Week 19: Let’S Build It! Overview & Preparation 436 Learning Centers 440 Day 1 Things I Can Build

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Starfall® Pre K Let’s Build It! UUnitnit 6 • WWeekeek 1919 Begin with free reading and math activities for computers and mobile devices. Discover even more interactive activities with a Starfall membership! Shop at store.starfall.com for curricula and educational products.

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Copyright © 2013, 2017 by Starfall Education. All rights reserved. Starfall® and Starfall.com® are registered trademarks in the US, the European Union, and various other countries. Starfall® Pre K Unit 6: Watch Us Work Week 19: Let’s Build It! Overview & Preparation 436 Learning Centers 440 Day 1 Things I Can Build ...... 443 Introduce /w/...... 444 Introduce The Three Little Pigs ...... 445 Heavy or Light? ...... 446 Day 2 Building Words...... 447 Introduce Ww, List Ww Words, ASL Ww ...... 448 Sequence The Three Little Pigs ...... 449 Construct a House ...... 449 Day 3 Measure Height ...... 450 Introduce /h/ ...... 451 Compare Versions of The Three Little Pigs ...... 452 Create Puppets...... 452 Day 4 What Happens After ...... 453 Introduce Hh, List Hh Words, ASL Hh...... 454 Teacher’s Literature Choice: Construction...... 455 Draw and Write ...... 455 Day 5 Three Little Pigs Puppet Show ...... 456 Review Letters and Sounds ...... 457 Dramatize The Three Little Pigs...... 458 436 WEEK 19 —OVERVIEW UNIT 6 This week you willteach thechildren andconstruction aboutbuildingmaterials sentence stem: Circle Time and Small Group Day One straws for children to useinbuildingtheirown and purchase several boxes sticksandbagsofstraw oftoothpicks ordrinking orcraft Prior to Preparation Starfall’s Rhymes Nursery Selected Sing-Along Starfall Sign American LanguagePosterStarfall ABC forGingerbread Boy andMe The Three LittlePigs The Three LittlePigs Media &Other Books Starfall Story TimeStory Morning Meeting of through thestory Day Two Circle Time • • • • • • • • • catches fl iesinthe web.

Small Group dramatize puppets paperbagcharacter make how tolearn measure theheightofaconstruction count andclapwords insentences discuss beginning, middle, andend build housesfrom straw, sticks, orpaperbricks rediscover style thefolk taleliterary /w/and/h/identifyinitialwordslearn andconsonant/vowel/consonant blendingonsetsandrimes wordspractice Have the chart paper materials listfrom paper materials Have the chart Bricks We 19: WWeek Day 1 . Attachthecorresponding Picture to Cards thelabels. next —Have straw, available to sticksandabrick demonstrate buildingmaterials. — You for willneedaballofwhite yarn useincreating aweb. —Prepare sentence two strips: — Divide a sheet of chart paper into three columnslabeled —Divideasheetofchart The Three LittlePigs e , cutred paperinto smallrectangles to construction resemble bricks, —Prepare paperrectangle for alarge construction eachchild. I can builda — Have sticky notes —Have available, sticky and e Volume 2 SequenceCards as told by BrandiChase The Three LittlePigs k

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Starfall Pre K peanut butter, cheesespread orsoftened ascement. and black construction paperforand blackconstruction creating puppets. character Small Group Small Group a version told from pointofview, thewolf’s suchas: to the starting point. to thestarting The fi rstchild the wolf.wolf catches becomesthenext instead ofa time, heor she shouts “Dinner time!” andchasesthechildren back Play continuesuntilthegroup getscloseto thewolf and toward him orher. time andthechildren thecorresponding numberofsteps take isthetime, Mr.“What Wolf?” The wolf facesthemand away with hisorherbackto theother children. The children ask, Choose achildto be thewolf, whostands aboutfifteen feet Wolf’s DinnerTime severala newleaderafter minutes. of hisorherchoiceasothersfollow along. The leaderchooses Choose achildto betheleader. actions The leaderperforms Follow theLeader Outside Activity bread, ortoast squares as Children theirownsnacksusinggraham crackers, construct Snack Suggestion Morning Meeting Day Five TimeStory Day Four Optional: Suggestions include: TimeStory Morning Meeting Day Three place itonatray. Tape to together create paperstrips anonstandard measurement. • • • • • • • •

The Three LittleWolves and theBigBadPig One BigBuilding:ACountingOne BookAboutConstruction Building aHouse The True oftheThree LittlePigs Story The Construction AlphabetBook The Three LittlePigs The Three LittlePigs The Three LittlePigs — Choose a book about construction. Suggestionsinclude: —Chooseabookaboutconstruction. —Have analternate version of After comparing stories from stories comparing thelittlepig’sAfter perspective, chooseandcompare — You willneedalunch-sized paperbagfor gray eachchild, andpink, —Have theresponse listfrom today’s —Choosemusicfor “Freeze-a-Roo.” —Useblocksto buildatower thatistaller thanGingerbread Boy by Byron Barton by Byron byJamesMarshall by SallyBell by Paul Galdone building blocks, andcream cheese, by Jerry Pallotta by Jerry by Jon Scieszka byJonScieszka The Three LittlePigs by Eugene Trivizas Morning Meeting shouts a by Michael Dahl by Michael available for comparison. determine “how many” correspondence to Uses one-to-one in sequence Verbally counts Math of largemotorskills Combines asequence Gross MotorSkills available. and

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UNIT 6

The Three Three The . I could could I . Da Day Day Day 1 Day Day 2 Day Day 3 Day Day 4 Day Day 5 Day

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437

5 4 3 2 1 438 WEEK 19 —OVERVIEW

WWEEK 19 UNIT 6 Exploration GroupSmall & Morning Meeting Story Time Story Circle Time E E K

