W P. Juvenile Non-fiction Bilingual Books for Children English / Spanish. Level 2: Toddlers Pre-school. Print and Ebooks by Wilhite Publishing

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2 W P Juvenile Non-fiction Bilingual Books for Children English / Spanish Print and Ebooks by Wilhite Publishing Vol. 6 Animals Los animales Level 2: Toddlers Pre-school John F. Wilhite, Ph.D. Kym A. Wilhite, M.Ed. TESOL

3 Print books of this and other bilingual books for children may be purchased online at: or You may also use these direct links to individual titles by adding the book number to the end of createspace.com/ Animals / Los animales, Level 1, English / Spanish Animals / Los animales, Level 2, English / Spanish God made this / Dios hizo esto, Level 1, Eng / Spanish God made this / Dieu a fait ceci, Level 1, Eng / French Dieu a fait ceci / Dios hizo esto, Level 1, French / Span For more information about print or ebook versions of this series of juvenile non-fiction bilingual books, visit: Wilhite Publishing These books are ideal for day care centers, preschools, and elementary schools that offer or wish to include bilingual education or ESL in their academic programs. With over 20 volumes on a varieety of engaging topics the series offers a comprehensiive curriculum of learning. In addition, each volume consists of four books at different levels for infants through early elementary school.

4 Notes to Parents and Caregivers An abundance of research in child development over the past several decades has shown that young children have an amazing ability to acquire knowledge, skills, and talents at a very young age as early as before birth and during the first year. Incredible but true! A child s ability to distinguish subtle differences in musical pitch and the different sounds of words in a second language begins to diminish after the first year. That s not a typo the first year! But not to worry; any time up through elementary school is ideal for your child s development. Thereafter learning to speak a second language, to sing, or to play a musical instrument is entirely possible; it simply requires more effort. Save your child some grief start early! This information is important for fostering your child s cognitive development and other abilities. All of the following are very beneficial and I highly recommend them. I used them with my three children with favorable results. Reading. This one is obvious and is essential for cognitive development and more. In the case of fostering bilingual ability, frequent reading in both languages is important for ear training and for forming associations between sounds and symbols. For infants the pictures are the symbols; for toddlers and above the symbols are at first the pictures and then the words. The ear training and associations lead to reading ability and fluency in both languages. While infants will not be able to repeat or read words, phrases, and brief sentences like toddlers, they are processing the sounds and associations, an essential first step. For this reason it s important to read often to infants. On some pages there are somewhat long sentences. They put the key words in context; your focus should be on

5 the key words. It s not necessary for your toddler or preschooler to try to read these sentences until your child is comfortable with individual words, word pairs, and phrases. Music. To promote music appreciation and musical ability in your child play Baroque music, Bach and Vivaldi are good choices, as often as possible. To explain why Baroque music is preferred would require most of the pages in this book. Simply stated, it s the style of music best suited to cognitive development, ear training, and the development of musical talent. Keep the volume low; passive listening during play time or meal time is fine. The middle movement of a concerto is slow and calm. Make a recording of several and play them at nap time and bedtime. It has been shown that listening to Baroque music not only contributes to musical ability but also increases mental accuity and receptiveness to learning. Emphasis is placed on music development in a book for learning a second language because the approach to learning both skills is quite similar. Both require abundant listening to music and books being read to the child by a parent or read by the child when the age and ability are appropriate (the receptive skills). Both music and a second language also require a great deal of singing or playing an instrument in the case of music or speaking and writing in the case of a language (the productive skills). Learning music and a second language entail the acquisition of knowledge and a skill thus exercising two parts of the brain at the same time. That s a very good thing! Most other disciplines involve either knowledge or skill, but not both. Second language learning. Read books like the ones in this series to develop second-language skills and based on what was stated under Music above, read often or have your child read often. If you aren t confident in your Spanishspeaking ability, there is a pronunciation guide at the end of the book that may help. Play children s songs in Spanish and

6 English to aid your child s ear training and pronunciation. Also useful are ebook versions of this series that contain text-tospeech reading in both languages. Art. Show your child books of fine art and attractive photos to foster art appreciation and artistic ability. Really! For this reason our images include artistic renditions of photos, fantasy art, and traditional art. Reading the English/Spanish Book Series for Children It s best to work with only one language at a time. The second language may be presented later the same day or on another day. Read the book several times in your child s first language before introducing the second language. Infants Point at and say the names of nouns with one or two syllables. Gradually introduce longer words, adjectives, numbers, and other words. Finally, read the phrases and brief sentences. There will be no repeating or reading at this age, but your infant s marvelous mental machine will file it away for a later day! Toddlers and Pre-schoolers To begin the child s reading process point at a picture and say the word no more than twice. If the child repeats after you, point at the printed word and say it. If the child does not repeat after you have said the word corresponding to the picture or printed word, simply move on to another picture and word. Again, work on only one language at a time.

