Starfall Pre K Teacher’s Guide AAnimalsnimals EEverywhereverywhere
UUnitnit 5 Starfall Pre K Unit 5: Animals Everywhere
Week 14: Pets 320 Day 3 Learning Centers 324 Introduce The Story of Milk...... 355 List Mm Words, ASL Mm...... 356 Day 1 The Troll Who Lived Under the Bridge ...... 356 Pets...... 327 Estimation ...... 358 Introduce /e/ ...... 328 Day 4 The Frog Prince...... 328 Milk a Cow! ...... 359 Create Speckled Frogs...... 329 Introduce Final /m/...... 360 Day 2 Sequence The Troll Who Lived Under the Bridge...... 360 Read the “Pets” Chart ...... 330 Compare Small, Medium, and Large ...... 361 Introduce Ee...... 331 Day 5 The Frog Prince Vocabulary ...... 332 Class Farm Book ...... 362 My Favorite Pet Book ...... 332 Initial /m/ Guessing Game...... 363 Day 3 Teacher’s Literature Choice: Farms ...... 363 Real or Make-Believe ...... 333 List Ee Words, ASL Ee...... 334 Week 16: In the Wild 364 Teacher’s Literature Choice: Pets...... 335 Follow Directional Words...... 335 Learning Centers 368 Day 4 Day 1 Read My Favorite Pet...... 336 Wild Animals...... 371 Review Beginning Sounds...... 336 Introduce /f/ ...... 372 The Frog Prince Characters ...... 337 Read The Gingerbread Boy ...... 373 Create Crowns ...... 337 Make Animal Sets...... 373 Day 5 Day 2 A Pet for Gingerbread Boy ...... 338 Compare and Contrast Habitats ...... 374 Alphabet Bingo...... 339 Introduce Ff ...... 375 Dramatize The Frog Prince ...... 340 Teacher’s Literature Choice: The Forest...... 376 Draw Animals In Their Habitats...... 376 Week 15: At the Farm 342 Day 3 Learning Centers 346 Estimate Frog Hops...... 377 List Ff Words, ASL Ff ...... 378 Day 1 Introduce Over in the Meadow...... 379 Farm Animals ...... 349 Make Hand-Print Trees...... 379 Introduce /m/ ...... 350 Day 4 Introduce “The Little Rooster” ...... 351 Count Wild Animals ...... 380 Create a Class Farm Book ...... 351 Introduce Final /f/...... 381 Day 2 Sequence Over in the Meadow...... 382 “The Farmer in the Dell”...... 352 Count Animal Sets ...... 382 Introduce Mm ...... 353 Day 5 Dramatize “The Little Rooster” ...... 353 Review Pets, Farm Animals, and Wild Animals...... 383 Match Upper and Lowercase Letters...... 354 Initial and Final /f/ ...... 384 Teacher’s Literature Choice: Wild Animals ...... 385
Starfall Education P.O. Box 359, Boulder, CO 80306 U.S.A. Phone: 1-888-857-8990 or 303-417-6414 Fax: 1-800-943-6666 or 303-417-6434 Email: [email protected]
Copyright © 2012 by Starfall Education. All rights reserved. Starfall is a registered trademark in the U.S., the European Community, and various other countries. Printed in U.S.A. Week 17: Animals in the Air and Sea 386 Week 18: Dinosaurs 410 Learning Centers 390 Learning Centers 414 Day 1 Day 1 Introduce Birds ...... 393 Introduce Dinosaurs ...... 417 Introduce /d/...... 394 Introduce /k/ ...... 418 Introduce The Ugly Duckling...... 395 Dinosaur Dance...... 419 Play “High or Low” ...... 396 Create Dinosaur Footprints ...... 419 Day 2 Day 2 Ways People Feel ...... 397 Dinosaur Names ...... 420 Introduce Dd, List Dd Words, Asl Dd ...... 399 Introduce Kk...... 421 Sequence The Ugly Duckling ...... 400 Dinosaurs Vocabulary...... 422 Create a Class Book: “If I Were a Bird”...... 400 Draw Dinosaur Pictures ...... 423 Day 3 Day 3 Introduce Ocean Animals...... 401 Fossils...... 424 Introduce Short /o/...... 402 List Kk Words, ASL Kk ...... 425 Introduce Dolphins Are Not Fish! ...... 402 Teacher’s Literature Choice: Dinosaurs...... 426 Create an Octopus...... 403 Create Dinosaur Skeletons...... 426 Day 4 Day 4 Ocean Mural ...... 404 Write a Class Story ...... 427 Introduce Oo, List Oo Words, ASL Oo...... 405 Introduce Final /k/ ...... 428 Dolphins and Whales ...... 406 “Ten Big Dinosaurs” ...... 429 Sink or Float?...... 406 Create Dinosaurs...... 429 Day 5 Day 5 Rhyming Words: “Down By the Bay”...... 407 “Dinosaur, Dinosaur” and “True or Not True” ...... 430 Introduce Final /d/ ...... 408 Recognizing Letters: “My Turn, Your Turn” ...... 431 Teacher’s Literature Choice: The Ocean...... 409 Dinosaur Book Vote...... 432
UNIT 5 319 320 WEEK 14 —OVERVIEW UNIT 5 Ee This week you willteach thechildren aspets. aboutanimals thatare kept mostoften paper for eachchild. papercircles,small blackconstruction four ofgreen strips paper, ofred andonestrip Small Group — TimeStory — Story TimeStory — animal to schoolon Remind thechildren andtheirparents astuff thateachchildwillneed to bring Day Two as you willrefer to itthrough sentence stem “A (blank)canbeapet.” thislesson,save After the “Pets” paper, chart Morning Meeting— Day One animal from homeon thechildrenInform andtheirparents astuff thateachchildwillneedto bring Preparation Sing-Along Starfall Starfall’s Rhymes Nursery Selected SignAmerican LanguagePoster ABC forGingerbread Boy andMe Animal Poster The Frog Prince The Frog Prince Media &Other Books Starfall The children willalso: someanimalsgoodpetswhileothersareThey willconsiderwhatmakes not. to prepare thefollowing word cards: • • • • • disgusting,
Small Group — create individualpagesfor Favorite My Pet classbook characters, settingandplot identify story review beginning soundsandletter identifi cation realdistinguish between andmake-believe /e/andidentifyinitialwordslearn book andadd acover for useon and You willneedabluebedsheetorblanket. Use the Word Generator inthe Teacher’s Lounge on Audio CD astold by BrandiChase Have onegreen papercircle, construction cotton two balls, very two astonish. Volume 2 Volume Assemble completed individualfavorite petpagesinto aclass Prepare papertitled achart “Pets.” Onthefi the rstlinewrite W e 14: WWeek Day 3 Day 3 e . . Weeks 14,15 e k Day 4 vanish, disappear, retrieve, distress, reluctantly,
1 . and 4 16 :
. PPets e t s more.Starfall.com ed ed
W e e k
1 4 :
P e t s
Starfall Pre K rows offour. Repeat several times. Give thefollowing directionsfor children to play Doggie.”“Down Play of avariation Goose” Duck, “Duck, bychanging itto “Cat, Cat,Dog.” repeats thesteps untileachchildhasaturn. withhisorherhandsoverhead. kneels player inline The next leaping untilheorshereaches thefront oftheline, then child, spreading afrog. hisorherlegslike The childcontinues childinlineandleapsoverhands onthebackofnext the heads withtheirhands. The lastchildinlineplaceshisorher inalargeforward openspace. andcover their They kneel Play “Leap Frog.” Children lineupinastraightfacing Outside Activity small plasticbagsorpapercupsfor easydistribution. cereal, raisins, andsmallpretzels. in Put individualportions Make “Puppy Chow” square orcorn bymixingtogether arice Snack Suggestion of paper: Circle Time — play “Doggie, Doggie, Where’s Your Bone?” Morning Meeting— Day Five wear asacrown. Have items available andothercraft beads, for stickers decoration. Small Group — Day Four TimeStory — have red andtheotherhalfto have blue. Morning Meeting— Day Three take turns to pose in various positions. to poseinvarious turns take Small Group — • • • • • • • •
Return to the starting position. Return to the starting Straighten your legsasyou press your heelsdown toward theground. Keep your handsfl downGet onyour handsandknees. Willie’s Wonderful Pet Wet Pet, Pet, Your Dry Pet, Pet My The Perfect Pet PetArthur’s Business E, e, C,c, L,l, P, p, R,r, B, b, T, t,N,n Choose abookaboutpetsto share. Suggestionsinclude: Prepare letter cards thefollowing bywriting letters onindividualsheets Prepare paperfor ofconstruction eachchildto astrip decorate and The children willneedto holdtheirstuff by Margie Palatini You to willneedasmallrawhide dogboneorasimilarobject Prepare enoughred for andbluepaperstrips halftheclassto at underyour andyour hips. knees Look straight down. by Marc Brownby Marc by Mel Cebulash by Mel byDr. Seuss . Arrange sixteen classroom sixteen chairsinto. Arrange four ed animalswhichtheywill
multiple-step directions multiple-step Follows simpleand Listening &Speaking and control Moves withbalance Gross MotorSkills
Gingerbread Boy Gingerbread
Your pal, pal, Your
Gingerbread Boy Gingerbread pets?
