DOCUMENT RESUME ED 063 049 48 PS 005 702 AUTHOR Stern, Carolyn; Keislar, Evan R. TITLE A Cognitive Curriculum for Young Children. Volume II: The Preschool Curriculum. Final Report. California Univ., Los Angeles. Early Childhood Research Center. SPONS AGENCY National Center for Educational Research arha Development (DHEW/OE) Washington, D.C. BUREAU NO BR-5-07 01 PUB DATE 71 CONTRACT OEC-5-85-045 NOTE 372p. EDES PRICE MF-$0.65 HC-$13.16 DESCRIPTORS Audiovisual Instruction; Curriculum Design; *Early Childhood Education; Instructional Materials; *Language Programs; *Nursery Schcols; *Preschool Curriculum; Program Descriptions; *Programed Instruction; Teaching Techniques IDENTIFIERS *Preschool Language Project ABSTRACT This second of three volumes that constitute the final report of the PrescItool Language Project containsprograms of the Prekindergarten Curriculum developed during thecourse of the five-year study. The programsare presented first in a chronological sequence, and then by subject categories. The subject categoriesare: Language of Instruction, Color, Picture Reading, Numbers,Shapes, Home Environment, Animal Homes, Letter Recognition, Visual Discrimination, Opposites, Family Relationships, and ProblemSolving. The materials and instructional objectivesare specified, and each program contains informaticn concerning materials, general procedure, objective (5), vocabulary, visual, auditory (teachercommentary) and confirmation. (For related documents,see PS 005 701 and 703.) (DB) U. 3. DEPARTMENT or HEALTH. EDUCATION & WELFARE Of FrE OF E5urrioN

THIS DOGUNIENT flr_NRE-rif;DUCED EXAcitY AS RECEIVED FROM THE PERSON OR ORWNT.TIXI 07)1.,-1'ilyr. IT. POINTS OF VILV/ OR OPINIONS STATED 00 NOT NEESSARV.Y REftFSLNI WfICIAL OFFICE OF EDUCATION POSITION OR POLICY. A COGNITIVE CURRICAUM FOR YOUNC CHUM:EN

Volume II: The Preschool Curriculum

Prepared at the

Early Childhood Research Center

Carolyn Stern, Director

"NO klig)

Ca) A five-year experimental research study funded by the United OStates Office of Education, Contract No. OE 5-85-045, admin- istered through the University of California, Los Angeles. CIDCarolyn Stern and Evan R. Keislar, Principal Investigators.

1971 THE PRESCHOOL CURRICULUM

Table of Contents

Chronological Sequence 1

Subject Categories 7

Language of Instruction 17

Color 43

Picture Reading 73

Numbers 99

Shapes 165

Home EnvIronment 179

Animal Homes 201

Letter Recognition 213

Visual Discrimination 261

Opposites 277

Family Relationship,, 285

Problem Solving. 303 THE PRESCHOOL CURRICULUM (Chronological Sequence)

Wk/Day Name of Program

SEMESTER 1 1-1 Language of Instruction 1 1-2 Language of Instruction 2 1-3 Language of Instruction 3 2-1 Culor 1: Green 2-2 Color 2: Red 2-3 Color 3: Red and Green

2-4 Language of Instruction 4: Color Feedback 1 3la Numerals 1: Introduction 3lb Language of Instruction 5: Booklet Instructions 3-2a Language of Instruction 6: Review of Color Feedback 1 3-2b Problem Solving 1: Negation 1 3-3a Numerals 2: Counting One, Two 3-3b Problem Solving 2: Negation 2 3-4a Numerals 3: More Than One 3-4b Color 4: Yellow 4la Color 5: Color Lotto 4lb Picture Reading 1 4-2a Shapes 1: Circle, Square, Triangle 4-2b Numerals 4: More Than One 4-3a Numerals 5: Counting One, Two, Three 4-3b Problem Solving 3: Negation 3 4-4a Picture Reading 2

4-4b Problem Solving 4: Disjunctive Argument 1 5la Color 6: Cars in Garages 5lb Shapes 2

5-2a Numerals 6: More Than Two 5-2b Shapes 3 5-3a Picture Reading 3

5-3b Problem Solving 5: Disjunctive Argument 2

1 Wk/Day Name of Program

5-4a Numerals 7: Counting One, Two, Three, and More Than Two 5-4b Picture Reading 4: Lotto 6-la Numerals 8:How Many? 6-lb Picture Reading 5a: Tom and Betty Balloon Surprise 6-2a Numerals 9:How Many and More Than

6-2b Problem Solving 6: Sequencing 1

6-3a Picture Reading 5b: Tom and Betty Balloon Surprise 6-3b Problem Solving 7: Sequencing 2 6-4a Numerals 10:How Many Fingers? 6-4b Picture Reading 5c: Tom and Betty Balloon Surprise

7-la Numerals 11: The Three Bears

7-lb Problem Solving 8: Sequencing 3

7-2a Language of Instruction 7: Review of Color Feedback 2 7-2b Shapes 4

7-3a Numerals 12: Counting One to Five

7-3b Problem Solving 9: Sequencing 4

7-4a Numerals 13: Counting One to Five, and How Many?

7-4b Problem Solving 10: Sequencing 5 8-la Numerals 14:Numerals One to Five 8-lb Shapes 5 8-2a Numerals 15:Numerals One to Five

8-2b Language of Instruction 8: Review of Color Feedback 3 8-3a Numerals 16:Numerals One to Five 8-3b Problem Solving 11: Seinencing 6 8-4a Shapes 6 8-4b Numerals 17:Simon Says

9-la Color 7: Blue

9-lb Numerals 18:Numerals One to Five

9-2a Color 8: I See Blue 9-2b Problem Solving 12: Sequencing 7

9-3a Color 9: Color Street Game 9-3b Numerals 19:Numerals One to Five

9-4a Numerals 20:Numerals One to Five

2 .1 4 Wk/Day Name of Program

9-4b Shapes 7: Color and Shape 10-la Picture Reading 6 10-lb Numerals 21: Numerals One to Five 10-2a Home Environment Language 1: Building a Playhouse 1 10-2b Shapes 8: Shape and Number 10-3a Picture Reading 7 10-3b Numerals 22: Four Boys and Four Girls 10-4a Picture Reading 8 10-4b Home Environment Language 2: Building a Playhouse 2 11-la Home Environment Language 3: Building a Playhouse 3 11-lb Problem Solving 13: Negation 4 11-2a Home Environment Language 4: Building a Playhouse 4 11-2b Numerals 23: Numeral Identification 1 11-3a Problem Solving 14: Sequencing 8 11-3b Numerals 24: Numeral Identification 2 11-4a Problem Solving 15: Disjunctive Argument 3 11-4b Problem Solving 16: Sequencing 9 12-la Picture Reading 9a: Bobo Gets a Bath

12-lb Home Environment Language 5:Building a Playhouse 5 , 12-2a Picture Reading 9b: Bobo Gets a Bath 12-2b Problem Solving 17: Disjunctive Argument 4 12-3a Color 10: Fishing Game 12-3b Home Environment Language 6

12-4a Numerals 25: Five Candies . 12-4b Picture Reading 9c: Bobo Gets a Bath : * * * * * * * * * * * * * * * * * * * * * * * * *** * * * * * * * * * SEME'TER 2 1-la Color 11: Purple 1-lb Problem Solving 18: Sequencing 10 1-2a Picture Reading 10a: Mr. Monkey Goesto School 1-2b Problem Solving 19: Sequencing 11 1-3a Picture Reading 10b: Mr. Monkey Goesto School 1-3b Color 12: Color and Numeral Lotto

3. Wk/Day Name of Program

1-4a Numerals 26: Numeral Identification 3

1-4b Picture Reading 10c: Mr. Monkey Goes to School

2-la Letter Recognition 1: Alphabet Song

2-lb Animal Homes 1 nn 2-2a Letter Recognition 2: a to "j"

2-2b Problem Solving 20: Joint Denial 1

2-3a Color 13: Orange

2-3h Letter Recognition 3: "d" to non

2-4a Visual Discrimination 1 nn nn 2-4b Letter Recognition 4: Alphabet Card Game a to o

3-la Picture Reading lla: Teeny Tiny

3-lb Letter Recognition 5: "f" to "t"

3-2a Picture Reading llb: Teeny Tiny

3-2b Letter Recognition 6: "1" to u z u

3-3a Visual Discrimination 3

3-3h Picture Reading llc: Teeny Tiny

3-4a Animal Homes 2 nn nzu 3-4b Letter Recognition 7: Alphabet Card Game a to

4-la Home Environment Language,7

4-lb Letter Recognition 8: Making Words 4-2a Animal Homes 3

4-2b Letter Recognition 9: Making Words 4-3a Problem Solving 21: Categories 1

4-3h Visual Discrimination 3 4-4a Problem Solving 22: Categories 2

4-4b Color 14: Color and Shape Lotto nn 5-la Letter Recognition 10: a to "m" 5-lb Visual Discrimination 4 5-2a Animal Homes 4

5-2b Letter Recognition 11: " n " to u z u 5-3a Numerals 27: Numeral Identification 4 5-3h Problem Solving 23: Categories 3

5-4a Numerals 28: Set Identification

4 Wk/Day Name of Program

5-4b Problem Solving 24: Sequencing 12 6-la Visual Discrimination 5 6-lb Letter Recognition 12: Making Words 6-2a Family Relationships 1: The Mud Turtle 1 6-2b Letter Recognition 13: Making Words 6-3a Family Relationships 2: The Mud Turtle 2 6-3b Problem Solving 25: Categories 4 6-4a Problem Solving 26: Joint Denial 2 6-4b Color 15: Simon Says 7-la Problem Solving 27: Categories 5 7-lb Letter Recognition 14: Making Words 7-2a Picture Reading 12a: Family Relationships 3a 7-2b Letter Recognition 15: Making Words 7-3a Picture Reading 12b: Family Relationships 3b 7-3b Problem Solving 28: Sequencing 13 7-4a Numerals 29: Simon Says 7-4b Picture Reading 12c: Family Relationships 3c 8-la Numerals 30: More Than and Same Number 8-lb Letter Recognition 16: Making Words 8-2a Problem Solving 29: Sequencing 14 8-2b Letter Recognition 17: Making Words 8-3a Family Relationships 4: The Sunfish Family 8-3b Problem Solving 30: Categories 6 8-4a Problem Solving 31: Sequencing 15 8-4b Visual Discrimination 6 9-la Picture Reading 13a: Tom and Betty

tka° 9-lb Visual Discrimination 7 ill) 9-2a Picture Reading 13b: Tom and Betty 9-2b Problem Solving 32: Sequencing 16 9-3a Picture Reading 13c: Tom and Betty Clir> 9-3b Numerals 31: More Than and Same Number (AD 9-4a Opposites 1 9-4b Numerals 32: Numeral Identification 5

5 Wk/Day Name of Program

10-la Letter Recognition 18: Making Words 10-lb Shapes 9 10-2a Opposites 2 10-2b Letter Recognition 19: Making Words 10-3a Visual Discrimination 8 10-3b Letter Recognition 20: Alphabet Card Game 10-4a Family Relationships 5: The Robin Family 10-4b Visual Discrimination 9 11-la Opposites 3 11-lb Letter Recognition 21: "a" to ''im" 11-2a Picture Reading 14a:Monty Monkey and Barney Bear 11-2b Letter Recognition 22: "n" to "z" Bear 11-3a Picture Reading 14b:Monty Monkey and Barney Than 11-3b Numerals 33: Same Number, More Thal, Less 11-4a Family Relationships 6: Fluffy's Family Monty Monkey and Barney Bear 11-4b Picture Reading 14c: The Smith's Have a Baby 12-la Family Relationships 7: 12-lb Letter Recognition 23 12-2a Family Relationships 8: How We Grow 12-2b Letter Recognition 24 12-3a Family Relationships 9 Than 12-3b Numerals 34: Same Number, More Than, Less 12-4a Opposites 4 12-4b Problem Solving 33: Sequencing 17

