It's a Big World. Aural-Oral Activity Guide. English Edition. Kindergarten. INSTITUTION Corpus Christi Independent School District, Tex

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TITLE It's a Big World. Aural-Oral Activity Guide. English Edition. Kindergarten. INSTITUTION Corpus Christi Independent School District, Tex. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE Jul 70 NOTE 225p. AVAILABLE FRuMCorpus Christi Independent School District, Corpus Christi, Texas ($2.75)

EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Attitudes; *Aural Learning; Bibliographies; Child Development; *Educational Philosophy; *Kindergarten Children; *Manuals; Objectives; *Oral Expression; Organization; Self Expression; Teaching Techniques

ABSTRACT A guide for helping young children develop positive attitudes about themselves and for expressing themselves well is presented. The philosophy of the school district putting out this instructional manual includes the following tenets:(1) Schools exist primarily for the benefit of the children in their community; (2) Curriculum should provide broad subject matterareas;(3) Curriculum should be effective as a means of continual child growth;(4) An organized program for teaching and learning is essential; and (5) Pupils should learn that certain duties accompany their privileges. Objectives of this school district include: To develop inevery child a love or our form of government; To provide oppprtunity for individual development. This manual is divided into five parts: Flow Chart, Classroom Organization, Procedures for Using Units, Suggested Teaching Units, and Bibliography. (Author/CK) U.S. DEPARTMENTOF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENTHAS BEEN REPRO- DUCED EXACTLY r'"4 AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIG INATING IT. POINTS C:) OF VIEW OR OPIN- Pr\ IONS STATED DONOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDU 4) CATION POSITIONOR POLICY. CD

IT ' SA BIG WORLD AURAL- ORAL ACTIVITY GUIDE ENGLISH EDITION KINDERGARTEN

(V) (7) Corpus Christi Public Schools Corpus Christi, Texas

1(1)

Divisionof Instruction Cs, July, 1970 cin This guide has been developed and published by the Corpus Christi Independent'School District with funds provided by a grant from the U. S. Office of Education, Department of Health, Education and Welfare. The program herein developed does not necessarily reflect the position nor policy of the U. S. Office of Education, and no offical endorsement tnr the U. S. Office of Education should be inferred.

Second Printing July, 1971

This guide is being reprinted at the expense of the Corpus Christi Independent School District at a cost of $2.75.This charge covers the cost of publication only. CORPUS CHRISTI PUBLIC SCHOOLS Corpus Christi, Texas

DR. DANA WILLIAMS SUPERINTENDENT OF SCHOOLS

WALLACE E. DAVIS, JR. Assistant Superintendent for Instruction

H. Gene Bryant John P. Sprinkle Directory of Directory of Elementary Education Secondary Education

* * *

BOARD OF EDUCATION

Forrest C. Allen President Franklin Bass Vice-President Arturo Vasquez Secretary Dr. James E. Albright Assistant Secretary

W. G. Hutson Jack A. McQueen Dr. Cornell C. Barnard

3 iv

PHILOSOPHY OF THE CORPUS CHRISTI PUBLIC SCHOOLS

The schools are committed to helping all boys and girls develop the competencies required for active participation in the American way of life. This premise is the foundation for the tenets of the philosophy of the Corpus Christi Public Schools:

We believe the schools exist primarily for the benefit of boys and girls of the community they serve.Therefore, the schools should provide an educational program to meet the individual needs of every student.

We believe the curriculum should provide broad subject matter areas and educational programs within which the principal, the teacher, and the student have latitude and discretion.

We believe the curriculum should be effective as a means of continual child growth.Therefore, constant evaluation, adaptation, and development of the curriculum are necessary.

We believe an organized program of teaching and learning is essential for pupils to learn directly from valuable experiences and to develop a sense of belonging through opportunities provided in the total process.

We believe pupils should learn that Certain duties and responsibilities go with the privileges they enjoy in our democratic community, state, and nation. .MINM=Elek

v/vi

OBJECTIVES OF THE CORPUS CHRISTI PUBLIC SCHOOLS

The schools are dedicated to giving every child the best education possible as preparation for living in a democratic society. Therefore,, they seek

To develop in every child a lave of and an appreciation for the rights, the privileges, and the responsibilities guaranteed by our form of government

To provide opportunities for the individual to develop apti- tudes and abilities es well as to acquire skills and knowledge necessary to meet the demands of a conC:antly changing society

To provide a program of learning that encourages the child to develop to the limits of his capacity, with the program having opportunity for the Child

- TV eu education sultapie to his personalabilities, interests, and needs

- - To develop mentally, morally, emotionally, socially, and physically so as to be better able to cope with life's problems

- - To acquire cultural and aesthetic understandings and gain appreciation for the fine arts

- - To learn the meaning of good citizenship and democracy through participation and interest in community and world affairs

- - To develop an appreciation for our American heritage and democratic way of life vii

Teaching Guide Committee

Executive

Wallace E. Davis, Jr Assistant Superintendent for Instruction

H. Gene Bryant Director for Elementary Education

A. N. Vallado Assistant Director for Instruction of Special Programs

Production

Melba Kerns, Consultant Carmen H. Salazar, Consultant Flora F. Barrera Mhria Louise Vera Anne I. Skipper B. Jo Kearns viii

Preface

The purpose of the Child Development Guide is to orient teachers to the unique needs and abilities of the Kindergarten child and to offer a suggested program. It is not the intent of the writers to limit the creativity or ingenuity of the teachers in any way. On the contrary, it is our hope that the guide will stimulate and inspire the teachers.

Melba G. Kerns Consultant

July, 1970 ix

CONTENTS

Page Part I: It's a Big World An Aural-Oral Activity Guide English Edition Kindergarten 1

Philosophy 3

Scope and Sequence (Flaw Chart) 5

Part II: Classroom Organization 11

Part III:Procedures for Using Units 19

Part IV: Suggested Teaching Units 23

Units I: Our School 25 11: Ny Family and bly Home 71 III: Foods We Eat 105 IV: What Clothes do You Wear9 135 V: Our Toys 151 VI:Animals Big and Little 165 WEE: Happy Days 185

Part V: Bibliography . 229

Resources

(0A PART I:IT S A BIG WORLD AN AURAL-ORAL ACTIVITY GUIDE ENGLISH EDITION KINDERGARTEN 211

Philosoplz

Each child, unique in his strength and weaknesses, needs experiences which nurture feelings of self-confidence and self-respect. It is essential that he acquire positive attitudes toward himself, others, and his environment. The opportunities provided in living and learning during his early years formulate later behavioral patterns of growth and development.

The young child.Is eagerness to learn and his attitude of inquiry stimulate copitive development; therefore, play is vital in these formative years. It is the natural media through which learning takes place. It assists in social-emotional adjustment, physical coordination, and creative expression. Through play, a child accurately reflects not only his thoughts, feelings, and values, but also the kind and amount of experiences he has had. It is unique in its revelation.

Language facility and concept development are also broadened through play- related experiences. As the child. interacts with both peers and adults in an appropriately designed kindergarten center, the basic foundations for future learnings are accomplished.

Parental involvement in the kindergarten program is essential.The close cooperation of the home and the school supports the child's growth and development. MathematicsFlowSCOPE Chart AND SEQUENCE PS 005499 RoteUNIT I:counting to 3 My School UNITIntroduction II: of sets and My Home My Family ----"-. NumberUNIT III: sequence WeFoods Eat One-to-oneUNIT IV: CIothescorrespon- We Wear What deuceOne-to-one correspon- Usescales of yardstick and Weights"One more"concentand measures Pairsdence Science Observation and care AddressesSize and shape UsingColora scale containers discrimination ani AlikeEstimating and different size Conceptof plants of and balance pets Body awareness BearingTasteCategorizingsmell TouchcoldConceptShadowsWeather ofobservation hot and Social btudies ResponsibilitypersonnelRole-playadd/or school of parent for TakingmembersRole-playsharing turns of familyand relationshipsCooperativeSocialCommunity acceptance relations peer IdentificationImproveclothirig self concept of Motor(eye-hand Skills coordina- BlockParticipatingroom building,clayorder in: Dressing and undress- Pouring from pitcher Buttoning, zipping, tion) modeling,puzzles,andBodypegsriming)(Marching, goordination tiptoeing, Pushingcarriage,tag dolls (doll w1o01 toys) to glass lacing, typing Visual Skills rightDeveloping eye movement left eo rightIdentifyingDeveloping eye movement leftobjects to Discriminating color Matching to size , \51 PlowSCOPE Chart AND (Cont'd)SZWENCE UNIT V: Our Toys UNIT VI: LittleAnimals - Big and UNIT VII: Happy Days O'N Mathematics MoneyOrdinals identification to third nickelpeuny place OrdinalsMoreComparisonRote azul counting toless fifthof size concept RecognitionRotethan" counting and "lessof sets "more to 10 than" concept dollarquarterdime small,short,tall,large, smaller,shorter,taller, larger, tallest largestsmallestshortestand shape NumeralsandOrdinalsSequence telephones on toof calendars, tenthnumerals place to 10 clocks Science Size and shape DiscoverymembersClassifyIdentification andand of family categorizeobservation of SeasonalSeasonal foods observances Social Studies CooperativeSharing peer relationship AnimalTouchgrowth environments processes Manners (eye-handMotor Skills coordination ManipulativebalanceWoodworking building - Developing TracingSewing cards '401lowing Customsa line Visual Skills MatchingdifferencesSeeing likenessesshape, color and features)ContrastingMatchingIdentifying (size, shape, Pairing opposites FlowSCOPE ChartAND SEQUENCE (Coned) UNIT I: my School UNIT II: and My Home my Family UNIT III: WeFoods Eat UNIT IV: Clothes We Wear What Auditory Skills oralUtilizing:tional English patterns of Intona- andListening stories to rhymes Identifying sounds Spanish-speakingunfamiliarEmphasizing to diagraphs Communication Stressin English and accent children usingSentenceRepeating:tense simple of patterns verbs present ofUsingsocial verbs futureEnglish situations tense in UsingMakingAnsweringofquestions verbs past verbal specifictense choices dentlyDescribing indepen- Following_ Directions signalsRespondingcommands to verbalhand Followingoral directions simple Developingeventsexperiences recall and/or of Developingin sequence recall Art promotewords.paste,(Continuous valuablescissors, activities opportunities scrap material through for (wood, all units) fabric, expressing ideas, impressions, and feelings The following media; clay, and pdper), sand, and colored chalk tempera, finger paint, crayons, paper, young children cannot are provided. These materials put into Music Music in kindergarden offers image.andin creatingcurrent subjector improvising areas. movement. Essentially,a widemusic variety should ofbe experiencesenjoyable in singing, exploring and The program is informal and natural, relatingand a way to tothe help pupils'interests the pupil improve his self playing instruments, and musicAllclassroomstimulation musicactivities. activities situation through requireareseveral valuable listening The combination of melody, words and senses. social factors in the pupila/ experiences.Learning to listen, toskills, .follow and directions, language patternsand rhythm require total cognitive response and give maximum can be introduced and reinforced through to respond accurately in a SCOPE AND SEQUENCE UNIT V: Our Toys UNIT VI: Animals - Big and UNIT VII: Happy Days FlowAuditory Chart Skills(Cont'd) Distinguishingsoft sounds loud and relationshipsDistinguishing of positional sounds, Little RhymingReinforcing digraphs Communication DistinguishingUsingpitch ofsingular sounds rate and andplural Using(near present and far) perfect tense Using opposites :74.1 nouns and verbs Usingobjects pronouns as direct DictatingRelating experiencesstory to teacher -tO/1116 rollowing Directions middle,toUsing denote specific bottom) location vocabulary (top, Usinglocation)(prepositions specific vocabulary in describing PlayingFollowing directed series games of commands Music (Cont'd) Musicalfor different activities types aid ofdevelopment music (marches, of physical lullabies, coordination. etc.) provides pleasure and The child's response with appropriate movement exercise simultaneously. Skill Singingappropriatesong,in playing or is creating a rhythm fordaily action instrumentssongsoccurrence. of to motion, go iswithNew visible, the songsa storychildren are audible, is taught anshould andby createrote,enjoyable. usuallytheir own phrase version. by phrase. integral part of the kindergarden program. Acting out, or dramatizing the story of a Pitch, rhythm and If the words are Makeexpressionlisteningfor everya particular experienceareexperiences. important, song in (high-low, music but enjoymentas enjoyableloud-soft, is,more as fast-slow, possible. important heavy-light) at first. and then Music concepts are developed as needed discovered in other songs or

Classroom Organization

The Kindergarten Program is organized to encourage the development of listening habits, verbal skills, acceptable social patterns, and intuitive number concepts. It provides patriotic experiences and gives instruction in science and health. In addition, activities fostering appreciation of the fine arts are an..essential part of the program.

Teacher-gUided listening activities provide excellent opportunities for the teacher to stress intonations, correct pronunciation, and rhythm patterns. Phonograph records, tape recorders, and films further expand listening skills.

Materials and experience not within but closely related to the child's own environment extend verbal skills and improve oral language.

Social attitudes are directed as the child investigates and explores the community. Parties, games, field trips, and other social situations provide a setting for motivations.

Numberconceptsand number vocabulary are part of the daily activities. These activities include counting for necessary information and comparison of sizes, shapes, and amounts. The term set is introduced in relation to groups or collections.

Science consist; of exploring and investigating the environment through sensory reactions. For instance, a study of rain includes seeing, smelling, touching, tasting, hearing, and feeling.

Other studies in making the child's environment more meaningful follow the same pattern.

Daily activities stress patriotism through patriotic symbols, songs, and holidays.

The program presents an abundance of opportunities to acquaint Lhe child with good music, art, and literature.The teacher plays an important role in inspiring the child to express his own creativity with various media.

The daily schedule consists of large blocks of time interspersed with varied activities. The program is consistent and establishes a normal and regular sequence but: at the same time, is flexible enough to allow for special events. One such large block of time. consists of self-selected activities. A child needs an opportunity to select, organize, and assimilate knowledge through dramatic play, painting, and working with manipulative materials.

The classroom arrangement is uncluttered with specific areas designaLed for the different activities.Emphasis is placed on the proper care, usage, and replacing of materials to develop a sense of responsibility in the child.

14 12

DAILY SCHEDULE

8:15- 8:45 Arrival, greeting, and self-selected activities. These activities are carried on independently and include looking at books, bead stringing, or clay modeling. Pupil converses in his dominant language.

8:45- 9:00 Language Development:

Opening exercises: shartng experiences, roll check, Pledge of Allegiance

Health

Weather Observation

9:00-10:00 Work-Play Activities

These include social dramatization in housekeepingcenter, music and art, block building, woodworking, sand andwater play. Pupil converses in his dominant language.

10:00 - 10:20 Outside play

10:20 - 10:30 Routine:Toileting and hand washing

10:30 - 10:40 Snack Time

10:40- 11:00 Language Arts Activities

11:00 - 11:20 Music and Rhythms

11:20 - 11:30 Clean-up Time

11:30 - 12:30 Lunch

12:30 - 1:00 Rest

1:00 -1:30 Language Development

1:30 - 1:50 Outdoor Play

1:50 - 2:00 Routine:Toileting and hand washing

2:00 - 2:20 Story Time

2:20 - 2:35 Musie and Rhythms

2:35 - 2:45 Evaluation of day's activities and dismissal

4.5 13

Description of Kindergarten Activities

Self-Selected Activities

The teacher greets the child as he enters and attempts to make him feel welcome. The child begins the day with self-selected activities. The teacher suggests activities (puzzles, clay, dolls) for the reluc- tant child; however, the child should eventually become independent in regard to selection.He should enter the classroom, choose an activity, and begin work immediately. The number of children working in one activity should be limited and the child acquainted with these limits. He must also be encouraged to remain with an activity until a goal has been attained. The importance of returning material to its proper place must be stressed as an aspect of pupil responsibility. Replacement of material begins at a pre-established signal such as a bell, whistle, or piano note. When the signal is repeated, the children asgemblefor directed language activities.

Directed Language A.ctivities

The "show and tell" period provides opportunities for free oral expression. Each child is encouraged to show or tell something of interest. The teacher provides objects of interest or gives verbal clues to prompt the participation of a timid child. During this period, emphasis is placed on complete sentences, correct granmar, and accurate pronunciation. However, the child should not be interrupted while he is speaking, as this could cause embarrassment or confusion.

The oral language development period consists of several carefully spaced periods of intensive oral drill. Each period will be approximately ten minutes in duration. The basic sentence patterns illustrated in the units serve as the models. The expanded patterns may be altered according to the experience level of the child.The teacher may intersperse games, songs, poems, stories, dramatics, puppetry, finger plays, and flannel board activities between the intensive drill periods to motivate and reinforce oral language usage.

Snack Time

Each child is served a simple mid-morning snack. Good manners, sharing, and taking turns are particularly important.Aides may assist with the distribution of the food during the first few days of the program. However, as soon as possible, each child should be assigned to and held responsible for a specific duty such as passing out the milk, straws, cookies, and napkins. The teacher should also establish a procedure for group participation in clean-up activities.

,.16 Creative Development

The creative development period is used for self-expression and imagi- native projects.Activities include songs, rhythmic expression through body movement and percussion instruments, science experiments, drama- tizations, and art projects.All of the children are encouraged to participate in the same activity during this period.

Outdoor Play

The outdoor play period consists of both teacher-directed and free play. During the teacher-directed play, the child learns games requiring sentence patterns closely related to the basic vocabulary.At other times the child is given an opportunity to use playground equipment with an aide guiding conversation.

Rest

A short rest period is essential.Five-year-olds are highly active and often resist rest. A darkened room and quiet music helps them to relax. Bath towels or small throw rugs may be placed on the floor as mats. However, the teacher may simply have each child put his head on his desk with eyes closed for a brief period.

Work-Play Period

The work-play period is the largest block of time during the day. The child has an opportunity to use his initiative in planning, working, and sharing without teacher domination. Dramatic activities and role playing in the housekeeping area help the child experiment with adult roles, thereby enabling him to become aware of sense of the realities of living. Building with blocks helps 4evelop eye-hand coordination and a sense of balance in relation to objects. Tempera and finger painting encourage creative expression and tend to release frustrations and tensions. A definite procedure must be established to ensure a smooth clean-up period and help develop responsibility in the child. The adult in daarge may assist only when help is imperative. The child will not mature if he is babied.A permissive atmosphere should pre- vail with overexuberance kept within bounds. Sl 1707 1 CAAJ LL/1./1...^ I writ "Aram.. Cabinet-built in sink ACTIVE AREA SHELVES TOILETAREA BLOCK or-sl ART CENTER Easel CENTER FAMILYToy Kitchen CENTER LIFE 0 pt ci2 SCIENCECENTER Tables Table OD WALLSTORAGE CUBBIES MUSIC ( A suggested floor plan to be used fpr into a "learning center.,, This is not RECORD PLAYER CENTE:R 3- adapting aPIANO regular classroom a building plan.)

Part III: Procedures for Using Units

20 Procedures for Usjng Units

To facilitate individualparticipation, language artsgroups should contain a maximum of ten childrento provide for greaterindividual participation. An independentactivity can be assigned tothe other pupils in the class. Reassemble the children at theend of the period for a unifying activity suchas an appropriate game orsong.

Control of the basic sentencepatterns included in this guidewill enable the pupil touse the basic structures of English. For this reason, emphasis has been placedon patterns illustrating word form and word order, the changesin the verb forms, the pluralsand singu- lars of nouns, subject andverb agreement, and the placeof adverbs and adjectives in the wordorder.

The teacher should feel freeto select the patternsshe feels best suited to the immediate needsof the pupil. Ibywever, she should follow a sequential development in the presentation of thesentence patterns.

Native speakers of Spanishfrequently are unable to "hear"the sounds in English which do notoccur in their own language. The teacher gives oral practice to train themto hear these sounds. It is the teacher's responsibility to give a correct modeland to see that the pupilre- sponds correctly.

The program outlined in thisguide stresses the acquisitionof speech patterns rather than the masteryof word lists. For this reason, the pupil is required to speakin complete sentences. The intonational pattern of each sentence is vitalto the mastery ofa speech pattern, and the teacher should emphasizethis aspect as wellas the structure of the sentence. The teacher listens formistakes in intonation and stress as the pupil says the sentence and she corrects himimmediately by reproducing the correctpattern.When the teacher feels the pupil has completely mastered thestructure of the sentenceas well as the intonational pattern, and hisresponse in both areas has become automatic, she no longer needs toinsist on complete sentencesfrom this pupil.

21 20

Hand Gestures

Hand gestures play an important part in the use of sentence patterns. Th teacher says the sentence or words and then gives the signal for response with her hands. The teacher practices these gestures until they become automatic for her.

All class response

The teacher uses both hands for entire class response.

Half class response

The teacher uses one hand for half class response and indicates which half of class is to respond. A variation of this type of response is.to have the boys repeat the pattern, then the girls.

Individual response

The teacher points to one pupil for individual response and places her other hand over her lips in order to signal the other3to remain quiet.

22 '7J.

Several problems encountered by native speakers of Spanish are listed below along with procedures to correct Vlem. After the teacheruses these minimal pair drills, she should immediate/y put the words in sentences.

