Tic Tac Toe 1 - 2nd Edition - Scope and Sequence
Suggested weekly planning based on the new English syllabus set out by the Ministry of Education.
Level 1st
Enduring Understanding
Essential Question
Week 1
(pages 4 - 7)
Assessment: L. recognizes often spoken
words similar to the language.
L.2. recognize often spoken words similar
to the languages with which they are
familiar (e.g., Pay attention,
silence, excellent).
Assessment: L uses one or two forms of
greetings and farewells (Hello, Good-bye).
SI.2. use one or two learned expressions
of greeting, farewell, and politeness
(e.g., hello, good-bye, please, you are
welcome and thank you).
Assessment: L says words for the
teacher to write.
W.1. dictate words for the teacher
to write.
© Santillana S.A. All rights reserved. Law on Copyright # 6683.
Our names, the way we look, and the way we feel make us special.
What makes us special?
Week 2
(pages 8 - 9)
Assessment: L recognizes simple
personal information (e.g.name, age,
country of origin, personal traits) and
transparent phrases (e.g., excellent, pay
attention) when that information is given
slowly and clearly.
L.1. recognize simple information such
as name, age, and perhaps country of
origin when that information is given
slowly and clearly.
Assessment: L recognizes simple
questions, which directly concern them
such as their name and where they
are from.
L.3. understand simple questions, which
directly concern them such as their name
and where they are from.
Assessment: L expresses a lack
of understanding.
SI.3. express a lack of understanding.
CEF level to be reached: A1
Scenario: All about Me!
(pages 6 - 23)
Assessment and Goals
Week 3
(pages10 - 11)
Assessment: L participates in choral
reading within a whole group with
teacher modeling.
R.1. participate in choral reading
(clapping and chanting) in response to
the rhyme and rhythm of a predictable
patterned song or picture story that is
read aloud. Can repeat key words after
the teacher.
Assessment: L asks for something when
pointing or gesturing
SI.1. ask for something when pointing or
gesturing to support the request.
Assessment: L recognizes one or two
forms of greetings farewells (Hello,
Good-bye) expressions of politeness
and personal feelings expressed slowly
and clearly
L.4. understand basic greetings, farewells,
expressions of politeness and feelings
(e.g., hello, good-bye, sorry, pardon?).
Week 4
(pages 12 - 13)
Assessment: L responds in a
predictable pattern to simple questions
about familiar things.
SI.4. understand and respond in a
predictable pattern to simple questions
about familiar things and if the other
person speaks slowly and clearly.
Assessment: L describes personal ap-
pearance and feelings with simple words
SP.1. express how I look and feel using
simple, standard expressions.
Assessment: L represents an event or
character from a picture story or one
main idea.
W.2. draw pictures of an event or
character from a picture story or one
main idea
Unit 1
Week 5/6
(pages 20 - 23)
Assessment: Using different types of
technically designed instruments to
assess the overall accomplishment of unit
goals, the teacher collects information
about how learners apply emergent
language competences in oral and written
comprehension and oral and written
production for asking for and giving
personal information.
Suggested Integrated Mini Project:
(page 16)
Creating a descriptive die in order to re-
view the vocabulary studied in this unit.
* Also see the Review and Play &
Learn sections for extra practice.
I
 Week 1 Week 2 Week 3 Week 4

Themes

1. Saying Hello! Saying Good-bye! 2. Introducing Myself and Making New Friends 3. Excuse me, Is the Duck Yellow? 4. The Way I Look and Feel

Functions

–– Greeting and saying goodbye in proper contexts –– Getting to know others and introducing myself –– Showing politeness and describing objects –– Identifying personal traits and feelings

Grammar & Sentence Frames

Personal and Possessive Pronouns I, My Question/Answers with BE Wh questions in Simple Present (S-V-C) sentences

I am Amanda. How are you? Fine. What color is the flower? I am______ (name).
My name is Juan. How old are you? 6 What color is this? I am______ (nationality).
What color is that apple?
I am______ (short/tall).
Clarifying QuestionsPardon? Wh questions in Simple Present
Yes/No Questions I feel _____ (happy/sad).
What? What is your name? My…
Repeat, please. Where do you live? Is the apple purple
Where are you from? Is the duck blue?
Are your books black?
Yes/No Questions

Are you a student? Yes

Are you in first grade? Yes
Are you tall? Yes/No (use appropriate)

Phonemic Awareness

Identify the phonemes /m/ /e/ in familiar words Identify the phonemes /s/ /a/ in familiar words Identify the phonemes /t/ /l/ in familiar words Review
illustrated with concrete objects or pictures. illustrated with concrete objects or pictures. illustrated with concrete objects or pictures.

