Anita. I

would even say that you are Bilingual", said Mrs. Santiago. She was proud to be

called “Bilingual”.

At lunch time, others like Anita were speaking English and Spanish words.

She was glad to help Peter and very proud to be called Bilingual!

79 | P a g e
Let’s Practice
Instructions: Cognates. Write the Spanish meaning on the line.

1. office _________________________________

2. secretary ______________________________

3. paper _________________________________

4. bilingual _______________________________

Instructions: After reading the story, circle the letter that represents the correct

answer.

1. Who is the story mainly about? _______

a. Peter
b. Anita
c. Mrs. Santiago

2. Where does the story take place? ______

a. In the office
b. In Florida
c. In an English Classroom

3. What is the problem? ______

a. Anita was scared to speak English.

b. Anita loves to speak English.
c. The teacher asked Anita questions.

80 | P a g e
4. When did Anita talk English and Spanish words with Peter? ______
At the __________ of the story.

a. beginning
b. middle
c. end

5. Why was Anita proud? She was proud to ___________.

a. speak Spanish
b. talk to the teacher
c. be called bilingual

6. What does it mean to be bilingual? To speak ___________ languages.

a. one
b. two
c. three

81 | P a g e
Exercise for Evaluation: Adapted Performance Task: Bilingual Poem
Total ______/ 41 pts.

Part1. Instructions: Fill in the blanks with words in Spanish and English as indicated
in the parenthesis. It doesn’t matter if there isn’t rhyming words. (36 pts.)

Bilingual Me!

Spanish me sings ________________________________________

(name of a song in Spanish)

with ________________________________.
(a family member in Spanish)

English me sings ____________________________________ with

(name of a song in English)
(a family member in Spanish)

Mrs. _______________________________.
(last name of your English teacher)

I play ___________________________________________ with

(name of a game in Spanish)

_______________________________ and Simon Says in my

(name of a friend)

English class.

82 | P a g e
I say ______________________________ when I greet my
(Spanish greeting)

Spanish teacher and say ______________________________ to

(English greeting)

my English teacher.

I eat _________________________________ in my house, English

(Puerto Rican food in Spanish)

me eats _________________________________.
(pizza, sandwich, or hamburger)

English me is __________________________, but Spanish me is

(adjective in English)

________________________!
(adjective in Spanish)

Part 2. Instructions: Cognates. Match the English word with the Spanish meaning.
(5 pts.)

______1. class a. grado

______2. favorite b. sorpresa

______3. grade c. grupo

______4. group d. favorito

______5. surprise e. clase

83 | P a g e
Read aloud!

Let us go camping!
I can pack a bag.
I can walk the path.
I can clap my hands.
I can hide in the grass.
I can wear my hat.
Let us go camping!

Practice 4
SHORT SOUNDS
We know that the vowels are
a e i o u and sometimes y
They usually have a short sound when is between two
consonants. They sound something like this:
Short a bat ham ant ran

Short e bed jet men bell

Short i hit pin him sit

Short o hot cop stop log

Short u gum fun rug truck

84 | P a g e
Lesson 4
Unit: 2.1 Bilingual and Proud
Skill: Context clues
Standard: Reading
Expectation and Indicator:
2.R.4I Ask and answer questions to help determine or clarify the meaning of
words and phrases in the text.
Objective: At the end of the lesson the student:
• determines or clarifies the meaning of words using context
clues

Introduction
Initial Activities – (before each lesson)
ABC songs, days of the week, month of the year, weather and songs
Review the short and long vowel sounds and the consonants

85 | P a g e
 What are Context Clues?
These are clues that readers use to find the meaning of words that are new to
them. Context Clues makes us better readers.

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 Context Clues
https://www.youtube.com/watch?v=IhdsrL7kd_w

Context Clues – Introduction to Reading Skills - McGraw-Hill PreK-12

https://www.youtube.com/watch?v=6spWj7Ol3x

87 | P a g e
The reader should look for the following clues in the text:

Definitions
Pictures (clue words:
or, like, are, called)

Examples

Words you know (clue words: is,are, or, means,

refers to)

Synonyms Antonyms
Words that mean the same thing Words that mean the opposite
(clue words: also, as, like, same, (clue words: but, unlike,
too) however)

88 | P a g e
Let’s Practice
Instructions: Read the following sentences from the reading “Anita is Bilingual”.
Then circle the correct meaning for the underlined word in the text.

1. “Director”? “director”. “And Secretary?” “secretaria”. “You know a lot

Anita. I would even say that you are Bilingual", said Mrs. Santiago”

bilingual means to speak …

a. one language
b. two languages
c. three languages

2. “This is Peter and he is from the state of Florida”, said Mrs. Santiago.

state means a place in…

a. Puerto Rico
b. your house
c. United States

3. “Peter needs help from all of us because Peter only speaks English”.

speak means to…

a. talk

b. be silent

c. not talking

89 | P a g e
4. “Anita, remember that there are many words that mean the same in English

and Spanish.

remember means to…

a. forget
b. say something
c. retain in the memory

5. She was glad to help Peter and very proud to be called bilingual!

proud means to feel…

a. sad
b. mad
c. satisfied

90 | P a g e
Exercise for Evaluation Total ______/20 pts.

Instructions: Read the following sentences. Then using context clues, choose the
correct meaning of the underlined word. (8 pts.)

