Understanding

Toy Box 2.0 (3)

 Reflection:
“Do not train a child to learn by force or harshness,
but direct them to it by what amuses their minds,
so that you may be better able to discover with
accuracy the peculiar bent of the genius of each.”

Plato
 Objective:
To understand and introduce curriculum resource
Toy Box 2.0 (3) into classroom setting.
Toy Box 2.0 (3)
The main aims of Toy Box 2.0 (3) are for students to:

• Recognize the existence of other cultures

• Develop a positive attitude towards English
• Develop basic communicative skills
• Interact with others in English
• Initiate and develop digital skills
Circular Letter No:6-2013-2014 from the Department of Education
of Puerto Rico establishes that kindergarten students should become:

• active members of the community

• effective communicators
• Ethical and active beings

The Letter 6-2013-2014 also encourages students to learn from their

own experiences by “exploring, discovering and analyzing through
critical thinking and reflection” and “to achieve academic excellency through
an integrated curricula that is interactive and that encourages all of the above.

Toy Box 2.0 (3) is in-tune with the Department’s expectations.

Key Questions regarding Toy Box 2.0 (3) as a resource:

1-What is the value of good Curriculum in the learning process?

2-What exactly does Toy Box 2.0 (3) offer students and teachers?

3-How is it a solid resource for today’s learning and

teaching experience?
Toy Box 2.0 (3) provides a holistic approach to language learning
through contact with literature and content area topics in
compliance with Puerto Rico’s Core Standards and Grade Level
Expectations.

The curriculum is well developed allowing you to offer experiences that help
students learn about themselves and about the world around them, focusing on
the Intellectual/Cognitive; Language/Literacy; Social/Emotional; Physical/Cultural
areas in order to comply with today’s challenges in the classroom setting.
Toy Box 2.0 (3) is aligned with the English Department Program of the Department of Education and
Puerto Rico’s Core Standards.

Unit 1 Curriculum Skills Standards Expectations and Indicators

Our School Resources
Lesson One Activity Book, p.3 Written and Oral Listening K.L.1 Listen and interact with
Student’s Book, Communication peers and teacher during read-
p.4-9 alouds, social interactions,
group activities, and informal
oral presentations. Offer and
respond to greetings/farewells
using appropaote courtesy
expressions.

Speaking K.S.1 Engage in conversations

and relate personal experience
of story information by asking
and answering simple yes or no
questions, using gestures,
words and simples phrases.
Students are encouraged to become familiar with the
digital skills necessary for 21st century learning. Toy Box
2.0 (3) has been enriched with a new online teaching and
Learning environment:

Image Source: www.pixabay.com

 Student Book Contents

is Toy Box 2.0(3)’s Virtual

Learning Environment resource
for teachers and students. It is a
state-of-the-art platform
enhancing learning and
introducing learners to digital
skills.

Teacher’s Guide and materials

refer to UDP Access.
Teacher’s Resources
UDP Toy Box 3
Planner
Puerto Rico Core Standards Curriculum Alignment
Teaching Methods:
Toy Box 2.0 (3)combines a variety of teaching methods to make learning
meaningful and age-appropriate:

• Literature and content-based activities offer meaningful exposure to English

in context promoting a sense of immersion.

• Total physical response activities allow students to show comprehension by

responding to orders, commands, and instructions.
• Communicative activities

• Phonics activities included throughout each lesson

• Exposure and practice of initial and closing consonant

and vowel sounds

• Interactive digital activities

The Teacher’s Guide is interleaved with the pages
of the Student’s Book. It offers step-by-step instructions
to integrate all of the components into a comprehensive course,
See page viii Teacher’s Guide
Toy Box 2.0 (3) Student’s Book includes fifteen thematic units.

Each unit offers six one-page lessons with activities. Each lesson
is linked to a specific field of learning:

• Language and Communication

• Exploration and Knowledge of Nature
• Mathematical Awareness
• Expression and appreciation of art.
The Big Book includes colorful, engaging stories that
offer a variety of genres, including fables, fairy tales,
rhymes, and non-fictions texts.

Digital book with audio is available on Conecta.

The CD is fun to play in the classroom.

 Activity:

“ I AM UNIQUE”
Draw a self-portrait and share your illustration with your small group
(Divide into groups of 5).