Gingerbread Boy Gingerbread Boy Gingerbread
Gingerbread Boy Gingerbread about your favorite favorite your about
Love, Love,
Love, Love, friend, Your
Book so I can learn learn can I so Book
Your pal, pal, Your
a pet! a
see your Favorite Pet Pet Favorite your see pet dog. pet that? do really
fun to have one. have to fun mentioned) can be be can mentioned)
dog for a pet. May I I May pet. a for dog
get older, I’ll have a a have I’ll older, get cows Can moon. the
I think it would be be would it think I (choose a pet not yet yet not pet a (choose
I would like to have a a have to like would I dogs. Maybe when I I when Maybe dogs. over jumping cow a
I’ve never had a pet. pet. a had never I’ve our “Pets” chart. A A chart. “Pets” our
I loved learning about about learning loved I of picture a saw I I have a sentence for for sentence a have I
UNIT 5 Day Day Day Day 1 Day Day 2 Day Day 3 Day Day 4 Day Day 5 Day
321 5 4 3 2 1 322 WEEK 14 —OVERVIEW
WWEEK 14 UNIT 5 Morning Meeting Exploration GroupSmall & Time Story Circle Time E E K
1 4 “Bingo” The Frog Prince dramatization “Five Frogs” LittleSpeckled “Elephant” riddle andlistenIntroduce for /e/ Blending Syllables Phonological Awareness: a goodpet? What makes Animal Poster Gingerbread Boy’s Message Make Speckled Frogs Speckled Make Day
One LEARNING CENTERS GATHERING ROUTINE Listen for initial/e/ Introduce Went Outto Play” “One LittleElephant ABC forGingerbread Boy andMe Syllables Phonological Awareness: dictate sentencesdictate Draw favorite petsand FavoriteMy Pet classbook reluctantly, disgusting, astonish retrieve, distress, vanish, disappear, Vocabulary: The Frog Prince good pets List animalsthatdonotmake Gingerbread Boy’s Message Day Ee
Two Ee Day Three Day Four Day Five GATHERING ROUTINE
Gingerbread Boy’s Message Gingerbread Boy’s Message Gingerbread Boy’s Message “Real or Make-Believe” Share My Favorite Pet class Taking care of pets book pages “Doggie, Doggie, Where’s Your Bone?” “Three Little Kittens”
LEARNING CENTERS
Phonemic Awareness: Blend Phonological Awareness: Phonological Awareness: Consonant/Vowel/Consonant Syllables in words Rhyming words List initial /e/ words Review: Aa, Bb, Cc, Ee, Ll, Nn, Pp, “People Alphabet Bingo” Rr, Ss, Tt Introduce ASL sign for Ee Match pictures and initial sounds Review ASL signs for A, B, C, L, N, P, R, S, T Ee Sing “Where Is /e/?” ABC for Gingerbread and Me
Teacher’s Literature Choice: Pets The Frog Prince The Frog Prince Select vocabulary Identify story settings, characters Ask/answer questions and plot
Position words: stuff ed animals Decorate character crowns Complete projects or conduct observations and individual Vocabulary: crowns assessments
UNIT 5 323 WWEEKEEK 1414 Computer Center LEARNING Materials CENTERS Activity — Children enjoy I’m Reading: Comics, “The Dog and His Bone,” and Colors: “Green.” They also review /r/, /k/ F Computers set up to access Media & Technology and reinforce /e/ at ABCs: R, C, E. more.Starfall.com Uses technology to F Headsets explore and review Interaction & Observation information • You have likely noticed that the Computer Center can be Enjoys electronic forms of storybooks and a very social place. Studies have shown that nine times the number of conversations informational texts take place while children work on computers as when they do activities like putting a puzzle together. • To encourage social skills, comment on how well the children work together.
Art Center Materials Creative Arts Activity — Children work at the art easel to paint pictures F Paint brushes Shows care and of favorite pets or pets they would like to have. persistence in a variety F Art paper of art projects Interaction & Observation F Tempera paint Fine Motor Skills • Engaging in conversations with children in the Art Center Demonstrates control, strength, and dexterity can help them learn to appreciate art. to manipulate objects • Use this time for problem solving (too much paint, too little paint, paint gets on table or hands) and concept development (shapes, colors, color mixing).
Library Center Materials Creative Arts Activity — The children enjoy picture books (including F The Frog Prince as told by Engages in cooperative audio versions) from your classroom or school library relating pretend play with to pets, and listen to nature tapes. They also read along and Brandi Chase other children listen to The Frog Prince Book & CD after the story is F The Frog Prince Audio CD Represents fantasy and real-life experiences introduced on Day 2. F Books about pets through pretend play F Nature tapes with bird sounds Interaction & Observation • Highlight the children’s handling of books. (e.g. “I can see how carefully you turn the pages.”) • Encourage children to think critically. (e.g. “Why do you think…?”) • Make connections to the children’s experiences. (e.g. “Do you have a pet at home?”)
324 UNIT 5 WEEK 14 • CENTERS Dramatic Play Center Materials Activity — The center becomes a veterinarian’s offi ce. Creative Arts F Stethoscope, doctor’s tools The children don the doctor’s coat and care for stuff ed Engages in cooperative animal pets. They take turns as veterinarians, nurses, F Old white shirt for doctor’s coat pretend play with other children feeders, and pet owners. F Bandages/wrapping tape Represents fantasy and F Classroom stuff ed animals real-life experiences Interaction & Observation through pretend play • Change the props regularly to help maintain the children’s interest, and to support the extension of ideas. • Suggest various situations, and ask the children about their experiences to enrich their dramatic play.
Construction Center Materials Activity — Children build a pet store with blocks, creating Fine Motor Skills F Stuff ed or plastic animals cages and pens for various stuff ed or plastic animals, using Coordinates hand the books and pictures for inspiration. F Wooden blocks of various shapes and eye movements F Books about and pictures of Social/Emotional Development Interaction & Observation pet stores Works with others • Expand the children’s knowledge base and refi ne their to solve problems natural inquiry skills by encouraging observation about block construction. • Help children draw conclusions about how things work?
Writing Center Materials Activity — Ask the children: If you could have any animal Emergent Writing F Crayons, pencils in the world for a pet, what would you choose? Demonstrates F White construction or other understanding of the The children draw animals of their choice and dictate connections among their type of sturdy paper own ideas, experiences, sentences about them. If children are motivated to do their F Felt tip pen and written expression own writing, allow them to do so. After fi nishing, they read Fine Motor Skills their sentences to you, and you write them correctly beneath Uses writing and their attempts. They then trace over the sentences or copy drawing tools them underneath. Tape the edges of the children’s papers together (lengthwise) to make a long accordion book, and display it opened and upright on a long shelf. Interaction & Observation • Encourage the children’s writing by making comments such as “I see you have written your own sentence!” or “Would you like to read me what you wrote?”
UNIT 5 325 WEEK 14 • CENTERS Discovery Center Materials Fine Motor Skills Activity — Children add small amounts of water from F Sand table Demonstrates control, spray bottles to the sand in order to sculpt places for strength, and dexterity pets to play. F Plastic animals (pets) to manipulate objects F Spray bottles of water Science Interaction & Observation Investigates states of matter • Ask questions such as: What happens when you spray more water on the sand? How does the water change what you can create in the sand? What would happen if you added too much water?
Math Center Materials Math Preparation — Use the Picture Card Generator to generate F Bright yellow construction paper Verbally counts twenty goldfi sh on bright yellow construction paper. in sequence Use the generator option to number the goldfi sh with the goldfi sh Recognizes numerals numerals 1-5. Tape a paperclip to each fi sh. Include a F Magnetic fi shing pole, wooden magnetic toy fi shing pole or make your own by tying a dowel, or a piece of string with three to fi ve foot long piece of string to a dowel and a magnet securely tying a magnet to the other end of the string. F Tape, paperclips Activity — Place the fi sh in a large opaque container F Large plastic tub or container or tub on the fl oor so children cannot see inside. Children sit around the tub and take turns fi shing. They identify the numbers on the fi sh they catch and count up to those numbers. Interaction & Observation • Monitor the fi shing game to ensure safety with the fi shing pole, and to and assess the children’s numeracy skills as they identify numerals and practice counting.
326 UNIT 5 WWEEKEEK 1144 Continue this routine as with previous weeks. Gathering Routine Day One Morning Meeting Materials F Starfall Sing-Along Volume 2 Warm Up Your Brain F Animal Poster F Prepared “Pets” chart Say: Let’s play a pattern game. Watch and listen. F Marker Demonstrate and say: Clap, clap, pat; clap, clap, pat. Now you try. (Children say the pattern as they clap I’ve never had a pet. I think it would be and pat it.) Clap, clap, pat, clap, clap, pat. That’s a pattern. Let’s do the fun to have one. pattern three times. (Children do this.) Let’s try another pattern. Watch Your pal, and listen. Stand, sit, stand, sit. Now you try. What would come next in Gingerbread Boy the pattern? (Children respond, stand.)