*Use the flashcarads in the initial pages of the Tic

Tac Toe 1Teacher’s Guide to complement your pho-
nics lessons.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. II

 Vocabulary

1. Saying hello! Saying good bye! 2.Introducing myself and making new friends 3. Excuse me, is the duck yellow? 4.The way I look and I feel

Greetings Information questions Expressions of Politeness Physical Appearance

Hi! Hello! Good morning, Good afternoon, Good What´s your name? Where are you from? Excuse me, pardon, thank you, you are welcome, short, tall, handsome, pretty, blond, eyes, hair
evening, How are you? How old are you? Nice to meet you.
Nice to meet you/too. Colors
Leave-takings Colors
My name is… red, blue, green, yellow, orange, black, brown,
Goodbye, bye, see you, see you later. I am from… / 7 years old. red, blue, green, yellow, orange, black, brown, pink, purple
‘I live in… pink, purple
*Also see the Tic Tac Words section for extra vo-
cabulary. Nationalities

Costa Rica, Nicaragua…

Living in Community

Psycho-social Sociocultural Social Language Psycho-social

–– Showing self-esteem, self-confidence –– Greeting people (handshaking, kissing and some Samples and idioms/ phrases –– Stimulating creativity through the arts (drawing,
–– Showing self-awareness by describing others depending on the community or context). acting, body language)
–– Hey!
–– Bye-bye
–– See ya
–– See you later alligator! After a while crocodile!

© Santillana S.A. All rights reserved. Law on Copyright # 6683. III

 Level 1st
Enduring Understanding
Essential Question
Week 1
(pages 24 - 27)
Assessment: L asks what the object is.
SI.1. ask what the object is using learned
expressions of language by pointing to it.
Assessment: L says words for teacher
to write.
W.1. dictate words for teacher to write.
Assessment: L names some common
objects in familiar environments
S.P.1. name some common objects in
familiar environments, for example (e.g.,
It is a ruler. It is a book.)
© Santillana S.A. All rights reserved. Law on Copyright # 6683.
The things in our classroom help make learning easier.
What makes our classroom special?
Week 2
(pages 28-31)
Assessment: L identifies simple
information about an object.
L.2. recognize spoken words similar
to the languages with which they are
familiar (e.g., class, map, repeat).
Assessment: L identifies one or two-
step directions.
R.1. follow one or two-step directions
accompanied by demonstrations to
complete classroom routines.
Assessment: L responds in a predictable
pattern to simple questions.
SI.3. understand and respond in a
predictable pattern to simple questions
about familiar things if the other person
speaks slowly and clearly
CEF level to be reached: A1
Scenario: This Is our Classroom
(pages 24 - 43)
Assessment and Goals
Week 3
(page 32)
Assessment: L identifies one main
idea from an event or character in a
picture story.
W.2. draw pictures of an event or
character from a picture story or one
main idea.
Assessment: L participates in
choral reading.
R.2. participate in choral reading
(clapping and chanting) in response to
the rhyme and rhythm of a predictably
patterned song or picture story that is
read aloud
Assessment: L expresses a lack
of understanding.
SI.2. express a lack of understanding.
Assessment: L classifies drawings
or pictures
W.3. organize drawings or pictures
Week 4
(page 33)
Assessment: L recognizes simple class-
room instructions, when expressed
slowly and clearly.
L.1. understand simple classroom in-
structions, such as «Stand up, please»,
«Come here», or «Close the door,
please» when expressed slowly and
clearly, possibly with accompanying ges-
tures and pictures.
Assessment: L recognizes spoken words
similar to the native language.
L.3. understand simple information
about an object (for example, the size
and color of a book, and where it is) if
the person speaks slowly and clearly,
possibly with accompanying gestures.
Unit 2
Week 5/6
(pages 40 - 43)
Assessment: Using different types of
technically designed instruments to
assess the overall accomplishment of unit
goals, the teacher collects information
about how learners apply emergent
language competences in oral and written
comprehension and oral and written
production for following classroom
routines and describing classroom items.
Suggested Integrated Mini Project:
(page 30)
Creating a poster to describe school items.
* Also see the Review and Play &
Learn sections on pages 28, 29, and 31
for extra practice.
IV
 Week 1 Week 2 Week 3 Week 4