I. Contrasting the short sounds of i, e, and a:

The teacher prepares a list of words with vowel sounds similar to those listed below. She pronounces the words and the class imitates in unison. She gives individual help where needed.

pit - pet - pat did - dead - dad big - beg - bag bid - bed - bad miss - mess - mass

II. Use of the z and s sounds:

Spanish has no z sound as represented by the English s.The teacher uses a replica of a bee picture or toy to practice this sound. She moves the bee to indicate flying and says z-z-z-z-z.The class imitates her, at the same time saying the sound.

Since many Spanish speaking students have difficulty with the initial s sound, the teacher uses a toy snake and shows the pupils the snake as she says s-s-s-s. The class imitates her by making the same sound and pretending to be snakes.Then the class repeats the words after her.

stone stop stay still stairs

III. Distinguishing between the y and j sounds:

Spanish language oriented pupils often substitute an English j sound for y.The teacher needs to use a yo-yo to introduce the y sound. She bounces the yo-yo as the class says the word yo-yo.The teacher then says different words the same sound and the class repeats them.

yellow yes yard yet yawn yell you year yarn young

The initial j sound can be introduced with the word jump. The teacher says the word and jumps, indicating for the pupils to imitate her actions and to say the word. The teacher says several words with this sound and the class repeats them after her.

jar jump just jug John Jack

23 22

IV. Use the sh and ch sounds:

The ih and ch sounds are confusing for many native Spanish speakers. The teacher introduces the sh sound by holding one finger to her lips and saying sh-sh-sh. The class imitates her. She then gives several words with the sh sound for the class to repeat.

sheet ship shirt shell short she

The ch sound is distinguished from the sh sound by giving alternating words for each sound.

chin shirt church ship chair short child sheet

The class can practice the ch sound by pretending to be trains and saying choo-choo-choo. 05

I H N 5

25 Part IV: Suggested Teaching Units

26 VOCABULARYTime Allotment: II-6 weeks UNIT I: OUR SCHOOL Subjects Getting Acquainted School Environment boyballcafeteria ropescissorschool do(ing)areVerbsam firstanaAdjectives- blueblackSubjects balloonairplaneIncidental Verbserasechoose deskcookiechildrenchair storysongsoapshe ishelpdry(ing)drink(ing) thathisher brownbookshelfbookchalk boatblocksbellcircle, havegogiveget girlgamedoorfriend toothbrushteethteachertable playstand(ing)sit(ting)see yourthe flowersflageraserclockchalkboard wheeltrianglepartnerenginedrum takeputlikestayshow lunchlinehehand(s) timethistheytheretoothpaste wash(ing)Incidental Adverbnot lightjanitormangreen Adjectivesall workwentIncidental pastepapermilkname wewatertoweltoilet brushbringbounceask puzzlesprincipalplaygroundorangeoffice manytheselittlebigfew pushpullswingslide restroomrecessplaypencilpartner whatvindowwhoyou gofindcamecolor redrecordnurse player threeonethoseImo turnthrow room noyesResponsives wearwalkwmitlisten ropeslidesidewalkseesaw whereAdverbfivefour TransparenciesIFATERIALS Games Nursery Rhymes and Poems PatriotismChildGetting Sitting Acquainted and Standing at School DropMulberryGo Inthe and HandkerchiefBush Out the Window HickoryJackMary andHad DickoryJilla Little Dock Lamb WorkingSixSchool Picturespasting, and Environment Playing at School cutting,withpainting, blocks, shawing, tearing building GuessCountingTeacherBlueDid You Bird,Who Ever Ball* Balls*I BlueAm* See Birda Lassie LittleBaa,SeeJack BaaSawBc. Tommy BlackN4rb1=.Marjorie Tucker Sheep Daw WhereCafeteriaGirlPlayground-swinging, isSwinging the Activities Ball? jumpingrope, playing ball HaveSongsI Say You Sit* Seen NW Friend?* AtaenBooks SchoolSchool, and-Stories and page Play, 50 page 56 Windows; pp. 37-45 bluePictures (color) or Objects "Get"Can"Sing"Good Acquainted YouMeMornine* YourSine* Name* Song"* F1734Filmstrips Off to School chairbrawnboybookblack (color) Vhen"Good-bye"Look, We Look"* Go toSone*to Everyone"*Play".* F1733 Good Morning deskflowerseraserchildren trhe"five Steam Little Shovel" Chickadees" (for Science) mangreengirlfountainjanitor (color) (water) "Everybody"Go In and OutDo Thie*the Window" * See Supplementary Materials IMIT I: SCHOOL PERFORMANCE OBJECTIVES The pupil will be able to alit understandusereturn complete customary and sentence follow greetings commandsfor self-identification and ofgive walk, appromriate sit, stand, including both firstanswer and last when called by name go, and get names answer questions in sentences using "here is, "this is," "there is," "that islft 'we are, !! and "I see. tt as measured by teacher-evaluation of useidentify pronouns twenty "he," objects "she,": in and the "I" in classroom sentences INSTRUCTION The teacher will model all performance and recorded on teacher revised check list: BASIC SENTENCE PATTERNS sponsesindividllally. become automatic. These structured sentences responses and the will be repeated daily until pupil will answer first in unison, pattern is mastered, and then by groups, and finally, proper re- HowGood are morning you today? boys and girls Teacher Good morning Ws. Pupil WhatMy (Teacher nameis your is pointsname? to self) myI name(Teacher is models foram each childr- fine, thank you. WhatHis nameis his is name?Juan Garcia. Teacher His name is Juan Garcia. Pupil L,== MariaWhatJuan,IsHer Juan isname tellher here? is name? me,Maria "I Saenz,am here." Maria:HerJuans name is I am here. WeWherepractice Continueare atare school. until we?until each all individualhave had a gainschance confidence, to answer. andIf pupilis able refuses to respond. to answer, do not insist but continue groupWe are at school. TheBoys (Aotionboys stand. came with to handsschool. or assist boys to stand.)girls The boys came to school girls WeBoysLondon will(Aotion(Sing sit singBridge.) Littlein for aboutyour the Boys chairs. theboys came boys. to tosit) school today to tune of GirlsGirls,This(Do sit. is standnot our reinforceexpect -room. (Repeat all with ofthe the praisesong pupils for for the tothe respondgirls.) group.) but This is our room. Here is the door. windowchairtablechalkboard (pupils repeat). (Teachershe walks makes to theeach statement.) object and touches it as deskrug Teacher Pupil Jose, walk to the door. deskwindowrug Here is the door. whamrug LuciaGirlsBoys, Point to the window. (demonstrate) tableclock There is the window. desk clocktable WhatSit,Stand, are girls. girls.you doing? We are standing. WhatLuis,(Repeat are stand you "stand" doing? and "sit" with boys.) sit - WeLuis: are sitting. I am standing. previousWhat do youlesson) see? (point to object in is he she Class:I see the door. HeShe is sitting. Do you see the Yes, I see the bookrecordclock player This is aliOok. piper. What is this? HereThatThere it is is. a book. These are scissors. pastecrayons Those are scissors. pastepapercrayons GetBetty,(Place the gobook. theto thesmall table. objects paperpaste on the table) Betty: Here is the book. paperpaste Teacher Pupil Go IsWhatto thethe does pastetable. she there? have? he HeShe has the Are the book scissorscrayons there? No,Yes, it here is notis thehere. paste. Who(Distribute has the pencil? the objects to several chalk paper pupils) I have the pencil. Maria, do you have the book? eraser Yes,No,Joe IIhas havedon't the have book. the book. SUPPLEMENTARYOUR SCHOOL DRILLS The pupil will be able to participate in directed dialogue as measured by teacher observation. BASICINSTRUCTIONS SENTENCE PATTERNS The teacher manipulates an animal puppet as she reinforces directed dialogue. TellThis isJock° Jocko, "Good the Morning". motf:ey. Teacher Pupil AskHowI am Jockivpif Jockoarefine,-thakk you? how hehe likesyou.feels. school. DoHowGoodI you amare morning, finelike you, thankschool? Jocko? Jock°. you. WhatYes,IAskDo like youIdoJocko like youliketo whatschool.like school? heto likesdo? to.do. WhatYes,I likeIdo like you to school.like to do? PERFORMANCESCHOOL PERSONNEL OBJECTIVES The pupil will be able to: as measured by teacher ob$ervation of pupil performance. recognizetelllocate two independently 3.001duties of of the each theschool helper cafeteria, personnel office, presented. nursegs room, library, and rest rooms. INSTRUCTIONS: principal,Obtain permission nurse, tolibrarian, tour the maid,school janitor, and playground. and cafeteria Visit all parts of the school plant. manager. Introduce the BASIC SENTENCE wain*: This is our school. Teacher (Repeat) Pupil WeThisThis eat(Continue is isin thethe cafeteria.withcafeteria. the same basic sentence pattern and include swings, seesaw, and other features school. He'sHeThison theis is our playground.)Mr. principal. WhoHow isdo this?you do? He'sHeHow is do you do? WhatWhoMaria,He isisis he? workingheask doing? Jaime in whatthe office.the principal is doing? Maria:He is workingour principal. in the office. Jaime, what is the principal doing? ThisShe isis Mrs.our school nurse. Miss How do you do? WbatWhoShe's isis this?her name? HerShe nameis our is school nurse. The nurse is kind. Teacher clean Pupil SheThe nurseis working helps inus. the health our friend room. (Repeat) . What coloris she is doing? her hair?dress? HerShe'sShe hairdress is workingis is in the health room. Maria, ask Gilberto if the school nurse is here. Maria:Gilberto: Gilberto, is the The nurse is here. isn'tis not nurse here? HeHeThis is is tall.is our janitor. big custodian (Repeat) What is he doing? nicefriendly' He is cleaning the sweeping room. Juan, ask Maria who this is. Maria:Juan: That is the janitor. wateringwashingcutting the the Maria,the windows grass grass who is this? David,(Introduce ask Luis other who personnelis working as the teacher aide, cafeteria in the school. Luis:David: The manager,Luis, who librarian, is working maid, in theand safety patrol.) works in the school. school? Pre Test and Post TestUNIT I: MY SCHOOL INSTRUCTIONS Check the following items: identifiesknowsinterprets full objectsname action, using correct verb eco-n 4:10)co: UNIT I: OUR SCHOOL SCHOOL: Pre Post Pre Post Evaluative Check ListPre Post Pre Post TEACHER: Pre Post Pre Post KnowsInterpretsIdentifies full name actionobjects* - , I