Pets Bingo Play Sing-Along Volume 2 Track 5. Children sing and clap “Bingo.” Johnny had a little dog, Emergent Writing And Bingo was his name-O. Contributes to a shared Read and discuss Gingerbread Boy’s message. B-I-N-G-O! writing experience B-I-N-G-O! or topic of interest Say: Stand if you have a pet. (Children stand and then sit.) B-I-N-G-O! Science Stand if you would like to have a pet. (Children stand and And Bingo was his name-O! Describes characteristics then sit.) Stand if you do not want a pet. (Children stand in the appearance and and then sit.) Johnny had a little dog, behavior of animals And Bingo was his name-O. Say: Johnny had a dog. Do you think a dog makes a good pet? (Clap)-I-N-G-O! (Clap)-I-N-G-O! Indicate the Animal Poster. Identify the animals (rabbit, cow, (Clap)-I-N-G-O! bear, dolphin). Ask: Which of these animals would make a And Bingo was his name-O! good pet? Discuss why cows, bears, and dolphins would not (Continue replacing letters make good pets. with claps as above.) Indicate the “Pets” chart paper. • Read the title, Pets. • Indicate and read the sentence stem, “A (blank) can be a pet.” • Children tell what is missing in the sentence. • A volunteer names a pet, and you write it in the blank. • Indicate and read the completed sentence. Children echo you. Volunteers name other animals that make good pets. Encourage them to use complete sentences. (Example: “A turtle can be a pet.”) Write a sentence for each response. Indicate the child’s name after his or her response. It is not necessary for each child to respond. You will continue this shared writing activity on Day 2.
LEARNING See Learning Centers for Week 14, pages 324-326. After cleanup, CENTERS the children gather to share their experiences.
UNIT 5 327 WEEK 14 • DAY 1 Circle Time Materials F Grandmother Phonological Awareness: Blending Syllables F An egg F Picture Cards: eggs, eggplant, Say: Let’s clap out the parts of these words. Ready? Say the word, then children clap the syllables together. elephant Use Saturday (Sat-ur-day), dog (dog), umbrella F Pocket chart (um-brell-a), medicine (med-i-cine), turtle (tur-tle), and envelope (en-ve-lope).
Introduce /e/ Elephant
Phonological Say: Grandmother has a riddle for us. Listen to her clues I am a very large land animal. Awareness to solve it. Grandmother reads the riddle “Elephant.” Children I have a long trunk and big Counts syllables solve the riddle. fl oppy ears. Listens for beginning I would not make a good pet! sounds Indicate the Picture Cards. Say: Here is a picture of an elephant. What am I? Say, elephant. Elephant begins with /e/. Say /e/. • Eggs begins with /e/. Say, eggs. Say /e/, eggs. • Eggplant begins with /e/. Say, eggplant. Say /e/, eggplant. • Elephant begins with /e/. Say, elephant. Say /e/, elephant. Say: Listen to these words and tell which one begins with /e/. Ready? banana, elephant (Children respond.) Right, elephant begins with /e/. Say /e/. (Children repeat /e/.) Due to the nature of vowels, Say: Let’s pretend we are elephants with long trunks. the routine for introducing If you hear a word that begins with /e/, raise your Ee /e/ will differ slightly. trunk. If the word doesn’t begin with /e/ put your Only the short sound hands behind your back. Ready? Do you hear /e/ will be addressed. Short at the beginning of elbow? Say it with me: elbow, vowel sounds are not used /e/. Good! Raise your trunk. Let’s try some more. at the ends of words, so Continue using end, bear, ants, elevator, enter, nest, some lessons this week will review previously learned after, and engine. letters and sounds. Encourage children to listen for /e/ today.
Story Time Materials F Starfall Sing-Along Volume 2 The Frog Prince F Blue bed sheet or blanket F The Frog Prince as told by Comprehension Play Sing-Along Volume 2 Track 12. Children sing “Five Brandi Chase Identifi es role of author Little Speckled Frogs.” and illustrator Optional: Distinguishes between Five children come forward. Number them 1 to 5 and F The Frog Prince Audio CD fi ction and nonfi ction explain they will pretend to stand on a log. Spread the Vocabulary blue sheet or blanket out on the fl oor. Pretend it is a pool Acquires new vocabulary of water. During the song, one child at a time jumps into the pool and stays there until all fi ve frogs are in the pool.
328 UNIT 5 Pre Starfall K Group&ExplorationSmall Observe & Observe Modify The children will construct paper frogs. Instruct themto paperfrogs.The children willconstruct Instruct (Volunteers respond.) (Volunteers Create Frogs Speckled Ask: Read Say: illustrations. illustrator. Volunteers identifythetitleandcover Indicate the folded theircreations. circles. describing timepermits, thechildren turns If take When thefrogs are dry, children pretend them talkbyopeningandclosing to make fi nishtheirfrogs bydecoratingthemwithspeckles. onto thecotton balls, completing theeyes. Usingcrayons thechildren ormarkers, them to small(hole punchsize) theirfrogs, blackpapercircles very thenaddthetwo aspiral frog’s it,making curl tongue. The childrentheirtongues andglue thenmake While theeyes andlegsdry, demonstrate rolling ared around paperstrip apencil to add theirgreen legs. to make strips of thefold becomes thefrog’s mouth. The children then balls to theoutside folded eyes. edgeto make The inside fold theirgreen circles inhalf, cotton andgluethetwo would make agoodpet? story? Why orwhy not?Doyou thinkafrog a beautifulfountain. live.often there is Outsidethecastleinthisstory iswhere queens, kings, It princes andprincesses bighousewithmanya very rooms andtowers. This is a fairy taleaboutacastle.This Acastleis isafairy What surprisedyou aboutthisstory? The Frog Prince The Frog Prince
play thebook’s yourself. audioCDratherthanreading thestory thechildren’s toFor observe anopportunity reactionto thestory, . Do you thinkthisisatrue . Discusstheauthorand (Discuss)
(glub, glub) frogs. Then there were nogreen speckled Where itwas nice andcool He jumpedintothepool (yum, yum) Eating somemostdeliciousbugs. log onaspeckled Sat frog littlespeckled One Two frogs… littlespeckled frogs…Three littlespeckled Four frogs… littlespeckled (glub, glub) Then there were frogs. 4green speckled Where itwas nice andcool jumpedintothepool One (yum, yum) Eating somemostdeliciousbugs. log onaspeckled Sat Five frogs littlespeckled Five Frogs LittleSpeckled F F paper, and1 r papercircles, 4stripsofgreen smallblack 2cotton balls, 2very paper circle, construction
Each childwillneed1green Crayons, markers Materials ed stripofpaper manipulate objects to and dexterity control,Demonstrates Fine MotorSkills describe orexplainart Uses oral languageto Creative Arts WEEK 14 •DAY 1
UNIT 5
329 WWEEKEEK 1414 Continue this routine as with previous weeks. Day Two Gathering Routine Morning Meeting Materials F “Pets” chart from Day 1 Warm Up Your Brain F Marker F Pointer Children act like cats by following these directions: • Get down on all fours. • Arch your back up really tall, like an angry cat. • Give a nice angry cat “hiss”! Repeat several times, then give directions for acting like dogs: • Stand with your feet fl at on the fl oor. I have a sentence for • Slowly bend at your waist until your hands reach the fl oor. our “Pets” chart. A (choose a pet not yet • Give a good bark. mentioned) can be a pet! Repeat several times. Love, Say: Now listen carefully. I will say cat or dog. You do the correct actions. Gingerbread Boy Read the “Pets” Chart Print/Book Awareness Read and discuss Gingerbread Boy’s message. Counts words Indicate the “Pets” chart. Add Gingerbread Boy’s suggestion. Children use a pointer to Sentence & Structure indicate each word as they read responses from Day 1 with you. Additional sentences Combines more than one idea using may be added. complex sentences Science Say: Now let’s think of some animals that would not make good pets. Write, Describes characteristics “A (blank) is not a pet because (blank).” on the “Pets” chart. Encourage each child to in the appearance and off er a suggestion. behavior of animals Say: When your sentence is read, stand and pretend you are the animal. Read the sentences.
LEARNING See Learning Centers for Week 14, pages 324-326. After cleanup, CENTERS the children gather to share their experiences.