1 9 sticks, straw, bricks, sturdy inexpensive, siblings, Vocabulary: The Three LittlePigs Building materials “Eensy,Spider” Weensy “Web” riddle Create web ayarn andlistenIntroduce for /w/ Blend onsetandrime Phonological Awareness: “I canbuild…” Gingerbread Boy’s Message Choose buildingmaterials Lighter/Heavier Day

One LEARNING CENTERS GATHERING ROUTINE Sing Is/w/?” “Where ABC forGingerbread Boy andMe List initial/w/words ASLsignIntroduce for Introduce Words inasentence Phonological Awareness: Build houses Sequence Cards The Three LittlePigs end ofstory Beginning, middle, The Three LittlePigs Review letters into words) Beginning, middle, end(blend Gingerbread Boy’s Message Day a, b, e, f, m,n,o, p, w Ww Two Ww Day Three Day Four Day Five GATHERING ROUTINE

Gingerbread Boy’s Message Gingerbread Boy’s Message Gingerbread Boy’s Message “The Builder Song” “The More We Get Together” Practice for dramatization with paper bag puppets Measure height The Three Little Pigs Compare heights of structures

LEARNING CENTERS

Phonemic Awareness: Blend Phonological Awareness: Phonological Awareness: Consonant/Vowel/Consonant Syllables in Words Blend onset and rime “Helicopter” riddle Introduce Hh “Wee Willie Winkie” Introduce and listen for /h/ Introduce ASL sign for Hh Listen for initial /w/ “Humpty Dumpty” List initial /h/ words “Humpty Dumpty” ABC for Gingerbread Boy and Me Alphabetical order Sing “Where Is /h/?” Match Picture Cards to initial letters

The Three Little Pigs Teacher’s Literature Choice: “This Little Piggy Went to Market” Construction Compare and Dramatize The Three Little Pigs contrast alternate “Cathy’s Hammers” story versions Vocabulary: construct

Make paper bag character Illustrate and write or dictate Complete projects or conduct puppets sentences about a play date observations and individual with the pigs or wolf assessments

UNIT 6 439 WWEEKEEK 1919 Computer Center LEARNING Materials CENTERS Activity — Children enjoy Math: Numbers, “3,” review /k/ and reinforce /w/ at ABCs: “K,” and “W.” F Computers set up to access Media & Technology Starfall.com Uses technology to F Headsets explore and review Interaction & Observation information • Encourage children to explore numbers 0-10 in the Math Enjoys electronic forms section as well as the counting songs. of storybooks and informational texts • As you visit the Computer Center, notice whether children understand what three Math (or any number) really means. For example, look for signs that indicate they recognize Recognizes numerals three can be represented by the numeral 3, the word three, or a set of three objects.

Art Center Materials Creative Arts Activity — Children create their own little pigs using pink paint. F Pink tempera paint Creates original work Have black markers available for eyes and other details. F Shows care and Art paper for easel persistence in a variety Display illustrations of pigs in the Art Center, and give the F Black markers of art projects children freedom to design their own pigs. Suggest they Fine Motor Skills give their pigs names, and assist in writing them on their Demonstrates control, papers with black markers. strength, and dexterity to manipulate objects Display the artwork on the classroom walls. Interaction & Observation • Allowing children to paint with only one color helps them learn how to use more or less paint on the brush to create lighter and darker shades, and to experience cause and eff ect. • Children should experiment with paint rollers, cotton, sponges and craft sticks in addition to paint brushes.

Library Center Materials Media & Technology Preparation — Book suggestions include: F The Three Little Pigs as told by Enjoys electronic forms • Oliver Pig and the Best Fort Ever by Jean Van Leeuwen of storybooks and Brandi Chase (Book & Audio CD) informational texts • Olivia by Ian Falconer F Books about pigs and Motivation for Reading • Pigs by Robert Munsch construction Enjoys reading and • Puddle’s ABC (Toot & Puddle) by Holly Hobbie reading-related activities Activity — Children read and listen the available books. Interaction & Observation • Nonfi ction books about pigs can help children learn factual information about pigs, such as what they eat, how quickly they grow, why they love to roll in the mud, etc. • Children gain a better understanding of the world around them through books. They develop their skills in making predictions and cause and eff ect (e.g., the wolf will blow the house down if the pig builds it with sticks). They also make connections between stories and information they already know.

440 UNIT 6 WEEK 19 • CENTERS MathMDramaticath CenterCente Playr Center Materials Activity — Children drape the sheets or blankets over Creative Arts F Sheets, blankets, chairs chairs or small tables as they pretend to build the straw, Engages in cooperative stick, and brick homes of the little pigs. pretend play with other children They act out the parts of the three pigs and the wolf. Represents fantasy and real-life experiences through pretend play Interaction & Observation • Place a copy of The Three Little Pigs in the Dramatic Play Center. If you read other versions of the story to the children, add them to the center also. • Observe how the dramatization changes and listen to the language development that acting out a story can promote.

Construction Center Materials Activity — Challenge the children to build a home the Social/Emotional wolf cannot blow down. When their construction is F Large and small blocks Development complete, they measure the height of their houses using F Hard hats Demonstrates willingness to choose nonstandard units of measure such as connect cubes, F Sign that reads a variety of familiar links, paper strips, or cut-out handprints. “Construction Zone” and new experiences F Connect cubes, links or other Works with others Interaction & Observation to solve problems nonstandard units of measure • Demonstrates increased When interacting with children in the Construction F Paper, pencils fl exibility, imagination Center, talk about nonstandard measures and ask them and inventiveness what other ways they might measure and compare the height of their buildings. • Provide paper and pencils for children to record the number of cubes or links they used to measure the height.