, 1 1 . ' wa Z MI Z MI = ecl 1 A)4 IA MIa I A)4 IA MIa z1A) 4 MIaIA 1M IA4 UIa r 1 04 IA MIa 1(1) 4 UrIa1-1- 1A)z 'V 4IA MIa 0 Number testedright -c \ SUPPLENLENTARY MATERIALS Songs TheGinn First and GradeCompany Book a. GoodGood."Good. morningmorning, Morning" to good you! - morning,page 6 f. Look,"LOA, look, Look" look,look (Tune: forfor thethe boyboy (girl) "Skip to My Lou") I'mGoodOh,Good. fine, haw morning,morning, do how you aregood gooddo? you? morning,morning, LookLook,I bouncebounce,and look, look the look,bounce and ball. look.for the the ball. boy b. CanI"Can canyou You sing,singsing, Sing?" me Ican cana -song?you sing,page sing, 4 g. Substitute"Getting "words,"Acquainted "catch," Song" "throw" (Tune: the"Farmer Dell") in c. GoodI can"Good morning! sing Morning" you a song.- page 54 Good morning! Hello,BeforeIt's hello, youit's I timewanthello. forto know.us to go, d. ComeYouGood "Good-bye arewalk morning! very along well,to withEveryone" I me.see. -.page 68 Good morning! Thisactivity"desk," same activityby"chair," changing may"table," thebe adaptedwords, "window," substitutingto individual etc. ForGood-bye-toGood.ebye!Good-bye! now the day boys is anddone. girls! Good-bye! Yes,Heigh,juwaNmoks(Tune: Juan ho, walks tothe the tomerr-i-o. door.the door. "Farmer in the Dell") e. Marie,Sing"Sing me, Marie,Me sinc Your me,that Name" sing is - my mepage name.your 6 name. Juan walks to the door. h. Mmsic"Good-bye for Early Song"--page ChildhoodSilver 27 Burdett Company Games a. Counting Balls ThenTellI'llNow we'llme wetell good-byemust all all andgo home you good-bye and, go home. AndHere's here's a ball a ball (use (useindicatepointing ball)finger on hand to,thumb and thumb i. GoWhat "Whento shallplay, We weGogo takeToto Play"play? when (Tune:we go to play, The Mulberry Bush) ShallAnd a wegreat count big them? ballarmshandsand and pointingto handsindicate fingerto formball) large ball) I see. (useon both WeWhenWhat will weshall gotake towe ourplay?take bat when and bicycles we go to playball -- etc.-- etc. b. GuessOne!Are Whoyou Iready? Am Two! Three! GrowingWe will takewith ourMusic our jacksjumpingroller and ropesskates ball -- etc. -- etc. hissignalsbacksThe lineclass to oneoneand stands another.give in person to step out of three clues about two lines with The teacher j. "FivePrentice-Hall, Little Chickadees" Inc., Book 1 --page 85 c. Havehimself.identify You Seen him. My The other line Friend? tries to k. Everybody doDo likeLike Me me, (Leader(Tune: leads children hand motions.) Mary Had a Little Lamb) in any asksfriend?"Class a player,forms a "Havecircle. Player says, "What you seen my The leader is DoEverybodyDo it like just me, likedo dolike like me. me. me. hissays,"His name?" name"Here isThe is leaderyour friend, " and the player answers, .te Gams (Cont'd) d. I Say Sit Teacherbyaround."The doing class Ballthe forms opposite. a circle. The class responds by doing what the leader says. The leader gives a command, such as "sit down," "stand up," or "turn The leader tries to confuse the class sayingInthelinefacing a group ball to"Catch him. his toof left,thetheten firstball,children, saying, inTeacher." line "Catchone whopupil the becomes ball,stands "TheRicky." about Teacher." six feet from the others who are in a line He is called "The Teacher." "The Teacher" continues until all have had a turn and then gives "The Teacher" bounces the ball to the first pupil in the Ricky bounces the 'ball back to "The Teacher," The first "Teacher" goes to the end of ACTIVITIES Provide a full length mirror for determining self identification as portrayed by the line. CD . identificablecolor of hair features . cleanlinessfamilysize resemblance UseIfdramatize possible,puppets theirdesignated take dutiespictures as in the ofthe spincipal,children school. engaged school innurse, classroom cafeteria activities manager, and and use other for classschool discussions. personnel to ProvideRoleTake playtrips each cafeteria aroundchild withthe manager schoola toothbrush or to nurse the office,andin housekeepingsupervise cafeteria tooth center. manager, brushing. and nurse's office. UseShawchildren, filmstrips the prepared pertaining or postersslides to beforeactivitiesshowing and Children afterportrayed. fieldin classroom trips and situations. use.as a basis for conversation. Elicit statements from the CONTINUING ACTIVITIES FOR CLASSROOM ROUTINE These activities will be used throughout the year and will be enlarged as the pupils vocabulary PERFORMANCE OBJECTIVES Thebecomes pupil more will extensive. be able to: ":1; performidentifyuse the properthe articles tasks vocabulary necessaryneeded forin for classroomcleanliness smooth situationsclassroom in the classroomroutine as measured by teacher observation. BASIC SENTENCE PATTERNS It is time for a snack. Teacher Pupil I'llIIt's will (demonstrating) wash my hands. lunch WhatI'mI am am(demonstrating) drying I doing? my hands. You'reYou are washing your hands. WhatI I'mam asi drying(demonstrating) I doing? my.'.hands. You'reYou are washing your hands. What am I doing? YouYou're are drying your hands. s-- Pedro, wash your hands. Teacher rta, WhatJanie(command) is Pedro doing? Janie HeShe's is washing his hands. her (Continue using this pattern until all hava mashedMaria,Pat the andwash paper your tagel hands. in wastebasket. dried theirI Ilatwashingput hands.) the raper my towelhands. in the wastebasket. WhatTheseI arewill arethese? pass napkins. the napkins. Those are napkins. WhatWhat'sWbatThis did is is Ithis? Milk.do? YouThisThat's passed is milk. the napkins. WhatThis is yourthis? milk. cookiestraw ThankThis you.is Wilk.(repeat)(rereat) What'sAlt your milk carton, napkins, These are cookies. a straw yourandandPablo, straws milknapkins pass cartons, in theinthe the basket. basketstraws, basket. or Put Let'sIt'sIt is washtime ourto gohands. to lunch. Teacher (Repeat) Pupil GoIt'sIt-is to ttmeyour for rest. (Use sentence pattern for Maria.washing hands.) I will go to my PutLieClose yourdown your beadon youreyes. down. or I will put my head down.will close my eyes. ItBe veryis time quiet. for a story. I'mI am(repeat) quiet. resting. ItLet'sIt's is timeget into ago circle. home. sit game patternseachIt's(Teacher day withusing phrases appropriate consistent her directions demonstrations.)sentence demonstrate(Pupils respond individually to instruction and in groups.)and CONTINUING ACTIVITIES FOR HEALTH teacherContinaing will activities be responsible for health for expandingare activities this unitthat throughoutwill be introduced the year inas thethe firstneed arises.unf.t. The INSTRUCTIONS: Pantomimetoothbrush,teacher's procedures actions toothpaste, repeatingfor washing and comb,basic hands andsentence and actually face, brushingperform theseteeth, and patterns. If possible, have each child operations every morning. combing hair. bring a vashClass cloth, pantomimes The teacher's BASIC SENTENCE PATTERNS: aide assists. Teacher Pupil WhatI'm amwashing I doing:doing? my hands with soap. hands. (Pantomime) You're washing your har4s.hands with soap. r.r. II'm put dryingwashing the paper towelmymy inhands. hands the basket.mywith hands a paper with towel.soap and water. (Continue using this procedure.) WhatMyI'mI handsput amwashing Iare doing? clean. soap on my wash cloth. my face with soap. MyWhat I'mface amdrying is I clean.doing? my face. ThisThis is is toothpaste. my toothbrush. (put toothpgate on toothbrush) myThe I'mteeth brush brushing are clean. goes up and down. my teeth. Teacher Pupil MyI'mThis I'mhair going iscombing is a combed.tocomb. themy hair.restroom. (Repeat teacher'ssentence actions.) pattern and reproduce My hands areI'm clean.dryingwashingflushingputting my my the thehands. hands. commode. paper towel in the basket. mouthI'mThis(Stress drinking onis fountain.)the the fountain.water. importance of not putting withII'm covered(Stress hand.)sneezing. mythe mouth. importance of covering mouth (Repeat individually as the need arises.) II'm blewused coughing. my nose.handkerchief. ThePERFORMANCECOMM= pupil ACTwill OBJECTIVES:MIES be able FOR to LEARNING CRITERS usereplacemakecare meaningful a for verbalmaterials equipment choicevocabulary andof activitiesuse supplies properly TheINSTRUCTIONSas teachermeasured will by teachertake a smallobservation and recorded on check list. BASICdescribe SENTENCE procedures PATTERNS for utilizing materials and Teacher group of pupils to the library center and model sentence equipment. Daa patterns to WeThis mayhavewill islooksit prettyturn our atat theclass thethebooks. table.books.library. pages carefully. (Demonstrate) (Repeat) Wethis will is alistenput record. the to books the record.on the shelf. record player. ListenWeThis canwill is carefully.tell ahear tape a astory. recorder.story. hear ourselves WhatWhatThis is isdo this?it ouryou for? sciencesee? center. ThatI (Answers(Repeat)see is aa will vary.) IsHow it does hard? it feel? Teacher Pupil warmsmoothroughcoldsoft Whereshould(ks didthe contain itscience come an from? tableaquarium, will animalbe changed cage, insect, cage, magnets, rockvery andoften, shell these collections.) questions will of necessity, vary. The center Where did rocks come from? nestseggsshells (Encourage pupil to try to supply the answer) This is a magnet. batterymagnifyingtelescope glass This is a magnet, magnifyingtelescope glass WhatLet's can see it whatdo? it will do? flashlight (demonstrate) batteryflashlight You(Indicate may use this.aquarium, terrarium, and animals or plants in classroom. Utilize sentence patterns to stress Thisimportance is an aquarium. of proper care.) . aan Plant cageterrariumanimal home This is an aquariuu a anaplantcage terrariumanimal home What do the fish need? Teacher plantsanimals They need.food. pupil waterair How do fish move? the animpls TheyThe (answersfish walk swim. will vary) crawlfly HowDohis(The does own) teacher the turtle should feel? use the question method to helpthe the fish child have develop teeth? the ability to make observations of WhatHowworks.) (The manycolor teacherfeet are doesthe or bird'stheteacher feathers? aide should encourage conversation by observing and questioning while the pupil have? GO WouldWhatYouThis may iscan you playthe you like blockhere.make? to center.make a Yes,I can I can.make a WhichIsDoFind it theseblock,is tooanother long?look longer? blockalike? like this one. No, I can't. streets,Could(provide you people usesome this? toyor animalsthat might to suggestgive direction to building, such as cars and trucks to suggest garagesshort or homes or cages.) HOUSEKEEPING CENTER (Continuing Activities) PERFORMANCE OBJECTIVES: The pupil will be able to: expressscreativity in role-playing situations INSTRUCTIONS: As measured by teacher observation. replace materials and/or supplies at close of work-play period andworkplayThe howcenterteacher they materials. provides initiatescan be used.for pupils free, The teacher or aide takes A home environment isinto free playspontaneous activity. play conducive to an activeprovided part talking in this with the The pupils need active encouragement of language and communication. center. There should be guidance to begin usingpupils about the materials cc BASIC SENTENCE PATTERNS. rockingdolland chairs, bed chair, with refrigerator9 blanket,dress spread up clothes for both boys and girls. stove, cabinet, sink, dishes, and pillow, broom, mop, carpet sweeper, dolls, doll clothes, pots and pans, silverware, iron, ironing board, dolla play buggy, table This is our house. Teacher (Repeat) Pupil MotherWhatA family cancan mothercan cook. live do? here. mashfeed the the clothes baby WhatMaria,FatherA father can are canfather livesyou wash the do? here-the mother? car. Maria:(Repeat) des, I am the mother. Juan, are you the father? helpbuy mothergroceries Juan: Yes, I am the fatliar. There are children in the family. Teacher Pupil I will be the brother. Norma,Pepe,The(Teacher baby willwill is you you continuescryiag. berockbe thethe the the babyl dialogue bringing brother? sister? other Pepe:Norma:The baby is crying. I will rockbe the the sister. baby. WeHereintofamily can isthe washmembersthe play sink.our situation.) anddishes here. relatives (grandmother, aunt) WeHere can is washthe sink.our dishes here. ItSuggestedfreely. may be necessary roles for for the teacher to initiate role-playing teacher: situations until the children participate This home center may be converted by the pupils intoa playmaterelativeneighbor a: of the children hospitalpicnicbeautycafebirthday shopouting party CONTINUING ACTIVITIES FOR WOODWORKING CENTER BASICTheINSTRUCTIONS woodwoAdtng SENTENCE PATTERNScenter must be closely supervised. Only one or two at a time work. This is a hammer. planeTeachersaw (Repeat) Pupil Bow will you use the nailbitbrace (Answers will vary.) WhatWould doescan (rheyou youitliketeacher do?make? to orsaw teacher the board? aide asks questions and makes comments that lead the pupil to verbalize Theanimals,his changedsame actions.) procedure fences, often tosandshould stimulate toys, be usedsifters, thought at the dumpand sand, imagination.trucks. table or with water play. Keep the sand moist.For the sand table, Accessoriesuse molds, shouldtoy be ForplaceIn water the at center,play,the end use stressof water the the playwheels, importance period. funnels, of puttingtin cans, each toy toy board, or piece magnetic of equipment fish poles. in its proper CONTINUDIG ACTIVITIES FOR FTFLD TRIPS ThePERFORMANCE pupil will OBJECTIVES be able '6o enumeratedescribe placedobjects visited observed INSTRUCTIONS departureNotifyParent permissionparents and expected of mustthe placereturn.be obtained to be visited,in written the form. means of transportation to be used, and the time of OrganizeReviewShawPlanof specificfilmstripsfield pertinent behavioral trips aide. of tovocabulary proposed extendpatterns and field forsuch enrich use tripas, enroute classroomchoosingbefore and and partners orientedat after destination the orexperiences. dividingfield of trip.trip. into groups under supervision BASIC SENTENCE PATTERNS Outline only procedures that are necessary for facilitating project. Teacher PUpil Let'sride,If wepretend. what look will out weof see?the window of the bus as we We will see trees. housesgrass What color is the tree? housecar The tree is green. housecar whiteredcars WillHow many we seewheelsleaves people? will the cartree have? have? ThereIt (Describewill will have be people.)manyfour leaveswheels. on the tree. Tacher Papil What will the people be doing? They will be walking. workingtalkingstanding What other things will we see? We will see streets carsfencesstop signs What will we hear? We will hear cars. boatsairplanesbuses We will hear people talking. boatsbusesairplanes What will we smell? We will smell smoke. birds singinggasolineflowers What will we feel? We will feel the wind. windowbussun seatmoving ThePERFORMANCECairTINUING pupil will ACTIVITIESOBJECTIVES be ablerecognize FORto LEARNING the colorsCOLORS of objects responsible(Continuing for activities expandinguseclassify color forthis wordsobjectsteaching unit inthroughout by propercolor color willsequence the be year introduced in as sentences the needin the arises. first unit. The teacher will be TheINSTRUCTIONS:concepts procedureparticular are used. emphasizedcolor to being introduce in taughtall dailya isspecific repeatedactivities, color in asandappears many color placesinformal consciousness in butthe isclassroom isin stressedreality as possible.highlyin all structured....xperiences. Color BASICIntroduce SENTENCE all colorsPATTERNS: in the same manner, and repeat the same basic sentence pattern. Teacher Papil This is a red apple. balloontoyball That'sThat is a red. apple. balloontoyballdress CR ShowBringFind the red dresscolor HereThis is the red color Jose, ask Anita to fini . this color. Anita:Jose: Anita, find Thisthe is the color. color. Pedro, ask Juan to fimd something red. bringshad- Juan:Pedro: Here is aJuan,Here red is find a red What do we eat that is red? that's We eat tomatoes. radishesapplesHere's What dove wear that is red? that's We wear red socks. dressesshoesshirts PERFORMANCECONTINUING OBJECTIVESACTIVITIES FOR DEVELOPINGIUTHEMATICAL CONCEPTS The pupil will be able to: makecount one objects to one or correspondence 'children to ten INSTRUCTIONS: as observed and recorded on the check list. use ordinals through fourth. BASIC SENTENCE PATTERNS: Buildingexpfriences a foundation are included for outberonly as needed in the classroom. concepts should be considered a part of every daily schdeule. Numerical CRCR We will go to the playground. Teacher (repeat) Pupil Make one line. busrestroomCafeteria WeWe 1111will will walkget go aonetwo partner. byby one.two. will be last.first. , give everyone a napkin, (repeat) a cookiestraw milk Oile,LettsThis is two-,bounce a bigthree, theball. ball. little --- You bounce the ball. Teacher You caught it missed twiceonce. One,I bounced two, the Pupil ball HowHow many many do boys girls you need? are here? There are girlsboyse .Do you ArehaveHow there enough?many more aremore there? blocks in this set? There are need more. 4 Which set has more? less toys less (indicate) TEACHING SHAPES Vocabulary: squarecircle rectangletriangle betweenbeforeafter PERFORMANCEINSTRUCTIONS OBJECTIVES The pupil will be able to recognize the. shapes - circle, square, triangle, and rectangle. Teacher:Make a set of each shape in the basic Ve. will have a parade. colors. Mount on sticks. Distribute to the class. con Teacherin line. March then stand in place.) The red square may be first.s! (Give similar commands until all are WhatWhere comes is the before the circle? TheIt is after the Pupil comes before. Whatobjects(Put is between objectsby feel.) theof various shapes on asquare table. and the Blindfold childcircle? and let him identify The is between. shapes of CONTINUINGPERFORMANCE ACTIVITIES OBJECTIVES: FOR PATRICTISM The -oupil will be able to: recognizesay the pledgethe national of allgiance anthem as measured by teacher observationdescribeusesing ofthe matrioticpupil rightthe performance.American hand sonsrs in flagsalute BASICtheEmphasisThe flag.teaching SENTENCE is placed of PATTERNS: patriotism upon the beginsmeaning the of firstthe Pledge day (For sample lesson) of school and should ofbe Allegiance,considered the flag, the salute, and the colors a continuing activity. of WeWe live loveare in Americans.our America. country. Teacher (remeat) Pupa It'sThisIt isis red,theour flagflag.white, of andour blue.country. WhatWhat'sIt's coloris this? is it? It'sIt is our flag. WhatThese are arethese? the stripes. They'reTheyTt'sIt is are red, stripes. white, and blue. Teacher Pupil WhatWhat(indicate color color is areblue this thefield) partstripes? of the flag? ItThey'reThey is areblue. red and white. WhatThereThese are are these? stars. many stars in our flag. TheyIt's are stars. PutLet's(Discuss your salute right meaning the hand of words.) stand% flag. over your heart. indivisiblel-withandofI it pledgetbe tostands, Unitedthe allegiaace one States liberty, toof the and republic for which nation, under God, America flag WeThis justicestand(Play is whenour recordfor national itall. ofis national anthem) anthem. (repeat) We lovemust America.showour we love country. played. our country. (repeat) WeWeDo must must(If trycome noobey to to thedo school laws. you know how we can show we love response, give the children some ideas) our very best at work and everyday. our country? We must(Continue bekeep clean. adding to this list our home and city clean. each day or week.) play. (repeat) CONTINUING PERFORMANCE The pupil will ACTIVITY FOR.OBJECTIVES be able to: TEACHING SAkETY INSTRUCTIONS: Use traffic recognize red, light model. yellow, and green traffic lights and the meaning of these signals, BASIC SENTENCE This is the Teacher PATTERNS: Fuoil WhereWhat is do this? you see a traffic traffic light. light? WeThat see is it a traffic light. onin the the corner street. WhatItThis doescolortells light the is us to stop. is red. lightthis telllight? ns? ItIt's tells a red light. WhatItThis doescolorte/Is is it a yellow light.us to wait. is this light? tell us? It's a yellow light. us to stop. WhatWeItIbis can colortells is theis cross the street. us to go. green light. this light? It tells us to wait. CanWhat wedoes it (Play traffic cross the street now? tell us? light game) Yes,ItIt's tellswe a green light. can cross now.us to go. Maria, ask Mable what traffic light tells us to stop. Mable:Maria: TheWhat red light light tells us to tells us to stop:: stop. .Jobn, ask Fred if the yellow light tells us to go. Teacher John:fted: Pupil No,Does thethe yellowyellow lightlight tellstell us to waft.go? TakeAngie, children ask Lola to when a street we cross corner the orstreet. show pictures that illustrate safe Lola:Angie: We cross theWhen street do we When cross the the light street? is crossing in the street. green. I lookstop forbeforeat thecars. Icorner. cross.cross the street. trucks (repeat) I don't cross if I see a car. buses bustruck Cr) i'mHcareful.-don't-I don't run run in into front the ofstreet. a car. Motorcycle (repeat) Where do you cross the street? walk motorcyclebustruck When do you cross the street? I cross.Icross cross atthe the the street street corner. when when the the patrol light boyis tells I cross the street when no traffic is coming. crossing green. ne to Stay(The on following the see-sawswing are until untilother it it safetystops. stops. concepts that mill be presented as the occasion artges.) WeStayWatch do notaway when push from you children awalk moving by down thesee-saw. swing.the steps. C7N Teacher FUpil ro MatchesKnives cut. arestartare sharp.not fires. toys. DoOnlyawim not one inwalk achild safe ridesplace. ova a bicycle. with scissors or pencils pointed tadard you. DoDoParticipatePlay not not intalk playa safeto inwith strangers. fireplace. strange drills. animalsp DistributeMakeRELATED Stop ACTIVITUS Signpieces and of Traffic posterboard Lights .and display a pictilred model of stop signs and traffic lights. tOart madechildrendowelingofThe the inclass likeposterboard inpieces is manner.play. to andreproduce aremount used: inby clayonecoloring sidebases foror made paintingthe by green the with children.light tempera and the their other own for facsimiles. red. Stop signs are After these are cut out, the teacher and aide thumb tack them to short These signs are used by the Both sides CCHTINITING AexaviTY FOR TEAMING REALM andDisplayINSTRUCTIMS sneezing. pictures of children who are ill. Also display pictures of doctors, nurses, druggists, and dentists. If possible, use pictures illustrating children coughing BASIC SERTENCE PATTERNS: (Teacher coughs and covers mouth) Teacher Pupil WhatI amam cOUghing,I doing? YouYou're are coughing. WhatWhenAlways?Did doyou I you covercough, do mywhen always mouth? you covercough? your mouth. WeYes, cover you our covered mouth. your mouth. I (Teacheram sneezing. sneezes and covers her mouth) weWhat DidI'malways am I Icover coverdoing? my our mouth? mouth when we sneeze. You'YouYes, arere you sneezing. covered your mouth. WhatAreWhenAlways? dc wewe we sicksneeze do Vhenwhen and wewe cough, coughsneeze? weand are sneeze? sick. We have a cold. WeYes, cover we ourare mouth.sick. WeWeDo need doyou not ahave doctor like a cold? towhen be wesick. are sick. NO,I have I don'ta cold. you don't Teacher Puoil WhoThis (Showis isthis? apictures doctor- of a doctor) That is a doctor. TheIs doctorthe doctor is our our friend. friend? yes, the doctor is our friend. TheWhen doctor dowe weare givesgo sick, to usthe we shots. doctor?go to nurse a doctor. go to the doctor when we are sict. WhoThe givesshots usmake shots? us well again. The(repeat) doctor gives tturse us shots. HeTheWhy writesdoctordo they thetells give name us oftoshocs? thetake medicine medicine. on paper- They give us shots to make us well. ThisWethe takeis medicine a thisdruggist. paper from tothe the druggist. druggist. (Show picture) We get WillWhatWho (Show isthedo this? we medicinepicture get from ofhelp thea dentist)us? druggist? Yee,WeThatThis getIt is will medicinethe helpdruggist. us to get well again. WeHeThis (placecall takes is this a pictures caredoctor doctor of too.on a chalkboarddentist. ledge our teeth. or chart rack.) Teather WeThe seedentist a dentist is a doctor.when we have a toothache. WhatWhoA dentist doesis this? he takes do? care of our teeth. (Show picture of dentist) HeHeThis takes pulls is care theout dentist.ourof teeth. our teeth. Manuel,WeHe areshould will all tell look seeright. Jose theat ourtodentist showteeth. us the doctor. even if our teeth don'tHe will hurt. tell us if our teeth Lelia, ask Oscar what this doctor does. Manuel:Oscar:Lelia:Jose: What does this doctor do? This is theHe dodtor. gives us Showshots. us the doctor. Sonya, ask Sofia who helps the doctor. Sonya: Who helps the doctor? helps us get well medicine InviteHEALTH doctors, CONCEPTS nurses, TO BE-TAUGHT dentists, and druggists to visit the classroom. Sofia: A nurse helps the doctor. GetGo topleapy bed early.of sleep every night. EatDrinkEat and a goodpleuydrink breakfast. ofslowly. water. EatExercise a variety every of day.food. Teacher StayStand atup homestraight. when you are sick. DoBathe not often. eatput candyobjects between in your meals. ears or nose. PERFORHANCECONTINUING OBJECTIVES:ACTIVITIES TO REINFORCE VERB FORMS The child will be able to: INSTRUCTIONS: Evaluation will be made by teacher observation and recorded. use the past tense of verb correctly in answering questions. on evaluative check list*. BASIC SENTENCE PATTERNS: Theshould teacher always will be Mhow "read" a prepared from left chart to right.containing pictures that would be applicable. The pictures 74; What did you see? Teacher (Teacher covers the picture) I saw a dog. Pupil cowcat Where did you go? I went to schools thetownchurch showstore What did you hear? I heard a horn, birdbelltelephone What did you lose? I lost my nickele pencilhatpurse ithiat did you find? I found e. dollar, nickelpennydime ON What did you buy? I bought candy. Wbat did you get? I got applesicecookies cream What did you bring? I brought my bal l. dollbat What did you wear? I wore my new shoes. coatdresshatsuit PERFORMANCE OBJECTIVES The dhild Ndll be able to: makeuse thepositive prepositions and negative in answer statements to questions using singular and plural about position subjects Placeas1MSTRUMIONS measured toys In by singular teacher andobservation pluraluse sets contractionsand in isn't and aren't recorded on checklist. various positions to illustrate on, in, under, over, behind, BASICbetween, SENTENCE and inPATTERNS front. Teacher Pupil Where(Indicate is the ball?one toy) dolldrum The ball is on the table. byunderla houseboxchair PUt it in the box. 2 besideunderon the thethetable boxchairget the car. (Pupil follows teacher's instructions.) Class,(Draw wherea chalk did he put the square or circle on the floor) car? He put it in the box. besideunderon the thethe table chairbox Maria, stand in the circle. besideinbehind front Maria of square WhereWhere is is Mhria? on the other side of HeShe is isbeside in the circle. between and ThePERFORMANCECOM:N.(7M pupil willACT-Oil:0:ES OBJECTIVES be able to: TO DEVEGOP MOTOR MOLLS produceplacecutstringcomplete andpegs recognizable beadspaste simplein design formingpictures puzzles artondesigns work as directeda peg board TheINSTRUCTIONSas teacherobserved and, and teacher recorded aide on check list. observe the pupil as he performs tasks involving eye-hand 4'11 andcoordination. recorded. on the check list. At stated intervals, the pupil's will progress will be measured by teacher observation Sohool: EVALUATIVE CHECKLIST Pupills Name: Teacher: Demonstrates Date: Prepositions on* Basic PatternRepeats in Concept of Meaning Uses Correctly Situationsin Social Remarks behindoverin