330 UNIT 5 Pre Starfall K Time Circle pictures ofthingsthatpictures beginwith Say: Say: several times, quickly andslowly,several times, quickly andchildren say /e/.) for /e/ uppercase andoneislowercase, butbothletters are Encourage children items to orpicturesofitems bring from homethatbegin with/e/. Grandmother asks: the succeedingone. Play thesongagain.Avolunteer becomesthefi rstelephant.Eachelephantchooses Children listen to thesong. Useyour fi ngers to indicate thenumberofelephants. Play thestar.Indicate Ask: say: uppercasewrite Demonstrate thisalso. Children fi usingtheir turns thentake ndpartners, ngers to fi Say: LetterIndicate Card Introduce Indicate Indicate Grandmother helpsthevolunteer locate A volunteer identifi es • • • •
apple. theword Indicate apple.) pictureandword. between Discriminate thepictureof (Example:Indicate thewordIndicate beloweachpicture. Say: Isolate thebeginning sound. (Example:eggs, /e/) Identify eachpicture. Children repeat. word that namesthepicture. to-ma-to/tornado. el-e-va-tor/elevator, ex-cel-ent/eggplant, stand. Good! (Children stay seated.) No-vem-ber computer Say: Awareness:Phonological Syllables Now write lowercase Let’s uppercase skywrite Grandmother found asongaboutelephantsshewould like usto learn. Sing-Along (e sound) Listen: ABC forGingerbread Boy andMe Ee . Volume 2 Track 29.Children sing “One LittleElephant Went Outto Play.” com-pu-ter (Children stand.) . E
. Does Each timeItouch theletter on their partner’s backs. ontheirpartner’s theyhave After donethisseveral times Repeat using What sounddoyou hearat thebeginning ofelephant? Ee Who canfi Ee . Say: . Say: andattachesthestaronorabove the Wall Letter Card. No-vem-ber No, itdoesn’t, soyou didn’t e This istheletter . . Standif E an-i-mal/animal nd theletter Demonstratethis. Let’s anotherone. try . Ee say com-pu-ter . . Say: . Say: Ee rabbit andreview theotherletters withstars. and Let’s lookat Ee Here here isthepicture; isthe Ee
Ee . (Children repeat, ontheAlphabet Chart? ? , say /e/. Now, let’s lowercase skywrite says Ee Ee (Touch theLetter Card . The letter . The . Here are some F F F F F Me
ABC forGingerbread Boy and Star Letter Card Grandmother Starfall Sing-Along Starfall Ee by Starfall Materials .) One Ee Ee stands
Ee Volume 2 Volume is (/e/) e
. to theirsounds Matches someletters names andshapes Focuses onletter Phonics language andprint Connects oral Awareness Print/Book Counts syllables sounds Listens forbeginning Awareness Phonological WEEK 14 •DAY 2 Ee
UNIT 5
331 WEEK 14 • DAY 2 Story Time Materials F The Frog Prince as told by The Frog Prince Vocabulary Brandi Chase F Prepared word cards: vanish, Print/Book Indicate The Frog Prince. Discuss the title, author, illustrator, Awareness and cover picture. Open the book to any page. Say: Here disappear, retrieve, distress, Shows where reading is a page from the book. Who can point to where the reluctantly, disgusting, astonish begins on a page words begin? (A volunteer does this.) Repeat for several F Bag or basket Identifi es front cover and end pages of a book pages. Ask: Now who can show us where the story Vocabulary ends? (A volunteer does this.) Say: Here is a bag (or basket) with words from the book you may not know. Let’s look at them before Acquires new vocabulary we read. A volunteer draws a card from the bag. Read the word and briefl y discuss its meaning. Continue for the remaining words. Page Word Meaning
1 vanish to leave quickly
2 disappear to go out of sight
3 retrieve to get something and bring it back
4 distress to feel upset
5 reluctantly how you do something you don’t want to do
6 disgusting something you don’t like
7 astonish to surprise or amaze someone
Read The Frog Prince, pausing to discuss the story as you read. Children raise their hands when new vocabulary is used. Small Group & Exploration Materials F “Pets” chart from Day 1 My Favorite Pet Book F Drawing paper F Pencils, crayons, markers Emergent Writing Review the sentences produced on Day 1. Children each Demonstrates choose a pet they have or would like to have to create a understanding of the page in My Favorite Pet classroom book. They draw pictures of themselves playing connections among their own ideas, experiences, with their chosen pets, then dictate or write sentences about their pictures. and written expression Create a cover and bind the pages together. Children will share their pages on Day 4.
Encourage children who are ready, to write their own sentences using scribble writing. When their sentences are Observe & complete, the children read them to you, and you do adult Modify writing underneath.
332 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine about three walk littlekittens. like Dokittens people? believe? over their lipsifitismake-believe. following statements. The children standifthestatement isreal, orputtheirfi ngers questions. Partner one shares. After a short time, say: questions. time, Partner oneshares. say: ashort After hear me. two willshare.This timepartner shares. Continue for eachquestion. rhyme. animals dothingspeopleto make stories andrhymes more fun.Listen to this Say: fi Play Play Indicate Say: Continue thisuntilallthechildrenknee. have partnered. stand sideby theydraw side. diff If Two theydraw children thesamecolor, from If draw paperstrips a bag orbasket. they Read anddiscussGingerbread Boy’s message. Real orMake-Believe rst. If yourst. If have abluestripyou willshare second. • • • • • • • •
Kittens eat pie. Kittens have mothers. Kittens wear mittens. sound. Kittens make amee-ow A snake canfl You canteach dogstricks. Isthisreal ormake-believe? Why? Cats day. needfood andwaterevery Isthis real ormake-believe? Why? A giraff Let’s play agamecalled “Real orMake-Believe.” the correct action. Say: Say: theseanimalactions: thechildren to perform Instruct Warm Up Your Brain If youIf have ared strip, raise your hand. You one. are partner You willshare Nursery Rhymes Nursery • • • palms onthefl bring your armsinsideyour withyour knees Kitten — Kitten — Snake Frog — yarn withyour nose, butdon’t touch your noseto thefl Read LittleKittens.”“Three Now listen carefully. When Isay Nursery Rhymes Nursery (make believe) (make e would make agoodpet. Isthisreal ormake-believe? Why?
Squatwithyour and feet wideapart Lieonthefl Get down Get onallfours. Pretend you are pushingaballof y. Isthisreal ormake-believe? Why? (make-believe) Audio CD Track 43.Children recite LittleKittens.”“Three oor. Jumpupandsay “r-r-r-i-b-b-i-t!” Right, itismake-believe. Authors Right, sometimeshave pages44and45, LittleKittens.”“Three Say: (make-believe) (real) oor andslitherlike asnake. Make ahissingsound. Continue thisroutine aswithprevious weeks. erent colors, to theypartner, knee sittingcriss-cross, (real) frog Repeat the question, then partner two two Repeat thequestion,thenpartner , snake Wiggle your noseifyou can Read thefi rstofthe following To play thegame, read the , or (no) kitten F F F Rhymes Rhymes Is that real ormake-
Starfall’s Nursery Selected Bag orbasket Red andbluepaperstrips Here isarhyme oor! , you do Materials (Book &Audio CD) introduces new content introduces new or appropriately terminates conversations, appropriately initiatesor conversational lead, Follows another’s Conversation fi ctionandnonfi ction between Distinguishes real-life experiences photos, priorknowledge, using illustrations/ Makes connections Comprehension
Day
Gingerbread Boy Gingerbread
Your friend, friend, Your
do that? do
moon. Can cows really really cows Can moon.
cow jumping over the the over jumping cow I saw a picture of a a of picture a saw I WWEEK 14
UNIT 5 Three E E K
1
333 4 WEEK 14 • DAY 3
LEARNING See Learning Centers for Week 14, pages 324-326. After cleanup, CENTERS the children gather to share their experiences.
Circle Time Materials F ABC for Gingerbread Boy Phonemic Awareness: Blend CVC and Me by Starfall F Chart paper, marker Say: Listen to these sounds: /c/ /a/ /t/. (Children repeat, /c/ /a/ /t/.) Let’s blend the sounds into a word: F Starfall American Sign /c/ /a/ /t/, cat. Repeat with /n/ /e/ /t/ net; /r/ /a/ /t/ Language Poster rat; and /p/ /e/ /t/ pet. F Letter Cards: Aa, Bb, Cc, Ee, Ll, Nn, Pp, Rr, Ss, Tt F Pocket chart List Ee Words, ASL Ee F Grandmother Phonological Children show and tell pictures or items they brought that Awareness begin with /e/. Blends three phonemes Listens for beginning Indicate ABC for Gingerbread Boy and Me. Review the pictures of objects in the book sound that begin with Ee. Print Awareness Understands that Indicate the chart paper. Say: Let’s make a list of words that begin with the letter Ee. letters form words I’ll write the words on this chart paper so we don’t forget them. Start with children’s Connects oral names that begin with Ee then accept suggestions. Children circle Ee in their words language and print after you write them. Say: We have learned the letter Ee and /e/. Now let’s learn to make the letter Aa Bb Ee with our fi ngers. (Indicate the Starfall American Sign Language Poster and demonstrate the American Sign Language sign for Ee.) Say: This is the letter Ee in sign language. Now you try it. Children sign Ee. Cc Ee Display Letter Cards Aa, Bb, Cc, Ee, Ll, Nn, Pp, Rr, Ss, and Tt face down in a pocket chart. Ll Nn Indicate the American Sign Language Poster. Grandmother says: We have learned many letters in sign language. Let’s review them. Pp Rr • A volunteer reveals a Letter Card. • The volunteer names the letter and shows it to the class. Ss Tt • The class forms the ASL hand sign for the letter. • The volunteer chooses a child to reveal the next letter.
