Week 17: Animals in the Air and Sea Overview & Preparation 386 Learning Centers 390 Day 1 Introduce Birds

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Starfall® Pre K Animals in the Air and Sea UUnitnit 5 • WWeekeek 1717 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 5: Animals Everywhere Week 17: Animals in the Air and Sea Overview & Preparation 386 Learning Centers 390 Day 1 Introduce Birds ...... 393 Introduce /d/...... 394 Introduce The Ugly Duckling...... 395 Play “High or Low” ...... 396 Day 2 Ways People Feel ...... 397 Introduce Dd, List Dd Words, Asl Dd ...... 399 Sequence The Ugly Duckling ...... 400 Create a Class Book: “If I Were a Bird”...... 400 Day 3 Introduce Ocean Animals...... 401 Introduce Short /o/...... 402 Introduce Dolphins Are Not Fish! ...... 402 Create an Octopus...... 403 Day 4 Ocean Mural ...... 404 Introduce Oo, List Oo Words, ASL Oo...... 405 Dolphins and Whales ...... 406 Sink or Float?...... 406 Day 5 Rhyming Words: “Down By the Bay”...... 407 Introduce Final /d/ ...... 408 Teacher’s Literature Choice: The Ocean...... 409 386 WEEK 17 —OVERVIEW UNIT 5 We 17: WWeek This week you willteach thechildren aboutanimalsthatcanfl yandthosethat columns. You ofbooks and/ormagazinesthatfeature willalsoneedacollection birds. fly” and “Birds thatdon’t fl linedownthecenterto y” anddraw acreate two vertical Morning Meeting Day One Preparation Sing-Along Starfall Starfall’s Rhymes Nursery Selected Sign American Language PosterStarfall Emotion Cards ABC forGingerbread Boy andMe The UglyDuckling The UglyDuckling The UglyDuckling Humpback Whales AreNotFish!Dolphins Media &Other Books Starfall The children willalso: live inwater. thatmanyThey willlearn oftheanimalsthatlive inwater are notfi sh. Day Two • • • • • • • Small Group

project appropriate ofsituations emotionsfor avariety compare andcontrastdolphinswhales classify animals the higherandwhichislower numeralinapair identify thenumeralsonethrough whichis nineanddetermine discuss possible lessons that could be learned throughdiscuss possiblelessonsthatcouldbelearned astory predict whether objects willsinkorflpredict whetherobjects oatandtheirpredictions verify /d/andshort learn e e k

—Have thelistofbirds from 1 —Prepare paperwiththeheadings asheetofchart “Birds that astold by BrandiChase 7 Sequence Cards Audio CD Volume 2 Volume byStephen Schutz : by Stephen Schutz o

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Starfall Pre K Children take turns asthehenorrooster.Children turns take stay inthemiddleandhelp thehenorrooster. from one pointto theother. theyare tagged, If thechicks children (chicks).Heorshecallsfor thechicksandthey run One child(henorrooster) to round tries uptherest ofthe them. between Designate safe two points, suchastrees, withsomedistance Outside Activity fruit snackto catch fi sh. pretzels to thegoldfi shor peanut butter. They stickthe into cream thesoftened cheeseor each child. Children pretend to fi shbydippingpretzels Place someofeachingredient onapaperplate for Snack Suggestion TimeStory Morning Meeting Day Five containerslabeled two “sink” and “fl oat.” toy car,wooden block, crayon, scissors, large paperclipandplasticstraw, aswell as Small Group Prepare thatreads, asentence strip Cards to thisactivity. prior tapeonthebackofdesignatedbed sheetavailable. Picture Place double-sided Morning Meeting Day Four of aplate). and onepaperplate for children eachtwo intheclass(eachchildwillhave one-half Small Group Morning Meeting Day Three • • •

The Underwater AlphabetBook The Underwater Over in the Ocean: InaCoral intheOcean: Over Reef Commotion intheOcean — Select afavorite —Select bookabouttheocean to share. Suggestionsinclude: — You willneedatubofwater andseveral items suchasasponge, cork, — You perchild willneedeightcrepepaperstrips paperorconstruction — —Paint alarge pieceofmuralpaperblue, orhave abluetwin-sized —Prepare crepe paperstreamer for acolorful eachchild. Optional: by GilesAndreae e or Have available. asmallwatermelon fi by Jerry Pallotta by Jerry by Marianne Berkes by Marianne My favoriteMy ocean animalis (blank) F F F F F ahealthiersnack.) products, usepeanutbutter for nooneisallergic (If to peanut

Softened creamSoftened cheese fruitsnacks Ocean-shaped Gold Fish crackers Small stickpretzels Paper plate for eachchild and control Moves withbalance of largemotorskills Combines asequence Gross MotorSkills Ingredients because

(blank).

Gingerbread Boy Gingerbread

Love, Love,

Gingerbread Boy Gingerbread

Gingerbread Boy Gingerbread Gingerbread Boy Gingerbread Boy Gingerbread together the other day. other the together

Your friend, friend, Your

flock of birds flying all all flying birds of flock Your pal, pal, Your Love, Love, pal, Your

favorite places. favorite was surprised to see a a see to surprised was

live in the wild? the in live I did once! did I fun! be would That

to fly like a bird? I I bird? a like fly to beach is one of my my of one is beach

live on farms, and and farms, on live down by the bay? bay? the by down ocean? the in day

Have you ever wanted wanted ever you Have in the ocean? The The ocean? the in

birds can be pets, pets, be can birds watermelons growing growing watermelons a spend could you

the beach and swim swim and beach the

Did you know that that know you Did Have you ever seen seen ever you Have wished ever you Have Do you like to go to to go to like you Do

UNIT 5 Day Day Day Day 1 Day Day 2 Day Day 3 Day Day 4 Day Day 5 Day

387 5 4 3 2 1 388 WEEK 17 —OVERVIEW

WWEEK 17 UNIT 5 Exploration GroupSmall & Morning Meeting Story Time Story Circle Time E E K

1 7 rushes Vocabulary: of abook Cover andpages “Six LittleDucks” The UglyDuckling “Diddle, Diddle, Dumpling” “Duck” riddle andlistenIntroduce for /d/ Compound words Phonological Awareness: Bush”Mulberry “Here We GoRoundthe swan,goose, owl duck, Vocabulary: Classify birds Gingerbread Boy’s Message “High orLow” “High Button Cards: 1-6 Dice Cards: 1-6 Day