Have a leader identify parts of the body and facial features in English
(hair, eyes, nose, mouth, ears and face). At the end each participant
tells the group what makes him or her a unique person.
 Aligned with the Department of Education of Puerto Rico
English Department/English as a Second Language
Curriculum Mapping

Lesson Plan Sample for

Unit K.1: About Me book

Unit Summary: In this unit, the student reads, writes or illustrates texts to describe
him/herself, important events with family, and his/her feelings about his/her life
and the characters he/she read about. The students develops the appropriate
vocabulary and language skills to discuss his/her life and his/her interests (likes and
dislikes). The student creates an “About Me” (an autobiography) and an art project
called “Rainbow Bodies” that describes feelings using colors.

Transversal Themes: Multiculturalism, Art, Music, Poetry

 Curriculum Mapping
Lesson Plan Sample for Unit K.1: About Me book

Unit Integration Ideas: Social Studies, Art, Music, Science (Parts of the Body, emotions)

Acquisition goals: A.1 Contribute to conversations, relating personal experiences or

story information, by asking and answering simple yes-no and “what” questions using
gestures, words and simple phrases.

PRCS (Standards): K.L.1.a- Ask and answer basic instructions and routine questions
appropriate to the topic.
K.S.1- Engages in conversation by asking and answering simple yes-
no and “wh”-questions.
K.LA.5c- Make and explain connections between words and their use
(e.g., emotions, etc.)
 Lesson Plan Sample: Unit 4 Lesson 1 “My Abilities”
Grade: kinder
Alignment to Learning Objectives:
K.L.1a; K.L.1.b; K.S.1; K.S.3; K.S.5; K.W.2

Materials: Chart paper and “Your Body” worksheet; mirror; crayons

Song: My Body Parts Song Video by Elearnin

Vocabulary: arm, elbow, finger, feet, hand, head, knee, leg, neck, tummy

Learning Objectives: Students will be able to identify common body

parts.
Introduction: Mirror, Mirror Activity (See page T22)
and Play song video to review body parts

Teacher Modeling: Review parts of the body with the song and then
introduce the body tracing activity
Interactive
Modeling: Have a students trace teacher’s body and
label the body parts, display.
• Independent Work: Student draws a self-portrait and shares his/her
illustration with a partner or small group. Have
student identify his/her facial features in English (hair,
eyes, nose, mouth, ears and face).
(Optional activity based on time availability)
Student’s Book, page 22. Hand out crayons. Student point to each picture
representing parts of the body.

• Assessment: (T/A: A3;A4;A1) Big Book, page 10.

Title of the story: Sports Day
• Homework: CONECTA-Activity 1-Memory Game-Parts of Body
 Title of Song: The Body Parts Song

Chorus: The parts of the body, the body parts song //

This is the body parts song

This is my hair
This is the forehead
These are my eyes
These are my ears
This is my nose
This is my mouth
This is my chin
This is my neck
Chorus: The parts of the body, the body parts song //
This is the body parts song

This is my shoulder
This is my chest
This is my stomach
This is my elbow, this is my arm
This is my wrist
These are my fingers, five in each hand.
Chorus: The parts of the body, the body parts song //
This is the body parts song

This is my thigh
This is my knee
This is my calf
This is my ankle
This is my foot
These are my toes, five in each foot my body parts

Chorus: The parts of the body, the body parts song //

This is the body parts song
Bibliography

• B.F Skinner, 1968, The Technology of Teacher: Prentice Hall

• Morin, Amanda, Common Reasons Why Kids Are Bored at School;

April 23, 2018; www.verywellfamily.com

• Leyba, Erin, LCSW,PhD; It’s science: Kids whine for a (very good)
reason. www.Mother.lyJuly 2018.

• Jones, Diana; Toy Box 2.0; Teacher’s Guide; University of Dayton,

Editorial Impresora Apolo S.A de C.V;July 2017
• Jason, Zachary (2017); Harvard Graduate School of Education;
Bored Out of Their Minds; Boredom in the classroom: Addressing
student Motivation, Self-Regulation, and Engagement in Learning;
https://www.gse.harvard.edu/news

• What is Curiosity? The Science of Curiosity in Our Brains

http://www.scienceofpeople.com

• KateSurfs.com Blog on Aware Parenting; October 2015

• Neal, Nichelle; August 17, 2015; Education.com/ My Body