Bilingual Reader Level B

by Liza Charlesworth

For Guided Reading Level

B

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES

My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Cover design by Maria Lilja and Lillian Kohli Interior design by Grafica and Ka-Yeon Kim Cover and interior illustrations by Anne Kennedy Spanish translation by Jorge Dominguez ISBN-10: 0-439-02424-2 ISBN-13: 978-0-439-02424-2 Copyright © 2007 by Liza Charlesworth Published by Scholastic Inc. All rights reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10 40 14 13 12 11 10 09 08 07 My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources

C ontents Intro ducti on . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Quick Tips for Using

My First Bilingual Little Readers

......... ...5

Easy Id eas for E xtend ing Learni ng . . . . . . . . . 7

Great Hair Hermosos cabellos . . . . . . . . . . . . . . . . . . . . . . 39 Come Over Ven a verme . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Halloween . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

An ima ls , An ima ls Growing Up A crece r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 I Wish I Were a Bird Quisi era ser un páj aro . . . . . . . . . . . . . . . . . . . 17 Tiny Things Cosas pequeñitas. . . . . . . . . . . . . . . . . . . . . . . 19 Farm Twins Los geme los de la gran ja . . . . . . . . . . . . . . . . 21 What Jumps? ¿Qué sal ta? . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Primary Concepts Party Shapes Las figuras de la fiesta . . . . . . . . . . . . . . . . . . . 45 The Missing Monster El monstruo desaparecido . . . . . . . . . . . . . . . . 47 The Wheels on the Bus Las ruedas del autobús . . . . . . . . . . . . . . . . . . 49 Draw a Cat Dibuj a un gato . . . . . . . . . . . . . . . . . . . . . . . . . 51 Bigger Más gran de . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Food, Fabulous Food Gingerbread Boy El muñeco de jengibre. . . . . . . . . . . . . . . . . . . 25 My Meatball Mi albónd iga . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Animal Crackers Galletitas de animales . . . . . . . . . . . . . . . . . . . 29 Ice Cream Scoops Bolas de helado . . . . . . . . . . . . . . . . . . . . . . . . 31 What Grows on Trees? ¿Qué cr ece en los árb oles? . . . . . . . . . . . . . . 33

Made You Laugh! What Do Monsters Eat? ¿Qué comen los monstruos? . . . . . . . . . . . . . . 55 In My Pocket En mi bolsillo . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Cloud Pictures Nubes c on formas . . . . . . . . . . . . . . . . . . . . . . 59 I Like Socks Me gusta n las medias . . . . . . . . . . . . . . . . . . . 61 Meet My Baby Brother Te presento a mi hermanito . . . . . . . . . . . . . . . 63

Me and My World Clean Up, Clean Up! ¡A recoger , a recoger! . . . . . . . . . . . . . . . . . . . 35 What Flies? ¿Qué vuela? . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources

I ntroduction elcome to My First Bilingual Little Readers: Level B! These 25 little books were written in

W English and Spanish to correlate with Guided Reading Level B. That means they’re the

perfect tools to support—and motivate—emergent readers with just a little experience under their belts. Research shows that offering children plenty of opportunities to read just-right titles boosts skills and confidence, thereby setting the stage for fluency. But what constitutes just right? Experts agree that a book is on level when children are able to understand most of the text. And when unknown words are encountered, children are able to decode the majority of them independently with the aid of familiar strategies. Toward that end, the titles in this set were carefully designed to match the diverse needs of the many students you teach by presenting these age-appropriate characteristics: =

limited text on each page

=

clear, high-support illustrations

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patterned text structure

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natural syntactic structures

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repeated and recognizable high-frequency words

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consistent print placement

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simple, familiar, engaging story lines

Although it’s important for students to encounter texts at a variety of levels, reading too many easy books may inhibit kids from developing key literacy skills. And reading too many hard books often leads to feelings of frustration. However, reading a healthy number of just-right books provides children with a wealth of opportunities to be both challenged and successful. Via multiple experiences with on-level books, your students will be able to develop and “practice” a network of critical reading strategies including: =

predicting what will happen next in the story

=

understanding characters and their motivations

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noticing the language patterns and style of the text

=

figuring out unfamiliar words by using decoding skills to sound out words and context clues to confirm word meanings

= =

returning to the text to confirm understanding connecting the text to other stories and their own lives

=

forming opinions about the books they read

4 My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources

With this essential skills set in place, children are empowered to ascend the reading ladder with increased agility, gradually mastering more difficult titles over time—until the sky’s the limit! No, fluency doesn’t happen instantly, but with systematic exposure to the right books, it does happen. And that’s pretty magical. The My First Bilingual Little Readers series is here to help by providing a big boost to young learners during those all-important early years.

How to Make the

Little

Readers

Follow these steps to copy and put together the mini-books:

1

Remove the mini-book pages along the perforated lines. Make a double-sided copy on 8 1/2- by 11-inch paper.

2

Cut the page in half along the solid line.

3

Place page 2 behind the title page.

4

Fold the pages in half along the dotted line. Check to be sure that the pages are in the proper order, and then staple them together along the book’s spine.

