April

Unit 8
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Level 2
Unit 8 Our Neighborhood
Welcome
Due to Easter Holidays, this time the Play-Learn English Program focuses on the Pockets program, as well as the
Play-Learn Activity Book, the Gym Exercises, and K-TICS Workshops.

This is a unit intended to take children to look around their neighborhood and to learn about the
people who work in it and about different occupations. Ask parents to organize a visit to some
of these community places in their own neighborhood to connect children with the content and
concepts learned through this unit. To approach parents to their children’s learning process,
enquiry them about their professions and jobs and invite them to come to school to give children
a talk about their occupation. Schedule these talks and enjoy such a community mood.

Through Pockets, children will talk about places, vehicles, and people’s different occupations
and jobs, in a neighborhood. They will learn about the importance of keeping places clean, and
will make a “Street” project. Children will also listen to a story about helping each other and
showing good manners.
In Math, students will count, recognize, and write numbers up to eighteen. In pre-reading and
pre-writing area, children will identify and practice items that begin with the sounds /l/, /m/, /s/,
and /f/, and recognize the letter /m/.

At the Gym, children will further practice balance and develop strategies for and increase own
strength while pulling and pushing equipment items to a rhythmic environment with the help of
a joyful song (Play-Learn Level 1 CD Track 10).

In the Play-Learn Activity Book, you will find fun and rich activities to practice and reinforce
concepts learned in this Unit. Children will review and learn new vocabulary words and concepts
related to “Our Neighborhood”. Also, they will practice some action words connected to people
in the community and different occupations. Using the Show & Tell Poster, “Our Neighborhood”,
students will review colors, shapes, counting, action words, and further practice this Unit’s
vocabulary. The unit’s memory game will allow students to practice matching people in the
community to their corresponding occupation.

Learn and share at Kindergym in an expanded-community way!

Keep in mind:
• Prepare your “Circle of Friends Time” by using the Play & learn CDs, which reinforce the
vocabulary, action words, values and manners at the routine.
• Plan according to the Teacher’s Guides (TCM, Pockets, Math, and Play-Learn in Kindergym)
and give your class your personal teaching style.
• Take advantage of the extra suggested activities and games contained in the TCM’s
Teacher’s Guide. For these Literature lessons, you might gather some other storybooks
from the English Library which are related to this Unit’s topic.
• Use the “Tips and K-TICS” presented in this Teacher’s Guide for a dynamic impulse.
• Plan and practice the workshops throughout the month: Gym Exercises (Use the Play-learn
CDs), Play-Learn Activity Book, K-TICS, and Center Activities.

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Program Scope and Sequence
Week Program Content
1 Pockets Warm Up
Teacher’s page 86 Name buildings, vehicles, and
people who work in a neighborhood
Pockets Presentation
Teacher´s page 87 Name places and vehicles in the
neighborhood
Name colors: gold, silver.
Pockets Practice -Talk about going places in
Teacher´s page 88 the neighborhood
Identify morning, afternoon, and
night
Pockets Practice
Teacher’s page 89 Recognize, count, and write numbers
to eighteen. Identify shapes heart
and star
Math Practice sorting materials by
attributes
2 Pockets Practice
Teacher’s page 90 Identify, write, and practice saying
words that begin with “m”

Pockets Practice
Teacher´s page 91 Identify patterns. Practice saying
words that begin with “m”
Review shapes: circle, square,
rectangle, oval, heart, and star
Math Practice building a larger pattern
Literature Day 1
TCM My community “I Can be Anything”
Teacher’s page 41 Identify people who help the
community, and name their jobs

3 Pockets Application
Teacher’s page 92 Name places, vehicles, and
occupations in the neighborhood

Pockets Tell-a-Story: “The Toy Hospital”

Teacher’s page 93 Practice reading a story with
assistance
Talk about polite language: Please,
Thank you, You are Welcome

