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Objectives  Identify letters and letter sounds; learn and sort words based on initial

Teaching Guide
sound; describe animals and their environments
ABeCedario salvaje
Materials  construction paper, crayons or colored pencils, index cards, white socks or
brown paper bags, glue, felt, buttons, yarn, scissors

30 minutes, Days 1–3

Build Background
Activate Prior Knowledge  Tell children: Hoy vamos a leer sobre los animales.
Ask children to name animals they know. ¿Tienen ustedes o un amigo una mascota?
¿Qué tipo de animal es? ¿Alguna vez han ido al zoológico? ¿Qué tipos de animales vieron?
Ask children to draw an animal and share their drawings with the class.

Introduce the Focus Skill: Letter Sounds  Review letters and sounds
using the following routine: Esta es la letra (Cc). A veces hace el sonido (/k/) como en
(camello). Point to (camello) on (p. 6). A veces hace el sonido (/s/) como en (cebras).
Point to (cebras) on (p. 7). Repitan conmigo: (/k/ camello; /s/ cebras). Explain that
each animal name in the book begins with a different letter of the alphabet. Ask
each child to hold up his or her animal drawing, say the animal name, and the
first sound they hear. For example: /g/ gato.

Acquire New Vocabulary  Introduce Palabras nuevas on p. 35. Read each word aloud and use it in a sentence, emphasizing
the initial letter sound in the key word. For example, say: La niña avanza por el camino. Ask volunteers to generate a simple sentence
with one of the words. Then divide the class into two groups. Have each group write Palabras nuevas on index cards and sort them by
letter. Have them tape the sorted words in columns on the board. Review pronunciation as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. After reading each
page, point to the letter and say the animal name. Have children repeat. Then describe the animal’s key characteristics by making
connections to the five senses. For example, after reading p. 8, say: Si tocara el chacal, sentiría pelo suave y seco. El pelo del chacal es suave y
seco. Compare animals with very different characteristics to build comprehension. For example, after reading p. 9, say: Si tocara el delfín,
sentiría piel lisa y mojada. La piel del delfín es lisa y mojada. As you read, invite children to finish the rhyming sentences. You may want to
cover the final rhyming word and have children predict what it will be.

60 minutes, Days 4–5

L Curricular Enrichment: Science

  Explain to children that they will work with a partner to put on a puppet show.
First, they will choose an animal from the book and read ¡Qué interesante! on pp. 36-39. Have partners jot down facts about
their animal’s habitat, diet, physical characteristics, and behavior. You may want to provide access to a computer for children
to conduct additional research. Then help partners write a short dialogue using information about their animal. Finally,
distribute white socks or paper bags, buttons, glue, felt, scissors, and other art supplies for children to make animal puppets.
Have partners practice their puppet dialogues, using correct intonation. Choose a large desk where children can comfortably
hide behind while putting on the puppet show. You may wish to record the show and replay it for the class. After the show,
review the animal names as a class and have children say the initial letter and sound. Ask volunteers to share new information
learned about the animals during the puppet show.

Home Connection  (Teacher, you may want to photocopy this activtiy for children to complete with a family member.)
Talk with your child about the animals he/she learned about. Take turns naming as many animals as possible in alphabetical
order. Encourage your child to describe the animals by making connections to his/her senses. For example: Los osos se sienten
suaves. Los zorrillos tienen un olor malo.

Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12
Mathematics: Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.4; Geometry PK-2.2; Measurement
PK-2.1; Data & Analysis PK-2.1, PK-2.2; Communication PK-12.1, PK-12.2, PK-12.3, PK-12.4;
Connections PK-12.2, PK-12.3
Science: K-4.1, K-4.2, K-4.3, K-4.4, K-4.6
Social Studies/Geography: K-12.2, K-12.3, K-12.6
Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6
Technology: K-12.1, K-12.3, K-12.4, K-12.5
Theater: K-4.1, K-4.2, K-4.3, K-4.4, K-4.5, K-4.7

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