6 THE PRESCHOOL CURRICULUM(Subject Categories) Wk/Day Name of Program A. LANGUAGE OF INSTRUCTION: Materials SEMESTER 1 Instructional Objectives LanguageInstruction of 1, 2, 3 BookletObjects, Pictures, DaymentsRespondthree-dimensional 2; aproduce toani pictures b ona andDay objects; ofb1; onobjects listen Day 3. afterto repeat parallel state- a, produce b on manipulating 8-2b3-2a3-lb7-2a2-4 Language7,Instruction 8: of 4, 5, 6, Color Feedback TapeBooklets,Pictures, Pens,Bell, redRecognize feedback green as incorrect.feedback as correct answer and 0.4 * * * * * *2-22-1 * * * * * * * * * * * * * Color 2:1: RedGreen Booklet, Tape* * * * * * * * * * * * * * * * B. COLOR: SEMESTER 1 LabelLabel the the color color red. * * * * * * * * * * * * * * * * green. * * * 4-la3-4b2-3 Color 3:5:4: ColorYellowRed and Lotto Green Boards,Booklet,Booklet Cards TapeTape PlayLabel game the basedcolorcolors onyellow. red color and identification and green. 5-la9-la GaragesColor 7:6: BlueCars in StripsCars, Colored labeling.(WE AS COLOR 5) 9-3a9-2a GameColor 8:9: ColorI See StreetBlue Boards,Booklet,Colored Markers, TapeBeads LabelLabel(SAME the the AS color colorCOLOR blue. blue.5) *12-3a * * * * * * * * * * * * * * * * * * * * * * * * Color 10: Fishing Game MagneticPole, Pictures Fishing A * * * * * * * * * * * * * * * * * * * * * * * * Play game based on labeling colored shapes. * * * * * 1-la Color 11: Purple BlueBooklet, Paddles, Red andTape B. COLOR: SEYESTER 2 plasticProduce paddles.the color purple with red and blue 2-3a1-3b NumeralColor 13:12:Lotto OrangeColor and LottoRedBooklet,Cards Paddles,Boards, Yellow Tape and PlayplasticProducecation game and paddles.thebased labeling. color on colororange and with numeral yellow identifi- and red * * * * *4-4h *6-4b * * * * * * * * * * * ColorShape 15:14:Lotto SimonColor Saysand ColoredCardsLotto Boards, Tags * * * * * * * * * Play(SAME game AS using COLOR all 10) six colors. * 5-3a4-4a4-lb Picture2, 3 Reading 1, * * * Booklet,C. PICTURE Tape READING: SEMESTER* * * * *1involvingEcho * * *and/or * *prepositions. * produce * * * * sentences * * * * * for * * pictures * * * 6-3a6-lb5-4b PictureLotto5b, 5c: Reading 5a,4: The Balloon Booklet,CardsLotto Boards, Tape listenRepeatsentence.Play picture-matching parallelto a, echo statements b on lotto;Day a2; and produceproduce b on appropriateDaya and 1; b 10-4a10-3a10-la 7,.8PictureSurprise Reading 6, Booklet, Tape on Day(SAME 3. AS PICTURE READING 1) *12-4b 12-2a12-la* * * * * * * * Picturea9b, Bath 9c: *Reading * * * 9a,* *Bobo * * Gets* * * * * * * * * * * * * * * * * Booklet, Tape (SAME AS PICTURE READING 5 * * * * * * * * * * * * * * * * * * * * * 1-2a1-4b1-3a 10b,Picture 10c: Reading 10a, Mr. Monkey Booklet,C. PICTURE Tape READING: SEMESTER 2 (SAME AS PICTURE READING 5) 3-3b3-2a3-la 11b,PictureGoes llc:to ReadingSchool 11a, Teeny Tiny Booklet, Tape (SAME AS PICTURE READING 5) 7-4h7-3a7-2a Relationships12b,Picture 12c: Reading 12a, Family Booklet, Tape (SAME AS PICTURE READING 5) 11-2a 9-3a9-2a9-la PictureBetty13b, 13c: Reading 14a,13a, Tom and Booklet, Tape formationEcho(SAME and AS produceof PICTURE noun sentencesto READING pronoun. involving5) trans- 11-4b11-3a* * * * * * * * * * * * * * * * * * * * * * * * * Monkey14b, 14c: and Barney Bear Monty D. NUMERALS: * * * * * * * * * * * * * * * * * * * * *SEMESTER * * * * 1 * * * * * (7, 3-3a3-la3-4a Numerals 2:3:1: CountingMoreIntroduction Than 1-2 SquaresBlocks Count one-two,one-Vdo; usingreferringrespond blocks. appropriately to parts of theto "onebody. 4-3a4-2b NumeralsOne 5:4: CountingMore Than 1-3 Booklets,Checkers Tape more"CountRespond and to appropriately"morethree thanusing one." checkers. to "more than one." 5-4a 5-2a NumeralsandTwo More 7:6: Than CountingMore Two Than Blocks,Booklets,Tape Booklets, Tape thanCount two." toone-two; three; respondrespond appropriatelyappropriately toto "more"more 6-2a6-la Numerals 8:9: HowKow Many?Many Countthan."Respondrespond one-two, appropriately referring to to'parts "how"more many" than of theandtwo." body;"more 7-la6-4a NumeralsNumeralsFingers?and More 10: Than11: How The Many Booklet, Tape AssociateappropriatelyCount to thefive numeral toreferring "how three many?" to withfingers; the quantityrespond 7-3a7-4a NumeralsThreeand HowBears 13:12:Many? Counting Booklets,Blocks Tape three.toCount "how tonumber many?" five ofusing objects; blocks. respond appropriately I- 8-2a8-la Numerals1-5 1514: Numerals Numeral Cards withLabel(SAME number numerals AS NUMERALSof fingers.one to 14) five and associate each 9-lb88-3a -4b Numerals 1618:17: NumeralsSimon Says NumeralBooklets,Picture Cards,Cards Tags Pens, NamenumeralSelect numerals; forset awith countnumber the and ofsame selectobjects. number appropriate of objects as a 9-4a9 -3b Numerals1-5 20:19: Numerals1-5 Booklets,Tape(SAME AS Pens,18) ofSelectgiven(SAME objects. numeral. appropriateAS NUMERALS numeral18) for a given number 1010-lb -3b BoysNumerals1-5 and 22:Four21 Girls Four Booklet,Tape(SAME ASTape 20) Name(SAME appropriate AS NUMERALS numeral 20) for a number of objects7 11-3b11-2b NumeralsIdentification 23:24: NurderalNumeral 21 TapeBooklets, Pens, Tracetoto three; five; the selectshapemark appropriate andappropriate say the numeral namenumeral of in numeralsin booklet. booklet. one 12-4a* * * * * * * * * * * * * * * * * * * * * * * * * Numerals 25: Five Candies Booklet, Tape D. NUMERALS: * * * * * * * * * * * * * * * * * * * *SEMESTER 2 (SAME AS NUMERALS 13) * * * * * * * 5-3a1-4a NumeralsIdentification 27:26: Numeral 3 (SAME AS 20)24) (SAME AS NUMERALS 20)24) 5-4a7-4a NumeralsIdentification 29:28: SimonSet 4 Says (SAME AS 17)18) (SAME AS NUMERALS 17)18) 9-3h8-la Numeralsand Same 31:30: Number More Than TapeBooklets,Squares Pens, set.number."SelectRespond set appropriately with the same to as"more or morethan" than and a"same given CO 63TH 11-3b 9-4h LessNumeralsIdentification Than, 33:32: Same MoreNumeral Number5 Than, TapeBooklets,(SAME AS Pens, 20) objectsSelect(SAME thansetAS NUMERALS witha given the 20)set.same as, more, or less 12-3b Numerals 34. (SAME AS 33) E. SHAPES: SEMESTER 1 (SAME AS NUMERALS 33) 5-2b5-lb4-2a Shapes 321 TapeBooklets,Booklet,(SAME AS TapePens, SHAPES 2) appropriateLabelIdentify(SAME circle, AS circle, SHAPESshape square, in2)triangle, booklet. and triangle. and square; mark 8-lb7-2b Shapes 54 TapeBooklets,(SAME AS Pens, SHAPES 4) Select(SAKE appropriateAS SHAPES 4) shape in marking booklet. 10-2b 9-4b8-4a ShapesShapes 7:8: 6 Color,Shape, ShapeNumber Cards(SAME AS SHAPES 4) Play(SAME game AS based SHAPES on 4)shapecolor and numbershape identification.identification. * * * * 10-lb* * * * * * * * * * * * * Shapes 9 * * * * * * * * * (SAME AS SHAPES 4) E. SHAPES: * * * * *SEMESTER * * * * 2* * * * * * * * * * * * * * * * (SAME AS SHAPES 4) * * * * .10-2a11-la10-4b* * * * * * * * * * * * * * * * * * * * * * * * * LanguageHome4, 5Environment 1, 2, 3, F. HOME ENVIRONMENT LANGUAGE: Booklet, Tape * * * * * * * * * * * * * * * * * * * * * * * * * androof,Identify window walls, andglass door, describe of doorknob,a house. the functions lock, key, of window,SEMESTERthe floor, 1 * * * * * 12-3b12-lb11-2a LanguageHome Environment 6 TapeBooklets, Pens, booklet.Select appropriate part of a house in marking * * * * *4-la * * * * * * * * * * * * * * * * * * * * LanguageHome Environment 7 F. HOME ENVIRONMENT LANGUAGE: Booklet, Tape * * * * * * * * * * * * * * * * * * * * * * * * * inIdentify a house. and describe the functions of furnitureSEMESTER 2 * * * * * * * * * *3-4a2-lb * * * * * * * * * * * * * * * * * * * * Animal Homes 1, 2, 3 Booklet, TapeG. ANIMAL HOMES: * * * * * * * * * * * * * * * * * * * * * * * * * SEMESTER 2 duck,Label fish,animals snake, (bird, bear), squirrel, and associate mouse, beaver, with * * * * * * * * * *5-2a4-2a * * * * * * * * * * * * * * * * * * * * Animal Homes 4 TapeBooklets, Pens, * * * * * * * * * * * * * * * * * * * * * * * * * Selecttheir homes. animal and his home in marking booklet. * * * * * 2-la AlphabetLetter RecognitionSong 1: H. LETTER RECOGNITION:TapeAlphabet Boards, Produceorder.SEMESTER the 2 sound of all letters in alphabetical 2-3b2-2a Letter"d""a" to Recognition "o""j" 3:2: TapeBooklets, Pens, Nameletter letters in booklet. "d""a" to "o""j" and mark appropriate 2-4b LetterAlphabet Recognition Game 54: TapeBooklets,Alphabet CardsPens, NamePlayletterlabeling. lettersgame in based booklet. "f" onto letter"t" and identification mark appropriate and 3-4b3-2h Letter Recognition 76 AlphabetTapeBooklets, CardsPens, letterName(SAME letters in ASbooklet. LETTER "1" to RECOGNITION "z" and mark 4) appropriate 4-2b4-lb MakingLetter Words Recognition 9:8: Booklets,Tape Pens, Trace"to""t" andthein marking"o;"shape combine and booklet. say letters the name to ofbuild lettersthe theletters word"p," 5-la LetterMaking WordsRecognition 10 TapeBooklets, Pens, andSelectmiddle,"t" letter and letterand "o;" as last athatrespond given in hasmarking object appropriatelythe same booklet.in markingbeginning to first,booklet. sound 6-2b5-2a6-lb MakingLetterLetter WordsRecognition Recognition 11 13:12: Booklets,Tape(SAME AS Pens, 10) ProduceTraceSpell(SAME the and namesAS shape sayLETTER of simple andletters RECOGNITION say words. the"p," name "o,"10) of "t," "s" "s,"and "n;""n," 7-lb MakingLetter WordsRecognition 14: TapeBooklets, Pens, withandspellTrace threename andthe theseof sayshape these letterssimple and letters, say words.in thewords; will name markwhen of "h"onepresented andnamed. "e;" 7-2b Letter Recognition 15: Booklets, Pens, Produce names of letters "p," "s," "n," "h," "e," 8-lb MakingLetter WordsRecognition 16: TapeBooklets, Pens, withspellTraceand threename andthe theseofsayshape these simple lettersand letters, saywords. inthe words; willname markofwhen "a" onepresented and named. "m;" 10-la 8-2b Letter Recognition 18:17 Booklets,Tape Pens, withTraceandProduce threename the names theseofshape these of lettersand letters letters, say inthe "m,"words; willname "a," markofwhen "s,""c" onepresented and"h," named. "i;" "e," 10 -2b LetterMaking WordsRecognition 19 TapeBooklets, Pens, withandProducespell name threeand names thesesay of simplethese ofletters letters letters,words. in "e,"words; will "a," whenmark m," presentedone"c," named. "i," 11-2b11-lb10-3b LetterLetter Recognition Recognition 2120 22 (SAME AS 10)4) (SAME AS LETTER RECOGNITION 10)4)10) 12-2b12-lb* * * * * Letter* * Recognition 2423 * * * * * * * * * * (SAME(SAME AS AS 10) 23) Select(SAME letters AS LETTER and RECOGNITIONwords in marking 23) booklet. * * * * * * * * * * * * 2-4a3-3a 2,Visual 3, 4, Discrimination 5, 6, 7 1 , * I.* *VISUAL * * * DISCRIMINATION:* * * Booklets,Cards, Tape Pens, * * * * * * * * * * * * * * * * same."Respond appropriatelySEMESTER to "the 2same" and "not the 6-la5-lb4-3h8-4h *10-4b10-3a * * * * *9-lb * * * * * * * * * * * * * * * * * * * 8,Visual 9 Discrimination 7, TapeBooklets, Pens, * * * * * * * * * * * * * * * * * * * * * * * * * same.Select letters that are the same and not the * * * * * 11-la10-2a 9-4a Opposites 1, 2, 3 Booklet, Tape J. OPPOSITES: SEMESTER 2 Name the opposite of a given word. 12-4a Opposites* * * * *4 * * * * * * * * * * * * * * * * * * * * TapeBooklets, Pens, Namethe theappropriate opposite* * * picture*of * a* given* representing* * word* * *and * *selectit. * * * * * * * * * * * 6-3a642a7-2a 2,Family 3, 4,Relationships 5, 6, 7, 8 1, K. FAMILY RELATIONSHIPS: TapeBooklet, Cards, familyDescribe and SEMESTERtheits developmentmembers; 2 distinguish and function between of a *I'tf- 10-4a 8-3a fish,oviparous birds, vs. dogs, viviparous and humans. species, e.g., turtles, tjl 12-la12-2a11-4a *12-3A * * * * * * * * * * * * * * * * * * * * * * * * Family Relationships 9 L. PROBLEM SOLVING 1. NEGATION: TapeBooklets, Pens, * * * * * * * * * * * * * * * * * * * * * * * * * Select appropriate family in marking booklet. SEMESTER 1 * * * * * *11-lb * * * * *4-3b3-2b * * * * -3b* * * * * * * * * * * * * * * NegationProblem Solving: 1, 2, 3, 4 TapeBooklets, Pens, * * * * * * * * * * * * * * * * * * * * * * * * * appropriatelyRespond to a negativein booklet. statement by marking * * * * * 6 -3b-2b Sequencing 1, 2 L. PROBLEM SOLVING 2. SEQUENCING: TapeBooklets, Pens, inRespond marking appropriately booklet. to first, middle, and last SEMESTER 1 7-4b7-3b7-lb Sequencing 53, 4 Booklets,CardsSequenceTape Pens,Boards, ArrangeappropriateRespond pictures to first,picture in next,a instory a andstory sequence. last sequence. by marking 7 (SAME AS 3) (SAME AS SEQUENCING 3) 11-4b11-3a 9-2b8-3h Sequencing 8,6, 9 (SAME AS 5) (SAME AS SEQUENCING 5) * * * 1-lb * * * Sequencing* * * * * *10 * * * L.* PROBLEM* * * * SOLVING* * * * 2.* *SEQUENCING: * * * * * * * * * * * * * * (SAME AS 3) (SAME AS SEQUENCING 3) SEMESTER 2 * * * * * * * * * * * * * * * 5-4b1-2b7-3b Sequencing 12,11 13 (SAME AS 3)5) (SAME AS SEQUENCING 3)5) 12-4b 9-2h8-4a8-2a 16,Sequencing 17 14, 15, TapeBooklets, Pens, booklet.presented,sequence;Describe each whenselect ofthree fourmissing pictures picture in ina storymarking of the four pictures are * * * * * * * * * * * * * * L. PROBLEM SOLVING 3. DISJUNCTIVE* ARGUMENT: * * * * * * * * * * * * * * * * * * * * * * * * Respond appropriately to the logical operation SEMESTER 1 * * * * * * * * * * * * * * * * 001.1 11-4a*12-2b 5-3b4-4b * * ArgumentDisjunctive 1, 2, 3, 4 * * * * * * * TapeBooklets, Pens, * * * * * of disjunctive argument in marking booklet. * * * * * * * * * * * * * * * *6-4a2-2b * * * * * * * * * * * * * * * * * * * * Joint Denial 1, 2 L. PROBLEM SOLVING 4. JOINT DENIAL: TapeBooklets, Pens, * * * * * * * * * * * * * * * * * * * * * * ofRespond joint appropriatelydenial in marking to the booklet. logical operation SEMESTER 2 * * * * * * * * L. PROBLEM SOLVING 5. CATEGORIES: SEMESTER 2 4-4a4-3a Categories 21 TapeBooklets,CardsTeacher Booklet,Pens, LabelanimalsappropriateLabel and and andselect sort categories.toys picturesinstances in marking of of animals booklet.the categories and toys into 5-3b6-3b Categories 43 TapeBooklets,Booklet, CardsPens, Labelfood,Labelfood and intoanimals,and sort appropriateselect pictures and instances toys categories.of in animals, markingof the categoriestoys,booklet. and 8-3b7-la Categories 65 Booklets,Booklet, TapePens, Labelclothing, and matchselect food, instances instancesanimals, of andof food, thetoys. categoriesclothing, 40ima * * * * * * * * * * * * * * * * * * * * * * * * * Tape * * * * * * * * * * * * * * * * * * * * * * * * * animals,category and in toysmarking with booklet. their appropriate * * * * * PROGRAM LANGUAGE OF INSTRUCTION 1 (1701-1) MATERIALS:ListeningTeacher BookletGame: Box, TeacherrespondGENERAL reads orally. PROCEDURE:script and children (ENCOURAGE - iChildrenopEcTugs):objeCts.and will listen, pictures point of objects,to VOCABULARY:findrook bellcomb bellpicturesrattle, bell, of rattle, comb; VISUAL comb CHILDREN TO PARTICIPATE) AUDITORY (TEACHEIU.COMMENTARY) and echo sentences. CONFIRMATIONpointrattle Listening box: picturesbell,items comb, of theseand 2x2 rattle, (TAKE OUT. LISTENING GAME) II 1. b.c.a. ListenHereToday (SUBSTITUTE.is (SHAKE we'rea rattle. goingRATTLE). CHILDREN'S to play aNAMES listening FOR LETTERS game. A,B,C,D,E) Say rattle. What is making this sound? RattleIt's the rattle. e.d. NowA,What.isHere giveit's A, theshakemakingC's rattleturn. the the rattletoshaking B. and sound? we'll listen. C, you shake the rattle and B, shake the rattle. It's the rattle shaking. g.f. E,we'lltheD, it's it's rattle.listen. your your turn turn to to shake shake the the rattle. rattle. EL, shake 2a. g. E,rattle. give(HOLD the UP rattle.to PICTURE OFme. RATTLE) Here's a picture of the b.c. Takethis?table(HAND the like OUTpicture this.PICTURE of theOF RATTLErattle TOand EACH put CHILD)it on the (SET IT IN FRONT OF EACH CHILD) What is rattle.It's a picture of a PROGRAM LANGUAGE OF INSTRUCTION 1 (1-01-1) VISUAL 2d. When you hear the sound of the rattle (SHAKE), hold up AUDITORY (TEACHER COMMENTARY) -CONFIRMATION e.f. Nowpicture.Let'sthe put picture trythe itpicture ofagain the of(SHAKErattle the rattleRATTLE).like this down (DEMONSTRATE). on the Put the picture back on the table. Hold up the table. (HOLD UP PICTURE) 3a. b.d.c. NowHereWhatNow, youA,islet's ringit?give listen thethe bellbell to a'andto.B. bell we'll (RING listen. BELL). B, ring the bell. (PAUSE) TheIt's bell a bell.is ringing. h.g.e.f. NowWhatE,D, it's youit'sis Bring C's yourdoing? turn.the turn bell. to ring the bell. Ring the bell. B is ringing the bell. 4a. b.i. E, give(HUND(ROLD.UP the OUT bellPICTURE PICTURE to me.OF OF BELL) BELL WhatTO EACH is this?CHILD) Here's a bell.It's a picture of a c. pictureNowand when put of youit the onhear bell.bellthe the table.for bell each ringing, of you. hold up the Take the picture 5a. d. What(RING (HOLDis this?BELL) UP COMB. Hold up the picture. RUN FINGER ACROSS TEETH OF COMB.) It's(HOLD a cacao. UP PICTURE) ,d.b.e.c. NowHereWhenWhat give A,you is rub therubB doing? thecombthe comb combto B.and you we'll hear listen.this sound (RUB). B, rub the comb. B is rubbing the comb. PROGRAM VISUAL LANGUAGE OF INSTRUCTION 1 (1-01-1) laNYITUT (TEACHER COMMENTARY) CONFIRMATION 5f. h.g. D,WhatNow it's it's do your youC's hear?turnturn. to rub the comb. Rub the comb. You hear the comb. 6a. j.i. E, giveyou(HOLD rubthe UP thecombPICTURE comb. to me.OF COMB) What is this? It's a picture of a b. picturepicture(HAND'OUT and of putthe PICTURE itcomb on for theOF eachCOMBtable. ofTO you.EACH CHILD) Here's a Take the - comb. d.c. Now,the (PLACE(RUBwhencomb. COMB)you BELL, hear Hold COMB the up ANDcoMb,the RATTLE picture. hold IN up BOX. the picture of THE SOUNDS ARE (HOLD UP PICTURE) , MADE INSIDE BOX) Now I'll put the bell, the comb, and 7a. b. makingthe(RING(SHAKE rattle this BELL RATTLE sound.in IN the BOX)IN box.BOX) Show.me Show theme thepicture picture of whatof what is iS your(HOLD picture UP PICTURE) like mine? Is d.c. makingGive(RUB methis theCOMB sound. picture IN BOX) of Show the mebell. the picture of what is your (HOLDpicture UP likelikePICTURE) mine?.mine? Is 8a. e.f. giveGive me thedhe picture of the comb.rattle. It's . Nowsomething,called we are a.look going we lookaadto play pointfor ait. game.different game. How do we find something? When we TWAnt to find We look for it. PROGRAM LANGUAGE OF INSTRUCTION 1 (1-01-1) AUDITORY (TEACHER-COMMENTARY) CONFIRMATION VISUAL 8b. HowLet'sto dothe look we door. showat the where door. something is? We point to show where something is. Good. Now let's point Wesomething point to is.show where d.c. LookyouPoint point(POINTfor to the toit. TO window. NOSE) This is my nose. Now I'll tell you what to look for and Point to it. Where is your nose? (POINT TO WINDOW) ************************** **************************************************************e.f. LookLook (HOLDfor for the UPme. floor.BOOKLET. Point to me. TURN TO FIRST PAGE.) Point to it. *************************(POINT TO SELF)FLOOR) 1. BOOKLETHere is ASa bookYOU READwith SCRIPT).pictures (TURN EACH PAGE OF THE Point to it. (POINT) Here is the tree airplaneTree, dog, man, car, h,IL, look look for for a atree. man. look for a dog.car. Point to it.him. Point to it. (POINT) Here isis the car.man.dog. Watch,bird crayon, key, boy, 2. 2,IL,A, look looklook for forfor a an acrayon. watch.airplane. Point to it.Point to it. airplane.(PT) Here is the watch.crayon. . It,CL, E,look look for for a boy.key.a bird. Point to it.Point to it. (POINT) hereHere Isis the boy.key.bird 'You show-show whereYoufind findwhere it something? is somethingit by is? pointing by looking to it. for it. How do youHow do you You pointlook forto it. it. PROGRAM LANGUAGE OF INSTRUCTION 1 (1-01L1) VISUAL 3. Now let's look at some pictures about a boy and girl. AUDITORY (TEACHER COMMENTARY) CONFIRMATION GirlBoy walkingwalking b.a. Thesayat school. whatgirlboy isIis say. walking.walking. We will tell a story about them. Now you sayNow it. you say it. You TheThe girl boy isis walking.walking. Boy and girl walking to 4a. The boy and girl are walking to school. Now you The boy and girl are . . roomBoyschool and girl walking into Thesay it.boy and girl walk into the room. Now you say it. walkingThe boy to and school. girl walk .Boy and girlBoyteacher andwaving girl to waving to 5a. b. Theit.The boy boy and and girl girl iay say, good "Good morning morning, to their teacher." friends. Say The"Goodinto boy the morning,and room. girl teacher..." say, Childrenfriends buildingpainting blocks 6a. SomeSay ofit. the children are painting. Say it. morningpainting.SomeThe boy of to andthe their girlchildren friends.. say gooeare Children reading.booksinsandbox 7a. 1)4 Some of the children are playingbuilding in with the blocks.sandbox. 'playingbuildingSomeSome in of the of withthe thesandbox. childrenblocks. children are are All childien playing 8. b. -Some of the children are reading books. readingSome of books.the Children are 'All ofThat gamethe(EUT was childrentogether., MATERIALS very good.have AWAY) fun at school. oLlmorrow we will play some more funAll at ofschool. the children have MATERIALS:PROGRAM LANGUAGE OF INSTRUCTION 2 GENERAL PROCEDURE: (1-01-2) OBJECTIVE(S): VOCABULARY: ricket;attle,isteningeachertems plus bell,BookletISictures Game: hands comb, clappingof horn, these Box, givensentence.children(SAME a sentence AS will 101-1) produce by the ateacher, parallel Also,' when' sentenceaandobjectsChildren picture, when andforgivenwill will picturesanother listen, aproduce statement picture.of point objects,a parallel about to handspointcricketfind 'look horn Listening box and VISUAL (TAKE OUT LISTENING GAME) 412.111171111.....!^11.111/ AUDITORY (ERACHER COMMENTARY) IN1!CONFIRMATION handsbell,pictures: horn,clapping cricket, rattle, comb, . (HAND(SHAKE OUT RATTLE) PICTURES) Listen Here to isthis a picturerattle. of a rattle. What is this? It's a rattle. Listen(HAND(HOLD to OUTUPthe PICTURE PICTURES)bell.(RING OF HereBELL) BELL). is What a picture is this? of the bell. It's a bell. I. Listen(HAND(HOLD to theOUTUP PICTUREsoundPICTURES) I OFmake HereCOMB) with is What thea picture iscomb this? (RUB of COMB). a comb. It's a comb. A,Listen Sayyou(SUBSTITUTE(HOLD horn.blow to UP thethe HORN) horn hornCHILDREN'S Here (BLOWand.we is HORN). NAMESsomethingwill FOR LETTERSWhatnew. do A,B,C,D,E)you hear? It's a horn. YouHorn. hear the horn. NowA,It'sWhat.do whatgive your-turn do theyou you hornhear, hear? C. to B?Blow B. the hOrn. . thelisten. horn. What do you hear, YouYou hear 'hearhear the thethe horn. horn.horn. h.g. EL,Give yougive(HOLD theblow the hornUP the hornPICTURE tO71147rn. to D. me.OF HORN) What is thi'el 1L, blow the' \horn. \ IIt's a picture of a horn PROGRAM VISUAL LANGUAGE OF INSTRUCTION 2 (1-01-2) AUDITORY'. (TEACHER COMMENTARY) CONFIRMATION. 5., Listen:of you.the(RAND horn. OUT PICTURES OF HORN) Here When you hear the horn, picture! Utt:reepfocL::ch Horn inside box 6a. (HOLD UP CRICKET) This is a cricket. (BLOW HORN) Hold up the h:l: Say cricket. Cricket,pictureWe're(HOLD holding ofUP thePICTURE) uphorn. the Good! d.b.c. hear,A,NowB,Listen make youyou B? theeachtomake thissound canthe noise havesoundof a a(SNAP cricket. ofturn. a CRICKET),cricket. What do you Youthe hear cricket. the sound of e.g.f. WhatE,Give makedo the you the cricket have sound in to ofour D.C.a hand?cricket. D,C, make make the the sound sound of of a acricket. cricket. You have a cricket. 7. hearPutpic-.:ure it(HAND(HOLDme onmake theOUTUPof the a PICTUREtable PICTURES)cricket. sound with OF of HereCRICKET) thea cricket, otheris a What picturepictures. hold is this?upfor the each of you, When you It'scricket. a picture of a Cricket,Cricket insidehorn inside box box 9a.8. Listen!The horn and the cricket are inside the box. (SNAP CRICKET) Hold up the picture. When you pictureWa're(HOLD holding of UPa cricket. PICTURE)up the Good! b.c. know (SNAP(BLOWwhich CRICKET)HORNsound IN you BOX)Show hear, Showme holdthe me picture!theup thepicture! picture. horn.(HOLD(HOLD UP u? PICTURE) PICTURE) It's a PROGRAM LANGUAGE OF INSTRUCTION 2 (1-0172) VISUAL 10. Herehands is (CLAP)another sound (CLAP HANDS). AUDITORY (TEACHER COMMENTARY)Now you do it. Clap your hands. I'm clapping my We are clapping. CONFIRMATION 1 . What(HAND are OUTyou PICTURES)doing? Here is a picture of clapping 12a. hands.EACH(PUT(CLAP IS) ALLHANDSNow ITEMS all IN theBOX)INTO sounds HoldBOX, upMAKINGare the in picture!SUREthe box.CHILDREN SEE WHAT When you hear me clap, hold up the picture. (HOLD UP PICTURE) d.b.c. When (CLAP(SNAP(BLOWyou know HANDS)HORN)CRICKET) which ShowFind Hold sounds methe theup picture. youthepicture. picture.hear, show me the picture (SHOW EACHREINFORCEMENT) ITEM AS g.e.f. (RING(RUB(SHAKE(COLLECT COMB)BELL) RATTLE) PICTURES) FindHold Show theup thepicture.me thepicture. picture. 13a. b. Now,Thensomething?to findlet's we pointsomething, play tothe show lookwe wherelook and forpointit is.it. game. How do we showfind When we want WeWe look point for to it. it. d.c. LookwhereLookto first. it.somethingfor the Then window. is?point. Point to it. Look for the door. Point k************************Good! ************************** ************************************************************** 7 PROGRAM LANGUAGE OF INSTRUCTIoN 2 (1-01-2) VISUAL Here (HOLDis a bookUP BOOKLET with pictures - TURN TO(TURN FIRST EACH PAGE) PAGE OF AUDITORY (TEACHER COMMENTARY) :(FOINT TO EACH PICTURE CONFIRMATION boy,Crayon, truck key, stamps, 1. A,C,B,THE look looklook BOOKLET forfor for athe the1521...AS crayon. YOUstamps. READ SCRIPT). Point tO it. Point to it.them. HereHere is are the theAS key.crayon. REINFORCEMENT)stamps. .. .tree, dog, key, man, 2. NowD, look we arefor goingthe Ism. to look at some lookmore forpictures. the truck. Point to him. Point to it. Here is the truck.boy. t.) airplane A,E,DB, look seelook forthe for thepicture the picture picture of theof of aairplane. atree. dog.find the picture of the key. Point to it. Point to it.Point to it.Point to it. HereHere is is the thea tree.airplane, key.dog. uutg stamps,car, matches, flower boy, 3 LL,D,A, lookfind forthe the stamps.car. boy. find the picture of matches. Point to it0 Point to them.Point to him. Point to them. 'HereIHere isHere theHere isboy. are the the car. stamps. are the matches. IT,HowWhen look do you youfor want thefind toflower. something? find something, you look for it. Point to it. is, you point YouHere look is thefor floWer.it. 4. Rememberto it. the story we told yesterday about a boy and How do you show where something is? You point to it. Boy walking/girl walking one.girl(POINT(POINT at school?TO TO FIRST SECOND PICTURE) PICTURE) The.boy Now you is tell. walking; me about this Let's tell another story about them: 1 school. The girl is walking to. PROGRAM LANGUAGE OF INSTRUCTION 2 (1-01-2) school/boyBoy and girl and walking girl to VISUAL (POINT)(POINT).The Now youboy telland girlme. are walking to school. AUDITORY (TEACHER COMMENTARY) The boy and girl are CONFIRMATION walkingBoygreetingteacher/ and into girl childrenboy room greeting and girl (POINT)(POINT) The Tell boy me. and girl say, "Good morning, teacher." morningThewalking boy tointoand the girlthe children. room.say good childrenChildren painting/building blocks 7. (POINT) TellSome me.of the children are painting, buildingSome of thewith children blocks. are 44.0IN) IV childrenChildren readingin sandbox/ books 8, sandbox.(POINT) TellSome me.of the children are playing in the readingSome of books.the children are schoolChildren playing at 9. Now (POINT)you say Allit. of the children have fun at school. funAll atof school.the children have We'llYou'retomorrow.(PUT tellvery MATERIALS moregood storiesstorytellers! AWAY) about the boy and girl again MATERIALS:PROGRAM LANGUAGE OF INSTRUCTION 3 GENERAL PROCEDURE: (1-01-3) OBJECTIVE(S): IVOCABULARY: ASListeningTeacher 1-01-2) BookletGame: (SAME (SAME AS 1-01-2) sentencestures,echoobjects,Children sentences. children will picturesto describelisteri will of produceobjects,andthem. point andto When shown pic- wagonfishclowntrainchair bowl womanman VISUAL AUDITORY (TEACHER COMMENTARY) rL1=104.11=31111.1i1111115 CONFIRMATION 10. Nowthe(TAKE it's rattle, OUTtime LISTENING theto play.ourcricket, GAME) listeningthe comb andgame. the horn are in The bell, BellRattle b,a. Herethe(RING(SHAKE islistening aBELL RATTLEpicture OUTSIDE box. OUTSIDE of aOF rattle. BOX)OF BOX) What's What's this? this? Put it on the table. It'sThe abell rattle. is ringing. Horn d.c. HereThis (BLOWis is a a picture HORNpicture OUTSIDE of of a a bell. OFhorn. BOX) What's this? This is a cricket.horn. c.3 Cricket 2. Heresound (PUT(SNAPis makersa ALL pictureCRICKET OBJECTSin the ofOUTSIDE abox.IN cricket. BOX) OF NowBOX) I'm What's going this? to hide the When you know what it is, b.a. Whathold(SNAP(BLOW isup it?the CRICKETHORN picture INSIDE INSIDE and BOX) tellBOX) Show meShow mewhat methe itthe picture. is. picture. It's(HOLD a horn.UP PICTURE) d.c. WhatWhat (SHAKE(RINGis is it? it? BELLRATTLE INSIDE INSIDE BOX) BOX) Hold Hold up upthe the picture. picture. It'sIt(HOLD is(HOLD a a rattle.' UPbell.cricket. UP PICTURE) PICTURE) PROGRAM VISUAL LANGUAGE OF INSTRUCTION 3 (1-01-3) AUDITORY (TEACHER COMMENTARY) CONFIMATION 3. a, INSIDEListen(CLAP BOX).toHANDS two OUTSIDEmore soundsg BOX) What's this? (CLAP HANDS AND RUB COMB aIt's picture clapping of someone and here is 4. b. Now (RUBI'll COMBhide OUTSIDEthesc sounds BOX) What'stoo! this? anotherIt'sclapping. a comb,picture. and here is b.a. WhatWhat(CLAP (RUBis is it? HANDSCOMBit? INSIDEINSIDE BOX)BOX) ShowShow meme thethe picture.picture. It'sIt's(HOT')(HOLD clapping. a comb. UPUP PICTURE)PICTURE) 5. HORN,picture,TO HOLD(CONTINUE COMB, UP BELL,PICTURES. MAKING CRICKET, SOUNDS AND IN CLAPPING)SOUND BOX AND ASK CHILDREN What is it?" SAY EACH TIME: USE FOLLOWING ORDER: "Hold up the RATTLE, (OLD UP CONFIRMATION)PICTURE FOR ************************* ************************************************************** Today(HOLD(PUT we are LISTENINGUP goingBOOKLET toGAME -play TURN AWAY) our TO FIRSTlook andPAGE) point game ************************* Chair, fish bowl, train, 1. A,Let'swith BOOKLETlook new seefor pictures.AS whata YOUchair. we READ can THEfind. SCRIPT) Here is a picture ofPoint a classroom. to it. (TURN EACH PAGE OF THE Here (POINTis a chair. ASTO REINFORCEMENT)EACH PICTURE Clown, wagon Co10E0Now lookfind look fora atfish athe train. bowl. vagon. )2, find a clown. Point to it.him.Point to it. IHere isThere'sHere's theThe train.clown thethe fishis here. bawl. wagon. PROGRAM LANGUAGE OF INSTRUCTION 3 (1-01-3) Man, window, table, VISUAL 2, Herefind, is another picture. Look, then point.. AUDITORY (TEACHER COMMENTARY) There are many things to CONFIRMATION bicycle, dog E,B,AD, findfindpoint aa towindow.man. the-table.a bicycle. Point to him. Point to it. (POINT)(POINT) byNowgoingC, yourselves itpoint isto to timeschool, the (CHILDREN to11.92,0 tell storiesSHOULD BEabout ABLE the TO girlPRODUCE and boy You tell me about the pictures all (POINT) Boy walking/girl walking . nowSTORIES about(POINT) ALLthis TellBY one. THEMSELVES). me about this picture (PAUSE) and (POINT) The girl is walking. walkingschool/boyBoy and girlinto and walkingroom girl to , now (POINT)about this Tell one,. me about this picture (PAUSE) and (POINT) intoThe boythe androom. girl walk Boygreetingteacher/boy and girl friends greetingand girl . now (POINT)about this Tell one. me about this picture (PAUSE) and (POINT) goodThefriends. boymorning and girlto their say Childrenchildren painting/ building blocks . now about(POINT) this Tell picture. me about this picture (PAUSE) and (POINT) buildingSome of thewith children blocks.. are AllChildrenchildren children in reading sandbox/ playing books . now (PRAISE(POINT)about this TellCHILDREN:. picture.me about PUT this MATERIALS picture.picture (PAUSE)AWAY) and (POINT) haveAllareSome readingoffun ofthe atthe childrenschool.books. children MATERIALS:PROGRAMStudentTeacher BookletsBooklet LANGUAGE OF INSTRUCTION 4: bookletsTeacherGENERAL andPROCEDURE:shows marking booklet, pens, hands helps out COLOR FEEDBACK 1 (1-02-4) OBJECTIVE(S):green,Children discriminate will name.colors between red and these VOCABULARY:markspOts redgreen MarkingBell pens children turn pages if necessary. AUDITORY (TEACHER COMMENTARY) markcolorcolors; items feedback. turnto get pages red inand booklet green and CONFIRMATIONmagicturn pensthe page VISUAL MIDIMMIONMEMIIIMMECI. SCRIPT)(HOLD UP TEACHER BOOKLET TURN PAGES AS YOU READ THE scootertoycarrotfishbowl chest (no (green (red (nospot) spot),spot) 2.1, LookWhatit. at color these is pictures. the spot? What color is the spot? Find the one with a dot under The spot is red.green, baseballdoll bat (grey spot) (green spot), 4,3, LookWhatunderpicture. at color thethese doll? is pictures. the spot under the wagon? Look at the doll, There is a spot under each What color is the spot Theis green. spot isunder red, the doll mAzafiremanbike slide(red spot),(red spot), (grey spot (grey spot) 5. Which piLcure has a red spot here? Thespot. fireman has a red deercow (red spot) (green spot), 7. What color is the spot under the-caw? Theis green. bucketspot under has the cow butterflyfootballbucketturtle (grey (red spot)spot), (green(green spot) spot), 8. WhichWhat (PUTpicturecolor TEACHER is has the a BOOKLET spotgreen under spotAWAY) thehere? butterfly? Thegreen spot spot. is red. PROGRAM VISUAL LANGUAGE OF INSTRUCTION 4: COLOR FEEDBACK 1 AuDITORY (TEACHER COMMENTARY) (1-02-4) CONFIRMATION 9a. Here are some booklets for you. hands(RING(HOD in your OUTSMALL STUDENTlaps BELL until WHEREBOOKLETS) we INDICATED)are ready to begin. Everybody put your b. Did you hear the bell? youturn hear(BELL) the the page. bell ring. You turn the page in the booklet when The bell willLet's tell try you it. when to When you hear Dog 10a. Did you turn the page? the (BELL)bell, turn the page. weWe hearturn the bell.page when Boy and girl running lla. Did you turn theb. Whatpage? do you see on this page? (BELL) WeA dog. turn the page When Birthday cake 12a. What did you dob. when What you picture heard isthe on bell? this page?(BELL) YouAwe boy hearturned and the girlthe bell. page.running. Elephant 15a. When do you turnb. theWhat page? do you see on this page? YouyouA birthdayturn hear the the cake.page bell. when Boy tying shoe 14a. Did you turn theb. page?What picturedo you seeis on this page?(BELL) AGood!An boyelephant. tying his shoe. PROGRAK VISUAL LANGUAGE OF INSTRUCTION 4: COLOR FEEDBACK AUDITORY (TEACHER COMMENTARY) -02-4) CONFIRMATION some(HAND(BELL) magic OUT pens.MARKING PENS) Now, I am going to give you Let's see how they work. Girl, cat, tree 15a. Do you see a pictureb. Point of toa girl?the picture of theDid girl (CHECKyou (SEEturn TO THATSEEthe IFpageEACH EVERYONE when you HAS heard TURNED the PAGE) bell? Good!of a girl.es, there is a picture d.c. What Now happenedtake your when magic you pen markedCHILDthe the girlPOINTS spot? (CHECK CORRECTLY). TO SEE ALL ARE CORRECT). and mark the little spot under The spot turned green. Clown, kite, fish 16a. Did you turn theb. pageFind whenthe pictureyou heard of thethe bell?fish.fish(BELL) with your magic pen. Mark the spot under the Good! Flower, phone, mouse 17a. Mark the spot underc. Did the the phone, spot turn green? (BELL). green. es, the spot turned Cat, football, basket 18a. Now, let's mark.theb. Did spotthe spotunder turn the green?cat. (BELL) Look,green.red. the es,spot the turned spot turned b. LeOs mark another picture.basket.(BEI4 Is the spot green? Mark- the dot under the Yes, the spot is green. PROGRAM LANGUAGE OF INSTRUCTION 4: COLOR FEEDBACK I (1 -02 -4)\ Bird, table, pipe VISUAL l9a. Mark the dot underb. What the colorbird. is the spot? AUDITORY (rEACHER COMMOTARY) CONFIRMATION Boy, grapes, bike 20a. Mark the bike.b. Was the spot grestn? (BELL) Green, c. Now let's mark another picture.Did the(BELL) spot turn green? Mark the 13c;\ \\, Yes,No, green.the the spot spot turned turned red. Clock, shoes, apoolo 21a. Mark the shoes.b.c. Did Mark the the spot spoon. turn green? (BELL) Did it turn green? \ \\ Yes,No, theit turnedspot turned green. red. (PRAISE CHILDREN PUT MATERIALS AWAY) \\\I \ LANGUAGE OF INSTRUCTION 5: BOOKLET INSTRUCTIONS (1-03-1b) PROGRAMMATERIALS:Teacher Bookletpicture of girl GENERALrespondTeacher PROCEDURE: orally.shows booklet and children Teacher reads OBJECTIVE(S):Childrencotored willpictures idenfify as red ahd or label green. VOCABULARY: greenred MarkingBellStudent pens Booklets VISUAL bookletsscriptanswering and by childrenquestionsmarking spotsrespond orally. and in AUDITORY (TEACHER ARRA/1Y)bookletcriminateChildren when willbetween bell turn rings a pagescorrect and in dis- anda an ect response. CONFIRMATION spotright Green butterfly 1. WhatSCRIPT) (HOLDcolor UPis TEACHERthis? BOOKLET - TURN PAGES AS YOU READ THE It's green. LargeRedGreen dressapple shirtgreen spot 5.4.2.3. What color is thisthis? big spot? ThisIt's red.green.big spot is green. LittleLarge redgreen spot spot 7.6.8. What color is this biglittle spot? spot? ThisThis big little spot spotis red. is green. Little greenred spot spot 9.10; What color is this little spot? This little spot is red.green. Little red spot 11. WhatTheHere (HANDcolorbell are OUTwillsomeis thisSTUDENT tellbooklets little you BOOKLETS) whenfor spct? you.to turn the page. Don't open them how. You This little spot is red. BELLit.turn(BELL) WHEREthe page INDICATED) when you hear the bell ring. When you hear the bell, turn the page. Let's try (RING PROGRAM LANGUAGE OF INSTRUCTION 5: BOOKLET INSTRUCTIONS (1-03-lb) Girl VISUAL 12. Do you see the girl? AUDITORY (TEAGHER COMMENTARY) CONFIRMATION Clown 13. Do you(BELL) see the clown? Good.page.We all turned the same FishTelephone 15.14. MARKINGNowWhatWhat I'mdo do PENS).yougoing you see seeto on giveon this this you page? page?some magic When I ask you a question, these pens pens (HAND OUT A fish.telephone. work.will(CHECK(BELL) help TO you SEE find TEAT the EVERYONE answers. HAS TURNED PAGE) Let's see how they Horn, car 16a. Here is a picture of a girl. hasit's (PLACEa favoritethe PICTUREcar. toy.. OF SALLYLet's INfind FRONT out OFwhat CHILDREN) it is. Mark the spot under the car and let's Her name is Sally. Maybe Sally The spot turned red; red b. Mark the spot under the horn.find(ASSIST out. CHILDREN IN NARKING SPOT IF ALL HAVE NOT MARKED) again.thetells answer. you this is not Let's try (BELL) Sally'sanswer.Thetellsturned spot usfavorite green!under this theis toy. thehorn The horn is Green Grapes, cake 17a. Now we're going to find Sally's it'sfind the out. grapes. Mark the spot under the favorite food. grapes and Maybe Thethetells spot answer. you turned this red;is not red LANGUAGE OF INSTRUCTION 5 (1-03-lb) PROGRAM 17b. Are the grapes her favorite food? No, the spot turned red. c. Let's try again. Mark-the spot under the cake. (BELL) TheSally'sGreenfavorite grapes tells favorite food.are us not the food.her cakee spot is turned green. 2220 cat 18a. Sally has a favoriteb. Let's pet, try too. again. Let's mark the spot under the cat and find out. Mark the spot under the-dog. Maybe it's the cat. answer.tells you hethis spot is turnednot the red. Red Ci (BELL) heally'sreen spot tells turnedpet. us green.the dog is - do, Hatplain with hat flower, 19. Let's find Sally's favorite hat. (BELL) Thelook redgreen again-. spot spothat tells-you youtells found you to the answer. Woodenchair chair, stuffed 20. _Sally chairhas a isfavorite Sally's chair. favorite. Let's find out which- (BELL) 7 - A:redthat spotyou; foundtells theyou answer.togreen spot tells- you Little house, big house 21. One'offind outthe whichhouses one is itSally's is. favorite house. (BELL) Let's Thetry again.green spot tells you (PUT MATERIALS AWAY) Thelookthat red again.you spot found tells the you answer. to PROGRAM LANGUAGE OF INSTRUCTION 6: REVIEW OF COLOR FEEDBACK 1 (1-03-2a) MATERIALS:MarkingTeacherStudent penspicture Booklets GENERAL PROCEDURE:holdTeacher up picture,presents andtaped supervises commentary, OBJECTIVE(S):greenDiscriminate color feedback. between red and VOCABULARY: redgreen Tape VISUAL booklet marking. AUDITORY (TEACHER COMMENTARY) CONFIRMATION Boat,Boy airplane 1. Billy has a favorite prize.Today(PLACE we arePICTURE going OF to BOY find ON TABLE, some of Billy's favoriteLet's things.find out which HAND OUT BOOKLETS, PENS) one it The green spot tells us Das, horse 2. Billy has a favoritc animal.itis. is. Let's find out which (BELL) one Thefavoritethe red airplane spotprize. tell is his us the '71 Dog, horse 3. Now, you mark the spot under the dog. What color is Thehorsetheanimal. green dog.is notspot his tells favorite us Let's see if it': Big book, little book 4. Billy has a favorite book. the spot? Find out which one it is. (BELL) *favorite animal.theThethe biggreen dog book isspot Billy'sis tellsBilly's us Cat, turtle 5. Billy has a favorite That means the turtle is Billy's favorite pet. Let's see if it's the pet. Let'scat. ThecatThe favorite.green isred not spotspot his tellstells favorite. us the us Bicycle, wagon 6. Billy has a favorite toy.markmake sure.a spot under the bicycle and find Mark the spot under the turtle. Maybe it's the bicycle. (BELL) out. Let's bicycleThefavoritethe spotturtle is pet.turnednot is it.Billy's red; the Let's Mark the spot under the wagon. (BELL) Thefavoritetry wagonspot again. turned istoy. Billy's green. LANGUAGE OF INSTRUCTION 6 (1-03-2a) roomApple, banana VISUAL 7. Billy has a favorite fruit.Let's mark a spot under the banana and find out. AUDITORY (TEACHER COMMITARY) Maybe it's the banana. tThe spotbanana turned is notred; the the answer. CONFIMATION Train, car 8. Guess which one is Billy's'favorite.Let'sMaik themark spot the underspot underthe apple. the car and find out. (BELL)1111!: Maybe it's the car. (BELL) tilly's#urrah!appleThe spot isfavorite. histurned favorite. green; the The car is BoyIce.cream with hat, cone, different coke : 10. Mark the spot under the friend you thinkBilly is likes Billy's to eat. Which one is his favorite food? (BELL) theyhefavorite. ice boy cream with isthe Billy's hat on is boyBeachball, with no hatfootball 11. Mark the spot under the ball you thinkfavorite. is Billy's (BELL) kfavoriteTheEilly's ball.football favorite is Billy'sfriend. (PUT MATERIALS AWAY) PROGRAM LANGUAGE OF INSTRUCTION 7: REVIEW OF COLOR FEEDBACK 2 (1-07-2a) MATERIALS:TapeMarkingStudent pens Booklets GENERALinstructionsChildren PROCEDURE: listen and tomark taped booklets. OBJECTIVE(S):redChildren and green will colordiscriminate feedback. between VOCABULARY: redgreenagain VISUAL going(HAND(BELL) to OUT mark BOOKLETS in our ANDbooklets. MARKING PENS) Today we are AUDITORY (TEACHER COMMENTARY) CONFIRMATION Bear, cup, tree . Findspot(BELL) the turn tree. green? Now mark under the tree. Did the again.Greentree. means you found the Red means look . Shirt, bear, bell . Find(BELL) the bear. Mark it,..,. Did the spot turn green? Greenthe bear.means you found Red means Bat, sandwich, chair . See(BELL) the chair? Mark it What color is the spot? Greenlookthe again. chair.means you found Red means Fork, house, hat Lookget?(BELL) for the fork. Mark it What color did you Greenlooklookthe again. fork. meansagain. you found Red means Cat, car, boat . get?Look(BELL) for the car. Mark it What color did you Greenlookthe car. meansagain. you found Red means Airplane, boy, snake . youLook (BELL)get? for the airplane. Mark it What color did looktheGreen airplane.again. means you found Red means PROGRAM VISUAL LANGUAGE OF INSTRUCTION 7: REVIEW OF COLOR FEEDBACK 2 AUDITORY (TEACHER COMMENTARY) (I-07-2a) CONFIRMATION' Bird, horn, apple Lookget?(BELL) for the bird. Mark it What color did you lookGreenthe again. bird.means you found Red means Lizard, 192, book 8. Mark (BELL)the boy What color did you get? Greenagain.the boy.means you found Red means look (PUT MATERIALS AWAY) PROGRAM LANGUAGE OF INSTRUCTION 8: REVIEW OF COLOR FEEDBACK 3 (1-08-2b) MATERIALS:MarkingTapeStudent pens Booklets structionsChildrenGENERAL listenPROCEDURE: and mark to tapedbooklets. in- OBJECTIVE(S):redChildren and green will colordiscriminate feedback. between VOCABULARY: againredgreen VISUAL to(HAND mark OUTin ourBOOKLETS booklets. AND MARKING PENS) Now we are going AUDITORY (EEACHER COMMENTARY) CONFIRMATION Bell, book, candle 1. didFind(BELL) (BELL)you the get? candle. Mark under the candle. What color again.candle.Green means you found the Red means look ,Ihiliconter,kangaroo flower, 2. Lookyou(BELL) forget? the helicopter. Mark it. What color did helicopter.Greenlook meansagain. you found the Red means Chair,Pen, turtle, submarine, light bulb 3. Mark(BELL) the submarine.turtle. What color did you get? What color did you get? Greenagain.turtle. means you found the Red means look Train,television ladder, cowboy Mark (BELL)the cowboy. .What color did you get? Greencowboy.looksubmarine. meansagain. you found the Red means look Red means Robot, bicycle, kite 6. Mark (BELL)the robot. What color did you get? robot.Greenagain. means you found the Red means look PROGRAM VISUAL LANGUAGE OF INSTRUCTION 8: REVIEW OF COLOR FEEDBACK 3 AUDITORY (TEACHER COMMENTARY) (1-08-2b) _CONFIRMATION Dog, horae, cow 7. Mark(BELL) the cow. What color did you get? theGreen cow. means you found Red means Car,and motorcycle,trailer truck 8. Mark (BELL)the car. What color did you get? ilookiookthepreen again. car. again. means you found Red means t.) (PUT MATERIALS AWAY) PROGRAM COLOR I: GREEN (1-02-1) IWERIALS: TapeTeacher Booklet =MALTeacher anrtPROCEDUM elicits presents choral taped responding. commentary OBJECTIVE(S):. green.Identify and Libel the color ,VOCABULAREtgreercoIcr VISUAL AUDITORY (TEACHER COMMITARY CONFIRMATION Green page . WhatHello,(HOLD color boysUP laBOOKLET) andthis? girls. This color is green. Say "green. ThisGlccn. color is green. GaryGary, hopping the grasshopper in grass . GaryThisis Gary?theisloves Cary.grass? to hop around in the green gras;. Cary is a green grasshopper. What colorWhat color Cary Is green.he grose is green. GaryGary crossing standing stleet by signal 5. Now Cary can go. Cary has stopped hopping. The light Is green. Tell mo why Gary has stopped. What ,.;..clor the TheGnrythe light haslighr stoppedis is green. not because green. Gary in green tree 6- Where did Gary go? GaryIt'slight? ishard green to seeand Garyso are in thethe leaves.leaves of the Can you find him? Wbat color is Gary? tree because Green.Gary is in the tree. Gary standing inon sunlima bea 8.7. What nolorcolor isate the Gary's lima eyes?bean?What color are the leaves? TheGary'sThe lima leaces eyes bean areare is green.greengreen. too. RedGary apple lying on string bean 10. 9. What color is the string bean?Is this apple green? green.No,Thelike thisstr-ag Gary. apple bean is is not green IPIUMIRAN COLOR 1: Arsost GREEN (1-02-1) AMMO. .1.111011/1=11.. VUUAL AUDITORY (rEACRIR COMMIT) CONTIRIATIO11 GaryRed apple, green leaf 12.U. WhatTell isme Gary'swhat is favorite green incolor? this picture. Thegreen.Gary's leaf favoriteis green. color is Green tree 13. I see a green tree. meNowRememberI'm what we're going you goingto tbsee. say te/1 to "I play yousee." whata game I seewith and the then color you green. will tell Ready? What do you see? (PROMPT IF NECESSARY) I see a green tree. Girl,Green ballgreenturtle dress 16.15.14. IWhat see doa greenyou see turtle.ball. here that is green? What do you aee? What do you see? I Isee see a agreen green Oress. ball.see a green turtle. greenBoyGreenloy, on greenshoes butterflyred shirtchair, tieing 19.18.17. What do you see3ee nowin thisthatthat pictureisis green?green? that is green? I Isee see a greengreen shoes.shirt.see a green butterfly. BoyingGirl,truck, playingwith yellow redgreen with shoveldress, doll green play- 21.20. What do you see thathere isthat green? is green? seezee a green doll.truck. yellowBoy,green yellow block,blouse, shirt; shirt,red red truck ribbon,girl,with 23.22. What do you see that is green? see aa greengreen !..1--ck. tdble. dress,Teacher,at green on rad greentable hair, cSair yellow 24. What do you see that is green? Tomorrow(PUT MATERIALS we will playAWAY) the color game again. see a green chair. PROGRAM COLOR 2: RED (1-02-2 MATERIALS:TapeTeacher Booklet GENERALTeachertape. PROCEDURE: shows booklet and runs OBJECT1VE(S):Childrenthe color will red. identify and label VOCABULARY: redcolor -I-- .114110.1. =11111.111,1 VISUAL 411.111P AUDITORY (TEACHER COMUENTARY) CONFIRMATION 10.3sign with various .061 1. HelloPAGE.(BELL)(SET boys UP TAPEand girls.RECORDER. ,MMOW.MRWMIMIO START TAPE RECORDER. We are lookingBELL atON colors.TAPE MEANS TO TURN THE HOLD UP BOOKLET) yellowMediumshades redof red, blue and 2. TodayThese(BELL) weare are all going colors. to talk about colfr:t:. What are we looking at? This is the Wecolors. are looking at Light red 3. TAiscolor(BELL) colorred. is also red. Say red. Say red. Red DarkDoll red in red wagon 4.5. WhatThis(BELL) color is alsothis red.wagon? What color is this? Red,This thecolor wagon is red.is red. Red fire engine 6. WhatIs the(BELL) color doll's is dressthe fire red? engine? TheNo, fireit is engine not red. is red. withFred,in redred cartoon hair, characterdressed 7. myNowis favorite youFred.(BELL) aye goingcolor tois?" hear a story. My favorite color is red. "Hello! Do you know what My name colorReds is red. My favorite PROGRAM COLOR 2: RED (1-02-2) ...11111WMP,O=MM.W.Fred looking up at r,0 VISUAL 8.