Writing Center Materials Activity — Children pretend they are a fourth pig in the Emergent Writing F Manila paper for each child story of The Three Little Pigs. They draw pictures of their own Demonstrates houses and write or dictate a sentence or two about the F Pencils, crayons understanding of the connections among their materials they used to build them. own ideas, experiences, and written expression Combine the pages to create a class book, The Fourth Little Pig, Uses scribbles/writing and place it in the Library Center. to convey meaning Interaction & Observation • Encourage the children to think of all the diff erent materials they might use to build a house. (mud, leaves, bales of hay) • Find pictures of houses created from unusual materials to display in this center. • As you observe children write, notice if they hold their pencils/crayons correctly,y, whether they write recognizable letters, and whether they are able to hear letter-sound connections. Doing so will help you to better meet their needs in the future.

UNIT 6 441 WEEK 19 • CENTERS Discovery Center Materials Preparation — Turn the empty water table into a F Empty water table Science hands-on magnetic center for children to experiment F Magnets of various sizes, shapes Uses tools and with magnetism. equipment to F Nuts, bolts, screws, paper clips, explore objects Set out various magnets and containers of nuts, bolts, screws, metal and plastic jar lids Participates in scientifi c paper clips, metal and plastic jar lids in the water table. investigations Compares, contrasts, Activity —Children explore the metal and nonmetal and classifi es objects and data materials with magnets and conduct their own science experiments without directions from you. Interaction & Observation • Set up experimentation materials then let children take over to learn simple physical science concepts. • Explain that they can do scientifi c experiments and see what happens. • Children learn cause and eff ect and arrive at their own conclusions through play.

Math Center Materials Math Activity — Children use blocks and/or other building F Building blocks and/or other Describes relative materials, such as small wood or pattern blocks, to build position from diff erent small, medium, and large houses for the three little pigs. building materials perspectives Describes objects according to Interaction & Observation characteristics • Sit with the children as they work and listen to their language as they discuss the or attributes concepts of small, medium, and large. • Engage them in conversation regarding observable attributes such as big, bigger, biggest; small, smaller, smallest; long, longer, longest; short, shorter, shortest. • Encourage children to use relative position terms such as The roof is on top of the house and I am next to the house.

442 UNIT 6 WWEEKEEK 1199 Continue this routine as with previous weeks. Gathering Routine Day One

Materials Morning Meeting I had the best time F Prepared chart paper last night building a F Markers bridge with blocks. Warm Up Your Brain Do you like to build Children stand and recite “Cathy’s Hammers” while F Sticky notes things? performing the appropriate actions. Your pal, Gingerbread Boy

Things I Can Build Cathy’s Hammers Read and discuss Gingerbread Boy’s message. (Make a hammering motion with one fi st.) Creative Arts Cathy had one hammer, Expresses self through Say: Raise your hand if you like to build things. one hammer, one hammer, movement (Children do this.) What do you like Cathy had one hammer, Emergent Writing to build? (Volunteers respond.) What did then she had two. Contributes to a shared Gingerbread Boy build? Right, he built writing experience (Make a hammering motion with both fi sts.) or topic of interest a bridge. How do we know? (Volunteers Cathy had two hammers, Print/Book Awareness respond.) Yes, we know because Gingerbread two hammers, two hammers, Boy told us in his message. Cathy had two hammers, Connects oral language and print then she had three. Indicate the chart paper. (Make a motion with both fi sts and one leg.) Say: Here is a sentence that isn’t fi nished. Cathy had three hammers, I can build a (blank). Since Gingerbread Boy three hammers, three hammers, Cathy had three hammers, built a bridge, I will write bridge on then she had four. a sticky note and add it to the sentence. (Do this.) Let’s read the sentence now. (Indicate (Make a motion with both fi sts and both legs.) each word as you read it. Children read with you.) Cathy had four hammers, four hammers, four hammers, Remove the sticky note and place it under the Cathy had four hammers, sentence stem. Ask: What do you build in the then she had fi ve. Construction Center? Choose a volunteer to (Make a motion with both fi sts, both legs, respond and write his or her response on a sticky and head.) note. Add the sticky Cathy had fi ve hammers, note to the sentence stem. The class repeats the fi ve hammers, fi ve hammers, Cathy had fi ve hammers, sentence stem and the response. Remove the then she went to sleep! sticky note and repeat for each child. (Pretend you are sleeping.) Encourage children to build diff erent structures during Learning Center time. Place the chart paper in the Construction Center as a reminder.

LEARNING See Learning Centers for Week 19, pages 440-442. After cleanup, CENTERS the children gather to share their experiences.

UNIT 6 443 WEEK 19 • DAY 1 Materials

Circle Time F Grandmother Phonological Awareness: F Starfall’s Selected Nursery Rhymes (Book & Audio CD) Blending Onset and Rime F Picture Cards: web, wind, Say: Listen to these word parts and then put them woman, wood together to say a word: /w/ /ish/ (wish), /w/ /ork/ F Ball of white yarn (work), /w/ /olf/ (wolf), /w/ /ind/ (wind).