. , .... * This is a sample evaluativeof words checklist.to be tested and add to form. Teacher will compile list UNIT II - MY FAMILY MID MY HOME VOCABULAREApproximate Time A13.ol2nent: 6-8 weeks FAKI.LY AND MI HMS babYauntiUbjects, callcrY Verbs runrub -Outaideclothes the linepin Home televisionsofa (divan) Bathroom commode breakbake Verbs liveiron brothersistergrandmothergrandfatherfamily laughhearjumpnapeat talkstretchspeaksmilesbake groundgaragegrassflower (s)bed Dining Room windowvisitorvase shade bathtubtoiletlavatorybath mat taper brushcloseclean putMODITIFtke=en (til bodybackarMankle raiseneedlove turntouch maillawnhousehoe (box)(mower) dishesbowlglassforkcuP Kitchen broaabucketclePningcabinet dustdrydresscutcook sleepsweepstemsewscrub elboweyeearschin badbig Adjectives tallshort roofrakestepside (s) platenapkinknifesaucer dishcoffeepowdercupboard pan pot Ir.cid.entalflushfill V. water feetface biggestbigger tallesttaller trashtree can Bedroom spoon dishfire towel beat S. heelhairhipfootfinger (nail) largegoodfateveryoneevery thinsevenshortershortsix windowwallInside the Home mirrormattressbedclotheschest of hangerdrawers kettleIroningironice (box) board thinkdancefix pour'Ms liplegknee leftlargestlarger nineeightshortest Livingchair Room rockingpinsneedle chair matchespailmopoven beauti-anyAdjectives ful Prettysad nosenedkmouthteethshoulder rightlong Preposition ten picturepianolampcurtain thimblesewingsewsheet machine refrigeratorpotpanshelf nonehappydiffer- ent somesame tonguetoethuMb (nail) off rugradio thread washingstoveshelves machine outsideinside Prepositions VocabuLary (continued) Science Subjects,electricity are you listening? Common. Expressions (to be taught as needed) blow (your nose) "pretty" not "purity" Drill: moontcesterlightstar switch visithavekeepcutturn the cleanaroundfunwith grass friends nodmovebrushcomb (your (your (your(your head) feet) teetb)hair) "ten""live""teeth""mouth" not not not "tin" "leave" "tease""mouse" makewashmakego theup toa cakebeddishes washraisetakeswingstretch (your (your(a (your bath)(your face)arm) leg) arms) watchlistenwaterplayset theT.V. theto tablethelawnpiano radio wave (your hand) bringsbuildgoputget to dressedon a sleep thehouse mail 4ftterialsPicturesObjects or Transparencies backyardbaby A. ifyThe Fhmily Family WhatFhrmer Do We in Need? the Dell "Little"Bye Baby Jack Bunting" "The Three Bears" bowlbedroombathtubbathroombed BrotherMother andBaby CleaningLooby Lou Yard*Your "FascinatingFinger Fun"*Horner" "Little Red Riding Hood" broomcoffeeclotheschair potline Brother runningsistercalling NUlberryLost(Substitute and washBushFound* the Clothes) "The"Two LittleFmnily"*Blackbirds"* "Snow"The ThreeWhitePigs" cr, ;;cupboard diningcupcommode room withandBoy flagmarching OtRosesRingSimon ASays: Ring "Mary, Marytrary"Quite Con- Dwarfs"Sevenand the dishdishesfire towelpan waningFacialGirl waving *See SupplementaryMaterialsMovingSongs(Rind Van* Around a Rosy) "The"Rock-A-Bye QueenBaby" of "The GingerbreadBoy" hcefrontforkflowerflowers yard bed Jumping,stretch-exTression Thumbkins*Our House* "Wee WillieWinkle"Hearts" onF-359Filmstrips a Picnic Fun houseiron walkingHealthing, andhabits FingerPut Your on* *See"Jack Supplementary and Jill" Mhterials -01' 1. Ob'ectsPictures or Continued -Materials kitchenknifeironing board B. Our Home YardTransparencies scene NumberTen Little Play* Indians "Jack Be Nimble"* Filmstrilos matcheslivinglavatorylawnlarq) mower room withOpeningdoorsclosing family andand I'm Tall, I'm SPIA-1 F-1103in the Homes City napkinmirrormattressmop workingwindowsSix pictures and *See Supplementary Material JustSmallSongsSoncs LikeWorld,for Me,Our needlepianopillowpanoven SleepingChildhomeplaying at paze 37 picturerakeradioplatepitcher WorkingatBoy home Playing and rugroofrockingshadesaucer chair playingOutdoorGirlhane and at Activities Boy sheet HomeOverDayat Home andview Night Of Field Trip: Vlsit a home Continued - Materials Pictures or Objects sofasinkshelf BedroomLivingroomTransparencies thimbletelevisionstovespoon DiningKitchen Area walltreetoiletthreadvase paper MY FAHELYEVALUATION AM MY HOME CHECKLIST DisplayINSTRUCTIONS:check list.picture of family members and check number of questions pupils answer correctly on devised Family2.1. Members WhoWho is is this? this? (Nbther)(Father) 4.3.Comparative5. size Who is this? (Baby)(Brother)(Sister) 3.2.1. WhoIs is mother thesmaller smallest larger than thanone?father? sister? (Baby) (answersvary) (Yes) GO%a 4.Instruction:Parts of body Who is the tallest in the family? Display face of father, entire figure of brother. (Father) 3.2.1. Show me father's ears.nose.gyes. 4.5.Chores6. of Family WhereShow areme father'sbrother's hair. hands?legs? 1.Instruction: Who mows the grass? Display picture of family members.. (answers vary) 4.2.5.3. Who washestakesrocks outthethe thebaby?dishes?clothes? trash? RoomsInstructions: of the house 3.2.1.'61U1Iei'è Where isdoes the the tablecloth? sofa belong? does the stove belong that mother Display living room, dining room,,kitchen, uses to 000k our fbod? bedroom, and bathroom. 4.7.6.5. Where dois wethe put refrigerator?lavatory?mattress? the plates? Identify Family Members* Unit 2 Our Home and Our Family Pbst Pre Pbst PartsComparative of the size body RoomsChores of of house the family . ThePERFORMANCE pupil will OBJECTIVES be able to use complete sentences in MY FAMILY AND EC HOME - FAMILY MEMBERS describingduringidentifyingsong 'Where show family andisfamilyparts Father?" tellmembers ofmembers activities.body as inrelationto asto measuredcomparative byfamily usesize ofmembers puppets depicting as measured by verbal description of pictures as measured by teacher observation family in dramatizing DisplayINSTRUCTIONS individual rubber, plastic, cardboard or plywood family figures. BASICShow SENTKNCEpictures PATTERNSof different types and sizes of families. . This is a family. the father.(indicate)Teacher That(Repeat) is the father. Pu211 MhoThis is this?is the mother. babysister ThatThis is the mother. babysister Is(Indicate this the picturemother? of a mother.) a father.) Yes,ThatNo, thatthatis the isis father.notthe themother. mother. FatherIs(Continue father is tall. tall? this pattern with other (Indicate) members of the family. Yes,(Repeat) father is tall. Place family figures in a row.) Teacher Pupil FatherMotherIs Father is is taller shortertall,=.r9 than than mother. father. (Indicate) Yes,(Repeat) father is taller. IsIs mother (Holdthe brother tallerfigures big?than of babyfather? and No,/es, mother he is is big. shorter than father. Is the babybrother little?bigger for thancomparison) the brother? Nb,Yes, the the baby baby is is smaller little. than the brother. Is(Hbld the sisterfiguresfor comparison)big? of baby and sister little NoYes, she is big. IsIs (Usethe the baby pictdresbaby happy? happy? crying of babies) Yes,No, thethe babybaby isis happy.not happy. crying Nbat(Show is your pictures father's that name? illustrate) (Be familiar with the child's background to avoid embarrassing him.) My father's nane is WbAt's mother'ssisters' MyHis mother's name is sister's name is Her Is the baby. a boy or a girl? brothers'brother'sbaby' s The baby is a 136y1 brother'sbabyls:nmneig.brothers' name namgsare is girl Teacher Pupil AreJose, you askthe Elenababy inher your father's family? name. Jose:I am the baby. am not What is your father's name? Juana, ask Elias if father is big. Elias:Elena:JUana: Yes,Elias,My father's he isis fatherbig. name big?is father Elvira, ask Rey if baby can walk. Rey:Elvira: Yes,Rey, baby can canbaby walk. walk? Nora, ask Elio, if he has any brothers. Elio:Nora: Yes,Do Iyou haveI have any brothers.any brothers. brothers?No. WhereTeresa, does ask youJose father how many work? sisters he has. mother HeTeresa:SheJose: works HowI havemany sisters do you have? sisters. Do you help mother? Yes, I help mother. washtakerun disheserrands care of the baby Do you help father? Yes, I help father. takewashcut thethe trashcargrass outside PARTSINSTRUCTIONS OF THE BODY UseBASICRelate sane SENTENCE vocabularybasic sentence PATTERNS for partsPatterns. of the body to other members of the family. 01. ThisThese is are my mynose. eyes. Teacher Pupil This is my face. teethmouth (Repeat) 1" I have two eyes. hairhead T (Repeat)have two eyes. Jose,I can looksee withat Maria's my eyes. eyes. openshut can see with my eyes. openShut WhatLupe, color ask are Sylvia they? the color of her eyes. Lupe:Jose:Sylvia: They'reSylvia, brown. what color Myare eyes your are eyes? brown. What can you do with your eyes? I can see, winkopen,shut my eyes WhatWhatHow are(point many color these? areto are eyes)there? they? TheyThey'reThere are are eyes. two eyes. Teacher Pupil WhatHowShow canmany me you hatidsyour do hands. withdo you have? your hands? I IThesecan have clap aretwo mymyhandE.. hands.hands. shake (Continuepictures this procedure of faces for family members.) with other parts of the waveroll body. Display Show us the baby'sfather's face. eyes. TheseThis is are the the father's baby's face. eyes. ShowIs usthe the mother's mother's hair hair. long? No,This the is mother's the mother's hair ishair. short. Juan, tell Lola to show us the brother's legs. Lola:Juan: TheseLola, areshow the us brother'sthe brother's legs. legs. theGloria, sister's ask Josefa if she (Continueparts these of thepatterns body and members of the family.) ears. can see asking similar questions, using Josefa:Gloria: No,Can Iyou can't see seethe hersister's ears?the basic vocabulary for ears. OUTSIDE THE BACHE measuredThePERFORMANCE pupil by willplaying OW-ECM:5M be ableof game to use"Lost complete and Found." sentences in repeating home address as directcld by teacher ShowObtainINSTRUCTIONS pictures address of ofdifferent each pupil tymes to ofassist homes, pupil including in answering, of the "Wherehouse, the do you live?" front yard and the back yard. BASIC SENTENCE PATTERNS: We have talked about our families. Teacher Fnpil WeItThisNow will is weis someone's talk willa house. abouttalk home. aboutour homes. the houses we live in. It'sThat's someone's-home. a house. WhereWhoA family lives do livesyou here? live? here. A familyI live livesat here. Pupil's address DoThis you islive the near? garage. carportfar? ThisI live is near. the garage. far. carport This is the roof. yardmailboxgrass (repeat) TheThese yard are has the trees. trees.beautiful flowers. grass. WhatHowHow colormany many doorsiswinlaffs this do house?youdo yousee? see? flagers (Pupils answer inusing complete basic sentences sentence patteras.) .PERFORMANCEINSIDE THE OBYECTIVESITCME The pupil will be able to use describingenumeratingcomplete tactile chores experiencesperformed by with individual household family use comrlete complete sentences in sentences in : materials as measured by show and tell members activity. THEobjectivesidentifyingfurnishings LIVING willROOM eachand be measuredpiece recorded as init is unloaded angames a teacher of "Moving devised Van" checklist. and placed in room where it belongs.) - (moving doll house identifying rooms of house and ftrniture in large truck and Evaluation of the above functions of BASICtransparencies.DisplayINSTRUCTICHS: SENTENCE pictures PATTERNS: illustrating several different types of living rooms. Demonstrate with toy furniture and OD thehouse,This living is theythe room. livingsit and roam. talk in the living Teacher Wben friends come to our We do not play in room. Pupil This is the living roam. televisionradiorugsofa These are the curtains tablepianofloor lamp lamp (repeat) WbereWbatWhata living colorisdo this?you roomis sit? the or the furniture there.) (point to the picture of What is on the table?floor? (answers(Pupils vary)sentenceanswer in patterns.) complete sentences using basic CO What does the lamp do? Teacher The lamp gives light. Papil lights the room Where isare the the piano? curtains? TheThe curtains piano is are on the windows. overat WhatDo youis thewatch vase television? for? The (Anailersvase is for vary.) flowers. INSTRUCTIONSDINING ROOM BASICShowand transparencies. SENTENCEpdctures PATTERNSillustrating several different types of dining rooms. Demonstrate with toy furniture This is a dining Teacher room. PUpil TheseThisSome is arefamilies a table.chairs. eat in a dining room. (Repeat) TheThis tableclothis a tablecloth. is platesnapkins are on the table. (Repeat) C.0 forksknivesspoonssaucerscups (Point to objects pitcherbowlsglasses is WhatWhat'sWhatIs color isit this?big is orit? little? in dining room pictures.) basic(Pqpils sentence answer /etterns.) la complete sentences using DoWhatWhereHow you color dishesmany aresee thechairsaare dorug? dishes?the do dishes? you see? you see? What do you do with the napkins? Teacher We clean aur mouth with our napkins. PuPil Juan,Jaime, whatask Ritado you where think the is pitcher in the is.pitcher? Rita:Juan:Jaime: TheI pitcherthink Where'ssome is onmilk thethe is table.rdtcher? in the pitcher. room.Isabel, ask Teresa what we do In the clinjng Teresa:Isabel: What do we do in the dining roam? We eat in the dining room. watertea Juan, ask Marta to tell us what is color Marta:Juan Marta, what is The and are ? (color) . (color) BEDROOMINSTRUCTIONS BASICofDemonstrate bedrooms. SENTENCE with PATTERNS toy furniture and transparencies. Show pictures illustrating several different types This is the bedroom. Teacher Pupil MeThis sleep is inthe the bed. bedroom. mirrorchestdresser of drawers (Repeat) WeThis sleep is inthe the mattress. bed. rockingcloset chair TheWe putbedspread pillowspillowcasesa sheet is on the bed. on the bed. on the pillows. mattress. We sleepgo(Display to atonbed night.the pictureat bed.night. of a bedroom.) What iscolordo this?you is see the in bed? the blanketbedspread bedroom? TheThatI seebed is isthe BATHROOM DemonstrateofEiSTRUCTIONS bathrooms. vith toy furniture and transparencies. Show pictures illustrating several different types BASIC SENTENCE PATTERNS This is a bathroom. Teacher (Repeat) PuRil toiletlavatorybathtubcommodeshower paper We takewash aour bath hands In thein thebathtub. lavatory. face shower WhatWe use is the this? commode. flush That is a WhatHowIs(Teacher colormanythe bathroom is points the clean?to objects do you see? in bathroom.) Yes,IIt see isit is clean. Janie, ask Leo what is in the bathroom. Leo:Janie: A lavatory is in the bathroom. What'scommodebathtub in the bathroom? vocabulary.)Jose,(Provide ask Juan social what situation we will do in the to reinforce bathroom. Juan:Jose: WeWhat will do wash we doour in face. the bathroom? usetake the a bathcommode KITCHENShowINSTRUCTIONS picture or transparency of kitchen, toy dishes, stove, BASIC SENTENCE PATTERNS Teacher mop, and broom. Ptpil, MbtherThisSome is families cooksthe stove. kitchen.on eatthe instove. the kitchen. (Repeat) MotherTheseThis is bakesare the matches. inoven. the oven. - WeThis use ismatches the kitchen to'light table. the stove. COCD TheThese knives are theare drawers.in the drawers. cupboardcabinet (Repeat) This is the refrigerator. dish towelsforksspoons ThisWe It'swill is coldtheput kitchenfoodinside. in sink.the refrigerator. water WeThis washsweep is thedishes the broom. floor in the with sink. to make it clean a broom. Teacher Pupil WhenWeThis mopthe is thefloor a floormop. is clean,with it is pretty, to make it clean a mop. (Repeat) WeWeThese put cook theare food potspots in on andthe the pots stove. and pans pans. pans. WhereWbat(Show isis this? thepicture stove? of a kitchen.) TheThat's a kitchen. Where does mother cook? sinktablerefrigerator is in the kitchen. washput dishesthe milk dishes Mother cooks on the stove. washesputs thedishes milk in in the the sink refrigerator dishpan Beto, ask Lita what mother spoons does with the broom. Beto: What does mother do with the dishesspoons drawersshelvescabinets broom? What color is the kitchen? dish towel mop Lita: She sweeps the floor. mopsdries the dishes (Continue directed refrigeratorstove dialogue. Use sentence patterns to review color It's (color) and number.) SUGGESTED ACTIVITIES BASICUseINSTRUCTIONS: doll SENTENCE house PATTERNS:and toy furniture. What is this? Teacher That'sThat is the doll house. Pupil WhatWho(Hold islives this? toy here? sofa) That'sThatA doll is familya sofa. lives here. Put the sofa in beddiningstove room table a room. I put the sofa in the bedrocmdiningkitchenliving roomroom. CIT40 commode (Continue until (Use toy dishes all rooms are furnished.) to set table.) bathroom WhatWe will colordo setI put isthe the table. table on the table? cloth? TheYou tdbleput a clothtable iscloth on the table. , putput the the saucers plates on the tdble. I'veI putmn put puttingthe plates on the table. cups on the table. I'veI'mI put puttingput the saucers Clips on the table. Unit: MY FAMILY AND MY HOME FAMILYThePERFORMANCE pupil MEMBERS will OBJECTIVES be able to use complete sentences in as measured by verbaluse of descriptionpuppets describingdepictingidentifying of pictures% familyfamily family inmembers membersdramatizing as to comparative size song Nhere is Father?" INSTRUCTIONS:as measured by teacher observationidentifying during showparts and of tellbody activitiesin relation and to recordedfamily members on check list. DisplayBASICShow pictures SENTENCEindividual ofPATTERNS differentrubbers plastics types and cardboard sizes of families. or plywood family figures. This is a family. the father (Indicate) Teacher That(Repeat) is the father. Pupil WhoThis is isthis? the mother. ThatThis is the mother. Is(Indicate this the picturemother? of babysister a father) ThatNos isthat the is father. not the mother. babysister Is(Indicate this the picturemother? of a mother) (Continue this pattern with other members of the family.) Yes, that is the mother. RoleUseShow play:smalland transparencies identify rubber fonilyhousekeeping of membersfamily Members of family in housekeeping equipmentat work and while at play. settingwith doll house. center. Identify members oftable, the washingBe sure dishes, to include father family. and cleaning floor. and brother. S. UseINSTRUCTIONSSUGGES1ED family depictedACTIVITIES FOR NUMBER on transparency and/or flannel board CONCEPTS BASIC SENTENCE PATTERNS Teacher family members. Pupil, MotherFatherSisterBrother is is istallertall. taller taller than than than mother. baby. sister. brother. Father(Pupil is tall.repeats sentence pattern.) WhichIs(Use brotherfatherboy the is thelarger?the tallest?shortest? same basic sentence pattern with shorter, larger, smaller, No,Yes, he's father's not the the shortest. tallest. and bigger.) 'IwoTenWho littleislittle the toesfingerssmallesteyes girl? (Repeat ToTwoOne put little little my dinner ears nosemouthchin in. SUGGESTKDINSTRUCTIONS ACTIVITIES FOR SCIENCE - SENSE OF TOUCH IntroducesDisplayblanket;sandpaper tactile fabrics and materialspaper and towel.describes on a, peg or smooth materials such as upholstery Allow the pupil to touch one material each in a sentence pattern. display board. and plastic. Soft fabrics such as: Rough fabrics such as: to identify texture. a piece of a sheet and a brocade tapestry, Teacher BASIC SENTENCE PATTERNS Teacher PAPil (Z)40 IsIs that that smooth? rough? Yes,No, thisthis isisn't smooth. rough. Is sentencethat(Continue rough? patterns.) until each pupil has had the experience of touching a fabric. Yes, this is rough. Use similar UseINSTRUCTIONS the toy furniture in the kitchen and the dining room area. Allow the pupils to touch a toy BASICto identify SENTENCE substance. PATTERNS Teacher PaPik IsIs the the 'dish iron towelhard? soft? plate Yes, the dishiron towelis hard. is-soft. plate Is the cupboard soft? spoonglasssoap No,(Answers the cupboard will vary.)isn't soft. spoonglass GOCD SONGSSUPPLEMENTARY(Continue this MATERIAL procedure using hard or soft, rough or smooth, and wet or dry.) a. HereWherel'Thumbkins" I isam. father? - page 51 Put both hands behind back. RunHere"How "Veryaway, I am.are well,run you away. today,I thank sir? you." WigglePUtHold both upthumbs thumbhands as on behindin leftright conversation. backhand. hand. again. Teacher anoll HereWhere I isam. mother? HoldPut upboth index finger on leftright hand. hand. hands behind back. a HereWhere I isam. brother? HoldHoldPut up bothup middle middle hands finger fingerbehind on onback. right left hand.hand. HereWhereWbere I isam. baby? HoldPut bothup ring hands finger behind on backleftright again.hand. hand. CD FirstGinn Gradeand Company Book "Number Play" - page 42 A BirchardSinging School,and Company Our First Music "I'm Tall, I'm Small" - page 24 NowAndOne Ican andcan you twoonesee see areyou! me? three,two, GuessSometimesI'm tall,small, what I'mII'm am tall, verynow. sometimessmall, I'm small. NowOneOneI'm watch and andwalking three me,four I to arearecan the four,five,fly. door. theIfin(Circle songsomeonecenter, as formation theymisses,all takesing. he witha mustsmall be or it.) tall position. one in center.At signal from one in Act out Tune: "Farmer in the Dell" Tune: "Little Brown thag" A-walkingA-walkingHeigh, ho, we we thewill will merry-o go. go. We'reA-ha-ha,JUan's as asyouclean clean and as me aswe he can can be. see, verses,running,(Use othersuch marching, asaction skipping, andwords hopping.) jumping,for additional Alsoboys(Substitute substitute and girls neat, theto vary namesnice, the ofsweet, song.)different smart, etc. PlatPut"Put youryour Your fingerfingerTune: Finger on,on yourOn"put yournose. finger "Put Your Little Foot" on, TurnPut youryour fingerhead and onon, clap,your put nose.yourclap, finger on, Turn"Cur(Repeat your House" headTune:using and different clap, clap. parts of the body.) "Mary Had a Little Lamb" AThe TheInlittle fam-i-ly thefam-i-ly house,yel-low lives lives in house. thein in the house.the house, house, WhoLittleThat lives hashouse, ina prettythe little little yard? house? house,house WhereThisLiving room weroom, sitis theandtheliving living talk.living room. room, room ATheLittle pretty house yard, little is littlein yard.a little yard. yard, WithLittleI Ilive livemy house, fam-i-ly.in in this this little little little house, house, house WhereThisDining roomroam weroom, eatis thediningour dining lunch. room. room, Kitchen,This room kitchen. is the kitchen, ThisBathroom,This room room isbathroom. is the the bathroom, bathroom, ThisBedroom, room bedroom.is the bedroom, Where(This mother song cooks may continueour food. throughout the unit.) Where we take a bath. Where we go to sleep. p. FascinatingZondervanPOEMS PublishingFinger Fun, House Eleanor Doan a. WeThenHead,Toes, reach drop shoulders,knees, way our up shoulders, handsas reachfar to as ourout hands,we sides.wide,can; TouchStand toes, erect,TouchReach knees, hands armshead, shoulders atstraight shouldersside. and up. and reach outstretch to sides. hands at sides. b. Two(Nursery"Two little Little blackbirdsRhyme) Blackbirds" sitting on a hill, Put finger on each hand to make birds. "Let's DoComeFly OneFinger away backnamed Jack,Playd'-Jack, Jack fly comeand away oneback Jill.named Jill. Jill. page 4o FlyBring a finger fingers over back shoulder to front. for each character. c. lEhe Family" This is my father, Hold up the fingers of the left hand and point ThisThisOh, is ishow wemythemy mother,love sister,brotherbaby. them tall,all. to inthem.with consecutive the forefingerorder, beginning of the withright the hand thumb. d. "Jack(Mother Be Nimble"Goose) BatJumpJack don't itjumpbe lightly,nimble,tip over over the Jack jumpthe candlestick. becandlestick.it quick,quick, madeThumbIndex to of andwalk left third forward hand finger is and used ofjump right hand as candle. over candles. are TheGAMES First Grade Book a.Ginn and Company Hop,"Hop, hop, Hop"right foot, - page 19 b. .What Do We Need? Hop,Hop, right, hop, hop!lefthop left,foot, Theplacesdishesneed teacher on it availablethe onsets table?"the up table.and an asempty each table pupil in front The pupil responds by saying, Ve need says his sentence, he picks of the class. She upasks the thecorrect class, object "What and do we ." The teacher has doll c. The teacherCleaning instructs Your the Yard class to pretend they are cleaning the yard. Sentence patterns to be used are: MeWe are rakingmowinggetting the our yard.lawn. tools. (Pupil pantomimes) We are plantingputtingwashing ourflowers. toolshands. away. d. Ask each pupilLost to and stand Found and rereat what he would say to a Foliceman if he were lost. Each should identify himself ar: MyI nameliveam isat years old. e. The leader Simonof the Says-- group touches a part of his body, such as his nose, and says, My father's name is Simon says: commandcedure,"rouch Movingwithouteachyour timenose." Van saying changing The "Simon pupils to says"another in turn before part follow it,of thethispupils body. command. do not respond to the command. However, if the teacher gives the The teacher repeats this pro- ThetheProvide teacher movingfurniture each .van.continues pupil for thewith until kitchen." a cardall roomsdepicting The pupilhave a been bringingpiece identified. of thefurniture. stove says, "Here is the stove." The moving van stops by the teacher who unloads the van by saying, "Bring me The pupils form a line to make g. AskHowTell nurse Big each to childweigia hisand weightmeasure and each height child. using words: Call attention to the yardstick and scales. pounds, feet, and inches. Unit III - FOODS WE EAT Time Allotment: Present in units of food, grocery store, and kitchen. FOODS WE EAT VOCABULARY Food Grocery StOre Allow a week for each unit. Science Fruits apple VegetdblesSdbjects beans Beverages coffee bitebarbecueVerbs boxbagSubjects garlicdirtSubjects bananagrapesgrapefruitcherrYcantaloupe beetscorncelerycarrotscabbage Sweets milkteahotjuice chocolate friedfrycostscostcooked groceriesdozendollardimecan (of food) plantpeppermintonionsleaf peachorangelemonlimes greenlettucecueudber beanspeppers icecookiescandycake cream pickpeelmixslice moneynickelgroceryloaf clerk potspopcornsunstemseed CD plumspineapplepearstraviberries pumpkinpotatoespeasonions piepuddingsweetbreadsugar taste poundsquarterseedsack vanilla °Breakfast butterbaconwatermeloncereal Lunch -tomatobreadcheesespinach Picnic bunsbarbecue pepperIncidentalsalt buybought bloomVerbsgrow hotcakeshameggsjelly (pancake) peanutsoupsandwichesjello butter mustardmayonnaisehothamburgersketchup dogs brectivesraw.sweet paidpaycostsell Adjectiveplantsmellsniff toastjuicesyrupsausage Dinner-Supper macaronibiscuitsgravytortilla Others picklesehoughanothersauce hotlacercoldsalty dirtydifferentalike meatricestewspaghettisalad (soup) more Field Trip: Visit a grocery store Materials applePictures or Objects grocery Nb.Transparencies 1 Peas,Games Porridge LittleNursery Tan4yRhymes and Poems TheBooks Tale and ofStories Peter beansbananasbaconbreakfastbread hothamburgerhamlemonice dog cream one4Visual scissorsvegetablesfruit chair Discrimination DoIt?