=ft. ... .00 AUDITORY (TEACHER COMMENTARY) CONFIRMATION apples on tree "Atecolor"Take(BELL) thesereda walk can leaves withbet red?"me and let's Where is red? see where my favorite You tell me." appleRight tree.up hereo in this they are not red. atFred red bending paint ondown, his lookinknee 81 9. Where"Let's(BELL) is see the where red? else red can be. Red is on my knee." ed is on his knee. CO1.421b ClownFred beckoningwith big red nose, lla.10. "Who do you see?" "Let's(BELL) go to the circus now and see what we can see." clown standing on standing on his head b.c. "What "Are colorhis buttons is his red?"nose?" (BELL) o,isis head.they nose are is notred. red. AbovebearCircus wearingcircus scene: scenered hat with ring with 13a.12. "And look at the balloons. "Tell(BELL) me, what 1.1 red here?" What color are they?" The bear's hat is red. kangaroomanfloppy selling shoeswearing red balloons,big red b.d.c. "What "Is thecolor bear'sbear are red?" thehat shoesred?" on the kangaroo?" Yes,shoesRed,They aretheare red.bear'skangaroo'sred.o, the hat bear is is not red. f.e. "Now"Is theyou mar'stell mehat all red?" of the red(PRAISE things CHILDREN PUT MATERIALS AWAY) you can see. Thered. man's hat is not MATERIALS;PROGRAM COLOR 3: RED AND GREEN GENERAL PROCEDURE: 11-02-3) OBJECTIVE(S): VOCABULARY: Teacher Booklet Teacherorally.reads script.holds up booklet and Children respond Childrengreen.discriminate will namebetween colors red andand spotgreenredcolor VISUAL .411.111.4.111.1n111/11111.1. 11111111 AUDITORY (TEACHER COMMENTARY) CONFIRMATION la. TodayYOU (NOTE:(HOLDREAD we UPTHEare BOOKLET. SCRIPT.)going to play I IF A RESPONSEmiw IS INCOMPLETE, -,HAVE TURN EAC4 PAGE OF THE BOOKLET AS see. Say, "I see." CHILDREN I see. Red color swatch b. TheRECITE color THE of COMPLETE this paper RESPONSE.) is red, Red apple c. Whatthen/ am color yougoing tellis to this metell whatpaper? you what I you see that is red. see that is red, and Say red. isTheRed. red. color of this paper Red dressbird 4.3. I Isee see a Ared red dress. apple. What do you see? I Isee see a ared red dress. apple. RedRed book umbrella 6.5. WhatWhat do do you you see see here here that that is is red? red? red? I see a red book.bird.umbrella. Boyplayingred in shirt yellow with redpantsshirt truck and 7. What do you see here that is red? I see a red truck.shirt. greenBoy on shoes, red chair tying . What do you see here that is red? I see a red chair. PROGRAM COLOR 3: RED AND GREEN (1-02-3) VISUAL 1.M.../INII.11.110.1.1011...... e./100 "..11.,M11110411.4/111.1101, AUDITORY (TEACHER COMMENTARY) 0.411, Green turtle 111lOa. Now we are going to play I see with the colorsand green. Say, "I see." . red I see. CONFIRMATION Girl with red bows, 11. b. I see a green turtle. I see red bows. What do you see that is rea: What do you see that is green? I see a green turtle. Greengreenteacher treebook with yellow hair, 12. What do you see here that is green? I see ared green bows. tree. GreengreenyellowTeacher dolls, chair dress, with yellow redsitting hair dress onand 14.13. WhatWhat do do you you see see here here that that is is red? green? I see ared green hair. doll. BoyBoytruck playing wearing and redwith yellow shovel green shirt, 16.15. What do you see here that is red? I see a red truck.shovel. Greenplayingclothes,and greentable, with redblock yellowred bow truck 17. What do you see here that is green? I see a green table. BigLittleBig red green spotgreen spot spot 20.19.18. WhatWhat color color is is this? this? ThisThis is is red. green. GiratfeLittleClown redwithwith spot redgreen spot spot 23.22.21. WhatWhat (PRAISEcolor color is CHILDRENis the this?the spot spot under under the the giraffe? clown? PUT MATERIALS AWAY) TheThis spot is red.is red.green. -/MATERIALS: TapeTeacher Booklet Teachertape;GENERAL childrenshows PROCEDURE: booklet respond to tocued taped OBJECTIVE(S):Childrenthe color will yellow. identify and label VOCABULARY:yellow VISUAL questions. AUDITORY (TEACHER COMMENTARY) CONFIRMATION Medium yellow square 1. Today(BELL)(HOLD we UPare BOOKLET) going to learn a new color. Yellow. Say Light yellow square 2. Thisyellow.(BELL) color is yellow, too. Say yellow. Yellow.Yellow. SunDark yellow square 4.3. WhatThis (BELL)color is also is theyellow. sun? Say yellow. Yellow.The sun is yellow. ThreeLemon yellow squares, 65. NowWhat (BELL)I'm color going is tothis tell lemon? you a story about yellow. But The lemon is yellow. medium,diessinBoy with light, yellowblonde dark hair, 7. Hello,first,(BELL) my what name are is allSam theseYellaw colors Fellow, called? and my favorite calledThese colorsyellow. are Sam talking and walking 8. yellow.Let'scolor(BELL) isgo yellow.to the zoo and look for What's my favorite color? What is my favorite color? my favorite color, Yellow.yellow.My favorite color is MOM VISUAL COLOR 4: YELLOW (179221112._ ADD/TORY (TEACHER CONNER:AR!) 14111111.11 O Samtiger lookingstanding up in at front sun of +11...... 10. 9. black.The tiger in the cage has stripes. What color are the other stripes? Some stripes are (BELL) canThey're be! yellow, as yellow CN7IRMITION Sam sittLng at table 11. NowSam "Let'sinlook ateyour upwashave eyes? at what the color?sky. some lunch," said Sam. (BELL) What color is the sun shining (BELL) Everything that Yellow!The sun is yellow. CornPorcorn on cob, butter 13a.12. What else is yellow?b. Is the dish yellow? Let's see what Sam is eating. (BELL) No,CornPcpcorn it andis is notbutter yellow. yellow. are yellow. vi FruitYellow dish cheese 14a. What is yellow b.here? Is the plate yellow? (BELL) No,Cheese it is is not yellow. yellow. a Lemon, lemon pie 16a.15R. WhatIs the else apple is yellow?b. What is yellow? (BELL) pieTheNo, arebananaitlemon isyellow. notandis yellow.the lemon YellowSam eating jello above foods 18.17. b. Is the plate yellow? NowWhat you else tell is meyellow? some of the things Sam is (BELL)'BELL) No,Sam it is is eating not yellow. yellow jello. that(PUT are MATERIALS yellow. AWAY) eating PROGRAM COLOR 5: RED GREEN YELLOW LOTTO (1-04-1a) MATERIALS:305 LottoLotto boardscards GENERALTeachersentences.children PROCEDURE: asks to questionsrespond in and complete tells Game is played on OBJECTIVE(S):sentences.objectsChildren and will answer identify in complete colored VOCABULARY:yellowgreenred VISUAL the(GIVE same EACH basis CHILD as Bingo.ONE LOTTO BOARD) We are going to play AUDITORY (TEACHER COMMENTARY) CONFIRMATION youpicturecolor (HOLDwhat lotto cardALLon your CARDStoday.I have. board. IN HAND - DO NOT SHOW TO CHILDREN) I'll tell You look andIf seeyou ifdo, you raise have your the hand.same shoe.".redcard (DO(READshoe. on CHILDBe CARDtop sure WITH ofWITHOUT tothe MATCHINGsay red SHOWINGthe shoe wholePICTURE:) onIT yoursentence.TO CHILDREN) Youboard. say, Who has a red shoe? "Ie.g., have I ahave Nowred Itlla put my ANDshoe(DO (CONTINUE CHILDREN'S onCHILD your WITH card.IN LOTTO THISNON-MATCHING BOARDSMANNER AREUNTIL PICTURE:) FULL. ALL CARDS No, IHAVE don't BEEN see GIVEN a red OUT THERE WILL BE A FIRST BOARDWINNER)WINNER,(COLLECT TO SECONDEACH PICTURES CHILD. WINNER, AFTER THIRD FIRST WINNER, ROUND, FOURTH THEN WINNER,GIVE A DIFFERENTFIFTH REPEAT GAME WITH TEACHER AS LEADER.) (ONE(THEN(PUT(CONTINUE GAME GIVEMATERIALS WITH CHILDABOVE A AWAY) ASli6PROCEDURE LEADER) CARDS) UNTILNow ho EACH you CHILDmay be HAS the HAD teacher. A TURN) PROGRAM COIQR 6: COLOR REV/EN - CARS IN GARAGES (1-05-la) MATERIALS:Red, green, yellow stripscats GENERALTeacherchildren PROCEDURE; asks answer questions verbally. and OBJECTIVE(S):andChildren answer will questions name three about colors colors VOCABULARY:yellowred VISUAL AUDITORY (TEACHER COMMENTARY) in ccmplete sentences, CONFIRMATIONgaragegreencar GreenYellowRed carcar car la. b.c. (HOLD UP GREENYELLOWRED CAR) CAR) CAR) What What What color color color is is isthis this this cat? car? car? ThisThis car car is is green. red.yellow. GreenRedYellow strip strip strip 2a. b.c. STRIP)Here(POINT are What the TO color garagesGREENRED STRIP)is STRIP) thistor What ourgarage?What cars.color color is is this this garage? garage? (POINT TO YELLOW This garage is green,red.yellow. Yellow car, yellow strip 3a. NowSTRIP) carwe're in See, itsgoing theown to yellowgarage. play acar game. is in the yellow (PLACE YELLOW CAR ON YELLOW I'm going to put each garage. The yellow car is in Green car on green strip b. NowgreenWhere SENTENCES).you iscartell the is me. greenin.... car? (FADE PROMPTS AS CHILDREN SAY Where is the yellow car? Say the whole sentence: The Thethe green greenyellow car garage. garage. is in greenstrip,YellowRed car strip, green caron redon redcar yellowstrip stripon c. NowWhere goingyou isclose to the take yourred away car?eyes one tightly. car and you have to guess which No peeking. I'm Thered red garage. car is in the Red car b.a. DoOpenone you(REPLACE yourI seetook eyes, the REDaway redCAR) (REMOVE car? RED CAR). Which car is missing? No,Heremissing. the it red is. car (OPEN is HAND) PROGRAM COLOR 6: COLOR REVIEW - CARS IN GARAGES 1-05-1a) VISUAL 4c, Do you see the green 'AUDITORY (TEACHER car? Where is it? COMMENTARY) The green car is in CONFIRMATION yellowgreenRed car car stripon on red green strip, strip, 5. Close(REMOVE your eyesYELLOW again. CAR) Now Remember,look. no peeking, Which Lat is missing? TheHeremissing.the yellow green is is cargarage. (OPEN is HAND:- YellowRed carcar, green car 6, (REMOVE(REPLACE YELLOWYELLOW CAR)CAR) Which car is missing? HANDThe The yellowAND red SHOW) car!cart (OPEN (OPEN YellowYellow car, car, green red carcar 7.8. (REMOVE(REMOVE RED GREEN CAR) CAR) Which Which car car is missing? is missing? HANDHANDThe AND greenAND SHOW) SHOW) car! (OPEN Ln Green car on red strip 9. putNowWhereCAR thewe're IN iscarsRED goingthe GARAGE).in green to different color garages makecar? the game harder. (PLACE GREEN I'm going to The greenthe red car garage. is in 0,Cri YellowRed car on greenyellow strip strip 10.11. WhereWhere is is the the yellow red car? car? TheThe yellowtheyellow red green cargarage. car garage.is is in in the Yellow car, green car 12. Nowyour aneclose (REPLACEeyes.of theyour cars REDeyes CAR) Which car did I take? (REMOVE RED CAR). tightly again. All right, I'mopen taking away (OPEN HAND) The red car! PROGRAM VI SUAL COLOR 6: COLOR REVIEW - CARS IN GARAGES AUDITORY (TEACHER COMMENTARY) (1-05-1a) CONFIRMATION Green car, red car 13. them.Close(REPLACE your eyesYELLOW again. CAR) Which car did I take? (REMOVE YELLOW CAR) Now open car!(OPEN HAND) The yellow Yellow car, green car 15.14. WhichClose(REMOVE car your is RED eyesmissing? CAR) again. Which car is missing? (REMOVE RED CAR) Now open them. (OPEN HAND) The red car! Red car, yellowgreen carcar 16. (REMOVE GREENYELLOW CAR) CAR) Which Which car car is is missing? missing? car!(OPEN HAND) The greenyellow (PUT MATERIALS AWAY) car! COLOR 7: BLUE (1-09-la) MATERIALS:PROGRAMTapeTeacher Booklet GENERALTeacher PROCEDURE: plays tape and shows ChildrenOBJECTIVE(S): will identify and label VOCABULARY:blue VISUAL booklet. the color blue, birdstripsstamp Three shades of red 1. We talked(HOLD beforeUP BOOKLET) about the color red. AUDITORY (rEACHER COMMENTARY) What colors are These colors are red. CONFIRMATION Medium blue 2. This(BELL)these?(BELL) is a new color. It is called blue. Say blue. Blue. DarkLight blue blue 4.3. ThisThis(BELL) color is also is alsocalled blue. blue. Say blue.Say blue. Blue. MediumBlue Chiplight stamp blue 5.6. What(BELL) iscolor this is color? this stamp? TheBlue. stamp is blue. shadesStripsBlue bird of bluedifferent 8.7. WhatWhat (BELL)color color is are the all bird? of these strips? TheThey bird are is all blue. blue. wearingGirlinsocks, hairwith blueshoes, blue dress, eyes,blue bow 9. Nowisto (BELL) hereyou.blue. is a story about blue. My name is SueWhat Blue. is my favorite color? And my favorite colorHi, and good morning blue.My favorite color is PROGRAM COLOR 7: BLUE 1-09-la bluePark flowers,scene with blue trees, sky, VISUAL 10. Now,can lookbe? at this, then you tell me, what color the sky AUDITORY (TEACHER COMMENTARY) The sky is blue. CONFIRMATION Flowers,themand girl lookingmost blue, down with at 11. AndIs the (BELL)look tree at blue?the flowers. Are some of the flowers blue, No,Yes,blue. the some tree of is the not flowers girl looking down at them 12. Itoo? (BELL)climbed a tree to see where my favorite color blue are blue. GirlClose-upin distancepointing of girl'stoward face;lake 13. Whatcan(BELL) colorbe. are my eyes? What color is the water, can you tell me? MyblueThe eyes wateras are can isblue. be. blue, as CA birdBoybig blue withsitting eyesred nexthair, to blue him 14. Is(BELL) the boy's hair blue? No,not the blue. boy's hair is 15. NowWhatroom. point (BELL)color to is all the the boy's blue hair? things you can see in the Red. (PUT MATERIALS AWAY) MATERIALS:PROGRAMTapeTeacher Booklet COLOR 8: I SEE BLUE booklet.TeacherGENERAL PROCEDURE:plays tape and shows (1-09-2a) OBJECTIVE(S):theChildren color willblue. identify and label shirtblueVOCABULARY: pantsdress VISUAL AUDITORY (TEACHER COMMENTARY) blanketfeatherCONFIRMATION youIn this(BELL)(HOLDsay thegameUP BOOKLET)name you ofhave theI'll to blue findstart thing something the yougame. see, blue. Then Blue birdcar 2.1. I (BELL)see a blue car. You say it. (PAUSE) I see a blue car. Girl with blue dress 3. WhatSay:(BELL) do you see herethat's that blue is onblue? this page? "I see Remember to say, I Isee see a ablue blue dress. bird. Boy with blue shirt 4. What"I(BELL) see."do you see here that is blue? I see a blue shirt. Yellow dog on blue chair 5a. b. WhatIs(BELL) thedo youdog seeblue? that is blue? No,I seethe adog blue is chair.yellow. greenBoy with shirt blue pants, 6a. b. WhatIs(BELL) thedo youshirt see blue? now that is blue? No,I seethe blueshirt pants. is green. PROGRAM COLOR 8: I SEE BLUE (1-09-2a) Maning with baby red in pantsblue blankethold- VISUAL 1.!m.1.4114-...., 7a. b. AreWhat the do pantsyou see blue? that is blue? AUDITORY (TEACHER COMMENTARY) No,I see the a pantsblue blanket,are red. CONFIRMATION Girlgreen with dress blue hat, 8a. b. WhatIs(BELL) thedo youdress see blue? that is blue? No,I seethe adress blue ishat. green. bluegreenBoy withchair shoes, yellow sitting shirt on and 9a. b.c. AreWhatIs (BELL) the thedo shoesyoushirt see blue?blue? that is blue? No,I seethe ashirtshoes blue isarechair. yellow. green. blueyellowGirlshirt ball;with shoes, greenboy holdingwith dress red and 10a. b.c. AreIs (BELL) thethe shoesballdress blue? blue?blue? Yes,No, thethe shoesdressball isare blue. green.yellow. CrAYellow blue feather bird carrying lla. b. WhatIs the(BELL)do youbird see blue? that's blue? No,I see the a birdblue isfeather. yellow. holdinglowBoy pants,with blue red greenbook jacket, shoes, yel- 12a. b.d.c. AreIsIs the thethe jacket shoespantsbook blue?blue? Yes,No, theihe shoespantsjacketbook isare is blue. green.yellow.red. (PUT(BELL) MATERIALS AWAY) _PROGRAMMarkersGamemATvIRTALS:, boards COLOR 9: COLOR STREET GAME GENERALEach gamePROCEDURE: child board has and individual moves a marker color (l-09-3a) OBJECTIVE(S):colorsChildren and will select identify the appropriate and label VOCABULARY: bluered BeadYellow, bag blue, red, green beads VISUAL after drawing a colored bead. _AUDITORY (TEACHER COMMENTARY) colored space on a game board. CONFIRMATIONyellowgreen Bag with beads in it let'sTodayI'll seewe'repick if a going youbead remember tofrom play this yourthe bag Colorcolors, and Streetyou tell game. me what color But first,. GreenBlueRed beadbeadbead it(HOLD is.(HOLD UP UP BLUE) RED)GREEN) WhatWhat What colorcolor color isis isthis?this? this? This color is red.green,blue. Yello*Color beadStreet board marker.INDIVIDUAL(PUT(HOLD BEADS UP MARKERS) YELLOW)BACK IN WhatBAG.Now, colorhere isis thethis? game board and a Put your marker at the beginning of Color Street. HAND OUT INDIVIDUAL BOARDS AND This color is yellow. MoveA, you(CHECK your pick TOmarker a SEEbead THATto from the ALL thefirst MARKERS bag. square ARE onON your"START") street that is What color is it? It is (COLOR) Now (FOLLOWtheB, yousame pickTHIScolor aFORMAT asbead. the FOR bead. EACH CHILD UNTIL THE GAME IS WON) What color is it? Put the bead back in the bag. It is (COLOR) (PUT(IF TIMEMATERIALS PERMITS AWAY) GAME CAN BE REPEATED) PROGRAMMATERIALS: COLOR 10: FISHING GAME GENERAL PROCEDURE: (1-12-3a) OBJECTIVE(S): VOCABULARY: 121 FishingFish (4 polecolors, with magnetic3 shapes) hook Childcatches identifies with his the magnetic fish he hook. differentChildren willcolored identify shapes. and label bluetrianyellowgreenred le circlesquare BoxFishing pole; red, blue, VISUAL Today we are going to play a fishing game, AUDITORY (TEACHER COMMENTARY) Watch me, CONFIRMATION boxorwithgreen square circle, on triangle,them, in and yellow fish NowSee, (USINGA,OiAND Iyou caught POLE, POLEcatch TOaPULL a fish CHILDfish OUT with A)andA FISH) atell me what colored shape (COLOR - SHAPE) on it. Whoeverkeepisfish on the it.back getsfish. into the themost box. fish wins the game. If you say the correct colored shape, you If you are wrong, you have to throw the NowTWO B, (CONTINUEOR you THREE catch TRIES.IN aTHIS fish MANNER UNTIL ALL CHILDREN HAVE HAD THE CHILD WHO DESCRIBES CORRECTLY THE (PUTMOST MATERIALS FISH WINS AWAY) THE GAME.) MATERIALS:PROGRAMTeacherTape Booklet COLOR 11: PURPLE GENERALTeacher respondPROCEDURE: shows to taped booklet; dialogue. children (2-01-1a) OBJECTIVE(S):theChildren color willpurple, identify and label VOCABULARY:bowlpile mixpurple BlueRed paddles paddles VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATIONEasterpaddlefootprints e Bunny at table coloring 1. It(BELL) was(HOLD Easter UP BOOKLET) time and the Easter bunny was coloring Largeandeggs; bluebasket 2 bowlsdye filled with withred 2, HeEaster had(BELL) eggs,a big basket full of red Easter eggs. What blueLargered eggseggs basket filled with 3. Andcolor the(BELL)a big eggs?are basket the eggs? of blue Easter eggs. What color are The eggs are blue,red. andBunny colored stretching; eggs on white table 4. manyHesleep. worked(BELL) Easter all eggs day as and he partcould. of the night coloring as And then he went to Mousein amazement looking at table 5. before.houseWhile(BELL) to he look was around.sleeping, Poco, the mouse, came out of his Poco had never seen so many eggs Mousered eggsrunning up pile of 6. colorPoco(BELL) ranare upthey? to the top of one pile of eggs. What Red. PROGRAM COLOR 11: PURPLE (2 -01 -lal Mouseof blue sliding eggs down pile VISUAL 7. Andcolor then are he theseslid downeggs? the other pile of eggs. AUDITORY (TEACHER COMMENTARY) What Blue, CONFIRMATION Mouseinto jumping blue dye high, fall- 8. Hecoloring. jumped(BELL) up so high that he fell into a bowl of Mousehimselfblue climbingbowl, (blue) looking out of at 9. highPocoWhat(BELL) aslikedcolor he could.beingis Poco blue. now? He ran and played and jumped as Blue, Poco is blue, MousePurpleing jumpinginto mouse bowl high,climbing of redfall- dye 11.10. HeLookcoloring! jumped(BELL) what so happened! high he fell smack into the other bowl of What color is in this bowl? Did Poco turn red? No!isThe red. color in the bowl Mouseout of washingred bowl in shower 12. PocoWhatto(BELL) becolordidn't 1..ed, is know Pocoso hewhy now? took he turneda shower purple. and washed off all of the He really wanted Poco is purple. Mouseof red jumping dye into bowl 13. Thenpurplered(BELL) hecoloring color. jumped again.up in the air and landed in the bowl of What color do you think Poco will Let's look and see. Redmirror mouse looking in 14. Look!be?(BELL) Poco did what he said, he turned the color. Red. PROGRAM COLOR 11: PURPLE 2-01-la Mouse jumping into bowl VISUAL 15. Do you know what Poco wanted to do then? AUDITORY (TEACHER COMMENTARY) No. CONFIRMATION of blue dye Heininto wanted(BELL) this the bowl? toair turn and thelanded color in blueanother again! bowl. So he jumpedWhat color is Blue. Mouse'sPurpleing out purple mouseof blue lookinghead bowl stick in 17.16. Let'sNow (BELL)what look color and see.do you think Poco will be? Poco turned purple! What colorYou is tell me. Poco is purple. mirror HePow')little was(BELL) tired house. of playing, so he want home to his own Poco decided he wanted to stay this color. table,footprintsBunny lookingdoor, on etc. floor,at purple 18. Whenfootprints?saw(BELL) thepurple Easter footprints bunny woke all up,over he the looked floor. all around and What color Purple footprints. 001) holeBunny at lookingpurple mousein mouse 19. heHelittle see?followed(BELL) door. the purple footprints and they led him to a You tell me. He looked through the door and what did A purple mouse. redBunny dye and into mouse bowl pouring 20. haveHepurple said, theto doallcolor"Say, is over mixpurple,purple mythe house?" mouse,colorstoo." howred didand youblue get and the you color can The mouse said, "AllWhat you color are the bunny blueBunny dye and in mouse bowl pouring 21. Andand what (BELL)the colormouse areusing they first? using now? Blue.Red. PROGRM4 COLOR 11: PURPLE (2-01-14) Bunny and mouse mixing VISUAL 22. What color do they get when they mix red with blue? AUDITORY (rEACHER COMMENTARY) Purple. CONFIRMATION Bunnydye;dippingcolors andpurple to eggsmouse get eggs into purplesmiling, on purple table 23. AndNowcolored (BELL)theynow you havesome know purplemore how Easter coloring!to make eggs. purple Easter eggs, too! WhatThe colorbunny areand thethe eggs?mouse Purplee Red paddle 24. (HAND(TURN(BELL) OFFRED TAPE)AND BLUE PADDLE TO EACH CHILD) Hold your red Blue paddle 25. Nowdopaddle holdyou see?upyour to bluethe lightpaddle and up lookto the through light. it. What colorWhat color This color is red.blue. 26. HowNowyou doput tell we your makeme bluewhat purple? paddlecolor youon topsee. of your red paddle and Redpurple.Yee, andthis blue color make is (PUT MATERIALS AWAY) purple. PROGRAM COLOR 12: COLOR AND NUMERALLOTTO (2-01-1b) /OBJECTIVE(S): VOCABULARY: MATERIALS:Lotto cardsBoards andnameTeacherChildren matchingof numeralhandsGENERAL respond card out and PROCEDURE: withboards,by its raising appropriatecolor. calls hand out boards.respondingbyChildren color andwill pictures numetal match on picturewith Lotto cor- cards fourthreetwo ne blueyellowgreenred s ace on AUDITORY (TEACHER COMMENTARY) WINO CONFIRMATION pie combinationsLotto bords withof numerals differen VISUAL Color(HAND Lotto OUT again. LOTTO BOARD TO EACH CHILD) We're going to playLottiottoasii______40110011MM1011.1. 1. EMIR101.141. 00/MORM10011.101.0.010.0011MMORWMORMERWMMIIMEE andyellow, (1-5),purple blue, using red, the greencolors youhaveI'll (HOLDdo. tellthe ALL sameyou CARDS whatpicture IN card HAND. on I yourhave. board. DO NOT SHOW CARDS TO CHILDREN.) You look and see if you Raise your hand if (FOR(READ EXAMPLE) CARD WITHOUT I have SHOWING a yellow IT two.TO CHILDREN) Who has a yellow two? cardPICTURE):(IF onCHILD top I'll HASof theputMATCHING my MATCHINGboard.yellowI (IFdon't CHILDtwo PICTURE):see on HAS ayour yellow NON- No, WILLGIVEN(CONTINUE BE OUT A FIRSTAND GAMECHILDREN'S WINNER, IN THIS A LOTTOSECONDMANNER BOARDS WINNER,UNTIL ARE ALL A FULL.THIRDCARDS WINNER,HAVE BEEN THERE two on your board. A BOARDFOURTH(COLLECT(PUT TO WINNER MATERIALSEACH PICTURES CHILD.AND AWAY) AAFTER FIFTH FIRST WINNER.) ROUND. REPEAT GAME AS LONG AS TIME PtRMITS.) GIVE A DIFFERENT PROGRAM COLOR 13: ORANGE(j2-02-3a GENERAL PROCEDURE: OBJECTIVE(S): VOCABULARY: MATERIALS:YellowRedTapeTeacher paddles paddlesBooklet Teacherorangerespond shows withorally. redbooklet and yellowand children paddies. Children make andChildren label willthe colorcreate, orange. identify, bumporangespillpaint VISUAL (BELL)(HOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY) OPP* 1 CONFIRMATION OrangeFred, squareSam, teacher look- 1. ThisWe're(BELL) is going orange.Fred toRed talk and aboutSam Yellow a new Fellow.color today, What color is this? Une day at Look! This is orange. houseingFred andinside standing pointing classroom by to doll doll house,schoolFred(BELL) wantedtheir teacherto paint said the theydoll couldhouse painthis favorite the doll painthouse,Sambrush by holding andtable, bucket paintholding of red Butcolor,(BELL) Sam wanted to painc the doll house his favorite What is Fred's favorite color? Yellow!paintRed! the doll house red. Fred wanted to Sam wanted to painthouseSampaint painting yellowbrush andhalf yellow of ofTheycolor.(BELL) the could house not yellow." agree, so Sam said, "I'll paint my half What is Sam's favorite color? What color is Sam painting with? Yellow.yellow.paint the doll house houseFred redpainting half of WhatAnd (BELL) Fredcolor said, is Fred "I'll using? paint my half of the house red." Red. E paintDogPROGRAMQE_jasgmggjon hitting spilling table; on dog red VISUAL 7. spilledofThey a suddenworked Fred's Jojo,all red day thepaint and dog, wereall bumped overalmost himself.into finished the table when and all AUDITORY (TEACHER COMMENTARY) CONFIRMATION Yellow paint spilling on 8. AndWhat(BELL) then color Sam's paint paint did spilledJojo spill? all over Jojo, too. allHe spilledover himself. red paint Jojodog bright orange 9. differentOhWhat my,(BELL) color look color! waswhat Sam's happened paint? to Jojo! He turned a Yellow. puzzledFred, Sam, look Jojo on faceswith 10a. Was Jojo red?b.c. Was 4hat Jojo color yellow? was Jojo? (BELL) No,No, Jojo Jojo was was not not red. yellow. Teacher, Jojo, Sam, Fred 11. Fred'sTheyWhen(BELL) said,the red teacher paint"Jojo andbumpedcame Sam's in into she yellow theasked, tablepaint "What andall happened?" spilledover him- Jojo was orange. whenWhatself." (BELL)you color mix isred Jojo? and yellow together. The teacher said, "Now you see what happens You make orange." Jojo Is orange. yellowTeacher paintpouring into red pail and 12. Andpaint?SoNow the(BELL)whatthe teacher childrenother colortook wanted somepaint? toof makethe redthe paint.color orange, too. What color YellowRed paint. paint. PROGRAMICOLOR 1 _M:0 AUDITORY (TEACHER COMMENTARY) CONFIRMATION Teacherinto orange mixing paints VISUAL 0 ...... *1111.1/1613a, .11110.4What color paint b.did What she colorsget? did she use to get orange? `WM Ye orange.RedOrange and paint. yellow make classFred,chairs smilingSam, Teacher at new and . 14. Thenpaint.(BELL) the class painted their chairs with the What color did the class paint their chairs? mixed chairsThey painted orange. their Jojo alone 15, dogBut inJojo the was whole the worldhappiest that of was..,.. all because what he was color? the only Orange!only orange dog in the Jojo was the aRed color paddle 16. color(TURN(BELL)(HAND orange. OFF OUT TAPE) RED PADDLES) Now it is your turn to make the Here is red paddle for you. Hold your whole school. Yellow color paddle 17. Herecolorred paddle isdo ayou yellowup see? to thepaddle light for and you look (HAND through OUT it. YELLOW PADDLES What Redred. Everything looks 18, Now,meNowother what holdput hand, coloryouryour and yellowyellowyou look see. paddlepaddlethrough overup it. to your the redlight paddle with your What color do you see? and tell Orange!looksYellow.the coloryellow. orange. YouEverything have mad:. 20.19. colorLet'sLook dothrough ityou again. see? your yellow paddle. Look through your red paddle. What color do you see? What Yellow.Red.looksred. yellow. Everything looks Everything 22.21. WhatdoNow you (PuT looktwo see? MATERIALS colorsthrough make redAWAY) orange?and yellow together. What color Orange.orange.Red and yellow make PROGRAM COLOR 14: COLUR AND SHAPE LOTTO 2-04-4b OBJECTIVE(S): VOCABULARY: MATERIALS:LottoLotto Cards Boards GENERALoutTeacherandChildren name matchingPROCEDURE: handsof respond shape outcard andboards, bywith raisingits appropriate color.calls hand Childrenpondingby color willpictures and matchshape )n picture withLotto corres- boards.cards yellow,circle,green,triangle, purple,square,orange, blue, Lotto boards with VISUAL 11.=rma. space(GIVE on LottoLOTTO BOARDboard. TO EACH CHILD) AUDITORY (TEACHER COMMENTARY) redCONFIRMATION differentofcolorscircle, shapes yellow, combinations square),(triangle, blue, using NowhaveHAND; we're the DO goingsameNOT SHOW pictureto playCARDS onLotto TOyour CHILDREN.) again, board. tell you what card I have. You look and see if you Raise(HOLD your ALL handCARDS if IN , orangered, green, purple and youI (READhavedo. aCARD yellow WITHOUT circle. SHOWING IT TO CHILDREN. Who has a yellow circle? FOR EXAMFLE0 yellowof(TO the CHILD circleyellow WITH oncircle NON-MATCHINGMATCHINCyour onboard.. your PICTURE:) board.PICTURE:) I'll No, put I mydon't card see on atop GIVENWINNERBE(CONTINUE A OUTFIRST AND AND AWINNER,GAME CHILDREN'SFIFTH IN WINNER.)ATHIS SECOND LOTTOMANNER. WINNER, BOARDS UNTIL AARE ALLTHIRD FULL. CARDS WINNER, HAVE ABEEN FOURTH THERE WILL (REPEAT(PUT MATERIALS GAME IF TIMEAWAY) WARRANTS) PROGRAMMATERIALS: COLOR 15: SIMON SAYS GENERAL PROCEDURE: (2-06-4h) OBJECTIVE(S): VOCABULARY: 2 x 3 Color Tags (blue,orange,attachedred, yellow, purple), to 20"green, string neck.ChildrenTeacher leads wear Simoncolored Says tags game. around purple,theChildren colors and will red,orange. identii; blue, green, and label blueclaptagred yelLwstamporangepurple VISUAL Wek.arefully ace going andto pLaydo whatcver a game Simontoday. says. AUDITORY (TEACHER COMMENTARY) L am Simon. Listen CONFIRMATIONgrPPII la. b.c. Simon Says: LayPutPut your your hatIdsf4nger tinger inon in youfyour the lapnoseair (DEMONSTRATE). (DEMONSTRATE)(DEMONSTRATE). Red tag a NECK).aNow necklace (HOLDwe are UP withgoing RED a TAG) codifferent change What color checolor game- is tag. this! Each of you gets(HANG AROUND A'S A you get the red Lag. GreenBlue tagtag , (HOLD UP) What color is this? (HANG AROUND C'SB'S NECK). C,B, you get the bluegreen tag. tag- OrangeYellow tag e. , (HOLD (3P) What color is this? (HANG AROUND E'SD'S NECK).NECK), D,E, you you get get the the yellow orange tag. hisNowthecell neck.we name onlyare oireadyone the child forchild, ourwhat onlygame. to do.the color he wears around Ready? Let's start. From now onBut Simon Simon will will not say d.b.a.c. Simongimon Says: GREEN,GREEN,RED,BLUE, putput closeopen onetwo your yourtingerhands mouth.eyes. overon your your mouth. eyes PROGRAM VISUAL COLOR 15: SIMON SAYS 2-06-4b)AUDITCRY (TEACHER COMMENTARY) CONFIRMATION I. g,et. Simon Simon Says: Says: Simon Says: ORANGE,YELLOW,BLUE, shawput put oneme boch twohand handsfingers. an youron your shoulder shoulders. 4. AGAIN,NowEverybody TAGS.we MAKINGare changinghas SURE a new CHILDREN the tag. game- RAVE DIFFERENT COLORS). FAKE RED AWAY AND SUBSTITUTE PURPLE. Give me your tags (COLLECT' DISTRIBUTE d.cb.a. D, what ,olor is your tag?A,C,B, what what color color is your tag?tag? your tag? My tag is yellow.y tagtagcag isisIs greert orange-purple. . 5. e, E, what color is your tag?willsayFrom have yournow toonnames, listenSimon only willvery the tellcarefully colors two childrenyou because are wearing%,hat Simon to willaround do. not Yau y tag is blu?.. a.h. Simon Simon Says: Says: heads.your neck, Ready? GREENORANGE and and YELLOW, PURPLE, stand put bothup. hands over your d.e Simonc.Simon Simon Says:Says: Says; Simontimes. Says: ORANGEGREENPURPLEYELLOW and and PURPLE, ORANGEGREENYELLOW, sitclap:lap down. youryour handshands ;Aire:.one curv- La your hands cwo clines g.h Simon Says: Stmon.t PURPLKBLUE and and GREEN, KWh, putscamp your your fingets too! -)ntwo yourLimes PROGRAM VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATION t5a NowSimon listen Says: to what Simon Says: BLUE, ORANGE, GREEN, YELLOW and PURPLE, ii b. ThiscakeSimonciao isoftyourSays: all your hands Simon tags five wants and times. giveyou tothem do totoday, the teacher. BLUE, ORANGE, GREEN, YELLOW and PURPLE, (PUT MATERIALS AWAY) MATERIALS:PROGRAM Teather Booklet PICTURE READING I 'GENERALTeaLher PROCEDURE: pre'ients tAped Lommentacy (1-04-1b) OBJECTIVE(S):Gtven echoIng experienzes with VOCABULARY:climbing Tape and elicits Lhoral responding. pt(ture.apLcAures, sentence childrenabout a k-omparativewill produce sittingswingingleaning VISUAL ,C1 together.(HOLD UP BOOKLET) Now we're going to calk about pictures I'll cell you aboutAUDITORY a picture (TEACHER and youCOMMENTARY) say just CONIIMATION Boy talking on telepivme l whatboyThe boyIs talktng on the telephone." I say. is talking on the telephone. Now you say, "The LA, GtrlBoy ralkingholding ontelephone telephone 2.3, The The boy girl is isholding talking the on telephone. the telephone. Now you say it. BoyGirl rolling holding tire telephone 4.5. Now you tell me about thls picture.Here ace more pictures. The boy LS rolling the :Ire Ir hetelephone. girl is holding the GlrlGirlBoy rolling holdingholding tire ttreti5e 6.8 The7. Thegirl boy is ts rolling holding the the tire. tire.You tell me about this piLcure. pie girl Is hotding the Boyaoy leaningwithswinging arms on on aroundLt.:0 rrt,e t oe ,lt. The boyIICL ts The holding9 boy tsonto leaning f-h.! on the rree. The boy is swinging on the tree. tree. Boy -,wIng.Intt, on r r I 1 boy is swingin ,11 h i t ! e. -ee. 4 TAMMAll VISUAL PICTURE READING 1 (1-04-lb) AUDITOICI (TEACHER COMENTART) CONITPXATION Boy holdingstandingsitting tire onon tiretire 16.15.14. TellThe The boy me.boy is is standing sitting on the tire.on the tire. The boy is holding the BoyGirl sittingstandingsitting on onon swing swingswing 19.18.17. The The boy girl is issitting standingsitting on the swing.on the swing.on the swing. tire. GirlBoy climbingclimbingstanding treetreeon swing 22.21.20. The Tell girlboy me. isis climbingclimbing up the tree.up the tree. theThe swing.boy is standing on GirlBoy sittingclimbing under tree tree 24.23. TellThe boyme. is sitting under the tree. Thethe girl tree. is climbing (PUT MATERIALS AWAY) PICTURE READING 2 S1-04-44) 'PROGBA4-MATERIALS: TapeTeacher Booklet GENERAL PROCEDURE:andTeacher elicits presents choral taped responding. commentary OBJZCTIVE(S): (SAME AS PICTURE READING 1) VOCABULARY:pickingcarrying AUDITORY (TEACHER COMMCNTARY) CONFIRMATIONcuttingthrowingcleaning VISUAL justagain.(HOLD what UPI say.BOOKLET) We're going to talk about pictures I'll tell you about the picture and you say Boy lookingpickingcarrying atup basket basket 1.3.2. The The boy boy is isIs carrying lookingpicking theatup thebasket. basket. Now you say it. t.n GirlBoy carryingcuttingeating appleapplebasket 5.4.6. TheYou The girltell girl isme is eatingabout cutting thisthe the apple.picture. apple. Thethe boy basket. is carrying GirlManGirl wipingthrowing eating apple appleball 9.8.7. YouThe tellmangirl is me.is throwing cleaning the the ball. apple. Theapple. girl is eating th, Man droppingholding ballball 11.10.12. The You man tell is me.droppingholding thethe ball.ball. The man is throwing ManBaby throwing wearing ball hat f 13. The baby is earing the hat. the ball. 141=104 VISUAL PICTURE READING 2 (1-04-4a) AUDITORY (TEACHER COMMENTARY) CONFIRMATION 1... BabyGirl wearingwearingholding hat hat hat 15.14.16. The You babygirl tell is me. holdingwearing the hat. The baby is wearing the LadyGirl wearingtyingtying ribbon bowribbon in hair 19.18.17. The ladygirl is wearingtying the the ribbon. ribbon. r hat. BoyLady playirigholding guitar.guitar tying bow -20. Tell me22.21. about The boythis picture. is holdingplaying the guitar. ribbon.The lady is tying the Boy playinglooking guitarat guitar 24.23. TellThe boyme. is looking at the guitar. guitar.The boy is playing the (PUT MATERIALS 1NrAY) *PROGRAM PICTURE READING 3 (l-05-3a) 14NTERIALS:, TapeTeacher Booklet GERERALandTeacher elicits PROCEDURE: presents choral taped responding. commentary OBJECIIVE (S) (SAME AS PICTURE READING 1) VOCABULARY:between.behind 1 CONFIRMATIONonin Lopfront of of 411rINUMraIMMININI> VISUAL what (HOLDI say. UP BOOKLET) Let's teit AUDITOICI (MAO* VMMENTART) _ pictures. You say VININAINI0011111: DogBaby underinsideon top chair basIcetof basket 2.1.3. The The baby dog isis insideonunder top thetheof thechair.basket. basket. GirlDog nextbehindin frontto teleVisionchair of TV 5.4.6. The The girldog girl isis is nextbehind in tofront the oftelevision.chair. the television. BoyBoyRoy behind betweenin front chairs chairs of chairs 9.8.7. The boy is standing inbetweenbehind front the theof chairs.thechairs. chairs. AppleMan looking inside insideunderbox boxbox 12.11.10. The appleman is is looking inside insideunderthe box. thethe box.box. BallAppleCup in insidenext front to box ofbox train 15.14.la. The ballcupapple isis is insidein next front theto of thebox. the box. train. VISUAL PICTURE READING 3 (l-05-3a) AUDITOICZ (rEACEIR COMMINTARY) CON1FIRMATION BabyDollBall nextin in front backto basket ofof traintrain 18.17.16. NowThe The doll ball is is in in front back ofof thethe train. you tell me about this picture. train. GiaDog sittingbehind televisionon chait 20.19. Tell me.me about this picture. The doggirl is is asket.on behind the chair. thee baby is next to the ManBoy looking in front inside of chairs box 22.21. Tell me. fronttelevision. ot thehe manboychairs. is lookingstanding inside in BallApple in inside front boxof train 24.23. Tell me. Thebox.The theball apple box. is isin insidefront ofthe (PUT MATERIALS AWAY) the train. PROGRAM PICTURE READING 4: LOTTO ___S l -05 -4b) 30MATERIALS: Lotto cards5 Lotto boards verbalizing.byscribesTeacher identifying,GENERAL cards. hands PROCEDURE: outmatching boards Children andrespond de- OBJECTIVE(S):theandsmallChildren smallverbalize cards willcards. to a identify largedescription Lotto and boardmatchoi VOCABULARY:basketdiggingshovelguitar tireribbon VISUAL Lotto(HAND game OUT today.LOTTO BOARDS) We're going to play a picture 111.700 AUDITORY (TEACHER COMMENTARY)Here's a Lotto board for each of you. CONFIRMATION youboards.My (PICKpicturehave CARD;that cards pictureSAY are SENTENCE theon yoursame DESCRIBING board.as the pictures THIS CARD): on your I'll tell you about a picture. Raise your hand if Who has %Co diggingthe (IFboy CHILD withdigging ISthe CORRECT withshovel." the GIVE shovel? HIM THE CARD. (ENCOURAGE COMPLETE SENTENCE) Say, "I have the boy IF CHILD IS IN- ANNOUNCECORRECT,the(REPEAT shovel. "WINNER".SAY:) UNTIL Look ONE again CHILD and HAS find COLLECTED the boy 6 diggingPICTURES, with THEN COLLECT BOARDS AND CARDS) ANow C,teadhers.and we'llD, B, and youplay E, take raisea new turns yourway. telling hand if about you havethe cards.the picture. C, D, and E will play the game. A and B, you will be the CANNOT(PUT(REPEAT(Puy DESCRIBEMATERIALSGAME GAME AS ASPICTURE,BEFORE, AWAY) ABOVE GUIDEUSINGGIVE HELPASOPPOSITE NEEDED. AND HAVECHILDREN) CHILD REPEAT) IF "CHILD-TEACHER" 116TELIALS:.ppixalim PICTURE READING 5a, 5b, 5c (1-06-lb), (1-06-3a), (1 -06 -4b)* OBJECTIVE.04 VOCAMULARIN. ( Tape Teacher Booklet =MALandTeacher elicitsPPACEDUREL presents choral taped responding. commentary (SEE * BELOW) .round,blowsurprise, 1.ong,big, up, thin, storytell'you(HOLD about UP about TomBOOKLET) anda picture Betty Today and andwe're ayou sPecial going say what tosurprise. tell I say. another AUDITORY (TEACHER COIRIENTARY) I'll CONFIRMATION MotherTomBetty waking bywaking Tom'sBetty'sup up bed bed 2a.la. GoodIt's morning,timeb. GoodIt's to morning,gettimeBetty. up, to Betty.getTom. up, Tom. MotherMother hidingholding hiding bag bagbagba&for for BettTom 4a.3a. Guess Mother b.what GuessMotherhas it a is,what surprisehas Betty. ita surpriseis, for Tom. Betty. for Tom. TeddyDollBookBall bear 5a.6a. Betty Betty b.says, says,Tom "Maybesays, "I think "I"Maybeit's think it's a it'sball." it'sa doll."a abook." teddy bear." MotherBoatAirplane gives Betty balloon . 8a.7a. BeityLook,It's b.thinks Tom a thinksballoonit's an it's forairplane. aBetty! boat. Motherlistens gives to Tom a, balloonechoes b on Day 2' produces a-and b on Day 3.In following three-p t Picture Reading programs, childb. Look, repeats it's parallela balloon statements for Tom! a and b on Day 1; papaw PICTURE READING 5a, 5b, 5c (1-06-1b), (1-06-3a)? (1-06-4a) Betty blowing up balloon VISUAL 9a. Betty blows up Iler balloon. AUDITORY (TEACHER COMMITARY) TomBig,Long, blowing round thin upballoon balloon 10a. Betty's balloonb. isTom'sTom long blows balloon and up thin. hisis bigballoon. and round. TomTomBetty holding playing playingholding balloon with withballoon balloon balloon 12a.lla. HaveBetty fun likes with her b.yourb. longTom Have balloon, likesthin fun balloon.hiswith Betty! big your round balloon, balloon. Tom! (PUT MATERIALS AWAY) riOSERIALS:PROGRAM PICTURE READING 6 GENERAL PROCEDURE: (1-10-1a) 1OBJECTIVE(S): underVOCABULARY: inside TapeTeacher Booklet statsmeniTeacherChildren shows forrepeat eachbooklet statement. picture. and reads Civenprepositions.sentencesecho aand picture, produceusing appropriate jaldrendescriptive will inbesidein back front ofehind of nexton to VISUAL yo-tWe're about going a topicture tell aboutand you pictures say what today. I say. AUDITORY (TEACHER COMKENTARY) I'll tell CONFIRMATION Car onunder Chair chair The(BELL) (BELL)car is onunder the theChair. Chair. Say it. BoyBoycar sitting sitting on behind top of car TheThe (BELL)boy boy is is sitting sitting on behind top of the the car. car. Baby crawling in front . The(BELL) baby is crawling in front of the dog. Babyof dog crawling beside dog . The(BELL) baby is crawling beside the dog. Baby hiding nextinside to basket The(BELL) (BELL)baby is hiding nextinside to thethe basket.basket. basketUMbrellachair lying next to . The (BELL)uMbrella is lying next to the Chair. PROGRAM PICTURE READING 6 (1-10-1a) UMbrella lying on chair VISUAL 10. The (BELL)umbrella is lying on the chair. AUDITORY (rEACHER COMMENTARY) CONFIRMATION Dog hiding inunder back box of box 12.11. The(BELL) dog is hiding inunder back the of box.the box. AppleCat hidingbeside underplate box 14.13. TheThe (BELL)apple cat isis hidinglying besideunder thethe box.plate. AppleCar underon plate Chair 16.15. Now(BELL)The (BELL)you apple tell is me lying about on thisthe plate. picture. Thechair. car is under the dogBabyBoycar sittingcrawling on in top front of of 18.17. Tell(BELL) me. inThetop front ofbabyboy the isofis car.sittingthecrawling dog. on ChairUMbrellaBaby hiding lying inside next basketto 20.19. Tell(BELL) me. nextTheside umbrellababytheto thebasket.is chair. hidingis lying in- AppleDog hiding beside in plate baCk of box 22.21. TellTell(PUT(BELL) me. me. MATERIALS AWAY) backsideThe of appledogthe the isplate. is box.hiding lying inbe- MATERIALS:PROGRAM PICTURE READING 7- GENERAL PROCEDURE: (l-10-3a) OBJECTIVE(S): VOCABULARY: TapeTeacher Booklet TeacherChildrenstatement shows repeat for booklet each statement. picture. and reads prepositions.echoGivensentences and a picture,produce using descriptivechildrenappropriate will READINGPICTURE1-10-1a)(Same 6,as VISUAL (HOLD UP BOOKLET) Let's tell about some pictures again. AUDITORY (TEACHER COMENTARY) CONFIRMATION houseBoy sitting on top of TheEveryone (BELL)boy(BELL) is listensitting and on saytop whatof the I say.house. houseBabyGirl sitting on tabletop of . The (BELL)babygirl is sitting on thetop table.of the house. Babytable sitting innext basket to The (BELL)baby is sitting innext the to basket. the table. Baby standing in basket . The (BELL)baby is standing inside the basket. umbrellaBoy standing besideunder The (BELL)boy is standing besideunder thethe umbrella.umbrella. Girlumbrella sitting on box . The (BELL)girl is sitting on the box. PROGRAM PICTURE READING 7 (1-10-3a) VISUAL AUDITORY (TEACHER CO)*ENTARY) I CONFIRMATION Girl standingsitting nexton box to box 11.10. The (BELL)girl is standingsitting nexton the to box.the box. ManchairsChairs kneelingstanding between 13.12. The (BELL)man is kneelingstanding between thethe chairs.Chairs. ManBoy sitting on top onof chairhouse 15.14. NowThe (BELL)you (BELL)man tell is sittingme about on this the picture.chair. top of the house. e boy is sitting on GO GirlBaby sitting sitting next in basketto box 17.16. TellTell(BELL) me. me. the basket.ext to thee box.babygirl is sitting in CO GirlumbrellaBoy sittingstanding ir under box 19.18. Tell(BELL) me. IThe theTheunderboy box.girlis the standing isumbrella. sitting on Manchairs standing between 20. Tell(PUT(BELL) me. MATERIALS AWAY) betweenThe man theis standingchairs. MATERIALS:PROGRAM PICTURE READING 8 GENERAL PROCEDURE: (I-10-4a) OBJECTIVE(S): VOCABULARY: TapeTeacher Booklet respondTeacher 'orally.show booklet. Children priateaboutChildren averb picture will and produce preposition.using the'appto-a sentence drinkingundertalkingreading onin VISUAL (HOLD UP BOOKLET) Listen. AUDITORY (TEACHER COMMENTARY) I'll tell you about a CONFIRMATION umbrellaBoy sitting under 1. Thepicture (BELL)boy isand sitting you say under what theI say. umbrella. Now you tell me. ZW, BoyBaby sitting sitting on in swing basket 3.2. The (BELL)boybaby(BELL) is is sitting sitting on in the the swing. basket. LadyGirl talkingdrinking on milk telephone 5.4. The (BELL)ladygirl is talkingdrinking on milk. the telephone. GirlBoy readingfeeding bookdog 7.6. NowThe you (BELL)boy tell is readingme about di thisbook. picture. Thethe girl dog. is feeding GirlMan brushingcutting caketeeth 9.8. Tell(BELL) (BELL)me. hisThe theteeth. girlman cake. isis brushingcutting PROGRAM PICTURE READING 8 S1-10-4a) Man digging hole VISUAL 10. Tell me. AUDITORY (TEACHER COMMENTARY) The man is digging CONFIRMATION Boy climbing tree 11. Tell(BELL)(BELL) me. a Theatree. hole. boy is climbing CatBoy looking sitting in in fish box bowl 13.12. Tell(BELL) me. Thethe catboy box. is lookingsitting in Cf, co Girl sleeping in chair 14. Tell(BELL) me. Theinthe girlthe fish chair.is bowl. sleeping GO LadyBoy sittingstanding on on elephant swing 16.15. Tell(BELL) me. TheonThe the lady boy swing. isis sittingstanding on 0 (PUT(BELL) MATERIALS AWAY) the elephant. PROGRAM PICTURE READING 9a, 9b, 9c. (1-12-1a), (1-12-2a), (1-12-4b)* MATERIALS: TapeTeacher Booklet Teacherand elicits presents choral taped responding. commentary PROCEDURE: OBJECTIVE(S): sentences.Children will echo descriptive VOCABULARY:mudtub, puddle, chase, vIsuAL AUDITORY (TEACHER CO)QMENTARY) CONFIRMATIONclean,trash can, dirty TomBetty standing standing la. Today b.we're ...and going Tom, to tell a story about(HOLD Betty... UP BOOKLET) Dog inchasingrunningstanding mud puddle butterfly 2a.3a. ...and He chasedb. b.their ...and One a dog,butterfly...day fell BoboBobo. into was a outsidemud puddle. playing. Motherwater talkingfilling totub Betty with 5a. Mother said,. "Betty, catch Bobo. NowMother let's filled finish a bigthe tubstory of together.water. He needs a bath." You say what I say. DogMother hiding talking in boxtrash to Tom can 6a. Bobo hidesb. BoboMother in hidesthe said, trash in "Tom,the can. box. catch Bobo.You say it. He needs a bath." Dog hiding underbehind tablechair treerock 8a.7a. Bobo Bobo hidesb. hides Bobo under behindhides the underbehinda chair.rock. the a tree.table. Dog hiding in flowersgrass See Picture Reading 5 (1-06-1b) 1 9a. Bobo hidesb. Bobo in hidesthe grass. in the flowers. pRocium PICTURE READING 9a 9b 9c: (1-12-la ) , 1-12-2a), (12-4b) Dog resting on chairsteps VISUAL 10a. Bobo rests on theb. Bobosteps. rests on the chair. AUDITORY CM-CM CCIVAITARY) CONPIRMATION DogTomBetty chasingjumpineonto chasing dog dog table 12a.lla. Hurry,Bobo,jumps Betty! on theb. Hurry,table. Tom! Catch Bobo. Catch Bobo. Dog jumping intoonto tubboxchair 13a. Bobo jumps intob. theBobo box. jumps intoon the the chair. tub. CleanBettyTom washing dogdrying dogdog 15a.14a. TomBobo washing is clean Bobo. tr.and Betty dry. dries Bobo. DogTom andwaving Betty dirtywaving and we 16a. Goodbye, Tom andb. Goodbye,TomBetty. and BettyBobo. are dirty and wet. (PUT MATERIALS AWAY) - MATERIALS:PROGRAMTapeTeacher Booklet PICTURE READING l0a,b,c GENERALTeacherecho sentences.PROCEDURE: plays tape and children 2 -Ol -2a) . (2-01-3a), (2 -Ol -4b) OBJECTIVE(S):Children will echo sentences. VOCABULARY:bookdrum desk VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATIONmonkeyschoolletter Tom and Betty - la. Today(BELL)(HOLD let's UP BOOKLET) tell a story about Tom and Betty Monkey dancingon Tom's with shoulders Betty 2a. b. BettyTom (BELL)likes likes to to play play with with the the monkey. monkey. and the monkey. Now you say it. You say it. Monkey imitating BettyTom 3a. b. The (BELL)monkey does what BettyTom does. does. BettyMonkeyTom playingwriting playing drumletter drum 5a.4a. b. BettyTheTom (BELL)monkeyplays writes aplays drum. a letter. a drum. MonkeyTom reading playingwriting book withletter book 6a. b. TheTom (BELL)readsmonkey a readswritesbook. a abook. letter. Monkey following BettyTbm See Picture Reading 15 (l-06-lb) 7a. b. TheThe (BELL)monkey (BELL)monkey follows follows BettyTom to to school. school. PROGRAM PICTURE READING 10a (2=01=2A) BettyTom talking talking to to monkey monkey VISUAL 4141= 8a. b. BettyTom says, says, "Go "Go home, home, monkey." monkey." AUDITORY (TEACHER COMMENTARY) MonkeyTom going going into into school school 9a. b. TheTom (BELL)goesmonkey into goes the into school. the school. BettyMonkeyTom sittinglooking sitting atat at deskmonkey desk lla.10a. b. BettyTheTom (BELL)sitsmonkey sees down thesits atmonkey. downa desk. at a desk. TomTeacher talking pattinglooking to monkey monkeyat monkey 12a. b. TheTom (BELL)teacher says, "Youseessays, canthe "You stay."monkey. can stay." BettyTeacher 13a. b. TheBetty(BELL) teacher says, says, "Be a"Be good a goodmonkey." monkey." MonkeyTom writing writing 14a. b. TheTom(BELL) worksmonkey all works day. all day. MonkeyTom and ready Betty to readygo home to go home 15a. b. It's(BELL) time to go home, monkey.Tom and Betty. TeacherChildren waving waving to to monkey monkey 16a. b. The (PUT(BELL)teacherchildren MATERIALS says, say, AWAY)"Goodbye, monkey." MATERIALS:PROGRAMTapeTeacher Booklet PICTURE READING lla ,b,c (2-03-la), (2-03-2a), (2 -03 -3b) GENERALTeacherecho PROCEDURE: sentences. plays tape and children OBJECTIVE(S):Childrensentences. will echo descriptive nest,small,VOCABULARY: nutshell, mousehole VISUAL AUDITORY (TEACHER COMMENTARY) ashtray,mushroom,CONFIRMATION seashelthumb,iant slide smallerDidfitsmall? you in andevermy hand.smaller wonder untilwhat ityou is are like so toTeeny be very,Tiny youvery can Let's pretend you are growing smaller and Boy sitting in hand la. Ifyou I (BELL)(HOLD couldwere UPdo BOOKLET)if you were Now Teenylet's Tiny.tell a story about what Teeny Tiny, I would sit on your hand. Say it. GirlBoy insittingin bird'smousehole on nest shoulder 2a. b. If(BELL) I were Teeny Tiny, I would livesit onin youra mousehole.bird's shoulder. nest. GirlBoy inin nutshellshoe 3a. b. If I(BELL) were Teeny Tiny, I would sleep in a shoe.nutshell. GirlBoy sitting sitting on on thumb mushroom 4a. b. If I(BELL) were Teeny Tiny, I would sit on ayour mushroom. thumb. GirlBoy bathingbathing inin ashtrayseashell See Picture Readin 5 (l-06-lb)5a. b. If(BELL) I were TeanyTeeny Tiny, I would take a bath in aan seashell, ashtray. PROGRAM PICTURE READING lla 2-03-la Boy riding grasshopper VISUAL 6a. If I were Teeny Tiny, I AUDITORYwould ride (rEAGHER on a grasshopper. COMMENTARY) CONFIRMATION BoyGirl flying ridiug on mouse bird 7a. b.b. IfIf I(BELL) Iwere were TeenyTeeny Tiny, Tiny, I Iwould would flyride fly on onon a aabird. mouse.butterfly. GirlGir1Boy flying swimmingswimming on inbutterflyin puddlecup 8a. b. If(BELL) I were Teeny Tiny, I would swim in a cup.puddle. GirlBoy lookinglooking atat giantgiant dogcat 9a. b. If(BELL) I(BELL) were Teeny Tiny, a kittenpuppy wouldwould seemseem likelike aa giant.giant. BoyGirl slidingsailingriding on turtledog'sfish tail lOa.lla. b. IfIf I(BELL) Iwere were TeenyTeeny Tiny, Tiny, a Iturtlefish would would wouldslide be be downmy my boat. yourboat. dog's tail. GirlBoy slidinghiding indown ear nose 12a. b.b. IfIf I(BELL) Iwere were TeenyTeeny Tiny, Tiny, I Iwould would hideslide hide in downin your your your ear. pocket. nose. Girl hiding in pocket (BELL)(PUT MATERIALS AWAY) PROGRAM PICTURE READING 13a b, c (2722:1A)._ (2-09-2a)t (2-09-3a)* MATERIALS:TapeTeacher Booklet GENERALechoTeacher PROCEDURE: sentences. plays tape. Children OBJECTIVE(S):nouns.Childrenchanging will proper echo nouns sentences, to pro- IVOCABULARY: blockbuildbouncepull beatpoundbrushnail VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATIONVocabulary: YouLet's say(HOLD tellwhat UP anotherIBOOKLET) say. story about Tom and Betty. pianocrayondraw(Continued) playdrum Tom eating ice cream la. b. HeTom is(POINTeating eating TO his PICTURES)his ice ice cream. cream. BettyTom bouncingdrinking ballmilk 2a. d.C. TomSheBetty (BELL)is isbouncingdrinking drinking-her aher ball. milk. milk. Betty jumping rope b.d.c. BettyHeShe is(BELL) isisbouncing jumpingjumping a rope.rope.ball. BettyTom riding pulling bicycle wagon 3a. b.d.c. BettyHeSheTom is(BELL) isisriding ridingpullingpulling a bicycle.a aabicycle. wagon.wagon. Tom building with blocks See Picture Reading 3 4a. b. HeTom is (BELL) isbuilding building with with blocks. blocks. PROGRAM PICTURE READING 13 (2-09-1a) Bettycrayons drawing with VISUAL 4c. d. SheBetty is isdrawing drawing with with crayons. AUDITORY (TEACHER CONNENTARY) crayons. CONFIRMATION BettyTom washingpetting dogcat. 