LittleRedHen Spanish First Day Magic Worlds

3-5 YEARS
LA GALLINA ROJA / THE LITTLE RED HEN
Content / Contenido
About the Magic Worlds Curriculum / Sobre el Currculo Magic Worlds Pg. 3
This Set Includes / Este paquete incluye Pg. 6
What You Can and Cant Do with This License / Lo que puede y no puede hacer
con esta licencia Pg. 6
How to Use the Songs / Cmo usar las canciones Pg. 9
How to Make the Most of the Lesson Plans in Your Particular Situation / Cmo
aprovechar al mximo las lecciones en su situacin personal Pg. 9
About Pretend Play / Sobre el juego teatral Pg. 11
Supplemental Products / Productos complementarios Pg. 12
Dual Language Strategies / Estrategias de doble lenguaje Pg. 12
Technology Brings Us Closer / La tecnologa nos acerca Pg. 15
Lessons / Lecciones:
Lesson One / Leccin Uno Pg. 16
Lesson Two / Leccin Dos Pg. 36
Lesson Three / Leccin Tres Pg. 55
Lesson Four / Leccin Cuatro Pg. 77
Lesson Five / Leccin Cinco Pg. 89
Lesson Six / Leccin Seis Pg. 100
Lesson Seven / Leccin Siete Pg. 116
Lesson Eight / Leccin Ocho Pg. 132
Lesson Nine / Leccin Nueve Pg. 146
Lesson Ten / Leccin Diez Pg. 156
Lesson Eleven / Leccin Once Pg. 170
Lesson Twelve / Leccin Doce Pg. 184
ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.
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3-5 YEARS
About the Magic Worlds Curriculum / Sobre el Currculo

Magic Worlds
Foreign language immersion camps can be to young children what study abroad is to
young adults; like Dorothy walking the colorful fields of Oz, an extraordinary feast for
the senses and the imagination. My dream is to pave the yellow brick road that leads
to a whole new world of possibilities for children.
- Ana Lomba
I remember the first time I was seized with a fervent desire to explore a new world.
I must have been about five years old, living in Madrid, Spain. My
siblings and I cuddled around my mom as she read us a mysterious
new book called Antoita la fantstica en el pas de la Fantasa
(Antoita the Dreamer in Fantasy Land).
The specific details are hazy, but I recall that Antoita found a frog in her garden that
led her to a place called Fantasy Land filled with characters of many traditional fairy
tales.
I still remember the excitement, the curiosity, the complete awe I felt listening to the
story. Would I ever find a frog like that? I wanted so badly to travel to Fantasy Land!
Almost a decade later, I felt the same electrical charge and urge to explore when I began
studying English in earnest. My school offered English starting from preschool, but I
had not been paying attention. My body may have been sitting in the classroom, but my
mind was constantly daydreaming.
That all changed in high school, with a new teacher and a new curriculum. Suddenly,
English was not all boring grammar. It was about being in a strange new country,
another Fantasy Land, and I LOVED it!
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3-5 YEARS
On the way home from school, my best friend and I would try to talk like Americans or
Brits. (Sorry, there was no Aussie English in my school!) We had so much fun trying to
pronounce all those w and guttural sounds that were so foreign to us!
I (heart) International / Mi corazn es internacional

These experiences set me on a path that opened up the whole world to me. I began to
think of myself as not just from Spain, but a citizen of the world.
When I was sixteen, I asked my parents to send me to England for a summer. Talk
about landing in Wonderland! The first morning, my host mom served a typical English
breakfast with tea, cereal, milk, toast, and jam.
I had never seen cereal in my life. Too embarrassed to ask what it was, I poured tea in
my bowl and then added cereal. Everyones mouth dropped. What are you doing? Not
knowing what to say, I sheepishly answered, Oh, this is how we eat cereal in Spain.
That was just the beginning of my culture shock. Every day I had new questions: Why
do these Brits use curtains instead of persianas? Dont they understand how wonderful
it is to sleep in complete darkness? Cucumbers on sandwiches? Yuck! Why cant they
just have plain bocadillos de jamn? And why the heck do they drive on the wrong side
of the road?
For a teenager longing for Wonderland, it was certainly an experience full of wonders!
During my college years, I continued studying English through private instruction and
tried to befriend foreign students quite a difficult task in the 80s, when Spain was still
isolated after the long Franco regime. (That is how I met my husband, by the way. He
was a student from New York University studying abroad in Madrid.)
Over the years, little by little, I have designed a career for myself that fits my
international passion, but I am cognizant that it all started a long time ago, with that
tingle down my spine while reading a fantasy book with my mom and my siblings.
The Spark / La chispa

These are my own personal stories, but they have everything to do with why I created
the Magic Worlds Curriculum.
I write curriculum because I want to transmit that spark. If your students feel the
spark, nothing will stop them from learning a new language. The drive to learn will
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come from within.

I deeply believe that the most important thing we as educators can do is to instill a love
of learning. If we only teach conjugations or colors or numbers, we are not doing our
job. We are cheating. Worse than that, we are killing the drive to learn.
Children want to explore. They want to discover new worlds but they need some tools to
help them along the way.
The Yellow Brick Road / El camino de ladrillos amarillos

When Dorothy traveled to Oz, everyone spoke her language. Fairy tale characters
typically speak a universal language, but that is not the case in our diverse and
multilingual world.
One of the biggest hurdles for real-life explorers is the language barrier.
However, with a little bit of imagination, a hurdle can be transformed into one of the
most fun and transformative experiences that an explorer will encounter in life.
How do you do that? By turning the hurdle into a shiny yellow brick road that looks
fun to follow. The Magic Worlds Curriculum provides the yellow bricks.
When I first began my own Spanish program for young children (called Sueos de
colores), I had several students who were too shy to speak. But I noticed that even shy
children were able to speak if they had a mask or a puppet. This is because in their
mind, someone else was doing the talking.
It hit me right there: The best way to teach young children is to use a theatrical type of
curriculum that integrates puppetry with fairy tales and pretend play.
Many more discoveries came during the years. Little by little, the bricks in the path
began to take beautiful contours. Today, I continue to enjoy working on the path, but
my favorite thing of all is watching children walk over it. It is worth every hour and
every year I spend designing it.
On that note, I hope that you enjoy The Little Red Hen. Its all about nurturing talents
and pursuing happiness.
April 2014
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3-5 YEARS
This Set Includes / Este paquete incluye

