Unit Overview

2
U nit
What makes me special?
Objectives
Essential Question Key Vocabulary Key Language
Students can:

• identify and name the parts of their arm(s), eat, elbow(s), What are these? The teeth. What is this? An arm. What are
What are the parts of body. fingers, hug, jump, knees, these? These are my arms. Can you hug with your arms?
my body? • say what they can do with their body. legs, mouth, neck, run, Yes, I can. / No, I can’t. I have two arms. I can hug with
Across Subjects – • say the phonemes /a/ and /n/. teeth, tooth; numbers 1 my arms. How many fingers are there in the picture? Let’s
Math • write the letters a and n. to 10 count. How many fingers do we have? Let’s count. I have
• count from 1 to 10. 10 fingers to count.

Elephants have tails and trunks. Seals and bears have

animals, bears, big,
snouts. Parrots are small and they have no teeth. What
What makes animals elephants, excellent,
• identify characteristics of animals. makes elephants special, Cricket? Elephants are big.
fast, giraffe, lions, mane,
special? • say the phoneme /n/.
monkey, neck, nine, nose,
Elephants have a trunk. What makes bears special?
Across Subjects – • write the letter n. Giraffes have a long neck. This is the number nine. Parrots
parrots, seals, small, snout,
Science • identify animals’ abilities. don’t have a nose. Elephants live on the land, but they
special, swim, swimmers,
can swim. Lions can swim too, but they are not very good
tail, teeth, trunk
swimmers.

Some insects have six legs. Some insects have wings

ant, antennae, bee, and they have antennae, too. Adam has six legs and two
What makes insects butterfly, buzzing, antennae. Cleo has a lot of legs. Bee, Wasp and Ladybug
• identify the charactaristics of insects.
special? • follow and understand a story.
caterpillar, fly, garden, have six legs and they have wings. They can fly! We can’t
Across Subjects – head, honey, insects, fly like you, so high. I can run and I can walk. I can eat and
• identify and label insect body parts.
Science ladybug, legs, run, special, I can talk…but I can’t fly. Cleo says nothing. What makes
talk, walk, wasp, wings bees special? Bees are insects. They have six legs, two
antennae, a head and two wings.

I can see with my eyes. I can smell with my nose. What can
• identify the five senses. ears, eyes, feel, fingers, you do with your eyes, Cricket? I can see. I can taste with
What are my senses?
• say the phonemes /i/ and /m/. hear, insects, mane, my mouth. Point to the mouth. Lions have a mane. Point
Across Subjects – • write the letters i and m. monkey, mouth, nose, see, to the mane. There are things we can smell, like perfumes
Science • understand what the five senses are. smell, taste, tongue and flowers. What can you do with perfumes and flowers?
Smell.

20a

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 Cognitive Skills: Students will
2

U n it
use information they already

Unit
hear
hea
know about human and animal
bodies to acquire new related
information. They will talk about

U n it
snout
sno

events in sequenced order. They 1/2/15 11:46 AM

will also classify objects and identify

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similarities and differences.

Unit
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neck
nec

Phonemic Awareness and phonics:

tail
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Beginning sounds /a/, /n/, /f/, /i/

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and /m/.

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see
se
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23 © Richmond Publishing, S.A. de C.V., 2015

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© Richmond Publishing, S.A. de C.V., 2015

Values
Watch the video clip of the
Values Series and go to the
Remember, the poster is on the Teacher’s Resource CD Using Videos in the Classroom
You can also find a projectable version of the flashcards Students can: section for general ideas on how
on the same component. to use the video clip in class. You
can find the activities to work
with the video clip on the link
[Link]/crickets
Refer to the
Methodology, Cognitive Skills and
Classroom Management sections
when preparing your lesson. TRCD

Extra Resources

TRCD Fast Finishers Home Connection

Story
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Use the Fast Finishers pages, Print out and distribute the Home
In Unit 2, students will read and included on the Teacher’s Connection pages for this Unit.
nit
U

2 Adam Ant
and Cleo Cat
Pre-readin

Adea m Ant and erpillar Extra Activit g

2 Cle y1
eading Color the
Pr -r
it

o animals
Un

that walk

enjoy the story Adam Ant and

Circle the blue.