5a. b. (BELL)(POINT TO BETTY)TOM) He She is iswashing petting his her dog. cat. C:141+. Betty.swingingTom sliding 6a. b. (BELL)(POINT) SheHe isis slidingswinging on on the the slide. swing. TomBettyTom sawing washingbrushing board face teeth 8a.7a. b. HeSheHe is(BELL) is issawing washingbrushing a board.his her face. teeth. BettyTomBetty beatingplaying pounding drumpiano nail 9a. b. SheHeShe is(BELL)is is beatingplaying pounding aa drum. piano.a nail. (PUT(BELL) MATERIALS AWAY) PICTURE READING 14a, 14b, 14c (2-11-2a). (2711-3a), (2-11-4b) PROGRAMMATERIALS:TapeTeacher Booklet GENERAL.PROCEDURE:echoTeacher each plays sentence. tape and child'ren OBJECTIVE(S):Children will echo sentences. bearVOCABULARY:monkey half VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATIONpeelthrowcave Let'sMontythatthe(HOLD forest. Monkeytella UPbear BOOKLET)a does.storycan't aboutdoBarney everything Barney Bear isand the funniest He will try to do anythiug that his friend And that's silly because we know that a monkey can do. You animal in c,o worried,Montytree by looking tree; Barney,up at la. Monty b.is Barneygoing tois climbgoing ato tree. climb a tree.I say. (BELL) MontyMontyBarney climbing swinging struggling easily; on vine; up 2a.3a. Look! Montyb. canLook!Barney swing cannot through swing dhe through air. the air. BarneyMonty goesgoes allhalf the way way up. up. (BELL) BarneyMontyMonty near nearonthrowing groundbanana orange banana tree; tree ski 4a.5a. Monty Montyb. is Barneythrows hungry isthe forhungry banana a banana. for peel an away.orange. (BELL) MontyBarneypeeling lookingonthrawingat lion;peels at Barneypeelingson fruit lion look 6a. Oops!b.b. Barney Oops1 thraws the orange peel away. Barney'sMonty's bananaorange peelpeel hithit LeoLeo the the Lion, too. OEM: Lion. (BELL) BarneyMonty runningrunning See Picture Reading 5 (l -06 -lb)7a. Look atb. MontyLook atMonkey Barney run! Bear run! (BELL) PROGRAtincium2EADINGa4a.,s_a- _11- _2a1..(2aLla--), (2 -11 -4b) BarneyMonty hidinghiding inin tree;cave VISUAL 8a. Monty b.hides Barney in ahides tree. in a cave. AUDITORY (rEACHER COMMENTARY) (BELL) CONFIRMATION MontyAngry peekinglion looks from at tree, cavetree; 10a. Monty9a. Monkey Leo can'tisb. safeLeo find can'tnow. Monty. find Barney. (BELL) walkingpeekinglion walking away from cave,away; lionBarney b. Barney Bear is safe now. Monkey"Boy, does!"that's saidthe lastBarney. time I'll do anything that Monty (BELL) (PUT MATERIALS AWAY) MATERIALS:PROGRAM None NUMBERS 1: INTAODUCTION TeacherGENERAL singsPROCEDURE: and points. (1-03-1a) OBJECTIVE(S):Children will count parts of the VOCABULARY: one VISUAL 4MMIONMMINI*11=1/IMMINPMMI.1,1..-.andChildren answering. respond by pointing AUDITORY (rEACHER COMMENTARY) etc.).body (e.g. two eyes, one nose, CONFIRMATION two 1. b.a. Today(HOLD I willUP TWOONE talk FINGERS)FINGER) about Numbersnumbers.and 2. 1, 3.2. HawHowNumbers many tell people how aremany. sittingtalking into youryou? chair? One, just one. 5.4. I'mone (SINGisgoing you. ANDto pointPOINT toTO partsSELF) ofOne me. is me and (PICK A CHILD) Put us together and 7e are You point to two. b.a. partsI (POINThave of twoyou. TO eyes.NOSE)OTHER IEYE) have Here's one nose. two. (POINT TO ONE EYE) Here's one. How many do you have? One. e.d.c. HowBut (POINT)many (rAPall ofmouthsFEET)together I youhave Rowwilldoes one (POINTmany thereyourmouth feet TO food always above ENTIREdo goyou onebe?in? BODY),have chin to just(POINT). tap? ane me. One.Two.One. 6. Put your(SING) finger Put youronan one finger nose, on onand one one see nose, nose. how onlong one it nose. grows. PROGRAM NUMBERS 1: INTRODUCTION (1-03-1a), VISUAL ..1101 6. (CONTINUED) AUDITORY (TEACHER COMM&NTARY) CONFIRMATION PutPut your your fingers fingersfingersfinger on ononon two twotwotwo eyes, eyes,eyes, onyou on-ifon two you'recry.two eyes. eyes. sad that's how Put your fingersfingers-on on two ears,ears, onhear.if twoyou ears.listen then you OfPut mouths your fingeryou have on butone of fun. mouth,one, stillon one you mouth. will have lots NowPut you'veyouryour-finger finger learned onon-one your mouth, on oneonefinger, mouth. and ontwo, your and finger. right now Tin we(PRAISE play ourCHILDREN number game anotherthat's day. all we'll do PUT MATERIALS AWAY) PROGRAM_. MATERIALS:Box of 12 blocks andTeacher GENERALcounts gives withPROCEDURE: children them. blocks - OBJECTIVE(S):Children will count one, two. VOCABULARY: onetwo VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATION One block 2.1.3. (TAKEWe (PLACE are BLOCK going ONE FROM BLOCKto practiceBOX) IN FRONTI have counting. OF theirone EACH block. numbersCHILD) Pick1-2-3-4-5? up one Say them with me: Does everyone know What do I have? 1-2-3-4-5. One block. Two blocks 5.4. (TAKE(PLACE SECOND-BLOCK SECOND BLOCK FROM IN FRONTBOX)block. (POINT)HereOF EACH is 1-2. oneCHILD) more Here block. is one What do you have? I have two blocks. What do I have? OneTwo block. blocks. c.)1-k 6. (PUT BLOCKS DOWN) Put yourblocks. blocksonemore block. block. on the table. What do you have? What do youPick have it in up. your hand? (HOLD UP BLOCKS) I have two Pick up OnePao block. blocks. 9.8.7. Give Give(PICK me me UPone one SECOND more block blockBLOCK) (COLLECT, (COLLECT). Pick twoPUTup blocks. oneIN BOX).more block. What do you have in your hand? I have Two blocks. Thank(PUT you.MATERIALS AWAY) PROGRAM NUMBERS 3: MORE THAN ONE (1-03-4a) MATERIALS:Box12 squares questionsChildienTeacherGENERAL hands re'spond PROCEDURE:and outmanipulate verballysquares. squares. to OBJECTIVE(S):morespondChildren than to one.termswill countone more 1-2 and re- VOCABULARY:moremoreone thanmore than one VISUAL 1. We are going to practice counting. AUDITORY (TEACHER COMMENTARY) 1-2-3-4-5. Say CONFIRMATION . mil.10n Ithe (TAKEhave numbers moreONE SQUAREthanwith one?me: OUT OF BOX) Here is one square. 1-2-3-4-5. Do Good. I have one square. square(PUT ONEfor SQUAREyou. IN FRONT OF EACH CHILD) Here is one 4. b.a. Do What you dohave you more have? than one? (TAKE SECOND SQUARE OUT OF BOX) Now I have one more No,One you square. have one square. 5. onesquare. (PUTmore SECONDsquare SQUAREfor you. IN FRONT OF EACH CHILD) Here is Do I have more than one? Pick it up. Now, do you Yes,one youIsquare. have have more more than than 6. Puthavesquare your more squares than one on square?the table. Say it: One square, two squares. Follow ma: one one square. 7. NowI Givehave (COLLECTwhat metwo doone squares. ONEyou square. SQUAREhave in FROM your EACH hand? CHILD AND PUT IN BOX) What do you have? TwoOne squares. square. PROGRAM VISUAL NUMBERS 3: MORE THAN ONE amsweemolnac,...... a. 1-03-4a) AUDITORY (TEACHER COMMENTARY) ...... -,.....art...,...... ,...... ,.., CONFIRMATION 1 8. A,FORWho can LETTERS)will you givegive me one more? me one more? (SUBSTITUTE CHILD'S NAME Thank you. 10. CL, can you give me ^nr1 you give me one more? one morel ThankThank you. you. 12.11. 11.,E, can youyou givegive me one more? me one more? ThankThank you. you. Now I(PUT have MATERIALS all the squaresAWAY) in the box. PROGRAM NuMBERS 4: MORE THAN ONE (1-04-2b) rerriaasTapeStudent Booklets . . GIRERALandTeacher PROCEDURE:-supervises presents counting. taped commentary OBJZCTIVR (S) thanRespond: one." appropriately to "more VOCABULARY:moreonly than one one VISUAL AUDITORY (CEACMER COMMENTARY) - CONFIRMATION I checker 1. Here is a picture of one checker.pictureschecker.(HAND thatOUT BOOKLETS)have more Todaythan one.we are going to look for Do you see more than one checker? Put your finger on one No,checker. there is only one 12 checkersstick 3. Put your finger. on one stick.Putstick?one your checker? finger one one checker. Do yau see more than one Do you see more than No,Yes,stick.checker. there more isthan only one one 2I starschecker 4. Put your finger on one checker.Putstar?one yaur checker? finger on one star. Do you see more than one Do you see more fhan No.Yes. 2 I1sticks checker,checker I stick, . . Put your fingerstick?Put on yourone stick.finger on one stick. Is there more than one No.Yes. I star, 2 sticks 8. Put your finger on one star.star?(PUT MATERIALS AWAY) Is there more than one No. PROGRAM NUMBERS 5: COUNTING 1-2-3 1-04-3a) BoxMATERIALS: of 18 checkers TeacherChildrenGENERAL hands count PROCEDURE: out by checkers. pointing to OBJECTIVE(S):pointingChildren to will checkers. count 1-2-3 by VOCABULARY: three VISUAL checkers. AUDITORY -(TEACHER COMMENTARY) CONFIRMATION FollowhaveToday to weme. learn are goingto count to count1-2-3. three checkers. Everyone do this: First you (REPEAT(HOLD(IUD UP UPABOVE FINGERTHIRDSECOND PROCEDURE) FINGER) ANDFINGER) SAY) Let'sOne finger,count three.two, again: 1-2-3. Checkers KEEPLet's1-2-3(PLACE THREE) count (PLACE THREE Watchagain: FINGER CHECKERS me. ON ONEON TABLECHECKER IN ATFRONT A OF EACH CHILD 1-2-3. I am going to count the checkers. TIME). AND DoCountNow youyou 1-2-3. havecount more two thancheckers. threetwo checkers? checkers? Do you have three checkers? 1-2. Do you have two checkers? Yes,Yes.No,Yes. NowCount give(PUT 1-2-3 meMATERIALS again. AWAY) your checkers (COLLECT). Do you have three checkers? Yes. MATERIALS:PROGRAMTapeStudent Booklets NUMBERS 6: MORE THAN TWO GENERALChildren PROCEDURE: count in booklets and (l-05-2a) ChildrenOBJECTIVE(S): will count to two and tell VOCABULARY:only two VISUAL respond verbally to questions. if there are more than two, more than two WithToday (13LDyour let's fingersUP BOTHlook countINDEXfor pictures 1-2.FINGERS) AUDITORY (TEACHER FollowthatCOMMENTARY) have me. more than two. CONFIRMATION 18112.n (PUT OTHERONE FINGER FINGER DOWN) DOWN) 1.0 2. 0.. Fingers up. One. Q11900 2 checkers la. Herepage. (HANDis a pictureOUT BOOKLETS) of MO Opencheckers. (BELL) your booklets to the first (REPEAT IF NECESSARY) Two. b.c. AreHowReady? (BELL)theremany checkers?more than two (POINT TO ONE CHECKER AT checkers? A TIME) 1-2. Count two checkers. No.Two.One, two. 3 checkers 2a. b.c. ArePutPut thereyour your finger morefinger than on on two checkers? one checker.more checker (POINT) 1. 2. Yes, there are more 3 sticks 3a. d. CountHow (BELL)many two checkerssticks. are there? (POINT) 1-2. Three.than two checkers. b.c. HowAre (BELL)manythere sticks more thanare there?two sticks? Three.Yes,thanOne, there two. are more PROGRAM_NUMBERSALIERST_____L_HAN TWO (1-05-2a 1 stick, 2 stars VISUAL 4a. b. AreCount there two stars.more than two stars? AUDITORY- (TEACHER -COMMENTARY) (POINT) 1-2. No,One, there two. are only CONFIRMATION 2 fish 5a. b. AreCount (BELL)there two fish.more than two fish? (POINT) 1-2. No.One,two two.stars. 3 mice 6a0 b. AreCount there(BELL) two more mice. than two mice? (POINT) 1-2. Yes.One, two. c. How many(PUT miceMATERIALS are fhere? AWAY) Three. PROGRAM NUMBERS 7: COUNTING 1-2-3 AND MORE THAN TWO (1-05-4a) MATERIALS:3 StudentBlocks Booklets GENERALrespondChilaren PROCEDURE: verbally count in to booklets questions, and tellChildrenOBJECTIVE(S): if there will arecount more to thanthree two, and VOCABULARY: three Tape VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATION 3 blocks . (POINT(PLACE TO3 BLOCKSFIRST BLOCK)ON TABLE) One.... Here are some blocks. 3 blocks 2. HereAre (POINT thereare some TOmore SECOND blocks. than BLOCK)two blocks? Two... (POINT TO FIRST BLOCK) One... Yes.two Iblocks. have more than opcp1-- Are(POINT (POINTthere TO TOany SECOND THIRD more BLOCK)BLOCK)*blocks? Two... Three. No,three there blocks. are only *2-1 ************************* ************************************************************* I more(BELL)(10D than OUT two. BOOKLETS) Today we are going to look for *********************** 2 balloons la. b. AreATCount A. there(BELL) TIME) the more 1-2.balloons than twoout balloons?loud. (POINT TO ONE BALLOON No.One, two. I stick, 2 fish 2a. b. AreCount there(BELL) two more fish than out twoloud. fish? 1-2. No. PROGRAM VISUAL NUMBERS 7: COUNTING 1-2-3, AND MORE THAN TWO 'AUDITORY (TEACHER 'COMMENTARY) (1-05-4a) CONFIRMATION 3 fish 3a0 b.c. HowAreCount many (BELL)there two fish fish.more are than there? two fish? 1-2. Yes.Three fish. 2 mice 4a. b. AreCount (BELL)there two mice.more than two mice? 1-2. No. 3 sticks 5a. b.c. HowAreCount many (BELL)there two sticks sticks.more arethan there? two sticks? 1-2. Yes.Three sticks. av;) 3 mice 6a. b.c. HowAreCount manythere two mice more mice. are than there? two mice? 1-2. Yes.Three mice. 1 fish, 2 stiCks, 1 fish 7a. b. AreCount (BELL)there two more fish. than two fish? 1-2. No. 3 stars 8a. b. AreCount there(BELL) two more stars. than two stars? 1-2. Yes. c. How (PUT(BELL)many MATERIALS stars are AWAY) there? Three stars. PROGRAM NUMBERS 8: HOW MANY? (1-06-la MATERIALS:None GENERALpartstheChildren teacher. ofPROCEDURE: the point body to as the directed various by OBJECTIVE(S):toChildren the question will count "how andmany?" respond VOCABULARY:how many? VISUAL Today we are going to tell "how many." ....amm.ramr+w.-.a AUDITORY (TEACHER COMMENTARY) CONFIRMATION Finger on nose o I have(PUT one FINGER nose. ON NOSE) Put your finger on your nose. How many do you have? One nose, Finger on mouth I (DEMONSTRATE)have(HOLD one UP mouth. ONE PutFINGER) your Dofinger this: on your mouth.. How many do you have? One mouth.nose. One mouth. eyeI1 index finger on each IHow have (HOLD(DEMONSTRATE)many two UPdo ears. TWOyou FINGERS) have?Point to Do your this: eyes, How many do you have? (DEMONSTRATE) Two eyes. I have two eyes. Two ears.eyes. Fingerear on chin . Point(HOLD to yourUP TWO chin. FINGERS) Do this: I have one chin. Two ears. How many do you One chin. 2 fingers on legs . have?Point to ydur legs. (HOLD UP TWOONE FINGERS)FINGER) DoDo this:this: I have two legs. One chin.HowTwo many legs. do you Two legs. feet2 fingers pointing to Point(HOLD(PUT to yourUPMATERIALS TWO feet. FINGERS) AWAY) Do this: How many feet do you have? Two feet. Two feet. PROGRAM NUMBERS 9: HOW MANY AND MORE THAN MATERIALS:None ofChildrenGENERAL the body pointPROCEDURE: and toshow various the teacher parts 1-06-2a OBJECTIVE(S):Children"how many" will and respOnd "more to-termsthan". VOCABULARY: morehow thanmany VISUAL "how many" by holding AUDITORY (TEACHER COMMENTARY) up fingers. CONFIRMATION la. b.c. DoHowToday you (PUTmany haveweONE do are FINGERmoreyou going have?than ON to HEAD)one play head? Putthe "how many" your finger on your head. game again. No,One you head. have only one 2a. b.d. DoShow you(PUT me haveINDEX with more FINGERyour than fingers ON one ONE ear? howEAR) Put many heads you have. a finger on one ear. Yes, more than one ear.head. 3a. b.c. Howthe (HOLD(PUTmany other SECONDUPears ear.TWO do INDEXFINGERS) FINGER Show ON me OTHER with EAR) Put you have? your fingers how a finger on Two. 4a. b. Domany you(PUT ears haveFINGER you more have. ON thanONE EYE)one eye?Put a finger on one eye. Yes, more than one eye. 5a. b.c. AreShow(HOLD me UPwith THREE FINGERS) Put you showing more than one finger? your fingers how many eyes you have. up three fingers. Yes. 6a. b.c. DoHow you (PUTmany haveFINGER fingers More ON thanareONE LEG)one leg?Put a finger on you showing? one leg. Yes.Three fingers. 'PROGRAM VISUAL NUMBERS 9: HOW MANY AND MORE THAN 1-06-2 6c, d. Put (RUDa finger UP TWO on FINGERS)the other Show leg. me how AUDITORY (TEACHER COMMENTARY) many legs you have. Two legs. CONFIRMATION 7a. e. Dosticking you(amp have upup. moreTHREE than FINGERS) two legs? Show me how many fingers I have ThreeNo, fingers, 8a. b.c. HowDo (HOLD manyyou havefingersUP TWO more FINGERS)do than two Show fingers me how you have standing up? manystanding feet youup? have. TwoThreeYes. feet. fingers. b. Do you(PUT haveMATERIALS more thanAWAY) two feet? No. PROGRAMMATERIALS:None NUMBERS 10: HOW MANY FIEEIL gersTeacher in countingandGENERAL children game.PROCEDURE: hold up tin- (1-06-4a) Teacher OBJECTIVE(S):Childrenone, two, will three, respOnd four, to or"show five me VOCABULARY: howshow many me berothershows of fingershandchild so how areonly to standin called-forhold fist withnum- AUDITORY (TEACHER COMMENTARY) fingers" and "how many?" twoonethree fivefour 1 finger VISUAL JEW. . We are going to play a finger game. .11S.7.111011TMIC1 All my fingers are CONFIRMATION 2 fingers 2. Howhiding. (HOLDmany UPdo 2you FINGERS) see? Here are two fingers. (HOLD UP 1 FINGER) Here is one finger. One finger. 3 fingers 3a. (HOLDb. UPNow 3 youFINGERS) do it. Here are threeHow fingers. many do you see? Hide all your fingers. (DEMONSTRATE) TwoThree fingers. fingers. 2 fingers . HideShow yourme one fingers. finger Show me two fingers. How many do you see? One finger. 3 fingers . HowHowHide many manythem. do do you you see? see? Show me three fingers. ThreeTwo fingers. fingers. Fist4 showingfingers with no fingers . HideShow(DEMONSTRATE) them. me no fingers. How many do you see? Be careful now. (DEMONSTRATE) How many do you see? Show me four fingers. NoFour fingers. fingers. showingFist43 fingers with no fingers 10. 9.8. HideHowHide them manythe fingers.fingers? Show fourthree fingers. fingers. Show no fingers. Row many fingers?How many fingers? NoFourThree fingers. fingers.fingers. PROGRAM VISUAL NUMBERS 10: HOW MANY FINGERS? AUDITORY (TEACHER COMMENTARY) (1-66-4a) CONFIRMATION 23 fingers 11.12. HideShow them.three fingers. Show two fingers. How many fingers? How many fingers? TwoThree fingers. fingers. Whole4 fingers hand, fingers out 14.13. HowNowHideSPREAD manyshoethem. WIDE).fingers?me your whole hand (DEMONSTRATE: Show four fingers. How many fingers? FINGERS FiveFour fingers. C,ilas4 }Kith hands 15. How (DEMONSTRATE)many fingers do you have on each hand? Five,fingers we haveon each five hand. That's(PUT theMATERIALS end of AWAY)ths finger game for today. MATERIALS:PROGRAMTeacher Booklet NUMBERS 11: THE THREE BEARS TeacherGENERAL PROCEDURE:plays tape and children (1-07-1a) OBJECTIVE(S):Children will idenftfy and label threeVOCABULARY: big Tape 1 respond verbally. associateobjects.the numerals the numeral1, 2, and 3 with3, and 3 porridgelittlehow many middle VISUAL (HOLD UP BOOKLET) ,.-.. swnm..ggge.gopw.Np.N.,..,....OAUDITORY TM,. (TEACHER COMMENTARY) CONFIRMATION 1 2 3 someToday(BELL)(POINT(POINT numerals. I willTO TO 3) 2)talk Now And aboutyou what tell theis me.this?number three. (POINT TO 1) What is this numeral? Here are Three.Two.One. 2 1 3 (BELL)(POINT) What is this? One.Three.Two. small)3 bears (large, medium, . bear,bears.Now (BELL)(POINT)I'm and going a alittle great to tell babybig you daddybear. a storybear, abouta middle-sized the three Once upon a time there were three bears, mommy House with trees . They(BELL) all lived in a house IL the forest. Motherridge bearinto pouringbig bowl por- . Onesome (BELL)day into mommy dady bear bear's made bigsome bowl. porridge. That was one. She poured Motherridge bearinto pouringmedium bowlpor- . Shethat (BELL)poured made somehow manyinto bowls?mommy's (POINT middle-sized 1-2) bowl. And Two. PROGRAM NUMBERS 11: THE THREE BEARS (1-07-1a) Motherridge bear into pouring small bowlpor- VISUAL 7. manyAnd (BELL)bowlsshe poured of porridge? some into (POINT baby 1-2-3)bear's little bowl. AUDITORY (TEACHER COMENTARY) How Three bowls full, CONFIRMATION in3 bearswoods walking on path 8. forBut(BELL) athe walk porridge in the waswoods. too hot, How many bears? So the three bears went aThree walk. bears went for windowGoldilocks climbing in 9. Thenclimbed along in came the Goldilocks.window. She saw the house and . ulall)3 bowls on (large,table medium, 10a. And on the tableb. TheGoldilocks big bowl saw of howporridge many. wasbowlsporridge? too(BELL) of hot. Let's count (POINT 1-2-3). Three bowls of porridge. smallGold±locks bowl eating from 11. c. The middle-sized bowl of porridgeTheall (BELL)tiny up. wasbowl too of cold.porridge was just right so she ate it small)3 chairs (large, medium, 12a. She went into b.another She sat room in and the howt21_anv big chair, chairs butGoldilocks it(BELL) did see: Let's count (POINT 1-2-3). was too hie Three nice chairs. Goldilocks falling and 13. c. She sat in the middle-sized Shechair,(BELL) sat butin theic waslittle too chairlow. and oh' she Li...Ike it breakingsmall)3 beds (large,little chairmedium, 14a. Then Goldilocks went into the bedroom and shemanyall(BELL) beds?to pieces. Let's count (POINT 1-2-3). saw how Three beds. PROGRAM VISUAL NUMBERS 11: THE THREE BEARS AUDITORT (TEACHER COMETNTARY) (1-07-1a) CONFIRMATION' 14b. c. soft.She (BELL)lay down in the bigmiddle-sized bed, hut itbed, was but too it hard. was too Goldilockssmall bed sleeping in 15. sheShe(BELL) felllay downfast inasleep. the little bed. It was just right and bearto3 3 bears housebears pointing walking at bowls, to upsmall pathbaby 117a. . WhatbearThe(BELL) dothre.e said you inthinkbears a great happened?looked big at voice, the three "Somebody's bowls. been The daddy home!The three bears came bowl b.c. TheeatingAndbody's mommy the my been babyporridge!"bear eating bearsaid saidinmy aporridge!" inmiddle-sized a soft voice, voice, "Somebody's "Some- baby3 bears bear looking crying, at point-chairs ,13a. beenchairs.In(BELL) theeating next my room porridge the three and atebears it lookedall up!" at the three The daddy bear said, "Somebody's been sitting chairing to small broken b.c. AndThechair!"in themommymy chair!"baby bear bear said, said, "Somebody's "Somebody's been been sitting sitting in inmy my 3 bears walking upstairs 19. Thechair (BELL)three and bearsbroke wentit all upstairs. to pieces!" Where did they go? They went upstairs. PROGRAM VISUAL NUMBERS 11: THE THREE BEARS AUDITORY (TEACHER COMMENTARY) (1-07-1a) CONFIRMATION smallbaby3 bears bearbed looking pointing at beas,to 20a. The three bearsb. lookedThe mommy bear said, "Somebody'smybear bed!" said, "Somebody's been at the three beds. sleeping in my bed!" been sleeping in The daddy Goldilocks waking, sittin4 21a. c. And the baby bear said, "Somebody'sGoldilocksmy bed,(BELL) and woke there up! she is!" been sleeping in houseGoldilocksup in (1/2 bed PAGE)(1/2 running PAGE) from b. Goldilockscould(BELL) all andjumpedthe theway out threehome. of Who bears.Andbeddid andthat's she ran see? theas faststory of as she She saw the three bears. small)3 chairsbowls (large,(large, medium,medium, 23.22. AndWho(BELL) whoeats sits from in how how many bowls? many chairs? ThreeThefrom three bearsthree bears sitbowls. eatin . 3small) bearsbeds (large, medium, 25.24. Let'sAnd (BELL)who say sleeps goodbye in how many beds? threeThreethree beds.bears chairs. sleep in (PUT(BELL) MATERIALS AWAY) to our friends, the three bears. Goodbye, three bears. PROGRAM NUMBERS I : COUNTING 1-5 (147-3 ) MATERIALS:15 large blocks GENERALTeacherchildren. PROCEDURE: counts blocks with OBJECTIVE(S):withChildren blocks. will count 1-2-3-4-5 VOCABULARY:one five VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATIONfourthreetwo some(HIDE blocks. PIVE.et.MIOWWMWJMII.WM.WIW.M.4IaipWMIMWAV.rfmPP'OWI,NMIWI.MllOMVaWlmip.PO LARGE BLOCKS IN LAP) Today Let's see how many blocks I have. we are going to count 5 blocks EACHHow (HAND many(PUTCHILD) OUTblocksONE DIFFERENTBLOCK are ATthere? ANUMBER TIME ONOF THEBLOCKS: TABLE AND COUNT) 1-2-3-4-5. I, 2, 3, 4, or 5 TO Five. HowNow1 A,many blocks did you count the blocks as you give them back to me. you get? Five.1-2-3-4-5. HowNow (IF(REPEATmanyB, TIMEgive blocks WITH WARRANTSme oneEACHdid block CHILD)REPEAT at GAME,a time BUT and GIVE EACH CHILD DIFFERENT you get? count out loud. Four.1-2-3-4. NUMBER(PUT OF MATERIALS BLOCKS) AWAY) PROGRAM NUMBERS 13: COUNTING 1-5 AND HOW MANY (1-07-4a) MATERIALS:TapeStudent Booklets GENERALTeacherchildren PROCEDURE: shows respond booklet to tapedand OBJECTIVE(S):respondChildren to will "how count many?" 1-5 and onetwoVOCABULARY: fivefour VISUAL instructions. AUDITORY (TEACHER COMMENTARY) 41, howCONFIRMATIONthree many 1 fish 1. See(BELL)01OLD the UPfish. BOOKLET) Count How many fish? One fish. 3 stars , See(BELL) the stars. Count How many stars? Three stars. 4 2mice trees 4.3. Count.,Count(BELL) How many trees?mice? TwoFour trees. mide. 25 carsballs 6.5. CountCount(BELL) How many cars?balls? TwoFive cars. balls. 4 1bottles bird 8.7. Count(BELL) How many?many bottles? OneFour bird. bottles. 35 dogspencils 10. 9. CountCount(PUT(BELL) MATERIALS AWAY) HowHow many? many? ThreeFive dogs.pencils. PROGRAMMATERIALS: NUMBERS 14: NUMERALS GENERAL PROCEDURE: OBJECTIVE(S): VOCABULARY: Numeral cards 1-5 Teachercards.labeling. shows children numeral Children respond by theChildren numerals will 1-5. identify and label onefourthreetwo five VISUAL 1 la. Today we're going to learn about numerals. AUDITORY (TEACHER COMMENTARY) VCIM.I...711::: 11TIM.1 Say One. CONFIRMATION b. HOwnumeral?one. (HOLDmany UPfingers NUMERAL do 1)you This put numeralup when isyou called see this one. . Theyou numeral (DEMONSTRATE)put up isone one finger. so 2 2a. b. Hownumeral? (HOLDmany UP)fingers This donumeral you put is upcalled when two.you see this Say two. youTheTwo. put (DEMONSTRATE)numeral up two is fingers. two so 3 3a. b. Hownumeral? many(HOLD fingers UP) We docall you this put numeralup when three. you see this Say three. youTheThree. (DEMONSTRATE)putnumeral up three is three fingers so 4 4a. b. numeral?How (HOLDmany UP)fingers This donumeral you put is upcalled when four.you see this Say four. youTheFour. (DEMONSTRATE)putnumeral up four is fourfingers. so 5 5a. b. Nownumeral? (HOLDmany fingersUP) This do numeral you put is up called when yzlifive. see this Say five. TheyouFive. numeral (DEMONSTRATE)put up isfive five fingers. so PROGRAM VISUAL NUMBERS 14: NUMERALS 1-5 (1-08-1a) 2 6a. b. Howthis (HOLD manynumeral UP)fingers called?Now lookdo you at holdthis up?numeral again. AUDITORY (TEACHER 'COMMENTARY) What is Two, CONFIRMATION 4 7a. b. How (HOLDmany UP)fingers What dois youthis hold numeral? up? HoldFour.(DEMONSTRATE) up two fingers. 51 9a.8a. b. How (HOLDmany(HOLD UP)fingers UP) What What dois is youthis this hold numeral? numeral? up? Five.One.(DEMONSTRATE) 3 11.10a. b. NowHow (HOLDmanylet's fingersUP) see What how -do isquickly youthis hold numeral?you up? can name these numerals: Three.(DEMONSTRATE) 531 b.c.a. (HOLD(HOLD UP UP #1) #3) 24 d.e. (HOLD(HOLD UP UP #2)#5) #4) (PUT MATERIALS AWAY) PROGRAM NUMBERS 15: NUMERALS 1-5 (1-08-2a) -MATERIALS Numeral Cards 'GENERAL PROCIDURR:holdsTeacher up reads cards, written and elicits commentary, OBJECTIVE(S):Identify and label numerals 1-5. vocAsizen VISUAL choral responding. AUDITORY (TEACHRR COMMENTARY') CONFIRMATION 2 la. (HOLD b.UP HowNUMERAL many 2)fingers? What is this numeral?Let's see.how many numerals you can name. 1,111111PIONIINIMINNW Two.(DEMONSTRATE) Crt 14 3.2a. (HOLD b.UP) How What many is fingers?this numeral? What is this numeral? ... How many fingers? One.Four.(REPEAT DEMONSTRATION) 53 5.6.4. What is this numeral? What (HANDis this OUT numeral? CARD TO EACH CHILD) Here is ... How many fingers? a numeral card Three.Five. 7. manyB,for whatfingers?each numeralof you. do you have? A, what-numeral do you have? ... How many fingers? ... How -(REPEAT(CHECK CONFIRMATION) AND CONFIRM) 10. 9.8. E,D,C, what numeral do you have? ... How many fingers? Now (PUTgive MATERIALS your numeral AWAY) cards to me. PROGRAMMATERIALS:Numeral Cards NUMBERS 16: -milms i NUMERALSGENERAL PROCEDURE:1-5 (SAME AS NUMBERS 15) (1-08-3a) OEJECTIVE(S): (SAME AS NUMBERS 15) 1 VISUAL Let's name numbers again. AUDITORY (EEACHER COHMENTARYY 53 2.1. What is this numeral called? ...... How How many many fingers? fingers? Five.Three (DEMONSTRATE). 41 4.3. What is this numeral called? . .. How many fingers? One.Four. 2 5.6. What (HAND is OUTthis NUMERAL numeral CARD called? TO EACcard for each of you. H ...CHILD) How Heremany isfingers? a numeral Two. 8.7. TL,C, whatwhat numeralnumeral dodo youyou have?have?A, what numeral do you have? ... How many fingers? (CHECK AND CONFIRM) 10. E, what9. numeralD, what donumeral you have? do you have?Now give your numeral cards to me. ... How many fingers? fingers? (PUT MATERIALS AWAY) MATERIALS:PROGRAMNumeral cards 1-5 NUMBERS 17: SIMON SAYS GENERALSimple PROCEDURE: Simon game: (1-08-4b) "What OBJECTIVE(S):Children will identify and label oneVOCABULARY: five 5 Picture tags numeral is this?" And, "who has?" numerals 1-5, and select the cor- . two clap VISUAL AUDITORY (TEACHER COMMENTARY) associatedresponding withnuMber a givenof objects numeral. fourCONFIRMATIONthree tap 42 1.2. (HOLD UP)UP NUMERALWhat numeral 4) What is numeralthis? is this? Two.Four. 531 5.4.3. (HOLD(HOLD UP) UP) What 1WhatWhat numeral numeralnumeral is isis this? this?this? Three.One.Five. 41 dollstruck 7.6. HowCount (HOLDmany how UPdolls? many PICTURE trucks TAGS) on this tag. 52 3airplanesballoons rabbits 10. 9.8. How many balls?balloons?airplanes? 5 lla. b. manySays.Simon(HAND(HOLD toys,Says. OUT UP clapPICTURENUMERAL your TAGS5) hands. Simon RANDOMLY) Says: We're going to play Ready? I am Simon. You have to do what Simon If you have this 2 12. NUMERALSimon Says:says:2) Close yourWho OpenStopeyes. has clapping.your this eyes. many toys? (HOLD UP PROGRAM NUMBERS 17: SIMON SAYS (1-08-4b) VISUAL 3 13. Simon Says: AUDITORY (TEACHERWho has this many? COkMENTARY) (HOLD UP NUMERAL 3) CONFIRMATION 4 14. TapSimonPut.yourSimon your Says: Says: feet.hands on top of your head. WhoPut yourhas thishands many? down. (HOLD UP NUMERAL 4) 1 15. PutSimon your Says: finger on your ear. Put-yourWhoStop has tapping fingerthis many? yourdown. feet. (HOLD UP NUMERAL 1) (PUT(REPEAT MATERIALS SEVERAL.TIMES AWAY) AT OWN DISCRETION) (1-09-1b) !MATERIALS:MarkingStudentPROGRAM Bookletspens NUMBERS 18: NUMERALS 1-5ChildrenstructionsGENERAL listenPROCEDURE: and tomark taped in booklets.in- OBJECTIVE(S):ofChildren objects will associated identify with the anumber VOCABULARY: twoone Tape VISUAL AUDITORY (TEACHER COMMENTARY) given numeral. CONFIRMATION fivefourthree 1 la, Putin(HAND our (BELL)your booklets.OUT finger BOOKLETS on the AND numeral PENS) Nowat thewe arecop goingof the to page. mark 1 bird, 2 birds, 3 birds b. LookThethe (BELL)numeral at.theset with ispictdres oneone. bird. at the bottom of the page. Now you say it. Mark One, I shoe, 2 shoes, 3 shoes 2 2a. b. LookPuttheThe your (BELL)atsetnumeral the fingerwith pictures istwo ontwo. shoes.the at numeralthe bottom at theof thetop page.of the page. You say it. Mark Two. 3 chairs, I chair, 2 3 3a. b. LookThePut numeral yourat the finger ispictures three. on the at numeralthe bottom at theof thetop page.of the page. You say it. Mark Three, chairs 4 4a. Putthe (BELL)your set fingerwith three on the chairs. numeral. The numeral is four. 2 4apples, apples 3 apples, b. LookSaythe (BELL)atit. set the with pictures four apples.at the bottom of the page. Mark Four. PROGRAM VISUAL NUMBERS 18: mems.m4r...NUMERALS 17,1C1-92.71121___ AUDITORY (TEACHER COMMENTARY) .111.,...., CONFIRMATION 3 balls, 5 balls, 1 ball 5 5a. b. LookPuttheSay your atit.set the fingerwith pictures this on themany at numeral. theballs. bottom of the page. The numeral is five. Mark Five. 3 rabbits, 1 rabbit, 2 2 6a. b. rabbits.LookPut (BELL)your at thefinger pictures on the and numeral. mark the set with this many What is it? Two. Srabbits3 hammers, 2 hammers, 3 7a. b. LookPut(BELL) your at thefinger pictures on the and numeral. mark the set with fhis many What is it? Three. 4 hammers 5 8a. b. LookPuthammers. (BELL)yaur at thefinger pictures on the and numeral, mark the set with this many What is it? Five. 2 cones, 3 cones, 5 cones 1 9a. Put(BELL)ice your cream finger cones. on the numeral. What is it? One. pencils2 pencils, 1 pencil, 3 4 10a. b. Put-yourpencils.Look(BELL) at thefinger pictures on the and numeral. mark the set with this many What Is it? Four. planes3 planes, 2 planes, 4 b. Mark(PUT (BELL)the MATERIALS set with AWAY)this many airplanes. NATERTALS:PROGRAMMarkingStudent pens Booklets NUMBERS 19: NUMERALSGENERAL 1-5Childrenstructions PROCEDURE: listen and tomark taped in booklets.in- --(1 -09 -3b) OBJECTIVE(S):ofChildren objects will associated identify with the anumber given VOCABULARY: onetwo Tape VISUAL ...AUDITORY (TEACHER COMMENTARY) numeral. CONFIRMATION fivefourthree 1 a. Putmark (BELL)(HANDyour in ourfingerOUT booklets. BOOKLETS on the ANDnumeral. PENS) Now we are going to The numeral is one. 2 cakes, I cake, 3 cakes b. LookSayth'e (BELL)it. at set the with. pictures one cake. at the bottom of the page. .Mark One. 2 books, 3 books, 1 book 2 2a. b. LookPuttheSay your atit.set the fingerwith pictures that on themany al- numeral. books.the bottom of the page. The numeral is two. Mark Two. 5 hats, 4 hats, 3 hats 3 3a. PutSay (BELL)your it. finger on the numeral. The numeral is three. Three. 4 4a. b. Puthats..Look (BELL)your at thefinger pictures on the and numeral. mark the set with that many The numeral is four. 42 flowersflowers, 5 flowers, b. LookSayflowers. (BELL)atit. the pictures and mark the set with that many Four. PROGRAM NUMBERS 19: NUMERALS 1-5 (1 -09 -3b) VISUAL 5 5a. Put your finger on the numeral. AUDITORY (TEACHER CONMENTARY). The numeral is five. CONFIRMATION 5 cars, 2 cars, 4 cars b. Lookcars.Say atit. the pictures and mark the set with that many - Five. 5 birds, 3 birds, 1 bird 3 6a. b. MarkLook (BELL)the at setthe withnumeral. that What is themany numeral? birds. Three. 1 spoon, 4 spoons, 2 s oon 2 7a. b. .Mark the set with that _Look at(BELL) the numeral. What is tMmany numeral? spoons. Two. turtles5 turtles, 4 turtles, 3 4 8a, b. MarkLook (BELL)the-set at the withnumeral. that What is themany numeral? turtles. Four. 3 snakes, 2 snakes, 1 9a. b. MarkLook (BELL)the at setthe withnumeral. that What is themany numeral? snakes. One. snake 5 10a. b. MarkLook the at setthe withnumeral. that What is themany numeral? boats. Five. 5 boats, 2 boats, 4 boats (PUT(BELL) MATERIALS AWAY) PROGRAM NUMBERS 20: NUMERALS 1-5 (1-09-4a) MATERIALS:MarkingStudent pens Booklets GENERAL PROCEDURE:structionsChildren listen and mark to tapedin booklets. in- OBJECTIVE(S):associatedChildren will with identify a given thenumber numeral of VOCABULARY: twoone Tape objects. -CONFIRMATION fivefourthree VISUAL mark(BELL)MAIO in ourOUT booklets.BOOKLETS AND PENS) Today we are going to AUDITORY (TEACHER COMMENTARY) 1 1 hat 2 3 la. b.c. MarkCount.....Put (BELL)theyour numeral finger How many thaton the hats?tells hat howst themany. top of the page. One. 1 2 cats 2 3 2a. c.b. PutMarkCount.... your (BELL)the numeralfinger-. Row that on many -thetells cats? cats how at many. the top of the page. Two. 3 3 keys 2 1 3a. -c.b. MarkCountPut (BEII)theyour numeralfinger that on thetells keys. howHow many. many keys? Three. 2 4 fish 4 3 43. b.C. MarkPutCount (BELL)your the numeralfinger thaton the tells fish. howHow many.many fish? Four. PROGRAM VISUAL NUMBERS 20: NUMERALS 1-5 AUDITORY (TEACHER COMMENTARY)1-09-4a) CONFIRMATION 3 5 candy canes 2 5 5a. b.c. MarkPutCount (BELL)your the fingernumeral on that the tellscandy howcanes. How many candy.canes? , many. Five. 5 3 cars 3 1 6a..b. c. MarkLookCount (BELL)the at numeralthe cars. that tells how How many cars? many. Three, 5 5 flags 2 4 -c.7a. b.. 4,00kMarkCount at(BELL)the Ihe numeral flaga. that tells how How many flags? many. Five, t.0 1 2 lizards 3 2 8a. b.c. MarkLookCount (BELL)the at numeralthe lizards. that tells how How many lizards? many. Two. 3. 4 baseball bats _.2, 9a. b.c. MarkCount.e...Look(BELL) theat thenumeral Howbaseball many that bats? bats.tells how. many. Four. 1 truck 1 3 10a. -c. Markb. the numeral that tells how many. LookCount(BELL) at the truck. How many trucks? One. (PUT MATERIALS AWAY) 1 MATERIALS:PROGRAMStudent Booklets NUMBERS 21: NUMERALS 1-5ChildrenGENERAL listenPROCEDURE: to taped (1-10-1b) OBJECTIVE(S):Children will mark 'the numeral VOCABULARY: one MarkingTape pens instructions and mark in booklets. ofassociated objects. with a given number fivefourthreetwo VISUAL (BELL)(HAND OUT BOOKLETS AND PENS) AUDITORY (TEACHER COMMENTARY) CONFIRMATION 1 1 boat 3 4 la. c.b. CountLookPointthe (POINT at numeralto the the ANDnumerals boatthat COUNT attells attheALOUD). the howtop bottom many.of the of page. the page. How many boats? Mark One boat. 3 2 hats 5 2 2a. b. ALOUD).Count(BELL) the hats at the top of the page (POINT AND COUNT How many are there? TwoOne hats. two. 3 kittens 3a. c. LookCountthe(BELL) atnumeral thethe kittensnumerals that tells(DEMONSTRATE). at thehow bottommany hats. of the page. Mark One - two - three. 1 3 5 b.c. LookHowhow many (BELL)atmany the are kittens. numerals. there? Mark the numeral that tells Three kittens. 4 4 books 2 1 4a. b.c. MarkHowCount many (BELL)the the arenumeral books there? that(DEMONSTRATE). tells how many books. OneFour - twobooks. - three-four. PROGRAM VISUAL NUMBERS 21: NUMERALS 1-5 AUDITORY 1-10-lb) 5 flowers 3 4 5a. b. --(BELL)MarkCount the the numeral flowers that tells (DEMO). (TEACHER How manyhow COMMENTARY) many flowers. are there? Five flowers. CONFIRMATION 3 cups 2 3 6a. b. Mark(BELL)Count the the numeral cups (DEMO), that tells How howmany are many cups. there? Three cups. 5 1 bike 1 4 7a. b. Mark(BELL)Couut the the numeral bike. thatHow tells many are how there? One bike. 4 4 chairs 2 5 8a. b. Mark(BELL)Count the the numeral chairs. that tells How many are how manythere? manychairs. bikes. Four chairs. 2 2 5 cars 1 9a. b. Mark(BELL)Count the the numeral cars. thatHow tells many are how there? many cars. Two cars. 3 5 spoons4 5 10a, b. Mark(BELL)Count the the numeral spoons. that tells How many are how manythere? spoons. Five spoons. (PUT MATERIALS AWAY) 'PROGRAM NUMBERS 22: FOUR BOYS AND FOUR TOYS 1-10- MA Teacher BookletTERIALS: TeacherandGENERAL elicits presents PROCEDURE: choral taped responding. commentary ,OBJECTIVE (S)4. withnumberIdentify these of objectsnumeralsnumerals. associated 1-4 and the VOCABULARY: jTape VISUAL boys(HOLD and fourUP BOOKLET) toys. Now I'll tell you a story about four AUDITORY (TEACHER COIRMITARY) CONFIRMATION 321 boysboy 2.1.3. Here'sHere Here are areone two threeboy. boys. boys. 4 boys playinglaughing 6.5.4. AndHow heremany areboys four are boys.playing?laughing? Let's count them. 1-2-3-4 boys. One,Four two, boys three, are playing.laughing. four. 4 boys, 14 wagontoys on floor 8.7. FourBut when'boys four need boys how havemany onlytoys? one toy, . Four boys need four toys. Boy4 4boys, boys,with 3 truck2toys toys 11.10. orNow, three one9. ortoys,day two Al the toys,came four out boys to play..argue and sometimes fight. How many toys did One toy. 32 boys, 32 toys 13.12. BobCarl jOined came outhim. and he made three. he havetoys? that day? Now there were two boys with how many How many toys do you -Three toys. Two boys with two toys. 4 boys, three toys I 14. Dick came out with no toy at all. see?(POINT= Now count the toys. Count the boys. One, two, three.three, four. PROGRAM NUMBERS 22: FOUR BOYS AND FOUR TOYS (1-10-3b) VISUAL WithHow many how boys?many toys? AUDITORY CTEACHER C(MMENTARY) ThreeFour boys. toys for four boys. CONFIRMATION- 1Football 3boy boys with sitting, 3 toys 1 standing 17.16.15. DickHow manyissaid, standing more "I'll toys up.take will all give the ustoys." four? HoW many boys does Dick see? How many toys Dickfour.Onethree moresees toys. toythree will boys make with Dick3 boys thinking, walking away 19.18. "ButSo he if thought I try toand do thought, that, they'll "What canwillgolonely away.I Dickdo?" the have? rest of the day." What will Dick be? I'll be DickThreesad! willtoys. be lonely and L.) Dick makingsees newspaper airplane 21.20. SoJust he thenpicked he upsaw the a newspaper.paper and began toshow fold those it. three! I'll make a toy that's just for me." "Aha," said he, "I'll Dick Boy with truck 22. Al saw his airplane. withmadea plane myan truckairplane for me."with and lots'of then hegood started luck, toif play.you'll make a "Oh Dick!" said he. "You can play Boy2 boys giving with Dick airplanes wagon 24.23. ThenSo Dick Bob said,said, "Sure,"Hey Dick, I'll howmake much an airplanewillForNow, youhow how for takemany many you." toboys? planes make have we? TwoTao boys,planes. 3 boys, 3 planes 25. Al and Bob and Dick make three. Howforan airplanemanyfree." toys? for me?" Dick said, "Oh, I'll make you one How many boys? Three toys.boys. pm= NUMBERS 22: FOUR BOYS AND FOUR TOYS (1-10-3b) Boy with football VISUAL 26. When Car/ saw the football if-you'll just make AUDITORY (TEAM= COMIZSTARY) plangs he said, "You can play with my an airplane for me!" Canntunox_ 4 Fourboys, planes 4 planes 28.27. How LetYs count the airplanes... How many do you see?- 1-2-3-4. Four planes. be.WithFour how boys have.four many boys?No one will many toys? cry, they can all'fly, because fourtoys.. is They're-happy. and gay as can Four toys.boys. one(PUT more MATERIALS than.,,three! AWAY) MATERIALS:PROGRAMStudent Booklets NUMBERS 23: NUMERAL IDENTIFICATIONGENERALChildren 1 PROCEDURE: listen to taped in- (1-11-2b) OBJECTIVE(S):Children will identify and label VOCABULARY: one MarkingTape pens structions and mark in booklets, the numerals 1-3, fivefourthreeEWO VISUAL about(BELL)(1010 numerals. OUT BOOKLETS) Today AUDITORY (TEACHER COMMENTARY) we are going to learn more CONFIRMATION (NO COLOR FEEDBACK) 1 la. WatchnumeralAll (DEMONSTRATE)nuMerals me isfind "one." havethe I shapetheirstart of the Say one. at the top and trace theown shape name and shape. numeral one, This One. c.b. Again.nameNowwith(BELL) of youmy the fingertrace numeral. thelike shape this. with Trace the shape and say the numeral. your finger and say the One. (NO COLOR FEEDBACK) 2 2a. WatchSayHere(DEMONSTRATE) two. meis findanother the I numeral. shapestart at of the numeral two. This numeral is called "two." Two, b.c. Again.numeral.Nowwith youmy fingertrace thelike shape this. with the top and I trace the your finger and say the shape Two. (NO COLOR FEEDBACK) 3 3a. Here"three." (BELL)is another numeral. Trace the shape and saySay the three. numeral. This numeral is called Three,Two. PROGRAM VISUAL NUMBERS 23: NUMERAL IDENTIFICATION 1 AUDITORY (TEACIMML COMMENTARY) (1-11-2b) CONFIRMATION 3b. NowWatchnumeral.start you me at tracetrace the thetopthe shapeandshape trace withof the likeyour numeral thisfinger (DEMONSTRATE) three. and say the I Three. NUMERALS)(COLOR FEEDBACK IN c. Again.(BELL)(STOP TAPE AND HAND OUT PENS Trace the shape and say the numeral. TURN ON TAPE) Three. 3 4a.5a. b. WhatTrace (BELL)is it thisthis numeral? numeral?with your pen and say the name. One.Three.One. 2 6a. b. -WhatTrace is(BELL) it this numeral?with your pen and say the name. Two.Three. 3 7a. b.b. WhatTrace(BELL) is it this numeral?with your pen and say the name. Three.Two. 1 8a, b. TraceWhat(BELL) isit this numeral?with your pen and say the name. One. 2 9a. b. TraceWhat(BELL) (BELL)is it this numeral?with your pen and say the name. Two. PROGRAM VISUAL NUMBERS 23: NUMERAL IDENTIFICATION 1 AUDITORY (TEACHER 'COMMENTARY) (1-11-2b) CONFIRMATION 2 10a. b. TraceWhat(BELL) isit thiswith numeral?your pen and say the name. Two,Two. 13 12a.lla. b. WhatTrace (BELL)is it this with numeral? your pen and say the name. Three.One.Three. UNDER(COLOR NUMERALS) FEEDBACK IN SPOTS b. Trace(BELL) it with your pen and say the name. One. cp 32 21 3 14.13. PointPoint(BELL) to to numeral numeral two. one. Mark it. 1 3 2 15. Point(BELL)(BELL) to numeral three. Mark it. (PUT MATERIALS AWAY) IMATERIALS:PROGRAM NUMBERS 24: NUMERAL IDENTIFICATION 2 GENERAL PROCEDURE: (1-11-3b) OBJEC4VE(S): VOCABULARY: MarkingTapeStudent pens Booklets booklets.instructionsChildren listen and to mark taped in theChildren numerals will 1-5. identify and label fivefourtwoonethree VISUAL welllearn(UND we somerememberOUT BOOKLETSmore thenumerals. numeralsAND PENS) we Today learned we areyesterday. going to AUDITORY (TEACHER COYYENTARY) But first, let's see how CONFIRMATION NUMERALS)(COLOR FEEDBACK IN 3 la. b. TraceWhat's(BELL) it this with numeral? your pen. Three. 2 2a. b. What-isTrace(BELL) itthis with numeral? your pen. Two. 13 4a.3a. b. WhatTrace(BELL) is it this with numeral? your pen. One,Three. 2 5a. b. WhatTrace(BELL) is it this with numeral? your pen. Two,. (Nm COLOR FEEDBACK) 4 6a- b: HereSayTrace (BELL)isfour- it.another numeral. This is the numeral four- Four. PROGRAM VI SUAL NUMBERS 24: NUMERAL IDENTIFICATION 2 AUDITORY (TEACHER -COMMENTARY) 1-11-3b) CONFIRMATION 6b. NowWatchat youthe me tracetoptrace and thethe trace shapenumeral like with Four.this. your finger and say the (DEMONSTRATE) I start 5 7a. c. HereAgain.numeral.(BELL) is the numeral five. Trace the shape and say the numera1. Say five. Five,Four.Four, h. numeral.NowWatchat youthe me tracetoptrace and thethe trace shapenumeral like with five.this. your finger and say the (DEMONSTRATE) I start Five. az. (FEEDBACK IN NUMERAL) 4 8. c. Again.Trace(BELL) the numeral four and say its name. Trace the shape and say the numeral. Four.Five. UNDER(FEEDBACK NUMERALS) IN SPOTS 5 9. Trace(BELL) the numeral five and say its name. Five. 31 22 53 11710. Point(BELL) to numeral two.one, MarkMark it. it. 23 4 53 13.12. Point(BELL)(BELL) to numeral four.three. Mark it. 5 3 1 14. Point(PUT(BELL)(BELL) VD MATERIALSnumeral five.AWAY) Mark it.it, PROGRAMmourns:. NUMBERS 25: FTITE CANDIES GENERAL PROCEDURE: (1-12-4a) BJECT/VE(S):. VOCABULARY: , Teacher Booklet andTeacher elicits presents choral taped responding. commentary Count, add, and subtract. Tape VISUAL AUDITORY (=WEIR CO)MRNTARYY CONFIRMATION 1 1girl boy 1.2. One And is one me. is you. (HOLD UP BOOKLET) vii.. 21 boys,girl, 21 girlsgirlboy 5.4.3. IfPut I I us bringbring together, aalong griend howone with manymore, me, have altogethertheri. your? how thatmany makeswill therefour. be? Three.Two. Numeral2 boys, five 3 girls 6.7. To Numerals make us tellsfive, howwe'll many. addHow justlots many? one.of fun. This is five. That's a lot for What's this Four. 21 fingersfinger 9.8. Two...Now let's count all together:numeral? One... Five. 43 fingers 10.11. Three... Four.,. these fingers. 1-2-3-4-5. One hand has five Hand5 5boys girls standing 13.12.14. Five.Now Now let's count count all thesethese girls.boys How many fingers? Now let's count all 1-2-3-4-5-1-2-3-4-5. How many girls?How many boys? Fivefingers.Five boys, girls. PIOCIRAM NUMBERS 25: FIVE CANDIES . (1-12:4a) 5 candies VISUAL 15. Now we'll hear a story. candies sittingdo you see?in the window, of a store. AUDITORY (MEAMIZROOMMIRMARY) Count them.. 1-2-3-4-5. Once upon a time there were some How many Five candies. CONFINMATION ,.; Girl5 pennies picking up 1 penny 16.17. ThentoOnce the Maryupon floor. camea time by. there were some pennies that had fallen How many pennies? How many did she pick up? Count them. 1-2-3-4-5. FiveOne pennies.penny. -Pb Girl picking up 3rd2nd penny 19.18. CountAndThen she shethem. picked picked up up nne another. more-penny. 