The Little Red Hen Curriculum Set includes:
The Lesson Plan Unit with 12 expandable lessons (this document) /
La Unidad de Lecciones con 12 lecciones expandibles (este documento)
The text of the story of The Little Red Hen in English and Spanish /
El texto del cuento de La gallina roja en ingls y espaol
48 illustrations for the story of The Little Red Hen /
48 ilustraciones para el cuento de La gallina roja
10 character ToonFlips in two sizes /
10 ToonFlips de los personajes en dos tamaos
2 decorative posters of the hen and her friends in two sizes /
2 carteles decorativos de la gallina y sus amigos en dos tamaos
What You Can and Cant Do with This License / Lo que puede y no
puede hacer con esta licencia
When you purchase this set, in reality you are buying a license to use this set. The
license allows you to:
You Can / Puede
And if? / Y si?
ENTIRE SET
And if you want to teach in more than 10

centers?
With this license, you can use the

set in up to 10 teaching centers
We dont limit the number of licenses you

can buy. If you want to keep adding centers,
then please purchase additional licenses
(that is, purchase the set again).
PAQUETE COMPLETO
Y si quiere ensear en ms de 10 centros?
Con esta licencia puede usar el

paquete en hasta 10 centros de
enseanza
No limitamos el nmero de licencias que

puede comprar. Si quiere aadir ms centros,
por favor compre ms licencias (esto es,
compre el paquete de nuevo).
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3-5 YEARS
TEXT OF THE STORY AND

ILLUSTRATIONS
And if you want your students to use the story

with their parents at home?
You can put together the text and

the illustrations and assemble
the story in whatever format you
want for classroom use only.
You can recommend the iPad app or

Kindle/Android app available through the iPad
App Store (iPad) or Amazon.com
(Kindle/Android). Students who dont have an
iPad, a Kindle or an Android device, can use
the stories with a computer via a subscription
at: http://www.analomba.com/spanish-for-kids/
For example, you can assemble

the illustrations and text as
PowerPoint presentations or print
them out as traditional books.
You can also use the illustrations
and the text of the story to create
games or activities for use in
class.
And you can use the illustrations and/or the text

of the story for games or activities you want the
students to do at home with their parents.
There are some home activities already
suggested in this Lesson Plan Unit, but you
can create your own too.
TEXTO DEL CUENTO E

ILUSTRACIONES
Y si quiere que sus estudiantes usen el cuento

en casa con sus padres?
Puede juntar el texto y las

ilustraciones y montar el cuento
en cualquier formato para uso
exclusivo en clase.
Puede recomendarles la aplicacin para el iPad

o para el Kindle/Android a la venta en la tienda
de aplicaciones del iPad o en Amazon.com
para el Kindle o dispositivos Android. Los
estudiantes que no tienen iPad, Kindle o
dispositivos Android pueden leer el cuento con
una computadora subscribindose a travs de:
http://www.analomba.com/spanish-for-kids/
Por ejemplo, puede juntar el

texto y las ilustraciones en una
presentacin de PowerPoint o
imprimirlos como un libro
tradicional.
Puede usar las ilustraciones y el
texto del cuento para crear
juegos o actividades para uso en
clase.
Puede tambin usar las ilustraciones y/o el

texto del cuento para crear los juegos o
actividades que quiere que sus estudiantes
hagan en casa con sus padres.
Esta Unidad de Lecciones contiene algunas
sugerencias al respecto, pero puede tambin
crear sus propias actividades.
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3-5 YEARS
TOONFLIPS
You can print out the ToonFlips
and assemble them for use in
class.
TOONFLIPS
Puede imprimir los ToonFlips y
montarlos para uso en la clase.
POSTERS
You can print out the posters for
use in class.
CARTELES
Puede imprimir los carteles para
usarlos en la clase.
And if you want your students to use

ToonFlips at home?
You can print out, assemble and give away
ToonFlips for home use. However, you are not
allowed to share the digital illustrations with the
parents. If the parents want to have the digital
images, they can purchase them at
www.analomba.com
Y si quiere que sus estudiantes usen

ToonFlips en casa?
Puede imprimirlos, montarlos y regalarlos para
uso en la casa. Sin embargo, no se permite
compartir las imgenes digitales con los
padres. Si los padres quieren las imgenes, las
pueden comprar en la pgina de
www.analomba.com
And if you want to recommend the posters to
your students families?
The parents can purchase the illustrations from
www.analomba.com and have them printed in
any of the two available poster sizes at their
favorite print shop.
Y si quiere recomendarles los carteles a las

familias de sus estudiantes?
Los padres pueden comprar las ilustraciones en
www.analomba.com e imprimirlas en uno de los
dos tamaos cartel disponibles en su servicio
de imprenta favorito.
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3-5 YEARS
How to Use the Songs / Cmo usar las canciones

The songs are not included in the set. Please see the list and purchasing
instructions below (feel free to replace these songs with others of your own choosing).
It is a good idea to record the songs on a CD or an iTunes list for classroom use only.
This is in order to facilitate your classroom instruction. However, you should always
have the original CDs or music purchases in order to do this.
Note: If the parents ask if they could make copies of the CD, please refer them instead to
the original sources. It is illegal to distribute copies of music.
To help you organize your CD or iTunes list, here is a list of the songs and rhymes that I
recommend for this unit.
Buenos das / Good Morning. How Are You? (Included in the audio CD Hop, Skip,
and Sing Spanish, available through Internet and local bookstores)
Vamos a hacer ejercicio / Lets Work Out (Hop, Skip, and Sing Spanish)
Vamos a recoger / Lets Put It Away (Included in the book and audio CD Play and
Learn Spanish, available through Internet and local bookstores)
Adis, amigo / Goodbye, Friend (Hop, Skip, and Sing Spanish)
How to Make the Most of the Lesson Plans in Your Particular Situation /
Cmo aprovechar al mximo las lecciones en su situacin personal
Each language immersion program is different. Some programs offer a few minutes of
instruction a day; others run for hours. Some programs rent their own space and operate
as academies; others dont have a space of their own and they service schools or
enrichment programs. Ages are mixed differently. The list of variables is endless.
It is quite hard to write lesson plans that are adaptable and substantial, but that is always
my objective.
Whatever your situation, here are a few things that I believe will make your program
more successful:
Aim for consistency. If you only have a few minutes a day, then create a
mini-version of the lessons and try to keep a routine, even if it is a routine of only
three or four activities. Having a routine is key when teaching young children!
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Expand from the core. If you have extra long sessions (lets say, a camp), expand
from the content that is already in the Lesson Plan Unit. For example, when you get to
the part when the sheep is going to the hairdresser, you could explore the topic of
health and personal hygiene and make comparisons between humans and sheep.
What is the purpose of hair? Why is it important to get haircuts/get sheared every now
and then? What would happen if we let our hair keep growing? There are many
opportunities to expand the plans with topics from the fields of science, math, music,
art, literacy, engineering, or any other.
Pay equal attention to the teaching component of the instruction.
A curriculum is one of the two components of instruction. Teaching is the other
component. You should pursue excellence in both areas.
Excellence in teaching comes with practice (of course), but even more importantly,
with keen observation.
If you are a teacher, observe your students. You will see that things work quite
differently with different groups. For some reason the same activity that Class A
loves, Class B may find quite boring, and so forth. By observing and
understanding your students, you will discover that sometimes a little tweak is
all you need to transform an activity from a complete failure into a complete
success. For example, instead of sitting, your students may need to stand; or
they may need to manipulate something while they listen. It can be as simple as
that, but you will only discover this if you try variations. So the lesson here is
that you should never read a curriculum as the one way of doing things.
If you are a business owner, observe your teachers. You will see great disparity
in how they use the same lesson plans. Try to identify the brightest spots from
the get-go and see if you can build from there. If you spot a wonderful
storyteller, can you break down the steps of her technique? And what about that
outgoing and fun teacher, what specifically is he doing to keep his students so
engaged? Do you have a techie teacher who could show everyone how to use
great tools? Could you videotape your brightest stars in action and start building
a training library? Give yourself time to PERFECT your SYSTEM. Only YOU can
look at your program and discover how to make it work best.
Little by little, create a teaching manual to complement the curriculum with
the best teaching practices that you have observed.
If you are building a business, please do yourself a favor and dont fall in
the trap of thinking like a teacher or a school administrator! A great book
to get you thinking is The E-Myth, http://www.amazon.com/The-E-Myth-RevisitedSmall-Businesses/dp/0887307280by, Michael E. Gerber (E is for entrepreneur,
not electronic).
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About Pretend Play / Sobre el juego teatral

