bilingual reader level b

8/2/2019 Bilingual Reader Level B

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NEW YORK TORONTO LONDON AUCKLAND SYDNEY

MEXICO CITY NEW DELHI HONG KONG BUENOS AIRES

For GuidedReading Leve

B

by Liza Charlesworth

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


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Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part othis publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any meanelectronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regard

ing permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Cover design by Maria Lilja and Lillian KohliInterior design by Grafica and Ka-Yeon Kim

Cover and interior illustrations by Anne KennedySpanish translation by Jorge Dominguez

ISBN-10: 0-439-02424-2ISBN-13: 978-0-439-02424-2

Copyright 2007 by Liza CharlesworthPublished 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



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C ontents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Quick Tips for Using

My First Bilingual Little Readers . . . . . . . . . . . . 5

Easy Ideas for Extending Learning . . . . . . . . . 7

Animals, Animals

Growing UpA crecer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

I Wish I Were a Bird

Quisiera ser un pjaro . . . . . . . . . . . . . . . . . . . 17

Tiny Things

Cosas pequeitas. . . . . . . . . . . . . . . . . . . . . . . 19

Farm Twins

Los gemelos de la granja . . . . . . . . . . . . . . . . 21

What Jumps?

Qu salta? . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Food, Fabulous Food

Gingerbread Boy

El mueco de jengibre. . . . . . . . . . . . . . . . . . . 25

My Meatball

Mi albndiga . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Animal Crackers

Galletitas de animales . . . . . . . . . . . . . . . . . . . 29

Ice Cream Scoops

Bolas de helado . . . . . . . . . . . . . . . . . . . . . . . . 31

What Grows on Trees?

Qu crece en los rboles? . . . . . . . . . . . . . . 33

Me and My World

Clean Up, Clean Up!

A recoger, a recoger! . . . . . . . . . . . . . . . . . . . 35

What Flies?

Qu vuela? . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Great Hair

Hermosos cabellos . . . . . . . . . . . . . . . . . . . . . . 39

Come Over

Ven a verme . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Halloween . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

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 autobs . . . . . . . . . . . . . . . . . . 49

Draw a Cat

Dibuja un gato . . . . . . . . . . . . . . . . . . . . . . . . . 51

Bigger

Ms grande . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Made You Laugh!

What Do Monsters Eat?

Qu comen los monstruos? . . . . . . . . . . . . . . 55

In My Pocket

En mi bolsillo . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Cloud Pictures

Nubes con formas . . . . . . . . . . . . . . . . . . . . . . 59

I Like Socks

Me gustan las medias . . . . . . . . . . . . . . . . . . . 61

Meet My Baby BrotherTe presento a mi hermanito. . . . . . . . . . . . . . . 63

My First Bilingual Little Readers



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4

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

English and Spanish to correlate with Guided Reading Level B. That means theyre the

perfect tools to supportand motivateemergent 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

= patterned text structure

= natural syntactic structures

= repeated and recognizable high-frequency words

= consistent print placement

= simple, familiar, engaging story lines

Although its 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

= 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

I ntroduction

W



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With this essential skills set in place, children are empowered to ascend the reading ladder

with increased agility, gradually mastering more difficult titles over timeuntil the skys the

limit! No, fluency doesnt happen instantly, but with systematic exposure to the right books,

it does happen. And thats pretty magical. The My First Bilingual Little Readers series is here tohelp by providing a big boost to young learners during those all-important early years.

Quick Tips for UsingMy First Bilingual Little Readers

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Because My First Bilingual Little Readers are reproducible, theyre 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.

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

Remove the mini-book pages along the perforated lines.

Make a double-sided copy on 8 1/2- by 11-inch paper.

Cut the page in half along the solid line.

Place page 2 behind the title page.

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 books spine.

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.

1

23

4

Page 4

Page 1

Page 3

Page 5 Page 2

Page 7 Title Page

Title PageTitle Page

Page 7 Title Page

How to Make the Little Readers



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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 miningon context clues, when they get stuck. Whenever possible, try to

provide prompts and encouragement without interrupting the

flow of childrens 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 words 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 childs progress. To analyze a students 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 closeattention to where their individual challenges lie and what strategies

might require reinforcement. Armed with a deep understanding of

every students strengths and weakness, you will be able to customiz

effective teaching plans to meet their diverse needs.