1-2-3. Now how many does she have? Now she has how many? ThreeTwo pennies. pennies. Girl picking up 5th4th penny 20.21. now?MaryCount picked them. up theone lastmore. penny. Count them. 1-2-3-4. 1-2-3-4-5. Now how:many does she have? How many does she have FiveFour pennies. GirlGirlpocket putting giving penniesman 1 penny in 23.22. Mary went to the candy store. and1-2-3-4-5.Let's thought, count the"Yum, pennies yum, withgoing one into-Mary's of my pennies pocket. for one She saw the five candies OneFive pennypennies. for one 2 pennies, 2 candies 24. Mary gaVe the man the penny. Howpiece many of candy?piecespennies of did candy she didgive she him? buy? Then she gave him another. Twopiece pennies.pieces of candy. of candy. 43 pennies, 34 candies 26.25. ButMary Mary wanted wants more to sobuy she some gave more. him anotherHawmany many penny.pennies candies did does she shepay havethe mannow? in che store? Another penny makes How Three candies.pennies. 5 cat:dies 27. Maty saw a delicious chocolate and gavehowpenny. many? (PUTthe manMATERIALS her last AWAY) Now sh=2 has how many candies?She gets how many candies for four pennies? pennies.FiveFouris Mary!pennies,candies forfour five candies. What a lucky girl PROGRAM NUMBERS 26: NUMERAL IDENTIFICATION 3 2-01-4a MATERIALS:MarkingTapeStudent pens Booklets GENERALrespondChildrendialogue. PROCEDURE: verbally trace in to booklets taped and OBJECTIVE(S):labelChildren numerals will identify,(1-5). trace and VOCABULARY: onethreetwo ...... 1;m1.1=111110MCI=11111C fivefour VISUAL (HAND OUT BOOKLETS) Todayswoomatvammp.. we are wess3ww....04 going to learn about AUDITORY (rEACHER COMMENTARY) woles,..wmamonwarmi.orwr.owewr,n,.. ...- Ine-mrew CONFIRMATION (No COLOR FEEDBACK) 2 la. WatchnumeralsThis(BELL) menumeral again.trace isthe two. shape of the numeral two (DEMON- Say two. Two. b. Now,mySTRATE)e finger you tracelike this.the shape with your finger and say the I start at the top and trace the shape with Two, 2a, c. Again.name(BELL) of the numeral. Trace the shape and say the numeral. Say three. Two-Three, 3 b. Now,WatchHerenumeral.start isyoume at thetrace the numeral topthe andnumeral shapethree, trace with three like your (DEMONSTRATE)ethis. finger and say the I Three, 5 3a- c, WatchHereAgain.(BELL) isme thetrace numeral the numeral five. five (DEMONSTRATE), Trace the shape and say the numeral, Say five, Three-Five, b, Again.Now,numeral, (BELL)you trace the shape with your finger and say Lhe Trace the shape and say che numeral, Five,Five- PROGRAM VISUAL NUMBERS 26: NUMERAL IDENTIFICATION 3 AUDITORY (TEACHER COMMENTARY) 2-01-4a) CONFIRMATION 1 4a. b. numeral.Now,WatchHere isyoume thetrace numeral the numeral shapeone. with one your(DEMONSTRATE). finger and say the Say one. One.One. 4 5a, c. WatchHereAgain.(BELL) isme thetrace numeral the numeral four. four (DEMONSTRATE). Trace the shape and say the numeral. Say four. Four,One. CORRECT(CHEMICAL NUMERAL FEEDBACK ONLY; NOIN c.b. Again,numeral,Now,(RAND you OUTtrace MARKING the shape PENS) with your finger and say the Trace the shape and say the numeral, Four, RED3 FEEDBACK; 4 5 6c Tracesay(BELL) itsthe name.shape of the numeral five with your pen and Five, 43 41 2 8.7. Trace(BELL) the onethree with with your your pen andpen sayand itssay name.,its name. Three.One, 41 52 23 100 9. Trace(BELL)(BELL) the fourtwo withwith youryour penpen andand saysay itsits name.name, Four-Two, 32 25 43 11,12, Trace(PUT(BELL) the MATERIALS two with AWAY) your pen and say its name, three with your pen and say its name. Two:Three, PROGRAM NUMBERS 27: UMERAL IDENTIFICATION 4 (2-05-3a) VOCABULARY: MarkingMATERIALS:TapeStudent pens Booklets ChildrenGENERAL markPROCEDURE: in booklets. OBJECTIVE(S):thatChildren tells will how markmany. the numeral threetwoonefour VISUAL INrw.CI3.-7,=1,-MMI AUDITORY (TEACHER COMMENTARY) CONFIRMATION five 1 One2 baby 3 4 5 1. MarkHow (BELL)(HAND manythe OUTnumeralbabies BOOKLETS arewhich there? AND tells MARKING how many,PENS) One baby, 1 Three2 apples 3 4 5 2. MarkHow(BELL) (BELL)chemany numeral apples whichare there? tells how many. Three apples. 1 2Five balls 3 4 5 , MarkHow (BELL)themany numeral bails arewhich there? tells how many Five balls- 1 Two2 books 3 4 5 4. . MarkHow manythe numeralbooks are which there? tells how many, Two books- 1 2Four mice 3 4 5 5. MarkHow (BELL) manythe numeralmice are which there? cells how many, Four mice, 1 2Two dolls 3 4 5 6, MarkHow (BELL)(BELL). manythe numeraldolls are which there? tells how many- Two dolls, PROGRAM VISUAL NUMBERS 27: NUMERAL IDENTIFICATION 4 AUDITORY arrow, on circletruck, spoon ontriangle truck 5.4. Markmark the picturetruck that with is a carryingtriangle. a square. (BELL) aThaingThe triangle. aarrowfirst square. istruck shaped is carry-like Ladder,fish,Roundcarton chairbuttoneye glasses, on coat, milk star- 7.6. Mark the picture with aa circle.circle. (BELL)(BELL) onThecircle it. coateyeglasses inhas them. a circlehave a Newspaper,Robotpietree, with feather silo, square piece chest, of 9.8. Mark the picture with aa square.triangle.(PUT MATERIALS AWAY) (BELL) Theinshaped robotpieceit. like hasof pieaa triangle.square is PROGRAM SHAPES,..6 (1-OR-42) MATERIALS:TapeMarkingStudent pens Booklets GENERAL PROCEDURE:instructionsChildren listen and markto taped in OBJECTIVE(S):embeddedChildren in will identify common objects. shapes VOCABULARY: VISUAL booklets. AUDITORY (TRACRER OaMMENTARY) CONFIRMATION Saxophone, pennant, light 1. Mark the picture that our (HANDbooklets. OUT BOOKLETS AND PENS) is shaped like Now we are going to mark a triangle. (BELL) in Thea triangle.flag is shaped lik Ladder,Ice cube, book, cup, baseball flower 3.2. Mark the picture that that is shaped like is shaped like a circle. a square. (BELL)(BELL) Me ice Thelike baa,balla square. is shaped cube is shaped Gi.z1Window, with ruler, triangle, telephone boy wit 5.4. Mark the picture that that has a triangle has a circle in it. (BELL) Thecirclelike telephone a incircle. it. has a :22uaretower,square, door teepee dog on birdwith house,'ball . Mark the picture that has a square in it. in it. (BELL) squareThetriangle.The bird girl in house it.is holding has a a withDogbridgeStamped with trangular span, roundenvelope, stove case, trian manwoman 8.7. Mark the picture that that has a triangle in has a square in it. it. (BELL) ThetriangleThe man bridge is incarrying hasit. a a withBalloon, square tree, case saw Mark(PUT the MATERIALS picture thatAWAY) has a circle in it. (BELL) inThesquare it. balloon suitcase. has a circl PROGRAMMATERIALS:15 cards: 4 colors (red, SHAPES 7: COLOR AND SHAPE GENERAL PROCEDURE: (1-09-4b) OBJECTIVE(S): VOCABULARY: triangle)3green, shapes blue, (circle, yellow) square in andChildrenTeacher saying, asks respond "I for have aby card.araising '(COLOR)(SHAPE) hand Childrencolored willshapes identify on cards, and name yellowbluetrianglegreenred squarecircle Cards VISUAL ofLet's you play(HAND a CARDScard game.OUT). AUDITORY (TEACHER COMMENTARY) Here are threeHold themcards in for front each of you so CONFIRMATION blak " Red square Nowridhaveno Ione of amthe canallgoing card, see.his to cardsyou tell give winsyou it whatthe to game.me.card I want. The first one to getReady? If you atheI redam card lookingsquare." with fora red a cardsquare, with hold a red it square.up and say, "I have has the card with a red square. Good, giveIf you have YOUTHAT'SIF (IF HAVEINCORRECT, CORRECT, NOTA RED A RED SQUARE."SAY:SAY, SQUARE. "YES, Blue circle Nowcircle,it Ito am me. lookinghold it forup anda blue say, circle. "I have a blue circle." has the blue (TAKEcircle. CARD FROM CHILD) Give your card to me. If you have a blue HASLOOK A REDAGAIN SQUARE.") AND SEE WHO Yellow triangle . I (IFwant CHILD.GIVES a yellow triangle...... , CORRECT ANSWER, TAKE HIS CARD. has the yellow triangle, TIMECONTINUE(PUT WARRANTS.) MATERIALS GAME UNTIL AWAY) SOMEONE WINS. REPEAT GAME IF MATERIALS:PROGRAM SHAPES 8: SHAPE AND NUMBER GENERAL PROCEDURE: (1-10-2b) OBJECTIVE(S): orfivecontains20 squares.cards circles, from- Each trianglesone card to cardsTeacherspecific and reads askscards. script,children hands for out numberdescribeChildren of shapes.cardswill identifywith a specific and VOCABULARY:circlesquaretwoone five fourthree Cards VISUAL Let's play a card game. AUDITORY (TEACHER COMMENTARY) (HAND OUT CARDS) Here are four CONFIRMATIONtriangle Card with 2 squares andIcancards am see looking for whatif eachyou isfor haveofon a you.them. cardtwo squares.with two squares. Hold them in front of you so If you have the card, hold Look at your cardE no one (IF CORRECT, SAY, "YES, A,TheGood.it has up, first the card. one to get Give the card Now A, youridto me ofsay, (TAKE all "I theCARDhave cards FROMtwo winssquares."CHILD). the games YOULOOK"THAT'SIF EAVENOT AGAIN CORRECT,TWONOT ANDSQUARES."TWO SEESQUARES.SAY, IF Card with 3 triangles I Nowhastriangles, Ithe am card.looking hold forit up. B, you say "I have three triangles." three triangles. If you have three YOUABOVE) HAVE(CONTINUE TWO SQUARES.") FEEDBACK AS Card with 1 circle ANSWER,ChasNowGood. theI wantTAKE card. oneHIS circle.CARD) Give the card to me (TAKE CARD FROM CHILD). What do you say? (IF CHILD GIVES CORRECT GAME.)(PUT(CONTINUE MATERIALS GAME AWAY)UNTIL SOMEONE WINS. IF TIME ALLOWS, REPEAT 'MATERIALS:'PROGRAMMarkingStudent pens Booklets instructionsChildrenGENERAL PROCEDURE: listen and tomark taped in circle,ChildrenOBJECTIVE(S): triangle, will identify and square. the shapes VOCABULARY: trianglecircle Tape booklets. AUDITORY (TEACHER COMMENTARY) CONFIRMATION square VISUAL going(BELL)(HAND to markOUT BOOKLETSin our booklets. AND MARKING PENS) Today we are Circle,Square, triangle, circle, trianglesquare 2.l. Mark(BELL) (BELL)the square.spot under the triangle. doorSpoon,Circle, with rectangular square, square trianglewindow stamp, 4.3. MarkMark (BELL)the the picture circle. that has a square in it. LightsawPencil,triangular bulb, bull's snail,metronome eye target, 6.5. MarkMark (BELL)the the picture picture that that has has a acircle. triangle. Hand,Cube,square daisy,cylinder, sign childaround pyramid with neck 8.7. Mark(BELL) (BELL)the picture that has a square.circle. PROGRAM-Grapes, triangular paper VISUAL 9. Mark the picture AUDITORY (TEACHER COMMENTARY) that has a triangle. CONFIRMATION stovepipeTVairplane, with square turtlehat, screen,snake 10. Mark the (BELL) picture that has a square. CO0 Pyramid, cylinder, cube Slide, fork, stop sign 12.11. Mark the (BELL) picturepicture thatthat has has a circle.triangle. (PUT MATERIALS AWAY) PROGRAM HOME ENVIRONMENT LANGUAGE 1 (l-l0-2a) AAMERIALS:TapeTeacher Booklet andChildrenGENERAL answer listenPROCEDURE: verbally. to raped dialogue OBJECTIVE(S):theChildren functions will ofidentify the floor, and.describe roof VOCABULARY: rooffloor VISUAL AUDITORY (TEACHER COMMENTARY) and walls of a house. CONFIRMATION walls 1-4GO Table in school yard, l, One (BELL)(HOLDday TomUP BOOKLET)and Betty wanted to play house. They found Bettyright lookingside up; at Tom it and Let'sWhatan old(BELL) turndid table. Tomit upsideand Betty down." do with the table? Tom said, "The table can be our house. Theydown. turned it upside outside,Table"floor" upside Tom walkingdown; Betty on 2. TheTouch"This floor(BELL) thetable is floor whatmakes inwe a this walkgood room. on.floor," said Tom. What do we walk on? Yes,We walk this on is the the floor. floor. ,Betty bendingBetty downsitting, coloring pointint to floor, 4.3. "IThe can (BELL)floor is the bottom of the room. color in my coloring book on the floor," said What is the floor? ofThe the floor room. is the bottom room?IsBetty.(BELL) the floor the Wheretop of is the Betty's room orcoloring the bottom book? of the ofTheisBetty's theon floor theroom. coloring floor.is the bookbottom cloudBetty inandpointing sky Tom sitting; to dark 5. TomgoingBetty (BELL)said, tosaid, "I'llrain. "Look! fix that." We're going to get wet!" There's a big rain cloud, Can you guess what TomIt's did? PROGRAM VISUAL HOME ENVIRONMENT LANGUAGE 1 AUDITORY (TEACHER COMMENTARY)(1-10-2a) CONFIRMATION onTom table placing legs cardboard for roof 6- Tom"I made(BELL)makeput afor roofbig the piecefor playhouse? our of playhouse,"cardboard over said the Tom. playhouse. What did theTom playhouse.made a roof for proudly;tableFront view Betty - Tomsitting standing in 7, WhatofThe the (BELL)istop thehouse of roof?a called?house is called the roof- What is the top theTheis calledhouse.rooftop of isthe thethe roof. housetop of Tomboardplayhouse; and roofBetty rain sitting on card- in 8. wet?WhatoutLook! the did rain. the roof do? Tom and BettyIt's stayedbeginning dry to because rain! the roof kept Did Tom and Betty get No,Thenot Tom getroof and wet. kept Betty out did the ingcold,Wind down bendinghair coloring blowing, tree; book Bettyhold- 9. ing.away.""I'mThen(BELL) cold,"the wind said started Betty. to blow through the playhouse. "I'll fix that," said Tom. "And my coloring book is blow- theirrain; housethe roof dry. kept hammer,Tom finding nails; cardboard, Betty sit- 10. TomLet's (BELL)got see some what more Tom cardboard, did to keep a hammerout the and wind. some nails. unfastenedhouse,Tomting nailing insideleaving for cardboard house doorone area to 11. WhatHeThen made arehe walls. nailedthe sides the ofcardboard the house to called?the legs of the table. The sides of the house are called walls. The sides of the house house,Tom looking satisfied at completed 12, What"There,"(BELL) did Tom said make Tom. for the playhouse? "I made walls for our playhouse." playhouse.Tomare calledmade walls walls. for the PROGRAM HOME ENVIRONMENT LANGUAGE 1 (1-10-2a) (NO PICTURE) VISUAL 13. Pointthe house.to the walls in,..1 %athis *to I.. / room. What areAUDITORY walls? (TEACHER CONNENTARY) Walls are the sides of Walls are the sides CONFIRMATION blowingOutside view, wind 14, do?"Walls(BELL) keep out the wind," said Betty, What can walls wind.Wallsof the keephouse, out the DogroofTeacher sniffing away; carrying Tomat wallat cardboardside of 16.15, WallsintoOh, (BELL) look! canthe keepschool. out a dog, too. Miss Ross, the teacher, took the roof back "Miss Ross," cried Tom, "we need a What else can walls do? Wallsout acan dog. also keep co Teachercardboard putting roof back 17, Missroof (BELL)Ross on ourput playhouse,the top back on the playhouse, Please brin back the roof." What do The top of the house onBettySun playhouse shining, squeezing Tom throughoutside; 18, youtheThe call (BELL)playhousesun thestarted top and ofto went theshine. house?home. Tom and Betty squeezed out of is called the roof. regularBetty,opening Tom,house Mother outside 19. house,made"Mothe:',"(BELL) a too,"roof said forsaid Betty,our Mother. playhouse." "we played house today and Tom "Can you find it?" "We have a roof on our pointingSame picture, to roof Betty 20, our"I (BELL) house."can find the roof," said Betty- Where is the roof? "It's the top of theThe house.roof is the top of HOME ENVIRONMENT LANGUAGE 1 1-10-2a VISUAL AUDITORY CTEACRER CCYLVATAPZ) . CONFIRMITION houseBetty, Tom, Mother inside 21. "We have a floor in our playhouse," Put"Thefloorsaid your floor Tom.in handour is house,onwhat the we're too,"floor standing saidin this Mother on," said Tom. room. "Can you find it? "We have a (BELL) Yes, this-is the floor. MotherMother straightening pointing to wall 23.22. "Oh,"We havelook," walls said in Mother, our playhouse," "the picture saidwallsroom, Betty. here also. too," said Mother. Point to the walls in this room. There are walls in this "We have (BELL) Yes, these are walls. Housepicture exterior on wall in winter Arestraight.crooked.' there pictures Mother onfixed the _wallsthe picture _of this.room? Where was the picture hanging? so that it was on the.wall is (BELL) onThe(CONFIRM the picture wall. OR was DENY) hanging N:co House exterior in summer 25.24. In summerwinter the walls keep outthe theheat heat. Whatinin and summer?do thewalls do in winter? What do walls do cold out. (BELL) outheatIn the summerwinterin heat.and thecold walls out. keep 11.111 Sun glaring on roof 26. The roof keeps out the heat, too. -Doesout thethe roofheat, too? (BELL)keep Yes,die theheat, roof too. keeps out House exterior 2 . A house needs walls,(POINT a roof, TO WALL)WINDOW)ROOF) and aWhat floor.What is isthis? this? (BELL) This is athe wall.window. roof. HouseT interior 2 . (PUT(POINT MATERIALS TO WALL)FLOOR) AWAY) What What is is this? this? (BELL) This is athe wall. floor. PROGRAMMATERIALS: HOME ENVIRONMENT LANGUAGE 2 GENERAL PROCEDURE: 1-10-4b" OBJECTIVE(S): VOCABULARY: rapereacher Booklet Childrenand respond listen verbally. to taped dialogue describeChildren thewill functions identify ofand a roof, doorroof ; floorwall VISUAL AUDITORY (rEACHER COMMENTARY) knobfloor, and walls, window door, glass. window, door- glasswindowdoorknobCONFIRMATION again,(BELL)(HOLD UP BOOKLET) Tom and Betty want to play house cqWO't:421f; houseTom and Betty's play- b.a,, IsHereif therethe everythingis roof Toma roof? andat theisBetty's there,top ofplayhouse. the house or at the bottom Let's check to s' . 'Yes,The there roof is isa roof.at the top d.c, AreofIs the therethere house? wallsa floor? in the playhouse? Yes,les,ofthe thethere'sthere playhouse, house, are a floor.walls in house;Tom squeezing Betty lookinginto play- on e. WhatBettyDO (BELL)part squeeze looked of the intoat housetheir the playhouse,"areplayhouse. the walls? said Betty, "I don't want to have "I want to ofThe the walls house. are the sides withTom frownmaking door by bend- walkTomthat." (BELL)rightpulled in." back part of the cardboard wall and made a Do you know what Tom did? "All right," said Tom. "I can fix abouting cardboard 1/3 of its wall -length at Pointdoorthe(BELL) indoor?to thethe walldoor ofin thethis playhouse: room, Where did Tom make ourTomthe (POINT)door.made wall, the Yes, door that's in PROGRAM HOME ENVIRONMENT LANGUAGE 2 (1 -10 -4b) toCom playhouse and Betty thru walkkng door in- VISUAL 4 How can Tom and Betty get into the AUDITORY (TEACHER COMMENTARY) playhouse now! They Lan walk through CONFIRMATION Darkcolor - Betty trying to 5 "it(BELL)Betty. (BELL)Is too dark tu color "Please open the door." in my coloring book," said the door. DogTom running opening toward door open 6.7. "Look!Why(BELL) did Betty ask Tom to A dog is coming! open the door!Quick, Fhut the door!" ro let in the light. toDarkdoor color again - Betty crying 8 coloring"NowWhy (BELL) didit's theybook," dark shut again.said the Betty. door? I can't see to color in my To keep the dog out- Tom Lutting hole in 9. TomWhat (BELL)got do some you scissorsthink Tom from did? Miss Ross. "I'll lix that," said Tom. He cut a hole in cardboard PointWherethe wall-todid the he windowmade a inwindow! this Look what Tom made! room. What do we call this? Tom made a allwindow of thein thewindow.playhouse. Bexty coloring, smiling 10. What(BELL) does the window in the playhouse dot lightThewindow. (POINT)window in. Yes,lets that'sthe No,.- Betty can a Tom looking out window 11. The"1else, (BELL) windowcan coo! see lets the theyard light outside." "I can look out ot the window," in. HowBut did it Tomdoes look something outside'Tom looked outside said Tom. throughsee to color. the window. PROGRAM HOME ENVIRONMENT LANGUAGE 2 (1-10-4b) openBee flyingwindow in through VISUAL 12. A beeHurry,bee getflew Tom! into in throughthe house? the open window. AUDITORY (TEACHERGet outCOMMENTARY) ot the playhousei HowHuru, did Betty! the The thebee open goc window.in through CONFIRMATION frowningthroughBetty and door; Tom Bettyleaving 13, InBetty(BELL) it!" said, "We can't play in the playhouse with a beE instdeBetty, homeTom, byMother door 14 Mother.Where"Mother,"today is " the said door? Tom, "I made a door in out playhouse "See,"We have the adoor door is in in our the house, wall." too," said The door is in the wall. Tom pointing to door 15 Mother.this,""The(BELL) door said in Tom. the playhouse doesn't have a thing like What is this called? "This is called a doorknob," said It's called a doorknob. PointWhatYou (BELL) turn doto youthe dodoorknob to open on andthe our pulldoor? door. on it to open the door. Youcalleddoorknob (POINT)turn aand doorknob.toYes, pullopen this onthe isthe door. Tom and Betty by window 16 "WeWhere"Tom (BELL)have madeare windows thea window windows? in ourfcr house,our playhouse," too," said said Mother. Betty. wails.The windows ale in the windowClose up GI. Betty 'Iv "There"Thethere(BELL) gldssIsglass glass keepsIn inthe outthis window:" the window," wind and said Lold," Betty. said Mother- "Why is PROGRAM VISUAL HOME ENVIRONMENT LANGUAGE 2 AUDITORY (TEACHER COMENTARY)(1-10-413) CCNFIRMATION ThroughSunshine window streaming 18- glass!""But(BELL) walls do that," said Betty. "Why do we need The glass keeps out the Betty looking outside 19. What(BELL) else does the glass let you do? youThewindlets lookglass and the outside, cold, windowlight but inlets it Window with bee outstde 20. bees"And(BELL) outbest of of the all," house!" said Betty, "the glass ke4,s the (PUT MATERIALS AWAY) MATERIALS:PROGRAMTapeFeather Booklet HOME ENVIROWAENT LAWMAGE 3 GuIERALChi!drenand PROCEDURE: respoud Isten vetbally- to taped dialogue (I-1l-la) OBJECTIVE(S): describeChildren thewill function identify of and the VOCABULARY:doorrook glassbottom -1 VISUAL AUDITORY (TEACHER COMMENTARY) a roof,house. floor, door and window of CONFIRMATIONdoorknobfloortop wallswindow side Bettyin front and Tomot playhousestanding OneJohn, (BELL)day(HOLD Betty UP BOOKLET)and Tom showed their playhouse to Uncle Betty said, "Our paper playhouse is failing with Uncle John houseapart-"OK!"(BELL) if said you Unclewill helpJohn. me." Will you build us a better one, Uncle John?" "I'll build you a new play- woodinBetty, yard Tomnear and pile Uncle of oldJohn Let'swith"Wherecomes(BELL) ale start shallat roof?" the at we bottom theaskedstlrt?" bottom," ofBetty. askedthis said house?Tom. Uncle John, "Shall we start What No,Thewith they floorthe can't roof. is atstart the watchingtloor;Uncle JohnBetty building and Tom 3. What"OK!" issaid Uncle Uncle John John. building? "Let's build the floor iitst-" No-Hebottom is building of this ahouse. floor. Flour tinished; Uncle 4 What"It'sis(BELL) theis very thefloor floor!windy at theand topI'm ofgetting the house? cold!" said Betty- okThe the floor house. is the bottom ,;(AdJohn standing up, Betty WhathJuse:;BELL/ willshoulU the they walls build do: to keep the wind out Ji the TheTheyOle walls shouldwind. will build keep walls. our PROGRAM HOME ENVIRONMENT LANGUAGE 3 (1-11-1a) Unde John building walls VISUAL 5- Tom and Betty help Uncle John put up the sides of the AUDITORY (TEACHER COMMENTARY) CONFIRMATION walls1L)use erected;with three Uncle half- John 6- John-"Dohouse-(BELL) we want to put another board here?" asked Uncle "Why not,"What asked are Uncle the sidesJohn, of the house called? "Then we won't be areThe calledsides ofwalls, the house standinglookingtit into withup space; board Tom co outWhatgether.able of mustto the get Unclehouse? inco John the makehouse!" so thatsaid theyTom and Betty can walk in and to- Hethey MUSE can make walk a doorin and so Uncle John making door WhatUncle(BELL) did John Uncle made John a door make? for the side of the house. HePut made of thea door, house: UncleJohnstanding Joh,holding byBetty, house;doorknob Tom Uncle 8- youHow"I'll"How can does do putturn wea in doorknobopenthe this doorknobthe doorknob," work?door, to Uncle open said John?"the Uncle door." asked John. Betty. "Then Youdoor.He putturn a thedoorknob doorknob on theto RainreachingTom, tailing Uncle for John;on doorknob Betty, Betty 9- inside!""Oh!"(BELL) cried Betty. How will they get inside? "It's starting to rain, Let's go throughTheyopen thewill thedoor. go door. inside Betty,Inside Tom, house, Uncle no Johnroot; 10, What"Oh,How(BELL) willoh!"did Uncletheysaid openTom.john theforget? door? "1 can'still feel the rain." UncletoThey'll open John theturn forgot door, the todoorknob buildUnLlelooking tootJohn up starting at rain to 11. WhereUncle(BELL) doesJohn thelaughed roof andAo? said, "I'll build you a roof," theThemake house. roota roof! goes on top ot HOME ENVIRONMENT LANGUAGE 3 (1-11-1a) VISUAL 12. *AUDITORY "(TEACHER tOMPILMTARY) COPIFINNAMON Houseoutside,BetLy with inside; knockingroof; Uncle Tom on and Johndoor Howhere"Who will is Uncleknocking John on get the in? door?" said Betty. . It must be Uncle John! Come in, Uncle John," "Tom is Uncle John will get in UncleBetty John holding walking door in open, 13. can'tto"I'm(BELL) tell gladsee you toyou thatplay," came, our Uncleplayhouse John," is saidtoo darkBetty, inside, "Well," said Uncle John, "I'll "I want We through the door, Wheresunshinefix (BELL)that! will can the come sunshine in and come it willin? be nice and light." I'll make a window for your house. Then the Thein sunshinethrough thewill window, come windowUncle John cutting out 14. WhereWill(BELL) thewill window the window be in be?the floor? TheNo,thein windowthe thewall. windowfloor. will won'tbe in be Dustthrough and leaveswindow blowing 15, Andand"I'm"Oh!" doleaves notyoucried finishedknowfrom Betty. whatoutside!" yet!" Uncle John did? "The wind is blowing in the dust "Wait!" said Uncle John, withUncle glass John by window 16. WhatUncle(BELL)(BELL) did John Uncle put Johnglass put in inthe the window. window? Unclethe window,John put glass in Glassinside in housewindow; all 17- leaves?"There!"the(BELL) dust said and Uncleleaves." John, What will keep out the dust and "The glass will keep out Thethe glass dust willand leaves,keep out PROGRAM HOME ENVIRONMENT LANGUAGE 3 1-11-1a) coloring,dow,Sun shininghouse Tomlight; through watching Betty win- VISUAL 18- Will the glass keep out the light and the sunshine? aUDITORY (TEACHER COMMENTARY) No,lightthrough the willsun the willget glass. in-shine CONFIRMATION The outsideTom and Betty looking 19, WhatWhere(BELL) elseis the does glass? the window glass let you do? window-ItThe let glass us lookis in outside, the motherBetty approachinglooking outside; 20, WhatTom!"Betty doesshe went cried.Betty to thesee? window and looked Guess what I see? outside. "Oh, Bettytoo. sees her mother Mother,playhouse,leaving Tom Uncle andwaving JohnBetty near 21 "Goodbye!""Itthe (BELL)must nice be playhouse,said time Tom for and supper,"Uncle Betty. John," said Tom. "Thank you for coming. r4:0 (PUT MATERIALS AWAY) ..1MATERIALS:PROGRAM HOME ENVIRONMENT LANGUAGE 4 GENERAL PROCEDURE: (l -ll -2a) 'OBJECTIVE(S): VOCABULARY: TapeTeacher Booklet Teacherrespond shows verbally, booklet and children andtheChildren keyfunctions of will a house. ofidentify and describe a doorknob, lock doorknobbelowkeylock VISUAL (HOLD(BELL) UP BOOKLET) AUDITORY (TEACHER COMMENTARY) CONFIRMATION door,BettyTom outsideshocked coming new out playhouse; of open criedtellBetty(BELL) Betty,Uncle and Tom John,""my went coloring said back Tom. tobook their is gone," new playhouse. "We'd better "Tom," John'sUncleBetty John houseand outsideTom talking Uncle to door.""Oh,""Uncle said John, Uncle my coloringJohn, "I book What did Uncle John forget forgot to put a lock on is gone," said Betty. to put on their dour? your He forgot to put a lockUnclestandingTom, Betty,John in pointingfrontUncle ofJohn todoor; doorknob.""Yes,""Does(BELL) yoursaid doorUncle have John. Where is Uncle John's lock? a lock, Uncle John?" asked Betty. "My lock is right here in the Unclelock John'son their lock door. is Close-upshowing oflock doorknob open.the"See (BELL)door the thelock?" doorknob said Unclewon't I lock the door so strangers can't John. (POINT)turn, to the door won't get"When in." I lock in the doorknob. byUncle door John, key in hand, WhatHow(BELL) (BELL)isdoes in UncleUncle JohnJohn's keep hand? stranger out of the house? AHe tokey. locks open thethe door.lotA. He uses a key PROGRAM HOME ENVIRONMENT LANGUAGE 4 (1 -ll -2a) approachingClose-up of lockhand with key VISUAL 6 use"I lock the thekey doorto open with the a key.lock." AUDITORY (TEACHER COMMENTARY) When I want to get in I CONFIRMATION Tom, Betty, Uncle John 7. "Doesuse (BELL)to theopen doorknob the lock? in our playhouse have What does Uncle john a lock, Uncle theHe useslock. a key to open by door, talking notknobsJohn?" (BELL)have doasked anot lock." Tom.have locks in them. Do"No," all doorknobssaid Uncle have John. locks? Your doorknob does "Many door- notNo, havesome locksdoorknobs in them. do andUncle key John holding lock 8. Uncle"Here(POINT Johnis TOa (POINT).lockKEY)LOCK) thatWhat What weisjthis? is can this? put "And here is a key." (POINT) on your door," said This is aa lock.key to open CIDimah N., withClose-up lock ofaffixed playhouse 9, What"I(BELL) putdid yourUncle lock John on put your on door,"the door? said Uncle John. Hethe put lock. a lock cn the /4 onUncle string John holding key 10. What"Here(BELL) will is Tomthe andkey Bettyto open use your to openlock," the said lock? Uncle John. openThey'lldoor. the uselock. a key to doorBetty, of theirTom, Motherown house at 11, house,""Mommy,theasked doorknob." Betty.saidUncle Tom. John put a lock on the door of "Yes," said Mother.Where is their lock? "Do we have a lock on our door?" "Our lock is below our play- Their lock is below Close-uplock of knob and 12. DoHere you(BELL) is knowour lock.what we use to open the lock? (POINT) What is this? WeThisthe use islock.doorknob, aa keylock. to open PROGRAM HOME ENVIRONMENT LANGUAGE 4 (1-11-2a) Close-up of doorknob, VISUAL 13. Here's the key that opens this lock. AUDITORY (TEACHER COMMENTARY) There are many CONFIRMATION keyinserted in hand in about lock to be Whatlockkinds (BELL)dp the ofyou door?locks use toand open many a kindslock? of keys Why do you Youstrangers theuselock lock, a thekey can't doorto open. getso in. Betty and Tom talking 14. "My"Now (TURNcoloring we canOFF lockTAPE)book ourwill playhouse be safe," door," said Betty.said Tom. 15. Is(PUT there MATERIALS a lock onAWAY) the door to this room? OUT (WHENLOCKS TAKINGON DOORS) CHILDREN BACK TO THEIR CLASSROOM, POINT PROGRAM HOME ENVIRONMENT LANGUAGE 5 (1-12-1b) MATERIALS:TapeTeacher Booklet IGENERAL PROCEDURE:andChildren answer listen questions to taped verbally. dialogue OBJECTIVE(S):Childrendescribe will different ideritify parts and of a VOCABULARY:wall,floor, roof,window, key, VISUAL AUDITORY (rEACHER COMMENTARY) house. CONFIRMATIONlight,door, lock, glass floorUncle John standing on 1. Look(BELL)(HOLD at thisUP BOOKLET) picture. Tell me, what is Uncle John Uncle John is standing wallsUncle John building 2. What(BELL)standing (BELL)part of on? the house is Uncle John building? theUncleon thewalls. Johnfloor. is building BettyHouseUncle perplexedwith John no building door, roof 4.3. WhatWhat (BELL)do is Tom Uncle and JohnBetty putting need toon getthe intotop oftheir the play-house? TheyroofUncle need on John topa door isof putting theto gethouse. a Uncle John making door 5. Whathouse?(BELL) is Uncle r John making? door.Uncleinto Johntheir is playhouse. making a doorknobUncle John putting on 6a. b. What doi we use the doorknob Uncle John putting on the door?for? WedoorknobUncle use theJohn ondoorknob isthe putting door. to a onUncle door John putting lock 7. keepWhat(BELL) strangersis Uncle Johnfrom putting ongetting the playhouse in? door to lockUncleopen onthe John the door. isdoor. putting a PROGRAM VISUAL HONE ENVIRONMENT LANGUAGE 5 AUDITORY-(TEACHER COMENTARY) . CONFIRMATION Uncle John holdingmaking windowkey 9.8. What(BELL) willis Uncle Uncle John John making tAse tonow? open the lock? Uncleto open John the has lock. a key inUncle window John putting glass 10. What(BELL) is Uncle John putting in the window? Unclea window. John is puttingmaking Bettycurtains by open blowing window, lla. When the window is open, wind Will glass keep out the wind? comes into the house. outYes,glass the glassin wind, the will window. keep Inside of house, sun 12. b. Will glass keep out the light?(BELL) keepNo, glassout the will light. not windowshining through closed We'llWerain. put(BELL) hear glass more in aboutthe window Tom and to Betty'skeep out the wind What comes into the house through the glass? playhouse and glasscomeThe light inwindow. rhrough and sunshine the another(PUT MATERIALS day. AWAY) F MATERIALS: MarkingStudent pensBooklets GIMBALstructionsChildren PROCEDURE: listen and mark to tapedin booklets. in- VMJECTIWS);partsChildren of a willhouse. identify different MART Door, window, roof VISUAL 1. Mark the window. (HAND OUT BOOKLETS AND MARKING PENS) Here is your book. (BELL) Remember, green CONFIRMATION Window,Wall, lock,knob,floor, roofdoor/no lock knob 4.3.2. Mark the floor.walldoorknob. (BELL)(BELL) meanslookanswer. youagain. got the Red means Knob,Roof,Roof, knob,door/no door, window lockknob, window 6.5.7. Mark Mark the the door.roof. lock. (BELL) Wall,Floor,Roof, lock, window,lock, knob wall knob 10. Mark9. what8. Mark Mark you what thestand youtop on turnof in the toa house.open a door. (BELL)(BELL) Window,Roof,Key, roof,key, roof, knobwalls lock 13.12.11. Mark thewhatwhat'you side lets of usethe a tohouse.light open into a lock. a house. (BELL) (BELL) Window, wall, lock 14. Mark what keeps a door from opening.(PUT MATERIALS AWAY) (BELL) PROGRAM HOME ENVIRONMENT LANGUAGE 7 2-04-la OBJECTIVE(S): VOCABULARY: MATERIALS:TeacherTape Booklet ' GENERAL PROCEDURE:Teacherrespond shows to taped booklet. dialogue. Children Childrendifferent will piecesparts identify ofof afurniture. houseand label and furniturestoverealcouch bedrug VISUAL AlICIMCamemol AUDITORY (TEACHER COMMENTARY) refrigeratorCONFIRMATION Betty talking to mother 1. things"Mommy,"(BELL)(HOLD thatUP said BOOKLET) our Betty, real house"our playhousedoes." has all the same Real house, playhouse 2a. _Let'sof (BELL) seea(POINT real if BettyhouseTO.ROOF) is and right. Doeshere's the a realpicture house of havethe playhouse.a top? (POINT) Here's a picture Yes. d.b.c. DoesThetoli top(POINT)the called? ofplayhouse a TOhouse SIDES) haveis calledDoes a roof? the the real roof. house have sides? What is the Yes,Thecalled top ofthe a roof,house is f.e. DoesThethey (BELL) sidesthe called? playhouse of a house have are walls? called walls, What are Yes,areThe calledsides ofwalls. a house insideInside of playhousereal house, 3a. b.c. Does(POINT the playhouserealTO FLOOR) house haveWhathave ais somethingfloor? it called? to stand on? Yes,onTheYes. thefloor. floor, We stand outsideOutside of playhousereal house, b. Does.rid(POINT(BELL) theout? real TO DOOR)house Whathave doa wayWe callto go the in placeand out? we go in Yes,outThe door,of the door, We go in and PROGRAM HOME ENVIRONMENT LANGUAGE 7 (2-04-la) VISUAL c, Does the playhouse have a door? AUDITORY (TEACHER COMMENTARY) outside? Yes. CONFIRMATION d.e.f. DoesDoes (POINTthe the real playhouseTO houseWINDOW) havehave What ana dowindow?opening we call to the look opening? A Yes.sidewindow; through we look the out-window. Close-upofhouse, playhouse close-upof door ofof realdoor 5a, b. Doesdoorknob.(BELL) (pOINTthe real TO houseDOORKNOB) have Wea wayopen to the open door the by door? turning the What is it called? Yes.theThe doorknob.door with the door- We open d,c. keepDoes peoplethe playhousereal from house coming have have in?a somethingdoorknob? on the door to Yes.knob. e.f. Doescoming(BELL)(POINT the in.playhouse TO LOCK) haveThe locka lock? on the door keeps people from What is it called? yes.peopleThe lock, from coming in, A lock keeps playhouseinBetty real talking house, toempty mother 6. havedoesfurniture"You're furniturehave right,the in sameyourinside Betty," partsplayhouse. our said asreal our Mother. house. real house. What is missing in the "Your playhouse You don't have But we Furniture, byBetty, table Tom and and chair Mother 7a. playhouse?in"Well,"(BELL) our playhouse said Betty, because "we can'twe don't sit havedown ato table eat supperor a b. chair."(BELL)(POINT TO CHAIR) What is this called? (POINT TO TABLE) What is this called? Thisareis furniture, isalso a chair;table;furniture, chairsa table VISUAL HOME ENVIRONMENT LANGUAGE 7 KUDITOV (TEA.CMP.2-04-la) CC121121TARY) .CONFIRYLMON Betty,Betty, Tom, Tom, Mother Mother by by stov house?Tom."Do"In youour seeplayhouse a place we where need wea stoveput food to cookto keep supper," it cold? said . What do they need to cock supper in their play- (BELL) ,-,-,..sw- stoveA stove. to cook supper. They need a Betty,refrigerator Tom, Mother by youdon'tasked"We put haveMother.have food aa couchtorefrigerator keep in itour cold? realin our house," playhouse." said Mother. "The refrigerator," said Betty. (BELL) Where do "We "Do geratorWe put foodto keep in theit cold.refri- tO Bettycouch pointingin living to room rug saidcouch_toyou"And haveBetty. we sitonedon't on,"in haveyour said aplayhouse?" rugTom. to cover our playhouse floor," What-does a rug do? (POINT) What is this?(BELL) "No, we aon't have a (BELL) ThisAcouch rug is iscoversa couch.furniture. the floor. A VD ., Two Table, chair, Couch, bed, beds 13a.12. (POINT TO ineither,""We their don't saidplayhouse? have Tam. beds to sleep on in our playhouse, TABLE) What is this called? What don't they have to sleep on (BELL)- Table.sleepThey don'tin. have beds to stove, refrigerator d. b.f.e.c. (POINT (POINT TO TO (POINT TO BED)CHAIR)REFRIGERATOR)COUCH)STOVE) What What WhatWhat is is*this thisisis What thisthis called? called?is -called?called? this called? Bed.Refrigerator.Stove.Chair. ouch. g. There's a furniture . name for all of theseWhat things. do we call them? We (BELL)call them We call them furniture. 14. see.Is there(PUT MATERIALS any furnitdre AWAY) in this room? Tell me what you PROGRAM MATERIALS:TeacherTape' Booklet GENERALbookletTeacher PROCEDURE: toplays children, tape and shows Children OBJECTIVE(S):Childrenand their will homes identify (bird, animals squirrel) homes,house-trailer,VOCABULARY: nest, VISUAL respond orally, AUDITORY (TEACHER COMMENTARY) mouse), grass,coz-twigs,CONFIRMATION bushy, feathers, stores (POINT)(HOLD(BELL) UP Here BOOKLET) is a house.Hello, boys and girls- Some people live in houses, .1) tP houseapartmentStreet scene house, with trailec house, Theyin(POINT) apartments,call them HereHere homes, isis ana house-trailer,apartment houscL.. They call them homes, too, Some people live in Some people live Ihouse-trailers, (WAITlive(BELL) inFOR a RESPONSES,)house- They also call them homes.. it's my home.. Where do you live? Yes,ferent people kinds live of inhomes. dif- HouseDifferent animal homes, 2,3, AnimalsWhat(BELL) do livewe call In homes,the place too.. where we live? All kinds oi homes, Some Home, treeTree 4- animalsLook(BELL) at build this theirtree- own homes- Some animals build their homes here- Two ticds flying around 5- WhereThis(BELL) dois someMother animals Bird andmake Father their Bird-homesi They ate looKing n the tree. ccee hime,o,ithetot1BELL. aof saie, a bi(d's pLace home- to build their home. What is the ndme A nest is the 1 blzl's A nest, PROGRAM ANIMAL HOMES 1 (2-02-1b CONFIRMATION twig;Bird flyingpartial to nest tree in with tre VISUAL 6a. Motherwithbuild twigs,bird her is home?grass building and feathers,her home, AUDITORY (TEACHER COMMENTARY) What does she use toShe builds her nest Twigs,feathers, grass and b. groundShethe (BELL)carries tree, up to thethe twigs,tree. grass and feathers from the Where does she build her home? Then she builds her nest in In the tree, nestFather with bird string flying to 7. buildstrongbackFather aand strongnest?bird forth. is nest. busy, too. He brings pieces of string and mud to What does he use to build a He flies back and forth, He uses string and mud. otTwo tree, birds looking sitting at on nest limb 8, ofHere(BELL) the(BELL) is birds'the nest home? when it is finished. What is the name It is called a nest, Motherlimbfather birdnext bird into sittingnest,nest on . Nowtiredvery the hard buttwo veryallbirds dayproud are long restingof totheir build innest, theirthe tree nest. They workedThey are andTree acornswith holft; on ground squirrel 10a, Let'sanimal(POINT)(BELL) have who Whatanother likes is tothislook live animal?at inthe a tree,tree, It's a squirrel,I know another A squirrel, b. squirrelHe has(BELL) a keepstoresbig bushyhis the food? callnuts andin hiseats nest, nuts tor food- Where does the The in his nest, hcfieSquirreltree trunk, crawling peering down into 11, makeThe (BELL) squirrelhis home likesthere- to find a hole in an old tree and Where does he maKe his home? in a hole in rhe tree- PROGRAM VISUAL ANiMAL HOMES 1 2-02-lb AUDITORY (TEACHER CONMENTARY) CONFIRMATION mouth,groundSquirreltrunk going andto with hole;inup holeacorntree acorns in on 12. The(BELL)It squirrel'scan hold many nest nuts. is much bigger than a bird's nest, Treesquirrel'sin withhole birds head in visible nest; 13a, b. WhendayssnuggleIs the thewhere weather upbirds' indoes-the his getsnest nest squirrelverybigger and coldfeel than go the veryto squirrelkeep warm.. warm? the squirrel's nest? On cold will No,Tois his thehis nest squirrel'shome, nest The nest Mouse 14- HereWherethe(BELL) istree- doesanother this little little animal mouse whomake makes his It is a field mouse, home? his home in isIn bigger, the tree, Mousebottom digging of tree hole at 15, Hebuilds (BELL)digs ahis hole nest. close to the bottom of the tree His home is called a nest, too, and It is a nest. Mouse's head sticking out 16- WhatHe (BELL)likesis the his name home of underhis home? the tree where it nest,is dark and Is squirrelof hole; birdsin hole in nest; warm(BELL)the and mouse cozy. nest at the top. of the tree? He feels safe in his warm - No,bottom it is of close the tree,to the Birds,in [tee squirrel, mouse 17. A, name(TURN one OFF animal TAPE) who makes hisname nest another in animal who makes his nest in this tree. this tree,in this tree, CL,la, name what(PUT another areMATERIALS the animal houses AWAY) who of makesthese hisanimals nest callecn Nests..calledanimals nests, live in houses All these MATERIALS:PROGRAM AN Majjaaaj_(2=Q3-4a) GENERAL PROCEDURE: OBJECTIVE(S): beaver,VOCABULARY: stickS, TapeTeacher Booklet ChildrenTeacher showsrespond booklet orally. to tape- Childrenfish)0and their will homes identify (beaver, animals duck, water,fish,land, plants, rocks,duck,and nest VISUAL (BELL)(HOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY) CONFIRMATION birdsTree withand mousesquirrel, b. AllhomeRememberdo thesethesein the the animalsanimals tree? tree haveandhave all theirtheir the nests nests?animals in thewho tree,made their Tell me, what animals do you see? Where TheInand birds,the the tree, mouse, the squirrel Beaver 2a, HeWhatHere lives(BELL) is it anotheron called? the landlittle and animal, in the water. It is called a beaver. Where does the OnIt isthe called land anda beaver. in the withBeaver sticks building_lodge and mud 3. Mr.beaverdoes(BELL) Beaver thelive? buildsbeaver hisuse hometo build with hissticks home? and mud, What Thewater, beaver uses sticks Beaver's lodge 4a, b Part of the house is built out of theLookwater- water-(BELL) at his home, Part of his home is built where? Part of his home is built in the Whe-re is Inand themud. water. c. Theicdoor built? door(BELL) to tohis his home? home is under the water, Whele is the water,OutThe of door the iswater. under the PROGRAM ANIMAL HOMES 2 2-0 AUDITORY (TEACHER COMMENTARY) CONFIRMATION Beaver sleeping VISUAL 5a, b. AfteroutThe ofbeaver'sa hardthe water.day's home work,has two Mr. floors. Beaver sleeps in a bed Where does the beaver sleep? He sleeps upstairs water,Upstairs, out of the Duck 6, Lookmade(BELL) ofat softthis grass.picture. What is his bed made of?Does anyone know what this is? Itgrass, is amade duck. of soft Duck swimming 7a. b. HeWhereDucksduck walks loves can funny, cheliveto swim.duck buton thehelive? island a veryon the good on swimmer-the water. What does the duck love to do? The OnThe theduck land loves and to on swim. the Duck by nest in bushes 8, Theforclose (BELL)duck's his to daily thehome water swim.is called so he adoesn't nest. have to walk too far Where does he build his nest? He builds his nest Closewater. to the water, Fish 9, Herethis(BELL) is animal? another animal. Does anyone know the name of It is a fish. Onefishthin large fish, fish, one one short long 10a, b.c- ThereTheyFishtat makelive fishare theirinalland the kindsskinny home water. of infish, fish:the shortwater. and long fish. Where do fish live large fish, small fish, Where is their home' Are Yes,Fish livethere Inin are thethe manywater. water. dif- d. Theyallthere(BELL) swimday? many in kindsthe water of fish? all day long. What do they do Theyferent swim kinds in the of water.fish. PROGRAM ANIMAL HOMES 2 (2-03-4a) ofFish rock sleeping along side VISUAL 11, PointSome(BELL) fishto the go fishto sleep near closethe rockse to rocks in the water. AUDITORY (TEACHER COMMENTARY) CONFIRMATION CatfishFish among sleeping water plantson 12,13a. OtherSomehiding(BELL) fishfish in hidesleepthe plants-in along waterplants, the bottom on the sand. Point to the fish Point bottom in sand b.ce WhatCanFishto fishtheis live their fishlive in layinghome?onthe the water, onland? the sand, They cannot live our of water. No,The water- Lake with tree in fore- 14=- What(BELL) animals do you see that make their homes in trees? Theand bird, the mousethe squirrel live in swimming;beaverinbird,ground; tree; squirrel on fishbeaver duckland; in onand swimming;water;duck land mouse b, Whatthe animalwater? do you see that builds his nest close to closeThethe duck tree.to thebuilds water, his home dec. WhatNow, animalwhat animal do you builds see that his cannothome in live the outwater? of water? Theouthome beaverfish of in water, cannotthe builds water. live his (BELL)(PUT MATERIALS AWAY) PROGRAM ANIMAL HOMES 3 (2-04-2a) MATERIALS:Tapereacher Bookler GENERALrespondreacher PROCEDURE: orally.shows booklet. Children OBJECTIVE(S): animalsChildren and will their identity homes, and label VOCABULARY:wintersunshineholessnake cavescoil -1 VISUAL 411111111 (HOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY) CONFIRMATION stringBirds carryingC.0 nest twigsin cree and l. Motherbuild(BELL) bird their and aome- tacher bird carry twigs and string co Where do they build their home? Birds build their homes onClose-up edge of of nest birds sitting 2 ofHece the(BELL) atebirds the birds in their home, home? What Is the name calledrhein trees. birds' a nest. home is nutsnibblingSquirrel in nest neaton nut; his somenest b. WhacWhatrhis(BELL) roodis Litcle the does name animal che of squirrel chisalso animal:builds like hisco eactnest in Ole tree Theeatsquirrel-This squirrel nurs, animal likesis a to squirrelClose-upSmall hole otup atnest,in bottomcree of.' 45 HereWhere(BELL) is does a little che squirrel tield mouse.. keep his food: Where does the mouse Heinrhe digs his squirrel hisnest- home keeps at thenuts ingClose-uptree; out mouse otof hole mothsenear hole peek- Whatbuild(BELL) dohis we home? call the mouse's home: bJttom(JailedThe home ot a the otnest) atree, mouse coo- is nestBeaver (water working s,ene) near his MCnts b,Lbls pa(tBea4t,f bulid h.. watt- (?UINU) Jt his nest uncle( hiS own home, (BELL) Wherethe does w,lc.! tit; bolld Hethe builds water his nesr In PROGRAM ANIMAL HOMES 3 _12=0.4=2a2 VISUAL 8. In what part ot the neE;t does the beaver AUDI.TORY (TEACHER COMMENTARY) sleep: The beaver sleeps in the CON7IRMATION DuckClose-upbushessleeping near in of edge in backgroundbeaver nest ot water, 1. 9, walkDucks(BELL) on haveland. to swim in the water, but they also like co Where does the duck build his home? Hepart builds that ishis above home wateuin Duck close co nest 10. What(BELL)(BELL) is the name of the duck's home! Thewater.thecalled bushesduA's a nest-homenear Isthe mingClose-up in water of fish swim- lla. What is this animal?b, Where does che tish live! (BELL) FishThis liveanimal in ische a wac,erfish. plants,Fish under laying rocks, on sand under 12. otherSome(BELL) tish fish live live? among che plants- (POINT) Where do the bottomSomelive like nearand to somethe lie rocks-like on thero Snakerock; coiled sun shining on small l3a. Here is a snake warmingb, The snake himself doesn't in the build sunshine- his likeshome-.Ls the to namecoil ofup thisand sleepanimal? in the sunshine. On warm days he What What This animal is a snake. Snake peering out of hole 14, keepsWhen(BELL) thethe snakesun is warm? gone, the snake gets cold and he Looks The sun Keeps him warm. trunkin ground; in background rocks and tree home?forthe a ground- hoe.BELL) Many(POINT) snakes Where make istheir this homes snake in making holes hisin aHe holeis making in the hir, ground. home in PROGRAM VISUAL ANIMAL HOMES 3 2-04-2a) AUDIJORY (TEACHER COMMENTARY) CONFIRMATION Bear standing (tull vtew) 15a- This ts a bear,b. (POINT) Bears make their homes in caves. What is the name ot this animal? What do you This animal is a bear. Bear sleeping in cave l6a, Bears sleep all winter long. quietcall(BELL) a homebear's where home? he can sleep all winter. The bear needs a warm, What does A cave. b. Whathe use(BELL) does tor thehis bearhome: do all winter! Thehome-Hecave usesbear all asleeps cavewinter forIn long. his (PUT MATERIALS AWAY)