Introduce /w/ Phonological Say: Grandmother has a riddle for us. Listen to her Web Awareness clues to solve the riddle. Grandmother reads the riddle Combines onset and rime “Web.” Children solve the riddle. I am spun by spiders. to form a familiar one- I help spiders catch their food. syllable word with and Display the Picture Cards web, wind, woman and wood. I look like thin thread. without pictorial support My name begins with /w/. Listens for beginning Say: Here is a picture of a web. Say, web. Web begins What am I? sound with /w/. Say /w/. Continue: • Wind begins with /w/. Say, wind. Say /w/, wind. • Woman begins with /w/. Say, woman. Say /w/, woman. • Say, wood. What sound do you hear at the beginning of wood? Right, /w/. Say: Listen to these two words to tell which one begins with /w/: web, kite. Right, web begins with /w/. (Children repeat, /w/.) Listen again. Which one begins with /w/, ball or worm? (worm) Say: Wave begins with /w/. (Children repeat, wave.) Listen to these words. If you hear /w/ at the beginning of the word, wave your hand. (demonstrate) If the word doesn’t begin with /w/, put your hand on your mouth. Ready? Use water, wig, kittens, spider, wagon, watermelon, and window. Indicate Nursery Rhymes pages 8 and 9, “Eensy Weensy Spider.” Children describe the illustrations then you read the text. Repeat the rhyme as children join in. Ask: Which word begins with /w/, eensy, weensy, or spider? (weensy) Weensy means very little. What might the spider build or weave after the sun comes out? (a web) Gather children in a circle. Grandmother says: Let’s pretend we are spiders spinning webs. We’ll use yarn since we aren’t real spiders. With your paraprofessional’s assistance: • Gently toss the ball of yarn to a child on the opposite side of the circle while you hold one end of the yarn. • Instruct the child to hold part of the yarn and toss the ball to another child. (Each child must continue to hold his or her part of the yarn.) • Continue until you have formed a web. Play Nursery Rhymes Audio CD Track 6, “Eensy Weensy Spider.” Encourage children to listen for /w/ today. 444 UNIT 6 Pre Starfall K Time Story Observe & Observe Modify Partner children and instruct them to sit criss-cross, knee-to-knee. Say: Say: Partner childrenthemto knee-to-knee. sitcriss-cross, andinstruct appropriate times. Stop reading page19. after would bestrong andsafe, would you builditwithstraw, sticksorbricks? lot ofmoneyto buildahousewithbricks. you If want a little more to buildahousewithsticks. Bricksare to buildahousewithstraw. Sticksare alittlemore expensive soitwould cost a build. Siblings many peoplehave told. This folk taleisabout three pigs whoare straw Finish reading the story. Compare thechildren’s story. predictionswiththeactual their answers withthegroup andexplain. Read Say: Indicate you buildwith you buildwith Say: Introduce partner aboutwhat you andwhy. thinkthepigswilldonext partner thesticks.Indicate Continue: respond.) (Volunteers Indicate thebrick. Indicate Explain: This isafolk taletold by Brandi Chase.that Afolk oldstory taleisavery We have talked aboutdiff .) The Three LittlePigs (Indicate thestraw.)(Indicate Birds might use Straw isvery The Three LittlePigs. are brothers orsisters inafamily. Doyou have siblingsinyour family? The Three LittlePigs

bricks sticks air from themouthto besaidproperly. Should thisarise, demonstrate how /hw/ (wh)requires apuff Children confuse/w/withthedigraph often /hw/ (whsound).

Continue: inexpensive ? ? (Volunteers respond.) (Volunteers . As you read, indicate thestraw, sticks, at andbrick straw (Volunteers respond.) (Volunteers This is Here isa These are to buildnests. What could you buildwith erent thingswe could straw . That meansitwould notcost muchmoney brick sticks . (Children repeat, . (Children repeat, . (Children repeat, expensive sturdy F F Brandi Chase brick

The Three LittlePigs Straw, sticks, abrick soitwould cost a sticks Volunteers share house, onethat .) Materials What might .) siblings Talk to your What could straw of astold by . ?

and eff Recognizes cause real-life experiences photos, priorknowledge, using illustrations/ Makes connections Comprehension Acquires vocabulary new words unknown fi ndthemeaningsof Uses illustrations to Vocabulary WEEK 19 •DAY 1 ect

UNIT 6

445 WEEK 19 • DAY 1 Small Group & Exploration Materials F Large block F A feather or a napkin Heavy or Light? F Straw, sticks, a brick Math Indicate the large block and the feather. Ask: Which of F Prepared chart paper Measures or compares these objects is heavier, the block or the feather? the weight of one or (Children take turns holding the block and feather, and more objects using a nonstandard reference share their answers.) Right, the block is heavier. Which object is lighter? Uses graphs and charts (the feather) to answer questions Science Place the block and the feather on a table. Ask: Which object could you blow across Makes and verifi es this table? (Volunteers respond.) Let’s try. (Several volunteers try to blow the block predictions across the table, then the feather.) Why do you think you could blow the feather across the table, but not the block? (The feather is light, but the block is too heavy.) Indicate the straw, the sticks, and the brick. Say: Each pig in the story used a diff erent building material to build a house. Which of these building materials is the heaviest? Which is the lightest? Accept responses. Indicate the chart paper. Each child chooses the type of house he or she would like to build. Display the materials to help with choices. Children write their names in the appropriate columns. Houses will be created on Day 2.

446 UNIT 6 Pre Morning Meeting Starfall K Gathering Routine Observe & Observe Modify Say: Say: each letter to adiff Say: Say: beginning? Say: Say: end sound. beginning, amiddleandanend. We willusethesechairsto helpusbuildwords, becausewords alsohave a Say: Say: stories andmovies.stories Repeat for andnamethePictureIndicate Card name Letter Cards Say: chart. thepocket Indicate This chairisat thebeginning. This chairisinthemiddle. This chairisat theend. threeArrange chairsside by sideandindicate eachinturn. Say: Read anddiscussGingerbread Boy’s message. Words Building (/e/) stands for /b/? Repeat untilallchildren have aturn. point to theendingpoint. from thebeginningmotion andblow theirnapkins infront ofhimorher.a napkin Children useacrawling Four infront childrenofthegroup, kneel eachwith and anendingpointonthefl oor, rug, ortable. Play “Huff Warm Up Your Brain

Listen to sound. thenext /w/,/e/. Which orinthemiddle? sound isnext Let’s buildtheword Many thingshave beginnings, middles, andends. We justbuilttheword /w//e//b/, Listen for thesoundat theend, orthe lastsound. /w/,/e/,/b/. What letter E standsfor /e/. bed, fan, man, Repeat, andPuff (/w/)

group sodictates. Use uppercase ifthereadiness letters for ofyour thisactivity (/b/)

erent child. W a, b, e, f, m,n,o, p

standsfor /w/. web B !” Designate abeginning point The childholding standsfor /b/. . Remove and web mop. Listen: Continue thisroutine aswithprevious weeks. Here are someletters. Let’s namethem. . Listen carefully to hear abeginning, middle, and w, e w, and web The childholding , and w-e-b The childholding w . (Children repeat, e web sitsinthe “middle” chair. . b . Which sounddo you hearat the from the pocket chart and distribute anddistribute from chart thepocket . w b sitsinthe “beginning” chair. sitsinthe “end” chair. web Give examplessuchas Here are three chairs. F F F F p, p, w mop, web .)