Pretend or dramatic play is a particularly good way to learn languages so isnt it
fantastic that preschoolers LOVE it? You could well say that preschool IS the age of
pretend play. Some of your students will even come to class dressed up in costumes!
Pretend play may look simple, but it is actually a very sophisticated type of play in
which young children begin to detach themselves from the here and now characteristic
of the toddler years and start exploring important things such as symbolism (e.g. this is
a pretend farm, not a real farm), cultural influences on peoples behavior and roles (e.g.
what moms do, what doctors do in a particular culture), personality and emotions, etc.,
etc. And all of this takes place through the medium of their powerful imagination!
One important thing to know is that since young children have not yet developed a
high degree of symbolic thinking, they depend on props for their dramatic play (e.g.
costumes, toys that resemble the real thing, and other props).
The younger the children the more this is the case, but you can help them move beyond
props and into the world of the imaginary (and this is great to stimulate their creativity).
For example, you can first substitute a toy phone with a block and pretend that the
block is a phone. Then you can substitute the block with your hand by your ear. By
doing this you are helping your students move from the physical to the symbolic, which
will be very important for many aspects of learning (literacy, for example).
I encourage you to use lots of props and help your children transition towards the
symbolic. Certainly making props or purchasing them will take time and money, but
once you have them, you will be able to reuse them with your future groups. By the way,
some of these props can be created with the help of your students another great way
to stimulate their imagination!
Props are not only crutches for the imagination but they also help
children understand what you are saying in the foreign language.
For example, if you say that, La gallina prepar cereales con leche (The hen prepared
cereal with milk) and you are using an empty box of cereal and a bottle of milk, your
students will have a much easier time understanding the actions than if you just talk
and dont show anything. Frankly, if you dont show anything, chances are that they
wont have a clue what you are saying!
It is a good idea to use props even while you are reading the story that goes with the
unit, not just when you are acting or playing.
Two more suggestions:
I invite you to visit the many boards I created on Pinterest to help you think
about your instructional setting as a dramatic space. Here is the board I started
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3-5 YEARS
for The Red Hen,

https://www.pinterest.com/analomba/the-red-hen-magic-worlds/ [You will
see that many of the teachers in these boards use English, but of course, you
could do the same in other languages, including Spanish. Just change the signs!
I would like to make the Red Hen board a shared board, so if you would like
to pin ideas or share pictures from your class, please let me know and I will
add you.
Also, if you are interested in learning more about pretend play, its stages, and its
relationship to high level cognition, I highly recommend reading the book Tools
of the Mind, http://www.amazon.com/Tools-Mind-Vygotskian-Childhood-Eduction/dp/0130278041/ref=sr_1_1?ie=UTF8&qid=1396297100&sr=8-1&k
eywords=tools+of+the+mind by Elena Bodrova and Deborah Leong, based on
the work of Lev Vyagotsky.
Supplemental Products / Productos complementarios

The following products are available at www.analomba.com:
ToonFlips:
ToonFlips are illustrations meant to be used as quick acting cues. You can use them to
indicate who is talking, the location where the action is taking place or other important
elements. For example, if you or your students need to talk like the Red Hen, all you
need to do is raise the ToonFlip of the Red Hen and start talking like her. You dont
need to keep the ToonFlip raised all the time, just long enough to understand the cue.
The 10 x 10 illustrations are meant for teacher use and the 3 x 3 for student use.
Print them out, laminate them, and attach cardboard to the back to make them sturdier.
Then attach large sticks (wood paint mixers, for example) to the large pictures and
small sticks (e.g. ice cream sticks) to the small pictures. You are all set to go!
Posters:
These are large illustrations that you can use to decorate your room. All you have to do
is download the file and take it to your local printing shop to have it printed in your
favorite format - or you can use any of the many printing services online!
Dual Language Strategies / Estrategias de doble lenguaje

When teaching young children languages, it is important to understand the following:
A childs first language is one of his best assets in learning a second language.
Learning a second language strengthens the first language.
Furthermore, research has shown that learning two languages is especially good
for cognitive tasks that go beyond language itself this is so because learning
two languages is great exercise for the brain.
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BUT here is the thing: It turns out that while each language supports the other
they ALSO need their own space to grow. If you continuously change languages
back and forth, your students wont learn anything. They will wait for the
English part and learn zero Spanish. The cognitive results will be null as well
because they are not exercising the brain.
Which means that there has to be an element of challenge. This challenge can be
built by immersing students in fluent language that they can comprehend
(Comprehensible Input, CI) and helping them use this language to
communicate in a way that others can comprehend (comprehensible Output,
CO).
The two critical questions for programs like yours that see students infrequently are
these:
How can you provide a great fluent immersion experience in Spanish with the
time limitations that you have?
How can you optimize the use of English so that you facilitate the natural
transfer of knowledge between the first language and the target language
without stealing time from the Spanish immersion experience?
Well, it all comes to using the right strategies.
With the Magic Worlds Curriculum you will be able to optimize the use of Spanish and
English by:
Immersing your students in fluent Spanish during class time.
Staying in the target language (in your case, Spanish) in a way that your students
can understand can be quite difficult for new teachers. That is why having lesson
plans that spell out what to say to your students in Spanish and when to use English
is very helpful. The idea is to use English only when it is going to have maximum
impact. Otherwise, it is important to stay in Spanish.
Your students will need to be exposed to and eventually be able to produce fluent
Spanish themselves in order to become highly proficient. The alternative is to spend
years and years learning isolated words. Unfortunately, this is very common in
language programs today.
Helping your students speak fluent Spanish during class time. Planning for
speech practice is especially important in programs with limited time or which meet
infrequently. Simple exposure to Spanish without speaking practice will not be
enough to get your students to speak fluently.
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Unfortunately, many programs today do not focus enough on speaking. This is too
bad, because while listening and speaking are interconnected, each skill develops
somewhat separately. If you want your students to speak, you need to teach in a way
that promotes speech.
The Magic Worlds Curriculum shows you how to build your students speech starting
with small language chunks.
Collaborating with the parents of your students. The Magic Worlds
Curriculum is also unique in that it engages parents as your best allies in raising their
children bilingually.
Parents can indeed be your best partners in teaching, especially if you tell them what
to do.
For example, in the case of the preschool Lesson Plan Units, we recommend that you
ask the parents to read the stories in English and Spanish with their children at
home. The more they read them, the more interesting comparisons they will discover
between the languages.
We also recommend that you ask the parents to find similarities and differences
between the languages and point them out to their children in playful ways as they
read the story together. This will help your students create metalinguistic knowledge
(knowledge about how language works) that will be very valuable as they grow up
and have to process more difficult language structures.
The Lesson Plan Units include many ideas for hands-on activities and games that you
can ask the parents to use at home with their children. Engaging parents is fabulous
in all respects, but perhaps the most important effect is that children have a role
model and a learning companion.
As you can see, being short on time doesnt mean that you cant offer a great bilingual
education. It just requires more imagination and better strategies that travel beyond
your classroom.
NOTE: English translations are included for all the Spanish texts. This does
NOT mean that you, the teacher, need to translate the Spanish for your
students. Please DONT! The only times English should be used are clearly
indicated throughout the Lesson Plan Units. This is normally done at the
beginning or end of a lesson. On some occasions, it is done in an activity
that can benefit by a quick translation. In this latter case, the English is
indicated in orange.
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Technology Brings Us Closer / La tecnologa nos acerca