4. PROGRAM ANIMAL HOMES 4 (2:05-2a) MATERIALS:MarkingStudent pens Booklets GENERALChildren instructionsPROCEDURE: listen and to marktaped booklets OBJECTIVE(S):andChildren their willhomes- Identiiy animals homenest VISUAL ealamMlne../,.. AUDITORY (TEACHER COMMENTARY) CONFIRMATION Boy (BELL)(HAND OUT BOOKLETS AND MARKINGOMM`...1 PENS) .111 Cave,house squirrel's nest, 1. Now,Herefind(BELL) isyou his :Johnny mark home- Johnny's (POINI) home, Point to Johnny's home Johnny is lost- He wants to nest,Bird's hole nest, in groundmouse's Bird 2. Markhome,LookHerehis dreacthehome. the somebird's pictures more home animals and help who thehave animal lost theirfind way. Here is a little bird who is lost. What is it called? Point ro his A nest, holeCave, in squirrel's ground nest, Squirrel 3. MarkWhere(BELL)it thecalled?is squirrel'sche squirrel's home. home? Point to it- What is calledA squirrel's a nest, home too is Bird's nest, squirrel's Beaver 4, Where(BELL) is the beaver's home? Point to It. What is it AndLalleu a beaver's a nest. home Ls waterCave,nest, mouse'sbeaver's nest, home Bedr 5 Thu..alled?(BELL) (BELL)bear is looking for hit; home Mark the bear's home- What. A.s hls hom A cave. PROGRAM VISUAL ANIMAL HOMES 4 (2-05-2a) AUDITORY (TEACHER COMMENTARY) CONFIRMATION waterBird's nest, mouse's nest, Fish J 6, This(BELL) fish is lost, too. Mark the fish's home. -r Holewaterhome, in duckground, nest beaver's next to Snake 7. home.The (BELL)snake wants to find his home. Mark the snake's nest,Beaver's water home, mouse's Mouse 8. Thismouse's (BELL)little home. field mouse wants to go home. Mark the waternest,Beaver's duck home, nest squirrel'snext to Duck 9. Herethe (BELL)is duck's a duck. home. He wants to get home, too. Mark (PUT MATERIALS AWAY) ALPHABET SUNG (2-02-1a) MATEhrLLS:PROGRAMAlphabet boards tor LETTER RECOGNITION 1: TeacherGENERAL demonstratesPROCEDURE: to tape. OBJECTIVE(S):Childrenletters willof the repeat alphabet lower in case VOCABULARY: alphabetletters Teacher and children AUDITORY (TEACHER COMMENTARY) alphabet song. CONFIRMATION abc's VISUAL HelloI'llco eachsing letter.the alph-bet song .nd your Leacher will point I'm the alphabet lady and letters are my triends d through 1- Now(FOINf) I've said my abc's. -z - I can say them! Good tor me! a through g 2- Now,tor(PUNT)(HAND let'syou- UUT a-b-c-d-e-t-g.all ALPHABET sing the BOARDS) letters, Here are some ot the letters You point to each letter and say it after me- Remember, point to h through p 4-3. sayLet'seaLh (POINT) itletter, seyafter somea-b-c-d-e-f-g. me. more letters. Readyt That was tun. Point to each ferret and S. Now,letter,tPOINT) let's singh-i-j-k-l-m-n-o-p. ate letters. (POINT) h-i-j-k-l-m-n-o-p Remember, point co ed_h d rhcough p 6 Now (VOLNIF)letter-LeUerlet's andput a-b-c-d-e-t-g-h-l-j-k-L-m-n-o-p. sayall Irthe atter letters me- together. Remember, point Co eq-h Point to ea,hThat was tun: PROGRAM LETTER RECOGNITION 1: ALPHABET SONG 2-02-la I CONFIRMATION . 111 AUDITORY (TEACHER COMMENTARY) VISUAL 1.1 II 1 MM. O., == 7. Now, let's stng the letters. Remember, point to each q through v 8- Let'sletter.(POINT) say a-b-c-d-e-t-g-h-i-j-k-l-m-n-o-p.more letters. You point to each letter and 9. Nowsay trom(POINT)itlet's atter the putq-r-s-t-u-v. beginning.me. all the letters together Ready: and say them 10. Now,(POINT:(POINT) let's a-b-c-d-e-t-g-h-l-j-k-l-m-n-o-p-q-r-s-t-u-v. singa-b-c-d-e-t-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v. the letters. Point to w through z 12- Again-eachLet's(POINT) letter say thew-x-y-z. and last say lettersit after ot me. the alphabet- <901NI) w-x-y-z. a through z 13. NowPutto we (POINT) alleach ate the Le_terready a-b-c-d-e-t-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v-letters toand say togethersay the it whole after me. (DEMONSTRATE)- alphabet at one time- Now point 14. Now,w-x-y-z.a-b-c-d-e-i-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v-w-x-y-z. we can sing the alphabet song. Now I've(PUT saidMATERIALS my abe's. AWAY) I can say them! Good ior me! MATERIALS:Student Booklets GENERALChildren PROCEDURE: listen to taped OBJECTIVE(S):Childrenlower willcdse identitylecceus ofand the adme VOCABULARY: ab,'salphabet Markingrape pens tnscrusAtons and mark booklets- alphdbet (d-j)- CONFIRMATION topletter VISUAL going(HAND to OUT mark BOOKLETS letters- AND MARKING PENS) Toddy we are MallOWFMOOM.,..1111WV.10....M.117111.1.14.1N111...... 11,ftiWAMAUDITORY (TEACHER COMMENTARY) 1- MackPoint(BELL) lE co with che yourletter pen- "d" on cop oi ate page, L.) the letter "a" on the bottom- Green means you tound 2, MackPoint(BELL) Letterto Letter "b" "b"on theon thetop.bottom, bottom. Didthe letterLc Earn "a". green( 3, MarkPoint(BELL) letter co letter "c". "c" on top.che bottom. 4- MarkWhatPoint(BELL) letter Lo the "d"is letter onon tuptthe "d" bottom. on top. rhe lettec "d", 5 :.1.ckThe(BELL)BELL) letter letter "e""e" laon onche cop, bottom, Say "e" - "e". PROGRAM LETTER RECOGNITION 2: a-j (2-02-2a) VISUAL 6- MarkThe letter letter "t" "f" ts on on the top. bottom. AUDITORY (TEACHER COMMENTARY) Say "t". CONFIRMATION Markrhe(BELL) Letter Letter "g" "g" on Is the on bottom.top- Say 11811. g 8, The(BELL) letter "h" Is on top- Say "h" 1. Mark(BELL) letter "h" on the bottom, 1. 9 MarkThe (BELL)letterletter "1""1" onIs cheon top.bottom. Say ill 10 Markine (BELL)letter letter "j" "j" on is the on bottom.top- Say It J t, "J" (FuI MATERIALS AWAY) 41 MATERIALS:PROGRAM LETTER RECOGNlIlON 3: GENERAL PROCEDURE: d-2___L2z22.7.111______OBJECTIVE(S): VOCABULARY: MarkingStudent pensBooklecb Childreninsctucions listen and to mack taped in booklets. lowerChildten ,:ase will tercets identity of theand Libel ,b,dlphabec ' .- I rape VISUAL AUDITORY (TEACHER COMMENTARY) alphabet(Review (d-u). of d-j; new lettetb k-u) CONFIRMATION e goinglerrerbMANI) to OUt markwe BOOKLET'S learned letters Id6I ANDdgain MARKINGtime. FENS! Eoday we due oumiewrawm.. eimmr wow. 6.,..../Or nw- birbt let's tind che L. PJLnfPJLnt(BELL) La1J thethe lett:ir leiter "d""d" On on t...q) the bottom- J1 the pa6e- Say "d", "d".tuund the Le.:Lec "d" Green meacLD yju 2 PointMack(BELL) itt) withthe letteryou( pen. "e" on top- Say "e" "e". Green means yau I. Muck(BELL) the letter "e" on rhe boLtom- tuund the letter "e", 3. MackPaLnc (BELL)che co letter the letter "1" on "t" the on bottom, cop. Say "c". 4 Mack'BELL)the the leccer letter "g" "g" is onon thetop. bittom, Say "g" 11 6 It ,bELL.Che letter "h' 16 on top. K. "h" on the 1:Ki!,,:om Say "i:". PROGRAM LETTER RECOGNITION 3; ill.,00.7.44144111.4...IMMI-41.11,..p.m7.4=1A2A2=12.1_ AUDITORY (TEACHER COMMENTARY) CONFIRMATION VISUAL 110.10YOUMWMARA41011.0 .1 6- MackThe theletter letter "1" "i"is onon cop.the bottom- Say "1". 7. MarkThe(BELL) (BELL)cheletter letter "j" "j"Is onon top.the bottom. Say "j". 1 8- MarkNowThe let's theletter letter learn "k" "k"someis onon more top.the letters-bottom- Say "k"- "k". k1 1 9. MarkThe(BELL) cheletter letter "1" "1"is onon top.the bottom. Say "1"- 1 rn 10, The(BELL) letter "m" is on top. che letter "A" on the bottom. Say "m"- 11, The(BELL) letter "n" is on top, Say "n"- u n u . o p 12. MarkThe(BELL) cheletter letter "o" "n"is onon cop-the bottom- Say "o". 0 . Mark(BELL) (PUTthe LetterMATERIALS "o" AWAY)on the Lottom. 'MATERIALS:PROGRAM30 Alphabet cards: LETTER RECOGNITION 4: 1 GENERAL respondTeacher ALPHABET CARD GAME a-oPROCEDURE:byasks raising for ahand card, and children say- (2-02-4b) OBJECTIVE(S):Childrenlower case will letters identify of andthe label VOCABULARY: abc'salphabet 5613 setsetscardschildren for of to Teacher;a-o each of ing, "I have letter . alphabet. letter Alphabet Cards VISUAL 1. someToday cards we are for going each toof playyou. a card game. AUDITORY (TEACHER COMMENTARY) (HAND OUT THREE.CARDS TO Here are some CONFIRMATION CIO 2. NowHoldEACH ICHILD.them am goingin front to showof you you so what no onecard can I amsee. looking KEEP OTHER SET OF a-o TO USE AS PROMPTS.) for. Letter "a" theto(HOLD me. game.letter UP "a""a". AND SAY) I am looking for a card with the The first one to_get rid of all his cards wins If you have a card like mine, give it LooktheIf you(TAKEatletter yourdo, CARD "a".holdcards FROM it and CHILD.)up. see if you have the letter "a". Then give your card to me. Now you have to say, "I have NOTYOU IF(IFHAVETHE INCORRECT,CORRECT, LETTERTHE LETTER "a".SAY, SAY, "a"."YES, "THAT'S LOOK Letter "d" 3. Give"IIf(HOLD haveyouyour have UPthecard "d") letterthe to Nowletterme. "d".I am "d", looking hold forit up.the letter "d". Now you say, Yes,LETTERAGAINletter you AND"a". "d".have SEE theWHO HAS THE Letter . fIFcard,(HOLD CHILD you UP knowGIVES" what CORRECT to do. ANSWER TAKE HIS CARD. ") I want the letter What do you say? . If you have this CONTINUE Yes, you have the letter IFCHILDGAME TIME(PUT UNTILTO MATERIALSWARRANTS) GET-RID ALL ALPHABET OFAWAY) ALL CARDS ISARE WINNER. COLLECTED. REPEAT GAME FIRST TRCGRAM LETTER RECOGNITION 5: f-t (2-03-lb) !MATERIALS:'StudentMarking Booklets pens GENERALChildrenbooklets. PROCEDURE: name letters and mark in OBJECTIVE(S):lowerChildren(f-t). case will letters identify of the alphabetand name VOCABULARY: letterabc'salphabet VISUAL mark(HAND letters OUT BOOKLETSagain. AND PENS) AUDITORY crEActigs iay we are going to CONFIRMATION Now,The(BELL) (BELL) findletter the is letter "f" on "f" top. on the bottom and mark Say "f". it. meansGreenthe letterlookmeans again. you"f". found Red The letter "g" is on top. -bottomSay and"g". mark it. Green means you found 111 TheFind(BELL) letter the letter "h" is "g" on ontop. the Say "htt . ftthe ht? letter "g". TheFindFind(BELL) letter the the letter letter"i" is "h" "i"on on top.on the the bottombottomsay-"i". and and mark mark it. it. FindThe(BELL) letter the letter "j" is "j" on ontop. the bottomSay "j". and mark it. MarkThe(BELL) (BELL) theletter letter "k" "k"is onon top.the bottom.Say "k". f-t 2 -03 -lb) PROGRAM VISUAL LETTER RECOGNITION 5: AUDITORY (TEACHER COMMENTARY) -11,0,..MI "1". CONFIRMATION 1 1 8. MarkThe the(BELL) letter letter "m""1". "1" is onon top. the bottom.SaySay "m". 1 9. MarkMarkThe (BELL) theletter the letter letter "n" "m"is onon top. "n" on the the bottom.bottom.Say "n". 0 10. MarkThe (BELL) theletter(BELL) letter "o" "o"is onon top. the bottom.Say "o". 11011. 6.732"- 11.12. MarkTheThe theletter(BELL) letter letter "p" "q" "p"is is on onon top. top. the bottom.SaySay "p". "q". 13. MarkMarkThe the(BELL) letter the letter letter "r" "q" Is "r" onon ontcp. the the lbottom.bottom.Say "r". 14. MarkThe(BELL) letter(BELL)the letter "s" is"s" on -on top. the bottom.Say "s". u 15. MArkThe.-(BELL) (PUTthe letter letterMATERIALS "t" "t"is AWAY) onon top.the bottom.Say "t". PROGRAMIETER R_ECOGNIIMAL MATERIALS:MarkingTapeStudent pens Booklets GENERALinChildren PROCEDURE:booklets. name letters and mark OBJECTIVE(S):alphabettheChildren lower (1-z).will case identify letters andof thename VOCABULARY: abc'salphabetletter VISUAL to(AND OUT BOOKLETS.AND MARKING PENS) TodayLark letters we again. AUDITORY (TEACHER COMMENTARY) are going CONFIRMATION 1 Mark(B8LL) (BELL)(POINT)the letter The "1"letter on the"1" bottom.is on top. Say "1". rn 1 rn MarkThe (BELL) theletter letter "m" "m"is onon thethe top.bottom. Say "m". MarkTheThe (BELL) theletter letter letter "n" "o" "n"is is onon on top.the top. bottom. -Say "o" Say "n". MarkMarkThe (BELL) the letterthe letter letter "p" "o" is"p" onon on top.the the bottom. bottom. Say "p". a2. MarkThe(BELL) (BELL) theletter letter "q" "q"is onon top.the bottom. Say "q". PROGRAM LETTER RECOGNITION 6: IMONMI.N.011e 1-z (2 -03 -2b) VISUAL 7. MarkThe theletter letter "r" "r"is onon top.the bottom. .1.11E.SOMPM IM.11.1 11.11. AUDITORY (TEACHER COMMENTARY) Say "r". 11110. H..11 J. CONFIRMATION 8. MarkThe (BELL) theletter letter "s" "s"is onon ,top.the bottom. Say "s". 9. The letter "t" is on top. Say "t". 10. MarkThe (BELL) theletter letter "u" "u""t"is onon top.the bottom. Say "u". 11. MarkThe(BELL) letterthe letter "v" is"v" on on top. the bottom. Say "v". V 12 The letter "w" is on top. (BELL) Say "w". 11.11 W 13. MarkThe (BELL) theletter letter "x" "x""w"is onon top.the bottom. Say "x". 14. MarkThe(BELL) (BELL) theletter letter "y" "y"is onon top.the bottom. Say "y". Ity. 15. MarkThe (PUT(BELL) theletter letterMATERIALS "z" "z"is AWAY)onon top.the bottom. Say "z". PROGRAM LETTER RECOGNITION ET 4 + I 4 vie - (2-03-4b) MATERIALS:2 sets of Alphabet cards a-z GENERALrespondTeachering, PROCEDURE: "I byasks have raising for letter a handcard, and children say- ." OBJECTIVES):alphabet.theChildren lower willcase identifyletters ofand the label VOCABULARY: alphabetletterabc's Pile of cards. VISUAL 1. CARDSToday OFwe ONEare AUDITORYgoingSET. to (TEACHER play a cardCOMMENTARY) game. KEEP OTHER SET OF a-z CARDS TO USE (HAND OUT ALL CONFIRMATION 15IN) Letter "a" 2. NowHoldAS PROMPTS.) I (HOLD themam going inUP "a" to ANDshow SAY) you Iwhat am lookingcard I amfor looking a card with Herefront are of some you cardsso no forone eachcan see.of you. for. the LookwinsletterIfit toyoutheat "a". me. yourdo,game. holdcards it and up. see if you have the letter The first one to getIf rid you of have all thehis cardcards like mine, you give "a". YOU (IFHAVE CORRECT, THE LETTER SAY, "a"."YES, Letter "d" 3. NowgiveIf you(HOLD youyour have haveUP card "d")to the say,to letterme. "1 have "d", the hold letter it up. 'a". Now I am looking for the letter "d". (TAKE CARD FROM CHILD) Now you say, Then NOTLETTERAGAINIF THEINCORRECT, ANDLETTER"a".) SEE "a".SAY,WHO HAS"THAT'S THE LOOK Letter "s" 4. card,I (IF(HOLDhave CHILDyou theUP know "s") letterGIVES what CORRECT"d". to do. ANSWER, TAKE HIS CARD) I want the letter "s". Give your card to me. What do you say? If you have this /es,letter you "s".have the WINNER.FIRST(PUT(CONTINUE CHILD MATERIALS TOGAME GET AWAY)UNTIL RI) OFALL ALL ALPHABET OF HIS CARDSCARDS AREIS THECOLLECTED. REPEAT GAME IF TIME WARRANTS.) IMATERIALS:PROGRAMStudent Booklets _ETTER GENERALTeacher PROCEDURE: demonstrates to tape. " " 2-04-lb OBJECTIVE(S):Childrenidentify will two discriminateletters by name: and VOCABULARY: shapeto MarkingTape pens Children mark in booklets. AUDITORY (TEACHER COMMENTARY) t,say o. the word "to" with Children will spell and teacher. CONFIRMATION (NO COLOR FEEDBACK) VISUAL about(RM(BELL) OUTour letters.BOOKLETS) Today we will learn 11111=1111=11=.... /./...... M.M./.....= something more la. ThisAlltraceletterIt lettershasletter the"o".its shapeishaveown "o". shape. theirwith myown name and (DEMONSTRATE) I start at the top and Say "o". Watch me findfinger the shapelike this.of the their own shape. pII c. NowAgain.name you(BELL) of follow the letter. the shape with your Follow the shape and say the letter. finger and say the II O II . 2a. Hereatfind"t"Say theis"t". isthe anotheratop shapeletter and letter.of Iand tracethe it letter has its own shape. the shape with my Thefinger name down of this letter is "t". (DEMONSTRATE) I start Watch me "t". tt b.c. Again.nameNow,and thenofyou the acrossfollow letter. the lettershape Follow the shape and say the letter. with your fingerlike this. and say the 3a. b. (BELL)(POINT TO "o")"t") What is thisthis letter?letter? - PROGRAM VISUAL LETTER RECOGNITION 8: SPELLING "to" AUDITORY (IEACHER COMMENTARY) (2-04-lb) CONFIRMATION CORRECT(CHEMICAL LETTER FEEDBACK ONLY) IN 4a. b. (HAND(BELL)(POINT OUT TO PENS)"o")"t") WhatHere isis thisa pen. letter? tn. 5a.6a. b. WhatTrace (BELL)letter the shapeis on ofthis "t" page? with your pen and say its name. The"t". letter is "t"."o". 7. b. TraceWhatTrace(BELL) is the thethe shape "o".name ofof "o"this with letter? your pen and say its name. 11101111. 8. Trace(BELL) the litfl. t 10. 9. Trace(BELL) "o"."t". (NO CHEMICAL FEEDBACK) to 11. Let'stoThe build twospell lettersa andword. say you the have word learned together. can be put (POINT) t-o spells "to". t-o togetherSay "to". "to". WhoWhat can(PUT(BELL)is thetell MATERIALS word? me what AWAY) we've learned today? We'vethe"to". wordlearned "to". to spell MATERIALS:PROGRAM LETTER GENERAL PROCEDURE: 11 D 11 II II 11 2 -04 -2b) OBJECTIVE(S):Children will identify three VOCABULARY: MarkingPAGESTeacher,Ta(L e A,BOOKLET pensB,Student C, HASD, Booklets E)EXTRA ChildrenTeacher demonstratesmark booklets. to tape. spellletters and "t",say the"0", words "p", "top"and will and (NO CHEMICAL FEEDBACK) VISUAL (BELL)(HOLD UP TEACHER BOOKLET) AUDITORY (TEACHER COMIENTARY) CONFIRMATION t 0 A. Last(BELL)(POINT time TOwe "o")"t")learned Tell the me namethe nameand shapeof this letter. of two letters. This letter is "t","o". to B. Whatword?Remember(BELL) is the how word? we put the letters together to Let's spell the word and say it. t-o, "to". build a C. Let'sSaybuildfind"p" "p". learn ismorethe a shapeletteranotherwords. of and letter"p". it has so itswe canown learnshape. how to The name of this letter is "p". (DEMONSTRATE) I trace the Watch me whatletter(BELL)(HAND is with theOUT my nameBOOKLETS) finger of this like Turn letter? this. to the first page. Again.Youthe trace (BELL)name theof theshape letter. of "p" with your finger Trace and say the name of the letter. and say HP" p. PROGRAM LETTER RECOGNITION 9: SPELLING t" "t 2 -04 -2b) VISUAL t 0 b.-. (POINT TO "o")"p") What is this letter? AUDITORY (TEACHER COMMENTARY) CONFIRMATION (FEEDBACK IN LETTERS) 3a. c. What(HAND(BELL)(POINT letter OUT TO isPENS)"t") on Whatthis ispage? this letter? p t o 4. b. Trace/(BELL) the shape of "p" with your pen "t". and say its name. p. (BELL) t o pt 6.5. TraceTrace(BELL) the the "p"."o". (NO CHEMICAL FEEDBACK) pot D. WhatreadmakeThe(HOLD lettersthewords.is thisUPword: TEACHER weword? have BOOKLET)learned Here is the word (POINT) p-o-t can be put together "pot".tospells "pot". Letts spell and Say "pot". "pot". top E. wayTheseSpell(TURN to spellitsame PAGE) with threethe me: word letters can be put together in p-o-t. "top". Read it. t-o-p spells "top". another CHEMICAL FEEDBACK - DOTS) WhatSpellSay(BELL) is"top". it:this word? t-o-p. Read it. "top". fop lad 7a. b.C. WhatFindSay (BELL)is"t". the the word letter that on has top? a "t" in it and mark it. "t".The letter is "t". PROGRAM VISUAL LETTER RECOGNITION 9: SPELLING AUDITORYt" (TEACHER COMMENTARY) "t " (2-04-2b) 111111, -til lap cot 8a. b.c. WhatFindSaY(BELL) is"o". the the word letter that on has top? an "o" and mark it. The letter ois . "o". CONFIRMATION ,nab 2.1..n. fad 9a. c.b. WhatFindSay is"p". the the word letter that has on top? a "p" and mark it. ne.The letter is "p". ca4 bat win top 10a. b. Listen.YouWhat(POINT are(BELL) is going theTO "bat") letterto do Looksomethingon top? Let's find a word that a little different.begins with "t". Cr; al c. with(POINT "t"? TO "win") Look at this word. Does it begin No.No. 0 11a. d. Whatwith (BELL)(POINTletter "t"? TOis "top")on top? Look at this Mark the word that begins word. withDoes "t".it begin Yes. JARelm 22-t-two pinado 12a. b.b. MarkWhat (BELL)theletter word is that on top?endshas "o"with upu. in the middle of it. He. tip ate old 13a. b. MarkWhat(BELL) (BELL)the letter word isthat on hastop? a "t" in the middle. "t". dop ten pet_ 14a. b. (PUTMarkWhat's(BELL) MATERIALSthe the word letter thatAWAY) begins with on top? "p". -- PROGRAM LETTER RECOGNITION 10: a -m (2-05-1a) IMATERIALS: MarkingStudent pens Booklets GENERALChildrenin booklets.PROCEDURE: name letters and mark OBJECTIVE(S):lowerChildren case will letters name ofand the identify alphabet. VOCABULARY: wordabc'salphabetletter VISUAL mark(HAND letters. OUT BOOKLETS AND PENS) Today we are going to AUDITORY (TEACHER COMMENTARY) CONFIRMATION a Apple 1. Pointletter(BELL) to "a".the apple. Say "a". The word apple starts with the Green means you found Bear 2. PointNow,letter(BELL) findto "b".the the bear. letter "a" and mark it. Say "b". The word "bear" starts with the Greenthe letter means "a". you found t1/43 Cat 3. LookFind(BELL) atthe the letter cat. "b" and mark it. "Cat" starts with the letter "c". the letter "b". b Dog 4. LookSay(BELL) at"d"."c". the dog. FindFind the the letter letter "c" "d" and and mark mark it. it. "Dog" starts with the letter "d". Elephant 5. LookSay (BELL)at "e". the "e". Find the letter "e" and mark it. "Elephant" starts with the letter "e". PROGRXM VISUAL LETTER RECOGNITION 10: a -m AUDITORY (TEACHER (2-05-1a)COMMENTARY) CONFIRMATION Fish 6. LookSay (BELL)at"f". the fish. Mark the letter "f". "Fish starts with the letter starts with the letter f't Giraffe 7.8. Look"g".(BELL) at the house.giraffe. Say "g". Mark the letter "House" starts with "Giraffe"the letter Ice cream cone House 9. LookSay(BELL) at"h". the ice cream cone. Mark the letter "h". Say "i". Mark the letter "i". "Ice"starts with the Jacket 1 10. Lookletter"j".(BELL) at "i". the jacket. Say "j". Mark the letter "j". "Jacket" starts with the letter Key 11. LookSay(BELL) at"k". the key. Mark the letter "k". "Key" starts with the letter "k". Lock 1 rn 12. LookSay(BELL) at"1". the lock. Mark the letter "Man" starts"Lock" with the letter starts with the letter "m". "1". Man 1 13. LookSay(BELL) (PUTat"m". the MATERIALS man. AWAY) Mark the letter "m". RECOGNITION 11: n-z 2-0_2_5-2b PROGRAM_____L_LETTERMATERIALS:MarkingStudentTape pens Booklets ChildrenGENERALin booklets. PROCEDURE: name letters and mark OBJECTIVE(S):Childrenalphabet.lower case Will letters name and of identifythe. VOCABULARY: wordabc'salphabetletter VISUAL (HAND OUT BOOKLETS AND MARKING AUDITORY (TEACHER COMMENTARY) PENS) We are going to CONFIRMATION Nest 1. markPointletter (BELL)letters to "n".the today. nest. Say "n". The word "nest" starts with the Owl 2. NoTh,letterPoint(BELL) to"o". the owl. find the letter "n" and mark it. Say "o". The word "owl" starts with the theGreen letter means "n", you found Pants 3. FindLook(BELL) the at letterthe pants. "o" and "Pants" starts with the letter "p". mark it. Queen 4. LookSay(BELL) "p". at the queen. Find the letterletter "p" "q" "Queen"and and mark mark starts it. it. with the letter "q". Rabbit Se LookSay"r". (BELL)"q". at the rabbit. Say "r". Find the Mark the letter "r". "Rabbit" starts with the letter Snake 6. LookSay(BELL) (BELL)at"s". the snake. Mark *the. letter "s". "Snake" starts with the letter "s". PROGRAM LETTER RECOGNITION 11: n-z (2-05-213) TrainVISUAL Look at the.r.PMPM,.e40. train. ?..se0...,SV e,w,../.wi AUDITORY (rEACHER COMMENTARY) "Train"starts with the letter "t". CONFIRMATION UMbrella Looksay"u".(BELL) "t.at theMark umbrella. the letter "t". Say "u". Mark the letter "u". "Umbrella" starts with the letter Violin . Look(BELL) at the violin. "Violin" starts with the letter c.4.) Wagon 10. Look"v".Say(BELL) at"w". the wagon. Say "v". Mark the letter "w". Mark the letter "v". "Wagon" starts with the letter wfl. Xylophone 11. Lookletter (BELL)at the"x". xylophone. Say "x". Mark the letter"Xylophone" "x". starts with the Zebra Yarn 1. 12.13. LookLookSay (BELL)at"y". at the the yarn. zebra. Mark the letter "y". "Yarn" starts"Zebra" with startsthe letter with "y".the letter "z". a Say (pUT(BELL)"z". MATERIALS AWAY) Mark the letter "z". PROGRAM LETTER RECOGNITION 12: SPELLING "s" "n" (2-06-1b) MATERIALS:MarkingTapeStudent pens Booklets GENERALmarkTeacherCHILDREN inPROCEDURE: booklets. demonstrates CAN SEE WHAT and YOU children ARE (AAKE SURE OBJECTIVE(S):Childrenletters will"s" andidentify "n". the not,buildVOCABULARY:to, tot,cop,words, potstop, YOUDOING. SPELL WORDS.) POINT TO EACH LETTER AS ------TOTE. CONFIRMATION VISUAL nameletters.(HAND and OUTshape. BOOKLETS) Remember,AUDITORY (TEACHER COMMENTARY) .I.MIITNGPC:reeT11, allToday the we letters will learn have moretheir about own (NO CHEMICAL FEEDBACK) la. shape.(BELL)(DEMONSTRATE)(POINT) This letter Watch This letter mehasis find its"s". theown shapename andof theits own Say letter Again.nameNowits youof thefollow letter. the shapeit with your finger Follow the shape (DEMONSTRATE) and say the and say the Whatletter.(POINT)(BELL) is this Here letter? is another letter. The name of this Now"n"letterfind isyou theisa follow letter "n".shape the andof shapetheit hasletter with its yourown shape. Say "n" (DEMONSTRATE). finger and say the Watch me Again.nameWhatletter. (BELL)of is the this letter. letter? Follow the shape (DEMONSTRATE) and say the PROGRAM LETTER RECOGNITION 12: SPELLING "s" AUDITORY (TEAGHER COMMENTARY) n 2-06-1b) CONFIRMATION VISUAL 3a. b. J,10.1.,... (BELL)(POINT TO "n")"s") What is this letter called? ...- called? n.us. (CHEMICAL FEEDBACK IN 4a. b. (URD(BELL)(POINT OUT TO MARKING"s")"n") What PENS) is thisHere letteris a pen. called? called? "s"." " n. cjN LETTERS) , The letter is "s". 5c.6a. b. TraceWhatWhat(BELL) letter theis theshape is name onof thisof"s" this withpage? letter? your pen andand say say its its name. name. The"s". letter is "n". b. Trace(BELL)(POINT) the shapeTrace ofthe "n" "s". with your pen (No CHEMICAL FEEDBACK) 9. What(BELT...)(POINT) is the Trace name the of "n".this letter? This letter is "t". 10. What(BELL) (BELL)is this letter? ThisThis letter letter is is "o". "p". to 12.11. WhatYouit (BELL) islearnedagain. this letter?to spell and say the (POINT) t-o, "to". You spell it and say wordit. "to". Let's do t-o, "to" (POINT). Emir' PROGRAM LETTER RECOGNITION 12: SPELLING "s". "n" (2-06-1b) VISUAL top 13. Here is another word, "top". AUDITORY (TEACHER COMMENTARY) (POINT) t-o-p, "top". t-o-p, "top" (POINT). CONFIRMATION stop 14. YouLet's"stop".(BELL) spell spell it andand saysay it.this word, "stop". You spell and say it. (POINT) s-t-o-p, s-t-o-p, "stop" (POINT). (BELL) (POINT) n-o-t, "not". II 11 nottot 15,16. YouLet'sLet's spell(BELL) read read andanother another say it.word, word, "not". "tot". (POINT) t-o-t, "tot". n-o-t, not . pot 17, Let'sYouYou spell(BELL) spellread and anotherand say say it. word,it. "pot". (POINT) p-o-t, "pot". p-o-t,t-o-t, "pot"."tot". (BELL)(PUT MATERIALS AWAY) PROGRAM LETTER RECOGNITION 13: n, o, t, s, n (2-06-2b) MATERIALS:MarkingStudentTape pens Booklets GENERALplaysTeacher andPROCEDURE: marktape. hands in booklets.out booklets and Children spell OBJECTIVE(S):wordChildrensay spelledword, name select and letters, named letters, byspell teacher. and select VOCABULARY:notpoptoptot stopto (ND CHEMICAL FEEDBACK) VISUAL (BELL)(HAND OUT BOOKLETS) AUDITORY (TEACHER COMMENTARY) CONFIRMATION 2.1. What(BELL) (BELL)is this letter? 3.4. What(BELL) is this letter? top 5.6. ThisWhatthe(BELL) isword thethis and word letter? spell "top". it. (POINT)Let's t-o-p. point to eadh letter of What is the pop 7. word?Thisit.'(BELL) is (POINT) the word p-o-p. "pop". What is the word? Point to each letter and spell npopn. not 8. n-o-t.This(BELL)(BELL) is the word "not". What is the word? Point and spell it, (POINT) PROGRAM LETTER RECOGNITION 13: p, o, t, s, n S2-06-2b) VISUAL tot --1 9. This is the word "tot". AUDITORY (LEACHER COMMENTARY) Point and spell it. (POINT) "tot". CONFIRMATION pot 10. p-o-t.Thist-o-t,(BELL) is the word "pot". WhatWhat is is the the word? word? Point and spell it. (POINT) "pot". stop 11. Thiss-t-o-p.(BELL) (BELL)is the word "stop". What is the word? Point and spell it . (POINT) "stop". (CHEMICAL FEEDBACK - DOTS) to 12. Thist-o. (HAND(BELL)is the OUT word PENS) "to". What is the word? Here are your pens. Point and spell it. (POINT) "to". co n s Z 14.13. MarkMark (BELL)the (BELL)the spot under the 0 Greenthe "s".means you found pt nP so 15.16. MarkMark (BELL)the (BELL)the "o". S..522n stop,4- noto 17.18. Markt-o-p (BELL)the spells "top". 11.1.1 01 Mark the word "top". potton notpop spottot 19.20. n-o-ts-p-o-t(BELL)(PUT spells MATERIALSspells "not". "spot". AWAY) Mark the word "not". Mark the word "spot". PROGRAM LETTER RECOGNITION 14: GENERAL PROCEDURE: SPFLLTNG h._e(2=02=1b) IOBJECTIVE(S): VOCABULARY: -MATERIALS:TapeMarkingStudent pensBooklets DOING.markTeacherCHILDREN in booklets.demonstrates; CAN SEE WHAT children YOU ARE POINT TO EACH LETTER AS (MAKE SURE 'Childreu willletters identify "h" and the "e." hotpottotsot VISUAL (HAND OUT BOOKLETS) Today we learn more about AUDITORY (TEACHER COMMENTARY) letters. CONFIRMATION (NO CHEMICAL FEEDBACK) la. Remember,(POINT)(BELL) allThis the letter letters has haveits owntheir name own and name its own shape. and shape. . NowWatchThis youletter me follow find is the"e."the shapeshape ofwith the your letter Say "e." finger and say the "e" (DEMONSTRATE). v;) c. Again.name of the Follow the shape (DEMONSTRATE) and sayletter. the A 2a. d. 41:ELL) letter.(POINT) Here is anotherat is letter.this letter? The name of this nameNow"h"letterfind Isyouof theis athe follow letter "h".shape letter. the andof shapetheit hasletter with its your"h"own shape. Say "h". (DEMONSTRATE). finger and say the Watch me "h". d.c. WhatAgain.of the(BELL)is thisletter. letter? Follow the shape (DEMONSTRATE) and say the name "h"."h". PROGRAM VISUAL LETTER RE OGNIT AUDITORY (rEACHER COMMENTARY) CONFIRMATION 3a. b (BELL)(POINT TO "h")"e") What is this letter letter called? called? " " e. 4a. b. (BELL)(POINT TO "e")"h") What is this letter called?called? . (CHEMICAL FEEDBACK - DOTS) 5a. b. WhatTrace(HAND letter the OUT shape isPENS) on of thisHere'is "e" page? with a pen.your pen and say its name. The letter is "e". 6a. b. WhatTrace(BELL) (BELL)is thethe shapename ofof this"h" withletter? your pen and say its name. The letter is "h". ee lih 8.7. (POINT)(BELL)(BELL) Trace the "h"."e". (NO CHEMICAL FEEDBACK) 9. WhatHand(BELL) backis the your name pens. of this letter? This letter is "t". 11.10. WhatWhat (BELL)is is this this letter? letter? This letter is "e"."h". PROGRAM VISUAL LETTER RECOGNITION 14: SPELLING ht. e. AUDITORY (rEACHER COMMENTARY) (2-07-1b) CONFIRMATION he 12. . YouHere(BELL) spellis anottler it and word,say it. "he". (POINT) h-e, "he". h-e, hot 13. YouLet's spell spell and and say say it. this word. (POINT) h-o-t, "hot". h-o-t, "hot". sot 14. YouLet's(BELL) spell(BELL) read and another say it. word, "sot". (POINT) s-o-t, "sot". s-o-t, "sot". tot 15.16. Let'sYou(BELL) spell read andanother say it.word, "tot". (POINT)(POINT) t-o-t, p-o-t, "tot". "pot". t-ot, "tot". pee'hot pot OA 17. NowNow,You(BELL) you spelllet's say and readit. say these it. words. (POINT) "hot pot". "hotp-o-t, pot". "pot". (BELL)(PUT MATERIALS AWAY) LETTER RECOGNITION 15: p, s n, h, e (2-07-2b) PROGRAMMATERIALS:MarkingStudent Bookletspens playsTeacherGENERAL tape. PROCEDURE:hands out booklets and Children spell OBJECTIVE(S):sayChildren word, nameselect letter, letters, spell select and VOCABULARY:hattop hopstop VISUAL words and mark in booklets. AUDITORY (TEACHER COMMENTARY) word spelled and named by teather. CONFIRMATIONnot hen (NO CHEMICAL FEEDBACK) What(HAND (BELL)is thisOUT BOOKLETS)letter? . What(BELL) is this letter? What(BELL) (BELL)is this letter? What(BELL) is this letter? 11 e. 11 top . isThisthe the isword word? the and word speI1 "top." it. (POINT) Let'st-o-p, point "top." to eathWhat letter of "top." hot Thisit.(BELL)(BELL) is the word "hot." (POINT) h-o-t, "hot ." Point to eaCh letter and spellWhat is the word? "hot ." - PROGRAM VISUAL LETTER RECOGNITION 15: 1), sl n, h, e AUDITORY (TEACHER COMMENTARY) (2-01201) CONFIRMATION not 8. n-o-t,This(BELL) is "not." the word "not." What is the word? PointPoint and and spell spell it. it. (POINT) "not." hopstop 0.9. h-o-p,This(BELL) is"hop." the word "stop.""hop." What is the word? Point and spell it. (POINT) "hop." r, hen 1. h-e-n,s-t-o-p,This( is"hen." "stop."theBELL) word What "hen." is the word? What is the word? Point and spell it. (POINT) "hen." stop." (CHEMICAL FEEDBACK-DOTS) . Mark(HAND the OUTspot PENS) under the "s." Here are your pens. (BELL) Green means you found hn Ps 2_s 4.3. Mark(BELL) the "h.""p." (BELL) the "s." nP nt eo 6.5. Markh-o-p'spells the "hop." noe. Mark the word "hop." (BELL) hop stop not 8. (BELL) Mark the word "not." . potton notpop spottot 9. n-o-ts-p-o-t(BELL) spells spells "not." "spot." ' Mark the word "spot." not the hen O. h-e-n(PUT(BELL) spells MATERIALS "hen." AWAY) Mark the word "hen." FAATERIALS:PROGRAM LETTER RECOGNITION 16: GENERAL PROCEDURE: SPEUING a. m (2 -(111-112) OBJECTIVE(S): VOCABULARY: MarkingStudent pens Booklets markDOING.CHILDRENTeacher in booklets. demonstrates. CAN SEE WHAT YOU ARE POINT TO EACH LETTER AS (BE SURE Children "a"Children and "m." will identify the letters hamsamam matspat at (NO CHEMICAL FEEDBACK) VISUAL Y TT letters.(HAND OUT BOOKLETS) Today we will learn more about Remember, all the AUDITORYletters have(TEACHER their COMMENTARY) own CONFIRMATION la. name(BELL) (POINT)and shape. This letter has its own name and its Tan shape. a b. WatchnameNowThis youmeof letter findthefollow letter. theis the "a."shape shape of withthe letteryour finger "a." and say the Say "a." (DEMONSTRAT ) d.c. WhatAgain.letter.(BELL) is this letter? Follow the shape (DEMONSTRATE) and say the 2a. nm."itsletter(POINT) awn isshape. "m." (DEMONSTRATE) Here is another WatchSay "m."me findletter. the shape"m" isof athe letter letter and it has The name of this iia. It b.c. nameNowAgain.letter. youof thefollow letter. the shape Follow the shape with (DEMONSTRATE)your finger and and say say the the PROGRAILLEZEL VISUAL d. lffC01101.... What is this letter? AUDITORY (TEACHER COMMENTARY) CONFIRMATION a 3a. b. (POINT(BELL)(POINT TO TO"a") "e) WhatWhat is is this this letter letter called? called? 4a. b. (POINT(BELL) TO "a")"m") What is this letter called? g:as (CHEMICAL FEEDBACK) a 5. What(HAND letter OUT isPENS) on this page? Here is a pen. The letter is "a." 11 6. WhatTrace(BELL) is thethe shapename ofof this"a" withletter? your pen and say its name. The letter is "m." m a. a 7. Trace(POINT)(BELL)(BELL) the shape of "m" with your pen and say its name. Trace the "a." "m." (NO CHEMICAL FEEDBACK) a 8. Hand(BELL)(POINT) back your pens. Trace the a 10. 9. WhatWhat (BELL)is is the this name lette-r? of this letter? ThisThis letter leLter is is "m." "a."II S II 11.12. WhatHereit is and(BELL)is this thesay letter?word,it. "am." (POINT) a-m, "am." You spell a -m, "am " PROGRAM LETTER RECOMITINii&L_ITWARa...a..._a_12=0.71111 VISUAL AUDITORY (TEACHER COMMENTARY) ___-_---- 1 CONFIRMATION sam 13. Here is another word, "sam." (POINT) s-a-m , " s am . " ham 14. YouLet's "ham."spell(BELL) spell it andand saysay it.this word, "ham." You spell and say it. (POINT) h-a-m, h-a-m,s-a-m, "ham.""sam." pat 15. YouLet's (BELL)spell read and another say it. word, "pat. (POINT) p-a-t, "pat. n p-a-t, "pat." mat YouLet's (BELL)spell read and another say It. word, u mat. " I (POINT) m-a-t, n mac. n m-a-t, "mat." sat 17. YouLet's (BELL)spell read and another say it. word, "sat." (POINT) s-a-t, u sat. ft s-a-t, "sat." pat sat on a mat 18. YouLet's say(BELL) read it. these words. (POINT) "pat sat on a mat." pat sat on a mat. (PUT MATERIALS AWAY) PROGRAMMATERIALS:MarkingStudent pens Booklets LETTER RECOGNITION 17: playsTeacherGENERAL tape: PROCEDURE:hands out booklets and m a Children spell words 2 -08 -2b saysChildOBJECTIVE(S): word, names selects letters; letters, spells selectsand VOCABULARY:matam patsam Tape VISUAL and mark in booklets. AUDITORY (TEACHER COMMENTARY) word .spelled and named by teacher. CONFIRMATIONhenot ham a 2.1. WhatWhat (BELL)is is this this letter?letter', 5 4.3. What(BELL) is this letter? letter? am 6.5. WhatThisthe (BELL)is isword this the and letter?word spell "am." it. Let's(POINT) point toa-m. each letter of What is the word? " mat 7. Thisand(BELL) isspell the it.word "mat." m-a-t. What is the word? POINT) Point to each letter mat. '1 nothe 9.8. h-e.n-O-t.This.isThis is the word "not.""he." What is the word? What is the word? (POINT) Point(POINT) and spellPoint it.and spell it. "he." not. sally 10. WhatThis(BELL)(BELL) is the word?word "sam." Point and spell it. s-a-m. MOAN 'VISUAL LETTER RECOGNITIQN 17 AUDITORY .,fTEACTIER, COVICITATI) CONFIRKITION pat 12.11. This isis thethe wordword "ham.'i"pat." What(BELL) is the word? Point and spell it. p-a-t. -a-m. pat. ao 14.13. MarkMark the the u spota. u under the "m." What (HANDis OUT PENS) Here are the word? (BELL) your pens. (BELL)(BELL) -the-"m."Green Means you found it\Ico pet hpa oos 16:15.17. MarkMark Mark the thethe II "h."s.'fe." n (BELL) --,00IV _hamate satstop patmat 18. h-a-m spells "ham." MarkMark the the word word S "pat.""ham." (BELL) -- -,- hestop samam mapto 21.20.19. h-ep-a-ts-a-m spells spellsspells "he." "pat.""sam." Mark the word "sam." Mark the word "he." (BELL) (PUT'MATERIALS AWAY) . _ PROGRAM LETTER RECOGNITIO,_111_.MELLING_c.,..1.__L2=1Q=la) MATERIALS:MarkingStudent pens Booklets markTeacherGENERAL in booklets. demonstrates PROCEDURE: and children OBJECTIVE(S):"c"Children and "i". will identify the letters VOCABULARY: sitcat shemac VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATIONhimcam (NO CHEMICAL FEEDBACK) la. (POINT) This letter has its own namenameletters. (HANDand and its OUT shape. own BOOKLETS) shape. Today we will learn more about Remember, all the letters have their own (BELL) b. c.Now Again. you follow the shape withWatchnameThis your meofletter finger findthe letter.isthe and "c." shape say theof the letter "c" (DEMONSTRATE). Follow the shape (DEMO) and say the letter. Say "c." rk. 2a. Here isd. anotherWhat is letter.this letter? (BELL) "i" is a letter and it has its own shape. The name of this letter is "i." b. c.Now Again. you follow the shape withnameWatchMeSay your"i." of fil7lathefinger letter. theand shapesay the of the letter "i" (DEMONSTRATE). Follow the shape and say the letter. 3a. (POINTb.d. What(POINTTO "c") is TO thisWhat "1") letter?is What this is letter this lettercalled?(BELL) called? 4a. (POINTb. TO (POINT "i") WhatTO "c") is thisWhat letteris this called? letter(BELL)(BELL) called? PROGRAM_LETIE11.3=21,111.011a8.;_suaaaria r (2-10-14 ..P.M.10.1....17"... AUDITORY (TEACHER COMMENTARY) 0.0.117Mf.7.. . CONFIRMATION (CHEMICAL FEEDBACK) . 5. Here is a pen. Trace(HAND the OUT shape MARKING of "c"PENS) with your pen and say its name What letter is on this page? ItThe letter is "c." II 6. What is the name of this letter?Trace(BELL) the shape of "i" with your pen and say its name The letter is "i." (NO CHEMICAL FEEDBACK) c i 8.7. Trace the "i.""c." Hand back your pens. (BELL) (BELL) a 11.10. What is9. thisWhat letter?is the name of this letter? (BELL)(BELL) ThisThis letter letter is is "c.""a." "t." camcat 13.12. Here is theanother word word,"cat. "cam." spelland say it it. and say it. (POINT) c-a-t. (POINT) c-a-m, cam. (BELL) You spell it You c-a-t,c-a-m, cat cam (POINT). (POINT). himten 15.14. Let's readspell another and say word, this "ten."word, "him."Youspell spell and and say say it. it. (POINT) t-e-n, ten. (BELL) h-i-m,him. You h-i-m,t-e-n, him. ten. macsit 17.16. Let's read another word, "mac.""sit." You spell and say it. (POINT)(POINT) s'i-t m-a-c, mac. (BELL) sit. s-i-t, sit. the cat sat on the hat 18. Let's read these words: "the cat Yousat say spellon it.the and hat." say Youit. (PUT MATERIALS AWAY) (BELL) m-a-c,the cat mac. sat on the hat. 'PROGRAMMATERIALS: GENERAL PROCEDURE: OBJECTIVE(S): VOCABULARY: MarkingTapeStudent pens Booklets wordsplaysTeacher and tape. handsmark booklets.out booklets and Children spell spelledspellChildren and and name say named andwords, byselect teacher.select letters, word machimcamcat hamsitten (NO COLOR FEEDBACK) VISUAL 1. What(HAND is thisOUT BOOKLETS)letter? AUDITORY (IEACHER COMMENTARY) (BELL) CONFIRMATION ina 3.2. What is this letter? (BELL) a cat 5.4.6. WhatThis is the word is this letter? Let's(BELL) point to each letter of him 7. Thisthe(BELL) isword the and word spell "him." it. (POINT) c-a-t.(POINT) What Point is theto eachword? letter cat. mac 8. Thisand(BELL) spell is the it. word "mac." h-i-m. What is the word? (POINT) Point and spell it. him. ten 9. Thism-a-c.t-e-n.(BELL) is the word "ten." What is the word? (POINT) Point and spell it. mac.ten. sit 10. Thiss-i-t.(BELL)(BELL) is the word "sit." What is the word? (POINT) Point and spell it. sit. PROGRAM 1. P, M, r, i (2-1O-911) VISUAL cam 11. This is the word "cam." c-a-m. What is the word? AUDITORY (rEACHER COMMENTARY) (POINT) Point and spell it. cam CONFIRMATION ham 12. This is the word "ham." h-a-m.(BELL)(BELL) What is the word? (POINT) Point and spell it. ham. aCOLOR FEEDBACK IN DOTS) a MarkMark(NAND thethe OUTspotn a. MARKING nunder thePENS) Here are youre. pens. (BELL)(BELL) Greenthe means"e." you found a Mark the "i." "m.""c.." (BELL) camcat hatmac nottot 19.18. m-a-cc-a-t spells "mac. (BELL)(BELL) n cat. nH MarkMark the the word word "cat." "mac. n hen him ten 20.21. t-e-n c-a-m spellsspells "ten."flcam.tt (BELL) MarkMark the the word word "ten." "cam. n cam pop ham (PUT(BELL) MATERIALS AWAY) PROGRAM LETTER RECOGNITION 20: ALPHABET CARD GAME (2-10-3b) 2 rTERIALS:sets Alphabet Cards a-z GENERALsaying,respondTeacher PROCEDURE: "Ibyasks haveraising for letter a handcard, and children OBJECTIVE(S):Childrenlower case will letters identify of andthe labelalphabet. VOCABULARY: letteralphabet Set of cards VISUAL 1. PROMPTS)CARDSToday OFwe Here ONEare areSET;going some KEEP to cards playOTHER afor SETcard each OF game. a-zof you.TO USE AS AUDITORY (TEACHER COMMENTARY) (HAND OUT ALL Hold CONFIRMATION Letter "a" 2. Nowthem the(HOLDI aminletter goingUPfront "a" "a." to ofAND showyou SAY) soyou Ino whatam one looking cardcan see.I foram lookinga card withfor. the If you have the card like mine, you LooktheIfcardsgive youat letter it wins your do,to theme."a."hold,itcards game. and up. see if you have the letter "a." The first oneThen to give get yourrid ofcard all to his me (TAKE CARD Now you have to say, "I have YOUIF(IF HAVEINCORRECT, CORRECT, THE LETTER SAY:SAY: "a.""YES, Letter "d" 3. haveFROMthe(HOLD CHILD).theletter letterUP) "d."Now "d" I amhold looking it up. for the letter "d." Give your card to me. Now you say, "I have If you WHO"TEAT'S HAS'a.' THE NOT LETTER THE LETTER'a'." LOOK AGAIN AND SEE Letter "s" 4. you (CONTINUE(IF(HOLDknow CHILD whatUP) GIVESIGAMEto want do. UNTILCORRECT the letterALL ANSWER ALPHABET "s." TAKE CARDS HIS CARD)ARE COLLECTED. What do you say? If you have this card Yes, you haves. the letter FIRST(PUT(RPPEAT CHILD MATERIALS GAME TO GETIF AWAY) TIMERID OFWARRANTS). ALL OF HIS CARDS IS WINNER). LETTER RECOGNITION 21: a-m (7-11-1b) IMATERIALS:PROGRAMMarkingStudent pens Booklets inChildrenGENERAL booklets. namePROCEDURE: letters and mark OBJECTIVE(S):lowerChildren case will letters name 'andof the identify VOCABULARY: letteralphabet Tape VISUAL AUDITORY (TEACHER COMMENTARY) alphabet. CONFIRMATIONword apple . Pointto(HAND mark to OUT theletters. BOOKLETS AND MARKING PENS) Today we are going apple. The word "apple" starts with the (BELL) a bear Pointmarkletter it. to "b.""a."the bear.Say "a.""b." The word "bear" starts with theNow,Find find the theletter letter "b" "a"and andmark it. (BELL) GreenGreenthe lettermeans means you"a." you found found cat . Look at the cat. "Cat" starts with the letter "c." (BELL) Say ehe letter "b." dog a Look"c." at the dog. Find the letter "c" and mark it. "Dog"-starts with the letter "d." (BELL) Say elephant . Look"e.""d." at the elephant. SayFind "e." the letter."d" and mark it. Find the letter "e" and mark it. "Elephant" starts with the letter (BELL) giraffe fish 1 LookSay at"f." the giraffe.fish. Mark the letter "f." "Fish" starts with the letter "f.""Giraffe" starts with the letter (BELL) house LookSay"g." at"h." the house. Say "g." Mark the letter "h." Mark the letter "g." "House" starts with the letter "h." (BELL) PROGRAM Indian VISUAL Look at the Indian. AUDITORY (TEACHER COMMENTARY) 7.007- "Indian" starts with fhe letter (BELL) CONFIRMATION jaCket 10. Look at the jacket. Say "i." Mark fhe letter "i." "Jacket" starts with the letter Pt 1 " 1 key 1 11. Look at fhe key. Say"k." "j." Mark the letter "k." Mark the letter "j." "Key" starts with fhe letter "k." (BELL) SayIti k lamb 1 12. Look at fhe latdb. Say "1." Mark fhe letter "I."- "Man" starts"LaMb" with startswith the letter fhe "m." letter "1." (BELL) man 13. Look at the man. "m."(PUT MATERIALS AWAY) Mark the letter "m." (BELL) Say PROGRAMLEing_guact . _ MATERIALS:TapeMarkingStudent pensBooklets inChildrenGENERAL booklets. PROCEDURE; name letters and mark OBJECTIVE(S):lowerChildren case will letters name ofand the identify alphabet. 'VOCABULARY: wordletteralphabet VISUAL (HAND OUT BOOKLETS AND MARKING PENS) Today we are going ii.m.....1.1=101. AUDITORY (TEACHER COMMENTARY) CONFIRMATION nest Pointmarkletterto mark toit. "n."theletters. nest.Say "n. The word "nest" starts with theNow, find the letter "n" and (BELL) Greenthe lettermeans you"n." found pants owl . LookPointSay"o." at "p."to ehe the pants. owl. Say "o." Find the Find the letter "o" and mark Theit.letter word "p""awl" and"Pants" startsmr.rk starts it.with withthe letterthe letter "p." (BELL) . Look at the queen. "Queen" starts with the letter "q," queenrabbit S. LookSay "q."at the rabbit. Find the letter "q" and mark it."Rabbit" starts with the letter "r." (BELL) snake . LookSay at"r." the snake. Mark the letter "r." "Snake" starts with the letter "s." train SayLook "t." "s."at the train. Mark the letter "t.""s.""Train" starts with the letter "t." (BELL)(BELL) PROGRAM LiTTER RECOGNITION 22: n-z (2-1l-2b) uMbrella VISUAL 8. Look at the umbrella. AUDITORY (TEACHER COMMENTARY) "Umbrella" starts with the letter CONFIRMATION violin 9. SayLook"u." "v." at the violin. Say "u." Mark the letter "v." Mark the letter "u." "Violin" starts with the letter "v. (BELL)(BELL) xylophonewagon 11.10. LookSayletter "w." at the"x." xyiophone.wagon. Mark the letter "w." Say "x." "Wagon" starts with the letterMark "w." ehe letter"Xylophone" "x." starts with the (BELL) (BELL) yarn Y. 12. SayLook "y." at the yarn. Mark the letter "y." "Yarn" starts with the letter "y." (BELL) zebra 13. LookSay(PUT at"z." MATERIALSthe zebra. AWAY) Mark the letter "z." "Zebra" starts with the letter "z." (BELL) PROGRAMStudentMATERIALS: Booklets LETTER RECOGNITION 23: TeacherGENERAL hands PROCEDURE: out booklets.and n. 0, t. s. n. h (2 -12 -lb) OBJECTIVE(S):Children will identify letters VOCABULARY:top stop TapeMarking pens andplays mark tape. in booklets. Children spell words byand teacher. selea word spelled and named notpoppottot hophotspotto VISUAL 1. (HAND OUT BOOKLETS AND MARKING PENS) AUDITORY (TEACHER COMF=ARY) (BELL) (BELL) CONFIRMATION 3.2. Mark theunder "s." the "t." (BELL) 2. 5.4. Mark the "p.""n.""o," (BELL) Ui npopstop hoptop notsit 8.7.6. Markp-o-pt-o-p the spells spells"h." "pop." "cop." Mark the word "pop.""top." (BELL) (J5C14)(BELL) potspotsat pophottot notcattop 11.10. 9. p-o-tn-o-tt-o-t spells spells "pot.""not." "tot." Mark the word "pot.""tot.""not." (BELL)(LLLL)(rELL) hotsattop spottostop nottoptot 12.14.13. h-o-ts-t-o-pt-o spellsspells spells "to.""hot." "stop." Mark the word "to." Mark the word "hot." Mark the word "stop." (BELL) (BELL) spot,not potshot post LaP. 16.15. s-p-o-th-o-p spells spells "hop." "spot." (PUT MATERIALS AWAY) Mark dhe word "hop." Mark the word "spot." (1V7LL) (BELL) PROGRAM LE leg\ 2 MATERIALS:MarkingTapeStudent pens Booklets respondGENERALChildren inPROCEDURE: listenbooklets. to tape and 1!OBJECTIVE(S): Children will identifyandteacher. words letters spelled and named by sam,he,him,hen,VOCABULARY:ten, mac,cam, mat,ham, catsit sat, VISUAL AUDITORY (LEACHER COMMENTARY) ip CONFIRMATION a . Mark(HAND undr OUT the BOOKLETS AND MARKING PENS) e. (BELL) (BELL) a . Mark the "a." (BELL) 4.3. MarkMark the the "m." ac." .