1. Do you know the girl waving at us over there?

a. he and she
b. you and I
c. I and he

2. Asia is the largest continent, and Australia is the smallest.

a. cold ocean
b. land area
c. solid rock

3. The stars were brilliant in the clear night sky.

a. dim
b. walking
c. bright

4. Since it was cold, we made a fire to warm up.

a. burning that produces flames
b. water in a frozen, solid state
c. cold water from the ocean

91 | P a g e
5. We need a map and a compass to find our way in the forest.
a. lots of trails in a particular area
b. a public road along which vehicles travel
c. a picture that shows the rivers, mountains, and trails

6. The school bell is ringing and it is time to go back to class.

a. an object that makes a repetitive sound
b. to speak very loud in public
c. to speak in a soft, low tone

7. Plants need water and sunlight to grow and stay alive.

a. living
b. running
c. walking

8. Mom picked a bunch of roses from the garden.

a. something that is red

b. group of things
c. individual things

92 | P a g e
9. That baseball player is famous. Everyone knows who he is.

a. sad person
b. happy person
c. well known person

10. Ray put the right answer on his homework.

a. correct
b. wrong
c. incorrect

93 | P a g e
Unit 2
Lesson 5
Unit: 2.2 Where Are We?

Skill: 5W’s Questions

Standard: Writing
Expectation and Indicator:
2.W.4 Respond to questions and suggestions from peers and add details to
strengthen writing as needed.
2.W.7 Remember information about experiences or gather information from a
variety of sources (e.g., word wall, book talks, grade-appropriate texts) to
answer a question in writing.
Objective: At the end of the lesson the student:
• responds to 5W’s questions

Wh questions words are words used to gather information. Each question word
asks for different information.

A question mark is used at the end of interrogative sentences.

94 | P a g e
Let’s review and practice the 5W questions. A question asks the reader for
something or someone.
Read the examples.

What?
It is a thing or an
action.

When? Who?
It is a time. It is a person.

Where? Why?
It is a place. It is the reason
something
happened.

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The Five W's Song | English Songs | Scratch Garden
https://www.youtube.com/watch?v=vXWK1-L41f0

96 | P a g e
Let’s Practice: WH’s Questions
Instructions: Read the questions and circle the correct answer. Write the letter on
the line provided next to the number.

_________1. ___________ is the baby crying?

a. When
b. Who
c. Why

_________2. __________ time is it?

a. Why
b. Where
c. What

_________3. __________ is your mother?

a. Why
b. What
c. Who

_________4. ___________ are we going to the movies?

a. When
b. What
c. Who

_________5. ____________ are my keys?

a. Who
b. Where
c. Why

97 | P a g e
Instructions: Read the paragraph. Then read the questions and circle the correct
answer. Write the letter on the line provided next to the number.

Karen’s New Bike

Karen has a new bike. Her new bike is blue. It has an orange flag on the back. The

flag has three white stripes. Karen can ride her bike fast. After school she rides her

bike back to her house.

_______ 1. What does Karen have?

a. a new flag
b. a new bike
c. a new house

________ 2. What color is Karen’s new bike?

a. blue
b. black
c. orange

________ 3. How many stripes does Karen’s new bike have?

a. one
b. two
c. three

________ 4. When does she ride her bike?

a. before school
b. after visiting Allison
c. after school

98 | P a g e
________ 5. Where does Karen go after she goes to Allison’s house?
a. school
b. home
c. park

99 | P a g e
Instructions: Read the paragraph. Then read the questions and circle the correct
answer. Write the letter on the line provided next to the number.

My Uncle’s Airplane

My uncle has a new airplane. It is yellow with red stripes. The wings have stars on

them. It flies high in the sky. He took me on a trip in his new plane. The name of his

plane is Yellow Bird.

______ 1. Who has a new airplane?

a. my father
b. my uncle
c. my mother

______ 2. What color is the airplane?

a. blue
b. yellow
c. red

______3. Where do planes fly?

a. sky
b. water
c. road

______4. What is the name of the airplane?

a. Blue Bird
b. Yellow Bird
c. Red Bird

100 | P a g e
Instructions: Read the story. Then read the questions from 1 to 4. Circle the correct
answer. Write the letter on the line provided next to the number. Answer question
5 in a complete sentence.

Helping Grandma

Hector liked to stop by grandma’s house after school. She would make a snack

for him every day. One day, Grandma slipped and fell in the bathroom. She

broke her arm. The doctor said that she needed to rest. Grandma came to stay

with Hector and his mom until she felt better. Now, Hector makes Grandma a

snack every afternoon.

_________1. What did grandma break?

a. Her leg

b. Her arm

c. Her head

_________ 2. Who visited grandma every day?

a. Hector

b. mom

c. doctor

101 | P a g e
________3. Where did grandma fall?

a. In the kitchen

b. In her room

c. In the bathroom

________4. When does Hector make the snack for grandma?

a. Every morning

b. Every afternoon

c. Every evening

5. Why did grandma fall?

________________________________________________________________________

102 | P a g e
Exercises for Evaluation Total ______/ 24 pts.

Part 1. Instructions: Read the story. Read the questions and circle the correct
answer. Write the letter on the line provided next to the number. (4 pts.)

Animals at the Zoo

Last week, my class took a trip to the zoo. We went to the snake house. Some

people were scared, but not me! –said Julio. I knew we were safe. The snakes

were behind the glass. Carlos fed peanuts to the baby goats and watched the

monkeys swing from branch to branch. Sometimes, my father calls me a monkey,

and now I know why! I wanted to ask my gymnastics coach to teach me some

tricks I saw the monkeys do.