Page 4

Page 3

Page 7

Title Page

¡

Page 1

Page 2

Page 5

NOTE: If you cannot make double-sided copies, you can photocopy single-sided copies of each page, cut apart the mini-book pages, and stack them together in order, with the title page on top. Staple the pages together along the left-hand side.

Page 7

Title Page

Title Page

Title Page

Quick Tips for Using

My First Bilingual Little Readers

................................................. Because My First Bilingual Little Readers are reproducible, they’re the perfect books to use with guided-reading groups. Following are a few quick tips on how to structure your lessons. • Before Reading Introduce the book, giving students a general idea of what the story is about. Then take a picture-walk through the story, inviting kids to make predictions and connect the illustrations to their own experiences. Encourage children to preview the text and find a few familiar and unfamiliar words. Discuss strategies children can use to decode unknown words, such as finding beginning or ending sounds, relying on their knowledge of word families, breaking the words into parts, or using picture cues to confirm word identification. Also, be sure to preview any concepts that may be new or challenging to children. My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources

5

Connections to the Language Arts Standards The activities in this book are designed to support you in meeting the following reading standards outlined by the Mid-continent Research for Education and Learning (McRel), an organization that collects and synthesizes national and state K–12 curriculum standards. =

Understands that print conveys meaning

=

Understands how print is organized and read (e.g., identifies front and back covers, title pages, author, follows words from left to right and from top to bottom; knows the significance of spaces between words; knows the difference between letters, words, and sentences; understands the use of capitalization and punctuation as text boundaries)

=

=

Creates images from pictures mental and print Uses basic elements of phonetic analysis to decode unknown words

= Understands

level-appropriate sight words and vocabulary

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Uses self-correction strategies

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Reads aloud familiar stories with fluency and expression

• During Reading Have students read the book softly to themselves as you listen in. Although children are reading independently, you are there to provide support and scaffolding. For example, you might guide kids to use word-solving strategies, such as “mining” on context clues, when they get stuck. Whenever possible, try to provide prompts and encouragement without interrupting the flow of children’s reading. • After Reading When children have finished, discuss the reading experience. What problems did they encounter? How did they solve them? You may want to return to parts of the story that were challenging, reinforcing word-solving strategies and discussing any unfamiliar concepts or vocabulary. This is also a good time to teach a mini-lesson on word analysis. For instance, children might manipulate magnetic letters on a board to unlock a word’s structure. (For example, if there are several words in the story with short -a spelling patterns such as -at and -an, have children build and sort these words using their magnetic letters.) After that, you can invite children to reread the story and apply their new knowledge. • Assessment There are a variety of effective tools to help you assess each child’s progress. To analyze a student’s decoding skills, take a running record as they read. To assess comprehension, invite that child to do an oral retelling. Additionally, it often makes sense to jot down some observational notes as children read, paying close attention to where their individual challenges lie and what strategies might require reinforcement. Armed with a deep understanding of every student’s strengths and weakness, you will be able to customize effective teaching plans to meet their diverse needs.

Kendall, J. S., and Marzano, R. J.(2004). Content knowledge: A compendium of standards and benchmarks for K-12 education. Aurora, CO: Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks


......................................... Easy Ideas for Extending Learning

Following are some quick ways to use the 25 little readers as springboards to fun activities that boost skills in reading, writing, critical thinking, math, and more.

Growing Up • A crecer

(Life-Cycles Collaborative Book) Create a collaborative class book patterned on Growing Up. Give each child a piece of paper, asking him or her to complete this sentence: “A (baby animal ) grows into a (adult animal).” (For example, a student might choose to write “A joey grows into a kangaroo.”) Have children illustrate their sentences. Then, add a cover and bind the pages together with O-rings for an engaging book kids can read all by themselves.

I Wish I Were a Bird • Quisiera ser un pájaro (Dramatic Play) Here’s an instant way to shake out the sillies: Read the little book aloud slowly, encouraging students to use their imagination to pretend they are birds and pantomime each action of the story. Next, work together to brainstorm a list of cat, dog, giraffe, or elephant behaviors to act out in the same manner.

Tiny Things • Cosas pequeñitas (Animals Sorts) Build classifying skills by jotting on individual index cards the names of small and large animals such as whale, elephant, rhino, mouse, frog, and butterfly. (Hint: For younger students, you might want to include pictures clipped from magazines, too.) Now, challenge children to sort the cards into piles of big animals and small animals. Can kids think of any other sorting criteria?


Farm Twins • Los gemelos de la granja (Twin Chart) In this little book, twin cows say, “Moo, moo!” and twin pigs say, “Oink, oink!” What would other sets of animal twins say? Write a list on chart paper, then read it aloud together to boost fluency. Don’t be afraid to get super-silly!

What Jumps? • ¿Qué salta? (Internet Research Project)

Pose this question to children: What animal jumps the highest? A grasshopper, frog, rabbit, kangaroo, or dolphin? Then build Internet research skills by visiting child-friendly websites to locate the answer.

Gingerbread Boy • El muñeco de jengibre (Listening-Skills Art Activity) Sharpen listening skills by providing each student with a construction-paper gingerbread-boy template along with two eyes, one nose, one mouth, four buttons, two ears, and some glue. Now, read each page of the story, challenging children to listen carefully to your directions in order to create their very own gingerbread boys—just like those in the little book!