Say: Grandmother would like to sing her song to help Where Is /e/? us remember /e/. (Melody: ”Where Is Thumbkin?”) Sing “Where Is /e/?” Each time /e/ or letter Ee is used Where is /e/? Where is /e/? children make the Ee hand sign. Here I am. Here I am. E stands for /e/ in elephant and egg /e/ /e/ /e/, Ee, Ee, Ee
334 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story from thebook. describe thepositions. animalissittingonthetable.)describe (Example:My posingtheiranimalsandusingcomplete sentences turns The children to take Say: identify thepositions. according to thefollowing directions. Choosevolunteers to placingtheirstuff Children turns take Words Directional Follow When Read thebookandpausebriefl asitisintroduced. y to discussnew vocabulary volunteers to pointto where reading begins oneachpage. Children identifytherole ofeach.Picture-walk through the bookandchoose author andillustrator. your bookchoiceandreadIndicate thenamesof Teacher’s Literature Choice:Pets • • • • • • • •
between over behind near to next on top under in Place your animal: thebasket you have fi nished reading, volunteers share somethingthey remember thebox thebox thetable ofthebox thebasket thebasket thebox and basket ed animals in position ed animalsinposition F F F about pets
A box andalarge basket Stuff Teacher’s choiceofbook ed animals Materials Materials of positionwords Shows understanding Math from stories Recalls information Comprehension author/illustrator Identifi esroleof AwarenessPrint/Book vocabulary Acquires new Vocabulary WEEK 14 •DAY 3
UNIT 5
335 WWEEKEEK 1414 Continue this routine as with previous weeks. Day Four Gathering Routine
Materials I would like to have a Morning Meeting dog for a pet. May I F Teacher’s choice of music see your Favorite Pet Warm Up Your Brain F Ball book so I can learn F Chart paper, marker about your favorite Children pretend to be dogs and respond to commands pets? such as fetch, sit, lie down, roll over, bark, beg, etc. Your pal, Gingerbread Boy After each child shares, Read My Favorite Pet give affirmation by having Creative Arts Read and discuss Gingerbread Boy’s message. the class perform a “Marshmallow Clap!” The Uses oral language children begin to clap, but to describe or explain art Indicate My Favorite Pet class book from Day 2. leave a space between their Conversation Children take turns sharing their pages. hands as though there is Matches language a marshmallow there. to social and academic contexts Provides appropriate information for the setting LEARNING See Learning Centers for Week 14, pages 324-326. After cleanup, CENTERS the children gather to share their experiences.
Circle Time Materials F Picture Cards: alligator, apple, Phonological Awareness: Syllables in Words bear, bed, cow, cup, eggs, Say: Listen to these word parts: en-ter. (Children elephant, ladybug, lamb, nest, repeat, en-ter.) Let’s put the parts together to make net, puppies, pig, rabbit, red, a word: enter. (Children repeat, enter.) This time let’s skateboard, sun, teeth, tent clap for the parts. Children clap the word parts for F Letter Cards: Aa, Bb, Cc, Ee, Ll, engine, elbow, envelope and exercise. Nn, Pp, Rr, Ss, Tt F Pocket chart Review Beginning Sounds F Grandmother Phonological Indicate the list of Ee words from Day 3. Say: Let’s look Awareness at these words that begin with Ee. (Review the list.) Listens for beginning What other words you would like to add to the list? (Add additional words.) sound Counts syllables Place Letter Cards Aa, Bb, Cc, Ee, Ll, Nn, Pp, Rr, Ss, and Tt across the top row of a Phonics pocket chart. Children identify each letter. Grandmother says: You are really Matches some letters learning your sounds! Let’s play a picture and sound matching game. to their sounds Distribute the Picture Cards. Say: Look at your picture and decide what Math sound you hear at the beginning. Compares and orders groups of objects (more, fewer, less, and/or same)
336 UNIT 5 WEEK 14 • DAY 4 Choose a volunteer. • The volunteer names his or her picture and places it under the correct letter in the pocket chart. • The class confi rms or corrects his or her choice. • The volunteer chooses the next child. Compare and contrast which letters have the most and the least Picture Cards.
Aa Bb Cc Ee Ll Nn Pp Rr Ss Tt
d redr
Materials Story Time F The Frog Prince as told by The Frog Prince Characters Brandi Chase Indicate The Frog Prince. Discuss the following points Vocabulary and questions: Acquires new vocabulary • Every story has characters. One of the characters in this story is the princess. Comprehension What are the other characters? (frog, king, queen, prince) Identifi es story characters • The setting of a story is where it takes place. What is the setting of this story? Recalls important facts (garden/fountain and castle) of information text • Every story has a problem. This story has two problems. One problem is the princess lost her golden ball. What problem did the frog have? (He needed a friend to become human again.) • Who helped the princess solve her problem? (frog) • Did the frog solve his problem? Who helped the frog solve his problem? (princess) • How did the story end? Say: Listen to the story again. As you listen, pretend you are one of the characters. Read The Frog Prince. Children share their character choices. Small Group & Exploration Materials F Prepared construction paper or Create Crowns paper bag strips F Construction paper (assorted colors) Review the names of the story characters (prince, Creative Arts F Crayons, markers princess, king, queen frog). Say: Sometimes kings, Shows care and queens, princesses, and princes wear crowns. F Beads, stickers, stars (optional) persistence in a variety of art projects Let’s make crowns to wear. F Stapler F Scissors The children write their names on construction paper or paper bag strips. They use construction paper, crayons, markers and beads to decorate them. Staple the ends of the strips together to form crowns. Collect the crowns for use on Day 5.
UNIT 5 337 WWEEKEEK 1414 Continue this routine as with previous weeks. Day Five Gathering Routine Morning Meeting Materials F Chair Warm Up Your Brain F Bone (an eraser may be used) Give the following directions: • Lift your right arm high in the air and hold it there while you lift your left knee. • Place your right hand on your lifted left knee. • Return your hand and leg to a resting position. I loved learning • Lift your left hand and right leg. about dogs. Maybe • Touch your left hand to your right knee. when I get older, I’ll have a pet dog. The children continue this back and forth pattern for a minute or so, as Love, though walking rhythmically. Gingerbread Boy A Pet for Gingerbread Boy Listening & Speaking Read and discuss Gingerbread Boy’s message. Follows simple and multiple-step directions Say: Gingerbread Boy needs our help so he can have a pet dog one day. Let’s Science play a game to help Gingerbread Boy learn how to take care of a dog. Recognizes that living things have similar needs Say: Stand if you think: for water, food, and air • a dog is a good pet • a dog needs to eat healthy dog food and drink water every day • it’s okay to leave a dog alone in a hot car • a dog needs to be taken outside to go to the bathroom • a dog never needs a bath • it is fi ne to let your dog run and play in the street • dogs like dog bone treats • a dog needs water, food, and air to breathe like us Play “Doggie, Doggie, Where’s Your Bone?” Gather children in a circle. One child stands off to the side with his or her eyes closed. This child is the “Doggie.” Another child sits on a bone (or eraser). The children chant “Doggie, Doggie where’s your bone? Somebody took it from your home. Guess who?” The doggie has three chances to guess who has the bone. The child who was sitting on the bone becomes the next doggie. Repeat the game at a later time to give everyone a turn.
338 UNIT 5 Pre Starfall K Time Circle CENTERS LEARNING row ofchairs. Explain: Children may standwhiletheywaitfor inorder theirturns to seemore easily. letter andsitsonthechair. When four chairsinarow are fi lled, children shout “BINGO!” A volunteer choosesaletter from namesit,fi thebasket, ndsachairwith amatching (Children repeat, Continue: sit inacolumnofchairs. (Children repeat, Grandmother says: chairsinto four sixteen Arrange rows offour. Bingo Alphabet Say: Say: including nonsensewords. following riddles: Children provide therhyming words to the Awareness:Phonological Rhyming Words • • • • •
I swiminthewater. Irhyme with I fl I love to hop. Irhyme with What amI? I crawl on theground. Irhyme with pet. IrhymeI amafurry with Who canthinkofaword that rhymes with y intheair. Irhyme with When there are four children inarow thisway, that’s Bingo too.
Bingo Bingo Let’s play “People AlphabetBingo.” the children gatherto share theirexperiences. See Learning Centers for (snake) When there are four children inarow, that’s Bingo.
.) Let’s putoneLetter Card oneachchair. (Children may assist.) .) The four children return to the group andfour others
b B log heard hat
. What amI?
C c dish . What amI? . What amI? Week 14 cake
. What amI?
e E . (frog)
, pages 324-326. After cleanup,, pages324-326.After
L l dog (cat) (bird) Four children sitinone
?
N n Accept responses, (fi sh) F F F F F C,c, E, e, L,l, N,n,P, p, R,r, T, t N,n,P, p, R,r, T, t
Letter Cards: Prepared alphabetletters: Grandmother Basket orbag chairs Sixteen
p P
Materials
R r
B, b, C,c, E, e, L,l,
T t
B, b, multiple-step directions multiple-step Follows simpleand Listening &Speaking names andshapes Focuses onletter Phonics Identifi esrhymingwords Awareness Phonological WEEK 14 •DAY 5
UNIT 5
339 WEEK 14 • DAY 5 Story Time Materials F The Frog Prince as told by Dramatize The Frog Prince Brandi Chase F Crowns from Day 4 Comprehension Distribute the crowns from Day 4. Children place them Recalls information on their heads. Recall The Frog Prince characters with the from a story children, and choose volunteers to take the roles of the Identifi es story characters princess, frog, king, queen, and prince. The remaining After the Retells or reenacts a story children pretend to be members of the royal family, dramatization, have after it is read aloud and participate during the dinner scenes. the class give a “Round of Applause” Select areas of the classroom to represent the garden by clapping while and fountain, the castle and the dining room. moving their hands around in circles! Instruct the child acting as the prince to stand off to the side until the end of the story. Children dramatize as you read The Frog Prince.