One wetlands, reeds, penguin,ostrich, LEARNING CENTERS GATHERING ROUTINE List initial/d/words Boy andMe ABC forGingerbread Introduce Isolating /b/ Phonological Awareness: about beingbirds for classbook Write andillustrate sentences Sequence disappointed, lonely, proud excited, curious, embarrassed, Vocabulary: “Once ISaw aLittleBird” Emotions Cards Gingerbread Boy’s Message Day Dd The UglyDuckling Two surprised, surprised, Dd Day Three Day Four Day Five GATHERING ROUTINE

Gingerbread Boy’s Message Gingerbread Boy’s Message Gingerbread Boy’s Message Introduce Ocean Animals Ocean Mural “Down by the Bay” “Oceans” Favorite ocean animals Rhyming words Vocabulary: ocean Vocabulary: bay

LEARNING CENTERS

Phonological Awareness: Phonological Awareness: Phonological Awareness: Blending onset and rime Syllables Words in a Sentence Introduce short o ABC for Gingerbread Boy and Me “Where Is /d/?” “Octopus” riddle Introduce Oo Introduce fi nal /d/ Vocabulary: octopus List initial “Where Is /o/?” Oo /o/ words

Dolphins Are Dolphins Are Teacher’s Literature Choice: Not Fish! Not Fish! The Ocean Humpback Whales Discuss photographs/nonfi ction Compare/contrast dolphins and whales

“Octopus “ riddle Predict and verify if items will Complete projects or conduct sink or fl oat observations and individual Create octopi assessments Vocabulary: half

UNIT 5 389 WWEEKEEK 1717 Computer Center LEARNING Materials CENTERS Activity — Children enjoy Numbers: 0-9, Talking Library: “Over in the Meadow” and also review F Computers set up to access Starfall.com Media & Technology /m/ and /f/, and reinforce /d/ at ABCs: M, F, and D. F Headsets Uses technology to explore and review Interaction & Observation information • Be sure the Computer Center is tailored to your children’s Enjoys electronic forms needs and comfort. Children’s legs should be positioned comfortably, of storybooks and informational texts with their feet fl at on the fl oor. Align the tops of the monitors with the foreheads of the children, who should be seated about two feet away. Position the monitors to minimize glare and refl ections, making sure windows or other light sources are not directly visible.

Art Center Materials Creative Arts Activity — Each child chooses his or her favorite fairy F One 9"x12" sheet of Manila paper Shows care and tale presented thus far, and illustrates the story on the top persistence in a variety half of the page. folded in half for each child of art projects F Pencils, crayons, markers Emergent Writing Children dictate sentences about their illustrations for you to Optional: Demonstrates write on the bottom half. Leave room under the dictations so understanding of the F The Ugly Duckling as told by connections among their the children can copy their sentences. Write the names of the Brandi Chase own ideas, experiences, fairy tales at the top of the pages, or children copy the titles and written expression from the fairy tale books. F Tempera paint F Feathers from Week 16 Compile the drawings into a class fairy tale book. F Art paper Optional Activity: After The Ugly Duckling is introduced, place the book near the Art Center as a reference, and give the children feathers to use as brushes. The children paint pictures of the ugly duckling or other birds. Display the paintings in the classroom. Interaction & Observation • Illustrating books that are read aloud in class provides children with an additional way to retell stories. As they illustrate, they incorporate their own concepts into the personalities of the characters. • By allowing children to retell, illustrate, and dramatize fairy tales or read-alouds you enable them to make active connections between the spoken word and the written words and their meanings.

390 UNIT 5 WEEK 17 • CENTERS Library Center Materials Preparation — Book suggestions include: Motivation for F The Ugly Duckling as told by Reading • Make Way for Ducklings by Robert McCloskey Brandi Chase Interacts appropriately • The Story of Ping by Marjorie Flack with books and other F The Ugly Duckling Audio CD materials in a print- Activity — Children read and listen to The Ugly Duckling F Books about ducks rich environment and other duck-related books of your choice. Enjoys reading and reading-related activities Interaction & Observation • Remember, the focus of the Library Center isn’t to teach children to read, but rather to instill an appreciation of the printed word and the pleasure of telling the story by following the colorful illustrations. • Listen attentively when children pretend to read aloud from a book. Ask open-ended questions to encourage dialogue between you and the children and to help them relate books to their own experiences.

MathMatDramatich CenterCente Playr Center Materials Preparation — Turn the Dramatic Play Center into Creative Arts F The Gingerbread Boy, Fairy Tale Land by providing dress-up clothing, props Engages in cooperative and other materials (crowns, a golden ball, stones, fancy F Stone Soup, The Cobbler and pretend play with other children slippers, scarves, and bowls for porridge). F the Elves, and The Frog Prince Represents fantasy and as told by Brandi Chase real-life experiences Designate an area of the center to be used as the stage. F Goldilocks and the Three Bears through pretend play Activity — Children dramatize their favorite stories. as told by Marc Buchanan F Dress-up clothing Interaction & Observation • Participate in the dramatization of the fairy tales as needed, and invite others to be the audience. • Encourage children to use literacy materials in their dramatic play (books, magazines, paper to make theater tickets).

Fine Motor Skills Construction Center Demonstrates control, Materials strength, and dexterity Activity — Children construct elaborate bird or bat houses to manipulate objects of diff erent sizes, and make signs to identify them. F Wooden blocks and other Coordinates hand building toys and eye movements Social/Emotional F Bird books, books about bats Interaction & Observation Development • Block structures can lead to the early dictation of F Paper, pencils Works with others experiences and illustrations. to solve problems • Encourage children to draw pictures of their structures. • Assist them in labeling their illustrations, and in writing information about the structures, how they built them, and how they might be used.

UNIT 5 391 WEEK 17 • CENTERS Writing Center Materials Math Activity — The children walk around the classroom F Clipboards Recognizes numbers writing numbers they fi nd on the clock, calendar, charts, in the environment numbers on class lists, room numbers, etc. F Paper, pencils Understands that numbers always represent the Interaction & Observation same quantity • This activity helps children understand that numbers are all around them, Fine Motor Skills and they use math in everyday life. Children internalize numbers by hearing Uses writing and them over and over, and by seeing them written. drawing tools • They learn pre-math concepts by the words you use and through their participation in Learning Centers. • They learn that spoken and written numbers are about real objects and begin to understand the concept of number, and terms such as more, less, and same. • Check number recognition by asking children to identify the numbers on their lists. Have them pick favorite numbers and show you the corresponding number of objects in the classroom (5 blocks, 7 books, 9 pencils).