(BELL)(BELL) stop sam top 6.5. Marks-a-m the spells "i." "sam." Mark the word "sam." (BELL) (BELL) am totto mathe 7.8. m-a-th-e spells "he." spells n mat. Mark the word "he." Mark the word "mat." (BELL)(BELL) tenten hamtot hotnot 10. 9. h-a-mt-e-n spellsspells "ham.""ten." MarkMark the the wordword "ten." 'llam." (BELL) hensat hotsam sitten 12.11. h-e-ns-a-t spells spells "hen.""sat." MarkMark the the word "hen." word "sat." (BELL) PROGRAM VISUAL LETTER RECOGNITION 24: e. a, m1 c. i AUDITORY (TEACHER COMMENTARY) (2-12-2b) CONFIRMATION sam cam cat 13. c-a-m spells cam. It Mark the word "cam." (BELL) stopcam himten hamsit 15.14. h-i-ms-i-t spells "him.""sit." Mark the word "him.""sit." (BELL) maccam totcam catsam 17.16. m-a-cc-a-t spells "cat." 11 mac. IR Mark the word "cat." "mac." (BELL) sat pot pat 18. p-a-t spells "pat." (PUT MATERIALS AWAY) Mark the word "pat." (BELL) PROGRAM VISUAL DISCRIMINATION 1 (2-02-4a IMATERIALS: TeacherTape Booklet GENERAL PROCEDURE:booklet;Teacherorally. demonstrateschildren respond with OBJECTIVE(S):same.thatChildren are thewill same identify and not pictures the VOCABULARY: notsame same VISUAL (HOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY) They are the same. Are they the Yes, they are the same. CONFIRMATION Teapot,Dog,Cat, catapple teapot 3.2.1. HereLook areat thesetwo cats.teapots. pictures, a dogsame? and an apple. Now you tell me again. Are they the same? Are they tne same? They are Yes, they are the same. Telephone,Clown, umbrella telephone 5.4. HereAre theseare two two pictures. pictures theNownot same? youthe tellsame. me again. Are they the same? Are they the same? No,Yes,No, they theythey are areare not notthe the thesame. same. same. Telephone,Book,Car, car book duck 8.6.7. Are Are these these two two pictures pictures the the same? same? No,Yes, they they are are not the the same. same. Apple,Cat,Flower, catcat cat 10.11. Are Are these these9. Aretwo two thesepictures pictures MO picturesthe the same? same? the same? No,Yes, not the the same. same. Fish, cat 12. Are these two pictures the same? (PUT MATERIALS AWAY) No, not the same. MATERIALS:PROGRAM VISUAL DISCRIMINATION 2 GENERAL PROCEDURE: 2-03-3a OBJECTIVE(S): VOCABULARY: MarkingStudent pens Booklets 1 instructionsChildren listen and to&dark taped in booklets. Childrenchoices willpictures identify that fromare thethree same notsame _I Tape VISUAL AUDITORY (TEACHER COMMENTARY) or not the same. CONFIRMATION boatflag Cat, cat, car 1. the(POINT)(BELL)(HAND same. OUT Here BOOKLETS are two AND cats MARKING and a PENS)car. Watch me color the spots under the two The two cats are 1 Apple, shoe, apple 2. pictures(POINT)(POINT)(BELL) thatDo Here your are are spotsthe two same lookapples (DEMONSTRATE). the and same a shoe.as mine? The two apples Now you do it, Chair, chair, flower 3. are(POINT)(BELL) the same. Here are two chairs and a flower. Mark the two pictures that are the same. The flower Flag, key, key 4. Hereis not(BELL) are the two same. keys and a flag. the same as the chairs. The flag is not theMark same the picture that Tree, rabbit, rabbit 5. Hereasthe the(BELL) aresame. keys. two rabbits and a tree. Mark the two pictures that areMark the thesame. picture that is not the same. The two rabbits are Boat, car, boat 6. Hereas(BELL) the(BELL)are boats.two boats and a car. Mark the one that is not the same. The car is not the same PROGRAM VISUAL DISCRIMINATION 2 2-03-3a VISUAL CW *M.N. 7. The cups are the same. AUDITORY (TEACHER COMMENTARY) Mark the pictures that are the CONFIRMATION as, snake, sls 8. same.(BELL) Mark the Duck,Car, car, teapot) anple duck 9. MarkpictureThe (BELL) theapple picturethat is isnot thatnot the the issame notsame. as the the same. two cars. Clown, clown, bird 10. Mark(BELL) (BELL)the two pictures that are the same. (PUT MATERIALS AWAY) PROGRAM VISUAL DISCRIMINATION 3 (2-04-3b) MATERIALS:TapeMarkingStudent Bookletspens GENERALTeacherrespond PROCEDURE: plays as follows: tape. 1-6: Oral responses Children OBJECTIVE(S):Childrensame.that are will the identifysame and picturesnot the VOCABULARY:kitesameumbrellatiger not VISUAL 7-16: Marking responses (HAND OUT BOOKLETS) Now we are going to look in our AUDITORY (TEAGHER COMMENTARY) CONFIRMATION Tree, tree 1. booklets.Thethey (BELL)two the trees same? are the same. 11,-,w you tell me. Are Yes, they are the same. g4677 Wagon, umbrella 2. tellThe (BELL) wagonme. and the umbrella are not the same. Are they the same? Now you No,same. they are not the Fork, radio 3. Thesethey(BELL)(BELL) picturesthe same? are not the same. You tell me. Are No,same. they are not the Turtle, turtle 4. Thesethey(BELL) twothe picturessame? are the same. You tell me. Are No,Yes, not they the are same. the same. Horn,Telephone, ball telephone 6.5. Are these(BELL) pictures the same? Yes, the same. Ti)zer, cup, tiger, 7. Lookthe(HAND (BELL)attwo the OUTpictures twoMARKING tigers. that PENS) are the same. They are the same. Mark under tigers?Didsame. you mark the two They are the PROGRAM VISUAL DISCRIMINATION 3 1....m..01.6ININOWNOZ=Nrialro ,M0 2-04-3b CONFIRMATION 1.091, apple, apple VISUAL 8. MarkLookapples. atunder the thedog. picture that is not NI00 AUDITORY (TEACHER COMMENTARY) It is not the same as the apples. the same as the T.1,1 The dog is not the same. Girl, girl, tricycle 9. pictureThe(BELL) tircycle that is not the same.same as the girls. Mark the Thesame. tricycle is not the ro Cat, key, cat 10. Thesame.(BELL) (BELL)cats are the same. Mark the pictures that are the The cats are the same. Nr Block, horn, block 11. pictureThe horn(BELL) that is notis notthe thesame same. as the blocks. Mar1 :. the same.The horn is not the butterflyRadio, blaterfly, .1 12. Mark (BELL)the two pictures that are the same. TheThethe butterflies same.bottles are are the Airplane,Bottle, bottle, boat, airplanespoon 13.14. MarkMark the(BELL) the two picture pictures that that is arenot thethe same.same. Thesame. boat is not the same. Turtle, chair, chair 15. MarkMark (BELL)the the two picture pictures that that is notare thethe same.same. TheThe chairs kite isare not the the', same. 1L Kite, balloon, balloon 16. (BELL)(PUT MATERIALS AWAY) same. PROGRAM VISUAL DISCRIMINATION 4 (2-05.-1b) VOCABULARY: MATERIALS:TEACHER'S46 (EACHPICTURES:sets pictureCHILD CARDS SHOULD cardsAND HAVE ONE LIKE GENERA' PROCEDURE:respondTeachersame)ing, "I picture."asksby have raising for the a samecard.hand (arand notsay- the Childretl OBJECTIVE(S): Childrensame or willnot theideritify same. objects as notsame the same THREE DIFFERENT) VISUAL (HAND OUT SET OF 111.01161CARDS TO EACH CHILD) AUDITORY (rEACHER COMMENTARY) CONFIRMATION 1. Let'sridofgame. you. ofplay all a hiscard cards game. first. The winner in this game is the one who gets Here are four cards for each Here's how we play the Clock 2. havesameCLOCK)I am asgoinga Lookpicturethis to atone. tellthisthe yousamecard. what as mycard picture. I want. Look at your cards and see if you I want a card that is the Who has the (HOLD UP (IF CORRECT, SAY, "Yes, NowGood.Saysame A, it. picture?you have to say, "I have the same picture." Give your card to me. (TAKE CARD FROM CHILD) A,picture.picture." SAY)you have"That's the notsame the same Look again and(IF INCORRECT, Fish notNow theyou(HOLD samehave UP asonlyFISH) this. three Now Icards am looking left. for a picture that is If you have a picture that is youpicture.see (IFwhohave CORRECT, has a picturethe SAY)same that "Yes, GiveNownot theyouyour same,say, card "Here holdto me. itis up.a picture that is not the same." againtheINCORRECT,isthat notsame andisthe picture. not findSAY)same." the a"That's picturesame." Look(IF PROGRAM VISUAL DISCRIMINATION 4 (2-05-lb) Girl VISUAL .aom.v.pusammaw/MIFIRN,11...... 4. (HOLD UP GIRL) I want a picture that is the same as AUDITORY (TEACHER COMMENTARY) CONFIRMATION UMbrella 5. Whatthis.(HOLD do you UP say?UMBRELLA) I want a picture that is not the If you have one, you know what to do. have the same picture. If you have one, you know what to do. I WhatCONTINUEsame (IFdo as you CHILDthis. GAME say? GIVESUNTIL CORRECTSOMEONE ANSWER,WINS.) TAKE HIS CARD. ot the same.have a picture that is OROF(NOTE:(IF XCARDS ONTIME BACK AND WARRANTS, FORREPEAT EAgY GAME.)HAVE IDENTIFICATION.) CHILDREN EXCHANGE THEIR SETS EACH SET OF CARDS HAS DIAGONAL LINES, CIRCLE (PUT MATERIALS AWAY) MATERIALS:PROGRAMMarkingStudent pens Booklets VISUAL DISCRIMINATION 5 GENERALChildren instructionsPROCEDURE: listen and to marktaped in booklets. (2-06-la) OBJECTIVE(S)willGiven select three eitherpictures, two childrenthat are VOCABULARY:notsame the same Tape VISUAL AUDITORY (TEACHER COMMENTARY) same.the same or one that is not the CONFIRMATION Basket, apple, basket 1- going(POINT)(BELL).(HAND to OUT markHere BOOKLETS inare our two ANDbooklets. baskets MARKING and PENS) an apple, Today we are The two Zak:Cr; picturesbaskets(BELL) are to theshow same. that they axe the same, Mark the spots under-the two sreen,areIf both*thethe same.spotstwo pictures turned cocr.r.) Hat , bus, bUs are(BELL)(POINT) the same. Here are two buses and a hat, Mark the two pictures that are the same The two buses Scissors, scissors, foot 3. picturescissors(POINT)(BELL) that andHere isthe are not foot two the arescissors same, not the and same. a foot, Mark the The two Bird, balloon, bird - MarkHereballoon (BELL)theare picturetwoare birdsnot thatthe and same.is a notballoon. the same. The birds and the Shirt, shirt, glove - Herethat(BELL) are are two the shirts same. and a glove. Mark the two pictures A PROGRAM VISUAL DISCRIMINATION 5 2-06-1a) Mouse, mouse, monkey VISUAL 6. Here are two mice and a monkey. AUDITORY (TEACHER COMMENTARY) Mark the one picture Mftonmeen.,.. . CONFIRMATION Tricxcle,tricycle wheelbarrow, 7. Markthat(BELL) the is n ottwo the pictures same. that are the same. Car,Shoe, truck,shoe, foottruck 8.9. Mark (BELL)onethe picturetwo pictures that isthat not are the the same. same. Cat,Girl, cat bov,.girl with stripes, 11.10. Mark (BELL)onethe picturetwo pictures that is that not arethe thesame. same. Postman,cat fireman, postman 12. Mark(BELL) one picture that is not the same. (PUT MATERIALS AWAY) IWERIALS:PROGRAM MarkingStudent pensBooklets VISUAL DISCRIMINATION 6 [GIMBAL PROCEDURE:andTeacher supervise presents booklet taped marking. commentary f2 -08 -11) OBJECTIVE(S): orSelect not thepictures same. that are the same VOCABULARY: [Chicken on one foot] VISUAL Look(HAND at OUTthe BOOKLETSchicken atAND the MARKING top of PENS) the page. AUDITORY (TEACHER COMMENTARY) Is he Yes, the chicken is CONFIRMATION oneChicken, foot bird, chicken on [Dragon with spots] 2a. Lookb. at the dragon at the top. Now,standingis themark same.on the one chicken foot? at the bottom of the Does he have spots? age (BELL)that Yes,standing the ondragon one foot.has spots. Bicycle,spots,Dragon/spots, dragon/stripes bicycle/broken dragon/no [Bicycle/broken wheel] 3a. Lookb. at Mark the thebicycle dragon at atthe the top. bottomwheel?same. of the page that is the Does it have a broken (BELL) Yes,broken the wheel.bicycle has a wheel,Cake/5 wagon/missing candles, cake/one wheel.[Cake with no candles] 4a. Look atb. theMark birthday the bicycle cake atat thethe bottomtop.candle? that is not the same. Does it have a (BELL) No,a candle.the cake does not brella,candle,Striped cake/noplain ball, ball stripedcandles um- [Striped ball] 5a. Look atb. theMark ball the atballcake the thatat top. the is bottomnoC the that same. is the same. Does it have stripes on it? Yes, the ball has stripes. (BELL) (BELL) plainStriped cow cow, spotted cow, [Spotted cow] Lookthat at is the the cow same. at the top. Mark the cow at the bottom (BELL) mato VISUAL DISCRIMINATION 6 (29.8-4b) Owl/eyesopen, dog/eyes closed, openowl/eyes [Owl/eyes open] VISUAL 7. Look at the owl at the top.bottom that is not the same. AUDITORY CrEIMMER COMMENTARY) Mark the owl at the (BELL) CONFIRMATION brokenDoor, panewindow, window with [Window] 8. Look at the window at the bottomtop. that is not the same. Mark the window at the (BELL) Flower/leaves,leaves, leaves flower/no [Flower/no [Turtleleaves] walking] 10. Look at9. theLook turtle at the at flower the top. at the top.bottom that is the same. Mark the turtleflower at the (BELL) shell,Turtle lizardwalking, turtle in [Nail] 11. Look at the bottom that is the same. nail at the top. Mark the nail that is (BELL) Dog/Bentstanding, earsnail, hanging, nail,cat/pointed screw do /aars ears [Dog, ears standing] 12. Look at the notsame. the sam e. dog at the top. Mark the dog that is the (BELL)(BELL) ...car4-door car, wagon, 2-door [4-door car] 13. Look at the the same. car at the top. Mark the car that is not (BELL) Face/mouthface/mouth open, closed house, [Face/mouth open] 14. Look at the face at the top. not the(PUT same. MATERIALS AWAY) Mark the face that is (BELL) VISUAL DISCRIMINATION 7 2-09-lb PROGRAMMATERIALS: MarkingStudent pensBooklets TeacherandGINERAL supervises presents PROCEDURE: bookletLaped commentary marking. OBJECTIVE(S):orSelect not theletters same. that are the same -.E.Iiimonra04111, VISUAL AUDITORY (TEACHER CO)OENTARY) CONFIRMATION 1110=1=111 1. Look at the letters. the(HAND same. OUT BOOKLETS AND MARKING PENS) Mark the two letters that are (BELL) ZN, 2.3. Look Mark at the the letter letters. that is not same.the same. Mark the letter that is not the (BELL) ho _no Pha 5.4.6. Mark Mark the the two letter letters that that is notare thethe same.same. (BELL)(BELL) 1 _2.i 1 8.7. Mark thetwo letterletters that that is are not the the same. same. (BELL) a a 11.10. Mark two9. Markletters the thatletter are that the issame. not the same. (BELL)(BELL) 12. Mark the letter that is not the same. (PUT MATERIALS AWAY). (BELL) MarkingStudentMATERIALS:PROGRAM pens Booklets toChildrenGENERAL taped instructions.markPROCEDURE: booklets according - OBJECTIVE(S):whichChildren are thewill same identify or not letters the VOCABULARY: notsame the same Tape VISUAL AUDITORY (TEACHER COMMENTARY) same. CONFIRMATION 2\3 1. Lookthe(HAND atsame. OUTthe BOOKLETSletters. AND MARKING PENS) (BELL) Mark the two letters that are (BELL) CJnrn 4.3.2. MarkMark the the letter two letters that is that notnot arethethe thesame.same same. (BELL)(BELL) 5. Mark the letter that is not the same. (BELL) 8.7.6. Mark the twoletter letters that thatis not are the the same. same. (BELL) 10.11. 9. Mark the twoletter letters that thatis not are the the same. same. (BELL) 12. Mark(PUT the MATERIALS letter that AWAY) is not the same. (BELL) PROGRAM VISUAL DISCRIMINATION 9 2 -10 -4b MATERIALS:TapeMarkingStudent pensBooklets booklets.GENERALinstructionsChildren PROCEDURE: listen and tomark taped in OBJECTIVE(S):Childrentheletters same. willthat identifyare the samelower or case not VOCABULARY; notsame the same a a 1. Mark(HAND the OUTtwo BOOKLETSletters thatAND MARKINGare the PENS)same. AUDITORY (TEACHER COMMENTARY) (BELL) CONFIRMATION - s 4.3.2. MarkMark the the lettertwoletter letters fhat that isthat not arethe thesame. same. (BELL) 6.5.7. Mark the letterlettertwo letters that that isthat not are the the same. same. (BELL)(BELL) 10. 9.8. MarkMark the the lettertwo letters fhatthat isisthat not not arethe the thesame. same. same. (BELL) 13.12.11. MarkMark the the twotwo letters letters thatthat are are the the same. same. (BELL)(BELL) 14. Mark (PUTthe MATERIALS AWAY) letter that is not the same. (BELL) PROGRAMTapeTeacherMATERIALS: Booklet OPPOSITES 1 booklet.TeacherGENERAL plays PROCEDURE: tape and(a____ shows 2 -09 -kl_ OBJECTIVE(S):Givenidentify a word, and Childrenname its willopposite. ottom,outside,FiICABULARY:ttle, big,top, VISUAL AUDITORY (TEACHER COMMENTARY) ,inside,CONFIRMATION nderfront,ack,slow,fast, o er Big box, little box 1. is(POINT)(HOLD the UPopposite ThisBOOKLET) is ofa Let'sbiglittle. box look and at this these is pictures.a little box. When I say, "What is the (BELL) Big cn Little shoe, big shoe 2a. This is a little shoe and this is a oppositebigof(BELL) big?shoe. of big?", you say little. What is the opposite Little is Little. b. What is the opposite of big?LittleWhatofthe little?" isopposite and the bigyouopposite of aresay big. opposites.big. of little? When I say, "What is the opposite What is the opposite of little? Say opposites. Big.Little.Opposites. Boygirl in infront back of of tree, tree 3. oppositeThethe(BELL) boy tree. isof infront? front of the tree. Front is the opposite of back. The girl is in back of What is the Back. dogCat in backfront of of chair, chair 4a. Where is the.cat? WhereBack(BELL) isis thethe dog?opposite of front. What is the opposite of In frontback ofof thethe chair.chair. b. What is the opposice of front?back?What(BELL) is the opposite of back? Back.Front.ofFront back. is the opposite PROGRAM OPPOSTTES 1 (9-09-44-- Maninside outside house house, lady VISUAL 5. house.The man is outside of the house. Outside is the opposite of inside. AUDITORY (TEACHER COMMENTARY) The lady is inside the What is the CONFIRMATION outsideDog inside basket basket, cat 6a. Where is the dog? Whereopposite(BELL) is the of cat?outside? TheInside. catdog is outside.inside. b. What is the opposite of inside?WhatInsideof outside?is isthe the opposite opposite of ofoutside? outside. What is the opposite Inside.Outside. Snail, racing car 7. A oppositesnail(BELL) goes of slow.fast. What is the Aopposite racing carof slow?goes fast. Slow is the Fast. Airplane, turtle 8. Howslow?FastDoes does isan atheairplane turtle opposite go,go fastfastof slow. oror slow?slow? What is the opposite of fast? What is the opposite of Slow.Fast.AAn turtle airplane goes goes slow. fast. Littleswimmingunder fishrock, overiipck swimming big fish 9. swim?The(BELL) big1ittl fish swam over the rock. Over is the opposite of under. fish swam under a rock. Where did the big fishWhere did he swim? What is the OverUnder the a rock.rock. Big fish close to surface 10. The big fish swam to the top of the Whatwater.opposite(BELL) is the of opposite over? of under? Where did he ToOver.Under. the top of the water. bottomof water, small fish at oppositeswim?(BELL) of top? TopThe islittle the oppositefish swam cf to bottom. the bottom. What is the opposite of bottom? What is the Where did he Top.Bottom.To the bottom. PROGRAM ...... -.. SAME AS #10 VISUAL 1 .**11...... 1...... 11. At the bottom of the ocean it is dark. . 4...... AUDITORY (TEACHER COMMENTARY) ...... , At the top it is CONFIRMATION Whatoppositelight.(BELL) is the of opposite light? of dark? -Dark is the opposite of light. What is the Light.Dark. 12. Now I'llb.a. c.Big sayFast Front a word and you tell me its opposite: Back.Little.Slow. e.d.g.f. Top.....Inside AboveDark Below.Light.Bottom.Outside. h.k.j.i. Little OutsideBelowSlow Big.Under.Fast.Inside.Above. n.m.p.o.I. WhatBottom OverWhat are are dark overfront and and light? and under? back? Top.Opposites.Opposites (PUT MATERIALS AWAY) OPPOSITES 2 2-10-2a NIIIMS.1110 MATERIALS:PROGRAMTapeTeacher Booklet booklet.TeacherGENERAL plays PROCEDURE: tape and shows' IOBJECTIVE(S):Givenits polara word, opposite. children will state VOCABULARY:upon offdown 1 full empty VISUAL tUDITORY (TEACHER COMMENTARY) IMON.011111171.111111=101.10 CONFIRMATION Big Tommy, little Benny 1. brothers.Big(HOLD is theUP BOOKLET)opposite Hereof little. are Tommy and Benny. 1111., Tommy is big. They are Tell me Benny is little. Tommy going upstairs, 2. Upabout(BELL) is Benny.the opposite of Btg and little are called down. Tommy is going up. what? Tell me Bennyopposites.Big and is littlegoing down.are BennyBenny going running downstairs fast, 3. aboutFast(BELL) Benny.is the oppositc of slow. Up and down are called Benny runs fast. what? Tell me 'opposites.HeUp goesand downslow. are TommyBennyTommy walking inturning dark slow room,on lamp 4. (BELL) LightOnabout is Tommy.theis theopposite opposite of off.of Slow is the opposite of what? dark. I say on, you say off. I say light, you say On.. Off.Fast. (room is light) Tommydark,Remember,dark. likeswhat Benny doesto turnlikesBenny lamps the opposite. Light.... like? off. Tell me about Benny. If Tommy likes the BennyDark.tienny likes likes the to light.turn What(BELL) is the opposite of on?light? Off.Dark.lamps on. PROGRAM OPPOSITES 2 (7-10-21) VISUAL 11.1110011 .11111.1 11.11111=101114111 MINIMON1111.91111111111 AUDITORY (TEACHER COMMENTARY) .1011.91.11 111111MOOMPIO114/1 11 CONFIRMATION BennyTommytoys kneeling,from standing, bottom getting reachingdrawer; . Topbottom (BELL)andis drawer. oppositebottom are of calledbottom. what? Where does Tommy keep his toys? Benny keeps his toys in the Iummli Opposites.In the top drawer. TommyBennyinto lookingtop drawer atbehind submarin chai . boatFront in isback the of.the opposite ch,Sir. .of back. Where is Tommy's; submarine? Benny looks for his sail- It's in front of the Emptyin front bathtub; of chair same tub, . The(BELL) bathtub is empty: Here Tommy turns on the wacer. I ochair. It is full of waterwith Tommy filling turning up tub faucet, Tellfull?Full(BELL) ma, is isihe the opposite bathtub of empty empey. now? What is the opposite of Empty. ater. kr)t%) Boatsubmarine floating in onwater water, 3. Over is the oosite of under.Whatthe issubmarine. the opposite of over? Tell me about Tommy's submarine. Benny's sailboat is over Under.It is under the boat. Boat outside tub, sub- . Inside(BELL) is the opposite of outside. Benny's sailboat is marine inside bathtub outside(PUT(BELL) MATERIALSthe bathtub. AWAY) 'Where did Tommy leave his submarine Inside the bathtub. "1, PROGRAM OPPOSITES 1 12 -11-2A1_ MATERIALS:TapeTeacher Booklet GENERALTeacherorally.is played. PROCEDURE: shows pictures as tape Children respond wordsChildrenOBJECTIVE(S): and theirwill namepolar and opposites. identify cleanoldcoldthinVOCABULARY: hotyoungfatdirty 'VISUAL opposites.(HOLD UP BOOKLET) This booklet teaches us some more AUDITORY (TEACHER COMMENTARY) (BELL) CONFIRMATION Fat man, thin man WhatWhatFatand isis isthis thethe the manoppositeopposite opposite is thin. ofof of thin?thin. fat? I say fat, you (POLNT) Thissay manthin. is fat (BELL) Fat... Thin.Fat. co Fire, iced drink WhatHotice is isis the thecold. opposite opposite of of co]d. hot?cold? I say hot and you say cold. (POINT) Fire is hot and (BELL) Hot Hot.Cold.Cold. Baby, old man . WhatmanYoung is is isold. thethe oppositeopposite ofof young?old?old. I say young, you say old. The baby is young. Young(BELL) The Old.Young. Laughinglady girl, crying Whating.Laughing is theis theopposite opposite of laughing?crying?of crying. The lady is crying. I say crying, you say The girl is laugh- (BELL) Laughing.Crying. Dirty towel, clean towel WhatandDirty isthis isthe onethe opposite isopposite clean. of ofdirty?clean? clean. I say dirty, you say This towel is dirty (BELL) Dirty.Clean.Clean. AUDITORY (TEACHER COMMENTARY) to mol..=-1 loolt wsm CONFTRMATION Pillow,PRoGRAILDEmusza_aazau log VISUAL 6. Soft is the opposite of hard.log is hard. I say soft, you say esp..The pillow. is soft. Inr+1.01/ The Soft.Hard. Dirty boy, clean boy 7. Look at these pictures.What is ehethe opposite of soft?hard? el I will tell you about the fi...st (POINT) This(BELL) boy Hard. Ice cream, hot soup 8. Ice cream is cold. isone dirty. and you tell me about This boy is Soup is the others. (BELL) Hot.Clean. OldLaughingThin lady, man, man,young fat crying.man mangirl 11.10. ThisThe ladyman9. Thisis thin.old. man is laughing. The girl isThis man is This man is.... (BELL) Young.Fat.Crying. Pillow, log 12.1413. The Tell pillow me: is soft. Are dirty and clean opposites? Are laughing and The log is Crying opposites? (BELL) Hard.Yes. 15.17.16. Are Are sad softhot and andand cold coldnld opposites? opposites? No.Yes. 18. Are fat and dirty opposites? (PUT MATERIALS AWAY) No. PROGRAM oPPQzgg,LA_C9ezja=iau_____. OBJECTIVE(S): VOCABULARY: MATERIALS:TapeMarkingStudent pensBooklets respondTeacherGENERAL inPROCEDURE:plays booklets. tape. Children Givenits polara word, opposite. children will state hotonsadcold happyoffdirtyclean VISUAL 111111111117111.1101.11111.1.1.1...1Look(HAND at these OUT BOOKLETSpictures. AND MARKING PENS, HOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY) I will tell you about one and 011111111111 CONFIRMATION gHot soup, ice cream cone . Hotyou istell the me opposite About the of other.cold. (POINT) Soup is hot. (BELL) Ice t0 Elephant, mouse big.Bigcream is theis opposite of little. The mouse is Mark the opposite of hot. Mark the opposite of little. (POINT) The elephant is (BELL) Little.Cold. Boyboy walkingwalking, up boy steps, running . MarkUpingSlow istheslow. isthe oppositethe opposite opposite of ofslow. ofdown. fast. This boy is running (POINT) This boy is walking(PCINT) This boy is walk- (BELL) Fast. boyOld walking man with down cane atmand YoungMarkup. theis theopposite opposite of up.of old. This boy is walking (POINT) The baby is young. (BELL) (BELL) Old.Down. beard,Cat onbaby top of ladder, dog, . TheTop man is isthe opposite of bottom. Mark the opposite of young. The cat is at the top o Bottom. standingSadladder clown, at bottomhapp7 clownof MarkSadclownthe theis ladder. the.oppositeopposite of top.of happy. The dog is Markat the the opposite of sad. This clown is sad. (BELL) This Happy. MIMOMMEMINeel.BWIWW.PROGRAM_siggins_h___LaLhALP arel=1.66 $0100 aN, 01 IV. r)- - AUDITORY (TEACHER COMMENTARY)0. rRT,/ ..... NMOANO1, ImIll 7,e CONFIRMATION dayNight scene scene with with sun moon, VISUAL ..poommoNryywp.8. wpWw0Af Dark .,4 is the opposite of light.Marklight. the opposite of light At night it is war ..w1061,.,.. PNII. During the day it is Mgv (BELL) Dark. Thin man fat man . Fatis is the opposite of thin. Mark the opposite of fat. This man is fat. (BELL) This man Thin. ofBoyGirlcar, car standing crying,boy standing in front in ofback 11.10. CryingFront isis thethe oppositeopposite ofof back.laughing.Markcar. the opposite of front. This boy is in This boy is in front of This girl is crying. (BELL) Back of the car. lampLamp hangingon floor from under ceiling table its_j.latlaillag. 12. Over is the opposite of under. MarkThisthe the girltable. opposite is of over. This lamp is standing Mark the opposite of crying. This lamp is hanging over (BELL) (BELL) Laughing.Under the table. goilma lop 2! pjssy_taja,Emptyfixture glass above clean on itstable baby side, 13.14. Clean Empty is is the the opposite opposite of of dirty. full. This baby is Mark the opposite of clean. This glassThis is baby Is empty.clean. (BELL) Dirty. Pillow,runningfull glass downbrick with side water 15. Hard is the opposite of soft. Thispillow glass is is Mark the opposite of hard. Mark the opposite of empty. The brick is hard. The(BELL) Soft.Full. belowBirdLion above brifteinside bridge, cage, birdca e doo 17.16. InsideAbove isis thethe oppositeopposite ofof below.outside.Markthe thebridge. opposite of above. This bird is flying This bird is flying abov This lion is inside (BELL) Below the bridge. bikestandingBoyopen, sitting lion next outside on to bike, fallen cage boy 18. Off is the opposite of on. Thisthe(PUT boycage. MATERIALS is AWAY) This lion is.... Mark the opposite of inside. Mark the opposite of off. This boy got off his bike. (BELL) OnOutside. the bike. PROGRAM FAMILY RELAYIONSHIPS 1 (2-06-2a) -MATERIALS: TeacherTape Booklet GENERAL PROCEDURE:Teacherrespond shows orally. booklet; children OBJECTIVE(S): andChildren understand will identif) the perpetuation families VOCABULARY: babyfamily VISUAL AUDITORS (TEACHER COMENTARY) of the family. 1 CONFIRMATION insideeggslay ManWoman 2.1. andWhen a afather.,.. mother... (HOLD UP BOOKLET) Today we're going to talk ahout famine's, Man,TurtleChildren woman, children 4.3. Thishave mother,children? father; they.have and theirAnimalsWhat children.are.aare have.families, they? family. too. This is a.turtle. Do Yes,A family. all animals have Turtle theLooklong.turtles water at mother have(POINT). families?turtle. The mud is mother turtle's winter home. She sleeps under the mud all winter She's sleeping in the mud under What is Thefamilies. mud is mother mudTurtle crawling out of 7. Now it is summer and the sunwakesher iswinter upwarm. and home? digs her way out of her winter home under Where is mother turtle's winter home? Mother turtle underHerturtle's winter the mud. winterhome ishome.' shoreTurtle swimming toward -11 8. Now the mother turtle leavesheaway mud.her to winter find ahome new andhome. swims What does mother turtle do? Motherto find turtle a new swims home. awa bankTurtle walking up sandy 9,. Mother turtle is going to havewater?forto babyhave her turtles.anew family. family on the land. She leaves the water to make a home Why does she leave the She's going waterMotherher family. toturtle make leavesa home th(fo 111013112. FiAMIL/RBLATIONSHIPS 1 (2-06-2a) backTurtle feet digging.hole with VISUAL -10. With her back feet, mother turtle digs a hole insoft the' dirt near.the water. AUDITORY (TZACHU CONNROTART) What is she doing? Mothera hole. turtle is digging CONFIRMATION Two eggs in hole eH t 411. Mother turtle lays her eggs in the hole:MotherherShe digs.andnew turtle baby worksdigs.turtles. hard; she is going to have a family. The hole will be the first homeWhat for will the hole be? Tiny baby.. Theturtles. hole will:beome for the the first new baby More eggs in hole -12. Mother turtle lays some more eggs. growsideturtles insidethe willeggs? these grow eggs,inside too. the eggs. What will,grow inside the WhatBaby will turtles grow willin- BabyBabyinside turtles turtles the eggs.will will grow grow s . turtle eggs? nside the turtle eggs. Mote eggs in hole 13. Look at all of these eggs....Many turtlesweThatfgom will is'all'of thesewill learn beturtle morebornthe storyabouteggs. we,mother will turtle hear today. Where do.the baby turtles grow? and her babies. Tomorrow eggs.The turtles grow in the 1 (PUT MATERIALS AWAY) . PROGRAMMATERIALS: FAMILY RELATIONSHIPS. 2 GENERALTeacher PROCEDURE, shows booklet. (2-06--3a) Chilaren OBJECTIVE(S):7. 'Children will identify a family petVOCABULARY: dirt TapeTeacher Booklet . respond orally. ofand the understand family. the perpetuatioit wormwarmhatchincover insectsnailgrow VISUAL tr=1111108.MIMMTIII,MMIIII.NO AUDITORY (TEACHER .COMMENTARY) CONFIRMATION Turtle eggs in hole Remembergrows(BELL)(HOLD inside'the UPhow BOOKLET) the mother eggs? turtle laid her eggs? ' What Babyinside turtles the eggs._grow . I holeTurtle with kicking hind feetdirt into '(BELL):withAfter(BELL). dirt. the mother turtle lays herleggs she covers What is mother turtledoing? them Mothering her turtle eggs witir.dirt.is cover- holeTurtle covering egge'in . sheShe (BELL)coveringcovers her her eggs eggs? no no:one can find thela. Why is Motherthem.eggs soturtle no one hides can herfind hole,Sun shiningeggs visible on covered 4a. ;The sunb. warmsThe sunthe warms the little*little turtles dirt.turtles in growthe eggs.in the warm eggs. What warms the eggs? 1.irtle eggs in their home under.the Where do the The Theeggs sun littlewarm. helps turtles keep* growthe outBaby of turtles shell crawling 5a. Look! hatching.little(BELL) turtles grow? The turtles are coming out of the eggs.Say hatching. They're Hatching.in the warm. eggs. b. Hatching means the turtles areshella.are (BELL) hatching.breaking out See the turtle eggs hatching? What is happening to the eggs? Many turtles of their The eggs are hatching. PROGRAM FAMILY RELATIONSHIPS 2' S2-06-3a Baby turtles running VISUAL 6. babyBaby turtles arecan walkingwalk as tosoon the as water. . . AUDITORY (TEACHER WMMENTARY) they're born. Can baby The Yes, the baby turtles CONFIRMATION downBig bankbird toflying water toward .7. Sometimesturtles(BELL) walk birds as sooneat babyas they are born? tuitles. Turtles are food water.are walking to the little turtles bird.fortuitles? (BELL)the birds. Big birds eat little turtles. Hurry, baby turtles! HereWho comeseats littlea big turtles.Big birds eat little ina Manturtles walking toward baby 8. turtles.babySometimes(BELL) turtlesi people like to have turtles as pets. Who catch little turtles? A man is coming. Men catch little Hurry, Mensell catch them turtles in pet andstores. waterdownBaby turtlesbank, reaching running WhatTheswim (BELL)turtles is as-soon the hurryturtle's as they'reto thehome? water.born. The water is their home.Look! Turtles can Waterturtle is homefamily. for a motherBaby turtlescatching in insect water; 10a. The mother turtleb. Thiscatches mother some turtle food forand herher WhatWhoTurtlesbaby catches doturtles welike call the toare thefoodeat mother fish,for the,baby snails,and her turtles?wormsbabies? and babies.ainsect. family. MotherA forfamily. theirturtles babies. get food OneCluster turtle of in turtles water in 12a.11. This is iturtle family. --(BELL)Is(BELL) this a turtle family? A mother turtle (rOINT) and What are the No,a-family.The one mother turtle and is hernot water b. The family of turtles livesmotherher inthe baby'turtlesthe(PUT familyand water. MATERIALS her live? babies (POINT) AWAY) called? are a family. Where does Motherbabiestheir turtle arewater asafe andfamily.home. inher PROGRAMMATERIALS: PICTURE READING l2a.b,c: GENERALTeacher PROCEDURE: shows pictures and plays FAMILY RELATIONSHIPS 3a, 3b, 3c (2-07-2a), (2-07-3a), OBJECTIVE(S):Children will echo parallel life (2-07-4b)* VOCABULARY:dig hatch TapeTeacher Booklet 1 tape. story of turtles and birds. holedirtfly sunswim VISUAL I (HOLDsay. UP BOOKLET) Listen carefully and say just what AUDITORY (TEACHER COMMENTARY) CONFIRMATION tdd/birdTurtle digging:out flying of la. b. Mother(BELL) birdturtle is isflying digging up fromout ofthe the south. mud. nestsoftTiirtle dirt/ digging bird holebuilding in 2a. b. :(BELL)OELL).She isis'digging building aa holenest inin'the the softtall dirt.tree. hole/inTurtle nest bird laying laying eggs eggs in 4a.3a. b. .(BELL)Mother turtlebird lays ctwerillays her her eggsher eggs eggsin inthe withthe nest. hole.sand. withsand/biidTurtle body covering covering eggs eggs with ' b. -M.Other(BELL) bird covers her eggs with her body. eggs/birdBabySun shiningturtles sitting onhatching/ turtle on eggs 6a.5a.,b. Mether,birdTheOh, sun (BELL)look! ,keeps keeps the theturtle bird.eggs eggs warm. warm. The baby turtles are hatching! baby birds hatching See Picture Reading 5 b. Oh, (BELL)look! The baby birds are hatching! PROGRAMPICTURE READING 12a: VISUAL FAMILYammir., RELATIONSHIP'S AUDITORY (TEACHER COMNENTARY) _(2-07-2a) CONFIRMATION babyBaby birdsturtles in walking/nest 7a. b. OELL)BabyBaby turtles birds cannotcan walk fly when when they they are are first first born. born. Motherbabysome turtles babybirdtimtle birds onto.water/ leadinglimb flying with 8a. b. Mother'Mother-(BELL) turtle-takesbird teacher 'herher babiesbabies howfor ato swim. fly. motherit*Baby and turtlesturtle walking withbigger, away, neck swim- 9a. b. Now"Goodbye, the baby babies!"turtlesbirds are are bigger. bigger. 'Mother-bird says, Mother turtle says, possible/BabypushedonflYingfeathered-and branch outaway, asof 16cither birdsfar treebigger, as with bird "Goodbye,(BELL) babies!". empty nest kPUT MATERIAIS AWAY) PROGRAM FAMILY RELATIONSHIPS 4: SUNFISH FAMILY .' (2-08-3a) TapeTeacherTERIALS: Booklet . , GEEERALandTeacher elicits PROCEDURE; presents choral tiped responding,' cdmmentaiST* functionDescribe ofthe a-sunfish development family. and VE(S) ; VOCABULAMV:hatchstrongsunfishspider VISUAL family(HOLD today.- UP'BOOKLET) We are going to learn about a new COMPIRMATIOR emummomm- -* ZO 'One spider . 1. What is this? Is this a-family? But first.- Yes.family.No,A spider. one spider is not a This is a turtle CD Mother with baby turtlea 2. Is.this &family?. What kind of family is this?s: No,famil spiders and turtle are %CI Cat,SpiderP--2.turtle kittens . IsIs this this a a- family? family? 'Yes,not mother in the cat same and family.her Mouse-,Sunfish rabbits in ocean- 6. Nowt:We'll.look.-fish. it another kihdIs this of family:a fami17? This is.father sunfish. Say sunfish. A family of, No,kittensSunfish.do.not-make a Mouse-and are a afamily. family.rabbits sunfishFather live?sunfish .,.. lives in.the ocean. Where does.father theFather.sunfish ocean. lives in . . holeFather in sunfishsand making 7:: Look! with.his- mouth...Who is digging a hole? . Father sunfish. is digging- a, hole in the sand aFather.sunfish hole in is digging the:sand.' Close-uP of hole 8. Father--the sunklah'Macie ocean'. -Where a hOle didhis Thisin'he family. make thehole:in Sanda hole? atthe-sand the bottom under the water will be a hole for What will this hole be? of HeThisat formade the-bottom hole,his a holefamily. will inof be the a homesandocean. IMOCIWIL.mjAajalLimmmismorRELATIONSHIPS4.-2.4)8....a. Father,Sunfish mother over holesunfish 10. The- father.sunfish9. What does.father takes sunfishthe .homemother peed in theto makesand. a Where does father sunfish take the. sunfish to their family?. ToHe theirneeds home.ina mother the sunfish. sand. eggsMother dropping sunfish over hole, bermotherWhatSee fish 'the -sunfieb?do eggs youlong think-willIn :string the hole. of'fish grow .What insideeggs? is 'Mothermotherthese sunfish lays eggs? sunfish doing BabyeggsSheinside_these'eggs. isIA-theSunfish laying hole. willa string grow of Nbther suntish swimming 12. After laying her eggs, mother.sunfish : swims away. Who Mother sunfish swims:away- Fatherawayeggs from sunfish hole guarding 13. Father sUnfish stays with the eggs.swimsHestays takesaway? to care take of care the ofeggs. the eggs? 4e is a good father. He guards his home. Who No,eggs.homeFather she to-take sunfighSwims careaway.. stays of atthe SunfishSunfish near chasing eggs; big.fiShbig- 14.15. A Who.iakesbig fish- caretries of to the eat sunfish the eggs family? thatDoesguarding. father the 'mother -What Ounfishwill _father. stay withfish thedo? eggs? sunfish is Fatheraway.e will-Chase sunfish protects the big fish BabYfish fish nearby hatching- : -16. Look!17. ManTlittle fish batch out'of the eggs. .The eggs-are beginning to .hatch.- Otrt o... the eggs? :What do youFather sunfish Littlehisfrom family. these eggs. fish will hatch. Many baby fish about nest fisbiSwith ate his a family.faMily. What are-they?Father-sunfish and the baby.. sun- aFather family.. and his babies are Father, baby fish 18. Is' this a family Does_one(EDT MATERIALS fish make AWAY) a fAmily2.. No,Yes,a fish therethis.is'a family. are manyfish fishfamily. in 'PROGRAML FAMILY MATERIALS:TapeTeacher-Booklet -Teadherbooklet.GENERAI:PROCEDURE:- plays'tape'and-shows: - OBJECTIVE(S):ofChildren a robin will family. describe the life stickrobinVOCABULARY: neststring VISUAL AUDITORY (rEACHER COMMENTARY) stringguardCONFIRMATION familyinsect Treeflying with WIth two supPliesrobins la..d. See Mother theb. tallTheieand fathertree. birds .Who robinare is-buIlditigcalled Are building robins. a-home their-home(HOLD.UP here? BOOKLET) in (BELL) Say, "robins.",. this Robins.-TwoMother birds. .and father robin d. A:bird's home ia.alled..a zest.robintree. are building a nest. ..Uhat Are they buiiding?__ What are they building? . Mother, and, father Theare buildingrobins are their building home. Robin piCking up sticks . Mother(BELL) Kobin works hard. She flies4o get stiCks and Kothera nest. robinticks'and As getting mud to build with beak . myd.for(BELL) her nest. - What iaimother robin.getting?. er nest. partiallyRobin with built string nest near get?Father robin flies to get some string. - (BEII) What does he aring'forFather robin the. gets nest. some largerRobin flyingnest away from . worksgetMote-than-one somethinghard? for hundred the 'nest.' tiMes a'daymotheitrobin-flies to . .- (BELL) She Works very hard. - _ Who Mother robin works hard. approachingMother building, with twigfather . nest.Father -iobin helps, toô Whcvhelps mother robin?' He iiringt many things for the --(BELL) Fatherrobin robinbuild helpsthe nest. mother Robins getting grass . MotherherThe.are eggs.they grass.makes.and getting_forfather robin a soft the fini.d.grassfor.the placenest now?for mother robinnest. to lay .(BELL) What grassThe robins. for the.nest. are getting PROGRAM---FAMLXJZLUTAT.SNZS..5----U--1.a.-4iu VISUAL AUDITORY (TEACHER COMMENTARY) CONFIRMATION Four eggs in nest . softLook! nest. gim..mwimwmmmPmMmmmwrOmOmms..m.mmOmrMW..iMl.m.....rmmmmwwmmg....fmwumtMother robin has laid four eggs in the How many eggs do you see? ehem warm. (BELL) round, Why MotherFour; mother robin robinkeeps laidthe Robin on nest 8a. Motherb. Babyrobin birds sits growon the inside eggs theto keepwarmeggs?notdoes eggs. grow mother if therobin eggs sit are on cold,the eggs? (BELL) "What grows inside the Baby birds will Babytheeggs birdswarm waam eggs. growwith insideher body. nestRdbin andsinging mother in visibletree, 9. keepWhatFatherfrom motherdoes myrobin nest."father robinsings: robinand the do9 eggs safe. Father robin helps to guard the nest. "Stay away from my nest, stay away Father robin helps (BELL) Fatherguard robinthe nest. helps to emergingTwocranked whole eggseggs, with two birds 10. TheLook!(BELL) baby birds are breaking out of their egg The eggs are hatching! What are the eggs doing? shells. MotherThe eggs and are father hatching. robin nest,Mother babies robin inon nest,edge of lla. Mother and fatherb. Baby robin robins have cannot some babyfly when evenfheydo theyhopare around.have? They must stay in the nest. born. robins now. They can't -Where do What haveTheThey baby neststay robins. isin theirthe nest. home. Robin feeding babies 12a. They cannot hop.b. While mother feeds the -theybabiesfindingeat. stay? father insects robin foris awaythe baby robins to eat. What can they do? They cannot fly. (BELL) All they can do is What do AllRobins they eatcan insects-do is eat! flyingAll robins out of nest, 13. -babiesWhenrobinsto the fly.to eat?fly.Laby birds are bigger and stronger Mother and father-robin are teaChing What are they doing? (BELL) (BELL) they learn the Motherteachingto fly. and fheirfather babies are OneArObin(SANE AS flying#13) 15.14. Is Isthis(PUT this a MATERIALS robina robin family? family?AWAY) (BELL) Yes,No,family. one this robin is ais robin not a PROGRAM FAMILY RELATIONSHIPS 6 (2-1l-4a) VOCABULARY: MATERIALS:TapeTeacher Booklet TeacherrespondGENERAL shows orally. PROCEDURE: booklet. Children OBJECTIVE(S):mammalspetuationChildrenegg layers and-distinguish willof the underStand.the dog and between other per- and non-egg layers. bodynewspaperbedyard puppylick VISUAL la.. This dog is.named Fluffy. (HOLDAR BOOKLET) AUDITORY (TEACHER COMMENTARY) Fluffy is going to have (BELL) She is looking for a "CONFIRMATION house.Dog in yard in front of -babies. WhereherFirst:she family. is Rhe looks looking? in the house and Sbe is.looking for a safe,quiethome toWhat have is she looking for? then in the yard. (BELL) havehousesafe,Fluffy her andquiet babies-.is in .looking homethe _yard.to in the - biA 11 BoyenlaigedSideyiew in garage, bodyof dog bringing showing 3a. wantsBobbybo0;Babydogs Whattoknowi helpare is that-Fluffy growinggrowing-insideFluffy findift is aa goingspecialsafe, quiet place Fluffy's body? to have babies. place inside Fluffy for her .(BELL) He HeBabyinside findwants dogs a mother tosafe,are help growing dog'squiet Fluffy body.place empty box to dog b. babies.said"Here Bobby. is abox, Fluffy. How does Bobby help? "A box will make-a good home for your You can use it for your home, home makeBobbyfof her a thinks goodbabies. home. a box will : Boy carrying newspaper Bobbydoesforfamily." FlufQ'sbringsBobby bring.to cleanfamily? newspaper pd in the What does Bobby think will make a good 6a put-in the box.box?' (BELL) What Clean newspaper. Dog tearing newspaper Fluffyinthea softwhen bed is bed.for theywhentearing arethey the theborn? are new newspaper. born. babies. What will Babies will sleep inTorn newspaper makes the=s sleei paper.A bed made out of news- PROGRAM VISUAL FAkIlLY RELATIONSHIPS 6 (2-11-4a) AUDITORY (TEACHER COMMENTARY) CONFIRMATION Dog looking at puPPy 6a. Look,b. there A new is puppy Fluffy's can't first run andbaby. play.hecalled can hardly a puppy. walk. What is a baby dog called? Can a new puppy run and play? He is not very strong; A, baby dog is veryNo,aThe puppy. ababystrong. new dogpuppy is iscalled not Dog licking new puppy 7a. Fluffy c.licks A new her baby puppy dog to needs make hishim mother.nesd?warmis sheand lickingclean. him? What does the puppy (BELL) Why puppyThe motherpuppy to make needsother.liCks him histhe warm Dog with two puppies 8a. Anotherb. Shebaby is dog a goodis born. mother. family. What are they? A mother and her puppy are a He is little, too. (BELL) New andare clean. a family. mother and her puppy 9a. Anotherb. Canbaby puppies dog is born.take care of themselves?dopuppies puppies cannot need? see at first. Tell se-how many puppies They need a mother. (BELL) What care of themselves.o,other.ew theypuppies cannot need take a Dog with three puppies. b.c. The A mothernew puppies dog and are her very puppies little.doesthey -Fluffy need ahave -mother? -now? are a family- They can't see. Is this Do a a mother.hees, has anew threemother puppies puppies. and needher Dog,One dog cat, rabbit 11.10. IsdogIs this family?this a adog family? family? (BELL)(BELL) No,puppiesfamily. a dog, are o, aa catonefamily. anddog ais not a Mother rabbit and baby 12. Is this a-family? (BELL) herYes,family.rabbit babies mother cannot are rabbit a berabbit aand family. PROGRAM. VISTJAL: FAMILY RELATIONSHIPS4 (2-11:4a) AUDITORY (TEACHER COMMENTARY) CONFIRMATION Fish, tuttle,tbird 13; WhatFish, do turtles,they do? and birds lay eggs to have a family. (BELL) ayish, eggs turtles to have-a and birds family. . Dog, cat, rabbit, mouse 14a. Other animals dob. Dogs, cats, rabbits, and micebody.babies-that are .-Do allgrow animals in..a speciallay.eggs?' not lay eggs. .These animals have place irf.their mother's animals. They do not o,ayay scimeeggs.mese eggs. animals dodo notnot Elephant, beax.,. beal?er 15. tlephantg,.layHere eggs are to bears somehave otheranda family. beavers animals are animals whose Do thesethat doanimals not lay-eggs.. -lay eggs? (BELL) babies . ayo, theseeggs; animalsthe baby grows do not Cow, deer, goat, horse 16a. tows, deer, goats and horses are babiesgrowthey in'a growlay specialeggs?inside'the place mother. in'their mother's body. :Do these animalsalso-animals lay whose, , (BELL) Da nsideo,ay these eggs.the mother'sanimals body. do not b. Where do the-babies:grow? eggs? . (BELL) ; nsideody. their esemother's animal babies grow 1.0 (PUT MATERIALS AWAY) n. - PROGRAM FAMILY RELATIONSHIPS 7 12-12-1a) OBJECTIVE(S): VOCABULARY: TeacherMATERIALS:Tape Booklet booklet.TeacherGENERAL plays PROCEDURE: tape and shows Children respond orally. petuationChildren willof a understandhuman being. the per- tetherElospitelchildrenister buyfather VISUAL (BOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY)