Small Group & Exploration
There are no formal lessons planned for Day 5. Use this time to conduct individual conferences or make up activities with children who might have been absent or need additional practice with skills.
340 UNIT 5 Starfall Pre K WEEK 14 •DAY 5
UNIT 5
341 342 WEEK 15 —OVERVIEW UNIT 5 This week you willteach thechildren animalsandlife aboutfarm onafarm. Starfall Sing-Along Starfall Starfall’s Rhymes Nursery Selected SignAmerican LanguagePoster Animal Poster The LittleRedHenandotherFolk Tales The Troll Lived UndertheBridge Who The Troll Lived UndertheBridge Who The Troll Lived UndertheBridge Who How BeesHelpCows ofMilk: The Story Media &Other Books Starfall and getaglimpseofthemany do. jobsfarmers The children willalso: helpers, community are thatfarmers amongthehardestThey willlearn working • • • • • •
experience what it is like to milkacow whatitislike experience retell intheirown words stories trueandnot between discriminating practice review handsigns thesign andlearn for ofbees discover theimportance /m/andidentifyinitialfilearn nal/m/ words We 15: WWeek e Volumes 1&2 e k
1 5 Sequence Cards Audio CD andillustratedwritten byCraigDeeley retold byStarfall by Stephen Schutz :
AAt theFarm Mm t
t h ABC forGingerbread Boy andMe e
F a r m Mm W e e k
1 5 :
A t
t h e
F a r m
Starfall Pre K them inaluminum foil. Place wooden dowels orrhythm Small Group paperwiththetitle chart “Farm Animals.” Children take turns tossing the horseshoes and trying to ring thesticks. to ring tossing thehorseshoesandtrying Children turns take Play “Horseshoes.” Cut horseshoeshapes from sturdy cardboard “Cow, Cow, Bee.” Play of avariation Goose” Duck, “Duck, bychanging itto Outside Activity use asamodelfor creating their own ediblebeehive shapes. each child. apicture ofa beehive for Indicate children to several piecesofhexagon-shapedcereal for orcrackers Provide apaperplate withasmallamountofhoneyand Snack Suggestion TimeStory Tales,” ofMilk,” Story “The and Troll“The Who Lived UndertheBridge.” paperwiththreeprepare columnstitled achart LittleRedHenandotherFolk “The Morning Meeting Day Five You willalsoneedthree indexcards labeled items thatare sizes various suchascups, books, blocks, buttons, paper, plates, etc. Small Group straight pins, abowl, andasmallplasticcup. Morning Meeting Day Four cups. drinking pans, capacities, containersofvarious sizes andshapes, spoonsandpaper measuring Small Group Day Three mud! Monkeys donotlive onafarm! Circle Time Day Two Morning Meeting Day One Preparation • • • • •
On Grandpa’sOn Farm Wishy-Washy’sMrs. Farm Big RedBarn Barnyard Dance Baby Farm Animals — Choose a story about a farm to share. about afarm Suggestions include: —Chooseastory —Prepare four sentence strips: —Provide and/orillustrationsfor booksaboutfarms reference. — Have empty pint, quart and gallon milk cartons available and collect available andcollect andgallonmilkcartons —Have pint,quart empty — You alarge kernels, bowl, willneedcorn several disposablealuminum by Margaret Wise Brown — Select musicto useasthechildren —Select play “Freeze-a-Roo,” and — You alatex glove fi willneedacontainerofmilk, lledwithmilk, —Have thePets listfrom by SandraBoynton by Vivian Sathre by Garth Williamsby Garth by JoyCowley Sheep live onafarm. Ilike cows. Pigs love Week 14 small, medium, available. Prepare asheetof sticksinthe ground. and and wrap large of largemotorskills Combines asequence Gross MotorSkills
.
Gingerbread Boy Gingerbread Gingerbread Boy Gingerbread Boy Gingerbread
Gingerbread Boy Gingerbread
Your pal, pal, Your Love, Love, friend, Your
Gingerbread Boy Gingerbread Love, Love,
visit one! visit and goats, too! goats, and why. explain
Your pal, pal, Your
farmers do? farmers
I’ve always wanted to to wanted always I’ve comes from cows cows from comes will story Today’s
your favorite drink? favorite your Do you know what what know you Do
ever been to a farm? farm? a to been ever I didn’t know milk milk know didn’t I farm? a on bees
I love milk. What is is What milk. love I fun to be a farmer. farmer. a be to fun
animals. Have you you Have animals. learning about farms. farms. about learning have to important
I think it would be be would it think I
I love learning about about learning love I I had so much fun fun much so had I is it know you Do
UNIT 5 Day Day Day Day 1 Day Day 2 Day Day 3 Day Day 4 Day Day 5 Day
343
5 4 3 2 1 344 WEEK 15 —OVERVIEW
WWEEK 15 UNIT 5 Morning Meeting Exploration GroupSmall & Time Story Circle Time E E K
1 5 Vocabulary: Rooster” Little “The andtheirjobs farmers Introduce HadaFarm”“Old MacDonald animals Review farm “Five LittleMonkeys” “Monkey” riddle andlistenIntroduce for /m/ AlphabetSong” “The Alphabetical Order Phonological Awareness: HadaFarm”“Old MacDonald animals farm Introduce Animal Poster Gingerbread Boy’s Message farmers and write sentences andwrite farmers Children draw themselves as Day
One crops, rooster LEARNING CENTERS GATHERING ROUTINE “The Little “The Boy andMe ABC forGingerbread Introduce Count Words inaSentence Phonological Awareness: Pp, Rr, Ss, Tt letters: uppercase/lowercaseMatch Vocabulary: List afarmer’s jobs Farmer intheDell” “The Gingerbread Boy’s Message Perform farmer’s actions Farmers” “Five Little Rooster” Day Aa, Bb, Cc, Ee, Ll, Nn, Mm, Mm Two
plow, mend, chore Mm Day Three Day Four Day Five GATHERING ROUTINE
Gingerbread Boy’s Message Gingerbread Boy’s Message Gingerbread Boy’s Message “Five Little Bees” The Story of Milk Retell stories “True or Not True” Milk a cow Choose class favorite book The Story of Milk Vocabulary: udders Vocabulary: alfalfa
LEARNING CENTERS
Phonemic Awareness: Blend Phonological Awareness: Phonological Awareness: Consonant/Vowel/Consonant Syllables Rhyming Words ABC for Gingerbread Boy and Me “Mistress Mary” “Where Is /m/?” Introduce ASL sign Introduce fi nal /m/ Solve initial /m/ riddles for Mm Mm List initial /m/ words “Where Is /m/?”
The Troll Who Lived Under The Troll Who Lived Under the “Little Boy Blue” the Bridge Bridge Sequence Cards Teacher’s Literature Choice: Answer questions Farms
Estimate and check capacity Small, medium and large sizes Complete projects or conduct observations and individual Sort objects assessments
UNIT 5 345 WWEEKEEK 1515 Computer Center LEARNING Materials CENTERS Activity — Children enjoy I’m Reading, “Dragon Goes to the Farm,” Historical Folk Songs, “Boll Weevil,” Math Songs, F Computers set up to access “Five Little Farmers” (after Day 2). more.Starfall.com Media & Technology F Headsets Uses technology to They also review /k/ and /e/ and reinforce /m/ at explore and review ABCs: C, E, and M. information Interaction & Observation • While some computer tasks are specifi cally guided or assigned by you to reinforce skills, children’s computer-related experiences should also allow open-ended activities of their choice. • Provide time for children to browse the Starfall website on their own to discover new activities.
Art Center Materials Creative Arts Activity — Each child draws and colors his or her favorite F 4" by 4" manila paper square for Shows care and farm animal on a paper square. Children write their names, persistence in a variety and write or copy the names of the animals on the front of each child of art projects their drawings. F Crayons, pencils Fine Motor Skills Uses writing and drawing tools Interaction & Observation • Encourage children to use their imaginations by resisting the urge to provide adult- made samples for the Art Center. • Since children tend to be more interested in the process than the product, allow them to enjoy art for the experience, the exploration, and the experimentation.
Library Center Materials Reading Activity — Children read and listen to audio versions of F The Little Red Hen and other Enjoys reading and the stories they heard this week. reading-related activities Folk Tales Interaction & Observation F The Little Red Hen and other • As you read to children, casually assess their Folk Tales Audio CD print/book awareness by asking questions or giving F The Story of Milk (after Day 3) directions such as : Which page should we read fi rst? F Books about farms and Point to a letter. Put your fi ngers under a word. Show me farm animals an uppercase letter. Can you fi nd a lowercase letter?
346 UNIT 5 WEEK 15 • CENTERS MathMDramaticath CenterCente Playr Center Materials Activity — Children create and play in a farmhouse and/or Creative Arts F Farmers’ clothing: straw hats, a barn. The farmer, his wife and children take care of the Engages in cooperative stuff ed farm animals, Some children can also pretend to be boots, overalls, bandanas pretend play with other children farm animals while others feed and care for them. F Stuff ed farm animals or puppets Represents fantasy and F Books about farm life real-life experiences Interaction & Observation F Paper, pencils, pens through pretend play • Reading and writing materials provide children with another opportunity to handle books, paper, pencils, and pens. • Participate in children’s play to model the uses of writing (lists of chores, animals to feed, seeds to plant, fences to mend, cows to milk, etc.)