Themes

1. Things in My Classroom 2. My School Supplies 3. Where Is My Pencil? 4. Stand Up! Sit Down!

Functions

–– Identifying classroom objects –– Identifying school supplies –– Locating classroom objects –– Giving and following directions

Discourse Markers

This is my table and my chair.

This is my pencil and book.

Grammar & Sentence Frames

Singular personal possessive pronoun Adjectives (quantity/ size/color) with nouns Prepositions of location Imperative sentences
I, my
This table is brown. I see a book on the table. Stand up.
I love my classroom. The book is red. The pencil is in the desk. Sit down.
This is my classroom. The two desks are small. The ruler is under the chair. Look at me.
This is my book.
Yes/No question using verb “to be” Single word questions
(S-V-C) sentences with BE
Is this a pen? Pencil?
This is my classroom. Is this a desk? Book?
This is a table. Is this my pen?
This is a book.

Phonemic Awareness

Identify the phoneme /o/ in familiar words illustrated Identify the phonemes /g/ and /b/ in familiar words Identify the phonemes /n/ and /h/ in familiar words Identify the phoneme /r/ in familiar words illustrated
with concrete objects or pictures. illustrated with concrete objects or pictures. illustrated concrete objects or pictures. with objects or pictures.

*Use the flashcarads in the initial pages of the

Tic Tac Toe 1Teacher’s Guide to complement your
phonics lessons.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. V

 Vocabulary

1. Things in my classroom 2. My school supplies 3. Where is your pencil? 4. Stand up! Sit down!

Teacher’s desk, desks, tables, chairs, fan, white- notebook, pen, pencil, color pencils, ruler, glue, Prepositions Classroom language
board, lights, door, windows, marker, eraser, plants. scissors, eraser, book, backpack
in, on, under Stand up, Sit down.
Cardinal numbers Adjectives Open / close your book.
Listen, Repeat, Be Quiet, Draw.
1-10 brown, black, blue, green, red, yellow, orange,
soft, hard, big, small
*Also see the Tic Tac Words section for extra vo-
cabulary.

Living in Community

Psycho-social Social Language Samples and idioms/ phrases Sociocultural Sociocultural

Showing self-respect Study buddies Sharing personal belongings Asking for permission to leave the room (Restroom?)
Showing respect for classmates’, teacher’s and Elbow partners Taking turns when working in groups
other´s belongings Classroom helper
Showing willingness to work cooperatively

