Introducción al español

Y
Las aventuras de Isabela

Nombre: _____________________________

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 Novice Mid – I Can!
At the beginning of your course, read each statement to understand our class goals. Throughout the course, make notes
of when you were able to do each standard. Write down how you did it, and the date. Use more paper if you need it. At
the end of the course, we’ll look back on everything we’ve been able to do!

Novice Mid – Interpersonal Communication

The Big Idea: I can communicate on very familiar topics using a variety of words and phrases
that I have practiced and memorized.
Examples of ways I could do this:
- I can greet and leave people in a polite way (say hello and goodbye to someone my age and younger, as well as to a
teacher or supervisor, say hello and goodbye to a person I do not know)

Dates/how I showed I can do this: ___________________________________________________________

- I can introduce myself and others (provide basic personal information, introduce someone else, respond to an
introduction)

Dates/how I showed I can do this: ___________________________________________________________

- I can answer a variety of simple questions (what I like and dislike, what I am doing and what I did, where I’m going or
where I went, about something I’ve learned)

Dates/how I showed I can do this: ___________________________________________________________

- I can make simple statements in a conversation (tell someone what I am doing, say where I went, whom I am going
to see, express a positive reaction like “great!”)

Dates/how I showed I can do this: ___________________________________________________________

- I can ask some simple questions (who/what/when/where, ask about something I am learning)

Dates/how I showed I can do this: ___________________________________________________________

- I can communicate basic information about myself and people I know (say my name, ask someone’s name, write
something about my family and ask about someone’s family, say or write something about my friends and
classmates or coworkers)

Dates/how I showed I can do this: ___________________________________________________________

- I can communicate some basic info about my everyday life (give times, dates, weather info; talk about what I eat,
learn, do; talk about places I know; ask and understand how much something costs; tell the time and location of a
community event)

Dates/how I showed I can do this: ___________________________________________________________

OTHER ways I’ve shown I can do this standard (be specific!):

_____________________________________________________________________________________

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 Novice Mid – Presentational Speaking
The Big Idea: I can present information about myself and some other very familiar topics
using a variety of words, phrases, and memorized expressions.
- I can present personal information about myself and others using words and phrases (say what I look like, say what I
am like, say what someone looks like, say what someone is like)

Dates/how I showed I can do this: ___________________________________________________________

- I can express my likes and dislikes using words, phrases, and memorized expressions (say which sports I like and
don’t like, list my favorite free-time activities and those I don’t like, state my favorite foods and drinks and those I
don’t like)

Dates/how I showed I can do this: ___________________________________________________________

- I can present information about familiar items in my immediate environment (talk about my house, my school or
where I work; talk about my room or office and what I have in it; present basic information about my
community/town/city, state, or country)

Dates/how I showed I can do this: ___________________________________________________________

- I can talk about my daily activities using words, phrases, and memorized expressions (list my classes and tell what
time they start and end, name activities and their times in my daily schedule, talk about what I do on the weekends)

Dates/how I showed I can do this: ___________________________________________________________

- I can present simple information about something I learned using words, phrases, and memorized expressions (talk
about holiday celebrations based on pictures or photos, name the main cities on a map, talk about animals, colors,
foods, historical figures, or sports based on pictures)

Dates/how I showed I can do this: ___________________________________________________________

OTHER ways I’ve shown I can do this standard (be specific!):

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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 Novice Mid – Presentational Writing
The Big Idea: I can write lists and memorized phrases on familiar topics.
- I can fill out a simple form with some basic personal information (fill out a form with my name, address, telephone
number, birth date, and nationality; complete a simple online form; fill out a simple schedule)

Dates/how I showed I can do this: ___________________________________________________________

- I can write about myself using learning phrases and memorized expressions (list my likes and dislikes such as favorite
subjects, sports, or free-time activities; list my family members, their ages, their relationships to me, and what they
like to do; list my classes and tell what time they start and end; write simple statements about where I live)

Dates/how I showed I can do this: ___________________________________________________________

- I can list my daily activities and write lists that help me in my day-to-day life (label activities and their times in my
daily schedule, write about what I do on the weekends, write a to-do list, write a shopping list)

Dates/how I showed I can do this: ___________________________________________________________