Resource CD, for students who Tell students to give them to their
animal that
Ca

flies.
Cut and paste. Say.
ter
p
illar

Cleo Caterpillar (pages 29 and finish activities before the rest parents so that they have a clear
30). You will find a cycle of reading of the class. This gives them the idea of the objectives of this Unit
activities for this story in Cricket opportunity to continue learning as well as the instructions to carry
Tales (pages 9 to 12) and extra and helps you have better out the Practice Book activities.
[Link] 9
nine 9

1/7/15 12:15 PM
© Richmon
d Publishin
g, S.A. de
C.V., 2015
Photoco
piable
reading activities on the Teacher’s control of the group.
Resource CD.

Unit 2 20b

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 Listen and point. Circle the neck.

Unit
20 twenty Unit 2 What are the parts of my body?

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 Engage TRCD Next distribute crayons. Point to the mouth.
Objectives Ask Is this the neck? Encourage students to
Students can identify and name the parts of Project the poster (see Materials). Present answer No. Ask What is it? Help students
their body. the words tooth, teeth, fingers and elbow. answer The mouth. Then, point to the neck.
Do the activity Repeat!, on page xxii of the Ask Is this the neck? Encourage students to
Vocabulary Vocabulary Presentation and Review section. answer Yes. Say Circle the neck. Have them
Key: arm, elbow, fingers, knees, legs, Use the stick puppets (see Materials). circle the corresponding picture. Encourage
mouth, neck, teeth, tooth them to say This is the neck, as they circle the
Extended: boys, girls, teacher Listen and point. picture. Monitor and provide help as needed.
15 Finally, have students close their books.
Circle the neck.
Language
Distribute Student’s Books opened on page
Key: What are these?
20. Call students’ attention to the picture. Closing Activity
The teeth. What is this? An arm.
Ask Who can you see in the picture? Have Distribute mirrors (see Materials). Do the
Extended: Who can you see in the picture?
students answer Boys and girls. A teacher. activity Faces, on page xxviii of the Games
Where are they? Boys and girls. A teacher.
Then, ask What are they doing? Help students section. Review the following vocabulary
What are they doing? Is this the neck?
realize they are learning the body parts. Say words: arm, mouth, legs, knees, neck, tooth,
Yes. / No.
What are the body parts? Let’s listen. Next, teeth, fingers and elbow.
play Track 15. Have students point to the
Materials pictures as they are mentioned. Make sure
poster (on the Teacher’s Resource CD), stick everybody points to the correct picture. Extension Activity
puppets, Class CD, mirrors (1 per student), Distribute sheets of paper and finger paint
finger paint, sheets of paper, Parts of the (see Materials). Encourage students to paint a
Body Labels for the Practice Book (on the Track 15 picture of themselves. Encourage them to use
Teacher’s Resource CD) Teacher: Let’s see if you remember the different colors for their arms, mouth, legs,
parts of the body. What is this? knees, neck and elbow. Keep student’s work
Preparation Children: A tooth. in their portfolio.
Print out the Parts of the Body Labels for the Teacher: What are these?
Practice Book (1 per student). Children: The teeth.
Teacher: What is this? TRCD

Children: An arm. Explore

Teacher: What are these? Have students complete page 20 of the
Warm Up Children: The legs. Practice Book. Distribute the Parts of the
Review vocabulary related to body parts. Do Teacher: What is this? Body Labels for the Practice Book. Help
the activity Simon Says, on page xxiii of the Children: The neck. students read the words. Have them
Vocabulary Presentation and Review section. Teacher: What are these? cut out the labels and paste them in the
Review the following vocabulary words: arm, Children: The knees. corresponding space. Ask them to point to
fingers, legs, mouth, knees and neck. Teacher: What is this? and name the body parts.
Children: An elbow.
Teacher: Finally, what are these?
Children: The fingers!
Teacher: Excellent. You have a very good
memory!

