1. Download the files of the suggested activities in the MED section.

2. In this session, students are going to work with 'phonics', that is, sounds. These are great exercises to help students identify sounds and work with spelling, as well.

3. It is not necessary to explain to students any concepts and try to avoid comparing Spanish vowels A-E-I-O-U to the English ones. Remember that spelling and pronunciation are different so try to take advantage of this practice to make students feel more comfortable with sounds.

4. Draw a car on the board and C  ___ T and ask students to complete and read.

5. Distribute the worksheet and ask students to identify the two pictures of animals.

6. Red the words in the box for students to listen to their pronunciation, make a pause between words.

7. Read the words again and make the class repeat after you. Correct pronunciation as needed.

8. Ask students to circle the words that have the same sound as in CAT /ae/.

9. Invite students to read the words aloud so they can hear themselves and then circle the words. Remind students that spelling cannot be considered here.

10. Check answers with the class, say "CAT", and then ask students to read the words they circled with the same sound.

11. Repeat the procedure now with the second box "FROG".

12.Distribute the worksheet and draw students' attention towards the first column.

13. Point at the pictures and ask what they are. Dive students to notice they need to complete the word with the missing letter.

14. Then, ask students to read the word twice.

15. Point at the second column and ask students what those words are. Help with vocabulary as needed and repeat the words twice for them to notice the sounds.

16. Students write a rhyming word in the second column. Monitor and offer help as needed.

17. Ask students to read the words in pairs, taking turns.

18. Practice with students these 'silly phrases' 

a) a cat and a hat-a cat and a hat-a cat and a hat

b) bell-bell-leg-leg / leg-bell-leg-bell-leg-bell

c)  bed-van-cat-bell / bed-bell-van-cat

1. Download the files suggested in the MED section and make copies for students.

2. In this session, students are going to practice exploring and reading two illustrated poems so they identify rhyming words and predict content.

3. Ask students what they think of when they hear the word 'poem'.

4. Ask students if they remember a poem they learned sometime for another class and what it is.

5. Distribute the handout and draw students’ attention towards the picture.

6. Introduce the characters, Jack and Jill, and ask students to repeat JACK-JILL-JACK-JILL. Help with pronunciation (remember that the sound for J is a little bit different than the Spanish one).

7. Read the rhyme for students and ask them to circle the words that rhyme.

8. Ask simple comprehension questions,

• Where did Jack and Jill go? 
• Why did they go up the hill?
• What happened to Jack?
• What happened to his Crown?
• What happened to Jill?

9. Ask students to read the rhyme with you.

10. Continue with the second page and ask students to complete the lines coping the words at the bottom of the page or cut them and paste them where they belong.

11.Ask students to cut out the lines of the rhyme and glue them, in order, to page 3.

12. Continue with the same poem which will be worked pretty much as the first one. However, feel free to modify this suggested lesson plan to the needs of your class.

13.Distribute the handout and draw students’ attention towards the picture.

14. Ask students what they rhyme is about and ask them to circle the words that rhyme.

15. Ask simple comprehension questions,

• Where’s Little Blue Boy
• What is he doing?
• Where are the cows?
• And the sheep?

16. Ask students to read the rhyme with you.

17. Ask students to complete the poem by writing the missing words.

18. Finally, ask students to cut out the lines of the rhyme and glue them, in order, to page 3. You may leave this activity for homework and ask students to memorize the poems.