- I can write notes about something I have learned using lists, phrases, and memorized expressions (list the main cities
of a specific country, write the phrases and memorized expressions connected with holiday wishes and celebrations
in a specific country, create a list of topics or categories using vocabulary I have learned, write something I hear such
as simple information in a phone message or a class activity)

Dates/how I showed I can do this: ___________________________________________________________

OTHER ways I’ve shown I can do this standard (be specific!):

______________________________________________________________________________________

______________________________________________________________________________________

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 Novice Mid – Interpretive Listening
The Big Idea: I can recognize some familiar words and phrases when I hear them spoken.
- I can understand a few courtesy phrases (greetings, when people express thanks, when people introduce
themselves, when someone asks for a name)

Dates/how I showed I can do this: ___________________________________________________________

- I can recognize and sometimes understand basic information in words and phrases that I have memorized (days of
the week and the hour, when I hear a date, some common weather expressions)

Dates/how I showed I can do this: ___________________________________________________________

- I can recognize and sometimes understand words and phrases that I have learned for specific purposes (the names
of the planets in a science class, the names of some parts of the body in a health or fitness class)

Dates/how I showed I can do this: ___________________________________________________________

OTHER ways I’ve shown I can do this standard (be specific!):

______________________________________________________________________________________

______________________________________________________________________________________

Novice Mid – Interpretive Reading

The Big Idea: I can recognize some letters or characters. I can understand some learned or
memorized words and phrases when I read.
- I can recognize words, phrases, and characters with the help of visuals (entrance and exit signs, family member
words on a family tree, healthy nutritional categories, simple labels on a science-related graph)

Dates/how I showed I can do this: ___________________________________________________________

- I can recognize words, phrases, and characters when I associate them with things I already know (check off words or
phrases on a to-do list, grocery list, or scavenger hunt list; identify labeled aisles in a supermarket; choose a
restaurant from an online list of local eateries; identify scores from sports teams because I recognize team names
and logos; identify artists, titles, and music genres in iTunes; identify the names of classes and instructors in a school
schedule)

Dates/how I showed I can do this: ___________________________________________________________

OTHER ways I’ve shown I can do this standard (be specific!):

______________________________________________________________________________________

______________________________________________________________________________________

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 Grades in Spanish Class
And how to move forward
10 I meet or exceed the standard!
I’m ready to move on to the next level in this skill! I should look at my standards packet to see where to go next.

9 I almost meet the standard.

I’m really, really close! I just need to make an extra push and I’ll be there!

8 I’m struggling with this standard.

I need to ask Señora K. to meet with me during class or homebase to explain it again and practice. I may need to
practice on my own at home with materials from Señora K., which she is happy to offer me.

7 I can’t do this standard yet at all.

This is so frustrating! I need extra help from Señora K. outside of class, and I need to practice on my own with the
materials I ask her for.

6 This assignment/assessment is missing.

I didn’t turn this in and I need to get it in NOW!

Te Prometo (I promise):
Observar – To observe; to watch your eyes for understanding, to take note
of your attitude/comfort level, and to carefully evaluate your responses to
activities to make sure you understand.

Enfocar – To focus on you; to use common vocabulary, go slow, and

repeat as much as you need to understand.

Ayudar – To help you; to demonstrate new words with images, to

use body language and gestures, and to use English as appropriate to
make sure you understand.

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Name: ________________________________________________________ Class: ________________