Discovery Center Materials Fine Motor Skills Activity — Children develop small motor skills as they F Empty water table, large plastic Demonstrates control, practice cutting with scissors. They clip into the empty water strength, and dexterity table, a plastic bin, or while sitting in a plastic kiddy pool to bin, or a plastic kiddy pool to manipulate objects avoid leaving paper scraps on the fl oor. F Scissors Coordinates hand F Scrap construction paper and eye movements Interaction & Observation F Recycled newspaper or comics • Paper cutting activities build fi ne motor skills and hand F Colorful magazine or catalog pages control. Activities may be as simple as learning to hold scissors correctly and snipping paper. F Scrap ribbon and shiny gift wrap F Recycled greeting cards • Scissor skills develop sequentially and require practice. Encourage children to cut straight and curved lines, and simple shapes like circles and squares. • Observe and assist children as they progress from simple to more complex cutting skills.

Math Center Materials Math Activity — Place the Number Cards in a deck face down on F Play dough Understands that the math table. Children roll the play dough into snake shapes, numbers always then form it into the numerals they draw from the deck. F Number Cards 0-9 represent the same quantity As children complete each numeral, they place their Number Uses one-to-one Cards at the bottom of the deck, and draw another card. correspondence to determine “how many” Interaction & Observation • As children explore the concept of number through sorting, identifying, extending and creating patterns, and creating sets, they begin to understand the one-to-one correspondence between each number and the objects being counted. • When they are able to match numerals to sets, they are ready to print them.

392 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine (Volunteers respond.) (Volunteers on the chart.) on thechart.) Save thelistfor useon examples ofbirds thatfl paperlist. y. Add them to thechart to booksandmagazines.Distribute fi Children withpartners work ndadditional (Write fl doyouWhere thinkthese birds belong?Are onthe chart theybirds that can thePictureIndicate Cards: doesthe column onthechart largest livingbird. itcannotfl issoheavy It does notfl thePictureIndicate Card penguinsareRight, birds that don’t fl on thechart birds that usetheirwingsto whichcolumn swim.In thePictureIndicate Card, can fl All birds have feathers andwings, butnotallbirds paperandread theheadings. Explain: thechart Indicate Say: Read anddiscussGingerbread Boy’s message. Introduce Birds about animalswe see onlandandinthesky. and someanimalslive inthewild. Today let’s talk animalsareSome pets, someanimalslive onfarms, y orbirds of a We Flap Our Wings.” Say: Say: Warm Up Your Brain We have talked aboutmany ofanimals. kinds y! Some birdsy! Some are too bigto fl duck, goose,duck, owl, duck, goose, owl,duck, Let’s pretend we are birds. y isan that cannotfl do

penguins ostrich Day 2 and ostrich and y? penguin . Say, duck, goose, owl,duck, swan belong? (Volunteers respond.) (Volunteers (SmallGroup). swan Continue thisroutine aswithprevious weeks. . Say: . Say: ostrich ostrich on the chart.) onthechart.) . Say: . Say: . These birds live onlandandtheycanfl y. y. (Volunteers respond.) (Volunteers Sing isthe Way“This Another bird that y. Penguins belong? . The (Write and y, which fast!In butitcanrunvery Do you any know otherbirds that fl ostrich swan penguin (Write are Right, allofthesebirdsRight, canfl . Say: . Say: isthe ostrich

Here are pictures F F F F thatfeature birds ostrich,owl, penguin,swan on the chart.) onthechart.) fl sitoneggs… y away… buildournests… peckourfood… scratch forworms … This istheway we: soearlyinthemorning. This istheway we fl apourwings fl apourwings, apourwings. fl This istheway we fl apourwings, Bush”) theMulberry “Here We(Melody: GoRound Flap OurWings This IstheWay We

Collection ofbooks/magazines Marker Prepared paper chart Picture Cards: Materials duck, goose, duck, y. y. y. y?

Acquires vocabulary new Vocabulary Compares andcontrasts Comprehension behavior ofanimals in theappearance and characteristicsDescribes Science

Day

Gingerbread Boy Gingerbread

Your pal, pal, Your

wild?

farms, or live in the the in live or farms,

can be pets, live on on live pets, be can Did you know birds birds know you Did WWEEK 17

UNIT 5

One E E K

393 7 WEEK 17 • DAY 1

LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.

Materials

Circle Time F Grandmother Phonological Awareness: Compound Words F Starfall’s Selected Nursery Rhymes Indicate the Picture Card doorbell. Say: If we take door F Picture Cards: dig, dentist, away from doorbell, what is left? (bell) What’s left if we take day away from daytime? (time) Repeat with doorbell, duck doorknob and downstairs. F Pocket chart

Introduce /d/ Duck Phonological Say: Grandmother has a riddle for us. Listen to her clues I belong to the bird family. Awareness to solve it. Grandmother reads the riddle “Duck.” Children I have feathers and waddle Deletes a word from solve the riddle. when I walk. a compound word You can fi nd me near water. Listens for beginning Display the Picture Cards dentist, dig, doorbell, and duck. Say: I have webbed feet that help sounds Here is a picture of a duck. Say, duck. Duck begins with me paddle when I swim. Identifi es rhyming words /d/. Say /d/. Continue: My name begins with /d/. What am I? • Doorbell begins with /d/. Say, doorbell. Say /d/, doorbell. • Dig begins with /d/. Say, dig. Say /d/, dig. • Say, dentist. What sound do you hear at the beginning of dentist? Right, /d/. Say: Listen to these two words. Which word begins with /d/, tiger or donkey? (Children respond, donkey.) Donkey begins with /d/. Say /d/. (Children repeat, /d/.) Listen again. Which word begins with /d/, dog or monkey? (dog) Repeat with ducks/cow and fi sh/deer. Say: Let’s pretend we are ducks. (Children do this.) Listen to these words. If you hear /d/ at the beginning, waddle like a duck. (demonstrate) If the word doesn’t begin with /d/, sit down. Ready? Use: dad, day, box, farm, doll, and door. Indicate Nursery Rhymes page 7, “Diddle, Diddle, Dumpling.” Say: Listen to this rhyme. Raise your hand when you hear a word that begins with /d/. Read “Diddle, Diddle, Dumpling.” Children recite the rhyme. Ask: What do you hear at the beginning of diddle, diddle, and dumpling? Right, /d/. Encourage children to listen for /d/ today.