© Santillana S.A. All rights reserved. Law on Copyright # 6683. VI

 Level 1st
Enduring Understanding
Essential Question
Week 1
(pages 44 - 45)
Assessment: L identifies family mem-
bers from aural stimuli when it is spoken
slowly and clearly.
L.1. recognize the words for people
around them (e.g., father, mother,
brother, sister, baby).
Assessment: L represents an event or
character from a picture story or one
main idea.
W.1. draw pictures of an event or charac-
ter from a picture story or one main idea.
Assessment: L expresses a lack
of understanding.
SI.2. express a lack of understanding.
© Santillana S.A. All rights reserved. Law on Copyright # 6683.
Families come in all shapes and sizes with different likes and dislikes. All families are special.
What makes families special?
Week 2
(pages 46 - 49)
Assessment: L recognizes how he/she
or other person is feeling using simple,
standard expressions.
SP.1. recognizes how he/she or other
person is feeling using simple, standard
expressions. (Happy, sad, mad)
Assessment: L represents an event or
character from a picture story or one
main idea.
W.1. draw pictures of an event or charac-
ter from a picture story or one main idea.
Assessment: L recognizes simple in-
formation about family members if the
person speaks slowly and clearly.
L.2. understand simple information about
a person (e.g., appearance and feelings)
if the person speaks slowly and clearly,
possibly with accompanying gestures.
Assessment: L responds in a predictable
pattern to simple questions.
SI.1. understand and respond in a
predictable pattern to simple questions.
CEF level to be reached: A1
Scenario: We Are All Different
(pages 44 - 63)
Assessment and Goals
Week 3
(pages 50 - 52)
Assessment: L participates in choral
reading to identify family members.
R.1. participate in choral reading (clapping
and chanting) in response to the rhyme
and rhythm of a predictably patterned
song or picture story that is read aloud.
Assessment: L organizes drawings or
pictures within a graphic organizer.
W.2. organize drawings or pictures
within a graphic organizer (sequence or
Venn diagram).
Assessment: L says words for the
teacher to write.
W.3. dictate words for teacher to write.
Week 4
(page 53)
Assessment: L recognizes words,
names, and numbers when heard in a
short, simple recording delivered at a
slow pace.
L.3. understand words, names, and
numbers previously learned when heard
in a short, simple recording delivered at
a slow pace.
Assessment: L recognizes basic fam-
ily activities using expressions like “My
father likes cooking”.
SP.2. recognizes basic family activities
using expressions like “My father
likes running”.
Unit 3
Week 5/6
(pages 60 - 63)
Assessment: Using different types of
technically designed instruments to as-
sess the overall accomplishment of unit
goals, the teacher collects information
about how learners apply emergent lan-
guage competences in oral and written
comprehension and oral and written pro-
duction for describing family members
and family activities.
Suggested Integrated Mini Project:
Creating a Family Book.
* Also see the Review and Play &
Learn sections for extra practice.
VII
 Week 1 Week 2 Week 3 Week 4

Themes

1. Meet My Family 2. What My Family Looks Like 3. I Like… 4. Different Things My Family Likes to Do

Functions

–– Identifying family members –– Identifying nuclear family members` –– Talking about likes and dislikes –– Naming hobbies and activities practiced
physical traits with the family

Discourse Markers

My mom and I eat ice cream.

My father and my brother are tall.

Grammar & Sentence Frames

Grammar & sentence frame Singular personal possessive pronoun Simple present tense Simple present tense regular verbs

(S-V-C) Sentences with verb (to be) My mother is tall. I play ball. My family watches TV.
The baby is short. I liek to read. I like ice cream.
This/she is my mother/sister. Father is happy. I like to watch TV I have _____ (two sisters and a brother).
This/he is my father/brother.
Yes-no question using verb “to be”

Is your mom tall? Yes.

Is your family big? No.
Is David your father? Yes

Phonemic Awareness

Identify the phonemes /d/ /i / in familiar words Identify the phonemes /p/ /u/ in familiar words Identify the phonemes /f/ /c / in familiar words Review
illustrated with concrete objects or pictures. illustrated with concrete objects or pictures. illustrated with concrete objects or pictures.

*Use the flashcarads in the initial pages of the

Tic Tac Toe 1Teacher’s Guide to complement your
phonics lessons.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. VIII

 Vocabulary

1. Meet my family 2. What my family looks like 4. I like… 3. Different things my family likes to do

Family members Personal descriptions and feelings to play video games Action verbs
to play with my family and friends
Father, mother, sister, brother Tall, short, little, handsome, pretty, happy, sad to read a book Plays, eats, watches, talks, likes, cooks
to exercise
Cardinal numbers

1-10

*Also see the Tic Tac Words section for

extra vocabulary.

Living in Community

Psycho-social Sociocultural Sociocultural Social Language Samples and idioms/ phrases

Respecting others in my family Helping others at home Using positive and affectionate expression familiar Big brother
Respecting senior citizens and gender roles Introducing amily members in celebrations and address forms (dear, darling) Little brother
Motivating good communication, collaboration, and family reunions (Mother’s day, Father’s day, family Like father like son
self esteem birthday celebrations, leisure activities)