Picture Cards: Three chairs Pocket chart Letter Cards: Materials a, b, d, e, f, m,n,o, Place and bed, fan, man,

letters formwords Understands that AwarenessPrint/Book some lettersounds Recognizes/names Phonics of positionwords Shows understanding Math

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WWEEK 19

. My favorite favorite My . UNIT 6

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447 9 WEEK 19 • DAY 2

LEARNING See Learning Centers for Week 19, pages 440-442. After cleanup, CENTERS the children gather to share their experiences.

Circle Time Materials F Prepared sentence strips Phonological Awareness: Words in a Sentence F Grandmother F Star Say: Listen to this sentence: The spider is weaving a web. Now, you say it. (Children repeat the sentence.) F Letter Card Ww Listen again. Assign one child to each word in the F Chart paper, marker sentence and instruct them to stand in front of the class. F Starfall American Sign Stand behind each child as you repeat their word in Language Poster the sentence. Ask: How many words did you hear? (Children respond.) Let’s check. (Say the sentence and count the words.) Repeat for The spider catches fl ies in the web. Indicate the sentence strips. Read The spider is weaving a web. Volunteers circle each word in the sentence and count them. Repeat for The spider catches fl ies in the web.

Introduce Ww, List Ww Words, ASL Ww Phonological Indicate Letter Card Ww. Say: This is the letter Ww. (Children repeat, W.) One W Awareness is uppercase and one w is lowercase, but both letters are W. The letter Ww Distinguishes individual stands for /w/ (w sound). Each time I touch the letter Ww, say /w/. Touch the words within spoken phrases or sentences Letter Card several times, quickly and slowly as children say /w/. Listens for beginning sound Say: Let’s skywrite uppercase W. (demonstrate) Now, let’s skywrite lowercase w. (demonstrate) Now, fi nd a partner. (Children fi nd partners.)Take turns and use Phonics your fi nger to write uppercase W on your partner’s back. After they have done Focuses on letter names and shapes this several times say: Now write lowercase w. Indicate the star. Grandmother asks: Who can fi nd the letter Ww on the Alphabet Chart? (A volunteer identifi esWw and attaches the star on or above the Wall Letter Card.) Indicate ABC for Gingerbread Boy and Me. Say: Let’s look at Ww. Here are some pictures of things that begin with /w/. • Identify each picture. Children repeat. • Isolate the beginning sound. (Example: web, /w/) • Indicate the word below each picture. Say: Here is the picture; here is the word that names the picture. • Discriminate between picture/word. (Example: Indicate the picture of the web. Indicate the word, web.) Say: We have learned the letter Ww and /w/. Now let’s learn to make the letter Ww with our fi ngers. Indicate the Starfall American Sign Language Poster and demonstrate the American Sign Language sign for Ww. Say: This is the letter Ww in sign language. Now you try it. Children sign Ww. 448 UNIT 6 Pre Starfall K Group&ExplorationSmall Time Story The three little pigsbuilttheirhouses out of houses inthe classroom heading: witha sentence strip index cards by the constructions.Display fi nished (straw, sticks, onanindexcard. orbricks) Place the ofchoice hisorherbuilding material child writes Attach aroof Each to thetop ofeachmilkcarton. rectangles, milkcartons. attachthemto theempty around children them.After gluetheirpiecesto the available, prepare thelarge rectanglepapersto fi t Optional: houses. papercanbeusedto Construction addroofs. onto large paperbricks rectangles toconstruction build thematerials.Distribute Children gluestraw, sticks, or thechildrenmaterials chose. paperlistofbuilding andreview thechart Indicate aHouse Construct ordercorrect oftheSequenceCards. Continue to sequencethecards untilallare inorder. to confi Readthestory rm the Ask: random order. Children discusstheillustrationsoneachcard. Indicate begins,Discuss how develops, thestory ends: Sequence from homethatbegin with/w/. Encourage children items to (orpicturesofitems) bring the ASLsign for Sing Is/w/?”“Where Eachtime/w/isused, children make Children circle children’s namesthatbegin with paper. thechart Indicate Say: I’ll write papersowe thewords don’t onthischart forget them. • • •

End — The wolf andthepigsbecomefriends. the wolf blows down thestraw andstickhouses. —Eachpigbuildshisorherownhouseand Middle own houses. Beginning —Parents sendthesiblingsto buildtheir Which Sequence Card shows what happened at thebeginningofstory? The Three LittlePigs If you have small empty milk cartons you have milkcartons If smallempty The Three LittlePigs Ww Ww intheirwords you after them. write . Sequence Cards. Place them in the pocket chart in SequenceCards. chart Place theminthepocket Let’s make alistofwords that beginwith W, thenacceptsuggestions. (blank). F F F F F F F F Sequence Cards Brandi Chase from rectangle for eachchild paper bricks /w/ /w/,Ww, Ww, Ww /w/ inweb, /w/inwall Here Iam.Here Iam. Where is/w/? IsThumbkin?”) “Where (Melody: Where Is/w/?