Children often confuse /d/ with /b/ or /t/. If /d/ is diffi cult for your Observe & children to discriminate, encourage them to imitate /d/ often. Modify

394 UNIT 5 Pre Starfall K Time Story to listen for it! Read Discuss answers to thefollowing questions: to predicttheendingbefore completingthebook. plants found inwetlands. Say did thedrawings, theillustrator, isAnnette Frei. The authorisBrandi Chaseandthepersonwho the story end? the story fi rushes 2 and3.) Explain: You willheartheword in water, like apondorlake. Water islike amirror. youSometimes canseeyour this.) themirror.Indicate Say: book? points to thefront cover.) Ask: Say: Indicate to actions perform “Six LittleDucks.” Play Introduce plants? Those are called wetvery andthere are many plantsgrowing. the See nd apageinthemiddleofbook? Where does • • • • • • •

What at theendofstory? happenedto theuglyduckling make himfeel better? youIf were afarmanimalwhat mightyou have to said to theuglyduckling How doyou feel ifsomeone teases you orcallsyou names? What did thefarmanimalsdowhentheysaw theuglyduckling? feelHow whenhesaw didtheuglyduckling hisrefl did shestilllove him? looked diff When themotherducksaw that herduckling her duckling? How didthemotherduckfeel whenshesaw Where isthefront cover ofthebook? This fairy taleiscalled This fairy Sing-Along What you seeisyour The UglyDuckling (A volunteer indicates thefi rstpage.) . Children repeat, This story takesThis place story in The UglyDuckling. Wetlands The UglyDuckling erent from why theotherducklings, Volume 2 Track 35.Children singand are places where theground stays . Pause page27for after children Look inthismirror. refl wetlands, reeds, Where isthefi reeds

ection refl The UglyDuckling ection refl wetlands, reeds, andrushes. They are wetlands ection inthestory. Besure . Say, rst pageofthe and (A volunteer whenyou look (Children do rushes Who can (Show pages . refl ection . and .

. ection? F F F Brandi Chase

They would go totheriverDown quack quack, With aquack, He ledtheothers quack quack, Quack, quack, quack, Quack, quack quack, With aquack, He ledtheothers With thefeatheronhisback But theonelittleduck Fair ones, too Fat ones, ones, skinny That Ionce knew Six littleducks Six LittleDucks Quack, quack, quack… quack, Quack, quack quack, With aquack, He ledtheothers With thefeatheronhisback But theonelittleduck Ho, hum,hum Wibble, wobble, wibble, wobble, They would come Back from theriver quack… quack, Quack, quack quack, With aquack, He ledtheothers With thefeatheronhisback But theonelittleduck To andfro Wibble, wobble, wibble, wobble, The UglyDuckling Sing-Along Starfall Mirror Materials astold by Volume 2 Volume Makes inferences real-life experiences photos, priorknowledge, using illustrations/ Makes connections author/illustrator Identifi esroleof from stories Recalls information Comprehension Acquires vocabulary new Vocabulary WEEK 17 •DAY 1

UNIT 5

395 WEEK 17 • DAY 1 Small Group & Exploration Materials F Pair of dice F Dice Cards: 1-6 Play “High or Low” F Button Cards: 1-6 Math Indicate and toss the dice. Children determine which of Compares and orders the numerals rolled is higher and which is lower. If the groups of objects (more, same number is rolled on both, explain that the numbers are equal, or the same, fewer, less, and/or same) so there isn’t a higher and a lower number. Repeat several times with volunteers rolling the dice in turn. Shuffl e and place the Dice Cards and Button Cards face down in decks. A volunteer becomes your partner as you demonstrate “High or Low.” • Both players reveal their top cards. • They identify the number of dots on each card and determine which card is higher and which is lower. • The player with the higher card says “high.” • The higher card wins. • If the same number appears on both cards, both win and each keeps his or her own card. • All played cards are placed in a common deck. Divide the group into two teams to play. Encourage children to work together to determine which card is higher or lower or if they are equal. Place this game in the Math Center for future play.

396 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine When you feel Emotion Cards from the pocket chart astheyare identifiEmotion Cards fromchart thepocket ed. Remove the raise theirhandsto chart. identifyemotionsandlocate theminthepocket how you would feel. Children imitate eachoftheemotionswithfacialexpressions andbodylanguage. the girls to stand. the birds. Designate anarea for thewindowandanarea for Say: Say: embarrassed, disappointed, lonely, proud Here are ofotherways pictures peoplefeel. Make aface to show how you lookwhenyou feel Say: outthegirl’s act Read therhyme again.Girls andboysare part the secondrhyming word ineachpair. rhyme again. This timeyou helpmesay it. tell sheissurprised? Ask: Children theillustration. describe Indicate Read anddiscussGingerbread Boy’s message. Ways People Feel Play “Fly aBird.” Like Children follow your directions: Warm Up Your Brain Gingerbread Boy saidhewas Let’s play agame. Listen to thesestatements andraise your handto describe How doesthelittlegirlfeel? • • • • • • •

Land inyour nest! Flap your armsandfl Jog inplace. Move your rightfoot to next your foot left Put yourfoot outto left yourside. left (feet together). Move your foot to next your left rightfoot Put your rightfoot outto your rightside. Nursery Rhymes Nursery

surprised Readthefollowing statements. eachstatement, After volunteers Read the rhyme. Say: Read therhyme. Say: page36, “Once ISaw aLittleBird.” it’s becausesomethinghappensthat you didn’t expect. (sit) y like abird. Continue thisroutine aswithprevious weeks. (surprised) (surprised) surprised and sad Children supply Listen to the Indicate andnamethe Indicate How canyou to seeafl Emotion Cards in the pocket chart. chart. EmotionCards inthepocket (feet together). surprised ock ofbirds fl

F F Rhymes

. excited, disappointed, embarrassed, Starfall’s Nursery Selected Emotion Cards: (Children dothis.) andaway hefl ew. heshookhislittletail When tosay, “How doyou do?” I was goingtothewindow willyou stop, stop, stop?” Icried,And “LittleBird, come hop Once Isawalittlebird Once aLittleBird ISaw Materials excited, curious, lonely, proud, sad ying together. curious,

identifi es feelings Recognizes and Development Social/Emotional Identifi esrhymingwords Awareness Phonological from right left Distinguishes Gross MotorSkills

Day Gingerbread Boy Gingerbread

Love, Love,

together the other day. other the together

flock of birds flying all all flying birds of flock

was surprised to see a a see to surprised was

to fly like a bird? I I bird? a like fly to Have you ever wanted wanted ever you Have WWEEK 17

UNIT 5

Two E E K

397 7 WEEK 17 • DAY 2

Sad Your dog is really sick and doesn’t want to play. You have to give him medicine.