© Santillana S.A. All rights reserved. Law on Copyright # 6683. IX

 Level 1st
Enduring Understanding
Essential Question
Week 1
(pages 64 - 67)
Assessment: L recognizes the words for
people around them.
L.1. recognize and understand the words
for people around them (e.g., teacher,
students, principal).
Assessment: L responds in a predict-
able pattern to simple questions about
familiar things.
SI.1. understand and respond in a
predictable pattern to simple questions
about familiar things (e.g., Where is the
principal’s office? Next to the library) if the
other person speaks slowly and clearly.
Assessment: L identifies main
characters from a picture story.
R.1. identify main characters by pointing,
naming or labeling from a picture story
that is read aloud.
© Santillana S.A. All rights reserved. Law on Copyright # 6683.
Our school is special because of the people, the places, and the things we do there.
What makes our school special?
Week 2
(pages 68 - 69)
Assessment: L organizes drawings or
pictures within a graphic organizer.
W.1. dictate words for teacher to write.
Assessment: L responds in a predict-
able pattern to simple questions about
familiar things
SI.3. understand and respond in a
predictable pattern to simple questions
about familiar things if the other person
speaks slowly and clearly.
CEF level to be reached: A1
Scenario: Going to School, So Cool!
(pages 64 - 81)
Assessment and Goals
Week 3
(pages 70 - 71)
Assessment: L asks for something
when pointing or gesturing.
SI.2. ask for something when pointing or
gesturing to support the request.
Assessment: L names some
common places and people in
familiar environments.
SP.1. name some common places and
people in familiar environments.
Assessment: L sequences pictures
to show understanding of a text heard
or read.
R.2. sequence pictures to show under-
standing of a text heard or read that is
supported by pictures in a heavily pat-
terned book to include a clear beginning,
middle and end.
Week 4
(pages 72 - 73)
Assessment: L says words for teacher
to write.
W.3. organize drawings or pictures
within a graphic organizer (sequence).
Assessment: L represents an event or
character from a picture story or one
main idea.
W.2. draw pictures of an event or charac-
ter from a picture story or one main idea.
Assessment: L recognizes simple
information about a place if the person
speaks slowly and clearly.
L.2. understand simple information
about a place (e.g., where it is) and
instructions, such as «Go to the library»,
«Come inside», if the person speaks
slowly and clearly, possibly with accom-
panying gestures.
Unit 4
Week 5/6
(pages 78 - 81)
Assessment: Using different types
of technically designed instruments
to assess the overall accomplishment
of unit goals, the teacher collects
information about how learners apply
emergent language competences in oral
and written comprehension and oral and
written production for my school and
helpers at school.
Suggested Integrated Mini Project:
Creating collaboratively a story-book
identifying and describing places in the
school using clay, drawings or recyclable
materials available.
* Also see the Review and Play & Learn
sections for extra practice.
X
 Week 1 Week 2 Week 3 Week 4

Themes

1. This Is My School (Going Around School) 2. School Activities 3. Helpers at My School 4. A Week at My School

Functions

–– Identifying places in the school –– Identifying common school activities –– Naming helpers at the school –– Describing basic school routines
–– Recognizing location (in front of, near, behind)
Discourse Markers

The library and cafeteria have many tables.

The secretary and principal are good friends.
I like to play in the playground and gym.

Grammar & Sentence Frames

(S-V)(S-V-C) sentences (S-V-C) sentences (Simple present verbs) Question/Answers with BE Prepositional phrases of time and place IN, ON, AT

This is the principal’s office/computer lab… I do my homework. Is she the principal? Yes/No I go to school on Monday. (Tuesday, Wednesday,
This is the __________. (principal, teacher, janitor, I eat lunch. Is she the janitor? Yes/No Thursday, Friday)
cook, security guard, secretary) I play soccer. They study English at school.
I study English. I live in Costa Rica.
Question/Answers with BE I play games.
Adverbs (first, then, next)
Where is the gym? It’s next to the computer lab.
First I go to school.
Then I study.
Next I go home.

Phonemic Awareness

Identify the phonemes /j/ and /k/ in familiar words Review Identify the phonemes /w/ and /y/ in familiar words Review
illustrated with concrete objects or pictures. illustrated with concrete objects or pictures.