________1. Who fed the baby goats?

a. father

b. gymnastics coach

c. Carlos

_________2. When did the class take the trip?

a. Last week

b. Last month

c. Last year

103 | P a g e
_________3. Where did the class take the trip to?

a. gym

b. zoo

c. park

_________4. What did the baby goats eat?

a. peanuts

b. chocolate

c. broccoli

Part 2. Instructions: Answer the question in complete sentence. (5 pts.)

1. Why do you think the father call his son Julio a monkey?

________________________________________________________________________

________________________________________________________________________

104 | P a g e
Part 3. Instructions: Read the questions. Answer the questions in complete
sentences. Remember that a sentence begins with a capital letter and it ends
with a period (.). (15 pts.)

What is your favorite animal?

____________________________________________________________________________

Who is your best friend?

______________________________________________________________________________

Where do you live?

______________________________________________________________________________

When is your birthday?

______________________________________________________________________________

Why are you learning English?

______________________________________________________________________________

105 | P a g e
Lesson 6
Unit: 2.2 Where Are We?
Theme: Phonics – Consonant Sounds

Learning Objectives:
At the end of this lesson, the students will:
-identify the beginning, and ending sounds of words
-isolate consonant sounds of one-syllable words.
-Classify the short sounds of one-syllable words.

Standards and Expectations:

Foundational Skill: Phonemic Awareness

2.R.FS.11 Identify sounds (phonemes), syllables, and spoken words.
b. Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
c. Segment spoken single-syllable and multi-syllable words into their complete
sequence of individual sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not
include CVCs ending with /l/, /r/, or /x/.)

Foundational Skills: Phonics

2.R.FS.12 know and apply phonics and word analysis skills to decode words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable
words.

Introduction
Initial Activities – (before each lesson)
ABC songs, days of the week, month of the year, weather and songs
Review the short and long vowel sounds and the consonants

106 | P a g e
Practice 5 . Color only the words with short sounds. Use the following
colors:
Short a Short e Short i Short o Short u
red yellow blue green orange

mop web bed rob mom pug

dad get rent log cop lip

hat big dig hug duck win

man hit skin sun thumb his

rock tub cup chin dip men

hop fuss luck mitt pig test

blog rap fan toss lock leg

107 | P a g e
Lesson 6
Unit: 2.2 Where Are We?
Skill: Alphabetical Order
Standard: Language
Expectation and Indicator:
2.LA.2g Consult reference materials, including dictionaries, as needed to check
and correct spellings, using the ability to alphabetize by the first two letters.
Objective: At the end of the lesson the student:
• arranges words in alphabetical order by the first and second letter
criteria.

The Alphabet

Every word is made of letters. We do not notice them… but without

them, the word does not exist.

108 | P a g e
In English we have 26 letters to build words. Letters have an order.
We call that order the Alphabet.

109 | P a g e
There are two ways to write the same letters:

o Uppercase letters are used to start sentences and for

names of people and places.

o Everything else goes in lowercase letters.

Aa - Bb – Cc

uppercase lowercase

110 | P a g e
 Kids Reading Lesson 1 - ABC's Learning
https://www.youtube.com/watch?v=fCDk4iET6s0

Upper and Lowercase Letters

and Lowercase Letters | ABC Songs (Zee Version) for Kids
https://www.youtube.com/watch?v=XSyH49p6Qt4

111 | P a g e
Let’s Practice:
Instructions: Circle the matching lowercase letter in each row.

A b t a l N d n v r
B o b s g O p d o a
C j c z e P b m f p
D d x r n Q p q g h
E i a e u R s d w r
F r f g h S f s e j
G g c z e T z x l t
H d x h n U a u n x
I o b i g V m p v e
J j c z e W y u w v
K W p c k X x k g y
L l u h m Y J g y m
M L w m n Z L z f d

112 | P a g e
Instructions: Write the missing letter of the alphabet.

113 | P a g e
 Alphabetical Order

➢ Alphabetical order is also called ABC order.

➢ To arrange words in alphabetical order, first think and practice the

alphabet from the letter Aa to the letter Zz again. (page 72)

1. In a list of words look at the first letter of each word.

2. If the first letter of each word is different, then you can use

the first letter to arrange the word in the correct ABC

order.

Example: car 1. apple

apple 2. ball

ball 3. car

3. Next, if the first letter of the words is the same, look at

the second letter of the word.

Example: dog 1. dad

dad they all begin 2. dog

with the letter d
duck 3. duck

114 | P a g e
Let’s Practice:
Instruction: Look at the letters below. Use the chart to write the letters in
alphabetical order.

Example:

c, b, a h, g, f t, r, s z, x, y m, n, l k, i, j

115 | P a g e
Instructions: Read the words. Use the chart below to write the words in
alphabetical order.

bat, cat, ant bird, dog, bee

1. 1.

2. 2.

3. 3.

Instructions: Write numbers from 1 to 4 to put the following group of words in

alphabetical order.

____ book _____ sun _____ nest

____ jet _____ apple _____ ring
____ cat _____ pig _____ lion
____ mom _____ duck _____ egg

116 | P a g e
Instructions: Write the following words in alphabetical order in the space
provided. Remember to observe the second letter.

Example: milk 1. mat

mat 2. mess
more 3. milk
mess 4. more

fish
________________________

fruit ________________________

foot ________________________

________________________
flower

thing
_______________________
turtle
_______________________

tag _______________________

_______________________
tool

117 | P a g e
son
________________________
star
________________________

sit ________________________

________________________
shoe

118 | P a g e
Exercises for Evaluation Total ______/ 40 pts.