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 16
Objectives Listen and point. Closing Activity
Students can identify and name body parts. Distribute Student’s Books opened on page Sing Head, Shoulders, Knees and Toes (see
Students can say what they can do with their 21. Call students’ attention to the pictures. lyrics below). Do the activity Act Out the
body. Ask Who can you see? Have students answer Song, on page xxvi of the Songs and Chants
It’s Cricket and Crissy. Encourage students Activities section.
Vocabulary to point to the characters’ legs, arms, knees
Key: arms, eat, hug, jump, legs, mouth, and arms. Then, say Look, they can do many
things with their body. Let’s listen. Play Track Head, Shoulders, Knees and Toes
neck, run
16 and have students point to the people as Head, shoulders, knees and toes,
Extended: head, shoulders, knees and toes
they are mentioned. Knees and toes. (x2)
And eyes, and ears, and mouth,
Language And nose.
Key: What are these? These are my arms. Track 16 Head, shoulders, knees and toes,
Can you hug with your arms? Cricket: What are these? Knees and toes.
Yes, I can. / No, I can’t. Crissy: These are my legs.
Extended: Who can you see? It’s Cricket Cricket: Can you jump with your legs?
and Crissy. Sing the song again and do the activity A
Crissy: Yes, I can. Cappella, also on page xxvi.
Cricket: What are these?
Materials Crissy: These are my arms.
Class CD, ball Cricket: Can you hug with your arms? Extension Activity
Crissy: Yes, I can. Do the activity Ball!, on page xxviii of the
Cricket: What is this? Games section. Ask, for example, Can you
Crissy: This is my mouth. jump with your legs? Can you hug with your
Warm Up Cricket: Can you eat with your mouth? mouth? Have students answer Yes, I can or
Crissy: Yes, I can. No, I can’t. Use the ball (see Materials). Take
Do the activity Commando, on page xx of the opportunity to talk to students about the
Cricket: Can you run with your arms?
the Warm-Up and Closing Activities section. different abilities that we all have.
Crissy: No, I can’t. That’s not possible!
Review run, walk, jump and eat; present hug.
Next, play the track again. Stop it after
Explain each question. Have students point to the Explain
corresponding picture and encourage them
Do the activity All Together, on page xxiv, to answer. Finally, have students close their Have students complete page 21 of the
of the Language Presentation and Review books. Practice Book. Help them read the sentences
section to present the following language: I and match them to the corresponding
can / can’t run / walk / jump / eat / hug. To pictures.
convey meaning, shake your head when you
say I can’t…

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 Listen and point.

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 Listen and repeat. Write and match.