*Hot You Like theHippetyTucker Barber Hop Shop to HanselRabbit and Gretel brownbuttercakecabbage meatlunchloaflettuce Boy eating Marketing*Pat-a-Cake PeterJack Sprat Petqr Pun- TheJackstalk Little and the Red Bean Hen cerealcartoncarrotcandycan noneymilkmilkmannickel truck IndoorNb.clothing 3 and Outdoor 'Smell?*WhatJimmyCorn* Do CrackYou SimpleHandy Pandy*Simon FoodF-267Filmstrips for Health corncookiescoffeechocolatecheese orangeonionoatmeal (color) Food2 (transparencies) Groups The Mifffin Man* HornerLittle Jack F-1317a Good Skimpy Breakfast and dollardinnerdimecrackereggs peaspearpeanutpeach (fruit) UaageandKitchen Refrigerator Stove HealthSongs Song* andFruitArt Paste Bowl Cut RenF-353F-362 Hen Peter (the) Rabbit Little grapefruitfruitfoodfarmerfarm pepperpennypeelpotatopickle ManTheI LikeVegetable These* BeanstalkF-672F-350 JackPlants and Grow the grapesgrocergroceries purplesaltsalad *See Supplementary Material SixpenceSing a Song of FOODS WE EAT PERFORMANCE OBJECTIVES orally identify 90% of basic foods presented I. FJITas measured by-teacher observationuse usearrangecorrect descriptive in facsimilesterminology housekeeping adjectives and/or to situationidentify picturesconcerning threeand of recorded color,foodsbasic presentedmeals size,on teacher taste, into devised and vegetable smell checklist. of and three ftuit-categories selected fruits BASICDisplayINSTRUCTIONS: SENTENCE real fruits, PATTERNS: plastic fruits, pictures of fruit, fruit juices and canned fruit. Cr'1=1:Here is sone fruit. Teacher Pupil WThis is an apple a banana peadhgrapefruitorange ThisThese is are a bunchgrapes. of grapes. pearlemon WhatHere color is this apple? That apple is red. greenyellow What color is the banana2 are the grapes pearpeachgrapefruit TheIt banana is yellow. 0 What is this? Teacher Mat is fruit. ThisThese is are orange juices. juice. lemon fruit juices (Repeat) ApplesOranges grow on trees. grapefruitarane LemonsBananasPearsPeachesGrapefruit .440'11-1 WhatGrapes(indicate is grow this? on a apear) vine. That is a pear. Maria,What coltr- tell IsJuan it? to show us a peach (Continue thi% procedure In identifying other fruits.) Maria:It's yellow.. Mow us a peach and a David,and ashow pear. us a red fruit. Darlid:Juan: Thispear,rjuan. is a redpeach apple. and a pear. is the banana rotw.d? s name , are all grapes purple? No, sanethelmumma grapes is are not green. round. it is (Whisper)(Whisper)Is GiveJuan, Gloria, it take to put Tina.the the grapefruit. grapesthe oratze round? on Larry's desk. (JuanYes,(Gloria itfollows is follows round. directions.) directions.) DisplayINSTRUCTIONS: real or plastic vegetables, pictures of vegetables, VEGETABLES and pictures of canned vegetables. TheseBASIC are SENTENCE vegetables. Teacher PATTERNS: pupil This is a cabbage. potatogreenlettucecarrot pepper These are onions. beanspeastomatospinach Wbat color is the pepperspinachcabbage? The cabbage is pepperspinach green. What vegetable is orange?beans beans are green brownred 'redwhitebrown TheThe onion carrot is iswhiteA potatotomato brownredredorange. (Display pictures ofgreen salads.) lettucepepperspinachcabbage is green WbatLookThese vegetables at are this salads. salad. do you see? I see some lettuce. (Continue sureshowing to include potato salad.1___ pictures of salads and identify vegetables. some carrott a tomato Bc onJose, 'bread. ask. Dolores what She likestoast to put Teacher Dolores:Jose: What do you like to put on bread?PupilI can put butter. toast Pepe,cereal. ask Lita what she likes to put on Lita:Pepe: WhatIcereal? like do youmilk. like to out on sugar I. Melanie,Norma,toast. askask MelbaHelen ifif hershe motherlikes milklikes andcereal. birelabie:Melba:Norma:Helen: Yes,Does sheyour likes mother cereal. likeDo Icereal? youlike like toast milk and and milk. toast? ThisThis is is food candy. wc. like to eat. (Continueand this answer questioning in a basic until sentence every childpattern.) has bad a chance to follow a command Shese are crackers. icecakecheese cream (Repeat) IsCake icecandycheese is creamsweet. sweet? green? sweet? Yes,No, candycheese is is sweet. yellow. ice cremn Mary,Idta, ask ask Terry Janie if if the the crackers ice cream are is red. cold. Mary:Lita:Terry:Janie: AreIs the ice crackers creamNo,Yes, ther.old? icered? crackers cream isare cold. white. Juan;This(Display askis theJoe picture icewho creamthis of is.man.ice cream man.) Alan:Joe: That is theWbo iceis creamthis? man. What is this? Teacher (Use basic sentence patterns to identify food.) PUpil Maria,will(Teacher include tell Lupe asksfoods tothis eatenshow question usat twobreakfast, asvegetables. she placeslunch, individualand supper, pictures as well ofas foodmilk, in coffee,tea, the pocket andchart. juices.) Maria: Lupe, show us two vegetables. Pictures David, ask Roy if potatoes are yellow. ThisDavid:(Lupe is a followscarrot. directions.) Roy, are potatoes yellow?tomato Alma,salad. ask Terry to show us a picture of a Alma:Roy:Terry: No, potatoesShow are usnot a This yellow.pictureIt isis aa ofpotatosalad. a salad. salad. WeThis ofeat foods isbreakfast to be inpresented.) the morning. cereal. Here are some foods we eat for breakfast. Here are some pictures of breakfast. (Repeat-) (Display individual pictures milktoastbutterbreadsugar These are eggs. hambaconcoffee WhatTell(Display(Display is me this? what picture picture this ofis. of bacon bread and. and eggs.) butter.) That is bacon and eggs. bread and butter. cereal andtoastham coffeesugarmilk and and eggsand butter milk toasthamcerealcoffee and and eggsand butter sugermilk Teacher WhatIs cansugar we sweet?drink? We Sugarcan drink is sweet. milk. puza juicecoffee What(Use is theyellow?white? same procedure when teaching foods eaten at lundh, supper, dinner.) MilkButterSugar is iswhite. yellow. (Answers will vary) Thesecooked,(Display are picturesand pictures canned.) of ofmeat. meat - raw, i" WhatIs is(Indicatethis this? meat? picture of roast) 7es,That that is meat.is meat. CA) meatIs thisballs,(Continue meat? T. showingV. dinners, pictures hamburgers, of meat. and hot dogs on Use basic sentence patterns. display) Place pictureYes, thatof other is meat. foods as Helen,picture.Jose, showcame usand the show meat us inthe the meat in this ThisThis is is the the meat. neat in the hot dcg. Elvira,hotlikes dog. askto eat.Jane to show us the meat she Elvira:Jane: This is the meat I likelikeAne, to showtoeat. eat. us the:..meat you Laic),(Continue ask Alice dialogue if candy about is meat.food using the basic sentence patterns.) Alice:Lalo: Alice is candyNo, candymeat? is not meat. Teacher Pupil What11,7111(Teacher did I choosechoose? a good lunch. sets the pattern before asking You chose- (FUpil's name) always I choose a good lunch. pupils to select a meal.) I choose follows directions) Didsour,(Continue salty, this liquids, procedure vrgetables, fruits,pupil's meats, name choose a good breakfast? choosing food for each meal. Expand activity by classifying Ye s , heshe did . food as to sweet, INSTRUCTIONS:TABLE SETTINGS and dairy products.) 1.3,* BASICDisplay SENTENCE silverware, PATTERNS: napkins and trAy from cafeteria. Display tableware frIpm housekeeping center. This is a knife. Teacher (Indicate) This is knife.Pupils WhatWe usedo wea knifeuse to to spread cut meats butter spread butter on (Repeat) a Whataurour can bread? we use to spread mayonnaise on Weon canuse our usea breau.knife a knife to spreadto spread butter mayonnaise on our bread. butterMaria, onask a Davidtortilla? what do we use to spread David:Maria: We use a knife to spread butter butterDavid,on a tortilla.onwhat a tortilla?can we use to spread SJI' Show me your right hand. (Indicate) Teacher Pupil We rightJose,nut the sidetell knife ofDolores theon theplate. to rightnut the side knife of ouron thePlate. Jbse:(Repeat) Dolores,side of Put the the plate. knife on the right WhatThis is is this? a fork. (Indicate) (Repeat) (Dolores follows directions WeWhat eat do meat.eat with our fo,'k? vegetdblessalad (Repeat) ThisJuan,left is tellside a spoon. Mariaof the (Indicate)to plate. put the fork on the Juan: Maria,of (Mariathe put plate. the follows fork ondirectionQ the left side MeWhat eat do ice we cream.eat with our spoon? cerealsoup WeWhich eat(Display foodspotato dopictures.) chips we eat with with our our fingers. fingers? (Repeat) breadpickleshamburgersfritossandwiches WeWhich eat(Display foodssoup indopictures.) awe bowl. tortillas put in a bowl to eat? We eat soup in a bowl. We drinkWhat docoffee we drink that that Teacher is hot. is hot? Pupil Where do we put these chocolate hot drinks? We drink coffee chocolate that is hot. I. WeonThe putthe saucer themtable. keepsin the a cup. drink from apilling We put(Repeat) them in a cup. Thesehand.Jose, are tell our Maria napkins. to bald Put the spoon on the (Indicate)the spoon in her right table by the knife. Jose: directions.)PutMaria, the holdspoon the by the spoon in your right hand. knife. (Maria follows WeHow cleanput do the weour napkinuse mouth by our napkins? with our napkin. the fork when we set our We clean our mouth with our napkin. Alma,table. ask Terry to (Indicate) put the napkin by the fork. Alma: followsTerry, putdirections) the-napkin by the fork. (Terry WeWhat eat doice we eat at cookiescakecream. a party? We eat ice cream. cookiescake WeWhat picture4eat do sandwidhes. we eat hamburgershot dogs on It picnic? (Indicate with We eat sandwiches. hot dogs We drink cold drinks. potato chips sodas We drink cold drinks. hamburgerspotato chips sodas PERFORMANCEIn the basic OBJECTIVES: sentence pattern the pupil will be able to: . observationuseidentify numerals money in oneplay-store (penny, through nickel, situation.andfive indime, quantitative dollar) recorded selection on teacher of devisedfood as checkmeasured list. by teacher HaveGROCERYINSTRUCTIONS: several STORE pictures of grocery stores on display showing inside of the stores. Make a model of a BASICgrocery SENTENCE store. PATTERNS: Teacher Use play money. Pupil (DisplayThis picture is the of grocerya grocery store. store.) manclerk (Repeat) WboWeThese buy iS are foodthis? groceries. at the grocery store, This(Repeat) is the grocery man. clerk WhatWhere(Give can does weevery hebuy work? childin a groceryan opportunity store? to answer.) WeHe worksbuy in the grocery store. This(Introduce is money.our grocery model grocerystore. store and play money.) dollardimenickelaplay penny money Teacher What is this? This is a grocery store. a playpenny moneyPupil We will play grocery store todw. dollardimenickel Now,BuyI'm youtwo the mustthings. grocery pay clerk. 2 come to our grocery store. me. I'll buy a can of peaches and butter. WhereGive didme a nickel and dime. go? HeSheHere went is to the the nickel and the grocery store. dime. AreWhat peaches did fruit? buy? Yes,SheHe bought peaches peaches are fruit. and butter. Did(ContinueIs butteror thisfruit?customer.) pay for the food? procedure until a pattern is set. Then name different pupils Yes,No, butterhe paid is for not it. fruit. to be the grocery clerk TeilJavier,Leo, Andres ask hereSandra to is whata dollar. 'Tose bought. buy fruit at the grocery Javier:Sandra:Leo: What did Jose buy? Andres,Jose bought here is a dol)ar. Whatstore.(Whisper did directions to a pupil.) do? (PUpil follows directions.) Go(Andres to thewent followsstore. to the directions.) grocery store. Buy fruit. sentence(Continue patterns this procedure to stregthen gjving each ideas andchild vocabulary the opportunity developed to in participate. the store.) He paid for the bought The teacher will make other Teacher NbtherFatherWho buys buys the the groceries groceries. for yo.ar fa.7iy? NbtherFather buys the groceries. Pupil 0 BASICProvideINSTRUCTIONS: SE1TENCE a grocery PATTERNS store : setting depicting fruits for sale. HowWhat muchwill doesyo.1 itbuy? oost? Teacher I will buy 12211 apples. How many did you get? I Itgot costs a nickel. quarterdime apples. INA HowDoI manyyouneed havemore enough?do you need? bananas. HereNO, areI do not have enough. bananas. WhatGet didanother you get?apple. I gotneed one more. more. WhatGetPut didthree the he fruit apples.take? in the sack. IHe gct took three one apples.more. HowGet onemany more. do yo u have? I havegot one more. apples. DINANItakes somemagnetic apples. board and apples. Two pupils are told how many apples to get. Later one more pupil How many did you get? Ileacher I-got Pupils apples. MhoWho has thefewermore most? apples?apples? has fewer.more. DoesWho has the least? have more than Yes, has the least.most. has more than DoesINSTRUCTIONS: have fewer than NO, does not have fewer than 1'1'1CD Display milk cartons or glasses. Fill to various heights with water. Each pupil holds a container. Who has the least?most? Teacher hashas the the most. least.Pupil, Does have less than havenore than ? ? Yes, has less than has more than HaveSUGGESTED a "tasting ACTIVITIES. party" with fruits and vegetables - Pupils can describe how these foods taste. MhkecornBop jello cornwhen -it Let is pupilspoppull. taste popcorn first without - measuring water - mixing - serve next day using party social situation. the salt. Have class notice change in appearance of Cook applesauce. Pupils count fruit, Prepare fruit, washing and quarti.ring, place in saucepan, cover withcold?'applesieve.(Display water. seed. can and a jar of applesauce (Have(gotor pupils skills taste involved both inhot usi= and colandercold applesauce.)Ask,Measure "Is sugar. it smaller thpn the orange seed?" Pupils take turns stirring and smelling. as found at grocer's.) or food mill.) Since skins wer,- notAsk, Nhich way do youMake think ice itcream tastes in abest?" hand-crankedAsk, freezer "Can you eat this food hot or Call attention to size of put fruit throuAl Whenanbeginningexpand (lar;:er iceice cream creamwhen such muscle conetheyis as ready activity).withbreakingfreeze playto soserve, eggs, money.mixture pupilsusing doesn't mixer, fill measuring freezer. USe recipe that does not reauire cooking so pupils may have Party situation or a store experience where they "buy" sugar, smelling vanilla.Ice cream salt is different from table salt. can see procedure from Notice that liquids ProvicleSetintact. un .7rocerypaper plates store and and magazines. provide play money. The pupil cuts out food pictures and pastes them Empty cans and cartons may be used, troviding labels on the plates. are 11" DisplayVegetables a sweet and fruitspotato canand bean weighedirish potato. on scales. Sprout sweet potato and carrot tops. Ask, "Is the potato heavier than this apple?" CONTINUINGINSTRUCTIONS ACTIVITIES IN SCIENCE - ODOR BASICLetProvide the SENTENCE pupil familiar smellPATTERNS food articles one at a time. that have a definite odor (garlic, onions, oranges, and the like). Ninfa,Maria, what do you smell? Teacher I smell garlic.the onion. PuPik Ricardo,Jose, what ask doElena if onions you smell? smell like oranges. Elena:Ricardo:I smell the No, onions do not smellElena, do onions smelloranges. like oranges.like oranges? Let'sDisplay(Continue pretend. pictures this of procedureClose until your each pupil a stove with an oven or eyes. has had an opportunityuse the kitchen equipment in the to smell the odors.) room. WhatWhat dodoes does you Mother Motherlike tobake? cook? smell that Mother cooks? Iand Shelike pie. cooksbakes to smellbeans,cookies, beans, meat, bread, meat,carrots, biscuits, carrots, and chicken. cornbread, GiveDoes(Continue each child this procedurea withfew othercookies foods for comparison ? that have a familiar odor.) purposes. and chicken. UseDoes milk cartons have more thanhave fewer than or glasses. --.. Fill to various..._ heights ? No,Yes, with water. does not havehas fewermore thanthan Each child holds a container. . WhoWiouNDoes has has thethe haveleast?most? moreless than --- Yes, has the least.has the most. hashas less more than than ACTIVITIES IN SCIENCE - TASTE toProvide INSTRUCTIONSeach child real tolemons. taste. Allow th children to feel and smell them. Cut the lemons. Give a slice BASIC SENTENCE PATTERNS Bow does the lemon taste? Teacher Pupil WhatIsIt fOodsittastes sweet? sour. are sour? PicklesNo,It ittastes isare not sour. sweet. sour. Is salt sour? sweet salty No,PotatoCrackers salt chips is not salty sweetsour. DoProvideHow we does eat raw saltraw and meat?taste? cooked carrots. Allow the pupils to taste them. No,Salt we isdo salty.not eat SONGSSUPPLEMENTARY MATIKRIAL cookedcarrots carrots Yes, we eat raw carrots. cooked carrots raw meat. a. BrushBrush,Tune:illealth them brush, Song"every brush day, "Row, ilow, Bow your teeth, Your Boat") Eat, eat, eat some fruit, Every,Father, every mother, day. sister, brother, Father,Eat some mother,every day, sister, - brother, Every,Father,DrinkDrink, someevery mother,drink, day. drink every day, sister, brother, some milk, andsubstituted(Water, fruits chocolate, for milk. Every, every day. may be substituted for fruit.) and other drinks Names of other vegetables may be b. "I Like These" Potatoes,Beans,I like carrots, vegetables, beans, niceand Icabbage, like yes, I do! green peas, these. too, JamerfcanAmericanc. Singer,Book Company Book One "The Vegetable Man" - page 21 BestTryBuyI have myayou niceripe freshcan apple cornfind beans andanywhere! andtomatoes! potatoes; or pear! POEMSa. Mother"Handy Goose Pandy" Napkin'sspoon's by by the the fork knife AndHeLove'sHandy outbought heplumPandy, came,some cake Jack-a-Dandy, athop, and hop, a grocer's shop, sugar-candy. hop. AtAnd Plate'sOnemy it place placecan't in forgetthe fatheroutmiddle and or any other. mother. b. AndPlate'sOneFork'sKnife's one place for oninon for thebrother.the me leftmiddleright c. TossFryMixPopStir a the the itpancake,a pancakepancake,inpandake the pan. AtAnd myit placecan't get out or any other. d. AwayCatch"Apple up ithigh ifTree" inyou an apple tree (stretch can. high) WereDownTwoUmmI little shooktheycame(rub good!the stomach)thatapples apples tree smiled at as hard as I could, (pretend) me. a.Growing withFrentice-Hall, Music Inc. c.b. "Marketing""Jimmy"The Muffin Crack Man" Corn" page 80 page 125 andCut holdspictures it sofrom that magazines "it" of . can see them. foods that can be bought at "It" walks around a market. Each pIayer Is given a picture behindholdsome"it" .the himmay pictures scrambleend his offor the seats. . and some shopping tour by announcing, "and . . things "it' has. named must follow3 "namina different The one left becomes "it" for things he sees then the basket broke." himsaying, around "I the went to the the next play.on the pictres. roo=. 77.1:7." and the =layers WheneverThe zlayers he wishes, marketwho and I bought d. onion,Put'What a perfume,blindfold Do You Smell?"cheese, on the etc. person who is "it." The pupil tries to Let the pupil smell guess what he has smelled. an object such as an:apple, orange, ZO e. Pupilcertain(Tee..cher"What take Domeal. turnshasWe Eat?"pictures in selecting appropriate The meal can be pre-designated on table of many foods.) foods for meal named. as breakfast or dinner,This game picnic helps the pupils to select the foods for or birthday party. a f. haveThe"Where teacherchildren Is hasIt?" answer plate, with silverware prepositions and napkin on table. $he places on, under, by, in-- articles in various positions to Teacher"Where"Where-is asks areis thequestionsmy hands?"fork"plate?" and asks different pupils "On the plate" "In"On mythe lap" table" to respond. a.ART Fruit Bola Cut and Paste A differentbowlINSTRUCTIONS': of forms plastic or real and colors fruit isby feeling provided for dbservation. The pupils are directed to b.INSTRUCTIONS:paper.their own Vegetable Mural representations of the bowl of and seeing. fruit and arrangeFrom small the= cn pieces of a background of construction brown cr paper, they cut observe the zray WhenpaintAfter the vegetables,observing pupils arethe shapesmaking potato, onion, recognizableand colors carrot, tomato, of real and pepTer, cdbbage,artificial vegetdbles, the beet, lettuce, pupils color, and any others. cut, or CitZs) representations, they are ready to make a mural. CHART FOR TEACHING "EAT," "ATE," AND "WANT TO EAT" 711111111111111P