Part 1. Instructions: Write the missing letters from the alphabet. Color the pictures.
(20 pts.)

119 | P a g e
Part 2. Instructions: Select the words from the box and put them in
correct alphabetical order. (8 pts.)
Animals Transportation

1 1

2 2

3 3

4 4

120 | P a g e
 fox motorcycle

deer helicopter

zebra car

dolphin airplane

121 | P a g e
Part 3. Instructions: Write each set of words in alphabetical order.
(12 pts.)

papaya 1.

apple 2.

monkey 3.

laptop 4.

park 1.

theater 2.

casino 3.

restaurant 4.

book 1.

bear 2.

bag 3.

bike 4.

122 | P a g e
Lesson 7
Unit: 2.2 Landforms
Skill: Cause and Effect
Standard: Reading
Expectation and Indicator:
Reading
2.R.1 Describe ideas, phenomena (e.g., erosion), and text elements (e.g.,
central message, character traits) using greater detail based on understanding
of a variety of grade‐level and read-aloud texts and viewing of multimedia with
light support.
2.R.3I Describe the connection between two individuals, events, ideas, or pieces
of information in an informational text.
Objective: At the end of the lesson the student:
• Distinguishes between cause and effect.
• Identifies cause and effect relationship.

The cause The effect

is why is what
something happened
happened. as a
result.

123 | P a g e
Introduction
Initial Activities – (before each lesson)
ABC songs, days of the week, month of the year, weather and songs
Review the short and long vowel sounds and the consonants

Cause and Effect

Example:
Sentence: My car had a flat tire, so I called a tow truck.
Cause: My car had a flat tire, Effect: so I called a tow truck.

tow truck

flat tire

Example:
Sentence: I had to use an umbrella, because it rained.
Cause: because it rained. Effect: I had to use an umbrella,

124 | P a g e
 Cause and Effect- KLM Videos for School
https://www.youtube.com/watch?v=wSOGw6gDokI

Cause and Effect with 'Why' and 'Because' - National Geographic

Learning: Young Learners
https://www.youtube.com/watch?v=12CNNORawk8

125 | P a g e
Let’s Practice
Instructions: Read the effect. Circle the correct cause.

.
.

. .
.
. .

;
;
.
.

. .
. .

126 | P a g e
Instructions: Determine which the cause is and which the effect is in
each sentence. Underline the cause.

Example: I had to use an umbrella, because it rained.

1. Linda was late for school because she overslept.

2. John didn’t do the laundry, so he wore dirty clothes.

3. Peter told a joke, and mom laughed.

4. Carlos slipped because the floor was wet.

5. It was very hot, so she went in the pool.

127 | P a g e
Instructions: Determine which the cause is and which the effect in
each sentence is. Underline the cause with one line and the effect
with two lines.
Example:
She raised her hand, because she had a question.
___________________

1. José broke his arm, so he did not play in the big game.

2. Elizabeth is hungry because she did not eat her hamburger.

3. Since today is Saturday, we do not have to go to school.

4. Clara bought a cake because it was my birthday.

5. He was sad because his car broke.

128 | P a g e
Instructions: Read each sentence. Match the cause with the correct
effect. Write the letter on the line provided.

_____1. Ellie ate five donuts. a. His dog ran away.

_____2. She was not able to do her b. She was very hot.
homework.

_____3. Kevin left the gate open. c. She got a stomachache.

_____4. Jill got in the pool. d. Margaret left her

backpack at school.

129 | P a g e
Exercises for Evaluation Total ______/34 pts.

Part 1. Instructions: Read the effect. Circle the correct answer. (8 pts.)

. ;

. .
. .

;
.

. .
. .

130 | P a g e
Part 2. Instructions: Write the letter on the line to match the cause on the left with
the effect on the right. (8 pts.)

CAUSE EFFECT

______1. John fell. a. We have to clean them.

______2. The windows are dirty. b. He broke his arm.

______3. Mark gained ten pounds. c. I saved money.

______4. I want a new video game. d. His pants don’t fit.

Part 3. Instructions: Determine which the cause is and which the effect in each

sentence is. Underline the cause with one line and the effect with two lines. (10

pts.)

1. Alison dislikes hot dogs, so she only eats French fries.

2. The weather is getting cooler, so I am not hot.

3. Mark sneezed because he is allergic to cats.

4. I played all day, so I am very tired.

5. George ordered a pizza, because he was hungry.

131 | P a g e
Part 4. Instructions: Fill in the blanks with the correct effect. (8pts.)

so she got late to school. so they are very tired.

so he got an A in the test. so I brought my umbrella.

1. It was raining outside,

_________________________________________________________________________.

2. Kelly missed the bus this morning,

_________________________________________________________________________.

3. Ramón studied for the test,

_________________________________________________________________________.

4. The students played all afternoon,

_________________________________________________________________________.

132 | P a g e
Lesson 8
Unit: 2.2 Landforms
Skill: Main Topic and Details
Standard: Reading
Expectation and Indicator:
2.R.2L Retell stories, including key details, and identify main idea or lesson.

Objective: At the end of the lesson the student:

• Identifies the main idea and key details.

• Determine the topic.

Topic Vs. Main Idea

What is the topic? What is the main idea?