Excited It’s the day of your birthday party. You can’t wait for your friends to arrive!

Curious You got a package in the mail and you wonder what is inside.

Disappointed You waited all day to go to the park. Just as you got there it started to rain and you had to go right back home.

Proud You worked very hard drawing a picture for your friend. Your friend really liked the picture and you felt good about it.

Lonely You are at home and no one can come over to play. You have to play all by yourself.

Embarrassed Someone called you a silly name in front of your friends.

Children may answer “happy” or “sad” for every statement. Observe & Assist them to increase their vocabulary and become more specifi c in identifying feelings. Modify

LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.

398 UNIT 5 Pre Starfall K Time Circle (A volunteer identifi es for /d/ Indicate the chart paper. the chart Indicate Say: pictures ofthingsthatpictures beginwith/d/. Say: Say: andslowly,several times, quickly aschildren say /d/.) Dd uppercase andoneislowercase, butbothletters are Encourage children items to (orpictures ofitems) bring from home thatbegin with/d/. circle the withchildren’sStart namesthatbegin with Signdemonstrate theAmerican Languagesign for with ourfi Say: Indicate thestar.Indicate Grandmotherasks: this several timessay: (demonstrate) LetterIndicate Card Introduce your fi letter • • • •

duck. Indicate theword, Indicate duck. pictureandword. between Discriminate thepictureof the (Example:Indicate thewordIndicate beloweachpicture. Say: Isolate thebeginning /d/) sound. (Example:duck, Identify eachpicture. Children repeat. that namesthepicture. insignlanguage. it. Now you try Ask: Ask: with and leave off of repeat, missing? (Children repeat, Say: Beginning Sounds Awareness:Phonological Isolating We have learnedtheletter Let’s uppercase skywrite nger to write uppercase Dd (dsound) duck Let’s play “Guess That Word.” I’llnameananimal What sounddoyou hearat thebeginning ABC forGingerbread Boy andMe utterfl y Dd . I’llwrite papersowe thewords don’t onthischart forget them. ngers. ird ? intheirwords you after them. write Dd (/d/) .) (/b/) Now, fi Is (butterfl y)and , List .

thefi ird Each timeItouch theletter Right, thefi Right, (Indicate the Starfall American Sign American LanguagePoster theStarfall and (Indicate Dd Dd thenameofananimal? bird nd apartner. Now write lowercase Dd andattachesthestaronorabove the Wall Letter Card.) . Say: . Say: rst sound. Ready? .) Words,ASL Let’s somemore. try duck This istheletter Let’s make alistofwords that beginwith the rst sound, /b/.Say, oose D .) D . Dd (demonstrate) Who canfi onyour partner’s back. (goose). (Children fi ndpartners.) and/d/.Let’s learnto make theletter Children sign . Say: . Say: Dd Dd ird nd theletter d Let’s lookat (No) Here here isthepicture; istheword Dd thenacceptsuggestions. Children . (Children Dd Repeat Now, let’s lowercase skywrite . (Children repeat, , say /d/. What’s Dd bird Dd .) Say: .) Say: . . Dd Dd Dd (Touch This istheletter . The letter . The After theyhave After done F F F F F F F Take turnsand use Language Poster Me ontheAlphabetChart? . Here are some

Starfall AmericanSign Starfall Letter Card Grandmother Star ABC forGingerbread Boy and Marker paper Chart theLetter Card byStarfall Dd Materials .) Dd Dd One stands Dd Dd

is d

to theirsounds Matches someletters names andshapes Focuses onletter Phonics sounds Listens forbeginning Awareness Phonological WEEK 17 •DAY 2

UNIT 5 Dd

399 WEEK 17 • DAY 2 Story Time Materials F The Ugly Duckling as told by Sequence The Ugly Duckling Brandi Chase F The Ugly Duckling Sequence Comprehension Read The Ugly Duckling. Children retell the story using Cards Identifi es sequence Sequence Cards. Discuss possible lessons to be learned: of events • You should be proud of who you are. Makes inferences Connects events, • When you say mean things to people it makes them sad. characters, and actions in stories to • How people look is not important. specifi c experiences • The ugly duckling knew he was a good swimmer and that there was something special about him and he did not give up. • We are all diff erent and that is what makes us special. • What makes you special? • If the ugly duckling visited our classroom, what would you say to him? • What would his favorite part of our classroom be? • What might the ugly duckling say to us?

Small Group & Exploration Materials F List of birds from Day 1 F Drawing paper Create a Class Book: “If I Were a Bird” F Crayons, pencils, markers Sentences & Structure Review the list of birds from Day 1. Ask: If you could be Combines sentences a bird, what kind of bird would you be? Why would that give lots of detail, you want to be that kind of bird? Where would you fl y? sticks to the topic, and clearly communicates (Volunteers respond.) intended meaning Children draw themselves as birds and add an environment. They use kid writing or dictate sentences that tell what kinds of birds they are and where they are fl ying. Place the drawings together to form a class book.