Function Phrases: Getting Started in Spanish Class

Words and phrases we’ll use in this course

Spanish English
Being polite Por favor Please
Gracias. Thank you.
De nada You’re welcome.
Lo siento I’m sorry
Perdón or Con permiso or Desculpa Excuse me
Salud Bless you
Figuring out what ¿Cómo? What? I didn’t quite understand what you
people mean said.
Entiendo …. No entiendo I understand …. I don’t understand.
¿Cómo se dice ____? How do you say ____?
¿Qué significa ___? What does ____ mean?
Asking questions ¿Puedo ir al baño? Can I go to the bathroom?
¿Puedo ir al bebedero? Can I go to the water fountain?
Tengo una pregunta. I have a question.
¿Dónde está ____? Where is _____?
¿Qué? What?
¿Cuál? Which?
¿Dónde? Where?
¿Quién? Who?
¿Por qué? Why?
¿Cuándo? When?
¿Cuánto(s)? How much/how many?
¿Cómo? How?
Basic Conversations/ Quiero ____ … no quiero I want ____ … I don’t want
Other Helpful Words Necesito ____ … no necesito I need ____ … I don’t need
Puedo ____ … no puedo I can ____ … I can’t
Sí / No Yes / No
Quizás Maybe
Aquí Here
Dime… Tell me…
Talking about things Sustantivo Noun
you read Verbo /acción Verb / action
Adjetivo Adjective
Personaje Character
Palabra Word
Capítulo Chapter
Página Page
Párrafo Paragraph
El cuento The story

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0. cero

1. uno 10. diez

2. dos 20. veinte
3. tres 30. treinta
4. cuatro 40. cuarenta
5. cinco 50. cincuenta
6. seis 60. sesenta
7. siete 70. setenta
8. ocho
80. ochenta
9. nueve
90. noventa
10. diez
11. once 100. cien
12. doce 101. ciento y uno
13. trece 102. ciento y dos…
14. catorce
15. quince The numbers 16-29 are compound words.
16. dieciséis 16 is literally “ten and six” squished together
17. diecisiete into one word: “diez y seis -> dieciséis.” The
18. dieciocho twenties work the same way.
19. diecinueve
20. veinte To make numbers bigger than 30, just say the
21. veintiuno tens, “y,” and the ones.
22. veintidós
23. veintitrés Ex:
24. veinticuatro 37 – treinta y siete
25. veinticinco
42 – cuarenta y dos
26. veintiséis
56 – cincuenta y seis
27. veintisiete
28. veintiocho 63 – sesenta y tres
29. veintinueve 78 – setenta y ocho
30. treinta 84 – ochenta y cuatro
31. treinta y uno 99 – noventa y nueve
32. treinta y dos
33. treinta y tres...

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Señora Knowles

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treinta
30

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Capítulo Uno: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

Tengo Pelo rubio/castaño Ojos azules/cafés Viaja Trabajo (sustantivo)

Trabaja (verbo)

Voy Saco fotografías Quiero Bailarina Ser

Answer these questions in Spanish before you read Capítulo Uno.

1. ¿Qué quieres ser tú?

2. ¿Cómo eres tú? Descríbete.

3. ¿Te gusta viajar?

4. ¿Tienes tú aventuras? ¿Qué tipo de aventuras tienes?

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Capítulo Uno: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading chapter one, answer these questions in Spanish. Use evidence from the text. (Apunte: hace – does or
makes)

1. ¿Cuántos años tiene Isabela?

2. ¿Cómo es Isabela?

3. ¿Cómo se llama la mamá de Isabela?

4. ¿Cómo es Elizabeth?

5. ¿Qué hace la mamá de Isabela?

6. ¿Qué hace Isabela?

7. ¿Qué quiere ser Isabela?

Write a question in Spanish about Capítulo Uno for a classmate to answer:

_________________________________________________________

¿Crees que… ? (do you think that…?) – hacer predicciones

¿Crees que Isabela va a ser famosa?

¿Adónde crees que Isabela y su mamá van a viajar en el cuento?

¿Qué tipo de aventura crees que Isabela va a tener?

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Capítulo Dos: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

Vamos Feo Juego Dibujo Leo

Me mira Me dice Corren Casi me muero No puedo respirar

Corro Puedes

Sale Se ríe Cansada Siéntate ¿Por qué?

Me siento

Sentarte

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1. ¿Eres tú un niño (o una niña) normal? ¿Por qué?

2. ¿Obedeces tus padres?

3. ¿Corres tú mucho?

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Capítulo Dos: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1. ¿Adónde van Isabela y su mamá?

2. ¿Cómo van Isabela y su mamá a Guanajuato?

3. ¿Por qué no lee Isabela en el autobús?

4. ¿Qué hace Isabela en el momento cuando su mamá sale de la universidad?

5. ¿Es Isabela buena o mala? ¿Es Isabela normal o no?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1. ¿Crees que la mama de Isabela está enojada (angry)?