The topic is the big idea, or The main idea is a statement

subject, that an author writes the author makes about the
about. topic, and what the text is
mostly about.

one or two words vs. a sentence

general subject vs. complete and more specific

usually given in the tittle vs. Usually found in the text

133 | P a g e
 Plants

Plants need four things to live.

First, all plants need soil.

134 | P a g e
Main Idea Key Details Non - Fiction 2nd Grade HW Help

https://www.youtube.com/watch?v=-Zh2heKcDZ0

135 | P a g e
Let’s Practice
Instructions: Look at the picture and determine the topic.

What is the topic?

a. tomatoes

b. vegetables

c. carrots

What is the topic?

a. baseball

b. football

c. sports

136 | P a g e
Instructions: Read the passage.

Fruits
Fruits have many different colors. Some fruits are green. Some fruits are red. There
are other fruits that are purple, orange, and yellow. Fruits come in a great variety
of colors.
.

Instructions: Circle the correct answer.

What is the main idea?

a. Some fruits are purple.

b. Fruits have many different colors.

c. Some fruits are green.

Instructions: Write one detail.

______________________________________________________________________________

137 | P a g e
Instructions: Read the story.

Can I Have a Puppy?

Tony wanted a puppy. “A puppy is a lot of responsibility,” Tony’s mother said.

“I don’t know if you are ready for a puppy.”

“I am ready,” Tony said.

Tony did everything that he could to prove that he was ready to take care of a

puppy. He got up for school without complaining. He made up his bed. He put

his dishes in the sink every night. He did his homework without being told.

Instructions: Circle the correct answer.

What is the main idea?

a. Puppies are a lot of responsibility.

b. Tony is a good student.

c. Tony is ready to take care of a puppy

138 | P a g e
Instructions: Read the story.

Lucy’s New Book

Lucy got a book for her birthday. She loves reading. Once she started reading it,

it seemed that she never put it down. Lucy read at the breakfast table in the

mornings. She read on the bus on the way to school. She read at recess. She read

after school until time for dinner. Lucy forgot to do her chores. She forgot to do

her homework. She forgot to take a bath. Lucy hardly talked to her family at all

during the few days it took Lucy to finish the book!

Instructions: Circle the correct answer.

What is the main idea?

a. Lucy has poor table manners.

b. Lucy loves reading.

c. Lucy is irresponsible.

139 | P a g e
Exercises for Evaluation Total ______/ 23 pts.

Part 1. Instructions: Look at the picture and determine the topic.

(4 pts.)

1. What is the topic?

a. trucks

b. toys

c. dolls

140 | P a g e
2. What is the topic?

a. guitars

b. trumpets

c. music instruments

141 | P a g e
Part 2. Instructions: Read the paragraph. (14 pts.)

The Old House

The house is old and needs some work. It needs new paint. The
windows are broken. The door is loose. The roof is falling. The
walls have holes.

Circle the sentence that tells the main idea.

What is the main idea?

a. It needs new paint.

b. The house is old and needs some work.

c. The roof is falling.

142 | P a g e
 Circle the sentence that tells a detail from the paragraph.
What is a detail from the paragraph?

a. It needs new paint.

b. The house is old and needs some work.

c. The house is far away.

Instructions: Write another detail that you find in the paragraph.

______________________________________________________________________________

143 | P a g e
 A Rainy Day
It is a rainy day. The children put on boots. They also put raincoats and hats. They
have a big umbrella to cover themselves. They are ready to walk to school.

Circle the sentence that tells the main idea.

What is the main idea?

a. The children put on boots.

b. They are ready to walk to school.

c. The children get ready for a rainy day.

144 | P a g e
Circle the sentence that tells a detail from the paragraph.
What is a detail from the paragraph?

a. The children get ready for a rainy day.

b. The children put on boots.

c. It is raining very hard.

Instructions: Write another detail that you find in the paragraph.

d.

______________________________________________________________________________

145 | P a g e
Part 3. Instructions: Read the paragraph.

A Rainstorm

The rain began early in the morning. The raindrops were big. It fell as hard drops.

The sky was full of dark purple clouds. Thunders were very loud. They became

louder and louder. Lightning made the sky a brilliant white.

Circle the correct answer. (2 pts.)

What is the main idea?

a. The storm was very strong.

b. The farms needed the rain.

c. The thunder hurt the people’s ears.

Write one key detail that you find in the paragraph. (3 pts.)

______________________________________________________________________________

146 | P a g e
Lesson 9
Unit: 2.2 Where are we?
Topic: Landforms
Standard: Listening
Expectation and Indicator:
2.L.1a
Ask and answer questions appropriate to the topic and offer opinions in
conversations using learned phrases and open responses.
Objective: At the end of the lesson the student:

• Identifies the different types of landforms

What makes Puerto Rico a unique place?

Puerto Rico has a unique biodiversity because of its geography
(mountains, beaches, lowlands, and rainforests).

147 | P a g e
Where are we?

We live on planet Earth. It is composed mostly of water.

These bodies of water are called oceans and seas.
Earth also has pieces of land that are called continents and islands.

We live in the island of Puerto Rico.

It is located in the Caribbean. The
Caribbean is a group of islands
surrounded by the Caribbean Sea
at South and the Atlantic Ocean
at North. These islands are divided
into the Greater Antilles and the Lesser Antilles.

148 | P a g e
Puerto Rico is an island that is formed
by different landforms.
Landforms are features of
the Earth’s surface that has
occurred naturally.