7 About the Wilhite Publishing Bilingual Books for Children Series This book is one volume in an extentive series of English/Spanish bilingual books for children. All volumes in the series currently consist of four age levels. Level 1 is intended for infants and toddlers, Level 2 is for toddlers to preschoolers, Level 3 is for pre-school to kinder, and Level 4 is for kinder to second grade. It is recommended that the books be presented in volume number order since sounds, vocabulary, and structures are re-introduced methodically from one volume to the next. Also, reading level is increased slightly with each volume. Obviously the reading level increases even more from level to level as the age and reading ability of the child matures. A child who has been presented all or most of the books of Level 1 will be well-prepared for the Level 2 series, and so on through Levels 3 and 4. These books are not story books or picture books for entertainment. They are juvenile non-fiction for educational purposes. They are carefully crafted to ensure that the child indeed receives bilingual education. The books have not been created haphazardly. Each volume is meticulously planned to incorporate the best pedagogical practices of first and second language learning. For example, vowels, diphthongs, and consonants of both languages were divided into groups from the easiest (to hear and pronounce) to the more difficult. These are presented in the first several volumes in order of difficulty. Also, in order for the child to more clearly hear and more easily repeat or read words, they are presented as single words or word pairs unhampered by words before and after the target sound or word. This learning approach is found

8 throughout Level 1 books and to a large extent those of Level 2 as well. In addition to words and word pairs there are judiciously written phrases and sentences in Level 1 designed for the ear training of infants and for the beginning reading of toddlers. Repetition is a basic tool of effective teaching and learning and is used adequately within each volume as well as throughout the series from volume to volume. The repetition is accomplished by repeating a single word (adjective or noun) in a word pair but not both: for example, pink flamingo is repeated as pink pig (the noun changes but not the adjective); red flower and blue flower (the adjective changes but not the noun). In the first example pink is the target word and is repeated; flower is the target word in the second example that is repeated. Review is also an integral part of any learning process and has not been neglected in thewilhite Publishing Bilingual Books for Children series. Parents and teachers will encounter in each book a few pages that do not present new material but rather a photo collage with a number of images from previous pages. These are accompanied by the key words or phrases that describe them providing review in a brief and visual context. Photos instead of illustrations are used because they give the child a clearer image to associate with words. Photos are more realistic and true to life than drawings. They also provide more opportunity for description and content than artwork. To further the child s artistic interest and ability some photo collages include traditional art or fantasy art. Even some photo borders serve as an educational tool! While some are merely adornment, others have a purpose. Pointing to a photo and reading the text yellow bird is an appropriate and standard approach. But it associates the

9 adjective yellow with the noun bird. To briefly disassociate the two words run your finger around the yellow border of the picture repeating yellow several times. Take the child s finger and run it around the picture frame saying yellow several times. We hope the above comments and the children s content make it clear that we take your child s education very seriously. We have made every effort to create a series of bilingual books for children that is effective and appealing. We also hope parents and teachers enjoy using these books. If you have comments or suggestions you may send us an at: publisher@wilhitepublishing.com Copyright 2013 Wilhite Publishing

10 Some animals are pets. They live at home with a family. Unos animales son mascotas. Viven en casa con una familia.

11 Cats are good pets. This cat has green eyes. Los gatos son buenas mascotas. Este gato tiene ojos verdes.

12 This little girl and her puppy eat ice cream together. Esta niñita y su perrito comen helado juntos.

13 rabbit white Some children have rabbits. This rabbit is white. conejo blanco Unos niños tienen conejos. Este conejo es blanco.

14 Other children have turtles as pets. Turtles walk very slowly. Turtles can swim. Otros niños tienen tortugas como mascotas. Las tortugas caminan muy lento. Las tortugas pueden nadar.

15 Many animals live on a farm. Point to the animals you see. Muchos animales viven en una granja. Señala los animales que ves.

16 Dogs and cats enjoy the farm. Los perros y los gatos disfrutan de la granja.

17 This farm family is a rooster, a chicken, and chicks. The baby chicks are yellow. Esta familia de la granja es un gallo, una gallina y los pollitos. Los pollitos son amarillos.

18 cow milk like Milk comes from cows. Do you like milk? vaca leche te gusta La leche viene de las vacas. Te gusta la leche?

19 white duck Some farms have ducks. Ducks make a funny sound. pato blanco Unas granjas tienen patos. Los patos hacen un sonido cómico.

20 brown horse Horses live on farms. Horses like to run. caballo de color café Los caballos viven en las granjas. A los caballos les gusta correr.

21 pink pigs Pigs have short legs. They like to eat and play in the mud. cerdos rosados Los cerdos tienen patas cortas. Les gusta comer y jugar en el barro.