I am a big proponent of using technology with young children. In particular, I am excited
about the many ways in which our devices could be used to expand our social circles of
learning. In fact, one of my biggest dreams is to create a huge Magic Worlds application
that allows for instant classroom-home loops of learning via mobile devices, the idea
being that families become active participants in their childrens language education.
Ahhhh! But while I reach my dream, you will notice that there are several
recommendations for third party applications in Lesson Plan Units. Let me know if you
think there are others I should learn about!
A great book to read is Digital Decisions: Choosing the Right Technology Tools for
Early Childhood Education by Fran Simon and Karen Nemeth.
And now that you know everything about teaching preschoolers Spanish,
lets get started! The best way to proceed is to read the entire Lesson Plan
Unit and collect the materials before the first day of class. It is better to be
as organized and prepared as possible.
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Lesson One / Leccin Uno

Todays schedule at a glance (write how many minutes you want to spend on each
activity):
Minutes / Minutos
Activities / Actividades
1
Circle
Crculo
Today / Hoy
Buenos das
Good Morning
Intermission / Intermedio
2
Story
Cuento
Buenos das a todos los

animales / Good Morning
to All the Animals
3
Whats Out There?
Qu hay ah afuera?
El tractor
The Tractor
4
Storytelling
Cuentacuentos
Buenos das, pollitos!

Good Morning, Chicks!
5
We Are Actors
Actuamos
Tengo sueo!
I Am Sleepy!
6
We Play
Jugamos
La granja
The Farm
7
Goodbye
Adis
Adis, amigos
Goodbye, Friends
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3-5 YEARS
1. Circle / Crculo
Buenos das! / Good Morning!
Circle Time is an opportunity to get to know each other and to transition to Spanish
class.
Objectives:
To make your students feel welcome. The most important goal for today is to get to
know your students and make them feel comfortable in your class. Therefore, pay
extra attention to this today.
To introduce your students to Spanish immersion. Today, you will use a little more
English than usual; however, try to stick to Spanish as much as possible during the
next days.
Materials:
A flag, a poster, or another visual symbol that you can use to indicate that you are going
to switch from English to Spanish and vice versa. It can also be a sound or a gesture.
Instructions:
In Spanish, say Hola (Hello) to your students and ask them to sit in a circle on the
floor. Individual floor mats or a large mat are ideal for this type of setting. You, the
teacher, should sit on a small chair or on a puff so that everyone can see you. Use a fun
and engaging voice and lots of gestures to help everyone understand you. Once everyone
is sitting, introduce yourself and ask your students names in Spanish.
If a child does not respond, look at your class list and help him a little (he may not
understand because you are speaking in Spanish or he may feel shy). Say for example,
Eres Joe, Dan o Alex? Dan? Oh, bienvenido, Dan! Clase, digan: Hola, Dan! (Are
you Joe, Dan, or Alex? Dan? Oh, welcome, Dan! Class, say, Hello, Dan!) Do not only
learn your students names, but also say nice things that make everyone feel happy to be
there (for example, Me encanta tu casco de bombero! I love your firemans hat!)
After you are done meeting everyone, switch to English using your English symbol and
ask your students how it felt to hear so much Spanish at once. Ask them also if they
know anybody who speaks Spanish. Explain that it will feel a little weird at first, but they
will see how each day they will understand more and more and they will be able to say
many things in Spanish themselves.
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3-5 YEARS
Point out that it is very important that they repeat things after you this will help them
learn faster. So when you do this gesture (make up one) that means that you would like
them to repeat what you just said. As an example, show the ToonFlip of the Red Hen
and say, Esta es la Gallina Roja. Repitan: la Gallina Roja (This is The Red Hen.
Repeat: The Red Hen).
Tell your students that every day you will be reading together the story of The Little Red
Hen in Spanish. After reading the story, your students will pretend to be the characters
and act out some of the scenes. They will also get to paint, sing, make cookies, run, jump,
and have fun. Surely there must be some kids in the class that like doing those things,
right? There will be lots of fun activities for everyone to enjoy.
Finally, explain that before you read the story and do all those things that each day, when
your students come to class, you will greet each other and sing a hello song. Its called,
Buenos das, cmo ests? which means, Good morning. How are you? Tell your
students that after the song, everything will be in Spanish.
Are they ready to start learning Spanish? Lets sing the song then!
Switch back to Spanish to sing the song.
CD: 1 Buenos das, cmo ests?
CD: 1 Good Morning. How Are You?
Buenos das, cmo ests?

Bien.
Bien.
Yo estoy bien, y t?
Muy bien!
Bien.
Good morning. How are you?