Let’s see some of the landforms on Earth and Puerto Rico

Island is an area of land completely surrounded by

water. An island can also be surrounded by different
types of water such as a sea, ocean, river, and lake.

Beach is a rocky or sandy area where the

water meets with land.

149 | P a g e
 Mountains are a tall, rocky area of land that
is higher than the surrounding land.

Valley is a low area of land

between hills or mountains.

River is a natural stream of water flowing in a

channel to the sea, a lake, or another such
stream.

150 | P a g e
Hills are a naturally raised area of
land, not as high as a mountain.

Desert is a dry area of land with few plants

and little water.

Plain is a large area of flat land

with few trees.

151 | P a g e
 Lake is a large body of water
surrounded by land.

Ocean is a very large expansion of

salt water.

Landforms of the Earth

https://www.youtube.com/watch?v=mw9YIFoDzww

152 | P a g e
Let’s Practice
Instructions: Look for the words in the Word Search. Circle each word.

153 | P a g e
Let’s Practice
Instructions: Look at the picture then identify the different landforms
by writing the number on the line beside each name.

mountain
_____ mountain

2 _____ river
_____ river
_____ island
8 _____ island
_____ ocean
1
6
_____ ocean
_____ hill
_____ hill
_____ valley

_____ valley
_____ plain
4 3
_____ plain
_____ lake

5
_____ lake
7

154 | P a g e
Exercises for Evaluation Total ______/ 30 pts.

Part 1. Instructions: Choose the best answer to complete each meaning of

the landforms. (20 pts.)

1. A very large expansion of salt water is the __________________.

a. river
b. lake
c. ocean

2. A ______________ is a tall, rocky area higher than the surrounding land.

a. mountain
b. hill
c. plain

3. An _____________ is an area of land surrounded by water.

a. lake
b. island
c. hill

4. A ____________ is a low area of land between hills or mountains.

a. river
b. plain
c. valley

155 | P a g e
5. The ____________ is a large area of dry land.
a. beach
b. ocean
c. desert

6. A _______________ is a naturally raised area of land, not too high.

a. plain
b. hill
c. mountain

7. A natural stream of water flowing in a channel is called a _____________.

a. river
b. lake
c. beach

8. A __________ is a large area of flat land with few trees.

a. beach
b. desert
c. plain

9. A large body of water surrounded by land is ______________.

a. an island
b. a lake
c. a beach

156 | P a g e
10. The ____________ is a rocky or sandy area where the water meets with
land.
a. beach
b. island
c. desert

Part 2. Instructions: Write the words in alphabetical order. (5 pts.)

ocean 1.
valley 2.
beach 3.
hill 4.
mountain 5.

157 | P a g e
Part 3. Instructions: Match the landform with the correct image.
(5 pts.)

a.
______1. desert

______2. ocean b.

______3. lake c.

______4. plain d.

______5. mountain
e.

158 | P a g e
Lesson 10
Unit: 2.2 Where are We?
Skill: Nouns Review – Proper and Common Nouns
Standard: Language
Expectation:
2.LA.1a Use collective nouns (e.g., group) and possessive nouns.
Objective: At the end of the lesson, the student:
• Identifies nouns in context
• Classify nouns

Introduction
Initial Activities – (before each lesson)
ABC songs, days of the week, month of the year, weather and songs
Review the short and long vowel sounds and the consonants

A noun is a person, place, thing, or animal.

Person Place
boy girl house school
teacher police park supermarket
mom student post office beach

Nouns

Thing Animal
bycicle pencil dog cat
book boat bird fish
hat tree monkey tiger
159 | P a g e
Nouns Review: Two Types of Nouns

Common Nouns
• name any person, place, thing, or animal.
• Common nouns do not begin with capital letter.
• Examples:
• school
• girl
• teacher

Proper Nouns
• name a specific person, place, thing or animal.
• Proper nouns begin with capital letter.
• Examples:
• Luis Muñoz Rivera School
• Annie
• Mrs. Rivera

160 | P a g e
 English Grammar - Nouns for kids
https://www.youtube.com/watch?v=c292_2_W-hc

What are common and proper nouns

https://www.youtube.com/watch?v=5IBc0yWQoJI

161 | P a g e
Let’s Practice
Instructions: Classify the nouns below in person, place, thing or
animal.

girl notebook park

window
turtle beach
pig man
school boy
lion
guitar

Person Place Thing Animal

162 | P a g e
Instructions: Draw a line to match the common noun with its proper
noun.

crayon November

boy Christmas

holiday Crayola

month Friday

day Miguel

163 | P a g e
Exercises for Evaluation Total ______/ 40 pts.

Part 1. Instructions: Read the paragraph. Circle all the nouns. Then
classify them as common or proper in the chart below. Do not
repeat the nouns. (Total: 11 common nouns and 4 proper nouns)
(30 pts.)

My Garden
(by. C. Davila)

The garden is my favorite place in my house. I like to go and

water the flowers every day. On Saturdays, my grandmother Panchita

comes by and helps me clean the garden. My friend Mariana comes

any day of the week to help me in the garden. My garden is the most

beautiful in the neighborhood, says my papa David. That is why I love

my garden.

164 | P a g e
 Common Proper

1. 1.

2. 2.

3. 3.

4. 4.

5.

6.

7.

8.

9.

10.

11.

Part 2. Instructions: Write a proper noun for each common noun. (10 pts.)