400 UNIT 5 WWEEKEEK 1177 Continue this routine as with previous weeks. Gathering Routine Day Three Morning Meeting Materials F Starfall’s Selected Nursery Rhymes Warm Up Your Brain F Colorful crepe paper streamer Indicate Nursery Rhymes page 34, “One, Two, Three, for each child Four, Five.” Children hold up fi ngers to correspond as F Starfall Sing-Along Volume 2 Do you like to go to you read the rhyme. F Picture Cards: clam, dolphin, the beach and swim in the ocean? The lobster, seal, shark, shrimp, Say: Let’s listen for words that rhyme. Reread the fi rst beach is one of my squid, starfi sh, whale two lines. Children distinguish rhyming words. Repeat favorite places. for each pair of lines. (fi ve/alive; ten/again; go/so; bite/right) F Pocket chart Your friend, Gingerbread Boy Introduce Ocean Animals Oceans Read and discuss Gingerbread Boy’s message. Encourage Sentences & Structure (Melody: “BINGO”) children to use complete sentences to share their beach Combines sentences experiences. The Oceans are just full of life that give lots of detail, sticks to the topic, and Let’s see what we can see-e, clearly communicates Identify the Picture Cards and place them side-by-side in Dol-phins, whales, and squid, intended meaning Dol-phins, whales, and squid, the top section of a pocket chart. Ask: What do you notice Vocabulary about these animals? (They all live in the ocean.) Dol-phins, whales, and squid All live in the sea. Discusses words and word meanings Say: Many animals live in the ocean. An ocean is a large body of salt water. Many animals must be in water to live. The Oceans are just full of life Science Let’s see what we can see-e, Describes characteristics Remove the Picture Cards and distribute them to the children. Star-fi sh, sharks, and clams, in the appearance and behavior of animals Ask: Who has the picture of a dolphin? (The child with the Star-fi sh, sharks, and clams, dolphin Picture Card places it in the top row of the pocket Star-fi sh, sharks, and clams All live in the sea. chart.) Briefl y discuss dolphins. Repeat for the whale and squid Picture Cards. The Oceans are just full of life Let’s see what we can see-e, Repeat the above procedure placing the starfi sh, shark,and Lob-sters, seals and shrimp, clam Picture Cards in the second row of the pocket chart Lob-sters, seals and shrimp, and lobster, shrimp, and seal in the third row. Assist children Lob-sters, seals and shrimp in identifying the animals when needed. All live in the sea. Say: Let’s learn a song about ocean animals. Play Sing-Along The oceans are just full of life Volume 2, Track 28. Children listen to “Oceans.” Indicate the But NOT for you and me-e, Not for you and me, corresponding Picture Cards as the animals are named. Not for you and me Repeat the song and children join in singing. Not for you and We don’t live in the sea! Ask: What are some things you wonder about these animals? (Volunteers respond.)

LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.

UNIT 5 401 WEEK 17 • DAY 3 Circle Time Materials F Grandmother Phonological Awareness: Onset and Rime F Picture Cards: octopus, ostrich F Pocket chart Say: Listen to these word parts and put them together: /f/ - /ish/. (fi sh) Repeat with /s/ - /eal/ (seal), /t/ - /urtle/ (turtle) and /d/ - /olphin/ (dolphin).

Introduce Short /o/ Phonological The routine for introducing Oo and /o/ will diff er Octopus Awareness slightly, as only short /o/ will be introduced. Combines onset and rime I am an animal that lives in the ocean. to form a familiar one- Say: Grandmother has a riddle for us. Listen to I have eight arms and two large eyes. syllable word with and If I lose an arm, I grow it back! without pictorial support her clues to solve it. Grandmother reads the riddle My name begins with /o/. “Octopus.” Children solve the riddle. Listens for beginning What am I? sounds Display the Picture Cards octopus and ostrich. Say: Here is a picture of an octopus. Say, octopus. Octopus begins with /o/. Say /o/. Ostrich begins with /o/. Say, ostrich. Say /o/, ostrich. Children repeat the appropriate words and sounds. Indicate the Picture Card octopus. Explain: An octopus is a water animal. It has eight arms. How many arms do you have? What fun things could you do with eight arms? (Volunteers respond.) Say: Octopus begins with /o/. Listen to these two words. Which one begins with /o/, fi sh or octopus? (octopus) Say /o/. (Children repeat, /o/.) Listen again: same, opposite. Which word begins with /o/? (opposite) Say: Let’s pretend we have eight arms. (Children move their arms around.) If you hear a word that begins with /o/, pretend you are an octopus and wiggle your arms. If the word doesn’t begin with /o/ put your arms behind your back. Ready?

Science Ask: Do you hear /o/ at the beginning of ostrich? Say it with me, ostrich, /o/! Describes characteristics (Children repeat, ostrich, and /o/, then swing their arms like an octopus.) Let’s try in the appearance and behavior of animals some others. Continue for October, snail, boat, olive, otter, monkey, and on. Vocabulary Encourage children to listen for /o/ today. Uses illustrations to fi nd the meanings of unknown words Materials Comprehension Story Time Recalls important F Dolphins Are Not Fish! by facts from an informational text Introduce Dolphins Are Not Fish! Stephen Schutz Conversation Say: Stand if you have ever seen a fi sh. (Children stand Follows another’s conversational lead, and then sit.) Stand if you have an aquarium or container that fi sh live in at home. appropriately initiates or (Children stand and then sit.) Fish live under the water. They do not breathe like terminates conversations, or appropriately we do. We have lungs and we breathe air. Fish breathe underwater using a special introduces new content part of their bodies called gills.

402 UNIT 5 Pre Starfall K Group&ExplorationSmall could becutinhalf.) this bookare have one? there isonlyonepaperplate how could eachchild there enoughpaperplates for bothchildren? Since has you learned? shared somethingyou learnedaboutdolphins.partner Who can share what completed inthewindows orfrom octopi theceiling. eight crepepaperarms. Hangthe paperorconstruction his orherownoctopus. Children draw eyes andattach halfofapaperplateDistribute to eachchildto create will betwo parts. Say: apaperplate volunteers astwo Indicate comeforward. Grandmother reviews theriddle “Octopus.” Create anOctopus learned aboutdolphinswithyour partner. Think aboutwhat you have learnedaboutdolphins. Share somethingyou Say: or concepts. Encourage thechildren to words usethephotographs to helpidentifyunknown Read Let’s read thebookto learnaboutdolphins. Fish! Indicate half.) Say nonfi : Claponce ifyou canhearme. Claptwice ifyou canhearme. You andyour There are two children andonepaperplate. Are Standup, handup, up. partner half Oneplate was Eachchild cutinto two parts. ction The authorisStephen Schutz. There isnoillustrator becausethepictures Dolphins AreNotFish!Dolphins Dolphins AreNotFish!Dolphins oftheplate. (Lead children to concludethepaperplate . That meansitistrue. Say, Give eachchildshares. acheerafter photographs (Cut theplate andhandeachchild If thisplateIf iscutin Pause to discussthephotographs asyou andtext read. , or Explain: pictures (The children standupandfi (The ndpartners.) The titleofthisbookis nonfi half ,

taken withacamera. This bookis (Partners share.) ction there .