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Pockets Values
Teacher’s page 95 Learn a value and use TPR and
language to express it:
“Keep Places Clean”
Math Practice creating a pattern by shape or
color
Literature Day 2
TCM My community “I Can be Anything Graph”
Teacher’s page 52 Identify “Occupation” as another
word for “Job”
Learn how to collect data from a
graph
4 Pockets Project
Teacher’s page 96 Follow directions to make an art
project: “Our Street”
Review places in the neighborhood
Pockets Assessment
Teacher’s page 97 Assess the concepts and language
learned in this unit
Math Recognize common attributes in
objects as a key component to
sorting and classifying
Literature Day 3
TCM My community “What Comes Next?”
Teacher’s page 55 Create a pattern with pictures

Due to this month’s calendar, besides Pockets, these Math activities can be presented in class,
according to your schedule. See the activities’ plans on this guide.

Math Practice sorting materials by attributes

Math Practice building a growing pattern

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Workshops Scope and Sequence

Workshop Content
Center Activities Movement Center: Match Them Up
Building Center: Group Them
Art Center: Veggie Prints
Dramatic Play Center: Hide-and-Seek
Gym Exercises Topic: Push and Pull
Play-Learn Level 1 CD Track 10
Play and Learn Activity Book Show and Tell Poster “Our Neighborhood”
Game: “Neighborhood Memo”
Vocabulary Words, Play-Learn Level 2 CD, Track 35
Lotto, Play-Learn Level 2 CD, Track 35
Action Words, Play-Learn Level 2 CD, Track 36
Auditory Awareness, Play-Learn Level 2 CD,
Track 37
*Hockey Pockey Song, Play-Learn Level 2 CD
Track 9

One of the greatest gifts we pass on to children is

language. The first language, learned in the home, is
extremely important and forms the foundation for all later
language development. Parents, family members and early
childhood professionals are the most significant influences
on the development and maintenance of the first language
(Clarke and Milne 1996).

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Week 1 Schedule
Day 1 Day2 Day 3 Day 4 Day 5
Circle of Circle of Circle of Circle of Circle of
Friends Friends Friends Friends Friends
Pockets Math Pockets Pockets Pockets
Play and Learn Workshop Workshop Play and Workshop
Workbook Gym K-TICS Learn Gym
Vocabulary Workbook
presentation Action
cards game

Circle of Friends
Remember to:
• Organize your students in a circle altogether at the cozy corner. Sing a song to gather your
group’s attention. Play-Learn “Circle” chant is a great option (Play-Learn CD Level 3, Track
13). Lyrics:
Circle time, circle time,
make a circle not a line.
Circle time, circle time,
my hand in yours,
your hand in mine.
• At this Circle of Friends time, you will need the Play-Learn Vocabulary and Action flashcards
for daily repetition.
• Greetings and songs: Choose a song to greet and gather your group in a circle.
• Announcement: Invite children to share some news or to make an announcement
to the entire group. To enrich the literacy ambience, write one or two of the
announcements, on the board.
• Weather: Describe today’s climate. Use the Kindergym flashcards to set it up on
the poster.
• Setting the date: Use the calendar and number cards to set up the date.
• Vocabulary time: Use the Play-Learn Cards (Level 3, Unit 7), to go over the sentences
and promote learning.
• Action words: Use the Play-Learn cards (Level 3, Unit 7), to go over the action
words and promote learning.
• Peaceful techniques and values: Choose a value for this week. Give children an
example and invite them to practice it. Keep the large flashcards on a visible place,
and hand out the student’s version flashcard to those students who perform a
certain value or manner throughout the day.
• Manners: Choose a manner for this week. Give children an example inviting children
to practice it. Keep the large Play-Learn flashcard on a visible place, and hand out
the student’s version flashcard to those students who perform a certain value or
manner throughout the day.
• Routine of the day: Use the Kindergym daily routine cards to set up the daily school
activities with your students. Having a routine that children follow helps them feel
that they have control over their environment and helps them anticipate events.
Standing up, pretend to dribble a basketball. Count up to a
given number as you dribble, and then shoot the ball in the
hoop as you say number again For example: number 7
“1, 2, 3…7” (throw the ball in the hoop).
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Pockets
DAY WEEK 1
1 Warm up
Teacher’s page 86
2 Presentation
Teacher’s page 87
3 Practice
Teacher’s page 88
4 Practice
Teacher’s page 90