Construction Center Materials Activity — Children use the available materials to create a Fine Motor Skills F Plastic or wooden farm animals farm with barns, fences, and a farmhouse. Encourage them Coordinates hand to build pens or other structures to scale for various plastic F Wooden blocks and eye movements farm animals by using diff erent types of blocks, cubes, etc. F Various building toys Social/Emotional Development Place photos and books in the center to encourage F Books about farms, farm animals Works with others building projects. to solve problems Interaction & Observation • Although children are encouraged to solve their own problems and assume responsibility for their own achievements, sometimes teacher intervention is necessary. • When a task seems too diffi cult at the child’s present level of development, provide help that will result in further learning and satisfaction. • With your assistance, children can succeed at cognitive or social levels beyond those they could have achieved on their own.
Writing Center Materials Activity — Each child writes his or her name at the bottom Emergent Writing F Sheet of paper for each child of the paper, then draws and colors a picture of a farmer. Uses letter-like shapes F Crayons, pencils or letters to write words With your help or with invented spelling, the children or parts of words write one thing they would do if they were farmers (milk cows, feed pigs, ride tractor, etc). Compile the drawings into a class book. Children decorate its cover. Place it in the Library Center when complete. Interaction & Observation Use Learning Centers as opportunities to assess the children’s development, collect samples of their work, and observe their skills. Does the child use letters to represent written language? Connect sounds in a word with their letter forms? Attempt to write messages?
UNIT 5 347 WEEK 15 • CENTERS Discovery Center Materials Fine Motor Skills Activity — Children continue to use the sand table to F Sand table Demonstrates control, create fi elds, roads and pastures on a farm. strength, and dexterity F Plastic farm animals to manipulate objects They add small amounts of water from spray bottles to F Toy tractors and farm machines Science the sand to create farm roads, fi elds for the farm vehicles, F Spray bottles of water Investigates states and pastures for the animals. of matter Interaction & Observation • Ask “how” and “why” questions as children play. • Provide many opportunities for children to generate their own thoughts and ideas. • Recognize and encourage their eff orts.
Math Center Materials Math Preparation — Use a permanent marker to write the F Various types of seeds Combines and separates numerals 0-5 in random order on the bottom of each egg sets of objects to section, or place paper circles with the numerals written on F Ice cube trays or recycled egg create new sets them into ice cube trays. Use enough trays or cartons to cartons with tops removed Understands that numbers always write each numeral twice. F Small container or plastic bag represent the for each child same quantity Activity — Children drop the correct number of seeds into each cup or egg section to match the numeral written inside. Interaction & Observation • As you visit with children, count the items with them as they place the seeds in each section. • Determine whether children are acquiring understanding of the concept of one-to-one correspondence between each number name and the objects counted in each set.
348 UNIT 5 WWEEKEEK 1155 Continue this routine as with previous weeks. Gathering Routine Day One Morning Meeting Materials F Animal Poster Warm Up Your Brain F Pets chart paper F Prepared “Farm Animals” chart Play “Stretch and Reach.” The children stand and follow your directions: F Marker F Starfall’s Selected Nursery • Stretch your right arm up toward the ceiling. Rhymes (Book & Audio CD) • Bend to the left. • Stand up straight and switch arms (left arm stretched). • Bend to the right. I love learning about • Stand up straight. animals. Have you ever been to a • Stretch both arms up and cross them. farm? I’ve always • Bend to the left then bend to the right. wanted to visit one! • Stand up straight with your arms at your sides. Your pal, Gingerbread Boy Farm Animals Read and discuss Gingerbread Boy’s message. Emergent Writing Demonstrates Say: Stand if you have ever been on a farm. (Children do this.) Stand if you would understanding of the like to visit a farm. connections among their own ideas, experiences, Indicate the Animal Poster and identify the animals (rabbit, cow, bear, dolphin). Ask: and written expression Which of these animals lives on a farm? Discuss reasons a bear or a dolphin would Science not live on a farm. Describes characteristics in the appearance and Indicate the Pets chart paper. Say: Last week we talked about pets. Let’s review behavior of animals the list of animals that make good pets. (Review the list.) This week we will talk Compares, contrasts, about animals that live on farms. Let’s make a list of farm animals. List responses and classifi es on the prepared chart paper. If children do not mention rooster, Gingerbread Boy objects and data suggests it. Other suggestions include pig, cow, sheep, dog, cat, mouse, horse, chicken, rooster, hen, rabbit, goose, duck, turkey, donkey, and goat. Indicate Nursery Rhymes page 21, “Old MacDonald Had a Farm.” Ask: Do you see some of these farm animals on our list? (chick, cow, pig, geese, horse, duck) Look at these geese. Geese are birds with long necks. How many geese are in the picture? A volunteer points to each one as the children count the geese together. Play Nursery Rhymes Audio CD Track 17. Children sing “Old MacDonald Had a Farm” as you indicate the pictures. The children may add to the list as the week progresses. Attach clip art of the animals next to their names or use the Starfall Generator to create farm animals to attach.
LEARNING See Learning Centers for Week 15, pages 346-348. After cleanup, CENTERS the children gather to share their experiences.
UNIT 5 349 WEEK 15 • DAY 1 Circle Time Materials F Grandmother Phonological Awareness: Alphabetical Order F Starfall Sing-Along Volume 1 F Picture Cards: man, meat, Say: Let’s sing “The Alphabet Song.” Play Sing-Along Volume 1 Track 2. Children sing “The Alphabet Song.” monkey, mop F Pocket chart Introduce /m/ Phonological Say: Grandmother has a riddle for us. Listen to her clues Monkey Awareness to solve this riddle. Grandmother reads the riddle “Monkey.” I am an animal. Listens for beginning Children solve the riddle. sounds My favorite snack is bananas. Phonics Indicate the Picture Cards man, meat, monkey, and mop. Say: You can fi nd me swinging from tree to tree. Recites the alphabet Here is a picture of a monkey. Say, monkey. Monkey in sequence My name begins with /m/ begins with /m/. Say /m/. Continue: What am I? • Meat begins with /m/. Say, meat. Say /m/, meat. • Man begins with /m/. Say, man. Say /m/, man. • Say, mop. What sound do you hear at the beginning of mop? (Children respond, /m/.)
Say: Listen to these two words and tell which one Five Little Monkeys begins with /m/: tiger, meow. (Children respond, meow.) Right! Meow begins with /m/. Say /m/. Five little monkeys (Hold up fi ve fi ngers.) (Children repeat, /m/.) Listen again. Which one begins Jumping on the bed with /m/, dog or monkey? (Children respond, monkey.) (Jump up and down.) One fell off and bumped his head Ask: Do monkeys live on farms? (Children respond.) (Fall down and hold your head.) No, monkeys live in jungles where there are lots Mother called the doctor of trees. and the doctor said, (Pretend to make a call.) Grandmother says: Let’s pretend we are monkeys. “No more monkeys (Children swing their arms or make the “oo” sound.) jumping on the bed!” (Shake your index fi nger.) Grandmother continues: Listen to these words. If you hear /m/ at the beginning of the word, act Four little monkeys… Three little monkeys… like a monkey. If the word doesn’t begin with /m/, Two little monkeys… sit down. Ready? Use: meadow, tent, mitten, puppy, mother, rabbit, and mouse. One little monkey Jumping on the bed Play Sing-Along Volume 1 Track 10. Children sing “Five He fell off and bumped his head LittleL Monkeys” and perform the appropriate actions. Mother called the doctor and the doctor said, “Get those monkeys back to bed!” Generate five monkey pictures using the picture generator. Attach each monkey to a craft stick for use during “Five Little Monkeys.”
350 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story why you chosethat animal. the animalyou would like onyour to farmnext you. Then write asentence to tell to getridofhisrooster? Why? repair fences, barns, animalpensandotherfarmbuildings. caresun goesdown, oftheircrops taking andanimals. Farmers alsowork to from earlyinthemorningbefore thesuncomes upuntilevening whenthe the fruits, vegetables andgrains farmersgrow intheirfi Children willshare theirClass Farm Bookon children to enjoy. Center for Assemble the bookandplaceitintheLibrary thepagesinto aclassfarm beneaththechildren’swriting writing. Encourage children whoare ready to useinventive writing. orscribble Add adult Say: Create aClassFarm Book Read LittleRooster.”“The Ask: through thestory.picture-walk oneachpageasthey Children theillustrationsandactions describe is amale, orboy, chicken. LittleRooster”“The isafolk taleaboutafarmerandhisrooster. Arooster Indicate Explain: andreview theFarmIndicate Animalslist. Introduce LittleRooster” “The take care ofanimalsandgrow Distribute paper to each child. Say: papertoDistribute eachchild. Say: share theirchoices.) you would like to have onyour farm. Pretend you are afarmer. Think ofananimal Farmers live andwork onfarms. They feed and The LittleRedHenandotherFolk Tales Do you think the farmer was smart Do you thinkthefarmerwas smart crops Draw ofyourself apicture asafarmerandadd (Volunteers (Volunteers . (Children repeat, Day 5 page69, LittleRooster.”“The Say: . crops elds. Farmers work F F F F F Folk Tales picture guides) .)