6

Connections to theLanguage Arts

Standards

The activities in this book aredesigned 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 K12

curriculum standards.

= Understands that print

conveys meaning

= Understands how print is

organized and read (e.g.,

identifies front and backcovers, 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 mental images from

pictures and print

= Uses basic elements of

phonetic analysis to decode

unknown words

= Understands level-appropriate

sight words and vocabulary

= Uses self-correction strategies

= Reads aloud familiar stories

with fluency and expression

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



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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 chooseto 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 pjaro(Dramatic Play)

Heres an instant way to shake out the sillies: Read the

little book aloud slowly, encouraging students to use theirimagination 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 pequeitas(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?

Easy Ideas for Extending Learning.

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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.



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8

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. Dont be afraid to get super-silly!

What Jumps? Qu 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 mueco 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 boysjust like those inthe little book!

My Meatball Mi albndiga(Sight-Word Game)

Heres 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.



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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 mathskills 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? Qu crece en los rboles?

(Fruit and Vegetable Sort)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.



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10

What Flies? Qu 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 evenan extinct pterosaur. Then, demonstrate how to use a

search engine to locate a child-friendly site to learn more

about oneor moreof 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 themalong with the sentence stripsto a bulletin

board titled Great Hair.

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

Copy the story onto chart paper. Then, fine-tune fluencyby inviting groups of students to take turns reading each

line round-robin style. If you like, innovate the text by

adding some original 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 a literacy-boosting read-aloud thats sure to capture

kids imaginations.



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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 asilly 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 autobs(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.)



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12

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-catjust like the one

in the book!

Bigger Ms 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 themfrom smallest to biggest or biggest to smallest. Can children

think of other sequencing ideas, such as ABC order?

What Do Monsters Eat? Qu 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.



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Cloud Pictures Nubes con formas(Flannel-Board Cloud Shapes)

Reinforce kids powers of observationand 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 thissentence 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.

Meet My Baby Brother

Te presento a mi 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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14



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3

4

Growing

Up

Iw

illg

row

tob

eavery

bigman!

A

puppygro

wsinto

adog.

Alam

bgro

w

sintoasheep.

A

Elcorderitocrecehastallegar

aseruncordero.

Elcachorritocrecehastallegar

aserunperro.

Yocrecerha

stallegaraser

My First Bilingual Little Readers Level B

2007 by Liza Charlesworth, Scholastic Teaching Resources


16/64

1

6 5

2Akitten

gro

wsintoacat.

Acu

bgrowsin

toa

bear.

A

pigletgro

wsinto

ap

ig.

Atadpo

legrows

intoafrog.

Elositocrecehastallegar

aserunoso.

Elre

nacuajocrecehastallegar

ase

runarana.

Elgatitocrecehastallegar

aserungat

o.

Elcerditocrecehasta

llegar

aseruncerdo.




17/64

3

4

IW

ishIWere

aBird

Iw

ishIwerea

cat.

Icouldfly

allaro

und.

Icouldliveinanest.

Podravivire

nunnido.

Q

i i

t

Po

dravolarportodas

partes.




18/64

1

6 5

2IwishIw

ereabird

.

Icoul

dhatchfromanegg

.

Yu

ck!

Icoul

dea

taw

orm.

Podracomer

unalombriz.

Podranacerdeunhuevo.

Quisieraser

unpjaro.

Uf!




19/64

3

4

TinyThin

gs

There

isagian

t.Itisme!

Th

ereis

atiny

gra

sshopper.

Thereis

atin

yladybug.

Hayunama

riquitapequeita.

H

i t

S

!

Ha

yungrillopequeito.




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1

6

Lookinthe

garden.Whatd

oyou

see?There

isa

tiny

fly.

Th

ereis

atiny

ant.

There

isa

tiny

bee.

Hayunaabejapequeita.

Hay

unamoscapeque

ita.

Miraenelja

rdn.

Quves?

Ha

yunahormigapequeita.




21/64

3

4

FarmT

w

ins

Twinlam

bssay,B

aah,

baah!

Twinsisterssay,

Hel

lo,

hello!