Fine.
Fine.
Im fine. And you?
Very well!
Fine.
The three short intermissions between activities break a little with the story-oriented
flow of the lesson plans and help build beyond-the-story connections that will be very
useful as we advance in the unit. Think about them as theater intermissions the curtains are closed for a few minutes and the actors and personnel are behind the stage doing
something different but somewhat related to the performance.
For this intermission, use the game Vamos a hacer ejercicio (Lets Work Out).
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3-5 YEARS
Note: Vamos a hacer ejercicio was written with a parent and child situation in mind.
Therefore, it uses the command for a second person singular in Spanish t (camina,
para, corre). Since you are talking to a group, you may prefer to use the second person
plural instead (that is, either vosotros caminad, parad, corred; or ustedes
caminen, paren, corran). You can also go back and forth between plural and singular by
asking the group and individual students to do the actions.
CD: 2 Vamos a hacer ejercicio
CD: 2 Lets Work Out
Levntate.
Camina, camina, camina.
Para!
Camina, camina.
Para!
Camina despacio, camina despacio, muy
despacio.
Para!
Ahora camina deprisa, muy deprisa.
Para!
Camina despacio, muy despacio.
Para!
Camina despacio, muy despacio.
Corre, corre, corre.
Para!
Ahora salta, salta, salta.
Para!
Salta alto, alto, muy alto.
Ahora salta bajo, bajo, muy bajo.
Para!
Excelente! Buen trabajo.
Get up.
Walk, walk, walk.
Stop!
Walk, walk.
Stop!
Walk slowly, walk slowly, very slowly.
Stop!
Now walk fast, very fast.
Stop!
Walk slowly, very slowly.
Stop!
Walk slowly, very slowly.
Run, run, run.
Stop!
Now jump, jump, jump.
Stop!
Jump high, high, very high.
Now jump low, low, very low.
Stop!
Excellent! Good job!
Make a sound to indicate that it is time to change activities and ask your students to sit
down on the circle. Set the new activity quickly.
2. Story / Cuento
Buenos das a todos los animales! / Good Morning to All the Animals!
In this activity, you will read aloud the story of The Little Red Hen.
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3-5 YEARS
* Teacher Tip: It is very important to keep your students engaged throughout the
reading. Follow the recommendations below for better results.
Instructions:
Today you are going to read Scene 1 of the story with your students.
For better results:
Show props to reinforce meaning (for example, a box of cereal and a bottle of milk).
Point to the characters that are speaking or use ToonFlips in addition to the story.
Make pretend voices and ask your students to make pretend voices as well.
Ask your students to imitate gestures (e.g. stretch their arms like the chicks when
they wake up, etc).
Ask them to repeat some sentences or chunks after you (e.g. Repitan: Tengo
sueo, mam/ Repeat: I am sleepy, mommy).
Pay extra attention to the following language chunks as you read (or others that you
like). After you are done reading the story, reinforce the chunks by having your
students repeat after you in choir.
Sample chunks:
Quiquiriqu!
Cock-a-doodle-doo!
Buenos das, gallo!
Good morning, rooster!
Tengo sueo!
I am sleepy!
Quiero dormir!
I want to sleep!
los cereales
cereal
la leche
milk
las tostadas
toast
Vamos al jardn.
Lets go to the yard.
Make a sound with an instrument and say that it is time to change activities.
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3-5 YEARS
3. Whats Out There? / Qu hay ah afuera?

El tractor / The Tractor
The real-life simulations in this activity help you transfer and expand ideas from the
story into the real world and vice versa. For todays game you are going to pretend that
you are going to a farm because the farm topic is central to the story of The Red Hen.
El tractor is an activity created by my friend Marcela Summerville, owner of Spanish
Workshop for Children in Philadelphia. http://www.spanishworkshopforchildren.com
You have her permission to use it in your class.
Objectives:
By now, your students must be tired of so much sitting. You will notice that the
lesson plans alternate sitting down and moving around types of activities, this is so
on purpose. Research shows that young children need to move to learn, so it is
important to get your students up and moving.
This is an opportunity to start introducing some of the names of the animals that
they will see in the story. When working with language, it is important to move back
and forth between what you have introduced and what is to come. Think of it as a
cha-cha rhythm that helps the brain retain vocabulary and make new connections.
Materials:
You and your students are going to pretend to be riding a tractor in the Red Hens
farm. For the tractor, you can line up some chairs, create individual tractors with
cardboard (see for example this picture: http://bit.ly/11PxyOs), etc.
Along the ride in the farm, pretend that you see some of the animals in the story.
Use the ToonFlips for this. Do not introduce too many animals at the same time,
three or four is perfect. The rooster, the dog, and the pig are the first three animals
in the story aside from the hen and the chicks. Those are good animals to start with.
Set the classroom so that it looks like a farm. If you have a farm that is very popular
with the families in your area, you can copy some of their signs or post pictures of
the farm. The more connections that you build with your students lives, the more
interesting it will be for them.
It is a good idea to post the names of the animals and a few phrases to reinforce
pre-literacy skills. For example, when you go visit the pig, you could post a sign that
says, El cerdo: Oink oink. A sign by the tractor could say, El tractor.
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3-5 YEARS
Wear a farmers hat and talk like a farmer. Help your students talk to the animals.
Instructions:
Set the chairs in a line or bring the cardboard tractors to the center of the circle.
Place the animals and things you are going to see in the farm around the room.
Sample:
(Pngase el sombrero de granjera y
diga):
(Put on the farmers hat and say):
Buenos das! Soy la granjera Benita (o

elija otro nombre).
Bienvenidos a mi granja!
Venga, suban al tractor (o los tractores).
Suban.
Pongo en marcha el tractor y nos
vamos!
Good morning! I am Benita the farmer

(or choose another name).
Welcome to my farm!
Okay, go up on the tractor (or tractors).
Up.
I start the tractor and we go!
(Haga como que el tractor va andando

por la granja, dando tropezones y
haciendo mucho ruido.)
(Pretend that the tractor goes around the

farm, hitting all the bumps and making a
lot of noise.)
Rrrrrr, traca, traca, tra, rrrrr, pum, pum.

Oh, miren! Vamos a parar.
Paren!
Bajen del tractor.
Bajen, bajen.
Rrrrrr, traca, traca, tra, rrrrr, pum, pum.

Oh, look! Lets stop.
Stop!
Get off the tractor.
Get off. Get off.
(Haga como que estn caminando

encima de un charco de barro y que
huele fatal tpese la nariz.)
(Pretend that you are walking over a

mud puddle and that it stinks pinch
your nose.)
Caminen con cuidado.

Ah, qu mal huele! Qu mal huele el
charco!
Salten!
Caminen por aqu ahora.
Miren, es un cerdo! (Apriete su nariz
para arriba como para hacer un hocico y
apunte al ToonFlip de cerdo.)
Walk carefully.
Oh, it smells so bad! This puddle smells
so bad!
Jump!
Walk over here now.
Look, its a pig! (Push your nose up as if
it was a snout and point to the pig
ToonFlip.)
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3-5 YEARS
Hola, Cerdo!
(A los estudiantes) Digan Buenos das,
Cerdo.
Tom, dile: Hola, Cerdo.
Ahora t, Lisa.
Hi, Pig!
(To the students) Say, Good morning,
Pig.
Tom, say: Hi, Pig.
Now you, Lisa.
Oh, el cerdo quiere baarse. He wants to

take a bath. Plof!
Oh, the pig wants to take a bath. He

wants to take a bath. Plof!
(Haga como que el cerdo ha saltado en

el charco y les ha salpicado a todos.)
Ay, ay, ay, este cerdo!
(Diga al alejarse) Puf, qu mal huele!
Salten el charco de nuevo!
(Pretend that the pig has jumped on the

puddle and has gotten all of you covered
in mud.) Yikes! This pig!
(Say, as you walk away) Puf, it smells so
bad!
Jump the puddle again!
(Siga con los otros animales y

situaciones. Por ejemplo, el gallo puede
estar cantando quiquiriqu como un tenor
y los estudiantes pueden practicar con
l, y el perro puede estar patinando o
comiendo un hueso. No necesita seguir
el cuento literalmente.)
(Continue with other animals and