PERFORMANCE OBJECTIVES The pupil will be able to use correctly: as measured by teacher n eat," "ate," and "have eaten" and "some" observation and recorded on evaluative check list. INSTRUCTIONS mayPresent answer, the pictureschoosing on the chart from left to right. the food he desires. After the pattern is established, the pupil BASIC SENThliCES . Teacher WhatDo you did want to eat sane you eat? grapes? I atewant a banana.to eat an apple. mum poR TEACHING "GIVE" AND "CAVE"

C.0 PENPOINANCE OBJECIIVES BASIC SENTO= PATTI= The pupil will .be able to: . useuse pronouns give and gave%In,' corrcoctly "her, 90Z of the time when used i and ''thes" in correct sentence structureliplacement pattern. What did the boy give her? Teacher mother the:abin ' BeShe gave her an apple.?moil him a cookie Tell the story of the girl picture. BeReanswerShe(Structure gotwent an independently) to apple. the the store. then ice cream story until the pupil can , - - ' - UNIT-Evaluative III: FOODS CheckWE EAT List Pre and Post .INSTRUCTION: DisplayRecord real,plasticsoras directed on check list. pictures of foods as indicated. Repeat entire question for each item. Identify: What is this? 3.2.1. grapesorangeapple What is this? 1.5.4. carrotlemonbanana 5.4.3.2. beanslettucepotatotomato MealClassify: Selection: ShowShow me me 3 3 fruits. 1. Whatvegetables. is one 5.4.3.2. DoWhen we wouldeat you eat ice cream at breakfast? youyou,eat eat hota salad? thingdogs? you can drink for breakfast? - Taste: 1. Is candy sweet? vegetables for lunch? 4.3.2. Is a picklelemma sweet?sour? sugar sour? L4 LA: 1. . Color: What color is bread?. 5.4.3.2. milk?areSlettuce? banana? potatoes? Money Identification: 2:1.3. Show me a nickel. penny.dime. Numerals: 1. Bring me 3 fruits. 5.4. quarter.dollar. 5.4.3.2. BringBringme mema oneonetwo4 potatoes. banana.moreapples. apple. EvaluativeUNIT III: FOODS Check WE List EAT Identification * TestPre TestPost Test Pre Test_TesiPost Pre TestPost :::1 SeatPost Pr:JPostTe Test lest Pre TestPost .Pre lest TestPost Vest! Test I1 Pre! Post TestPre TestPost . __ Vegetables . . .. Classif,Classify ve:etablesfruits I g J.,...-..!...... ; MeatUelection . . , Taste . Color , . Money Identification . - . . . Numerals . 1 . _ , 1 CO 0 Hezro I-A N401Z Ft.V FA 0Z M.'V I-A AZ I'dkg WV 0Z 1.00 Pd I-A 0WO FA. WTI 0Z MV0V .1-1- inovercorrect*Record test nuMber answersnumbercategory of itemsof N 14 or ur 14 or 14 orkA gg0 ki orkA 14 cfr 14 0kA 140 ta arkA 0kA 7 . I 1 ,

Unit IV - WHAT CLOTHES DO YOU WEAR? TimeVOCABULARY Allotment - 2 weeks 'WHAT CLefillESA-DCY- YOU WEAR? Sub'ects Wearing Apparel Incidental Subjects Verbs SubScience eats Mathematics Drill Clothing - girlsbowblouseapron beltbathrobebathing suit buttondressclean heathardclouds lonadifferenLalike " (noz " socomparable undscunas In .9.7..ani dressbuttonsglovesClothes pocketraincoatcollarcoat tielostmendfasten shadowslightingsmoothhurricane longestlongershortsame "zipper"zip" mt. "sip' mittensnighthousehosehat shoesgown walletumbrellasunglasses wearzipshine (ing) weatherthunderrainbowrainsoft sizeshorter "close""clothes""sipper" not pursescarfsandalsribbonpetticoat wetAdjectivesdry windVerbsrou7h "chirt""shirt" not Clothing.-. boys .skirtshoes Adverbsnewold rainshiningshine (iug) 41sAtetbootsbluebathinig jeans truiiks quietly ':Adjectivascleancloudy :pairpantsPajania8shirt (of. shoes) windyrainy ..t.11311Y t4.1;CD;1- shorzsshoe'S Wearing 'Apparel Prepositions .-Science Nathematics Drill T-shirttennistiesuitsocks shoes offbottomtop CA, Field trip: Visit a Laundromat 1'7,7 Pictures or Nursery Rhymes bathingapronObjects suit OT76-1 Transparencies mother,Clothing brother for father Games MorningindOne Poems basty Nbisty StoriesTheBooks Shoemaker and bluejeansblousebeltbeadsbarrette 0T76-30T76-2 IndoorClothims:sister and 2c=b1=tionoutdoor Shopping.loing Game* Traveling* DumplingDiddle, Dillie and the Elves buttonboatclotheap 0T76-4 cialClothingclothing occasions for spe- S Johnny'sLostPolicemanongs Child* Jeans* and RainShceOne, Rain Two, Go BUckleAway My New.The ClothesEmperor's hatdresscollarcoatclothes OT76-6OT76-5 Extra Clothing wearBoy,accessories with girl clothing in under- and makerCountThe Little your Shoe- Filmstrips petticoatrentspajamasmitten WhereSleepingPaddles* is the SnadButton?*Buttons* F-1219F-1218F-348 CinderellaSun,CurWeathermaker WeatherThe ribbonpurseDocketshirtscarf Sally Go RoundtheDrops* Sun* F-2489F-1223 WhyWaterWindWeather Does Blow.in the underwearumbrellatiesockshoe zipper *See SupplementaryMaterial UnitThePERFORMANCE III:pupil WHAT will OBJECTIVES CLOTHESbe able DOto YOUidentify WEAR? articles of clothing in basic sentences by teacher observation in Thegame"Shopping pupil "Going will Game", Traveling': be able(Supplementary to classify Material) bay's and girl's clothing as %.(Supplementary Material) measured- by teacher observation in size,TheinThe pupilshow pupilalike andwill willor tell differentbe be ableacti7ity. able to toas describe matchmeasured items in by basic ofteacher clothing sentence observation to patterns make pairsin comparisonshow as andmeasured tell of activity.by teacher clothing as to color, observation/ objecti7esTheIDENTIFICATION pupil willas recorded be OF able CLOTHING onto teacherdemonstrate check a list at end of unit. 50% gain in Ehglish skills needed for participation in these UseINSTRUCTIONS:BASIC children's SENTENCE or PATTERNS: dolls' clothes, pictures of clothes, or paper doll clothes. This is a dress. blouseskirt Teacher (Repeat) Tual Lila,I'm wearing what area dress. you wearing? I'm wearing a blousedress and skirt Is Emma wearing a dress? , what is Dalia wearing? Nc; Etna is 'wearing a skirt and blouse. : Balla is wearing a Teacher Pupil WhoLuis, is askwearing Bea, awhat color her dress is. blouseskirtdress? Luis: What color isis your wearing dress? a blousedress. . blouseskirt Bea: My dress is blouseskirt (color) blouseskirt coat,(Use raincoat,same procedure belt, andsweater, basic tie,dialogue bathing to presentsuit.) pants, bluejeans,The girls that are wearing (cblor) dresses stand. (Girls follow directions) cap, hat, shoes, socks, boots, mittens, yourAreIf theyouhand. girlsare wearing wearing dresses? TC-61.7;71.7 socks, raise No,Yes, (Raul theytheythey're arechecks)are. not.wearing dresses. WhenIf you.do you are wearwearing a raincaot? a raincoat stand up. will coat I wear(No onea raincoat stands) when it sweaterjacketcoat is raining. cold WhatAreStand you can upwearing goingyou if wear youto a weararebelt?on your wearinga sweater? head? a belt. Yes,I (Somecan I'm wear childrenwearing a hat. astand) belt. cap Julie,Eloisa, put does this your dress have a pocket? in Eloisa's pocket. Yes, my dress has a pocket. ribbonscarf Wbat did you do, Julie? Teacher I put a PUpil in Elosia's pocket. WhatMyDoes dressdid your Julie has dress ado? zipper. save a zipper? Yes,She myput dress a has in Elosia's pocket.a zipper. Does your shirt have buttonb?-longshort sleeves? buttons Yes,Yes, my my- shirt shirt has has buttons.shortlong sleeves. buttons Count(Teacher the buttons.may help count the buttons.) One, two, three, . . . HowHere manyis a socksshoespair ofdo shoes.yousocks. see? (Show shoes) ThereI see twoare shoes.socks. WhatHowHereIs manythisisdo ayou mittenspursepair put of bigin domittens. your oryou little? purse?see? We ItThereIput seeis money big.aretwo mittens.in our purse. Is this(Continue a purse asking for aquestions baby? that review basic sentence patterns and. bring in color and number concepts.) No, it is a purse for mnther. grandmother.sister SUGGESTEDThe follming ACTIVITIES activities are recommendedDress a doll for and strengthening name the articles and reviewing of clothing basic she clothing is wearing. vocabulary: VisitDescribePlayClassifyPut clothesagames neighboring what articles such onsomeone theas of laundromat"Goingclothes elseclothing inTraveling". line the toworn andwashroam by name andisboys wearing.thedry or clothesagirls. few clothes. as they are hung on the line. (See Supplementary Materials) ACTIVITIES FOR NUMBER CONCEPTS I. likenessDisplayINSTRUCTIONS: andarticles difference. of clothing of different sizes and colors. Compare appearance of pupils to emphasize BASIC SKETIMICE PAILr-ENS: Are the socks alike? Teacher Papil Are theythe dressesthe same alike? color? TheyNo,Yes,Yes theyarethey different.are are not the alike. same color. they are alike. AreAre the (Indicatethey shirts the samedifferent?shirts size? of different sizes) Yes,They they a7...eare arethe not different.same. the same. WhoLookIs has at long the girls.hair? 's hair longer than Yes,They're her hair is longer. has long hair. ACTIVITIES FOR SCIENCE Who has the longest hair? No, it is not longer. has the longest hair. weather.DisplayINSTRUCTIONS: clothing worn in all kinds of weather. Dispaly pictures of clothing worn in all kinds of BASIC SENTENCE PATTERNS: Teacher Pupil WhereIsLook thewill out sun wethe Shining?go? window. Is it raining? Yes,Nc, itthe is sun not is raining. shining. How(When will the we pupilswalk? are outside, eall attention to sun, clouds, heat.) We will gowalk outside. quietXy in a line. WhhtTheLookCan color clouds up.you aresee are theclouds? white. clouds? TheYes, clouds we see are the white. clouds. WhatLook is BOwn. this? This is my shadow-.(Abdicate shadow) That'sThat is your shadow. DoIs you your have shadow a shadow? big? little Its,Yes, Imy have shadow a shadow. is little IsPut the your sidewalk hand on hot? the sidewalk. Yes, it is hot. funnyshort We Thewill(Return sungo totomade ourclassroom) Whot.rooms Do you feel the heat? Yea, I feel the heat. Is today a sunny day? Teacner Puloik ShowJose,Look atuswalk thesomething to pictures. the pictures. you wear on a sunny day. ThisshortsYes, is today aon pair a issunny ofsunrq. shorts. day. We can wear SUPPLEMENTARYa rainy day,Continue &windyMATERIAL aakingday, andthe pupilss, what a cold day. one may wear on a sunny day. Use the same sentence patterns to present: Préntice-Hall,Growing-WithSONGS Music Inc. b.a. TheJOhnny's little Jeans, Shoemakers page 6 page 96 d.c. WhereCount Is Yourthe Button?,Buttons, page 78 page 88 g.f.e. SallySleepingPuddles, Go Bound aumfEWops,page the5 Sun, page 18 pgge 45 POEMS"Rainy Days" AndOurForRainy rainy raincoatsthen days weatherwe areget and happy toshoes. umbrellas use days a. childrenPackGoing a suitcaseTravelina to unpack with the articles of clothingsuitcase and name the items. which the class has Pack with girl's learned to name. Call on ifferent b. timeShoppingdancehowever, pack to withGameashe specific itemsboy's chosensound clothing. whichshould is beingbe related emphasized. The suitcase to each othercan as also in be packed with toys a vocabulary unit clothing, then at and other obecss; or in accor- another Theone teacher-cupill '"Whattells the are you going to buy?" class to pretend they .fl The pupil stands and are going to the store to picks up an object buy new clothes. She asks c. ThePoliceman says,teacher "I'm pretendsand going 'Lost toChild buy to be a mother who He may try on the has lost her child. object he chooses. A pupil pretends to beof a clothin;-: policeman and CHART FOR TEACHING "WEAR" rectlydescribeshelping identifies the another mother the pupil find ANDlost "WORE" child, he is allowedherin child.the room and the "policeman" The pupil asks the to be the policeman teacher, Nhattries to guess who it again.* was he wearing?" The teacher is. If he cor- PERFCBMANCE OBJECTIM The ppapil.will be able changeuse "wear" tense and of "wore"verbs "wear",correctly 90% to "buy", "make", of the time when used and "get" to mast tense. in a structured pattern. I. untilTeacherDISTRUCTI the indicatesrgpponse-is_automatic. pictures : from left ot right as she asks the auestion. Answer must be structured What did you wear? -; Teacher I wore a hat. pupil ,4j,tut - a someshirt boots pants 11011i°21h What did you buy? get I bought a got POST-TESTISE-TEST for WHAT ciaras UNIT IV DO YOU WEAR? PrepareINSTRUCTIONS class checklist using Whatthe following:is this? (See sample checklist) (List as "Identification") .Doany of these come inWhat Whopairs? colorwears isthis? this? (List as family member (List as color words) (List as correct choice) or sex) -; LIST UNIT IV TestPre TestPost TestPre TestPost amc TestPre TestPost TestPre TestPost TestPre TestPost TestPre TestPost Tee:gestPre IPost FamilyIdentification Member * Color .. PastCorrect Tense Choice of Verb _ _

, . * Record number of correct answers over hi hi hi hi hi hi ts I-- testnumber category of items in .5 0V:GIi-- 0gzmi-- 0amzi-- 05RImi-, V05mi-- g:05mi-- 0gzm UNIT V - OUR TOYS P5.17.7,r1", . . Time Allotment: OUR TOYS VOCABULARY Subjects Approximately 2 weeks Verbs boatblocksdollcarairplane boughtbuygetcost puzzlesdishesshelfshelves doestakelikegot 141 tricycletraintelephoneteddy bear middlewagonbottomtoptruck Pictures Transparencies Gwnes Books a. andToyindividual cardsstore ofscene toys WhereBoyOutdoor Playingis the Activities Ballat Home OT 73-577-677-5 TheJuntping Way My JackDoll Walks Little Toot TheThe Little Little Fire Engine Engine that Could Roy'sFilmstrasTakingToy DayToys Care in Schoolof Things M31i1 F17110F1630 Don'tMySongs Little Cry, RedLittle Wagon Dolly PERFCRMANCEOUR TOYS OBJECTIVES The child will be able to makeidentify choices 90% in of selection the toys ofin the toys classroom as onmeasured checklist by teacherincluded observation in the unit. of use ordinalscorrect verb"first," forms "second," "bought," and "Lost," 'third" children's interaction "got" in social to designate location while dramatizing toy situations store and recorded LCIT INA TheINSTRUCTIONS teacher will present toys in a "boy store" situation. BASIC SENTENCE PATTERNS Teacher Pupil WhatWeLet'sWhat are is kindgoing namethis? of theto store playtoys. isstore. this? This is a toy store. That is a tricycle. boattrucktraincar wagonairplaneteddydolltelephone bear Teacher Those are dishes. Pap puzzlesblocks WhatWhatGet do a didyoutoy youlike?from get? the store. want I gotlike the the want WbatDo youdoes have he have?the wagon? she Yes,HeShe has I havethe the wagon. Wbat did Tony get? youMary buy SheHe gotbought the the . OUR TOYS ThePERFORMANCE child will OBJECTIVES be able to as measured by teaCher observation and usedemonstrate "this,""is" and "that," the"are" concept correctly"these" of "oneand in "those"structuredmore" in thesentences recorded on evaluation checklist. structured sentence 'TheINSTRUCTIONS teacher places one toy on the table. Provide other small toys to be placed by the pupil. WhatBASIC is SENTENCEthis? PATTERNS Teacher Pupil TheseWhat(AAA didare another Icars. do? car) ThoseYouThat put isare aone cars.car. more. Thesesingular(Repeat are-blocks. andthe pluralsentence pictured pattern objects.) many times with different objects, followed by charts depicting What do you like? puzzlesdiShes ThoseI like are the blocks. puzzlesdtshes WhatJuan, do askyou JOse.Whatwant? he likes. IJose, (Answerswant what the willdo you like? vary May I raay with the train? Teacher boat (Repeat)PuPil Moat toy do you have? does he have she car HeSheI hashave the Do you have awagon? I -- No,Yes,You I have Idon't have havea WhatLookLet'sWhere at doplay istheyou the toystore.see? bear?store. I Itsee is a on the top shelf. WhatLook is at first? the top shelf. wagondoll middlebottomis first. Which doll is the largest? car lastsecond amallest This one is the largest. lastsecondsmallest WhatLet's will go toyou. the take? store. boat I will take a penny. nickel dollarhalfquarterdimesome dollar money Teacher . Papil AskJuan,What Tony willyou what maY he be wants. the storekeeper. you buy? I will buy a What do you want? How(teacher much does model) it cost? Tony:Juan:HowTony: much does it cost? ThankItI want costs you. the a What did(Children TOny get?act out several youMary buY purchases before proceeding to the SheB:e gotbought the nekt patterns.) Which toys have wheels? The wagon has wheels. tricycletruckcar PERFORMANCECHART FOR TEACHINGOBJECTIVES "HAS" AND "HAVE" The pupil will be able to use correctly: adjectivespersonal"have" andpronouns; in "has" proper in"he," sequenceunstructured ?she,? and conversations ?they? INSTRUCTIONS Theas measuredchart should by teacher include observation several pictures of pupil of performanceindividual boyswhile and orally girls, interpreting and pictures groups of children with various on the chart. BASIC SENTENCE PATTERNS animals and toys. Teacher Color words, number words, and adjectives denoting size should be illustrated. Pupil 1.1.. What does he have? do they she TheyHeShe has have a dlCIT Wbat does he have? do they she They have-She He hgs a big biglittle brown black CHART FOR TEACHING "LOST" AND "POMO" '-eaf ThePERFORMANCE pupil will OBJECTIVES be able to use as measured by teacher observationadjectives"lost" and and "new," "found" "old," in basicand "pretty" sentence patterns recorded on an evaluative checklist. ThisbyINSTRUCTIONS addingmay be descriptiveused for both adjectives: "lost" and "found." After new,basic old, pretty. Direct the pupils in the pattern is established, enlarge the following dialogue. sentences BASIC PATTERN First pupil: I lost something. found FirstSecond pupil: pupil: No,Yes, I didn'tI lostDid losemy you lose your purse? find purse. PRE AND POST TEST FOR UNIT V OUR TOYS my purse. , 2.1. Ask pupil to choose the Use the "toy store" setting and ask the pupil to toy by location - on the identify ten toys. .= 4.3. AskAsk which toy is questions which require structured first, second, third. answer using "bought," "lost," "got." top, in the middle, on the bottom. CU UNIT V - OUR TOYS Check List scion: Post Pre Post Pre Post Pre Post Pre Post TEACHER: Pre Post OrdinalChoiceIdentification 'Verb Forms .

MI 013 PG1 PG1 - 0I "?... ZI"., 0 0 I IDZIL 0I" CO `I. IIDZ IL 0I" CO' IIDZ 0 I" CO "J. a taJcrI- ..