*Use the flashcarads in the initial pages of the

Tic Tac Toe 1Teacher’s Guide to complement your
phonics lessons.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XI

 Vocabulary

1. This is my school (Going around school) 2. School activities 3. Helpers at my school 4. A week at my school

Places in my school eat People at school School routines

clean
Library teacher, students, principal, janitor, cook, security Walk to class.
sing
Restrooms guard, secretary Study at school/ at home.
write
Cafeteria Listen and practice.
read
Lunchroom Line up.
dance
Principal’s office
draw
Classrooms
play
Gym
Playground
Computer lab

Prepositions

in front of, behind, near

*Also see the Tic Tac Words section for extra vo-
cabulary.

Living in Community

Psycho-social Sociocultural Social Language Samples and idioms/phrases Sociocultural

–– Respecting classmates, teachers and other –– Addressing to people of different ages and –– So cool! –– Turntaking
helpers and other´s belongings conditions according the degree of formality and –– What´s up? –– Politeness -avoiding negative behavior (bullying)
–– Inspiring creativity, communication, collaboration, informality when (Mrs., Mr.)
–– We are number one.
and critical thinking through working in projects

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XII

 Level 1st
Enduring Understanding
Essential Question
Week 1
(pages 84 - 85)
Assessment: L participates in choral
reading.
R.1. participate in choral reading (clapping
and chanting) in response to the rhyme
and rhythm of a predictably patterned
song or picture story that is read aloud.
Assessment: L organizes drawings or
pictures within a graphic organizer.
W.1. organize drawings or pictures within
a graphic organizer (sequence).
Assessment: L uses one or two
learned expressions greeting, farewell,
and politeness.
SP.2. use one or two learned
expressions: greeting, farewell,
and politeness.
© Santillana S.A. All rights reserved. Law on Copyright # 6683.
Our neighborhood is special because of the people, the places, and how we help each other.
What makes our neighborhood special?
Week 2
(pages 86 - 87)
Assessment: L names some common
words or objects in familiar environments.
SP.1. name some common words or
objects in familiar environments.
Assessment: L recognizes simple ques-
tions which directly concern them such
as their name and where they are from.
L.1. understand simple questions which
directly concern them such as their
name and where they are from.
CEF level to be reached: A1
Scenario: My Neighborhood
(pages 82 - 99)
Assessment and Goals
Week 3
(pages 88 - 89)
Assessment: L responds in a
predictable pattern to simple questions
about familiar things.
SI.1. understand and respond in a
predictable pattern to simple questions
about familiar things if the other person
speaks slowly and clearly.
Assessment: L asks for something
when pointing or gesturing.
SI.2. ask for something when pointing or
gesturing to support the request.
Assessment: L recognizes names of
community helpers.
L.2. recognize and understand the words
for people around them (e.g., firefighter,
shop owner, doctor).
Week 4
(pages 90 - 91)
Assessment: L sequences pictures to
show understanding of text heard or
read aloud.
R.2. sequence pictures to show under-
standing of text heard or read that is
supported by pictures in a heavily
patterned book to include a clear
beginning, middle, and end.
Assessment: L represents an event or
character from a picture story or one
main idea.
W.2. draw pictures of an event or
character from a picture story or one
main idea.
Assessment: L says words for teacher
to write.
W.3. dictate words for teacher to write.
Unit 5
Week 5/6
(page 96 - 99)
Assessment: Using different types of
technically designed instruments to
assess the overall accomplishment of
unit goals, the teacher collects informa-
tion about how learners apply emergent
language competences in oral and writ-
ten comprehension and oral and written
production for describing neighbors and
community helpers.
Suggested Integrated Mini Project:
Creating a mural about your neighbor-
hood and present it to the class orally.
* Also see the Review and Play &
Learn sections for extra practice.
XIII
 Week 1 Week 2 Week 3 Week 4

Themes

2. Where Is the School?/ How Can I Get to

1. This Is My Neighborhood 3. Community Helpers 4. Helping in My Community
the Supermarket?

Functions

–– Identifying places in my community –– Asking for and giving information for locating –– Identifying community helpers –– identifying ways to protect the environment in
places/ Giving and following directions to get my community
around town

Discourse Markers

–– The school and church are in front of the park.

–– She and he are doctors.
–– The bus station and the police station are
near the supermarket.