2. ¿Adónde crees que van Isabela y su mamá después de la Universidad?

3. ¿Crees que Isabela va a obedecer las instrucciones de su mamá?

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Capítulo Tres: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

No toques Iglesia Bonita Pies Ombligo

Manos Cabeza

Lengua

Toco Como (adverbio)

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1. ¿Conoces (do you know/have you been to) una iglesia muy grande? ¿Dónde?

2. ¿Dónde hay anuncios que dicen “no toques”?

3. ¿Es normal tocar cosas (things) con los pies o el ombligo?

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Capítulo Tres: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1. ¿Qué dice la mamá de Isabela antes de entrar la iglesia?

2. ¿Qué hace Isabela en la iglesia?

3. ¿Por qué toca Isabela las estatuas con el pie, el ombligo, y la cabeza?

4. La mamá de Isabela pregunta, “¿Por qué no puedes mirar y tocar como una niña normal?” ¿Cómo responde
Isabela a su mamá?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1. ¿Qué tipo de fotografías crees que Isabela saca en la iglesia?

2. ¿Crees que la mamá de Isabela permite que Isabela vuelva (return) a la iglesia?

3. ¿Adónde crees que Isabela y su mamá van después de la iglesia?

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Capítulo Cuatro: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

Compramos Juguetes Me da dinero Pongo Pero

Comprar

Compro

Grito Lloro Veo Caballito Montar

Montan

Monto

Camina Todos No importa Canto

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1. ¿Qué haces tú en el parque?

2. ¿Cuál es tu fruta favorita?

3. ¿Te gustan las comidas con mucho chile?

4. ¿Montas en caballo?

5. ¿Eres bueno/a para cantar?

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Capítulo Cuatro: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1. ¿Adónde van Isabela y su mamá para comprar fruta?

2. ¿Cuánto cuesta la fruta favorita de Isabela?

3. ¿Qué problema tiene Isabela con el mango?

4. ¿Cómo reacciona Isabela al mango?

5. ¿Qué hay en el parque?

6. ¿Por qué no está contenta Isabela en el parque?

7. ¿De qué saca fotografías Isabela en el parque?

8. ¿Qué pasa en el autobús?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1. ¿Crees que Isabela es buena para cantar?

2. ¿Por qué crees que las personas en el autobús miran a Isabela?

3. ¿Adónde crees que Isabela y su mamá van en autobús?

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Capítulo Cinco: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

Zapatos Quiere más También Le respondo Hijos

zapatería

Me levanto Camino hacia Usted Estoy triste Necesito

Caminan en la calle
Necesita

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1. ¿Tienes tú una obsesión o adicción?

2. ¿Qué es algo (something) que necesitas tú?

3. ¿Qué es algo que NO necesitas tú?

4. ¿Cuándo estás triste?

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Capítulo Cinco: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1. ¿Qué obsesión tiene la madre de Isabela?

2. ¿Qué cree Isabela de los zapatos?

3. ¿A quién ve Isabela en la calle?

4. ¿Qué quiere hacer Isabela?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1. ¿Qué crees que la mamá de Isabela va a hacer en la zapatería?

2. ¿Qué crees que va a hacer la familia en la calle?

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Capítulo Seis: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

Le dice Mucho gusto nuevos paga solamente

Le digo

Tú eres Para ti

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1. ¿Tienes tú muchos zapatos?

2.¿Cuánto pagas tú para un par de zapatos?

3.¿Qué es algo (something) ridículo?

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Capítulo Seis: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1. ¿Cuál fue (was) la idea buena de Isabela?

2. ¿Cuánto cuestan todos los zapatos?

3.Según (according to) Isabela, ¿Qué es ridículo?

4.¿Qué necesita la familia?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1.¿Adónde crees que va la familia después de comprar zapatos?

2.¿Crees que la familia está contenta?

3. ¿Qué va a hacer Isabela después de comprar zapatos?

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Capítulo Siete: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

Caminamos Comemos Tostadas Medio del mercado frijoles

Como

Comen

Come

Helado Lavamos nuestras pienso

heladería

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1.¿Cuál es tu comida favorita?

2. ¿Dónde compras tu comida favorita?

3. ¿Comes mucho helado? ¿Qué sabor (flavor) es tu sabor favorito?