My Meatball • Mi albóndiga (Sight-Word Game) Here’s an easy way to make sight-word knowledge whimsical and fun: Write 20 or so must-know sight words on index cards and place them in a pocket chart. Also, cut a red circle from construction paper to represent a meatball. Now, place the “meatball” beside one of the word cards, exclaiming, “Oh, no! What word did my meatball roll next to?” Invite students to shout out the answer. Then place the meatball beside all the other sight words in turn.


Animal Crackers • Galletitas de animales (Vocabulary Box) Build vocabulary and spelling skills by making your own flash cards, each featuring the name and picture of a different animal. Tuck them inside an empty box of animal crackers, then invite groups of children to “play” with the cards and invent their own games.

Ice Cream Scoops • Bolas de helado (Ice Cream Estimation) From flannel, cut a triangular cone shape plus several colorful circles to represent scoops of ice cream. Place these on your flannel board. Now, hone mental math skills by piling 10, 12, or 15 scoops on the cone. Invite a volunteer to quickly estimate the total. Ask a second volunteer to check the answer with an actual count. Repeat the activity several times with different numbers of scoops.

What Grows on Trees? • (Fruit and Vegetable Sort) ¿Qué crece en los árboles? Build classifying skills by jotting on individual index cards the names of fruits and vegetables such as apple, pear, pineapple, lettuce, broccoli, and corn. (Hint: For younger students, you might want to include pictures clipped from magazines, too.) Then, challenge children to sort the cards into piles of fruits and vegetables. Can kids think of any other sorting criteria?

Clean Up, Clean Up! • ¡A recoger, a recoger!(Clean-Up Chant) Use this little book to help remind students to keep the classroom neat and tidy. With students, brainstorm a list of things kids can do to keep it clean such as “Clean up, clean up! We put our backpacks in the cubbies.” Or “Clean up, clean up! We put our markers in the baskets.” Recopy your favorite lines onto chart paper, then chant them together for fluency-building fun. My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources

9

What Flies? • ¿Qué vuela? (Online Research) Use this engaging book at the catalyst for a little online research. First, brainstorm a list of all the animals kids can think of that fly, such as a duck, a hummingbird, or even an extinct pterosaur. Then, demonstrate how to use a search engine to locate a child-friendly site to learn more about one—or more—of the creatures on their list.

Great Hair • Hermosas cabellos (Diversity Bulletin Board) Provide each child with a paper-doll template along with a variety of art supplies including yarn of varying textures and colors. Then, invite children to create mini-likenesses of themselves, paying close attention to their hair. Kids should also complete this sentence strip: “(Name) has (adjective) hair.” (For example, a student might write, “Suzanne has red hair.”) When the dolls are complete, affix them—along with the sentence strips—to a bulletin board titled Great Hair.

Come Over • Ven a verme (Round-Robin Read-Aloud)

Copy the story onto chart paper. Then, fine-tune fluency by inviting groups of students to take turns reading each line round-robin style. If you like, innovate the text by adding some srcinal sentences, such as “Come over and see my sink” or “Come over and see my rug.”

Halloween (Costume Big Book) Use this fun Halloween story as a model for creating a Costume Big Book. Pass out large sheets of oaktag, inviting each student to complete this sentence: “Here is a (type of costume)!” and add an illustration. (For example, a child might write and draw “a firefighter.”) Bind the pages together with O-rings, then share the book at story time for read-aloud that’s sure to capture kids’a literacy-boosting imaginations.


Party Shapes • Las figuras de la fiesta (Shape Search) Develop classification skills by holding up construction paper cutouts of each shape in the story (triangle, rectangle, square, circle, oval), then challenging children to look around the room to find objects that fit into each group. Which shape is the most prevalent? The least?

The Missing Monster • El monstruo desaparecido (One-Minute Transition) This quick transition is sure to reinforce your students’ powers of observation and time-telling abilities. Craft a silly monster from construction paper (or ask a student to make one). Next, invite one child to leave the room as you hide the monster in plain sight, such as on a shelf or atop your gerbil cage. Can that student find the monster in one rotation of the minute hand or less? Repeat the activity throughout the day.

The Wheels on the Bus • Las ruedas del autobús (Pairing Print and Pictures) Copy on a sentence strip each line from this little book and place in your pocket chart. Also, prepare cards with simple drawings or photos of each vehicle type. When the prep is complete, build fluency by reading your chart together, challenging volunteers to come forward and match each vehicle type with the appropriate line. (For example, a child would place a picture of the fire engine beside the line, The wheels on the fire engine go round and round.)


Draw a Cat • Dibuja un gato (Follow-the-Directions Art Activity) After children have enjoyed this little book, develop their ability to follow directions by using it as a step-by-step guide to help kids draw their very own shape-cat—just like the one in the book!

Bigger • Más grande

(Flannel-Board Size Sequencing) From flannel, cut these animal shapes roughly to scale: caterpillar, mouse, cat, dog, gorilla, bear, rhino, elephant, and blue whale. Now, place them in random order on a flannel board, challenging pairs of students to sequence them from smallest to biggest or biggest to smallest. Can children think of other sequencing ideas, such as ABC order?