UNIT VI - ANIMALS BIG AND Lanza Time Allotment: 3 units of 2 weeks ANIMALS BIG MID LITTLE PetsVOCABULARY Zoo Animals Subjects Nursery Rhymes and Poems birdcat bearalligator farmfeathers LittleHey Diddle Boy Blue Diddle P1739FilmstripsF186 A Shep,Visit theto aFarm Pet DogStore dogguineagerbilfrogfish pig hippopotammskangaroogiraffefoxelephant woolpettail HiggledyPussyTo Market Cat, Piggledy toPussy Market CatMy Black Hen F677F683F681F357P1627 Happy,RabbitsBrush,ThreeGoing the Billytothe Grow theRabbit Red Goats Zoo Squirrel Gruff rabbitPuPPYkittenhamster monkeylionsnakeseal Verbsflycrawl TheBooks Tale and of Stories Peter Rabbit r676F376F1351F1243 AnimalBirdsTiny,Chicken BabiesGrowthe LittleKitten Farmturtlerat Animals wolftigerzebraGames Phrasesswim TheChickenThree HareThree Billy Lickenand Pigs Goatsthe Tortoise Gruff T Transparencies78-0 Animal FamiliesFriends coltcowchickencalf FarmerCat and in Ratthe Dell underin fronttheback the middle oftreeof of OldSongs MacDonal.d Had OTCTCR78-1CTOT 78-578-4 78-278-3 AnimalsTurtles,Farm Animals of Fish,the CountrysideForest Snakes henduckkidhorsegoat LetWatchFrogDoes s Pretend* inHeDog* theFly?* betweenbeside Sea*the Drill BarnyardInOldSix the MisterLittle AppleSong* Rabbit*Ducks* Tree*a. Farm FP61Pictures Faxm Animals pigroosterponylamb drill"sheep"(no "ir"comparable not sound "cheap" sound FP67FP58FF60 WildZoOPets AnimalsAnimals turkeysquirrelsheep dirtbirdchickengirlin Spanish) not "schicken" * See Supplementary Material PERFORMANCE OBJECTIVES ANIMALS BIG AND LIITLE - THE PET STORE The pupil will be able to describeidentify animals usingin the words pet shopto denote size, number, and color as measured by social dramatization usematch action baby animalsverbs applicable with mothers to animal movement as children manipulate toy animals in the toy pet shop. withTheINSTRUCTIONS teacherblocks. presents the toy animpis in a net shop situation using shelves or building a toy pet shop 1:7) BASIC SENTENCE PATTERNS Let's play pet shop today. Teacher Pupil WhatWe will(Indicate pet choose do you animals a see?pet. beginning with the top shelf and (Answersprogressing will vary.) from left to right.) Let's name the animals. That is a bird. dogcat turtlePuPPYgerbilfrogkitten Teacher Those are (indicate animals) Those are hamsters. pupil fishguinea pigs What color is the dogbird? The bird is ratsrabbits blueyellow. GuessWhich whichpet would one I want. you like? cat I would like the Howof (Usemany the simplefeetanimals.) does sentences to the describe one have? TheI think you want a has feet. WhichWhich pets petspet have hashave feathers? longwings?short ears? tails The have What is the baby dog called? a shell cat It's a kittenpuppy. How would a live turtlefishcatdog move? It would walk. runswim Wbat does a fishdotca eat? bird It(Answers eats will vary.) flycrawl Do you have a pet? Teacher No,Yes, I haven'tI have any. Pupil TellWhat(Use mepets aboutquestions do we have if at school? your pet. necessary to lead pupil We have(Answers a will vary. Whatin diddescribing you give his him pet.) to eat? feed him I gave h(m fed him her Where did you get him? ' I got htm from a store. her friend Where (Continuedoes your questioningcat live? dog as applicable to pets enumerated by pupils.) My cat lives-in the house. dog his house WhereDoes doyour dogs eat and ever cats go likeoutside to dog your house? No,Yes, he be doesn't. does. What do dogs and cats like to do? go? They(Answers like to will vary.) playcatch with rats me DoesShow a medog how sleep? they sleep. cat Yes,(PUpils(Answer's(Answers he does. demonstrate.) willwill vary.)vary.) Teacher How(Model do they response) drink water? milk (Repeat) pupil WhatThey do "lap they up" use the to water."lap up" milk the water? They use their tongues. DoWbatdo they todo eat?needthey ause knife to eatand their fork like you food? NO,They they use don't.their teeth. WhyInstructions. (Modelcouldn't response) they Observe live animals in use a knife and_ fork? They have no hands. Where7171.7.71ca=aryappropriate do our fish animal live? is or parrakeet), chickens, a "guest" in the rabbits,classroom.classroom etc. situations including Our fish live in water. Utilize sentence patterns fish, turtles, gerbils, when thefl WhatisWberetheDoes time? hedoesthe doing? turtlethe turtle stay live?in the water all A No,turtle he doesn't.lives in water. a bowl of water WhereWhat doesdoes thehehe geteat?gerbil it? live? AWe He gerbilgive eatsgets it livesturtleup to on him. in afood. rock. a cage. What does he do in the cage? He is slaeping. playingrunningeating on around the wheel Teacher Pupil WhatLet'sin(Model action) mustwatch responsewe him. do to askeep gerbil him happy?is observed We must feed him. Where does the canary live? parrakeet The canary lives in a cage. parrakeet keepgive himhis watercage clean What does the canary do? parrakeet The canary flies. parrakeet hopssingseats around HowDoes does the thecanary canary drink drink? water? parrakeet parrakeet Yes, he does. HeThehead (Modeltakes waterback. aresponse littleruns down wateras inscanary and throat. throwsis observed) his (Repeat) Do turtlesdogs and and cats fish drink drink.like like a canary?a canary? parrakeet parrakeet No, they don't. ThePERFORMANCE pupil will OBJECTIVES be able to ANIMALS BIG AND LTrTLE - ANIMALS ON THE FARM describeexplainidentify animalshow farm some animals using animals words are usefi:1 denoting color, size, or distinctive characteristics INSTRUCTIONSas measured by teacher observation of pupil performance during work and play activities. BASICThe teacher SENTENCE presents PATTERNS replicas of farm animals. WhichHere animalsare some have animals who live Teacher you seen? on a farm. Pupil Which(Indicate animals andgive model answer) us milk? CowsI have give seen us milk.a pighorsecow, Wbat is a baby cow called? hambaconeggs PigsChickens baconhameggs henhorsegoatsheep It is a calf. kidchickenlambcolt Which animals have hair? HorsesCatsDogsCows have hair. Teacher Pupil Which animals have feathers?wool? HensDucksChickensSheep have have feathers. wool. What animal has fur? ABirdsTurkeysBoosters rabbit has Mr. What does the cow say? horse The cow says horse neigh-h=hmoo. . roosterhencbickenpigduck roosterchicken henpigduck peep-peepcackle-cackleoinkquack Display flannel or magnetic board. sheepturkey Identify objects to be placed on the flannel or sheepturkey baa-baagobble-gobblecock-a-doodle-do magnetic board. WherePlace is trees the bird?and a barn. 2 put the bird in the tree. Set the pattern before asking the TheI put bird the is bird in thein thetree. tree. pupils to follow these directions. Where is the caw? 2 putput the the cow horse behind beside the thetree. tree. It'sI put behind the cowthe behindtree. the tree. Wh.l,reWhere is is the the horse?chicken? 2 put the chicken in front of the barn. It'sI put inbeside the front chickenhorse the of tree.besidethe in barn.front the oftree. the barn. Wheretree. is the sheep?boy? 2 put the boysheep on betweenthe horse. the barn and the TheIt'sI I put boyput between the isthe onboy sheep the theon horse.thebarnbetween horse. and thethe barntree. and the tree. ANIMALS BIG AND LITTLE - ANIMALS AT THE ZOO ThePERFORMANCE pupil will OBJECTIVES be able to identify the zoo animals as measured by teacher observation of children usediscover comparative likenesses adjectives and differences "taller," in"shorter," asanimals they work with the animals in "faster," "sl awer , " "Larger," work-play situations. CD TheINSTRUCTIONS teacher displays facsimiles of zoo animals. .4;, BASIC SENTENCE PATTERNS Teacher Pupil WbatHaveThis is youis this? abeen picture to the of zoo? a zoo. ThatI have is abeen zoo. to the zoo. What animals do you see? I (Anzwers-MI-70377see a haven't 4 HereeachHave(Display are inyou someturn.) ever toy toy seenanimals; animals. indicate a Yes, No,I have. haven't. Have you seen a lion? Teacher pupil kangarooelephantbeartiger I have seen a lion. beartigerkangarooelephant monkeyhippopotamusalligatorgiraffezebra monkeygiraffehippopotamusalligatorzebra The lion lives in the zoo. tiger snakeseal The lion lives at the zoo. snakeseal How (Indicateare the animAls two of alike?the animals.) bear They have four feet. two eyes (Answers will vary.) twobiglong ears teethtails How are the and the different? The hascanis a runtallerlonger faster. thanneck. the shorter shorter tail SONGSSUPPLEMENTARY MATERIAL Prentice-Hall,Growing With Music Inc. Barnyard Songs, page 56 GAMES SixOldIn LittleMisterthe Apple Ducks,Rabbit, Tree, page page page 26 117 60 animalTheLet's child Pretend- while who the is other"It" ispupils allowed try to pretend tohe guessis an whichanimal. animal he is pretending He pantomimes the characteristics to be. of this TherepeatsDoessays, teacher He "TheFly?this says, horseprocedure "The flies," bird using asflies." she flaps her various animals. The class imitates arms again. If the pupilas theimitates, teacher he flaps is her arms. out. Theathe teacher The teacher Frogcan'tOne inpupil catchthe sits Seame. in the middle of the circle, Indian fashion. The players run by and say: Frog in the sea, WatchFtt aDog blindfold on the pupil The frog tries to tag the pupils. who is the watchdog. Put a beanbag (bone) in front of him. -The leader Legswakesignals up. someone to take the You are a very, very lazy pup." bone. TM child who takes the bone then The watchdog tries to guess who has the bone. says, "Watchdog, watchdog, wake up, EightFourTwoSix legs legslegs legs for forfor for birdsdogsbeetles spiderswhat and yousquirrels amilne. in a tree. away they go. do you know! PRE AND POST TEST FOR UNIT VI co ANIMALS BIG AND LITTLE. Place 12 facsimilies of pets, farm animals and zoo animals indiscriminately on the table. 2.1. The pupil identifiesmoves the animalsas into three many as possible. groups - pets, farm animals, and zoo animals. 4.3. TheThe pupil pupil chooses, chooses largest,correct animal smallest, tallest, shortest. to match sound. (Teacher moos, clucks, meows) CHART(Do Inot FOR write TEACHING words "SEE" on chart) AND "SAW"

PERFORMANCE OBJECTIVES The pupil will be able to: as measured by teacher observation and recorded . placeuse "see""big"number andend and "saw""little" color words in correct in correct word order sentence patterns on evaluative check list. INSTRUCTIONS: thefromReproduce question) left tothe right chart in all drills. on a large chart tablet Pupils will continue in or poster board. a chain drill. Place pictures in (asking pupil next rows. Read pictures to him BASIC SENTENCE PATTERNS Teacher pupil "MatJoe,then did what quicklyyou didsee? youcovers see? it as she asks question.) (teacher indicates first picture, WhatJoe:I saw did a youfish. see, Juan? I saw a fish. squirrel. record(Practice on tape. until an automatic response using "saw" is established. Maria,Juan: what did you see? ThisI saw isa squirrel.an excellent drill to CHART II FOR REINFORCING USAGE OF "SAW" AND DRILL FOR USE OF "BIG" AND rLITTLE" a