Aa Nn
neck elbows arms

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 Explain TRCD point to the letters. Then, ask them to write
Objectives the capital and the small letter, first in the air
Students can say the phonemes /a/ and /n/. Do the activity Sound Match-Up, on page and then in their books. Do the same with
Students can write the letters a and n. xix of the Phonemic Awareness and Phonics the letter a. Now, hold up the Student’s Book
section to practice the beginning sounds page so that students can see it clearly. Point
Vocabulary /a/ as in arms and /n/ as in neck. Use the to the word neck and read it out loud with
Key: arms, elbows, neck Alphabet Card (see Preparation). students. Have them point to each letter, from
Extended: hug, jump, one, two left to right, as they sound it out. Next, have
Listen and repeat. students draw a line to match the word to the
17 corresponding letter. Do the same with the
Language Write and match.
Key: I have two arms. I can hug with my word arms. Now read the word elbow. Help
Distribute Student’s Books opened on page students realize that the letter e is not on the
arms.
22. Have students point to the pictures page, so they should not match the word to
Extended: This is the letter “n.” It makes
of the neck, elbows and arms. Encourage either the letter n or the letter a. Monitor and
the sound /n/. Point to the letter “n.” Say /n/.
students to call out the words emphasizing provide help as needed. Check. Finally, have
the beginning sounds. Then, call students’ students close their books.
Materials attention to the letters n and a.
Class CD, small ball, flashcards Unit 2 (elbow, Point to the letter n and say. Say This is the TRCD
neck), Arms Card (on the Teacher’s Resource letter “n.” It makes the sound /n/. Point to Closing Activity
CD), 2 clothespins, page 1a of phonemic the letter “n.” Say /n/. Have students point Do the activity Star, on page xix of the
awareness and phonics (on the Teacher’s to both the capital and the small letters. Phonemic Awareness and Phonics section.
Resource CD) Encourage them to say the corresponding Review the beginning sounds /e/, /a/ and
sound. Help them realize that both the capital /n/. Then, distribute the page of phonemic
Preparation and the small letter sound the same. Do the awareness and phonics (see Preparation).
Print out the Arms Card. Print out the page same with the letter a. Then, say Let’s listen to Help students do the activities suggested.
of phonemic awareness and phonics (1 per the words. Play Track 17. Have students listen
student). Write the letters a and n on the and point to the corresponding pictures.
clothespins (one letter per clothespin).
Extension Activity
Sing Head, Shoulders, Knees and Toes (see
Track 17 page T21) and do the activity Dance!, also on
TRCD I have one neck. I can’t eat with my neck. page xxvi of the Songs and Chants Activities
Warm Up /n/ /n/ /n/. Neck. section.
Display the Arms Card and the flashcards I have two elbows. I can’t jump with my
depicting elbow and neck (see Materials elbows.
and Preparation) on the board. Point to the /e/ /e/ /e/. Elbows.
pictures, call out the words and have students Narrator: I have two arms. I can hug with Explain
repeat. Then, do the activity Two Sounds, on my arms. Have students complete page 22 of the
page xix, of the Phonemic Awareness and /a/ /a/ /a/. Arms. Practice Book. Have students identify the
Phonics section. pictures. Then, help them connect the
Play the track again and have students repeat, letters and read the words. Finally, have
as they point to the pictures. Then distribute students say the words aloud.
crayons. Say the sound /n/ and have students

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 TRCD
Elaborate Closing Activity
TRCD

Objectives
Students can count from 1 to 10. Review numbers 1 to 10. Do the activity Distribute the Numbers Extra Practice Page
Number Bag, on page xxii of the Vocabulary (see Preparation). Call out each number and
Vocabulary Presentation and Review section. Use the have students repeat. Then, help them trace
Key: numbers 1 to 10 Number Cards and the bag (see Materials the numbers.
Extended: count, fingers and Preparation).
Extension Activity
Language Write and count. Read. Distribute sheets of construction paper,
Key: How many fingers are there in the markers, tissue paper and glue (see
Distribute Student’s Books opened on page
picture? Let’s count. How many fingers do we Materials). Have students trace their hands on
23. Hold up the Student’s Book page so that
have? Let’s count. I have 10 fingers to count. the sheet of construction paper. Trace your
students can see it clearly. Ask What can you
Extended: What can you see? Fingers. hands on the board. Point to the first finger
see? and have students answer Fingers. Then,
and say One. Draw one dot inside the finger.
encourage them to identify the numbers.
Materials Now, point to the second finger and say Two
Next, say How many fingers are there in the
Number Cards (1 to 10, on the Teacher’s and draw two dots inside the finger. Continue
picture? Let’s count. Encourage students
Resource CD), bag, Numbers Extra Practice in the same way with the remaining fingers.
to point to each finger as they count from
page for the Student’s Book (1 to 10, on Instruct them to count their fingers and glue
1 to 10. Have students count the fingers
the Teacher’s Resource CD), sheets of the corresponding number of tissue paper
and answer There are ten. Now distribute
construction paper, markers, tissue paper, balls onto each, as you did on the board.
colored pencils. Say Point to the number one.
glue Keep students’ work in their portfolio.
Write over number 1. Do the same with the
remaining numbers. Next, say How many
Preparation fingers do we have? Let’s count. Count from
Print out the Number Cards (1 per student). 1 to 10 using your fingers. Have students do Evaluate
Print out the Numbers Extra Practice page (1 the same. Hold up the Student’s Book page
per student). again. Say Let’s read. Point to the sentence. Have students complete page 23 of the
Encourage students to read it with you. Point Practice Book. Have students identify the
to the word I as you read it aloud. Have numbers. Have them count how many
students repeat as they point to the word. Do necks, legs and fingers the boy on the
Warm Up the same with have and 10. Then, point to right has. Encourage students to write
Review vocabulary related to body parts. Do the picture and prompt students to call out the corresponding number in the space
the activity Simon Says, on page xxiii of the fingers. Then, point to the phrase to count, provided, next to the corresponding
Vocabulary Presentation and Review section. as you read it aloud. Have students repeat as picture.
Review the following vocabulary words: arm, they point to the words. Help students read
fingers, legs, mouth, knees and neck. the complete sentence I have 10 fingers to
count. Encourage them to point to the words
and picture from left to right. Finally, have
students close their books.