situations. For example, the rooster can
be singing cock-a-doodle-doo as if he
was a tenor and the students can
practice with him, and the dog can be
skating or eating a bone. You dont need
to follow the book verbatim.)
down in the circle. Set the new activity quickly.
4. Storytelling / Cuentacuentos
Buenos das, pollitos!/ Good Morning, Chicks!
In this activity you, the teacher, are going to act out Scene 1. This is not a complete
reenactment, but a simplified and more interactive version of this scene.
Whatever you do, keep in mind that your students should be interacting with you. Do not
just have them stare at you.
Objectives:
To reinforce comprehension of Scene 1. We will do this by revisiting what happened
during Scene 1 of the story in a more theatrical format.
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3-5 YEARS
To fuel your students powerful language brain. In order to do this, we will work in a
spiral motion, recycling a few language chunks and spinning them with additional
language. The result will be a much more effective immersive experience than if you
were switching topics constantly.
Hen and chick ToonFlips.
Use other props as needed, but dont feel like you need to get a prop for everything it is good to help your students use their imagination! Use your judgment to
determine which props are more useful in helping your students understand what is
going on.
You can visit my Red Hen Pinterest board for more inspiration.
https://www.pinterest.com/analomba/the-red-hen-magic-worlds/
Instructions:
This time around you are going to be the actor. Your students will get their own turn
acting later on in the lesson.
Your role is to make the story alive for your students. You will pretend to be the
different characters and interact with your students. Raise the ToonFlips to
switch characters.
Sample:
Gallina (levante el ToonFlip de
gallina y empiece a hablar como si
fuera la gallina):
Hola nios, soy la gallina roja. Hola!
(Baje el ToonFlip e indique a los
estudiantes)
Digan: Hola, Gallina Roja!
(Estudiantes) Hola, Gallina Roja!
(Suba de nuevo el ToonFlip, ponga una
mano alrededor de la oreja y haga como
que escucha al gallo y apunte hacia el
lugar de donde finge que viene el
sonido.)
Hen (raise the hen ToonFlip and

start talking as if you were the hen):
Hello, children. I am the Red Hen. Hello!
(Lower the ToonFlip and instruct your
students)
Say: Hello, Red Hen!
(Students) Hello, Red Hen!
(Raise the ToonFlip again, wrap your
hand around the ear and pretend that
you are listening to the rooster. Point to
the place where the sound is supposed
to come from.)
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3-5 YEARS
Cock-a-doodle-doo!
Quiquiriqu!
Es el gallo.
(Haga como que abre una ventana.)
Buenos das, Gallo!
(A los estudiantes)
Its the rooster.

(Pretend that you are opening the
window.)
Good morning, Rooster!
(To your students)
Nios, digan buenos das al gallo.
Children, say good morning to the

rooster.
Buenos das, Gallo!
Good morning, Rooster!
(Haga como que abre una puerta.)

Ahora voy a despertar a los pollitos.
Buenos das, pollitos! Es hora de
levantarse!
(A los estudiantes)
(Pretend that you are opening a door.)

Now, I am going to wake up the
chicks. Good morning, chicks! Its time
to get up!
(To your students)
Nios, digan buenos das a los

pollitos.
Children, say good morning to the

chicks.
Buenos das, pollitos!
Good morning, chicks!
Pollito 1 (levante el ToonFlipde

Pollito 1):
Tengo mucho sueo!
Gallina (cambie de ToonFlip de nuevo
y haga lo mismo con cada personaje a
partir de ahora):
Tienes mucho sueo, cario?
Chick 1 (raise the ToonFlip of Chick

1):
I am very sleepy!
Hen (change the ToonFlip again and do
the same with each character from now
on):
Are you very sleepy, honey?
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3-5 YEARS
Pollito 1:
S, tengo mucho sueo!
Chick 1:
Yes, I am very sleepy!
Pollito 2:
Quiero dormir!
Chick 2:
I want to sleep!
Gallina (mirando a los estudiantes):
Hen (looking at your students):
Oh, parece que los pollitos tienen

mucho sueo y quieren dormir!
Oh, it seems that the chicks are very

sleepy and they want to sleep!
Bueno, cinco minutos ms.

Mientras tanto, voy a hacer el
desayuno.
Okay, five more minutes.

In the meantime, I am going to make
breakfast.
A los pollitos les gustan los cereales

con leche y las tostadas.
The chicks like cereal with milk and

toast.
Aqu estn los cereales. Les echo la

leche. Y aqu estn las tostadas. Les
unto mantequilla Ya est!
Here is the cereal. I pour some milk.

And here are the toasts. I spread
some butter All done!
Vamos a ver a los pollitos otra vez.

Pollitos, a desayunar!
(A los estudiantes)
Lets go to see the chicks again.

Chicks, time for breakfast!
(To your students)
Digan a los pollitos: A desayunar,

pollitos!
Tell the chicks: Time for breakfast,

chicks!
A desayunar, pollitos!
Time for breakfast, chicks!
Pollito 1:
Mmm, qu bien huele!
Pollito 2:
Tengo hambre!
Chick 1:
Mmm, it smells so good!
Chick 2:
I am hungry!
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3-5 YEARS
Gallina:
Muy bien, vamos a desayunar
entonces.
(A los estudiantes, como si los invitara a
desayunar)
Quieren cereales? Tostadas?
(Termine la actividad con todos
desayunando.)
Hen:
Very well. Lets have breakfast then.
(To your students, as if you were inviting
them for breakfast)
Do you want cereal? Toast?
(End the activity with everyone having
breakfast.)
Make a sound to indicate that it is time to change activities.
In this particular intermission, we are going to start working on numbers.
* Teacher Tip: During the preschool years and beyond, children are developing a sense
of numeracy. Typically, young children learn to recite numbers in order without a real
understanding of the complexity behind numeration. A good way to start developing a
deeper sense of numbers is to work with movement. Lets start with just the hands and
the body.
Instructions:
Have your students sit in the circle around you. Work the numbers one to six by singing
them in a made up chant, counting objects and having your students show you X
number of things.
Sample:
(Levante un dedo a la vez y cuente)
(Raise a finger each time and count)
Uno, dos, tres.

Repitan:
Uno, dos, tres.
One, two, three.