Language
Review prepositions next to,
behind, in front of
Use the simple present and
present progressive tenses
Talk about going to places in the
neighborhood
Identify morning, afternoon and
night
Communication
Name buildings, vehicles,
and people who work in a
neighborhood
Name gold and silver
(colors)

Pre-reading and Prewriting

Math Identify and write letter /m/
Count, recognize and write Identify items that
numbers to eighteen begin with /m/
Say words that begin
with /m/

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Workshop

Play-Learn Level 2 Unit 8 Action Cards Game

Vocabulary Presentation Action Cards

Vocabulary Cards

drive climb carry 107

hospital ambulance fire fighter 103

8
throw ride a bike build

Unit
8

fire truck engineer tow truck

Unit

How to play:
1. Ask children to stand up and make a line in
front of you.
(Play-Learn Level 2 CD Track 35) 2. Display the Action Cards flashcards where
• Practice “Our Neighborhood” vocabulary everyone can see them.
words: hospital, ambulance, fire fighter fire 3. Tell children that you will play the “Look
truck, engineer, tow truck, post office, mail and Do” game.
carrier, restaurant, waitress, police station, 4. Tell children that they should do the action
and patrol car. when you point to a card or when you
• Show children the first six vocabulary name it.
words. 5. Give children a chance to practice and
• Show and name each word. begin by saying something like, “Wiggle
• Ask children to name and repeat each your body”.
word at least twice. 6. Make sure everybody wiggles.
• Repeat vocabulary words again, making a 7. Say another action such as, “Run in place”.
pause. Check again.
• Give children time to say the word and 8. Now, start “Our Neighborhood” Action
then, say it again. Cards Game.
• To make the vocabulary presentation 9. Point to an Action Card and name it.
more relevant, use the words in complete 10. Continue the game changing the
sentences: -“This is a hospital. This is an instructions: sometimes you point to the
ambulance. He is a fire fighter.” Action Cards and some others you just
• Using the same six vocabulary words, name them.
encourage children to repeat the complete 11. Children can take the teacher’s role for
sentences. practice.
• Put the words in a visible place and go over
them for the last time.
• Put the flashcards away once the activity
is over.
• NOTE: Make sure to go over all the
vocabulary words throughout the month
and practice them in complete sentences.

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Math
“Button Sort”
Goal: Sort materials by attributes

Group warm up
Materials
Rainbow Parachute
Variety of soft rubber balls
Activity
1. Lay the parachute on the ground and have
the children sit cross-legged in a circle,
around the edge of the chute.
2. Have each child grab one of the handles
around the edge with both hands.
3. Place a large ball on the parachute and have
the children roll the ball around the edge of
the chute.
4. Each child will, in turn, lower his or her edge
of the chute to direct the ball toward them
and allow it to pass by raising the edge to
direct the ball to the child next to her/him.
5. When all the children synchronize their
action, this creates a wave going round the
edge, pushing the ball round in front of it in
a smooth, steady circle.
6. Allow children to experiment using balls in
different sizes and weights. Discuss how
size and weight make the speed of the ball
be different.

Whole Group Activity (set children in pairs or threesome)

Key Vocabulary
Same (alike)
Different
Sort

Materials
Buttons - different sizes, styles and colors (at
least three of each type)
Activity
1. Put all the buttons on the table and have
children look at them.
2. Ask children to group two buttons that are
the same.
3. Assist children, as needed, describe how
each pair of buttons is the same; for
example, the buttons are the same color or
same size.
4. Repeat the activity but, this time, ask
children to make groups that have two
different buttons.
5. Assist children, as needed, describe how
these buttons are different from other.
6. Encourage children to continue sorting the
buttons identifying other attributes.
*To challenge the activity a little more, graph
results.