T23 Unit 2 What makes me special? Across Subjects - Math

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 Write and count. Read.

I have 10 to count.
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 Listen and point. Color the trunk.

24 twenty-four Unit 2 What makes animals special?

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 Engage students answer The mane. Now point to the
Objectives trunk. Ask Is this the trunk? Have students
Students can identify characteristics of Present mane, trunk, tail and snout. Review answer Yes. Ask What color is the trunk? Have
animals. neck and teeth. Do the activity Hold Up the students answer Gray. Tell them to color
Mini-flashcards, on page xxx of the Flashcards the trunk gray. Monitor and provide help as
Vocabulary and Mini-flashcards Activities section. Use the needed. Finally, have students close their
Key: animals, bears, elephants, giraffe, lions, flashcards and mini-flashcards (see Materials). books.
mane, monkey, neck, parrots, seals, snout,
special, tail, teeth, trunk Listen and point.
Extended: big, long, small 18 Closing Activity
Color the trunk. Do the activity Complete the Sentences,
Distribute Student’s Books opened on page on page xxi of the Warm-Up and Closing
Language
24. Call students’ attention to the pictures Activities section. Have students complete
Key: Elephants have tails and trunks. Seals
and say Look, it’s Cricket. He’s with some sentences about the characteristic of animals,
and bears have snouts. Parrots are small and
animals. What animals can you see? Elicit like Today we learned that lions have manes.
they have no teeth.
answers. Then, say What makes these animals Today we learned that elephants have trunks,
Extended: Look, it’s Cricket. He’s with some
special? Let’s listen. Hold up the Student’s etc.
animals. What animals can you see? What
Book page so that students can see it clearly.
makes these animals special?
Play Track 18. Point to the pictures as they are
mentioned and have students do the same in Extension Activity
Materials their books. Do the activity Follow Me!, on page xxi of
Animals Cards (on the Teacher’s Resource the Warm-Up and Closing Activities section.
CD), Class CD, flashcards and mini-flashcards Encourage students to compare the human
Unit 2 (mane, trunk, tail, neck, snout, teeth), Track 18
body parts with animal body parts. Ask, for
bag Cricket: Animals are very special.
example, Do elephants have hands? Can they
Elephants have tails and trunks. Seals
wrap their hands around their shoulders? Can
Preparation and bears have snouts. Lions have manes
monkeys shake their arms?, etc.
Print out the Animals Cards. and big teeth. Parrots are small and they
have no teeth. Giraffes have long necks.
Monkeys have long tails.
TRCD Explore
Warm Up Play the track again. Have students use body Have students complete page 24 of the
Present giraffe, bear, seal and lion. Review language to convey the meaning of big, Practice Book. Help them read and write
monkey, parrot and elephant. Do the activity small and long. Demonstrate the activity. the words. Next, say Elephants have…
Picture Bag, on page xxii of the Vocabulary Next, distribute colored pencils. Hold up Encourage students to say trunks. Ask them
Presentation and Review section. Use the the Student’s Book page again. Point to the to match the word to the corresponding
Animals Cards and the bag (see Materials and lion’s mane. Ask Is this the trunk? Encourage picture. Do the same with the remaining
Preparation). students to answer No. Ask What is it? Have words and pictures.