1. car ________________________________________________________________

2. river _______________________________________________________________

3. city ________________________________________________________________

4. shopping mall ______________________________________________________

5. country ____________________________________________________________

165 | P a g e
Answer Key

Review
Instructions: Use the color code provided to color the picture below.

Instructions: Read out loud the days of the week. Color the petals following the
color code.

Sunday (red) Wednesday (blue)

Monday (yellow) Thursday (purple)

Tuesday (green) Friday (orange)

Saturday (brown)

166 | P a g e
Instructions: Write the Days of the Week in the correct order.

1. Sunday
Saturday
2. Monday
Tuesday
3. Tuesday
Sunday
4. Wednesday
Wednesday
5. Thursday
Monday
6. Friday
Friday
7. Saturday
Thursday

Instructions: Write the day that comes next.

Saturday Sunday Monday

Tuesday Wednesday Thursday

Sunday Monday Tuesday

Wednesday Thursday Friday

Monday Tuesday Wednesday

Friday Saturday Sunday

Thursday Friday Saturday

167 | P a g e
Lesson 1

Instructions: Match the greeting with the picture. Write the correct number
next to the greeting.

3 Hello
4 Good morning
1 Good afternoon
2 Good evening

Instructions: Match the greeting, introduction and farewell write the correct
answer.

1.b
2.d
3.a
4.e
5.d

Instructions: Match the greeting, introduction and farewell with the correct
answer.

1.d 5.b
2.b
3.e
4.a

168 | P a g e
Instructions: Complete the sentences with the introductions from the chart below.
Repeat the sentences out loud.

Hello! My name is María Santos.

I live in Ponce, Puerto Rico.

I am seven years old.

I am in second grade.

The name of my school is Luis Muñoz Marín.

My favorite color is red.

169 | P a g e
Lesson 2

Instructions: Read the sentences. Using the color red, underline the cognate
that you find in each sentence.

1. We will run at the park.

2. I want to be an actor.
3. We are going to a hotel in summer.
4. Spinach is healthy.
5. I like to eat pears.

Instructions: In each box draw a picture according to the following Perfect

Cognates. Color your drawings. In this exercise the answer will vary.

Instructions: Circle the picture that represents a Perfect Cognate.

Remember that Perfect Cognate are words which have the same spelling
and meaning in both Spanish and English.

hospital plate

cereals sofa

170 | P a g e
Let’s Practice
Instructions: Write an X under the false cognates.

pie dragon

tiger

171 | P a g e
Lesson 3

Answers will vary.

Instructions: Cognates. Write the Spanish meaning on the line.

5. office - oficina
6. secretary - secretaria
7. paper - papel
8. bilingual - bilingue

Instructions: After reading the story, circle the letter that represents the correct
answer.
1. Who is the story mainly about? _______

a. Peter
b. Anita
c. Mrs. Santiago

2. Where does the story take place? ______

a. In the office
b. In Florida
c. In an English Classroom
172 | P a g e
3. What is the problem? ______

a. Anita was scared to speak English.

b. Anita loves to speak English.
c. The teacher asked Anita questions.

4. When did Anita talk English and Spanish? ______

At the __________ of the story.

a. beginning
b. middle
c. end

5. Why was Anita proud?

a. To speak Spanish
b. To talk to the teacher
c. To be called bilingual

6. What does it mean to be bilingual? To speak ___________ languages.

a. one
b. two
c. three

173 | P a g e
Lesson 4
Context CLues
Instructions: Read the following sentences from the reading “Anita is Bilingual”.
Then circle the correct meaning for the underlined word in the text.
1. b
2. c
3. a
4. c
5. c

174 | P a g e
Lesson 5

WH’s Questions
Instructions: Read the questions and circle the correct answer. Write the letter on
the line provided next to the number.

1. a
2. c
3. c
4. a
5. b

Karen’s New Bike

1. b
2. a
3. c
4. c
5. b

My Uncle’s Airplane

1. b
2. b
3. a
4. b

Helping Grandma

1. b
2. a
3. c
4. b
5. Grandma fell because she slipped in the bathroom.

175 | P a g e
Lesson 6

Instructions: Circle the matching lowercase letter on each row.

A b t a l
N d n v r
B o b s g
O p d o a
C j c z e
P b m f p
D d x r n
Q p q g h
E i a e u
R s d w r
F r f g h
S f s e j
G g c z e
T z x l t
H d x h n
U a u n x
I o b i g
V m p v e
J j c z e
W y u w v
K W p c k
X x k g y
L l u h m
Y J g y m
M L w m n
Z L z f d

176 | P a g e
Instructions: Write the missing letter of the alphabet.

B D
F H
L M O
Q S
U W Y

177 | P a g e
Let’s Practice:
Instruction: Put each set of letters in alphabetical order. Use the chart to write the
words.

Example:

c, b, a h, g, f t, r, s z, x, y m, n, l k, i, j

A f r x l i

B g s y m j

C h t z n k

Instructions: Rewrite each word list in alphabetical order. Use the chart below to
write the words in order.

bat, cat, ant bird, dog, bee

1. ant 1. bee
2. bat 2. bird
3. cat 3. dog

178 | P a g e
Instructions: Write numbers to put the following group of words in alphabetical
order.

___1__ book __4__ sun ___3__ nest

__ 3__ jet __1__ apple __4___ ring

___2__ cat __3___ pig __2___ lion

___4__ mom __2___ duck __1__ egg

179 | P a g e
Instructions: Write the following words in alphabetical order in the space
provided. Remember to observe the second letter.