What Do Monsters Eat? • ¿Qué comen los monstruos? (Super-Silly Collaborative Book) Create a collaborative class book patterned on What Do Monsters Eat? Give each child a piece of paper, asking him or her to complete this sentence: “Some monsters eat _________.” (For example, a student might write “Some monsters eat bikes.”) Have students illustrate their sentences. Then, add a cover and bind the pages together with O-rings for a super silly book that tickles the funny bone.

In My Pocket • En mi bolsillo (Object Collaborative Book) Create a collaborative class book patterned on In My Pocket. Give each child a piece of paper with a pocket-shaped page and this sentence to complete: “In my pocket I have a special [object].” (For example, a student might write, “In my pocket I have a special gumball.”) Have students illustrate their sentences. Then, add a cover and bind the pages together with O-rings for an adorable send-home book parents will love. 12 My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources

Cloud Pictures • Nubes con formas (Flannel-Board Cloud Shapes) Reinforce kids’ powers of observation—and creativity!— by cutting white flannel “clouds” in the shapes of familiar objects such as a bell, a snowman, or a tree. Place each on your flannel board, challenging students to tell you what the cloud shape looks like. Welcome creative responses. For extra fun, invite students to cut out their own cloud shapes to share with classmates.

I Like Socks • Me gustan las medias (Clothesline Sock Show) Pass out sock-shaped templates to each child with this sentence to complete: “I like socks with ______________.” Now, invite children to complete the sentence and illustrate their socks accordingly. For example, a student might write “I like socks with ice cream cones” and cover their template with ice-cream cone shapes. When the projects are complete, hang them on a classroom clothesline for everyone to enjoy.

TMeet e presMy ento Baby a miBrother hermanito • (Collaborative Big Book)

What are some other things that baby brothers, like Ray, like to do? Work together with your students to make a list. Then, use it to create your own big book patterned on Meet My Baby Brother.



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My First Bilingual Little Readers • Level B

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

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a ig d n ó lb a i M / l a b t a e M y M • 7 2 e g a P

4

¡ O h , n o !

oItr le d p a ts m y b ol kcs .

h ,O on!

! ,noh O

l. a b t ea m ey, -b od o G

. a g i d n ó b l ! a n s, ,o h ió d O ¡ A 7

2

1

M i a lb ó n d i g a r o d ó f u r e a d e lp la to .

¡O h , n o !

M y m ea tb a l rlo le d o ff m y p la et.

O ,h no !

oItr le d p a ts m y c a t.

h ,O on!

.r a c

! no ,h O

y m st a p eld l or tI

! o n , h ¡O

P a g e 2 8 • M y M e a t b a l / M ia lb ó n d ig a

. o rr a c i m e d o d a ll a r o p só a P



P a só p o r a l la d o d e m ig a to .

6

¡ O h , n o !

.r a e b y d d et y m ts a ! p ,noh orled O tI

. o ti s io m e d o d la l a ! ro n p ,o s h ó a O ¡ P 5

s e l a m i n a e d

3

M i ra m io so .

Lo ok a t m y b ea .r

s r e k c a r C l a m i n A

st a ti e ll a G



M ir a m im o n o .

s le a im n a e d s a t ti e l a G / sr e k c a r C l a m i n A • 9 2 e g a P

4

koL a t m y a p e.

h! ncur c , cnh u cr ,h ncu rc ,h c urn c , ch urn C

! w no sl a im n a on ev a h k,Io oL

é ! u o ic Q ¡ r

! h c a r c , h c a r c , h c a r c , h c a r c , h c a r C ¡

s! le a m i n a o g n e t o n a y a r o h ¡a , ra i M 7

2

1

¿ Q u i e r e s v e r m si a n i m l a e s?

W a nt ot lo ok a t m y a n im a ls ?

. erd y m t a k ooL

. o d a n e v i m a ri M

ek. a ns y m t koa oL

. e t n ie rp e is

P a g e 3 0 • A n im a lC ra c ke rs / G a le ti t a s d e a n im le a s



M ir a m i v a c a .

6

kLo a t m y oc w .

m a ri M 5

3

h e la d o . ¿ M e si rv e s m á ,s p o r f a v o r?

E st e b a rq u il o ti e n e tr e s b o la s d e

M a y I ha ve m o er, p le a se?

s p o o c S m a e r C e c I

T ish co en ha s htr ee sc op s of ic e cr ea m .

o d la e h e s d la o B



h e l a d o . ¿ M e si rv e s m á s, p o r f a v o r?

o d la e h e d s a l o B / s p o o c S m a e r C e c I • 1 3 e g a P

4

E st e b a r q u il o t ie n e c u a tr o b o l s a d e

a yM I ha ev m o r ,e p le a se ?

hiTs c neo ha s fo ur s oc op s o f ic ec era m .

. m a rec ec i fo s p o oc s no s a h en co si hT

es? a le p ,e r o m ve a Ihy a M

. o d la e h e d s la o b e n ie t o n lo i u q r

? r o v a f r o p ,s á m s e v a sir b e e ts M E ¿ 7

1

h e la d o . ¿ M e si rv e s m á ,s p o r fa v o r?