The Three LittlePigs Choice ofbuildingmaterials list Pocket chart The Three LittlePigs Large paper construction Straws, sticks, red construction Glue Construction paper Day 1 Materials Materials Start with Start Ww astold by

. of events Identifi es sequence Comprehension to manipulateobjects strength, anddexterity control,Demonstrates Fine MotorSkills realistic guesses estimate, andmake Uses numberstopredict, Math WEEK 19 •DAY 2

UNIT 6

449 WWEEKEEK 1919 Day Continue this routine as with previous weeks. Three Gathering Routine

Morning Meeting Materials F Tower of blocks on a tray Warm Up Your Brain (taller than Gingerbread Boy) Explain that the children will create a pattern with their F Narrow paper strips, two or movements as they follow your directions. three feet long F Marker Say: Clap your hands. Next, stomp your feet. Stand I built a big tower up then sit down. Repeat several times. Let’s add to last night with blocks. the pattern. Clap your hands, stomp your feet, stand up, sit down, and It is taller than I am! crawl around. Repeat several times. Your friend, Gingerbread Boy Volunteers suggest patterns of movement.

Measure Height Math Read and discuss Gingerbread Boy’s message. The Builder Song Measures or compares (Melody: “Here We Go Round the height of one or Display the tower of blocks Gingerbread Boy built on a tray. the Mulberry Bush”) more objects using a Say: It sounds like Gingerbread Boy was a builder last nonstandard reference night. He will love this song! This is the way we saw our wood, Uses graphs and charts saw our wood, saw our wood, to answer questions Sing “The Builder Song.” This is the way we saw our wood, Say: If Gingerbread Boy would like to know how tall so early in the morning. his tower is he could measure it. Let’s show him how. This is the way we pound our nails… Indicate a narrow paper strip. Say: Here is a paper strip. This is the way we drill a hole… We can use it to measure how tall things are. This is the way we stack our bricks...

• Several children build a tower with blocks. This is the way we paint the walls… • Demonstrate how to hold the bottom of the strip next to the bottom of the tower while a child holds the top of the strip. • A second child marks the height of the structure by drawing a line on the paper strip. • Write “Tower 1” next to the line. Explain: This tells us how tall Tower 1 is. Several children build another tower. Repeat the above procedure. Label the paper strip “Tower 2.” Compare the towers and discuss which is taller and which is shorter. Measure Gingerbread Boy’s tower using the above procedure. Compare the height of Gingerbread Boy’s tower to Towers 1 and 2. Optional Activity: Prepare strips for each child. Children work with partners to build towers and record their heights on their individual strips. Partners compare their results.

450 UNIT 6 Pre Starfall K Time Circle CENTERS LEARNING Indicate of ahelicopter. Say: and Display thePicture Cards “Helicopter.” Children solve theriddle. Helicopter Play Play the rhyme together. Dumpty” andpauseto seethatchildren initial /h/ words. discriminate Children say Which onebeginswith/h/, Raise yourRaise handwhenyou hear aword that beginswith/h/. Say: Say: Say: /h/ Introduce your helicopter blades. plane clues to solve thisriddle. on your bottom! Ready? Encourage children to listen for /h/ today. • • •

Say /h/, beginning of Say, Headphones Hen house. /w //i//g/ say them. Let’s more. try sounds together to form aword: /w//e//t/, Say: Consonant/Vowel/Consonant Phonemic Awareness: Blending Pretend you are a Listen to thesetwo words to tell whichonebeginswith/h/, Here ofa isapicture Grandmother hasariddlefor us. Listen to her Nursery Rhymes Nursery . (helicopter) beginswith/h/.Say, house Nursery Rhymes Rhymes Nursery Listen to thesesounds:/w//e/t/.Now you headphones beginswith/h/.Say /h/.

. What sounddoyou hearat the (Children repeat, /w//e//t/.) wig Now, listen to thesewords. you If hear/h/at thebeginning, spin beginswith/h/.Say, house . the children gatherto share theirexperiences. See Learning Centers for Helicopter Audio CD Track 10.Children sing Dumpty.”“Humpty Repeat with/w//e//l helicopter page 13 Dumpty.”“Humpty Say: ? Right, /h/. helicopter, hen,headphones (demonstrate) . Use helicopter Grandmother reads theriddle tree hen home, yard, happy, box, beginswith/h/. or . Say /h/, . Children standandspinaround theblades like hill Continue: . Say, headphones If thewordIf doesn’t beginwith/h/,land ? (hill) well Week 19 Blendthe helicopter. hen

and . (Children repeat, /h/.) wet , pages 440-442. After cleanup,, pages440-442.After and . . Listen to thisrhyme.

hammer. What amI? What namebeginswith/h/. My off rotatingme bladeslift My afewpeoplecanOnly fi tinsideme. I can’t goasfast asanairplane. hospitalandlandonatower. IflSometimes ypeopletothe Helicopter F F F F helicopter, hen,house Rhymes Rhymes

Pocket chart Starfall’s Nursery Selected Grandmother Picture Cards: theground. Read “Humpty Read “Humpty Materials helicopter (Book &Audio CD) Listen again. headphones, or

sound Listens forbeginning Blends threephonemes Phonemic Awareness WEEK 19 •DAY 3

UNIT 6

451 WEEK 19 • DAY 3 Story Time Materials F The Three Little Pigs as told by Compare Versions of The Three Little Pigs Brandi Chase F An alternate version of Vocabulary Indicate The Three Little Pigs as told by Brandi Chase. The Three Little Pigs Discusses words and Picture-walk through the book as children retell the story. word meanings Encourage them to include the repeated patterns during Comprehension the retelling. Identifi es basic similarities in and diff erences Indicate your alternate choice of The Three Little Pigs story. Say: Here’s another version between two texts on the same topic of The Three Little Pigs. Listen to fi nd out how this story is the same and how it is diff erent from the fi rst one. Children compare and contrast the two versions. Optional: Share a story version from the wolf’s point of view, such as The True Story of the Three Little Pigs by Jon Scieszka or The Three Little Wolves and the Big Bad Pig by Eugene Trivizas.