Tw

induckssay,Q

uac

k,quack!

Loscorderitosgemelosdicen:

Bee,bee!

Lashermanas

gemelasdicen:

Lo

spatosgemelosdicen:

Cuac,cuac!

L

l d

l

j




22/64

1

6 5

2Twin

cowss

ay,M

oo,m

oo!

Twin

pigssay,

Oink,oin

k!

Tw

inhorses

say,N

eig

h,neigh!

Twinch

ickssay

,Peep,

peep

!

Lospollitosgemelosdicen:

Po,po!

Loscerdosgemelosdice

n:

Ruf,ruf!

Lasvacasgemelasdicen:

Muu,muu!

Lo

scaballosgemelosdicen:

Nee,nee!




23/64

3

4

g

p

W

hatJum

ps?

Ara

bbitjum

ps.

Wow!

Ijump.

Wow

!

A

kangaro

ojumps.

W

ow!

Elconejosa

lta.

Huy!

Yosalto.

Elcangurosalta.

Huy!




24/64

1

6 5

2A

gra

sshopp

erjumps.

Wow!

Afrog

jumps.

Wow

!

A

jack-in-the-box

jumps

.

W

ow!

Ado

lphin

jumps.

Wow

!

Eldelfnsalta.

Huy!

Laranasalta.

Huy

!

Elgrillosalta

.

Huy!

Elmuecosalta.

Huy!




25/64

3

4

Gingerbrea

dBoyThen,

Iputo

noneno

se.

Hey

!Come

back

here

!

Th

en,Ip

uton

onem

ou

th.

Despus,le

pongounanariz.

O

! V !

De

spus,lepongouna

boca.




26/64

1

6 5

2Letsm

ake

a

gingerbrea

dboy.

First,

Iput

on

twoeyes.

Th

en,Ip

utontw

oears.

Then,

Iput

onfour

but

tons.

Despus,lepo

ngocuatrobotones.

Prim

ero,lepongolosdo

sojos.

Vamosaha

cerunmuecodejengibre.

De

spus,lepongodosorejas.




27/64

3

4

MyMeatb

all

Oh,no!

Itrolled

pastmy

book.

Oh,no

!

Goo

d-b

ye,

mea

tba

ll.

Oh

,no!

Itrolledpastmyblo

cks.

Oh,no!

Pasporalladodemilibro.

Oh,no!

O

h,no!

Pa

sporalladodemiscubos.




28/64

1

6 5

2Oh,no!

Mym

eatb

allrolled

offm

yplate.

Oh,

no!

Itrolledpast

mycar.

Oh

,no!

Itrolledpastmycat.

Oh,no

!

Itro

lledpastm

yteddy

bear.

Oh,no!

Pasporalladodemiosito.

Oh,no!

Pas

poralladodemic

arro.

Oh,no!

Mialbndigarodfueradelpla

to.

O

h,no!

Pa

sporalladodemigato.




29/64

3

4

A

nimalCrackers

Look

atm

ybear.

Crunc

h,crunch

,crunch,

crunch,

crunc

h!

Loo

k,Ihaveno

anima

lsnow

!

Lo

okatm

yape.

Miramioso.

Crach,crach,crach,crach,crach!

Miramimono.

Qu

rico!




30/64

1

6 5

2Wanttolo

ok

atmyanim

als?

Look

atmy

deer.

Lo

okatm

ycow.

Loo

ka

tmysna

ke.

Miramiserpiente.

Mira

mivenado.

Quieresvermisanimales?

Miramivaca.




31/64

3

4

Ic

eCreamScoops

Thisconeha

sthreescoopsofice

cream

.

MayIha

ve

more,plea

se?

Thiscone

hasnoscoopso

ficecream.

May

Ihavemo

re,

please

?

Th

isconeha

sfo

urscoo

psofice

cream

.

M

ayIhavem

ore,

plea

se?

Estebarquillotienetresbolasde

helado.Me

sirvesms,porfavo

r?

Estebarquillonotienebolasdehe

lado.

Estebarquillotienecuatrobolasde

he

lado.Mesirvesm

s,porfavor?




32/64

1

6 5

2

This

cone

has

twoscoops

oficecream.