(Children repeat, What amI? What namebeginswith/o/. My Iloseanarm,growIf itback! I have large eightarmsandtwo eyes. I amananimalthatlives intheocean. Octopus F F F F F childto have onehalf paperstrips(8perchild)

Dolphins Are Not Are Dolphins Enough paperplates for each Grandmother Crepe paperorconstruction Glue Crayons, markers, pencils Materials nonfi ction .) in to manipulateobjects strength, anddexterity control,Demonstrates drawing tools Uses writingand Fine MotorSkills Creates originalwork Creative Arts WEEK 17 •DAY 3

UNIT 5

403 WWEEKEEK 1717 Day Continue this routine as with previous weeks. Four Gathering Routine

Morning Meeting Materials F Picture Cards: clam, crab, Have you ever wished dolphin, fi sh, jellyfi sh, lobster, you could spend a Warm Up Your Brain manatee, octopus, seahorse, day in the ocean? Play “Crab Walk.” Children sit on the fl oor and lean back That would be fun! on their hands. They keep their feet fl at on the fl oor and seal, shark, shrimp, squid, Your pal, lift their bottoms while moving sideways like crabs. starfi sh, turtle, whale Gingerbread Boy F Mural paper painted blue or a twin size blue sheet Ocean Mural F Prepared sentence strip Print/Book Awareness Read and discuss Gingerbread Boy’s message. Connects oral language and print Gather children in a semi-circle with the blue mural paper or sheet in the center. Listening & Speaking Say: Let’s pretend this is the ocean! The ocean is home to many water animals. Describes familiar people, places, things, and events We are going to make a giant ocean picture. So far we have water. What else do and, with prompting we need in the ocean? (animals) Right, we need ocean animals. and support, provides additional detail Distribute the Picture Cards. Volunteers show and name their Picture Cards then Sentences & Structure place them in the ocean. Typically uses complete sentences of four or Indicate the sentence stem: “My favorite ocean animal is (blank) because (blank). more words, usually with subject, verb Say: Here is a sentence you need to help fi nish. (Read the sentence stem.) Think and object order about which of the animals in our ocean is your favorite. Find the Picture Card, bring it to the sentence and tell us why that animal is your favorite. A volunteer reads the sentence stem with your assistance, then places his or her Picture Card back in the ocean and chooses the next volunteer.

LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.

404 UNIT 5 Pre Starfall K Time Circle for /o/ Now you try it.Now you try uppercase andoneislowercase, butbothletters are Encourage children items to (orpicturesofitems) bring from homethatbegin with/o/. Children circle paper. thechart Indicate Say: Say: begin with/o/. Indicate Grandmother helpsthevolunteer locate A volunteer identifi es thestar.Indicate Ask: (demonstrate) Say: andslowlychildrenseveral times,say /o/.) quickly LetterIndicate Card Introduce the American Signthe American Languagesign for several timessay: our fi letter fi • • • • nger to write uppercase

Indicate theword,Indicate octopus.) Isolate thebeginning sound. (Example:octopus, /o/) Identify eachpicture. Children repeat. that namesthepicture. Discriminate between picture/word. between Discriminate thepictureofoctopus. (Example:Indicate thewordIndicate beloweachpicture. Say: the parts. Ready? the parts. put themtogether: on, ol-ive, Children say, Children clapthree timesasyou say: Say: Awareness:Phonological Syllables in Words We have learnedtheletter Let’s uppercase skywrite ngers. (o sound) Oo ABCforGingerbread Boy andMe Listen to theseword parts: . I’llwrite papersowe thewords don’t onthischart forget them. (Indicate the Starfall American Sign American LanguagePoster theStarfall anddemonstrate (Indicate Oo and Oo Find apartner. , List Children sign . EachtimeItouch theletter octopus intheirwords. Now write lowercase oc-ta-gon Oo Oo Who canfi Oo

. Say: . Say: . Repeatwith andattachesthestaronorabove the Wall Letter Card. octopus Words,ASL . This istheletter O Oo onyour partner’s back. Let’s make alistofwords that beginwiththe O (Children fi ndpartners.) Oo nd theletter . . . This timeclapfor (demonstrate) and/o/.Let’s learnto make theletter Oo os-trich, Oc-to-ber, os-trich, Oc-to-ber, oc-to-pus . Say: . Say: .) Say: .) Say: Oo o Oo oc-to-pus . andreviews theotherletters withstars. Here here isthepicture; istheword This istheletter Here are ofthingsthat pictures Oo Oo Oo . Let’s Now, let’s lowercase skywrite . (Children repeat, , say /o/. ontheAlphabetChart? . After theyhave After donethis Take turnsand useyour Oo (Touch the . The letter . The F F F F F F F Me Language Poster o

insignlanguage. ABC forGingerbread Boy and Star Letter Card Starfall AmericanSign Starfall Basket orbag Marker paper Chart by Starfall o Materials .) Letter Card One Oo Oo

Oo O stands with with is

language andprint Connects oral AwarenessPrint/Book names andshapes Focuses onletter Phonics Counts syllables Awareness Phonological WEEK 17 •DAY 4 Oo

UNIT 5

405 WEEK 17 • DAY 4 Story Time Materials F Dolphins Are Not Fish! by Dolphins and Whales Stephen Schutz F Humpback Whales by Comprehension Indicate Dolphins Are Not Fish! Say: We learned that Stephen Schutz Recalls important facts dolphins are not fi sh. Dolphins belong to the whale of information text family. They are called “toothed whales” because they Compares and contrasts have teeth. Today we will read a book called Humpback Vocabulary Whales. Listen for how dolphins and whales are alike and how they are diff erent. Uses illustrations to fi nd the meanings of Indicate Humpback Whales. Say: Humpback Whales is a nonfi ction book. That unknown words means we will read true information about whales. Humpback Whales was written by Stephen Schutz, the same author who wrote Dolphins Are Not Fish! Read Humpback Whales. Children recall ways in which dolphins and whales are alike and how they are diff erent. Discussion points may include: • Neither are fi sh. • They both have blowholes. Dolphins have one and whales have two. • They both need to breathe air. • They both feed their young. • A baby dolphin and a baby whale are both called “calves.” • They both eat fi sh. • Whales swim in pods. Dolphins also swim in pods. (not indicated in the dolphins book) • Dolphins are smaller than whales. • Dolphins have teeth; whales have baleen. • Whales have markings on their tails. No two whales have the same markings. Small Group & Exploration Materials F Tub of water F Suggested items: sponge, cork, Sink or Float? wooden block, toy car, crayon, Science Identify an assortment of small objects. Indicate the two scissors, large paper clip, Makes and verifi es containers labeled “sink” and “fl oat.” predictions plastic straw Participates in scientifi c Say: Sometimes when you are in a pool you might like F Sink/fl oat containers investigations to fl oat on top of the water. What can you use to help Collects, describes and you fl oat? (Discuss briefl y.) Some objects can also fl oat records information in water and others sink, or go to the bottom. Let’s Invite the predict if each of these objects will sink to the bottom children to or fl oat on top of the water. We’ll test the objects to see collect objects if our predictions are correct. from the classroom to test! • Indicate an object. Children predict if it will sink or fl oat. • A child places the object in the water. • Check the prediction, and place the object in either the “sink” or “fl oat” container. 406 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine Continue: Explain: Ask thefollowing questionsandacceptresponses: the rhymes. Ready?Didyou ever seea: Let’s seeifwe canremember themandfi Say: the song. Volume 2, Track 9.Children listen andsing along. They create to accompany simpleactions crabs, fi Explain: Read anddiscussGingerbread Boy’s message. Rhyming Words: “Down BytheBay” A Stand ifyou like to eat songs inwhich animalsdothingsonly peoplecanreally do. nearly aslarge asanocean, butitishometo many smallwater animalssuchas • • • • • • • • • • •