Repeat:
One, two, three.
(Vuelva a levantar los tres primeros

dedos y siga contando)
Uno, dos, tres, cuatro, cinco, seis.
(Count the three first fingers again and

continue counting)
One, two, three, four, five, six.
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3-5 YEARS
Repitan:
Otra vez.
Repeat:
Again.
Ahora vamos a dar tres palmadas:

Una, dos, tres.
Una, dos, tres.
Now, lets clap three times:

One, two, three.
One, two, three.
Ahora vamos a dar cuatro palmadas:

Una, dos, tres y cuatro.
Ahora vamos a dar cinco palmadas:
Una, dos, tres, cuatro y cinco.
Y ahora vamos a dar seis palmadas:
Una, dos, tres, cuatro, cinco y seis.
Ahora John va a dar seis palmadas:
Ahora Stephanie.
Etc.
Now lets clap four times:

One, two, three, and four.
Now lets clap five times:
One, two, three, four, and five.
And now lets clap six times:
One, two, three, four, five, and six.
Now John is going to clap six times.
Now Stephanie.
One, two, three, four, five, and six.
Etc.
Ahora vamos a contar cuatro zapatos

(de los estudiantes).
Uno, dos, tres y cuatro.
Etc.
(Deles seis objetos pequeos a sus
estudiantes, por ejemplo seis cereales
Cheerios.)
Mustrenme dos Cheerios.
Mustrenme tres Cheerios.
Etc.
Now, lets count four shoes (your

students).
One, two, three, and four.
Etc.
(Give six small objects to your students,
for example six Cheerios.)
Show me two Cheerios.
Show me three Cheerios.
Make a sound to indicate that it is time to change activities.
5. We Are Actors / Actuamos

Tengo sueo! / I Am Sleepy!
In this activity, your students are going to be the actors and you are going to be the
coach. In order for this to work with preschoolers, you need to choose a very simple
dialogue from the story (see the sample).
PAGE 28 OF 36
3-5 YEARS
Objectives:
To get your students up and moving. We already spoke about the importance of
doing so.
To turn the spotlight on your students and have them feel like grand actors. What
preschooler doesnt love acting and pretending?
Materials:
Hen and chicks ToonFlips.
Instructions:
Practice a very short dialogue between the Red Hen and the chicks. I have chosen
the time when the hen is trying to wake up the chicks, but you could choose another
moment instead (for example, you could choose the breakfast scene and keep
practicing breakfast vocabulary).
Keep it very short, three or four sentences are good.
Start by modeling how to say the sentences. Make the characters voices and switch
the props or signs together.
Once your students get the gist of it, you could have them play in different ways. For
example, you could have one child be the hen and the rest be either Chick 1 or Chick
2. Then, they would switch places. Or you could have them practice in groups of
three, but this may be more complicated. Help them remember the sentences when
they are stuck.
Sample:
Gallina: Buenos das, pollitos!
Hen: Good morning, chicks!
Pollito 1: Tengo sueo.
Chick 1: I am sleepy.
Pollito 2: Quiero dormir.
Chick 2: I want to sleep.
Gallina: Bueno, cinco minutos ms.
Hen: Okay, five more minutes.
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3-5 YEARS
6. We Play / Jugamos
La granja / The Farm
In this choice time type of activity, your students will decide what to play with.
Objectives:
To turn the leadership to your students. So far, all the activities have been
teacher-led. Activity 5 may be the most important of them all, in that this time it is
going to be the students who decide what to do. That being said, Activity 5 needs the
building blocks of the previous activities or your students would not have any
Spanish vocabulary to practice.
To encourage spontaneous use of Spanish. The magic really happens when students
start experimenting with language. This is why it is important to have an activity
where you have the time to scaffold your students spontaneous productions.
To take pictures and videos of your students that you can share with the parents.
Activity 5 is very important in that you will have time to do this. In the Spanish for
Preschoolers E-Guide I discuss the importance of keeping a close contact with
parents (www.spanishforpreschoolers.com). This is the ideal time to collect videos
and pictures and use them to keep parents engaged with the program. This is the
best way to promote your program!
To personalize learning by creating child-centered resources. Not only is it a good
idea to collect samples of the wonderful learning that is taking place in your class,
but you will also be turning the pictures and videos into valuable learning resources
for your students. For example, you can create mini-books with your students
pictures or you can use applications to make fun activities to share with the parents.
To teach basic technology. Since you are using technology, why not teach your
students how to use some basic things? For example, you can show them how to use
your classroom iPad or even your smart phone to record their voices or take
pictures. You can text or e-mail these short technological treasures to your students
parents at the end of the class.
* Magic Worlds tip: I cant encourage you enough to prioritize the dialogue with the
parents. Do not think that because this is not a parent-child class you should not worry
about parents. In fact, you should redouble your efforts and reach out to parents. It is
important to understand that recurring clients are your BEST business assets. You will
be much more successful if you learn to keep happy customers than if you have to keep
PAGE 30 OF 36
3-5 YEARS
looking for new customers all the time. The latter is extremely expensive and timeconsuming. It pays off to learn how to use applications or websites set to private settings
to share pictures, videos, and recordings with parents. Moreover, when parents are
engaged, students learn more much more! So engaging parents is the smart way to go
for all the right reasons.
Beware: Make sure to collect written permission from the parents to take pictures and
video of their children and to share with the other parents in the class. If you want to
use this material for marketing, make sure to get permission for that as well.
Materials:
Choose three or four different types of themes. For example, you can decide to set a
construction area, a drawing/crafts area, a pretend play area, and a literacy area.
For the construction area you could use cardboard, bricks, LEGO, small toy
animals, construction vehicles and any other related materials. You can post
pictures of different farms nearby so that they get inspiration for building their own
farm.
For the paint/craft area: paper, child-friendly paint, crayons, safe scissors, animal
stamps, and related materials.
For the pretend play area you could let your students use the tractor or tractors, the
ToonFlips, props, costumes and other materials that you have used so far or that
you will be using in upcoming days.
For the literacy area, provide different versions of The Little Red Hen in Spanish,
stick-it notes and pencils.
Have a digital camera or your smart phone ready to take pictures and video. You
can also have cameras that your students can use to take pictures or record
themselves. They could also read the story of The Little Red Hen or look at pictures
from previous days.
Instructions:
Tell your students that now it is time to play The Little Red Hen and that they are
free to choose what to do. Go to each station and explain (in Spanish, with lots of
gestures) that they can build the hens farm, draw, play farm, and read or write
books (do not expect to see more than doodles and scribbles).
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3-5 YEARS
Of course, your students will be using mostly English for speaking, but you can
assist them when they try talking in Spanish. Dont hesitate to offer new
expressions. Always talk to them in Spanish yourself.
Participate in your students play but let them take the lead. That being said, it is
okay to help your students be more resourceful by offering different ways of doing
things when they are stuck.
It is fine if your students move from station to station. In fact, you may want to
model how to use resources from one station for the other. For example, you could
show the students in the construction area how to make a pretend pond or river for
the ducks with aluminum foil from the craft area, or they could make a roof with
cardboard.
Dont forget to take photos and video. Your students will love to show you what they
are doing! Do some editing when class is over and send the final products to the
parents. No need to go crazy, a photo per child and a few seconds of group video is
enough.
You will hear more spontaneous Spanish as your students learn more vocabulary,
and thats the ultimate goal of this activity, to encourage spontaneous use of
Spanish!
Use this intermission to clean up the room, but do so in a way that is conducive to
learning.
Today, sing a ready-made clean up song or make up a chant with the names of some of
the objects that you used for Activity 5.
For the example, I have chosen the song Vamos a recoger which is supposed to be used
in a bedroom. Instead of saying, tu cuarto (your room) you would say la clase (the
classroom). Feel free to use another song instead.
For better results:
Do not play the CD or recording of the song. Sing it with the children instead and
make up the words according to what you see around the room.
Call the names of the children and point to the items when they are ready to be
picked up (say for example, John, los disfraces / John, the costumes).
PAGE 32 OF 36
3-5 YEARS
CD: 3 Vamos a recoger
CD: 3 Lets Put It Away
(Nota: LA significa Latinoamrica.)
(Note: LA means Latin America.)
Estribillo:
Vamos a recoger (ordenar en LA).
Qu lo! (Qu desorden! en LA).
A recoger tu cuarto ya.
Vamos a recoger.
Qu lo!
A recoger tu cuarto.
Chorus:
Were going to put things away.
What a mess!
Were going to clean your room now.
Were going to put things away.
What a mess!
Were going to clean your bedroom.
Uy! Qu lo!
Vamos a recoger.
Las muecas dnde van?
Las muecas en la cama.
Los soldados?
Los soldados en la caja. (Estribillo)
Los camiones?
Los camiones aparcados.
La comida?
La comida en la cocina. (Estribillo)
Los disfraces?
Los disfraces al armario.
El rastrillo?
El rastrillo qu hace aqu?
Yikes! What a mess!