E st e b a rq u il o ti e n e u n a b o la d e

M a y I ha ve m o er, p le a se?

T ish co en ha s on e sc o

. m a rce cei f o s p oo sc o

oo p f ic e cr ea m .

stw ha e ocn ish T

2

? es ea l p e, orm ve a h I y a M

e d s la o b s o d e n e tio li u q r a b e st E

? r o v a f r o p s, á m s e v sir e M ¿ . o d a l e h

es? a le p ,e r o m ev a yIh a M

e d s a l o b o c n i c e n ie t lo i u q r a b e ts E

? r o v a f r o p s, á m s e r isv e M ¿ . o d a l e h

P a g e 3 2 • Ic e C re a m Sc o o p s / B o la s d e h e la d o



¡ O h , n o !

h ,O on!

. m a er c ec i fo s op oc s vfei s a h en co si hT

6

5

3

á r b o le s? ¡ íS!

¿ C re c e n lo s m e lo c o t o n e s e n lo s

? s e e rT n o s w ro G t a h W

Y D es o ! p ea hce s g ro w on rets ?

? s e l o b r á

e c e r c é u o s Ql ¿ n e



¡ ¿ Sí! rC e c e n la s p e ra s e n l o s á rb o le s?

s? le o b r á s o l n e e c e r c é u Q ¿ / s? e re T n o s w o r G t a h W • 3 3 e g a P

4

es p oD !Y ea rs g ro w o n tr ee s ?

? se er t no ow r g esk ca cup o D

t.a re g e b d ul o w ti , id d ye ht if t u! B o N

? s e l o rb á s o l n e s a n le a d g a m s la n e c e r C ¿

. o c tsi á t n a f a rí se o s e , n a r ie c e r c si o r e !P o N ¡ 7

2

1

¿ Sí¡ C ! r e c e n la s m a n za n a s e n lo s á rb o le s?

Y D se! oa p p l se g ro w o n tr e es?

? s eer t no w rog esi rr eh c o D

!s e Y

? s le o b r á s o l n e s za re e c s la n e c e r C í!S ¿ ¡

! es Y

s? e l o b r á s lo n e s ja n ra a n s la n e c e r C ¿

P a g e 3 4 • W h a t G ro w s o n Tr e e s? / ¿ Q u é c re c e n e lo s á rb o le s?



¡ ¿ Sí! rC e c e n lo s p lá ta n o s e n lo s á ro b le s ? 6

es b oD !Y a na na s g ro w o n rte es ?

se? er t n o w or g se g n ora o D

!í S¡ 5

! p U n a e l C , p U n a e l C

3

P o n g o m ir o p a e n e l a c j ó n .

¡A re c o g e r, a re c o g e r !

I p ut m y lco t esh in th e ra d w re.

C le a n up , cl e a n u p !

!r e g o c e r a ,r

e g o c re A ¡



P o n g o m is za p a to s e n e la r m a o ri .

!r e g o c re a r, e g o c e r A ¡ / ! p U n a le C , p U n a le C • 5 3 e g a P

4

¡ A r e c o g e r, a r e c o g e !r

Iu p t m y hos es ni th e cl o se .t

leC a n up , lce a n up !

” en! o d lle w . ,e d i no sa d d eld a y W “ m

! o h c e h n e i b , o h c e h n e i B ¡ —

. á p a p i m j io d — 7

2

1

P o n g o m is c re y o n e s e ln a c a j a .

¡A re c o g e r, a re c o g e r !

I p tu m y cr a yo ns in t eh b ox .

C le a n up , cl e a n u p !

Iu p t m y b e a r o n het b ed .

leC a n up , lce a n up !

.lf e sh e ! ht p u no e lna c , p u n a el C

ks oo b y m ut p I

!r e g o c re a r, e g o c e r ¡A

. e t n tsa e l e n e s ro ib l is m o g n o P

!r e g o c e r a r, e g o c re A ¡

. tso e c l e n e a r u s a b i m o g n o P

P a g e 3 6 • C le a n U p , C le a n U p ! / ¡A re c o g e r, a c re o g e !r



P o n g o m io its o e n l a c a m a .

6

¡ A re c o g e r, a r e c o g e r!

! up n a lec , p nu a le C

.n a c e th ni hs a rt y m ut p I

5

3

¡E l p á j a ro v u e la m u y a lt o !

A b ir d iefl s w a y u p ih h! g

? s e li F t a h W

? a l e u v é u Q ¿



¡ La c o m e ta v u e l a m u y a lt o !

? a l e u v é u Q ¿ / ? s lie F t a h W • 7 3 e g a P

4

k A eit fli es w a y up hi g h!

!s m a er d y m ni y onl tu b

!s o ñ e u s si m n e o l o so r e p ¡ 7

2

1

¿ Q u é v u e l a e n e l c i e l ? o

W ha t ilfe s in th e sk y?

!h g hi p u

! o lt a y u m

ya w se ilf ee b A

le a u v ja e b a a L¡

!h g hi up y a w se ifl e nl a p A

! o lt a y u m a l e u v n ió v a l E ¡

P a g e 3 8 • W h a t Fl ie s ? / ¿ Q u é v u e la ?