4.¿Conoces tú (do you know) una persona que no tiene mucha comida?

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Capítulo Siete: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1.¿Adónde van Isabela, su mamá, y la familia?

2.¿Qué comen en el mercado?

3.¿Por qué no come la familia en el mercado normalmente?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1.¿Por qué crees que los niños en la familia no hablan mucho?

2.¿Adónde crees que Isabela va después del mercado?

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Capítulo Ocho: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

perritos Panadería Pan dulce

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1.¿Te gusta el pan dulce?

2.A veces, ¿tus padres hablan mucho con otras personas?

3.¿Te gusta jugar con los perros? ¿Te gustan los perritos?

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Capítulo Ocho: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1. ¿Qué compra la mamá de Isabela en la panadería?

2. ¿Qué hace la mamá de Isabela en la panadería?

3. ¿Qué dice la persona en la panadería?

4. ¿Por qué corre Isabela de la panadería?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1. ¿Qué crees que va a pasar en la oficina del veterinario?

2. ¿De qué crees que la mamá de Isabela habla con la persona en la panadería?

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Capítulo Nueve: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

Me llamo Una hoja de papel Ventana Una casa nueva Miro

¿Cómo te llamas?

¿Cómo se llaman?

el suelo juegan Le pregunto Pulgas

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1.¿Tienes tú una mascota (pet)? ¿Qué tipo? ¿Cómo se llama? ¡Describe tu mascota!

2.¿Conoces tú (do you know/have you been to) el refugio de animales?

3.¿Es mejor (better) tener una mascota de un refugio de animales o de una tienda (store) de mascotas?

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.

Capítulo Nueve: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1.¿Qué dice la hoja de papel en la oficina del veterinario?

2. ¿Cómo se llaman los niños en la oficina del veterinario?

3. ¿Cómo se llaman los perritos?

4.¿De qué saca fotografías Isabela en la oficina?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1.¿Qué crees que va a pasar con los perritos?

2.¿Por qué crees que un perrito se llama "Pulgas"?

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Capítulo Diez: Las aventuras de Isabela – ANTES de leer

Vocabulario Clave – write the English meaning and then use the vocabulary in a sentence

salta Me río Periódico Fotógrafa

Answer these questions in Spanish before you read the chapter. Always answer with as much information as you can
offer.

1.¿Los perritos son muy obedientes?

2.¿Los animales te hacen contento?

3.¿Eres famoso? ¿Por qué?

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Capítulo Diez: Las aventuras de Isabela – DESPUÉS de leer

Comprensión

After reading the chapter, answer these questions in Spanish. Use evidence from the text. Always answer with as much
information as you can offer.

1.¿En qué manera es el perrito Sam similar a Isabela?

2.¿Por qué es Isabela famosa?

3.¿Por qué es Sam "la aventura perfecta" para Isabela?

Write a question in Spanish about the chapter for a classmate to answer:

_________________________________________________________

Hacer Predicciones

Always answer with as much information as you can offer.

1.¿Crees que Isabela es contenta?

2.¿Qué crees que es la próxima (next) aventura para Isabela?

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Nombre: _______________________________________________ DATE THIS IS DUE: _____________________

Las aventuras de Isabela: Proyecto cumulativo

Isabela loves taking photos, and she takes a lot of them throughout her adventures! Using the book, identify all the
times Isabela has taken a photo, and what she’s taken photos of. Then, using PowerPoint (or a similar program), create
her photo album! You can use a Google image search to find the right pictures that match the descriptions of her photos
in the book. Use the book to help you write a caption for each one (presentational writing). You will share your album
with the class (presentational speaking). There are fifteen times that Isabela (or her mamá) take pictures in the book.
You should have at least ten of them in your album.

To recap:

Step 1 – skim through the book to find all the times Isabela has taken photos, and make notes about them.

Step 2 – search for appropriate images that match Isabela’s photo descriptions and make a digital album of them in
PowerPoint or a similar program.

Step 3 – add captions to each photo in Spanish. You can use the book to help you. Remember to keep your language
consistent – if you use “I” language, make sure all the captions use “I.” If you use the third person (“she”), make sure all
the captions use third person language.