Small Group & Exploration Materials F Paper bag for each child F Pink, black, and gray Create Puppets construction paper Creative Arts Children use construction paper to create pig or wolf F Markers, scissors, glue Shows care and paper bag puppets. persistence in a variety of art projects Children will use puppets on Day 5 to dramatize The Three Little Pigs. Creates original work

452 UNIT 6 Pre Morning Meeting Starfall K Gathering Routine CENTERS LEARNING Partner the children and instruct them to sit criss-cross, knee to knee. Say: Say: to knee. Partner thechildrenthemto knee sitcriss-cross, andinstruct Save the chart paperforSave useintoday’s thechart Partners share paper. theirresponses withtheclassasyou listthemonchart Say: Read anddiscussGingerbread Boy’s message. What HappensAfter your partner aboutsomethingyou,your thepigsandwolf partner mightdotogether. kinds ofthingsdoyou thinktheywilldotogether?kinds “The More We“The Get Together” asthey dothefollowing: Play Warm Up Your Brain At the end of this story thewolfAt andpigsdecidedto theendofthisstory become friends. What • • •

Sway back and forth whileholdinghandsinthecircle.Sway backandforth Stand inacircle. of thechildren oneitherside. andholdthehands overCross left right theirarms Sing-Along

the children gatherto share theirexperiences. See Learning Centers for Volume 2, Track 46.Children sing Continue thisroutine aswithprevious weeks. Small Group Week 19 . , pages 440-442. After cleanup,, pages440-442.After (Volunteers respond.) (Volunteers F F F F Brandi Chase

The Three LittlePigs Sing-Along Starfall Markers paper Chart Materials Talk with Volume 2 as told by

rules fordiscussions Engage inagreed-upon Listening &Speaking specifi c experiences actions instoriesto characters, and Connects events, Makes inferences real-life experiences photos, priorknowledge, using illustrations/ Makes connections Comprehension

Gingerbread Boy Gingerbread

Your pal, pal, Your

together. I wonder what they did did they what wonder I

Day

became friends. friends. became

when the pigs and wolf wolf and pigs the when

The Three Little Pigs Pigs Little Three The I love the ending of of ending the love I WWEEK 19

UNIT 6

Four E E K

453 9 WEEK 19 • DAY 4 Materials

Circle Time F Grandmother Phonological Awareness: Syllables in Words F Letter Card Hh F Star Say: Listen to these word parts: he-li-cop-ter. F Now put them together: helicopter. This time ABC for Gingerbread Boy and clap for the parts. Ready? he-li-cop-ter (clap, clap, Me by Starfall clap, clap) (Children say, helicopter.) Repeat with F Starfall American Sign ham-mer (hammer), hill (hill), hun-gry (hungry) and Language Poster hos-pit-al (hospital). F Chart paper F Marker Introduce Hh, List Hh Words, ASL Hh F Basket or bag Phonological Grandmother asks: What sound do you hear at the Awareness beginning of helicopter? /h/ Counts syllables Listens for beginning Indicate Letter Card Hh. Say: This is the letter Hh. (Children repeat, h.) One H is sound uppercase and one is lowercase, but both letters are Hh. The letter Hh stands Phonics for /h/ (h sound). Each time I touch the letter Hh, say /h/. Touch the Letter Card Focuses on letter several times, quickly and slowly and children say /h/. names and shapes Say: Let’s skywrite uppercase H. (demonstrate) Now, let’s skywrite lowercase h. (demonstrate) Find a partner. (Children fi nd partners.) Take turns and use your fi nger to write uppercase H on your partner’s back. After they have done this several times say: Now write lowercase h. Indicate the star. Ask: Who can fi nd the letter Hh on the Alphabet Chart? Grandmother helps a volunteer locate Hh and review the other letters with stars. The volunteer attaches the star on or above the Wall Letter Card. Indicate ABC for Gingerbread Boy and Me. Say: Let’s look at Hh. Here are some pictures of things that begin with /h/. • Identify each picture. Children repeat. • Isolate the beginning sound. (Example: helicopter, /h/) • Indicate the word below each picture. Say: Here is the picture; here is the word that names the picture. • Discriminate between picture/word. (Example: Indicate the picture of the helicopter. Indicate the word, helicopter.) Say: We have learned the letter Hh and /h/. Let’s learn to make the letter Hh with our fi ngers. (Indicate the Starfall American Sign Language Poster and demonstrate the American Sign Language sign for Hh.) Say: This is the letter Hh in sign language. Now you try it. Children sign Hh. Indicate the chart paper. Say: Let’s make a list of words that begin with the letter H. I’ll write the words on this chart paper so we don’t forget them. Children circle the Hh in their words after you write them.

454 UNIT 6 Pre Story Time Story Starfall K Group &ExplorationSmall Indicate your bookchoice.Indicate Ask: construct Display fi paper responses. nishedpapersalongsidethechart their drawings. their choices. sentences ordictate They write about to dowiththepigs andthewolf.like Children illustrate Review thechildren’s responses statingwhat theywould Write and Draw pausingbrieflRead thebook, y to discuss Explain: Hammers.”Recite “Cathy’s Teacher’s Literature Choice:Construction from homethatbegin with/h/. Encourage children items, to bring ofitems), (orpictures theASLsign formake Sing Is/h/?”“Where Eachtime/h/isused, children and answer questionsaboutthebook. asitisintroduced. Asknew vocabulary to seeifyou are correct. do you thisbookisabout? predict word for buildis about thingswe canbuild. Another (Children respond.) This week we have talked . (Children repeat, construct Why? Let’s read Hh . . Say, construct What What

Cathy hadfi hammers,ve thenshe went tosleep! Cathy hammers, hadtwo thenshehadthree. (Make ahammeringmotion withbothfi sts.) Cathy hadonehammer, thenshehadtwo. Cathy hadonehammer, onehammer, onehammer, (Make ahammeringmotionwithonefi st.) Cathy’s Hammers (Pretend you are sleeping.) (Make amotionwithboth fi sts, bothlegs, andhead.) Cathy hadfourhammers, thenshehadfi ve. Cathy hadfourhammers, fourhammers, fourhammers, (Make amotionwithboth fi stsandbothlegs.) Cathy hadthree hammers, thenshehadfour. Cathy hadthree hammers, three hammers, three hammers, (Make amotionwithboth fi stsandoneleg.) Cathy hadfi ve hammers, vehammers,fi fi vehammers, Cathy hammers, hadtwo hammers, two hammers, two F F F F about construction

/h/ /h/,Hh,Hh /h/ inhelicopter, /h/inham Here Iam.Here Iam. Where is/h/? IsThumbkin?”) “Where (Melody: Where Is/h/?