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Week 2 Schedule
Day 1 Day2 Day 3 Day 4 Day 5
Circle of Circle of Circle of Circle of Circle of
Friends Friends Friends Friends Friends
Literature Pockets Math Pockets Play-Learn
Show & Tell
Poster, Game
Workshop Workshop Workshop Workshop Workshop
Play &Learn Gym K-TICS Play-Learn Gym
Lotto Auditory
Awareness/
Game

Circle of Friends
Enrich this Circle of Friends recalling the Play-Learn Flashcards: vocabulary and action words.
Implement a fun game to do so.

• Greetings and songs

• Announcements
• Weather
• Setting the date
• Vocabulary time
• Values and manners Ants Go Marching. Most kids know this children’s song.
• Action words Play the song and let the kids march around the room at
• Routine of the day different speeds...Slow-motion march, fast march, etc.
• Warm up

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Pockets
DAY WEEK 2
1 Practice
Teacher’s
page 91
2 Application Teacher’s
page 92
3 Tell-a-Story
“The Toy Hospital”
Teacher’s
page 93
4 Values “Keep Places
Clean”
Teacher’s page 95
Project, “Our Street”
Teacher´s page 96
5 Assessment
Teacher’s page 97
Strategies and Skills
Make an art project Pre-reading and
“Our Street”, and talk Prewriting
about it Practice saying words
that begin with /m/
Practice reading a story
with assistance

Values
Math Learn a value
identify patterns Use TPR and language
to express a value,
Review shapes “Keep Places Clean”
- heart and star

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Workshop
Lotto Auditory Awareness Game
Lotto Auditory Awareness
Listening and identifying sounds

110
112

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Unit

Unit
Play-Learn Level 2 CD, Track 37
Play-Learn Level 2 CD, Track 35
• Give children their auditory game card.
Play Lotto game as the Mexican traditional • Children look at the pictures in box 1 (an
“Lotería”. ice cream truck, the bell of a fire truck, the
Help children keep their Lotto card on the bell of a garbage truck) and circle (or place
correct side, by using Pritt tack to attach the a counter) on the one they hear.
card to the table; or use Froot Loops or animal • Children look at the pictures in box
crackers instead of counters in order to keep 2 (a helicopter, an ambulance siren, a
their attention on this side of the card; children motorcycle) and circle (or place a counter)
get to eat the Froot Loops or animal crackers on the one they hear.
as they complete their Lotto card. • Children look at the pictures in box 3 (a
bicycle bell, a tow truck, a police siren) and
1. Children choose a Lotto card. circle (or place a counter) on the one they
2. You may choose a boy or a girl to call the hear.
words out or play the Play-Learn Level 2
CD, to listen to the words.
3. Place plastic counters or small blocks on
the table.
4. Ask children to listen to each word and find
it in their card.
5. If a word appears in their card, children
place a counter or block on top of the
matching picture. Invite children to call out
the matching word.
6. The winner is the child who covers his
Lotto card first and shouts “Lotería!”
7. Continue the game until everyone has
completed their Lotto card.
8. You may want to play again switching
Lotto cards.

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Unit’s Game “Neighborhood Memo”
Play and Learn Game

113

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Unit
Our Neighborhood

Previous set up:

The game finishes when all the cards are
• Ask children to find their memory game on matched.
page 113.
• Look at the pictures and review the words. *If time allows, organize children in different
• Ask children to cut their cards. Stay near to pairs, and play again.
assist them.
• Explain how to play Memory Game. After the game:
Send the “Neighborhood Memo” game home
and invite parents to play with their children.
How to play: After, keep the game in its box for further use.
1. Explain children that this game is about
matching the people in the neighborhood
to an occupation. Give an example using
complete sentences.
a) The police officer drives a police car.
b) The engineer wears a helmet to do his work.
c) The ambulance takes people to the hospital.
d) The firefighter works at the fire station.
e) The pilot flies a helicopter.