1. fish
fish

fruit 2. flower

foot 3. foot

flower 4. fruit

1. tag
thing

2. thing turtle

3. tool tag

4. turtle tool

son 1. shoe

star 2. sit

sit 3. son
shoe
4. star

180 | P a g e
Lesson 7
Let’s Practice

Instructions: Read the effect. Circle the correct cause.

Instructions: Determine which the cause is and which the effect is in each
sentence. Underline the cause.

1. Linda was late for school because she overslept.

2. John didn’t do the laundry, so he wore dirty clothes.

3. Peter told a joke, and mom laughed.

4. Carlos slipped because the floor was wet.

5. It was very hot, so she went in the pool.

181 | P a g e
Instructions: Determine which the cause is and which the effect in each sentence

is. Underline the cause with one line and the effect with two lines.

1. José broke his arm, so he did not play in the big game.

2. Elizabeth is hungry because she did not eat her hamburger.

3. Since today is Saturday, we do not have to go to school.

4. Clara bought a cake because it was my birthday.

5. He was sad because his car broke.

Instructions: 1. Read each sentence. 2. Match the cause with the correct effect.

___c__1. Ellie ate five donuts.

__d___2. She wasn’t able to do her homework.

__a___3. Kevin left the gate open.

__b___4. Jill got in the pool

182 | P a g e
Lesson 8
Let’s Practice
Instructions: Look at the picture and determine the topic.

What is the topic?

a. tomatoes

b. vegetables

c. carrots

What is the topic?

a. baseball

b. football

c. sports

183 | P a g e
Instructions: Read the passage.
Fruits
Instructions: Circle the correct answer.

What is the main idea?

a. Some fruits are purple.

b. Fruits have many different colors.

c. Some fruits are green.

Instructions: Write one detail.

Answers will vary.

______________________________________________________________________________

Page 99
Instructions: Read the story.
Can I Have a Puppy?

Instructions: Circle the correct answer.

What is the main idea?

a. Puppies are a lot of responsibility.

b. Tony is a good student.

c. Tony is ready to take care of a puppy

184 | P a g e
Instructions: Read the story.
Lucy’s New Book

Instructions: Circle the correct answer.

What is the main idea?

a. Lucy has poor table manners.

b. Lucy loves reading.

c. Lucy is irresponsible.

185 | P a g e
Lesson 9

Instructions: Look for the words in the Word Search. Circle each word.

186 | P a g e
Instructions: Look at the picture then identify the different landforms by writing
the number on the line beside each name.

__1__ mountain
2
___3__ river

8 ___2__ island

1 ___8__ ocean
6
___7__ hill

___6__ valley

4 ___4__ plain
3
___5__ lake

5 7

187 | P a g e
Lesson 10
Instructions: Classify the nouns below in person, place, thing or animal.

Person Place Thing Animal

girl school guitar pig

boy park notebook turtle

man beach window lion

Instructions: Draw a line to match the common noun with its proper noun.

crayon November

boy Christmas

holiday Crayola

month Friday

day Miguel

188 | P a g e
Phonics
Practice 1
Write the missing vowel on the blank.

Short vowels Long vowels

fan papers

leg zebra

sink lion

mop boat

truck blue

189 | P a g e
Practice 2

Look at the letter in each row. Circle two words in each row that begins with the
same sound. The first one is done for you.

S mom Sam Tom

B heart bat dog

M man doll bell

R frog lamp rat

T toy milk desk

C box cat star

190 | P a g e
Practice 3

a b a

a b a

a b b

191 | P a g e
Practice 4

mop web bed rob mom

dad get rent log cop
hat big dig hug duck
man hit skin sun thumb
rock tub cup chin dip
hop fuss luck mitt pig
blog rap fan toss lock
Lid cat van frog ton

192 | P a g e
References

Color by numbers worksheets. (n.d.). Worksheets for Kids | Free Printables for

K-12. https://www.mathworksheets4kids.com/color-by-numbers.php

Colorin Colorado. (2007). Using Cognates to Develop Comprehension. Reading

Rocket. https://www.readingrockets.org/article/using-cognates-develop-

comprehension#

Context clues. (n.d.). Welcome to Mrs. Novak's Class.

https://mrsnovak2.weebly.com/context-clues.html

Cause and effect - Lessons - Tes teach. (n.d.). Tes Teach with Blendspace.

https://www.tes.com/lessons/BkTvQIaGE_w4xw/copy-of-cause-and-effect

Depositphotos. (n.d.). https://sp.depositphotos.com/

(n.d.). Dictionary by Merriam-Webster: America's most-trusted online dictionary.

https://merriam-webster.com

Dreyfous & Associates. (2020). Interactive Lessons for K-12. EduPR.

http://edu-pr.com/

(n.d.). Easy Teacher Worksheets - Ready To Print Teacher Worksheets.

https://www.easyteacherworksheets.com/

(n.d.). English Program. https://carolinaenglishteachers.blogspot.com/

Farewell - Dictionary definition. (n.d.). Vocabulary.com.

https://www.vocabulary.com/dictionary/farewell

Moran, R. (n.d.). Cognates.org. https://cognates.org/

193 | P a g e
(n.d.). Online reading and math for kids | K5 Learning.

https://www.k5learning.com/worksheets/vocabulary/grade-1-words-

context-clues-1.pdf

(n.d.). Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans.

https://www.k12reader.com

(2020, April 22). Freepik. https://www.freepik.com/

194 | P a g e