Y o v u e l o m u y a lt o ...

6

flIy w a y u p hi g h …

5

3

E la ti e n e e l c a b e lo o sc u ro .

hSe ha s d a rk ha ri.

r i a H t e a r G

s o ll e b a c s o so m r e H



É ilte n e e lc a b e lo c la ro .

s o l e b a c s so o rm e H / ir a H t a re G • 9 3 e g a P

4

eH ha s ilg ht h a ir .

!r i ha t era g s a h e ryone vE

!s o l e b a c s o s o m r e h n e n ie t s o d To ¡ 7

2

1

E la ti e n e e l c a b e lo la rg o .

Sh e ha s ol n g ha ir .

.r i ha tr oh s s ha e H

P a g e 4 0 • G re a t H a ir / H e rm o so s c a b e lo s

. o rt o c o l b e a c l e e n e i lt É



É lt ie n e e lc a b e lo la c io .

6

eH ha s trs a ig ht ha r.i

r.i a h lyr uc s ha eh S

. o d a irz o l e b a c l e e n ie t a l E 5

3

V e n a v e r m il á m p a ra .

C om e ov er a nd se e m yla m p .

r e v O e m o C

e rm e v a n e V



V e n a v e r m i b a ñ e ra .

e rm a t sii v a n e V / r e v O e m o C • 1 4 e g a P

4

om C e o ve r a nd se e m y tu b .

es! ohu l o d y m ese d n a evr eo om C

!s a c e ñ u m e d a s a c i m r e v a n e V ¡ 7

2

1

V e n a v e r m is il a .

C om e ov er a nd se e m ych a ir .

.e l b a t y m ee s nd a re v o e m o C

. a s e m i m r e v a n e V

hc. ouc y m ese d n a r ve eo om C

. fá o si m r e v a n e V

P a g e 4 2 • C o m e O v e r / V e n a v is it a rm e



V e n a v e r m i c ó m o d a .

6

om C e o ve r a nd se e m y d r sse er .

5

3

A q u íe st á e l m o n st r u o .

H er e is a m o n tse .r

n e e w o l a H



A q u íe s tá l a p ri n c e sa . n e e w lo a H • 3 4 e g a P

4

eH re si a p irn ecs .s !s u ts ju s it, o N

!n ee w lol a H y p p a H

!s o tr o s o n o l o s s o m ,so o N ¡

! n e e w o l a H e d a ts e Fi lzi Fe ¡ 7

2

1

A q u íe st á e l d ra g ó n .

H er e si a d ra g no.

P a g e 4 4 • H a lo w e e n

t.u a n stro a n a is er e H

. ta u a n rto sa l e á ts íe u q A

t. o b or a ise er H

.t o b o rl e á ts íe u q A



A q u íe s tá e til g re .

6

eH re si a it g e .r

5

3

E s u n re c tá n g u lo .

A q u íh a y u n j u e g o .

tI si a r cte a ng e.l

H er e is a g a m e.

a t s e if a l e d s ra u g fi s a L

s e p a h S t y r a P



E su n c u a d ra d o .

a st e if a l e d s ra u fig s a L / s e p a Sh try a P • 5 4 e g a P

A q u íh a y u n re g a lo .

sIti a s q ua e.r

eH re si a p ers nte .

!P O P 4

.l va o n sa a w tI

. o l a v ó !P O P ¡

u n a r E 7

2

1

V e n a m fiie st a a v e r

a nd se e het hsa p es .

C om e to m y p a try t. ha a si er e H

s la f ig u ra .s

P a g e 4 6 • P a rt y Sh a p e s / La s fig u ra s d e la fie tsa

e.l g n a ir t a si tI

. o r re b m so n u y a h í u q A

.lu o g n á i tr n u s E

.e lc ir c a is tI

s. o ñ a e l p m u c e d l e st a p n u y a íh u q A

. o l u c ír c n u s E



E s u n ó v a lo .

6

A q u íh a y u n g l o b o .

sIti a n ov a l.

eH re si a b a ooll n.

e.k ca y a d ht ir b a ise er H

5

E lm o n st ru o e st á a ll a

T eh m on st er si b es id e

d o d e l a c a j a .

het b o x.

o id c e r a p a s e d

r e t s n o M g n i s i M e h T

3

o u rt s n o m l E



d e la c a j a .

o id c re a p a s e d o u tsr n o m l E / r te s n o M g n si is M e h T • 7 4 e g a P

E lm o n st r u o e st á p o r e n c im a

heT m on s ert is o v re t eh b ox .

x.o b eh t er d nu si re snt om heT

4

. ja a c a l e d jo a b e d tsá e o u rt s n o m l E 7

2

1

E lm o n st ru o e st á e n l a c a ja .

T eh m on st er si ni th e b ox.

.x o b eh t n iso re t ns o m eh T

. a j a c la e r b so á ste o ru st n o lm E

? o g re snt o m eh t d i d ehre W

? o u rt s n o m l e e u f se e d n ó d A ¿

P a g e 4 8 • Th e M is si n g M o n st e r / E lm o n st ru o d e s p a a re c id o



¡ O h !

6

h !O

5

d a n v u e lt a s y v u e lt a s .