2. Organize children in pairs.

3. Children use one set of cards.
4. Ask children to lay the cards out on a grid
face down.
5. Children take turns flipping pairs of cards.
6. At each turn, children will first turn one
card and, then a second one.
7. If the occupation and the person match,
the player scores one point grabbing the
two cards.
8. If they don´t match, students turned them
back over in the same place.

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Workshop
Lotto Auditory Awareness Game
Lotto Auditory Awareness
Listening and identifying sounds

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8

Unit
Unit

Play-Learn Level 2 CD Track 35 Play-Learn Level 2 CD, Track 37

Play Lotto game as the Mexican traditional • Give children an auditory game card.
“Lotería”. • Children look at the pictures in box 1 (an
Help children keep their Lotto card on the ice cream truck, the bell of a fire truck, the
correct side, by using Pritt tack to attach the bell of a garbage truck) and circle (or place
card to the table; or use Froot Loops or animal a counter) on the one they hear.
crackers instead of counters in order to keep • Children look at the pictures in box 2
their attention on this side of the card; children (a helicopter, an ambulance siren, a
get to eat the Froot Loops or animal crackers motorcycle) and circle (or place a counter)
as they complete their Lotto card. on the one they hear.
• Children look at the pictures in box 3 (a
1. Children choose a Lotto card. bicycle bell, a tow truck, a police siren) and
2. You may choose a boy or a girl to call the circle (or place a counter) on the one they
words out or play the Play-Learn Level 2 hear.
CD, to listen to the words.
3. Place plastic counters or small blocks on
the table.
4. Ask children to listen to each word and find
it in their card.
5. If a word is in their card, children place a
counter or block on top of the matching
picture. Invite children to call out the
matching word.
6. The winner is the child who covers his
Lotto card first and shouts “Lotería!”
7. Continue the game until everyone has
completed their Lotto card.
8. You may want to play again using a
different Lotto card.

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Math
Goal: Identify a growing pattern by counting blocks which decrease in number

Group Warm up links among patterns, number, and algebra.

Engage your students in rhythmic and musical 4. Children can mix letters and numbers
patterns to upgrade practice, coordinating the
Activity movements.

1. Introduce a deliberate AABAAB pattern

such as “clap, clap, slap; clap, clap slap”.
2. Students will enjoy making new motions Key Vocabulary
to the rhythm of the pattern. Clap, clap, Repeat
stop can be transformed into “jump, jump, Pattern
fall down; jump, jump, fall down”, to be Growing pattern
symbolized as an AAB-AAB pattern.
3. Encourage your students to use numbers to
describe patterns: “two of something, then
one of something else”, as the first clear

Whole Group Activity (set children in pairs or threesome)

“Shrinking Towers”
Materials
Building blocks (same size, and shape)
Activity
1. Ask children to line up six blocks end-to-end.
2. Then, children place 5 blocks end-to-end at the very top of them, then 4 on top of those.
3. Then, ask children, “How many blocks should come next?”
4. Complete the construction until there is only 1 block at the top.
5. Repeat the activity, using different block arrangements.

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Workshops
Center Activities
• Centers promote independence, social skills, creativity, interests, and more, as children are given opportunities
to explore a variety of activities they enjoy. Providing centers is also a useful way to review main math
concept children are discovering.

Movement Center Building Center Art Center Dramatic Play

Match Them Up Group Them Veggie Prints Center
Hide-and-Seek

Materials: children´s Materials: Attribute Materials: Materials:

shoes blocks or other Small pieces of 5 small bowls and
Activity: manipulatives. vegetables (such small paper bags,
Divide a small group Activity: as carrots, broccoli, various classroom
of children into Have children potato); 1 color of objects.
groups according sort the shapes paint, container or Activity:
to a shoe color, eye or materials into tin plate, drawing / In each bowl or
or hair color, or any groups. Discuss painting paper. plate, place one
other category that what they are Activity: item, such as one
makes sense. doing by answering Pour some paint block, one crayon,
Give children questions such into a container one paper clip,
a specific time as: “How are they or tin plate. Have one pencil, or
limit. Have them alike? Are all the children choose one one book. “Hide”
identify why they materials the same vegetable to dip an assortment
are grouped that color / shape / into the paint and of blocks, clips,
way. Provide size, etcetera?” then make prints crayons, books, and
prompt questions Have children draw with it, on paper. pencils in different
if necessary: “Do pictures of their places in the room
many of you have groupings to share for children to find.
brown eyes?” Play with others. Provide each child
the game a couple with a paper bag.
of more times Have children search
assisting children to for one of each of
compare the sets the hidden items
arranged. and place items in
their bags. Have
children continue
their search until
they have the
correct set number
of items. When
children finish their
search, have them
place each item in
its container.