MATERIALS:MarkingStudent pens Booklets GENERALinstructionsChildren PROCEDURE: listen and tomark taped in booklets. PROGRAm.mouzuW.LET.121KIALL.--1OM 26.210- .2-0at OBJECTIVE(S):jointChildren denial. will select answers using VOCABULARY: not VISUAL $1 ImMoommtwertOettemalMtpmenter et tregmetet. mark(HAND booklets. OUT BOOKLETS AND PENS) Today we are going to AUDITORY (TEACHER COMMENTARY) oNlisvertenewete.ememateestemsent~tettett CONFIRMATION 1. Mark(BELL) the picture that is not a hot dog. Say, "not a HotIce dog, cream popsicle cone, cupcake 2. Markhot (BELL)thedog." picture that is not a cupcake. Say, "not a Porsicle,, cupcake, 3. Markcupcake."(BELL) the picture that is not a hot dog and not a hotFoot, dog hand, ear 4. Markcupcake.(BELL) the picture that is not a foot and not an ear. Say, "not a hot dog and not a cupcake." Car, train, 122a 5. MarkSay,(BELL) the "not picture a carfoot thatand and not Jonot nota antrain." aear." car and not a train. 291,, boy, girl 6. MarkSay, (BELL)the "rot picture a boy thatand notis nota girl." a boy and not a girl. PROGRAM PROBLEM SOLVING 20: JOINT DENIAL 1 (2-02 -2b) Doctor, clown, fireman VISUAL 7. Mark the picture that is not a fireman andAUDITORY not a (TEACHER COMMENTARY) CONFIRMATION Snake, Irsz turtle 8. Markdoctor.Say,(BELL) the "not picture a snake that and is not not a aturtle." snake and not a turtle. Say, "not a fireman and not a doctor." Tree, flower, shovel, 9. MarkSay,(BELL) the "not picture a tree that and isnot not a flower."a tree and not a flower. Bird,Pencil, fish, book, crab newspaper 11.10. MarkMarkpaper. (BELL)the the picture picture that that is is not not a abook fish and and not not a anews- bird. Say, "not a book and not a newspaper." Nurse, man, robot 12. MurkSay,(BELL) the "not picture a nursefish that andand is notnot not aa bird."arobot." nurse and not a robot. (BELL)(PUT MATERIALS AWAY) PROGRAM PROBLEM SOLVING 26; JOINT DENIAL 2 (2-06-4a) 'MATERIALS:MarkingTapeStudent pens Booklets GENERALbooklets.instructionsChildren PROCEDURE: listen and tomark taped in OBJECTIVE(S):usingChildren joint will denial. select answers VOCABULARY: not VISUAL (HAND(BELL) OUT BOOKLETS AND MARKING PENS) AUDITORY (TEACHER COMMENTARY) 1, CONFIRMATION CI., Flower,Apple, car,fork, lizard dog Mark(BELL) (BELL)the picture that is not aan fork apple and and not not a dog.a lizard. Wagon,Television, shoe, house, truck plag. house.MarkMark (BELL)the the picture picture that that is not a television and not a is not a wagon and not a truck. Ball, bus, bee . Mark(BELL) the picture that is not a bus and not a bee. Ida,Horse, man, tree,woman ladder . Mark(BELL) the picture that is not a manhorse and and not not a woman.a ladder. Piano, drum, ballet . Mark(BELL) the picture that is not a piano and not a drum. PROGRAm_ OBL Chicken, boy, bear VISUAL 9. Mark(BELL) the picture that is not a chicken and not a boy. AUDITORY (TEACHER COMMENTARY) I CONFIRMATION Book, pencil, newspaper 10. newspaper.Mark(BELL) the picture that is not a pencil and not a Ostrich,Desk, bed, beaver, chair owl 11.12. Mark (BELL)the picture that is not a beaverdesk and and not not a anchair. owl. (FUT(BELL) MATERIALS AWAY) PROGRAM PROBLEM SOLVING 21: CATEGORIES 1 2-04-3a MATERIALS:SortingTapeTeacher CardsBooklet pictureGENERALcategory.Teacher PROCEDURE:cards asks inchildren appropriate to place OBJECTIVE(S):animalscategories.Children and will toys ideniify into appropriate and sort VOCABULARY:animalelephantgiraffetoy wagon Clue Cards VISUAL (HOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY) -1 CONFIRMATIONroller skates Wagon la. b. WhatThisa (BELL)toy. is a wagon.wagon? Is a wagon something to play with? It is something to play with. It is A Yes,wagona wagon. we is can a toy.play with 2a. b. WhatThis(BELL) (BELL)is a ball.ball? It is a toy. Can we play with a ball? AYes, ball we is play a toy. with a ball. 0- Giraffe 3a. b. WhatanThis animal.is is a agiraffe? giraffe. Is a giraffe alive? It is something that lives. It is AYes, giraffethat it lives.is is something an animal. Bear 4a. b. Thisthat(BELL) is lives? a bear. It is an-animal. Is a bear something AYes. bear is an animal. Doll 5a. b. WhatCan(BELL) iswe aplay doll?bear? with this? AYes, doll it is is a atoy. doll. Elephant 6a. b. WhatIs(BELL) thisis an something elephant? that lives? AnYes,animal. elephant it is an is elephant. an PROGRAM VISUAL PROBLEM SOLVING 21: CATEGORIES 1 AUDITORY (rEACHER COMMENTARY) '2-04-3a CONFIRMATION Monkey 7a. b. WhatIs (BELL)this is asomething monkey? that lives? Yes,TheyA monkey it are is toys.Isa monkey.an animal. LionRoller skate 9a.8. b. WhatIs(BELL) thisisare a rollersomethinglion? skates' that AYes, lion it is is an a animal.lion. CDCr)C45 Blocks 10. called?These(BELL) are things we can play with. 14t are they Toys. AllA11 the toysanimals 12.11. WhatThese(BELL) areare allall ofliving these? things. What are they called? Animals.Toys. Monkey,bear,wagon,Individual giraffe, elephant,roller Sorting skate,tiger, lion, Cards:doll, 13. toysggig(PLACE on OFF it Tlitjr.CLUE (POINT), CARDS andON TABLE)the other has animals Here a2IlttlIc0Fr:TINGeCAR:S) (POINT). ball,PictureClue tricycle,Cards: of toys blocks (kite, 14a. b. Now,toy?(CLUECHOLD you CARD).UPput SORTING yours onCARD All the animaltop- LION) of cardsthe Is bigthis go animalherean animal (POINT). picture or a A lion is an animal. horse,Picturerhinocerous) turtle, of animals (cow,bicycle, horn, top) 15a. b. Puta toy(HOLDtoy? it cards onUP the SORTINGgo bighere toy CARD(POINT). picture - WAGON) (CLUE Is thisCARD). an animal or All the A wagon is a toy. PROGRAMpROBIEMSOLVIN VISUAL TE IE 1 AUDITORY (TEACHER 2-COMMENTARY) - CONFIRMATION 16a.17a. b. Put it(HOLD with UP the ELEPHANT)MONKEY) other Isanimal Is ww.elMrwire=11this this pictures.an an animal animal or or a.11. atoy? toy? 07011 Animal.Animal. 18a. b. Put(HOLD it with UP TOP)the otherIs this toyanimal an pictures. animal pictures. or a toy? Toy. 20.19a. b. PutNow it(HOLD you with putUP the DOLL)the other rest Is toythisof yourpictures. an animalcards whereor a toy?they belong. Toy. 21. Puttogether. all(COLLECT the animals CARDS, togetherSHUFFLE, andLET putCHILDREN all the SORT toys AGAIN. Let's do this again. Put all the animals togetherSAY0(PUT MATERIALS and all AWAY)the toys together. \ 4. PROGRAM PROBLEM SOLVING 22: CATEGORIES 2 (2-04-4a) MATERIALS:TapeTeacherSorting Booklet Cards GENERALandChildren PROCEDURE:sort cardsrespond into orally categories. to tape 'OBJECTIVE(S):jectsChildrenanimals)its generalinto will andcorrect category labelsort categories. picturesan (food,object of toys,and ob- VOCABULARY: animaltoyfood _1 VISUAL (HOLD UP BOOKLET) AUDITORY (TEACHER COMMENTARY) CONFIRMATION Apple Ia. food.This(BELL) is an apple. Can we eat an apple? It is something to eat. We eat weYes, eat. it is something Roast chicken 2a. b. IsThis (BELL)an appleis a roastfood? chicken. Can me eat it? Yes,good anroast to apple eat. chicken is food. is Piece of swiss Cheese 3a. b. HereIs(BELL) chickenis a piece food? of cheese. Can we eat cheese? Yes.Yes, chicken is food. Loaf of bread 4. b. ThisIs(BELL) Cheese is bread. food? What is bread? Yes,Bread cheese is food. is food. Carrot 6.5. This(BELL) is aan carrot. ice cream cone. What is a carrot? Is it food? AnA carrot ice cream is food. cone is AllIce above cream foods 6one 7. Lookthings?(TURN(BELL) at theseOFF TAPE pictures. RECORDER) What do we call all these Food.food. PROGRAM PROBLEK SOLVING 22: CATEGORIES 2 (2-04-4a) Sorting Cards: VISUAL 3 animal (URD OUT SET OF SORTING CARDS TO EACH CHILD) AUDITORY (TEACHER COMMENTARY) CONFIRMATION jaCk-in-the-box,cards,bear,6 food 3lion; cardstoy cards,tricycle, (monkey, balloon; NowUPtoy we're(DEMONSTRATE)MONKEY or food?going CARD) to Look Putplay yourat a mygame monkey card. with card our outcards. in front of you, Is it an animal or (HOLD monkey is an animal. carrot, cheese, Chicken) likethe(CHECK(PUT this.monkey. ANIMALS TO SEE IN THAT PILE CHILDREN IN FRONT SORT OF YOU)CORRECTLY) Now, put the rest of the animals on top of 9. Putorthe food?(HOLD the toys tricycleUP on PICTURE top inof OFfrontthe TRICYCLE) tricycle. of you. Is this an animal or toy Now, put the rest of tricycle is a toy. 10. food?(HOLD(CHECK UPCHILDREN'S PICTURE.OF SORTING) CARROT) Is this an animal or toy or carrot is foca. Putthe(CHECK the(IF pictures carrotTIME CHILDREN'S WARRANTS, ofin foodfront SORTING) on REPEATof top you. ofSORTING the carrot. GAME. Now, put the rest of USE BEAR, BALL AND CHEESE(PUT MATERIALS AS CATEGORY AWAY) REFERENTS.) PROGRAM PROBLEM SOLVING 23: CATEGORIES 3 (2-05-3b) MATERIALS:MarkingTapeStudent pens Booklets GENERALChildren PROCEDURE: mark in booklets. OBJECTIVE(S):ofChildren animals).fora class those willand instances provideidentify (food,the instances label toys, VOCABULARY:animalkitchentrainerfood toy VISUAL (HAND OUT BOOKLETS AND MARKING PENS. AUDITORY (TEACHER COMMENTARY) HOLD UP BOOK) CONFIRMATIONchest Kitchen 1. WeHereFood (BELL)keep is belongs fooda kitChen. in in the the kitChen. kitchen. Say kitchen. Say food. Carrot, boat Kitchen 2. kitchen,Take(POINT)(BELL) your to penThis show and is where drawa carrct. ita linebelongs. from the food to the Is a carrot food? Yes, a carrot is food. Wagon, cheese Kitchen 3. kitChen?(POINT)(BELL)(POINT) Here This is is the Cheese. kftChen. Is it food? What belongs in the Yes,Food. Cheese is food. Monkey, apple, key Kitchen 4. DrawWhiChNow(BELL) drawa ofline athese lineto put picturesto theput foodthe belongs foodin the inin kitchen.thethe kitchen.kitchen? goesthe applein the is kitchen. food and Shoe,cone car, ice cream KitChen 5. PutWhat(BELL)(BELL) the belongs food in the kitchen.kitChen? causeThe ice it's cream food. cone, be- PROGRAM PROBLEM SOLVING 23: CATEGORIES 3 (2-05-3b) KitchenVISUAL 6. What belongs in the kitchen? AUDITORY (TUCKER ConENTARY) The loaf of bread CONFIRMATION Belt, lion, bread Alex 7. Alex.Here'sPut(BELL) the Alex food the in Animalthe kitChen. Trainer. The animals go with Thebecause bear it'sis an food. animal. Bear, kite, apple Alex 8. WhatNow(BELL) drawgoes awith line the from animal the animaltrainer? to Alex. Find an animal and say animal. The tiger because it's Apple, tiser, shoe 9. Draw(BELL) a line from the animal to Alex. Thean animal. roast chicken chiCkenjack-in-box, tie, roast Toy ChestKitChen 10. Here'sPutWhat(BELL) the goes a foodtoy into Chest.in thethe kitchen?kitchen. What goes into a toy Chest? Toys.because it's food. Doll, apple, window Toy chest 11. WhatNow.drawFind(BELL) goes a toy. ainto line the from toy the chest? toy to the toy chest. Say toy. 'TheThe tricycle doll is because a toy. Banana,-Shirt, bread,rock, tricycle monkey Kitchen 12. PutWhatDraw(BELL) the goesa linefood into fromin thethe the kitChen?kitchen. toy to the toy Chest. food.Theit's breada toy. because it's Wagon,cone bear, ice cream Alex 13. DrawWhat(BELL) goesa line with. from Alex? the animal to Alex. anThe animal. bear because it's PROGRAM PROBLEM SOLVING 23: CATEGORIES 3 2-05-3b Toy ChestVISUAL 14. WhatPut goesthe toyinto in the the toy toy Chest? chest. AUDITORY (TEACHER COMMENTAM aThe toy. ball because it's CONFIRMATION Door, ball, cheese Kitchen 15. PutWhat(BELL) the goes food into in thethe kitChen?kitchen. Theit's carrot food. because AllCarrot, food cat, belt 16. WhatWhere(BELL) do dome theycall go?these? TheyThese goare into all thefood. kitchen. All toys 17. WhereWhat(BELL) dodo wethey call go? these? chest.TheyThese goare into all thetoys. toy All animals 18. WhereWhat(BELL) dodo wethey call go? these? AnimalTheseThey aregoTrainer. withall animals.Alex, the (PUT MATERIALS AWAY) PROGRAM PROBLEM SOLVING 25: CATEGORIES 4 (2 -06 -3b) MATERIALS:TapeTeacher Booklet GENERALTeaCherrespond PROCEDURE: shows orally. booklet. Children OBJECTIVE(S):animals,Childrenlabelinstances for toys,will instancesand identify andprovide food. of class theclothes, class VOCABULARY: foodtoysanimalsclothes -. VISUAL (HOLD UP BOOKLET) AUDITORY (rEACHER COMMENTARY) CONFIRMATION Clothing Hereare(BELL) (BELL) arecalled some clothing. things we can wear. What do we wear? The things we wear We wear clothing. ClothesShirt closet 2a. b. ThisWhatHere(BELL) isdo ayou shirt.clothes think closet.goes into the clothes closet? A shirt is something to wear. Say clothes closet. Is a .Clothing'Clothesthe clothescloset. goes into closet. Padts Thisshirtclothing?(BELL) ia clothing? a pair of pants. We wear pants. Are pants Yes,clothing. pantsa lOrt are is clothing. Shoes WhatThese(BELL) areare shoes?shoes. Do we war shoes? Ye2,Shoes we arewear clothing. shoes. BeltSocks Here(BELL)(BELL) isare a somebelt. socks. What is a belt? What are socks? A Socksbelt isare clothing. clothing. P2011111 VISUAL PROBLEM SOLVING 25: mr CATEGORIES 4 (2 -06 -3b) caturneuarris Shoes,All above ,tiger, clothes ball Alex 9.8. Do What you areremeMber all these Alex called?the'animalWhichtells trainer?of us these we want pictures to find goes something with Alex? that goes with Alex. Draw a lineThe fromtop picture (BELL) eey tiger. are clothing. L Elephant, wagon, bread Kitchen 10. What is the picture on top?-What kinds-AlexWhith of to.thethings of these animal.go intopictures.is the kitchen? food? (BELL) readoodt is goesisthe food. kitchen.in the kitchen. Pants, carrots, monkey Closet 11. The picture on top tells us we wantDraw somethingDraw'ain athe line clothesline tothat fromshow goes thewhiCh clothing picturejoes to the incloset. the kitChen. .(BELL) closet. What goes in the closet? e pants. maam4.2 Brush, Cheese, Toy Chest ack-in-+ox 12. Now we want something to go into the Draw:alongstoy Chest. inline the from toy theChest? toy to the toy.chest. (BELL) What be- soys. a toy. The jack-in-the-box Cki Clothes,Animals, toysclothes, food Kitchen Alex food 14.13. Draw-a:linewhat goe4 with to showAlex? what goes in theDraw kitChen. a line (BELL)from the animals.to Alex. (BELL) a itchen. eex. 1food the goesanimals in thego with Toys, food, clothes Toy chest . 15. Draw a line to shoW what goes into fhe toy Chest. (BELL) TheChest. toys go into the toy Toys, clothes, an Closet 16. Draw a line to show what goes into the closet.(PUT MATERIALS AWAY) (BELL) Thethe clothing closet. goes into MarkingMATERIALS:PROGRAMStudent pens Booklets PROBLEM SOLVING 27: structionsChildrenGENERAL listenPROCEDURE: and mark to tapedin booklets. in- CATEGORIES 5 (2-07-1a) OBJECTIVE(S):Childreninstances will and ideniify provide ciassthe class VOCABULARY:animalclothing Tape VISUAL AUDITORY (TEACHER COMMENTARY) label for those instances. CONFIRMATIONtoyfood Closet 1. Here(BELL)(HAND is aOUT clothes BOOKLETS closet. AND PENS; HOLD UP BOOK) What do we keep in this Clothing. Tiger, shirt Closet 2. Thecloset?(DEM)NSTRATE)(BELL) shirt is clothing Now you and draw belongs a line in from the thecloset. shirt to We keep clothing in a clothes closet. CA hula, apple Closet Now,Drawthe (BELL)what aclothes line belongs to closet. put in thethis pants closet? in the clothes closet. areThe clothing.pants, because they CiD !hoes, banana, elephant Closet DrawWhat (BELL)a.belongs line toin putthis the closet? shoes in the clothes closet. areThe clothing.shoes, because they Monkey, carrots, belt Closet . Put(BELL) the clothing in the closet. The socksbelt isare clothing. clothing. Tricycle,Socks, lion, bear, top chaese Alex 7. DrawWhat(BELL) agoes line with from Alex the theanimal animal to Alex.trainer? anThe animal. bear, because it is PROCNE PROBLEM-SOLVING 27: CATEGORIES 5 (2-07-1a) Wagon, shirt, bread Toy chestVISUAL 8. What goes into the toy Chest?Now put the toy into the toTchest. AUDITOICE (Tli&CECIL COISIZISTAIEE) (BELL) The wagon, oy.because it's a CONFIletATION ..Tie, banana,Shoes, tiger doll, chicken Kitchen Closet 10. What goes9. Whatinto goesthe closet?into the kitChen?.Put thePut food the intoclothing the kitchen.info the closet. (BELL) lothing.t's.food.e tie,roast because chicken, it's because Alex 11. What goes with Alex? . e monkey, because it's Belt,Coat, wagon', giraffe, monkey, carrot Cloget 12. What gpes into the closet? PutDraw the A lineclothing from in.thethe aniMal Closet. to Alex. (BELL) lothing.e coat, becauseanimal. it's .j1-1 Pants, apple, tricycle Toy chest 13. What toes into the toy chest? Put:the toy into the toy chest. (BELL) he tricycle,t9Y- because it's Kite, sanawich, beli Kitchen Closet 15.14. What goes into the closet?kitChen? Put the food into the kitchen. (BELL) ood. e esandwich, hat, because because it's it's Hat, carrot, bear. All clothingfood 17.16. What areare allall ofof .these?ihese?.- Put the clothing into the.closet. (BELL)(BELL) Clothing:Food..clothing. All animalstoys 19.18. What are'allare all ofof.these? these? (PUT:MATERIALS-AWAY) (BELL)(BELL) AniiaisToys. PROBLEM SOLVING 30: CATEGORIES 6 2 -08 -3b PROGRAMMATERIALS:MarkingStudent pens Booklets ChildrenGENERALtions andPROCEDURE: listen respond to tapedin booklets. instruc- classChildrenOBJECTIVE(S): category will matchto the instance general of a VOCABULARY:foodanimal kitchentrainer VISUAL AUDITORY (TEACHER COMMENTARY) category. CONFIRMATIONclothingtoy closet chest ( FORMAT #4 ) . (BELL)(HAND OUT BOOKLETS AND PENS) -Bear, cat Alex bread . DrawHere (BELL)a isline Alex, tofrom Alex.the the animal animal trainer. to Alex. Which of these pictures is an animal? The animals belong The bear is an animal. L.) Apple, shoes, airplane Closet . Hereinto is the a clothescloset? eloset. Which of these pictures goes Theto. shoeswear. are something They are cloth- Cl Cheese, ball, monkey Kitchen Herekitchen? is a kitchen. Draw a line from the cheese to the kitchen. Which of thesepictures goes into a toThetheing. eat. clothescheese iscloset.- something Clothing goes into It is food. Shirt, sandwich, wagon Toy chest DrawHere(BELL) ais line a toy from chest. the toy to the toy chest. Which of these pictures is a toy? TheFoodtoy.to wagonplaygoes with.intois something the kitchen. The toys go into It is a Alex . Draw a line from the animal o Alex. the toy chest. Lettuce,Elephant, monkey, pencil, tricycle socks Closet 6. Draw(BELL) (BELL)a line from the clothing to the closet. PROGRAM VISUAL PROBLEM souINg_msgggxggamji_aakaa____ AUDITORY (rEACHER COMMENTARY) =V CONFIRMATION Roller skate, apple, snake Toy chest Kitchen 8.7. (BELL)DrawPut athe line toy from into the the food toy tochest. the kitchen. . Doll, watermelon, belt (BELL) Bee,Jack-in-box, pants, coffee shoe pot Closet Alex ele hant 10. 9. Take(Buvi. (BELL)the clothinganimal to to Alex. the closet. Kitchen 11. Takeo the food to the kitchen. ,.,i...) Chair, bread, fork Toy chest 12. PutBELL) the toy into the toy chest. c..., Tricycle, lizard, flower Kitchen in pot 13. Take(BELL)(BELL) the food to the kitchen. - lh'1/03 TV, Fly, stove, bat, shirtpotatoes Closet Alex 15.14. TakePut(BELL) thethe clothinganimal to into Alex. the closet. Submarine, lion, balloon (BELL)(PUT MATERIALS AWAY)