May

Ihavemore,

please

?

Thisconeha

sonescoopofice

cream.

MayIha

ve

more,plea

se?

Thiscone

hasf

ivescoopso

ficecrea

m.

May

Ihavemo

re,

please

?

O

h,no!

Estebarquillot

ienecincobolasde

helado.Mesirvesms,porfavor?

Este

barquillotienedosb

olasde

hela

do.Mesirvesms,

porfavor?

Estebarquillotieneunabolade

helado.Mesirvesms,porfavor?

O

h,no!




33/64

3

4

Wh

atGrow

sonTrees?

Q u

c r e c e

Dopeaches

growontrees?

Yes!

Docupca

kesgrowon

trees?

No

!But

ifthey

did

,itwoul

dbegrea

t.D

opears

gro

wontrees?

Yes!

Crecenlos

melocotonesenlos

rboles?S!

Crecenlasm

agdalenasenlosrboles?

N ! P i

i f

t t i

C

recenlasperasenlosrboles?

S!




34/64

1

6 5

2

Doc

herr

iesgrowon

trees?

Yes!

Doapples

g

rowontrees?

Yes!

Doorangesgrowon

trees?

Yes

!

Dobanana

sgro

wontr

ees?

Ye

s!

Crecenlasnaranjasenlosrbole

s?

S!

Cre

cenlascerezasenlosrboles?

S!

Crecenlas

manzanasenlosrboles?

S!

C

recenlospltanose

nlosrboles?

S!




35/64

3

4

CleanUp,

Cle

anUp!C

lean

up,cleanup!

Iputmyclothesinthe

dra

wer.

Wel

ldone,w

elldone

!

my

da

dsa

id.

Cl

eanup,clean

up!

Iputmyshoesinthe

closet.

Arecoger,arecoger!

Pongomiro

paenelcajn.

Bienhecho,bienhecho!

A

recoger,arecoger!

Po

ngomiszapatosen

elarmario.




36/64

1

6 5

2

Clea

nup,

cleanup

!

Iputmy

boo

kson

theshe

lf.

Clean

up,cleanup!

Iputmycrayonsinthe

box.

Cleanup,

cleanup

!

Iput

my

trash

inthecan.

Cl

eanup,clean

up!

Iputmybear

onthe

be

d.

Arecoger,arecoger!

Pongomibasuraenelcesto.

Are

coger,arecoger!

Pongomislibrosenelestante.

Arecoger,arecoger!

Pongomisc

reyonesenlacaja.

A

recoger,arecoger!

Po

ngomiositoenlacama.




37/64

3

4

WhatFlies?

Abirdflies

wayuphigh!

but

only

inmy

dreams!

A

kiteflies

wayuphigh!

Elpjarovu

elamuyalto!

l n i !

La

cometavuelamuy

alto!




38/64

1

6 5

2

Abee

flieswayup

high!

Whatfliesinthe

sky?

Ap

lane

fliesw

ayup

hig

h!

Iflyw

ayuphigh

Elavinvuela

muyalto!

Laabejavuelamuyalto

!

Quvuela

enelcielo?

Yo

vuelomuyalto...




39/64

3

4

GreatHair

Sheha

sdarkhair.

Everyone

hasg

rea

thair!

Heha

slighthair.

Ellatieneel

cabellooscuro.

T d t i h b l l !

ltieneelcabelloclaro.




40/64

1

6 5

2

Heh

asshort

ha

ir.

Sheha

slonghair.

Shehascurlyh

air

.

Heha

sstraighthair.

Ellatieneelca

bellorizado.

ltie

neelcabellocorto.

Ellatieneel

cabellolargo.

ltieneelcabellolacio.




41/64

3

4

ComeOver

Com

eoverand

seem

ylam

p.

Comeoverand

seemy

do

llhouse!

Come

overand

seem

y

tub.

Venaverm

ilmpara.

Venavermic

asademuecas!

Ve

navermibaera.




42/64

1

6 5

2

Com

eoverandseemyta

ble

.

Com

eoverand

seem

ychair.

Comeoverand

seemycouc

h.

Come

overand

seem

y

dresser.

Venavermisof.

Ven

avermimesa.

Venaverm

isilla.