L a s ru e d a s d e l a c a m

g o our nd a n d ro un d .

s ú b o t u a l e d s a d e ru s a L

s u B e h t n o s l e h W e h T

3

T eh w he lse on t eh va n

io n e ta



d a n v u e lt a s y v u e lt a s.

s ú b o t u a l e d s a d e u r s a L / s u B e th n o ls e e h W e h T • 9 4 e g a P

L sa r u e d a s d e la m o to c i c l e ta

og r uon d a nd our nd .

heT w he les no het m too rc y lec

d nu or o g se cli he v eh t no lse e hw heT

4

! m oo r y m h g u or th ll a , nd rou d n a

s a tl e u v n a d s o l u íc h e v s lo e d s a d e u r s a L

! n ó i c a it b a ih m a d o t r o p ¡ ,s a lt e u v y 7

2

1

d a n v u e lt a s y v u e lt a s .

L a s ru e d a s d e la u to b ú s

g o oru nd a n d ro un d .

T eh w he lse on t eh b us

og r uon d a nd our nd .

heT w ehe ls no het fri e en g nei

r ca eh ont sl ee h w eh T

. d nu o rd n a d n our o g

o t u a l e d s a d e u r s a L

.s a lt e u v y s ta l e u v n a d

. d uno r d n a d unor o g

n ó i m a lc e d s a d e u r s a L

.s a lt e u v y s a lt e u v n a d

P a g e 5 0 • Th e W h e e ls o n th e B u s / L a s ru e d a s d la e u t o b ú s



d a n v u e lt a s y v u e lt a s.

6

L sa r u e d a s d e lc a m i ó n d e b o m b e r o s

kc rut eh t no lse e hw heT

5

3

¡A í!s

D i b u jo 2 c u a d r a d o s.

usJ t lki e hta t!

I d ra w 2 sq ua re s.

o t a g n u

t a C a w a r D

ja u b i D



¡ D s u ib í!A jo 3 tr i á n g u lo s.

to a g n u ja u b i D / t a C a w ra D • 1 5 e g a P

tJus keli th a t!

Id ra w 3 tr ia ng els . .t ca a erw d I

4

!t ha t tlikes uJ

yr! t u o ,yw o N

. to a g n u jé u b i D

! tú o lz a h , ra ! o sí h A ¡ A ¡ 7

2

1

¿ Q u ie r e s v e r m e d ib u j ru a n g a t o ?

W a nt ot s ee m e d r a w a ca t?

P a g e 5 2 • D ra w a C a t / D ib u ja u n g a t o

. lesc ri c 2 w ra d I

t! ha t e ilk ts uJ

.s lo u írc c 2 jo u í! b i sA D ¡



¡ D s! u ib íA jo 6 ln í e a s.

tJus keli th a t!

Id ra w 6 lni e .s

. tos d 2 w a r d I 6

!t a ht tslike uJ

.s o t n u p 2 jo u b i D

! sí A ¡ 5

3

E lg o ril a e s m á s g ra n d e q u e e lp e r ro .

T eh g or ill a si b ig g er ht n a th e d og .

e d n ra g s á M

r e g g i B



E lo so e s m á s g ra n d e q u e e l g rli o a .

e d n a r g s á M / r e g g i B • 3 5 e g a P

4

heT b e a r si b ig g re th a n het g or ila .

? t a h w ss

eltt li eh t f o id a rf a is tn a h p lee

ue g ut B

b ig heT

use! o m

? é u q s e b a s ro e P ¿

o d e i m e n ite e l e d n a r g te n a f le le ¡E

! o ñ e u q e p n tó ra l a 7

2

1

E l g a t o e s m á s g r a n d

T eh c a t si b i g g er hta n the m o us e.

e q u e e lr a tó n .

. o t a lg e e u q e d n a r g s á m s e rro e lp E

t. a c eh t n a th er ig b si og d eh T

P a g e 5 4 • B ig g e r / M á s g ra n d e



e ril n o c e ro n te .

6

E le l e f a n t e e s m á s g ra n d e q u e

heT lee p h a nt is b i g g er th a n th e rh noi .

.r a e b eh t n a ht re g ig b si on rhi heT

e u q e d n a r g s á m s e e t n o r e c o in rl E

. so o l e 5

? t a E s r e t s n o

3

A l g u n o s m o n st ru o s c o m e n i n se c to .s

S om e m o ns ert s ea t b u s. g

M o D t a h W

? n s e o r m tu o s c n o é m u Qs ¿ o l



? s o u trs n o m s lo n e m o c é u Q ¿ / ? t a E rs e ts n o M o D t a h W • 5 5 e g a P

4

A lg u n o s m o n st ru o s c o m e n a flo m b r a s.

oSm e m o n tes sr ea t ru g s.

? t a e ot kiel oyu o td a h W

? r e m o c a ts u g e t é u tiq A ¿ 7

2

1

A l g u n o s m o n st ru o s c o m e n se rp i e n te s.

So m e m o ns ert s ea t sn a kes .

. esk a c t a e erst nos m e m oS

.s le e ts a p n e m o c s o u strn o m s o n u g l A

. kcs or t ea sr et sn o em om S

.s a c o r n e m o c s o u rt s n o m s o n u g l A

P a g e 5 6 • W h a t D o M o n st e rs E a t ? / ¿ Q u é c o m e n lo s m o n st ru o s?