Grammar & Sentence Frames

(S-V-C) Sentences Imperative sentences Question/Answers with BE (S-V-C) sentences (Simple present verbs)

My name is (name). I live in (name of town). I (live, Cross the street. Is he the teacher? Yes/No Lisa is in class
play, study) here. Go to the corner (store, bank) Is she the shop owner? Yes/No We need a change.
My neighborhood has a ____ (park, church, school). Turn right/left. Where is the church? It in front of the park.
He/she is a ______ (teacher, police officer, Imperative sentences
doctor, nurse) Prepositions of place (in front of, near, behind,
up, down) Let’s plant some trees!

The church is in front of the park. There is/are

The school is near the church.
The park is behind the church. There are many trees at the park.
There aren’t trees near my house.

Phonemic Awareness

Identify the phonemes /v/ and /x/ in familiar words Identify the phonemes /v/ and /x/ in familiar words Identify the phonemes /qu/ and /z/ in familiar words Identify the phonemes /qu/ and /z/ in familiar words
illustrated with concrete objects or pictures. illustrated with concrete objects or pictures. illustrated with concrete objects or pictures. illustrated with concrete objects or pictures.

*Use the flashcarads in the initial pages of the

Tic Tac Toe 1Teacher’s Guide to complement your
phonics lessons.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XIV

 Vocabulary

1. This is my neighborhood 2. Where is the school?/ How can I get to 3. Community helpers 4. Helping in my community
the supermarket?
Places of my community Teacher, priest, pastor, firefighter, farmer, shop Cardinal numbers
Prepositions of place owner, police officer, doctor, nurse, engineer,
neighborhood, town, church, park, school, hospital, lawyer, police officer, secretary 1-20
gas station, restaurant, bank, police station, bus in front of, near, behind, up, down…
station, supermarket, bookstore Pronouns
Adverb
*Also see the Tic Tac Words section for He, she
extra vocabulary. right, left
Greetings/phrases of politeness
Subject Pronouns
hello, good-bye, please, you are welcome and
it, they thank you

Givng directions

Go straight.
Turn left/right
Stop

Living in Community

Psycho-social Sociocultural Social Language Samples and idioms/phrases Sociocultural

–– Appreciating neighborhood surroundings –– Expressing gratitude with appropriate use of –– Home is where the heart is –– Using different choices of formal greetings with
“please” and “thank you” community helpers (Mr., Mrs., Miss, Ms.)
–– Showing respect and courtesy when meeting –– Thank you very much
other people –– Showing interest in others –– There is no place like home
–– Developing collaborative skills

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 Level 1st
Enduring Understanding
Essential Question
Week 1
(pages 100 - 105)
Assessment: L asks for something
when pointing or gesturing.
SI.1. ask for something when pointing
or gesturing supports the request. (e.g.,
kick, run, catch)
Assessment: L organizes drawings or
pictures within a graphic organizer.
W.1. organize drawings or pictures within
a graphic organizer (sequence).
Assessment: L recognizes spoken
words similar to the language with
which they are familiar.
L.1. recognize spoken words similar
to the languages with which they are
familiar (e.g., ball, music).
© Santillana S.A. All rights reserved. Law on Copyright # 6683.
Our playtime is filled with fun games and activities played with people we like.
What makes playtime special?
Week 2
(pages 106 - 107)
Assessment: L names some common
activities in familiar environments.
S.P.1. name some common objects in
familiar environments (e.g., ball, doll,
bike).
Assessment: L represents an event or
character from a picture story or one
main idea.
W.2. draw pictures of an event or
character from a picture story or one
main idea.
CEF level to be reached: A1
Scenario: Playtime
(pages 100 - 119)
Assessment and Goals
Week 3
(pages 108)
Assessment: L recognizes simple
instructions when expressed slowly
and clearly.
L.2. understand simple instructions
when expressed slowly and clearly,
possibly with accompanying gestures
and pictures.
Assessment: L sequences pictures
organize events in chronological order.
R.2. sequences pictures organize
events in chronological order with
pictures or drawings.
Assessment: L expresses likes and vdis-
likes using simple, standard expressions.
SP.2. express likes and dislikes using
simple, standard expressions.
Week 4
(pages 109)
Assessment: L says words for teacher
to write.
W.3. dictate words for teacher to write.
Assessment: L participates in
choral reading.
R.1. participate in choral reading
(clapping and chanting) in response to
the rhyme and rhythm of a predictably
patterned song or picture story that is
read aloud
Assessment: L recognizes words,
names, and numbers when heard in a
short, simple recording delivered at a
slow pace.
L.3. understand words, names, and
numbers previously learned when heard
in a short, simple recording delivered at
a slow pace.
Unit 6
Week 5/6
(page 116 - 119)
Assessment: Using different types of
technically designed instruments to
assess the overall accomplishment of
unit goals, the teacher collects informa-
tion about how learners apply emergent
language competences in oral and writ-
ten comprehension and oral and written
production for describing with short
phrases and visuals favorite games and
fun activities.
Suggested Integrated Mini Project:
Creating collaboratively a mobile with
pictures about their favorite games and
activities using recyclable materials.
* Also see the Review and Play &
Learn sections for extra practice.
XVI
 Week 1 Week 2 Week 3 Week 4