Ve

navermicmoda.




43/64

3

4

Hallowe

en

Hereis

am

onster.

No,

itisjustus!

Happy

Ha

lloween!

Hereis

aprincess.

Aquestelmonstruo.

No,somossolonosotros!

F l i F i t d

H l l

!

Aq

uestlaprincesa.




44/64

1

6 5

2

Here

isanastronaut.

Hereis

adra

gon.

Here

isaro

bot.

Hereis

atig

er.

Aquestelro

bot.

Aqu

estelastronauta.

Aquesteldragn.

Aq

uesteltigre.




45/64

3

4

P

artySha

pes

Hereis

aga

me.

Itisarectan

gle.

POP!

Itwasanoval.

Hereis

apresent.

Itisasquare.

Aquhayun

juego.

Esunrectn

gulo.

POP!

Aq

uhayunregalo.

Es

uncuadrado.




46/64

1

6 5

2

Here

isa

hat.

Itisa

triang

le.

Com

etom

y

party

and

seethe

shapes.

Here

isa

birthdayca

ke.

Itisacirc

le.

Hereis

aballo

on.

Itisanoval.

Aquhayunp

asteldecumpleao

s.

Esuncrculo.

Aqu

hayunsombrero.

Esuntringulo.

Venamifiestaaverlasfiguras.

Aq

uhayunglobo.

Es

unvalo.




47/64

3

4

The

MissingM

onsterThe

monster

isbesidethe

box.

Themons

terisun

der

the

box.

Th

emonsteris

overthe

box.

Elmonstruo

estalladodelacaja.

Elmonstruoestdebajodelacaja

El

monstruoestpore

ncima

de

lacaja.




48/64

1

6 5

2

Themons

ter

ison

the

box

.

Them

onster

isinthe

box.

Where

didthe

mons

tergo

?

Oh!

Adndesefu

eelmonstruo?

Elmonstruoestsobrela

caja.

Elmonstruo

estenlacaja.

O

h!




49/64

3

4

The

Wheelson

theBusThe

wheels

onthe

van

goro

undan

dround.

Thew

heelson

theve

hiclesgoround

androun

d,

allt

hroug

hmyroom

!

Th

ewheels

onthem

oto

rcycle

go

roundandro

und.

Lasruedasd

elacamioneta

danvueltas

yvueltas.

Lasruedasde

losvehculosdanvu

eltas

l t

t d i h b i t i !

La

sruedasdelamotocicleta

da

nvueltasyvueltas.




50/64

1

6 5

2

Thew

heelson

thecar

goroun

dandroun

d.

Thewheels

onthe

bus

goro

undan

dround.

Thew

heelson

the

truc

k

goroun

dandroun

d.

Th

ewheels

onthefire

engine

go

roundandro

und.

Lasruedasdelcamin

danvueltasyvueltas.

Lasruedasdelauto

dan

vueltasyvueltas.

Lasruedasd

elautobs

danvueltas

yvueltas.

La

sruedasdelcamin

debomberos

da

nvueltasyvueltas.




51/64

3

4

g

g

Draw

aC

at

Idra

w2

squares.

Justlikethat!

Idrewaca

t.

Just

like

tha

t!

Now,

you

try!

Idraw

3triangles.

Ju

stlikethat!

Dibujo2cua

drados.

As!

Dibujungato

.

As!

A h o r a

h a z l o t !

Dibujo3tringulos.

As!




52/64

1

6 5

2

Idra

w2circ

les.

Just

like

tha

t!

Wantto

see

medra

wacat?

Idraw

2dots.

Just

like

tha

t!

Idraw

6lines.

Ju

stlikethat!

Dibujo2punto

s.

As!

Dibu

jo2crculos.

As!

Quieresvermedibujarungato?

Dibujo6lneas.

A

s!




53/64

3

4

g

gg

g

Bigger

Thegorillais

biggerthanthe

dog

.

But

guessw

hat?

The

bigelep

ha

nti

sa

fra

ido

fthe

little

mouse!

Th

ebearis

big

gerthan

thegorilla

.

Elgorilaesm

sgrandequeelp

erro.

Perosabesq

u?

Elelefantegrandeletienemiedo

l t

!