22 A baby sheep is called a lamb. A sheep s coat is called wool. Wool is used to make clothes. El bebé de una oveja se llama cordera. El pelo de la oveja se llama lana. La lana se usa para hacer ropa.

23 Deer live in the forest. The deer have a baby. It has white spots. Los ciervos viven en el bosque. Los ciervos tienen un bebé. El bebé tiene manchas blancas.

24 The black bear lives in the forest. Papa bear looks for food. Mama bear and her cub are kissing. El oso negro vive en el bosque. Papá busca comida. Mamá y su cachorra están besándose.

25 The fox looks for the rabbit. Do you see the rabbit? El zorro busca el conejo. Ves el conejo?

26 gray owl 4 four owls The owl has good eyes. It can see at night. búho gris 4 cuatro búhos El búho tiene ojos buenos. Puede ver por la noche.

27 These birds that live in the jungle have many colors blue, yellow, red, black and white. Estos pájaros que viven en la selva tienen muchos colores azul, amarillo, rojo, negro y blanco.

28 The elephant lives in the jungle. It is very big with a long nose and big ears. El elefante vive en la selva. Es muy grande con una nariz larga y orejas grandes.

29 The flamingo is a pink bird. It has a long neck and long legs. El flamenco es un pájaro rosado. Tiene un cuello largo y piernas largas.

30 The giraffe has a long neck. It can eat leaves in tall trees. La jirafa tiene un cuello largo. Puede comer las hojas de árboles altos.

31 The gorilla is very strong. It is black. El gorila es muy fuerte. Es negro.

32 brown hippo Do the hippos look like pigs? hippo de color café Parecen los hipos a los cerdos?

33 The jaguar is a type of cat. It lives in the rain forest. El jaguar es un tipo de gato. Vive en la selva.

34 The lion, king of the jungle, rests with his mate and daughter. El león, rey de la selva, descansa con su compañera e hija.

35 These monkeys have long legs and arms to climb and swing. Estos monos tienen piernas y brazos largos para trepar y columpiar.

36 monkey gorilla black This monkey is black like a gorilla. These monkeys live in the rain forests of Costa Rica and Colombia. mono gorila negro Este mono es negro como un gorila. Estos monos viven en las selvas de Costa Rica y Colombia.

37 green eyes yellow eyes The black panther is a mysterious animal. ojos verdes ojos amarillos La pantera negra es un animal misterioso.

38 gray rhino The rhino is big and strong. rinoceronte gris El rinoceronte es grande y fuerte.

39 The white tiger has black stripes. It runs fast. El tigre blanco tiene rayas negras. Corre rápidamente.

40 zebra horse stripe black Zebras look like horses but they have black stripes. cebra caballo raya negro Las cebras parecen caballos pero tienen rayas negras.

41 orange tiger black stripes The Bengal tiger and her cub play in the snow. tigre anaranjado rayas negras El tigre de Bengala y su cachorra juegan en la nieve.

42 These penguins are black and white. They like snow and cold. Estos pingüinos son negros y blancos. Les gustan la nieve y el frío.

43 The polar bear is white and lives in the snow and cold. El oso polar es blanco y vive en la nieve y el frío.

44 The baby panda hugs its mother. They are black and white. They have black ears and eyes. El pandita abraza su mamá. Los pandas son negros y blancos. Tienen orejas y ojos negros.

45 gray Is the koala funny or adorable? gris Es cómico o adorable el koala?

46 THE END! GOOD NIGHT, MY FRIEND. VISIT US AGAIN! FIN! BUENAS NOCHES, MI AMIGO. VUELVE A VISITARNOS!

47 Brief Guide to Spanish Pronunciation Vowels English Spanish a father gato, pato e late perro, león i see tigre o oh oso, conejo u two tú, búfalo Diphthongs ai - ay sky baile au cow causa ei - ey pay seis eu (none) europa oi oy toy hoy ie bien, ciervo ue way bueno üi we pingüino Consonants b - v like English b ballena, búfalo, vaso b - v (between vowels) lips apart cabo, pavo real c like k before a, o, u camello, cola, c like s before e, i cebra, cisne ch softer than Eng. ch mucho d similar to Eng. d panda d (between vowels) like th in that cada, nada f softer than Eng. f familia g like h before e, i gente, girafa g hard g before a, o, u gato, gorila h silent helado, búho j like Eng. h pájaro, Juan k k, seldom used kilómetro

48 l as in Eng. león ll like y caballo m as in English mono n as in English nada ñ like onion pequeño p no puff of air as in Eng. pato q like Eng. k quien r like tt in butter cara rr trilled perrito s as in English seis s like z before m and b mismo, béisbol t tongue more forward tres, tigre than Eng. t x varies, ks or s taxi, máximo z like Eng. s zorro