Themes

1. Fun Games and Activities 2. I Need a Rope to Play 3. My Favorite Games and Activities 4. Show Me How to Play

Functions

–– Naming and labeling games and fun activities –– Asking for and giving information about toys, –– Talking about days of the week, toys, and games. –– Giving and following instructions
games and activties
Discourse Markers –– Talking about likes and dislikes

–– I like hopscotch and jumping rope.

–– I play soccer and multimedia games.
–– My sister has 2 dolls and a ball.

Grammar & Sentence Frames

(S-V)(S-V-C) sentences Question/Answers with BE Numbers Imperative sentences

I play _______. (ball, soccer) Is _________ fun/ boring? He has ___ cars. Turn right/left.
I _____ the ball. (catch, throw) They have___ dolls. Stand up., Sit down.
She likes _______. (doll, jacks, jump rope) What is this? (Ball, bike, doll) I have ___ jacks. Look at me.
Yes/No (using vocabulary list)
Is _________ difficult/ easy to play? Yes/No (using Throw the jacks on the table.
vocabulary list) Prepositions (on, in, under, in front of, near, behind, Kick the ball in the net.
up, down) Stand in front of the net.

Frequency adverbs
(always, sometimes, never)

I _____ play soccer on

Monday
She ____ walks to school.
He _____ stand up.

Phonemic Awareness

Identify the phoneme /a/ in familiar words illustrated Identify the phoneme /e/ in familiar words illustrated Identify the phonemes /i/ /o/ in familiar words Identify the phoneme /u/ in familiar words illustrated
with concrete objects or pictures. with concrete objects or pictures. illustrated with concrete objects or pictures. with concrete objects or pictures.

*Use the flashcarads in the initial pages of the

Tic Tac Toe 1Teacher’s Guide to complement your
phonics lessons.

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 Vocabulary

1. Fun games and activities 2. I need a rope to play 3. My favorite game and activities 4. Show me how to play

Games and Activities Cardinal numbers Days of the week Actions Verbs

Jump rope 1-30 Sunday, Monday, Tuesday, Wednesday, Thursday, play, throw, kick, catch, run, ride, jump, turn,
Ride a bike Friday, Saturday start, stop
Prepositions
Play with dolls/balls/cars
Adverbs
Sing a song on, in, under, in front of, near, behind, up, down
Move to the right, move to the left
Toys Adverbs
Games
Dolls, rope, jacks, ball, bike, cards. always, sometimes, never
Cards,
Expressions Memory games
Hopscotch
I like…
Play jacks
I don´t like…

Adjectives

difficult, easy, fun, boring

*Also see the Tic Tac Words section for extra vo-
cabulary.

Living in Community

Psycho-social Sociocultural Social Language Samples and idioms/ phrases Psycho-social

–– Respecting rules of the games, teammates –– Expressing gratitude, appropriate use of please –– If at first you don’t succeed, try, try again. –– Developing teamwork skills,
–– Showing intercultural awareness (games in and thank you. –– I pass. persistence, perseverance
other cultures) –– Expressing likes and dislikes –– He/she is the MVP (most valuable player).
–– Developing teamwork skills, –– Showing social interaction manners and polite-
persistence, perseverance ness when taking turns and following rules

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XVIII