Elosoesmsgrandeq

ueelgorila.




54/64

1

6 5

2

The

dog

isbigger

thantheca

t.

Thecatis

bi

ggerthanthem

ouse.

Therh

ino

isbig

ger

than

the

bear.

Th

eelephantis

big

ger

thantherhino

.Elrinoceronteesmsgrandeque

eloso.

Elpe

rroesmsgrandeq

ueelgato.

Elgatoesm

sgrandequeelra

tn.

El

elefanteesmsgrandeque

elrinoceronte.




55/64

3

4

Wha

tDoMonstersEat?

Q u

c o m

e n

Som

em

onsterseatb

ugs.

Whatdoyoul

ike

toea

t?

So

mem

onsters

eatrug

s.

Algunosmonstruoscomeninsec

tos.

A t i

t

t ?

Algunosmonstruoscom

enalfombras.




56/64

1

6 5

2

Som

emons

tersea

tca

kes.

Som

em

onsterseatsnakes.

Somemons

ters

eatrocks.

So

mem

onsters

eatso

cks.

Algunosmonstruoscomenrocas.

Algu

nosmonstruoscomenpasteles.

Algunosmonstruoscomenserpie

ntes.

Algunosmonstruoscom

enmedias.




57/64

3

4

g

y

InMyPoc

ket

Ihaveaspe

cialshell.

Ihaveaspecia

lhamster.

Hisname

isLenny!

Ihaveaspecialfeather

.

Tengounac

aracolaespecial.

Tengounhm

sterespecial.

S l l L

!

Tengounaplumaespe

cial.




58/64

1

6 5

2

Ihaveaspec

ialstone.

Doyouwan

ttoseewhatIha

ve

inm

ypocke

t?

Ihaveaspecia

llea

f.

Ihaveaspecialcoin.

Tengounahojaespecial.

Teng

ounapiedraespec

ial.

Quieresverloquetengo

enmibolsillo

?

Tengounamonedaes

pecial.




59/64

3

4

g

Look!

Thiscloudis

abat.

Loo

k!

Thiscloud

isme!

Lo

ok!

Th

iscloudis

aflo

wer.

C

loud

Pict

ures

Mira!

Estanubeesunmurcilago.

Mira!

E t b

!

M

ira!

Estanubeesunaflor.




60/64

1

6 5

2

Look

!

This

cloud

isa

hat.

Iliketolo

ok

upinthe

skyand

see

theshapeso

ftheclouds.

Loo

k!

Thiscloud

isa

tower.

Lo

ok!

Th

iscloudis

atree.

Mira!

Estanubeesu

natorre.

Mira

!

Esta

nubeesunsombrero.

Megustamiraralcieloyver

lasformasd

elasnubes.

M

ira!

Estanubeesunrbol.




61/64

3

4

g

g

ILikeSocks

Ilikesockswithlots

of

bells!

andso

doesmyca

t!

Ilike

sockswithlots

of

shells!

Megustanlasmedias

conmuchascampanas!

y a m i g a t o t a

m b i n !

M

egustanlasmedias

co

nmuchascaracola

s!




62/64

1

6 5

2

Ilike

socksw

ithlotso

fsta

rs!

Ilikesockswithlots

of

cars!

Ilikesockswit

hlotso

fdice!

Ilikeso

ckswithlots

of

mice

Megustanlasmedias

conmuchosd

ados!

Me

gustanlasmedias

con

muchasestrellas!

Megustanlasmedias

conmuchosautos!

Megustanlasmedias

co

nmuchosratones...




63/64

3

4

MeettMyBaby

Brother

T e p r e s e n

t o

Helikesto

p

layand

pla

y.

Its

just

too

bad

heisno

tsonea

t!

Helikesto

cryand

cry.

Legustajug

aryjugar.

Lastimaquen

oseamuy

d d !

Le

gustalloraryllorar.




64/64

1 2

Helikes

tocraw

landcraw

l.

Meetmybabybrother.

Hisnam

eis

Ray.

pandsleep.

Helikesto

eatand

eat.

irydormir.

Leg

ustagatearygatea

r.

Tepresento

amihermanito.

SellamaRay.

Le

gustacomerycom



bilingual reader level b

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