INSTRUCTIONS -statement.Follow techniques ii0loyed on chart I including the wordn-"big" and "little" in correCt Comparative BASIC_SENTENCE PATTERNS Another exercise might include positive and negativeTeacher answers. Pupil Did you see a big fish? (indicate(indicate) the little fish) No,Yes,I sawI Ididn't sawa little a seebig fish.afish. big fish. CHART III FOR TEACHING SEQUENCE OF NUMBERS AND COLOR WORDS IN SENTENCES UTILIZING "SEE" AND "SAW" Aw' INSTRUCTIONS BASIC SENTENCE toFollow add bothtechnique in PATTERNS one lesson. employed in previous charts, but add number and/or color words. Do not attempt What did Teacher you see? I saw one big Pupil fish. Did you see a big orange fish? I saw one big two little fish two little yellow fish. orange Moresentences. advanced two big fish language patterns using the same charts include No, I saw prepositional phrases onetwoa bigbig little yellowfish fish fish. and complex I saw a bigfish fish swifting swimming in thein thewater. water. pupil I saw a fishbig yellowunder afish lily swimming pad. in the water. big yellow CHECKLIST FOR UNIT VI: ANINAIS BIG AND LITTLE IDENTIFICATION* Pre Post Pre Post Pre i Post Pre Post Pre 1 I Post Pre Post AUDITORYCLASSIFICATION DISCRIMINAT TOY - COMPARATIVE ADJECTIVES I 1 X NiiberrITumbe Te sted . t 1 ts UNIT VII - HAPPY DAYS Time Allotment: May be used interspersed HAPPY DAYS through the year as children- A BIPMMAY have PARTY NounsVOCABULARY Verbs birthdays. bowbirtkday boughtate Adjectivesdeliciousclean Adverbsnoyes herallPronouns F591M369 OnBeginning the Playol.:21-1 Responsibility Films brotherboxcandycandlescake buybringdidcouldn'tcould goodfunnyfourfiveenough thesehishimthatit F2614 Let's Have a Party , 0CDIA friendscookieschildren drankdrinkdoes newoneold wetheythose neighborsjuiceicegrandmotherexandfather cream gotgivegetgaveeat threeprettytwosix whowhosewhat presentsparty hashad . punchsodasandwich wouldwantedthanklikeliked ThePERFORMANCE pupil will OBJECTIVES be able to usedistinguishtellclassifycount verbs his to age "ate,"fivepeople between using in "drank," using one-to-one correctconcept terms "brought" sentenceof relationshipas "eat" friend, and patternsand "took" neighbor,"drink" meaningfUlly aunt, uncle, grandfather, and grandmother INSTRUCTIONSas measured by teacher observation of interaction of pupils in dramatizing a classifybirthday foodsparty. usually served at birthday parties DisplayBASIC a SENTENCEpicture ofPATTERNS children at a birthday party and a cake with five candles. Teacher Pupil WhoThis had is a birthday? (girl's hadname) a birthday. had a birthday. HowHow (Teacherold old are was you?may-have to model response) IShe =five was fiveyears years old. old. Let'sHow many blowcount candles out the the candles. are candles on the and cake? make a, wish. FiveOne, candles two, three, are on four, the cake.five. WhatI wish(Teacher did foryou ademonstrates)wish? I (Answerswished for will a Who came to the party? Teacher A boy came to the party. Pupil Her brother neighborfriendgirl sister Did boys come to the party? mothersgirls No,Yes, Mother boys didcame not to the party. girls come. Who-brought a present? HerEVerybody aunt brought her grandmotheruncle a present. you.If youtake? were going to the party, what would I would take a grandfather What did the children eat? take? TheyHe took ate abirthday cake. cookies What did they drink? They drank Kool-ade cupcakescandyice cream What would you rather have? I would(Answers rather will have vary) chocolatelemonade InviteHelpSUPPLIMETARYrecords, individual the orpupil stories ACTIVITIES pupilsto choose for learn the a smallwhenday. theirgift frombirthday a birthday occurs. box, wear a birthday hat, ar choose games, Each birthday should be observed at school. Time Allotment: Approximatc.ly 1 week HAPPY DAYS - A TRIP TO THE PARK NounsVOCABULARY Verbs Adjectives Adverbs Pronouns Films childrenbrothercandYcake drankbroughtbringate deliciousenoughsweet tomorrowtodaysoon himherallhis F1964F2337F1738F2315 AFamily OurTripVisit Parks to Funto the theand Beach ParkPlaygrounds hamburgerfriendsfamilycookieslunch wantlikedlikedrinkeat wetheyitheshe punchpicnicneighborsodasandwich wanted A TRIP TO THE PARK ThePERFORMANCE pupil will OBJECTIVES be able to a. as measured by teacher observation of interaction of pupils in social userelatedramatization. words personal and phrases experiences denoting in timestructured in oral sentence conversation rettern form 90% of the tine DisplayINSTRUCTIONS large poster of park scene with children occupied in many different activities, including !Qt.: BASICuse ofSENTENCE playground PATTERNS equipment, playing with toys, and having a picnic. krt.- Where(Indicate are the thechildren? entire poster) Teacher They are at the park. il AreWhat theyare theyhappy? doing? having fun Yes,(Answers they are will happy. vary) having flin How did they get to the park? They came in a car. walked on busbicycle LettsDidforMatDld you ayouispretend picnic. take aever picnic. something wego areto agoing park?to eat? to the park (Answers experiences)will vary as each tells his own What will we take to eat? Teacher play with I'll take Pupil answers will vary Who will go with you? My father will go with motherbrotherauntuncle me. Let'sWhen willgo today. we go? tomorrow (Repeat, using substitution drill)friend afternextthisSaturdayin the weekafternoona whilemorning WhatRosa, will when you do do youwant at the topark? go? I willwant playto go on the slide. jungleswings withonin my ball sand toysgrass Let'sHow long stay will all youday. stay at the park? until night afternoon (Repeat, using substitution drill) atwo littlelong hours time while 43co1- havingProvideSUPPLiKENTARY a picnic. lunch box in ACTIVITIES housekeeping center to inspire pwils to dramatize packing a lunch and ApproximateVOCABULARY Time Allotment: 1-2 weeks HAPPY DAYS - HALLOWEEN Subjects Pronouns Verbs Adjectives Adverbs Prepositions Phrases mask11111111.costumecat you wearcan blackorange wherewhen on trickthank oryou treat witchowljack-o-lanternghost whoheritheshe wantberidesaysee manyprettyuglybrown how up and down nightstreet walkhawdrawdo lessmoreansome booIncidentals willhootscare ir whoospooksit's MATERIALSPictures or Objects Songs Films Va - ghostscats GrowinguNal 1 With Music I oween" "Celebrating"Winnie the Witch" Halloween" Halloween in Animal Town BlackTapes Cats and Jack-o-Lanterns hatsmaskswitchesbroomscostumes American"Brownies"Funny Singer Witches and I Witches" ff Witches, Pumpkins, and Goblins Birchard"Jack-o-Lantern""It"A"Halloween"(Kindergarten Halloweens MusicHalloween" Series Hello"Ed.) ThePERFORMANCE pupil will OBJECTIVESbe able to HALLOWEN as measured by teacher observation. usenameobserve descriptive and identifysafety words for Halloween Halloweensuch as: symbols fUn ugly and. pretty BASICbrooms,DisplayDISTRUCTIONS SENTENCE cats,pictures PATTERNSowls, and/or and "trick-or-treat"Halloween objects: bags. masks, jack-o-lantern, costumes, ghosts, witches, HereHalloween(Indicate are some is almostHalloween.objects here. and/or things. pictures.) Teacher Pupil ThisShe(Point ishaswears a atowitch. blacka pictureblack cat. dress. of witch.) The witch wears a black hat. She is ugly. She rides on a broom. What dodoes you she see? wear? SheI seewears a witch.a black hat. WhatIs doesshe prettylshe have?ride? SheShe has rides a black a broom. cat. WhenIs doshe you ugly? see witches and cats? WeNo,Yes, seeshe's shewitches not.is. and cats on Halloween. Teacher witch wear? , ask Peter:ask What Mary: does What the witch does thehave? Mhry: She wears'a black hat. : May,Peter, what what does-the does the witch witch wear? have? , ask Joe: What does the witch ride? Peter: She: has a black cat._ Joe, what does the witch ride? TheIs witchthe witch is notmake-believe. real? real. No,Joe: the witch isn't real. She rides on a broom. HeThis (POintcan isscare ato ghost. plctureyou. of ghost.) The ghost isHe white.is sr.00ky. The witch is make-believe. WhatHeDoes do he you scare see? you? says "Boor No,Yes,I seehe he doesn't.a does.ghost. DoesIs hehe pretty?look spooky? No,Yes,(Answers he hedoesn't. does. will vary.) WhenWhat dodoes you he see say? ghosts? ugly WeHa see says, ghosts Boos on Halloween. , ask Janie: Can a ghost scare you? Janie: NoYes, a ghostJanie, can scare can ame. ghost scare you? can't Teacher WeThe are ghost not afraidisn'tis make-believe. real.of the witch. ghost Fred,Lile askask Becky-toLela, what show color us thea ghost. ghost is. Lala:Lile:Fred:Becky: The ghost is white. WhatShow color us a Hereisghost. the is ghost?a ghost. TheThisItIs jack-o-lantern hastheis aaghost jack-o-lantern.big face.real? is big. It has eyes, a nose,It is orange. No, the ghost is make-believe. Thisand a jack-o-lanternmouth. has a happy face. uglyfunnysad WhatItIt (Point is dois round. youa prettyto see? picture jack-o-lantern. of jack-o-lantern.) Is the jack-o-lantern orange? black No,Yes,I seeit's it a orange.is.jack-o-lantern. pretty jack-o-lantern Does it have a face? nosemoutheyes Yes, it does. Teacher Pupil WhenDoes do it you look see sad? jack-o-lanterns? funnyhappy We see(Answers jack-o-lanterns will vary.) on Hhlloween. (Continuejack-o-lantern. in directed dialogue.) ask Peter to tell you about the Peter: : The(Answers jack-o-lantern willPeter, vary.) tellis me about the jack-o-lantern. TheThisIt(Point owlhasis amhoots:big to owl. eyes.the pictures of Whoo! Whoo!It is brown.You can see the owl at night. an owl.) WhatDoesWhatIs does-the ititdo brown?haveyou see?owlbig sayleyes? HeYes,Yes, Isays: seeit's it anWhoo! does.brown. owl. Taboo! WhatThisWe wear is amasksthis? mask. and costumes on Halloween. WbatThese(reacher are are these? eyes. points to eyes.) ThoseThat isare a eyes.mak. WhereThis(Teacher is do a wenose. mayput havethe mask?to prompt.) mouth What is this? WeThat put isthe a masknose. in front of mouth our face. Wethress up" in funny clothes on Halloween like Teacher Pupil Whatghosts do you or seewantwitches. on to Halloween? be on Halloween? I seewant witches. to be a cats Boys and girls, let's draw pictures of awlsjack-o-lanternsghosts Halloween(Continue things. this procedure. A mural , what will you draw? may be developed by using pupils' drawings.) I wiLL draw a Let's count the witches. owlsjack-o-lanternscats One, two, three One, two, three how many witches do you see? ghosta jadk-o-lanternscats I see witches.jack-o-lanternscats Do you see more cats or ghosts? owls owlsghosts witches I see more owlsghosts Do you see fewer cats or ghosts? ghostsowls witchesjack-o-lanternsjack-o-lsuiterns I see fewer Halloween is ftn. Teacher Boys and girls go "Trick or Pupil A downtakeTreat."ladyfriends' atheopens "Erick Theystreet homes. the wearor door knodkingTreat" masks and bag. andsheon doorscostumes.gives atthem their They say "Prick or Treat." They go up and They WhatTheycandy doput oryou thecookies. do candy on Halloween la theTrick night? or TreaVbag. weartake with you They say "Thank you." I takeweargo "Trick a "Trickcostume. or Treat."or Treat" bag. WhatWhere do do you you say go? to the lady? I Igo say up "Thankand down you." the street to my friends' homes. BoysTreat."orstreet. andbrother. girlsThey arewalk careful when they when go they "Trick cross or the They go with Mother or big sister Who11,0w (Dramatizetakes do you you? go Halloween"Trick or Treat"?"hanuenings.") I go walking. takes me. FINGERHalloweenSUPPLEMENTARY PLAYS MATMIALS Three Little Witches It was the finest pumpkin that you have ever seen. One little, two little, three little witches, .10 HeIt (Maketookgrew hisincircle Tommy'sknife with to garden arms)cut the on top,the night of Halloween. Ridegrasping(Hands(Hold through up broomstick)clasped fingersthe sky together on a broom; in front one by one) as though He (Actionscooped ofit scooping)cutting)with a spoon, WinkOne(Repeat theirlittle, eyesaction two at little, inthe line moan. three one) little witches, cr) A Henose (Point(rakemade so two roundlongto eyes,nose) circles with fingers at eyes) on(Flannelboard(Wink broomsticks one eye andmaterialswhile a fullmaking includingmoon circle may bethreewith used.) arms)witches A Hemouth (Drawput(Hold justa half-moon candleup like one infinger)a inmoon.it, air) MakeFive alittleLittle very, goblinsGoblinsvery spooky on a sight.Halloween night ThenHe (Move creptstill fingers upas veryany inmouse,slowly creeping to a motion)window in his house. The (Holdfirstnext upone first danced finger) on his tippy-tip-toes; onesecond tumbled finger) and bumped his nose; HeTill held(Pretend his the mother jack-o-lantern.to hold) cried, "Look here!" TheThe tbird (Holdnext up onethirdfourth walkedgave finger) finger)me like a Halloween a fuzzy bear;scare AreIt hiding seems veryto me near: some brownies Maude Burnham FiveThe (Hold nextgoblins up played the whole night long! thumb)one sang a Halloween song. (A)n) Ten Little Pumpkins Ten(Hold little up pumpkinsten fingers) all la a line, Five little pumpkins by the barn door, 0 I. ThenOne(Bend therebecame down were a jack-o-lantern, nine. one finger) ThenA hoot(Bend there owl down weretook four.one, one finger) AnNine old littlewitch tookpumpkins one, peeking through the gate; FourThenOne little becamethere pumpkinswerea pumpkin three. pie, as you can plainly see; EightThen(Bend littlethere down werepumpkins, eight; there one finger) never were eleven. ThreeOne(Bend rolledlittle down far,pumpkins far feeling one finger) away, very blue; ThenA green(Bend there goblindown were tookseven. one finger) one. TwoThen(Bend littlethere down werepumpkins two. alone in the one finger) sun, A.ThenSeven white there little ghost were pumpkinstook six. full of jolly one, tricks; AndOne (Bendthen said, theredown "So was long," one finger) one. A,blackSix(Bend little cat dawn tookpumpkins one, glad to be alive, one finger) ThenA littleOne thene little boy were chosepumpkin none. him, left all alone, Then(Bend there down were five. one finger) MadeTen (Bendlittle everyone down pumpkins happylast finger)in on Halloween. a patch so green, TheSUGGESTS Jack -o ACTIVECIES -lantern andfeaturesPupils glad. cut showing out orange the following jack-o-lanterns expressions: and attach Thisthem to tongue depressors. jack-o-lanternPupils stand in line and hold jack-o-lanterns as class and teacher recite: is happy, happy, sleepy, angry, surprised, crying, sighing, sad, Help pupils make facial ThisThis jack-o-lantern is glad,sad,sleepy,angry,surprised, Tell the Ghost ThisThis jack-o-lanternjack-o-lantern cries,sighs. MAkeMakeabout ghostblack(Encourage Halloween, puppetscats, pupilswitches, fromand to otherold takeand sheets Halloween ghoststurns to telling usinguse characters while construction original practicing answer. ghost paper sentencestories.) cut in patterns. the shapes of circles and half circles. One ghost may ask questions Time Allotment: 2 weeks HAPPYDAYS - THANKSGIVING VOCABULARYSubjects - MATERIALS Adjectives Pictures or Objects Films dinnercornfood thankful Indianscropscorn F1863M542 Art Activities for Thanksgiving The Story of the Pilgrims NovemberpumpkinPilgrimslogIndian cabin pie Maelowerturkeyteepeelog cabin TapesT750 A Story of ThAnksgiving Co0 turkeyThanksgivingteepee FiveSongs Fat Turkeys* FP145Pictures Thanksgiving Day ArtThanksgivingIndian Headdress* Turkey* * See Supplementary ThanksgivingMat.erial Mural* ThebyPERFORMANCE pupilteacher will observation OBJECTIVES be able to in describe show and Thanksgiving tell activities. celebrations in basic sentence patterns as measured UteINSTRUCTIONS pictures to illustrate the story of the first Thanksgiving. Teacher Pupil A Thisacrossthislong(Show iscountry.time the whatpictures) ago,ocean. they some lookedWe peoplecalled like. camethem toPilgrims. live in They cane from far, far away WhatDid arethe theyPilgrims wearing? dress like we do? TheyNo, the are Pilgrims wearing did not dress like we do. (describe clothing) Mayflower)Theyboat came lookedwas inthe alike. Mayflower.big boat. (Show picture of the This is whatThe nametheir of their DoesIs(Show itit different? lookpicture like of this toy boat?boat) No,Yes, it itdoes is notdifferent. look like that boat. weretowns.land,It tookno Anerica.houses, them many, noWhen stores, many they days arrivedno school,to get here, to no thisthere The only people that lived here TheywereDoteepees) youlivedthe liveIndians. in inteepees. a teepee? (Shaw picture of Indians) (Shaw picture of No, I live in a house. Teacher Pu.pil Theremadeof(Show trees.werelog picture cabins.no houses of loabut cabin)there were a lot The Pilgrims cut the trees and They looked like this. Does it havelook anythinglike your that house? your house has? No,'les, it doesn'tit has a lookdoor likeand windows.my house. animals)rabbits,forIt wassomething very and cold.fish. to eat. The Pilgrims (Showpictureshad to hunt of these They ate turkey, deer, What is this? That is a turkey. fishrabbitdeer WhatThey is planted this? pumpkins.corn. ThatThat is is corn. a pumpkin. DidDoSoon you theythe think cornhave theandsomething Pilgrimspumpkins to werewereeat? happy?ready to eat. "Yes,Yes, theythey werehad somethinghappy. to eat. WhomThedinnerhave Pilgrimsdid a party.bigthey feast. wereinvite? so A happyfeast they is likedecided a big to They invited the Indians. They invited the Indians. The Indians and the Pilgrims had a big feast. Teacher Pupil What did they eat? They ate corn. deerberriespumpkinturkey meat pie weWeEveryThey have.are nalled yearthankful we this have for feast aall Thanksgiving Thanksgiving.the good things dinner. SUPPLEVIINTARY NATMIALS GrowingPrenticeSONGS With -Hall Music Inc. GinnKindergarten Book Five Fat Turkeys, page 135 A CompanyThanksgivingBigGobble; Fat is Tla-key,Gobble, Coming, Is Coming, pagePage page 7677 page76 76 First Thanksgivin pantomimesThe teacher the asks action. the class to Wepretend are getting they are dressed getting for ready the hunt.for the Sentence patterns to be developed are: first Thanksgiving. Th e. class gettinghuntingeatinggivingshooting ourforthanks the dinnerthe turkey forturkey withreadyour dinnerour Indian friends ThanksgivingEachlarge child pictures is mural. Muralprovided related with to Thanksgiving.colored chalk and large sheets of newsprint. Class selects appropriate drawings to compose Be is directed to draw a Indian Headdress TheinsideIndian teacher headdress.strip of demonstrates how to fold tagboard to fit individual The pupil chooses hiscolored colors construction and pupil's head. cut feathers. paper in order to cut The teacher staples feathersfeathers for an Time Allotment: 3 weeks HAPPY DAYS - CHRISTMAS VOCABULARYSubjects Verbs Adjectives Pictures or Objects Storiesand Filmstrips bellsangelcandycandle wrapdecorate merryjolly angelChristmaschimneycandy candy F1015F344F1016F1864- GiftCelebrating Hymns Art of ActivitiesofSt. the NicolasChristmas Nativity for Christmas cardchimneychainscarols ChristmasChristmas decoration treewreathstar TapesT666 Hang Up Your Stocking! ChristmasChristDecemberChristmasdecorations tree mangerpresentshollygiftselves -- snowman Santareindeersleigh- toys Claus T756 Trimming the Christmas Tree mangerhollygiftselves Songs Christmas*Games ArtChristmas Stocking* poinsettiaornamentssnowsleighsnawman RudolphJollyJingle Old theBells St. Red-Nosed Nicolas Reindeer Toy Mural* winterwreathreindeertinselstocking ThePoems LittleNight beforePine Tree Christmas * See Supplementary Material ThePERFORMANCE pupil will OBJECTIVES be able to describe in a basic sentence pattern . appearanceselected Christmasof objects symbols using comparative(Santa Claus, adjectives Christmas tree, stocking) SUPPLEMENTARYas measured by MATERIALS teacher observation in a show and tell activity. CD Christmas Stockings (cut and paste) Cr) ToyThedecoratecalling teacherMural attentionwith distributes scraps to ofthe red giftwrap various and green paper,means pieces ofglitter, decorating. of construction sequins, Pupils are directed to cut stockingscreating and their own designs. paper. She shows some decorated stockinzs, ChristmasorPupils aide cut assistsCard out toysin background from colored scene construction or arrangement of toys. paper. Paste on mural creating a toy shop. Teacher ChristmasThePupils pupils make D. design decorations a Christmas and decoratecard for theMother. ations tree. TheSONGS Kindergarten Book Ginn Santa'sJingleGreeting Bells,Helpers, Song, page page 82 82 page 83 77' 7 _ GAMES beTheChristmas developed teacher are:tells the class to pretend they are getting ready for Christmas. Sentence patterns to We are buying presents. wrappingeatingdecoratinggetting ourour the presentsChristmasthe tree tree dinner TheINSTRUCTIONS class pantomimes each of the sentences. Ube objects and pictures of Who is this? Teacher Christmas trees, decorations, That is Santa Claus. and Santa Claus. Pupil WhatIs Santais he tall?wearing? chubbyshort (Answer(Pupils indescribesentence complete Santa'spatterns.) sentence using basic clothes.) What toysdoes dohe youhave think in his he fat bag? has in his bag? BeHe has has dolls. toys in his bag. dishesnarblestrainscars Teacher Who playswith dolls? marblestrains BoysBoysGirls play with dolls. Pupil marblescrains Who (Continueare the toys naming for? toys.) carsdishes TheyBoysGirls are for boys and girls. carsdishes Where does Santa put the toys? HeSanta puts the toys under the Christmas tree. behindonin the stockings thefloor Christmas tree What color are Christmas trees? Christmas trees are green. pinkbluesilver Are allChristmas Christmas trees trees big alike?or little? No,Some there trees are are many big. kinds of Christmas trees. little What do we put on Christmas trees? We put a star. ornamentsdecorationslights (Display large and small tree on flannel board. Provide groulas of flannel board decorations.) tinselangelssnow Teacher Pupil WhatJoe,Juan, did count putyou thethreedo? lights balls on on the the big big tree. tree. little ThereI put threeare balls on the big tree. lights. Which(Continue tree has counting more balls, exercises and one-to-one lightscandy canes correspondence using the flannel board objects.) This tree has more. (Indicate) WhatLookDisplay atcould thisvaried it package. be? sizes of wrapped packages or pictures of packages. Maybe it is a CD CouldIs(Indicate the this box fit abig toyin enon& theof distinctivebox? for a size.) long Nb,Yes,(PUpil it it couldn't. could. makes response after observation.) Which box do you think the bat is in? tall ringdoll I (Indicatethink it iscorrect in this box.) one. Could(Indicate the bat box be ofhere? different shape.) hat No, the box is not big enough. tooround little Time Allotment: 1 week HAPPY DAYS - VALKNTME'S MY VOCABULARYSubjects Verbs doilycupid maillove heartPicturescupid and Objects RosesValentinesSongs are Red*Red* F1009Stories Celebrating and Filmstrips St. Valentine's Day valentinelaceheartenvelope send ValentinepaperValentine doily candy card ArtInstructions for F1865FilmsF1723 Art Activities for Valentine's Stories'for Special Days Day Envelope*ValentineDecoratingCutting a aHeart* T700Tape For My Valentine * See Supplementary Material ThePERFORMANCE pupil wiii OBJECTIVES be able to participate in an experience of sharing. DisplayINSTRUCTIONS different kinds of valentines and plain red hearts. WbatThese are are these? valentines. Teacher (Show valentines.) Those are valentines. Pupil AreIs allthis the valentine valentines pretty? alike? littlebig Bo,(An they are different. Ewers will vary.) What do you see on this valentine? funny I see a funny duck. boygirl MoatThisIt is isis this? nota red a valentine.heart. (Show a red heart.) That is a red heart. pretty flower WhatIIs willwill(Teachera red makeI heartmake? drawsa valentinea valentine? with this a few flowers and writes red heart. YouNo, willit is make not a valentine. What°Be did Ivly I write?Valentine.") draw You drewwrote little "Be My flowers. Valentine." Teacher Whatthe(Teacher isvalentines.) this continuesnow? to use red hearts and make a few valentines; ask questions as she makesIt is a valentine. WbatYes, do we we give do witha valentine valentines? to someone we like. MeWe can give give t,lem valentines away. to friends. motherfather Can we make valentines? Yes, we make valentines. teacherbrothersister WhereJose, do ask we Norabuy valentines?if all valentines look alike. buy We Jose:buy valentines at the store. Do all valentinesbuy look alike? Who (Continuedo we give this valentines procedure to? using basic sentence patterns.) WeNora: give valentines to friends. Nb, valentines are not all alike. instructionsSUPPLEMENTARY forMATERIAL CuttinzajImEt ToShe Hhelp starts a child Iwith am learn goingthe point, toto cutcut cutting aan symmetrical ice creamout and cone."heart, up to thethe teacher"ice cream" holds part and She starts with the point, cutting out a folded piece of paper and says, over the ice cream back to an ice cream cone." Decoratingandthea heart.fold.see if Valentineyou can make Envelopes an ice cream cone like this one." Wben opened, the child She holds this up and asks, "What part is round? Is it like an ice cream cone?" sees he has made "Try madeThepeorae,sides.) child the envelopeflowers,decorates byor an foldinghis envelope original a sheetto design.hold of themanila valentines paper twice, given makingto him by. his friends. The child is encouraged to decorate his envelope with heart cut-outs, arranged to make a short flap, and stapling the (The teacher has Co.)1.21 waysTheCreating child,as he Withcanafter thinkHearts learninz of to howuse tothem, cut ashearts, hearts makes for faces,a picture dresses, or decoration hands, and using flower hearts parts. in as many Time Allotment: 1 week HAPPY DAYS - EASTER SubjectsVOCABULARY Verbs Pictures or Objects Stories and Filmstrips bonnetbasketeggschurchchickens dyeboiled EasterdyeEasterchickens (verb) rabbit eggsbasket FilmsF1866F1011 Art Aetivities for Easter Celebrating Easter picnicparkparade HereSongs Comes Peter Cottontail SF102SF85SF84 Rackety Rabbit Mrs.Mary's Hen's Easter Easter Lambs Surprise Mr.A Child's Easter First Rabbit* Easter Record T686T757Tapes WeA VeryPaint Happy Our Easter EggsEgg * See Supplementary Material ThePERFORMANCE OBJECTIVES as measured pupil will be usedemonstrate vocabulary able to understanding of: related to Easter in different, meaningful same, more than, and less than ,Use INSTRUCTIONS objects and by teacher pictures. observation. sentences youSoon will it will be see Teacher Easter. When you go to a store, Pupil Whatthis is animal. this? many Easter(Show oicture of things. an Easter You will Rabbit.) see That i3 a rabbit. 1 UT1041N Does(Show he picture of look like ordinary rabbit.)this rabbit? Ka, he is different. t Are both rabbits? Yes, both arenot rabbits. the same DoCan they these have rabbits shortlong ears?tails hop? Yes,Yes, they the rabbitshave long ears. can hop. WhatHow color is the areEaster Easter Rabbit Rabbits? different? Easter(Pupils Rabbits compare rabbits, areshort balls many colors. using basic sentence patterns.) yellowpinkbluewhitered Whatand doesgirls? tne Easter Rabbit bring to boys Teacher He brings eggs. a basket of eggs What color are the Easter eggs? The eggs are many colors. toychickens rabbits red Where does the-rabbit put them? He puts them in a basket. pinkblueyellow Moateggs? do boys and girls do with the Easter We eat the Easter eggs. under the chair nest How(Display will sets of eggs of varied numbers.) they taste? They will taste good. sweetsalty How many areeggs red? are in this set? yellowblue There are are red. yellowblue WhichHow manyrabbitsset has more are eggs? there? eggs ThereThis(Pupil set are has indicates.)five more. rabbits. four eggs Are there enough eggs for each rabbit? Teacher No, there aren't. Pupil TO How(Continue many do youdrill need? using more, less, same, enough, and set in sentence patterns.) I need one more. MUSICSUPPLEMENTARY ACTIVITIES ACT 'MIES DanceDance(See Bunny to Indian "Here Hop HeaddressComes Peter instructions Cottontail" in Art Activities and adapt to bunny ears.) ARTDye ACTIVITIES Easter eggs, using food coloring. MakePaintPaint Eastereggshells wiLL basketsadhere with to oftempera. thesecottage if cheesesoap flakes cartons, are added.milk cartons, or plastic bleach bottles. CHART FOR TEACHING "I HEARD"

PERFORNANCE OBJECTIVES -' The pupil will be able to useverbs"heard" "ringing," in basic "blowing," sentence pattern"beating," "singing" and "playing" correctly EstablishINSTRUCTIONSas measured an byautomatic teacher redponseobservation by drillingand recorded on the basic sentence pattern. on an evaluative checklist. Indicate the BASICplctures SENTENCE in left PATTERN to right order. Teacher PUpil MbatDid didyou youhear hear? the Yes,I heard I heard the thebell. . What did you hear? INo, heard I didn't the bell hear ringing. the birddrumhorn singingbeating blowing CHART FOR TEACHING "GO," "WENT," AND "HAVE BEEN"

ThePERFORMANCE pupil will OBJECTIVES be able to asINSTRUCTIONS .measured by teacher observationuse "go," and recorded"went," andon "have been" in basic sentence patterns an evaluative checklist. BASICdrillingDisplay SENTENCE theon thechart PATTERNbasic and sentenceread pictures pattern. from left to right. Establish an automatic response by withWhere(Indicate the did other you first go?pictures.) picture and continue Teacher I went to the house. Pupil WhereSentences have youmay been?be lengthened after the pattern is established.I (Answershave been will to vary.) I went to the store with my mother. town to buy some shoes NAME DATE Words to be tested BasicRepeats Pattern in Utesin ClassIndependently Drill I Uses Correctly . ana .41 in Social Situation. Remarks eatsome -- haveate eaten :1 eS't . * This is a sample evaluative checklist.to be tested. Teacher will compile list of words

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