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 19 20
Objectives Listen and point. Closing Activity
Students can identify characteristics of animals. Distribute Student’s Books opened on Play Track 20, What Makes Elephants Special?.
page 25. Ask Who can you see? Encourage Do the activity Sing Along, on page xxvi of the
Vocabulary students to answer Cricket and Cal. Say Look, Songs and Chants Activities section.
Key: bears, big, elephants, giraffe, lions, they are talking about the animals. What
mane, neck, small, special, tall, trunk animals can you see? Elicit answers. Then,
Extended: animals, monkey, neck, parrot, ask What makes these animals special? Let’s Track 20
seal, snout, tail, teeth listen. Play Track 19. Have students point to What Makes Elephants Special?
the pictures as they are mentioned. What makes elephants special?
Language What are elephants like?
Key: What makes elephants special, Cricket? Are they big? Are they small?
Elephants are big. Elephants have a trunk. Track 19 Are they short? Are they tall?
What makes bears special? Cal: What makes elephants special, What are elephants like?
Extended: Look, they are talking about the Cricket? What makes giraffes special?
animals. What animals can you see? Are they Cricket: Elephants are big. Elephants have What are giraffes like?
big? Are they small? Are they short? Are a trunk. Are they big? Are they small?
they tall? What are elephants like? Cal: What makes giraffes special? Are they short? Are they tall?
Cricket: Giraffes are tall. What are giraffes like?
Materials Cal: What makes lions special? What makes lions special?
Animals Cards (see page T24), Class CD, Cricket: Lions have a mane. What are lions like?
flashcards and mini-flashcards Unit 2 (mane, Cal: What makes bears special? Are they big? Are they small?
trunk, tail, neck, snout, teeth), stuffed animal Cricket: Bears are big. Bears have a snout. Are they short? Are they tall?
What are lions like?
Play the track again. Have students use
TRCD
body language to convey the meaning of
Warm Up big, small, tall and short when they hear the
20
Extension Activity
Review vocabulary. Do the activity Flash!, corresponding words. Next, call students’
on page xx of the Warm-Up and Closing attention to Cricket and Cal’s conversation. Play Track 20 again. Do the activity Dance!,
Activities section. Use the Animal Cards and Help them read the question and answer. on page xxvi of the Songs and Chants
the flashcards (see Materials). Encourage them to point to each word, from Activities section. Have students act out big,
left to right. Then, do the activity Puppets, on small, tall and short as they listen.
Explain page xxiv of the Language Presentation and
Review section. Use the stuffed animal (see
Present short and tall. Review big and small. Materials) to ask students What makes giraffes Explain
Call out the corresponding words and use special? What makes lions special? What
body language to make the concepts clear. makes bears special? Play Track 19 again, if Have students complete page 25 of
Then, have students march with you in the necessary. Finally, have students close their the Practice Book. Help them read and
classroom. Say short, tall, big and small and books. write the words. Next, say Giraffes are…
have students mime the word as they march. Encourage students to say tall. Ask them
to match the word to the corresponding
picture. Do the same with the remaining
words and pictures.

T25 Unit 2 What makes me special? What makes animals special?

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 Listen and point.

Giraffes are tall.

What makes
giraffes special?

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 Listen and repeat. Match and say.

nine

neck nose

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