Teacher’s choiceofbookabout Morning Meeting Pencils, crayons Drawing paper Response listfrom today’s Encourage children children Encourage

Materials Materials

sentences with with sentences

to share their their share to

each other! each drawings and and drawings

about the story about thestory appropriate questions andanswers Asks Comprehension words unknown fi ndthemeaningsof Uses illustrations to Acquires vocabulary new Vocabulary and writtenexpression own ideas, experiences, connections amongtheir understanding ofthe Demonstrates meaning convey Uses drawing to Emergent Writing WEEK 19 •DAY 4

UNIT 6

455 WWEEKEEK 1919 Continue this routine as with previous weeks. Day Five Gathering Routine Morning Meeting Materials F Teacher’s choice of music for Warm Up Your Brain “Freeze-a-Roo” Play “Freeze-a-Roo.” Children perform the following F Paper bag puppets motions to the music as you name them. When the F The Three Little Pigs as told by music stops, they freeze in place. Say: Pretend you are: Brandi Chase I would love to see you perform the story • a wolf blowing down the pig’s house of The Three Little • a pig rolling in the mud Pigs. I could be your audience. • a pig building a house made of bricks Love, • a pig dancing down the street Gingerbread Boy The Three Little Pigs Puppet Show Comprehension Read and discuss Gingerbread Boy’s message. Retells or reenacts a story after it is read aloud Say: That would be fun! We could use our paper bag pig and wolf puppets. Identifi es story characters Let’s look through the story to see what characters and props we will need. Picture-walk through the story. Identify and assign the characters: • mom and dad pig • three pig siblings • straw salesman • stick salesman • brick salesman • wolf Distribute the puppets. Say: Maybe we should practice. I will read the story. IfI you have a pig puppet, hold it up when the pigs speak and say the words withw me. If you have a wolf puppet, hold it up when the wolf speaks and says the words with me. Read the story. Children raise their puppets during tthese repeated phrases: • Wolves — “Little pig, little pig, let me come in!” and “Then I’ll huff , and I’ll puff , and I’ll blow your house in!” • Pigs — “Not by the hair on my chinny-chin-chin!” EExplain that the children will dramatize the story during Story Time.

LEARNING See Learning Centers for Week 19, pages 440-442. After cleanup, CENTERS the children gather to share their experiences.

456 UNIT 6 Pre Starfall K Time Circle Who hasthePicture Card that beginswith/a/? Say: children thePicture distribute identifyeachone. Randomly Cards. Place (inalphabeticalorder, theLetter chart Cards inapocket faceup)as Play sing ittogether. Grandmother asks: these words? What sounddoyou hearat thebeginningofall Say: Children echoyou eachsentence after isread. Read therhyme anddemonstrate howto echo. Indicate Review Letters andSounds Continue untilallletters andPicture Cards are matched. Picture Card stands.) with /w/. Read thefollowing sentences slowly. Children clapiftheyhearaword thatbegins Card ontop of and isaboutaneggthat hadagreat fall? • • • • • •

It was It The Walter The Willie Wee Willie Winkie /h/ /ug/ them together to form words: /w//et/ Say: andRime Onset Awareness:Phonological Blending Listen to thesewords: Each ofyou hasaPicture Card that beginswithoneoftheseletters. Nursery Rhymes Rhymes Nursery walrus woman wore Listen to theseword andput parts, Nursery Rhymes Nursery the windy and (hug), worm (/w/) saw a Wilma Aa on . /w/ /ater/ Who remembers the nursery rhymeWho remembers that thenursery uses/h/, Audio CD Track 10.Children sing Dumpty.”“Humpty

Wednesday Right, Right, wiggled wishing a hada pulledtheir page48, “Wee Willie Winkie.” wig Wee, Willie, Winkie, windows apple . (water), wonderful inthe well. . beginswith/a/.Place your Picture wagon. water /h/ /orse/ time. . (“Humpty Dumpty”) (“Humpty (wet), (horse) (The childwiththe (The . F F F F F Rr, Ss, Tt, Ww Ff, Ll, Nn,Oo, Pp, Mm, Hh,Ii,Kk, Rhymes skateboard, tent,web octopus, puppies, rabbit, ladybugs, monkey, net, helicopter, iguana,kittens, cow, elephant,fi duck, ngers,

Starfall’s Nursery Selected Grandmother Picture Cards: Letter Cards: Pocket chart Let’s Materials apple (Book&Audio CD) Aa, Bb, Cc, Dd, Ee, apple, bear,

to theirsounds Matches someletters some lettersounds Recognizes/names Names mostletters Phonics sound Listens forbeginning without pictorialsupport syllable wordwithand to formafamiliar one- Combines onsetandrime Awareness Phonological WEEK 19 •DAY 5

UNIT 6

457 WEEK 19 • DAY 5 Story Time Materials F Starfall’s Selected Nursery Dramatize The Three Little Pigs Rhymes (Book & Audio CD) F The Three Little Pigs as told by Creative Arts Indicate Nursery Rhymes page 41 and play Audio CD Brandi Chase Participates in Track 41. Children sing “This Little Pig Went to Market.” teacher-guided F Paper bag puppets and props dramatic activities Dramatize The Three Little Pigs for Gingerbread Boy.

Small Group & Exploration

There are no formal lessons planned for Day 5. Use this time to conduct individual conferences or make up activities with children who might have been absent or need additional practice with skills.

458 UNIT 6