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Gym ExercisesRemember to practice this lesson throughout the month, according
to your schedule, when you visit the Gym with your students.
Warm up
Parade Horses
This is a fun one. Parade horses lift their feet will show it
way up high, right? We can do the same thing If you´re happy and you know it pull your ear,
as we walk slowly lifting our knees way up, shirt, knees.
or we can go faster so that we, like horses,
gallop.   We can also jump and skip around a (faster)
circle. It is fun if you invite children to make If you´re happy and you know it pull your ear,
sounds, like real horeses do while they walk, shirt, knees…. (Etc.)
trot and gallop. (And faster)
If you´re happy and you know it push your
Song: If You’re Happy and You Know it (Play-Learn nose, tummy, toes… (Etc.)
Level 1 CD Track 10)
Exploring the Tracks:  Push & Pull
Organize some activities using the equipment
Listen to the song first to set the rhythm. setups to work with and emphasize the
“Push & Pull” concepts.  Use some props and
If you´re happy and you know it, pull your ear. highlight some equipment pieces where the
If you´re happy and you know it, pull your ear. concept can be practiced. Remember to have
If you´re happy and you know it then your some structured activities as well as some free
smile will show it. play.   Repeat the words “push & pull” while
If you´re happy and you know it, pull your ear. exploring the equipment.
If you´re happy and you know it, push your Non-Competitive Game: Partner get-up!
nose, Have each child find a partner.   Children sit
If you´re happy and you know it, push your back to back with their partners linking their
nose. arms, bending their knees so both feet are
If you´re happy and you know it then your flat on the ground.   Ask children to push as
smile will show it. hard as they can against their partners’ back
If you´re happy and you know it, push your and try to stand up the two together, at the
nose…. same time. They count out loud so that they
can stand at the same time.  The teacher and
If you’re happy and you know it, pull your assistant may need to help them until they do
shirt, it by themselves.
(etc).
If you’re happy and you know it, push your
tummy… Cool down: Stretch up and down
If you’re happy and you know it pull your Stand up and raise your arms way up high,
knees… stand on your toes, stay still. Then, come back
If you’re happy and you know it push your down slowly until you touch the ground and
toes…. bend your knees.  Repeat.

(Let´s do it again, with all three, ready?)

If you´re happy and you know it pull your ear,
shirt, knees.
If you´re happy and you know it push your
nose, tummy, toes.
If you´re happy and you know it your smile
Goodbye Song and Hip, Hip Hooray!
It’s time to (say goodbye 3x)
And wave bye, bye.
Hip, Hip Hooray, it’s a Kindergym day!

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Activity Book Unit 8
* Keep in mind that:
• Play-Learn materials are a great support for teaching also throughout the components of the Daily
Routine. Use the flashcards and posters as visual aids and remember to put them away after its
use.
• Play-Learn at Home: Extend children’s learning process at home by sending “Our Neighborhood
Lotto game”, the Show and Tell Poster with the vocabulary or action cards, and the unit’s memory
game. Plan and send these materials home asking parents to bring them back on a certain date, with
clear instructions on how to play.