We are going to put things away.
Where do the dolls go?
The dolls go on the bed.
The soldiers?
The soldiers in the box. (Chorus)
The trucks?
The trucks we have to park.
The food?
The food goes in the kitchen. (Chorus)
The costumes?
The costumes in the closet.
The rake?
What is the rake doing here?
down in the circle.
7. Goodbye / Adis
Adis, amigos / Goodbye, Friends
You have come to the end of todays class. Switch to English by using the same language
symbol that you used at the beginning of the class. Explain that class has ended and that
you hope everyone had a great time. You certainly did and you cant wait to play more
the next day.
Explain that you are going to close the day with a goodbye song in Spanish. Goodbye
is Adis in Spanish. See the song below.
PAGE 33 OF 36
3-5 YEARS
For more fun and more learning:

Before everyone leaves, you can challenge your preschoolers with a quick game.
They can choose to tell you something easy or something difficult in Spanish. Do
not offer any reward. Participation in this game is optional, but it is fun. Tell them
to raise their hand if they want to participate.
Ask one of the children that raised their hand, Fcil o difcil, easy or difficult? If
he said easy in English then say, Fcil, muy bien. Say something easy in Spanish
and ask the child to repeat after you (for example, Tengo hambre / I am
hungry).
If the child chooses difcil, you can ask him a somewhat difficult question. For
example, you can ask, Quin es? (Who is it?), while showing them a
ToonFlip. You could also ask the child to point to something. For example, you
could show the child three objects and say, Cul es el papel? (Which one is the
paper?), if you know that this particular child has heard you say papel several
times while playing in the art area.
When the child says something easy you all say Bien! (Good!) after he gives the
correct response. When the child chooses something difficult, you can say Bravo!
(Excellent!).
Always help children when they cant come up with a response, but give them
enough time to think first.
Say adis amigo or amiga and shake your students hands or give them a hug,
depending on their preference, as they exit your class.
CD 4: Adis, amigo
CD 4: Goodbye, Friend
Adis amigo,
ya me voy.
Dame la mano
y dime: Adis.
Adis amiga,
ya me voy
Nos vemos pronto
hablando espaol.
Goodbye, my friend,
I am leaving now.
Shake my hand
and tell me, Goodbye.
Goodbye, my friend,
I am leaving now.
We'll see each other soon
to speak Spanish.
PAGE 34 OF 36
3-5 YEARS
Important: Send a note to the parents asking them to start reading the story
of The Little Red Hen with their children at home. It is okay for them to go
back and forth between the Spanish and the English. The important thing is
that they read each scene a few times and talk about what is going on with
their children. Ask them to point to their own discoveries (Oh, I see that
the word for hen in Spanish is gallina!), and ask questions (Can you
guess what Tengo sueo! means?). Ask them to read Scenes 1 and 2 for
the next day.
PAGE 35 OF 36
3-5 YEARS
Ana Lomba
Magic Worlds Curriculum Sets
(Available in several languages)
Mommy, Daddy and Me (ages 1-3)
Toddler and parent classes
Lets Go Camping
My Friends the Animals
Let's Play
Toddler University
Farm and Forest (ages 3-5)
Can be used in preschool programs and kindergarten
The Little Red Hen

The Three Little Pigs
The Ugly Duckling
Thumbelina
Royalty and Outcasts (ages 5-7)

Can be used in early elementary school: grades K to 2nd
Cinderella
Jack and the Beanstalk
Snow White
Treasure Island
Beyond the Rainbow (ages 7-10)
Can be used in late elementary school: grades 2 to 4th
Alice in Wonderland
The Wizard of Oz
The Little Mermaid
Aladdin
PAGE 36 OF 36

LittleRedHen Spanish First Day Magic Worlds

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3-5 YEARS

LA GALLINA ROJA / THE LITTLE RED HEN

This Set Includes / Este paquete incluye Pg. 6

How to Use the Songs / Cmo usar las canciones Pg. 9

About Pretend Play / Sobre el juego teatral Pg. 11

Supplemental Products / Productos complementarios Pg. 12

Dual Language Strategies / Estrategias de doble lenguaje Pg. 12

Technology Brings Us Closer / La tecnologa nos acerca Pg. 15

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

About the Magic Worlds Curriculum / Sobre el Currculo

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

I (heart) International / Mi corazn es internacional

The Spark / La chispa

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

come from within.

The Yellow Brick Road / El camino de ladrillos amarillos

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

This Set Includes / Este paquete incluye

You Can / Puede

And if? / Y si?

And if you want to teach in more than 10

With this license, you can use the

We dont limit the number of licenses you

Y si quiere ensear en ms de 10 centros?

Con esta licencia puede usar el

No limitamos el nmero de licencias que

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

TEXT OF THE STORY AND

And if you want your students to use the story

You can put together the text and

You can recommend the iPad app or

For example, you can assemble

And you can use the illustrations and/or the text

TEXTO DEL CUENTO E

Y si quiere que sus estudiantes usen el cuento

Puede juntar el texto y las

Puede recomendarles la aplicacin para el iPad

Por ejemplo, puede juntar el

Puede tambin usar las ilustraciones y/o el

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

And if you want your students to use

Y si quiere que sus estudiantes usen

Y si quiere recomendarles los carteles a las

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

How to Use the Songs / Cmo usar las canciones

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN

LA GALLINA ROJA / THE LITTLE RED HEN

About Pretend Play / Sobre el juego teatral

LA GALLINA ROJA / THE LITTLE RED HEN

for The Red Hen,

Supplemental Products / Productos complementarios

Dual Language Strategies / Estrategias de doble lenguaje

LA GALLINA ROJA / THE LITTLE RED HEN

LA GALLINA ROJA / THE LITTLE RED HEN

ANA LOMBA EARLY LANGUAGES LLC, 2014. ALL RIGHTS RESERVED.

LA GALLINA ROJA / THE LITTLE RED HEN