Step 4 – prepare and then present your album to the class.

You can use this paper to help you take notes.

Página: _____________ Foto de: _______________________________

Descripción en el libro: ______________________________________________________________________________

Página: _____________ Foto de: _______________________________

Descripción en el libro: ______________________________________________________________________________

Página: _____________ Foto de: _______________________________

Descripción en el libro: ______________________________________________________________________________

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 GLOSARIO

Antes de – before Eres – you are (one person, informal)

Bailarina – dancer Estoy triste – I’m sad
Bonita – pretty Feo – ugly
Caballito – little horse Fotógrafa – photographer
Cabeza – head Frijoles – beans
Calle – street Grito – I scream, I yell
Camina – he/she/it walks, is walking Hace – he/she/it does, makes
Caminamos – we walk, are walking Hacia – toward
Caminan – they walk, are walking Heladería – ice cream shop
Camino – I walk, I’m walking Helado – ice cream
Cansada – tired, sleepy Hijos – children, sons and daughters
Canto – I sing, I’m singing Iglesia – church
casa nueva – new house Juegan – they play, they’re playing
Casi me muero – I almost die Juego – I play, I’m playing
Come – he/she eats, is eating Juguetes – toys
Comemos – we eat, are eating Lavamos – we wash, we’re washing
Comen – they eat, they’re eating Le dice – says to him/her, tells him/her
Como (adverbio) – as, like (adverb, comparison) Le digo – I say to him/hery, I tell him/her
Como (verbo) – I eat, I’m eating Le pregunto – I ask him/her
Cómo se llaman – What are their names? Le respondo – I respond to her/him
Cómo te llamas – What’s your name? (asked to one Lengua – tongue, language
person, informal)
Leo – I read, I’m reading
Compramos – we buy, we’re buying
Lloro – I cry, I’m crying
Comprar – to buy, buying
Manos – hands
Compro – I buy, I’m buying
Me da dinero – he/she gives me money
Corren – they run, they are running
Me dice – he/she tells me, says to me
Corro – I run, I’m running
Me levanto – I get up
Después de – after
Me llamo – my name is, I call myself
Dibujo – I draw, I’m drawing
Me mira – he/she looks at me, is looking at me
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Me río – I laugh Puedes – you can, you’re able to
Me siento – I sit down Pulgas – fleas
Medio del mercado – middle of the market Quiere más – he/she wants more
Miro – I look, I’m looking, I watch, I’m watching Quiero – I want
Montan – they ride, they are riding Saco fotografías – I take photos, I’m taking photos
Montar – to ride, riding Sale – he/she/it leaves, goes out
Monto – I ride, I’m riding Salta – he/she/it jumps, is jumping
Mucho gusto – It’s a pleasure Se ríe – he/she laughs
Necesita – he/she/it needs Sentarte – to sit yourself down
Necesito – I need Ser – be, being, to be
No importa – it doesn’t matter Siéntate – sit down (command)
No puedo respirar – I can’t breathe Solamente – only
No toques – don’t touch, no touching Suelo – floor
Nuestras – our También – also, too, as well
Nuevos – new Tengo – I have
Ojos azules – blue eyes Toco – I touch, I’m touching
Ojos cafés – brown eyes Todos – all, every
Ombligo – belly button, navel Tostadas – a tortilla, fried so it’s crispy, sometimes
topped with beans, cheese, chicken, veggies
Paga – he/she pays, is paying
Trabaja (verbo) – he/she/it works (verb)
Pan dulce – sweet bread
Trabajo (sustantivo) – work, job (noun)
Panadería – bakery (pan = bread)
Tú – you (one person, informal)
Para ti – for you
Una hoja de papel – a piece of paper
Pelo castaño – brown hair
Usted – you (one person, formally)
Pelo rubio – blond hair
Vamos – we go, we’re going
Periódico – newspaper
Ventana – window
Pero – but
Veo – I see
Perritos – puppies
Viaja – he/she/it is traveling, travels
Pienso – I think, I’m thinking
Voy – I go, I’m going
Pies – feet
Zapatería – shoe store
Pongo – I put, I’m putting
Zapatos – shoes
Por qué – why

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Otras palabras (other words), apuntes (notes):
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