Values and Manners

Directions

Preschool children are developing the basis

of their social competences, so an important
premise to keep in mind is that hurtful or
offensive behaviors are understandable
mistakes. School is the adequate environment
where children and teachers learn from these
unintentional misbehaviors, seeing these as
opportunities to foster and develop positive
attitudes.
Make these values and manners materials
accessible for children to help them practice
and learn the importance of developing
positive, social attitudes using peaceful
techniques.
Go over these values and manners every
day at Circle of Friends Time, and be aware
of conflicts arising throughout the day; by
emphasizing the learning value that occurs
during these challenging moments.
These cards are a visual guide to help children
understand the instructions they need to
follow to complete certain activity. Make sure
to use your set of directions cards and place
them on the cork or white board as visual aids
and concrete support for children to follow
instructions and directions.
You may place a set on each table in the order
children should follow. Make sure children
understand these directions. Students can take
the role of the teacher, and also give directions
for the activities throughout the day. Give
children all their directions cards and, after
listening to the instructions for the activity, let
them find the correct directions, placing them
on their table.

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Colors and Shapes Cards

Colors

11

Use these cards as flashcards to help children

identify colors and shapes. Colors are
related to many preschool experiences; take
advantage of these cards to reinforce their
learning process.
Talk about the intensity and hues of colors:
light and dark.
You can play fun games such as:
• Memory
• “Teacher asks…” for a certain color
material or toy.
• Say them aloud and repeat the names.
• Play “Hide and Seek”.

K-TICS Workshop
• Organized in small groups, the special time for the use of K-TICS is intended
to reinforce some of the contents children are learning in this unit.
• Remember to download the suggested K-TICS from this Teacher’s Guide,
to enrich this workshop with other suitable apps for KII students and for this
Unit’s main topics.
• Remember to take advantage of the K-TICS as a constant support for the
English Program.

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Our Neighborhood
Story Time
I am Julián. I live in a beautiful neighborhood in
Mexico City, and this Friday I feel great! I can ride
my bike with my friends Carlo and Diego. From
the path in the park, I can see my aunt Ximena and
her friend Eugenia having lunch. They ordered
from the menu a hamburger and fries; quesadillas
and salad, and a mocha café. Mmmhhh, it looks
delicious! My father is an engineer working at the
construction field. At his job, he draws and plans
how the new store has to be built. He wears a
yellow helmet and brown working shoes. Usually,
a crane is next to where he is, lifting a metal bar.
Above the construction, I can see a helicopter
flying high, and in front of the police station,
Police Officer Karen passes by in her blue and
white patrol car. She waves hello to Ramón, the
waiter who is at the restaurant. Behind the patrol
car, you can find the police station. Police officers
come to do their daily shift Next to the police
station, you can see the fire fighters washing the
fire truck. They start their turn at 4 o’clock. My
cousin Sebastian is a fire fighter and he works on
putting fires out, help people in the community if
they have to call the fire station.
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Wow! The red motorcycle from the pizza delivery
man sounds loud! I wish I could ride with him
sometime!
A few moments ago, the ambulance siren rang.
I could see a doctor helping. The ambulance is
rushing a person to the hospital to get help.
I like to live in this neighborhood and meet the
people who work at their places and perform
important occupations.
Math
In this poster, children can find many shapes when
looking at the buildings such as triangles, squares,
rectangles, and circles. Some of these shapes are
3-dimensional, so children can practice identifying
and naming them, too. Regarding sizes, children,
in this poster, can identify and compare sizes
- big and little. The poster also shows patterns
and different chances to count like counting the
yellow lines on the street, the poles at the park
and outside the restaurant; the street lamps,
the people, windows, doors, etc. Children can
practice making sets and groups of people from
the different places in the neighborhood.
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Vocabulary / Connected Content
Talk to children about the people who work in
their neighborhood, and the places they visit and
go to. Use the vocabulary words to help children
talk about their own experiences. Children can
identify and point to all the vocabulary words.
Using the simple present and simple progressive
tense, help children describe the occupations
and actions that people in the neighborhood are
doing. Reinforce this activity using the action
cards. Use this topic to ask children to share what
occupation or work they would like to do.

Children under six years of age are still in the stages of

acquiring their first language. However, by three years of
age, they have achieved much of the development of spoken
language. Many children at this age are already fluent in their
home language, which provides a sound basis for learning
English as a second language.

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