bay Why isthis songsilly? Can a Can a Does Does goat frog snake cow bear pig The animalsdidfunny thingsinthat song. Children follow animalactions: your to directions perform Warm Up Your Brain • • • • • •

isabodyofwater withlandaround itthat opensto thesea.A dancinga Swim like afi Blow airoutofyour blowhole like adolphin. Walk forward, backward, andsideways like acrab. Flap your fl Creep like anocean snail. Jiggle like ajellyfi taking a taking sh, ducksandfrogs. Are you ready to godown by thebay? walking a walking Watermelons Sometimes peoplewriteSometimes booksand wearing drivinga cow pig frog snake baking a baking Here isasillysongaboutwatermelons. It’s called “Down BytheBay.” rhyme with rhyme with

walk a bake a (bow) (underwear) (jig) ippers like aseal. (boat) (dog) (cake) sh. dog are offruit. atype They grow bestinwarm sandysoil. cake watermelon sh. jig ? bow ? ? Continue thisroutine aswithprevious weeks. ? . Children who like watermelon stand, Children watermelon thensit. wholike nish …”Did you ever seeagoatdrivingboat?” …”Did you ever seeafrog walking adog?” …”Did you ever seeasnake acake?” baking …”Did you ever seeacow abow?” taking …”Did you ever seeabearwearing underwear?” byDown thebay… byDown thebay. you“Did ever seeafox pullinganox?” For ifIdomy motherwillsay, Back tomy homeIdare notgo. byDown thebaywhere thewatermelons grow, byDown thebay. you“Did ever see apigdancingjig?” For ifIdomy motherwillsay, Back tomy homeIdare notgo. byDown thebaywhere thewatermelons grow, BytheBay Down F F Optional:

Starfall Sing-Along Starfall Watermelon (ifinseason) Materials Play Play bay Sing-Along isnot Volume 2

Identifi esrhymingwords Awareness Phonological

Gingerbread Boy Gingerbread

Love, Love, Day

did once! did

down by the bay? I I bay? the by down

watermelons growing growing watermelons Have you ever seen seen ever you Have WWEEK 17

UNIT 5

Five E E K

407 7 WEEK 17 • DAY 5

LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.

Circle Time Materials F Grandmother Phonological Awareness: Words in a Sentence F Letter Cards: Dd, Oo F Picture Cards: door, duck, Say: Listen to this sentence: The whale is in the water. (Children repeat.) Ask: How many words are octopus, ostrich in the sentence? Let’s check. Select a child to F Pocket chart represent each word in the sentence. Stand behind each child as you say the sentence together. Clap and count the number of words in the sentence. Repeat for: Ducks fl y and swim, I want to swim with the dolphins, and I see fi sh in the ocean.

Introduce Final /d/ Phonological Display and identify Letter Cards Dd and Oo in the top row of a pocket chart. Indicate Awareness the Picture Card duck. Ask: Does duck begin with /d/ or /o/? (A volunteer places the Distinguishes individual Picture Card under Dd.) Repeat for door. words within spoken phrases or sentences Grandmother says: Let’s sing a song to help us remember /d/. Isolates ending sound

Sing “Where Is /d/?” Each time /d/ or letter Dd is used Where Is /d/? children make the Dd hand sign. (Melody: “Where Is Thumbkin?”) Dd Oo Ask: Do you know that /d/ can be at the beginning of a Where is /d/? Where is /d/? word OR at the end of a word? Listen for /d/ in this word: Here I am. Here I am. mud. (Emphasize /d/ at the end.) Now you say it: mud. D stands for /d/ in duck and dog Where do you hear /d/ in mud? (at the end) Say, mud. /d/ /d/ /d/, Dd, Dd, Dd Children stand and face partners. Partner with a child if necessary. Say: Listen to these words. If you hear /d/ at the end, gently clap your partner’s hands. Overemphasize /d/ in the following words: bird, red, ham, bread, nose, and seed. Indicate the Picture Card octopus. Ask: Does octopus begin with /d/ or /o/? (A volunteer places the octopus Picture Card under Oo.) Repeat for ostrich. Grandmother asks: Why don’t we sing a song to help us remember /o/? Sing “Where Is /o/?” Each time /o/ or letter Oo is used Where Is /o/? children make the Oo hand sign. (Melody: Where Is Thumbkin?”) Where is /o/? Where is /o/? Here I am. Here I am. O stands for /o/ in octopus and ostrich /o/ /o/ /o/, Oo, Oo, Oo

408 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story need additional practice withskills. need additionalpractice conferences withchildren upactivities whomighthave ormake beenabsentor There are noformal lessonsplannedfor illustrations. Readthestory, andencouragethechildren to askquestionsasyou read. the authorandillustrator. Picture-walk through thebookaschildren the describe your choiceofbookabouttheocean.Introduce Indicate Teacher’s Literature Choice: The Ocean Day 5 . Use this time to conduct individual . Usethistimeto conduct F abouttheocean

Teacher’s choiceofbook Materials about the story about thestory appropriate questions andanswers Asks Comprehension words unknown fi ndthemeaningsof Uses illustrations to Vocabulary WEEK 17 •DAY 5

UNIT 5

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