A lg u n o s m o n st ru o s c o m e n m e d ia .s 6

oSm e m o n tes sr ea t ocs sk.

5

3

T e n g o u n a c a ra c o la

I ha ev a s p ec i a l hes l.

t e k c o P

o l il sl o b i m n E

y M n I

s e p e c i a l.



T n e g o u n a p l u m a e sp e c ia .l

lo i ls o b i m n E / t e k c o P y M n I • 7 5 e g a P

4

Ih a ve a sp e ica l efa th e .r

.r e st m a h l ia ec p s a ve a h I

!y n eLn si e m na is H

l. a i c e p s e r e ts m á h n u o g n e T

! y n n e L a m la Se ¡ 7

2

1

e n m ib o ls lio ?

¿ Q u ie r e s v e r l o q u e t e n g o

in m y p o ck et ?

D o yo u w a tn ot se e w ht a I h a ve

.e no ts l ceia p s a ev ha I

P a g e 5 8 • I n M y P o c ke t / E n m ib o ls il o

l. a i c e p s e ra i d e p a n u o g n e T



T n e g o u n a m o n e d a e s p e c i a l.

6

Ih a ve a sp e ica l oci .n

.f ea l l ia ec p s a ve a h I

.l ia c e p s e ja o h a n u o g n e T 5

3

E st a n u b e e s u n m u rc

¡M ir a !

T ish cl o ud is a b a .t

Lo ok !

ié l a g o .

s e r u t c i P

s a m r o f n o

d u o l C

s c e b u N



E st a n u b e e s u n a lfo r.

s a rm fo n o c s e b u N / s e r tu c i P

¡ M i ra !

hiTs kLo c ! ol u d si a flo w r.e

d u lo

ko! oL

C • 9 5 e g a P

4

!e m si d u clo si hT

! o y y so e b u !a n ri a ts M ¡ E ¡ 7

2

1

l a s f o rm a s d e la s n u b

M e g u st a m i ra r a lc i e

e ly .s o v e r

th e s ha p es of hte cl uo

I lki e to l oo k up ni th e

s. ksy d a n d ese

P a g e 6 0 • C lo u d P ic tu re s / N u b e s c o n fo rm a s

. ro re b m o s

!k ooL

t. a h a si d u lco ish T

u n s e e b ! u n a ri a st ¡M E

ko! oL

r.e otw a si ud clo si hT

. e rr o t a n u s e e b ! n u r a ia ts M ¡ E



E st a n u b e e s u n á rb o l.

6

¡ M i ra !

hiTs kLo c ! ol u d si a tr ee .

5

3

c o n m u c h a s c a m p a n !sa

¡M e g u st a n la s m e d ia s

I lik e so kcs w ith lo ts o fb e lsl !

s a i d e m s a l n ta s u g e M

s k c o S e ik L I



c o n m u c h a s c a r a c o la s!

s ia d e m s a l n tsa u g e M / sk c o S e k Li I • 1 6 e g a P

4

¡ M e g u ts a n l a s m e d ia s

ekIli so kcs w iht lo ts o f sh lsel !

t! a c y m eos d so d n a

! n é i b m ta to a g i m a y ¡ 7

2

1

c o n m u c h o s a u to s!

¡M e g u st a n la s m e d ia s

I lki e so kcs w ith lo ts o fca sr!

s!r ta s f o ts ol ith w sk c os e lki I

s ia d e m sla n a ts u g e ¡M

!s la e tr ss e a h c u m n o c

ec! i d f o s olt hit w ksc so keli I

s ia d e m s a l n a ts u g e M ¡

!s o d a d s o h c u m n o c

P a g e 6 2 • I Li ke So c ks / M e g u tsa n la s m e d ia s



c o n m u c h o s ra to n e s. ..

6

M e g u st a n la s m e d ia s

ekIli so kcs w iht lo ts o f m cie …

5

3

L e g u tsa ju g a r y j u g a r .

r e h t o r B y b a B y M t t e e M

H e lik es to p la y a nd p y. la

o t n e s e r p Te

o ti n a m r e ih m a



L e g u st a lo ra r y lo ra r.

o it n a m r e ih m a to n e s e r p Te / r e th ro B y b a B y M t e e M • 3 6 e g a P

4

e H ilk es to cr y a n d ryc .

!t ena os to n si eh d a b o to jstu s’t I

y u m a e s o n e u q a im ts La ¡

! o d a n e d r o 7

2

1

Se la m a R a y .

T e p re s e n to a m ih e r m a n it o .

H is na m e si R a y.

M ee t m y b a b y b ro t ehr .

.l w a cr d n a l w ra c to se kli e H

.r a e t a g y r a e t a g a ts u g e L

. p ee ls d n a p ee ls ot s ikel e H

r.i m r o d y ir rm o d a st u g e L

P a g e 6 4 • M e e t M y B a b y B ro th e r / Te p re se n to m a ih e rm a n it o



L e g u st a c o m e r y c o m e r.

6

e H ilk es to ea t a nd ea t.

5

Bilingual Reader Level B

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