Crops The LittleRedHenandother Farm Animalslist Books withfarmanimals(for Pencils, crayons, markers Drawing paper Materials Materials are by Starfall workers andtheirroles about community knowledge Demonstrates Studies Social real-life experiences photos, priorknowledge, using illustrations/ Makes connections Comprehension word meanings wordsand Discusses Vocabulary workers andtheirroles about community knowledge Demonstrates Studies Social and writtenexpression own ideas, experiences, connections amongtheir understanding ofthe Demonstrates meaning convey Uses drawing to Emergent Writing WEEK 15 •DAY 1
UNIT 5
351 WWEEKEEK 1515 Continue this routine as with previous weeks. Day Two Gathering Routine Morning Meeting Materials F Starfall’s Selected Nursery Warm Up Your Brain Rhymes (Book & Audio CD) Play “Twist and Shout.” Children follow your directions: F Chart paper F Marker • Twist at your waist with your arms stretched to the sides. • Shout “1-2-3-4-5.” • Bend at your waist and touch your toes. • Shout “1-2-3-4-5.” I think it would be • Bend at your waist and touch your right toes with your left hand. fun to be a farmer. Do you know what • Shout “1-2-3-4-5.” farmers do? • Now use your right hand to touch your left toes. Love, • Shout “1-2-3-4-5.” Gingerbread Boy “The Farmer in the Dell” Emergent Writing Read and discuss Gingerbread Boy’s message. Contributes to a shared writing experience Say: Farmers work on farms. (Children repeat, farmer.) They have many jobs. One or topic of interest of a farmer’s most important jobs is to take care of the animals on the farm. Social Studies Indicate Nursery Rhymes pages 10-11, “The Farmer in the Dell.” Children describe the Demonstrates knowledge about community illustrations then you read the text. Review the order of the characters (farmer, wife, workers and their roles child, dog, cat, rat, cheese). Gather children in a circle. A volunteer becomes the farmer and stands in the center of the circle. Explain that during the song the farmer will choose a wife, who will join him in the circle. The children will repeat this procedure until the cheese is chosen, then all characters will join the outer circle. Play Nursery Rhymes Audio CD Track 7. Children sing “The Farmer in the Dell” and choose characters. Repeat to give others a turn. Explain that farmers not only take care of animals, they also grow foods to sell in stores. Ask: What foods come from farms? (Accept responses.) Indicate the chart paper and write the sentence stem, “A farmer…” Say: Let’s pretend we are farmers. What are some jobs we might do on the farm? I’ll write them on this chart paper. Gingerbread Boy whispers that if he was a farmer, one of his jobs would be to clean the barn. Write “clean the barn” on the chart paper. Children name other jobs to add to the list.
LEARNING See Learning Centers for Week 15, pages 346-348. After cleanup, CENTERS the children gather to share their experiences.
352 UNIT 5 WEEK 15 • DAY 2 Circle Time Materials F Grandmother Phonological Awareness: Words in Sentences F Prepared sentence strips F Letter Card Mm Say: Listen to this sentence: I like cows. Now, you say it. (Children repeat, I like cows.). Ask: How many F ABC for Gingerbread Boy and words did you hear? (Children respond.) Let’s check. Me by Starfall Display the I like cows sentence strip. As you read the sentence draw a rectangle around each word. Children count the number of words in the sentence as you indicate each word. Repeat with the remaining sentence strips. Mm Introduce Mm Indicate Letter Card Mm. Say: This is the letter Mm. (Children repeat, Mm.) One Mm Print/Book Awareness is uppercase and one is lowercase, but both letters are Mm. The letter Mm Understands that stands for /m/ (m sound). Each time I touch the letter Mm, say /m/. (Touch the letters form words Letter Card several times, quickly and slowly as children say /m/.) Counts words Phonics Say: Let’s skywrite uppercase Mm. (demonstrate) Now, let’s skywrite lowercase Focuses on letter Mm. (demonstrate) Now fi nd a partner. (Children fi nd partners.)Take turns and names and shapes use your fi nger to write uppercase Mm on your partner’s back. After they have Matches some letters done this several times say: Now write lowercase Mm. to their sounds Indicate the star. Grandmother asks: Who can fi nd the letter Mm on the Alphabet Chart? (A volunteer identifi esMm and attaches the star on or above the Wall Letter Card.) Indicate ABC for Gingerbread Boy and Me. Say: Let’s look at Mm. Here are some pictures of things that begin with /m/. • Identify each picture. Children repeat. • Isolate the beginning sound. (Example: monkey, /m/.) • Indicate the word below each picture. Say: Here is the picture; here is the word that names the picture. • Discriminate between picture/word. (Example: Indicate the picture of the monkey, then indicate the word, monkey.) Encourage children to bring items, (or pictures of items), from home that begin with /m/. Comprehension Materials Retells or reenacts a story Story Time after it is read aloud F The Little Red Hen and other Recognizes cause and eff ect Folk Tales, “The Little Rooster” Dramatize “The Little Rooster” Vocabulary by Starfall Indicate “The Little Rooster.” Volunteers retell the story in Discusses words and F Starfall Sing-Along Volume 2 their own words. word meanings Math Divide the class into two groups. Children in Group 1 are Uses ordinal numbers farmers, and children in Group 2 are roosters. Read the story. The children dramatize from fi rst to fi fth their respective parts as you read.
UNIT 5 353 WEEK 15 • DAY 2 Ask: Why does the farmer need to grow food crops on his farm? Why is it important for the farmer to take care of his garden? (Children share answers.) What would happen if the farmer: • didn’t plant his garden? • never fed the animals? • didn’t clean the barn or pens? • slept all day and didn’t work on the farm? Say: Here is a song about fi ve farmers. Listen to learn what chore each farmer did. Chore is another word for job. Say, chore. (Children repeat, chore.)
Play Sing-Along Volume 2 Track 11, Five Little Farmers “Five Little Farmers.” Five little farmers woke up with the sun, Select fi ve children to represent the fi ve For it was early morning and chores were to be done. The fi rst little farmer went to milk the cow. farmers. Children recall each farmer’s chore. The second little farmer thought he better plow. Explain the meaning of plow and mend. The third little farmer fed the hungry hens. • The fi rst farmer milked the cow. The fourth little farmer mended broken pens. The fi fth little farmer took his vegetables to town, • The second farmer went to plow. Baskets fi lled with cabbages and sweet potatoes brown, • The third farmer fed the hens. And when the work was fi nished, And the western sky was red, • The fourth farmer mended the broken pens. Five little farmers tumbled into bed. • The fi fth farmer took vegetables to town. Children sing and perform the actions to “Five Little Farmers.” Small Group & Exploration Materials F Uppercase Letter Cards: A, B, C, Match Upper and Lowercase Letters E, L, M, N, P, R, S, T F Lowercase Letter cards: a, b, c, e, Phonics Place the Uppercase Letter Cards face down in a pocket l, m, n, p, r, s, t Focuses on letter chart or on a table and the Lowercase Letter Cards in a names and shapes bag or basket. F Bag or basket Recognizes most Optional: letters when named Indicate the Uppercase Letter Cards. Say: Pretend the F Pocket chart uppercase letters are the mommy and daddy letters. Let’s say their names. Volunteers, in turn, reveal a Letter A a B b Card. The class names each letter aloud. C c E e Indicate the bag or basket. Say: In this basket (bag) are lowercase letters. They are like the babies! Let’s see if we can match the babies with their mommies L l M m or daddies. Volunteers take turns selecting Lowercase Letter Cards from the basket and matching them to the corresponding Uppercase Letter N n P p Cards. Once matched, classmates confi rm (or correct) the match and skywrite upper and lowercase letters. If the children struggle matching R r S s upper and lowercase letters, teach them T t to use the Alphabet Chart for clues.
354 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine Say: andillustrations.text if theyare trueornottrue. Children discussthefollowing commentswiththeirgroups andtogether decide crops. sheep, andhorseslove to eat alfalfa!Let’s pretend we are farmersplantingour Read anddiscuss bees andcows. are photographs. This bookisnonfi name isStephen Schutz. There isnoillustrator inthisbook becausethepictures Indicate grow ontheirfarmsishay, or farmers plant crops, whichare fi That meansfarmersneedalarge amount offood that animalslike to eat. So Explain: Read anddiscussGingerbread Boy’s message. Introduce • • • • • • • •
The farmer pullstheweeds.The farmer waters theseeds.The farmer plant food ontheground. calledfertilizer sprinkles The farmer plantsseedsintheground.The farmer Farmers usebikes to helpplantcrops ontheirfarms. We drinkmilkthat comes from cows. Farmers plantalfalfafor animals to eat. Farmers donotneedbeesontheirfarms. Let’s play “True orNot True.” Repeat withfi ve new volunteers. in thesong. Play “Five LittleBees.” pretending to bebeesto follow thecues fl thechildren owers andahive.Instruct and soon.Designate locationsfor imaginary introduce themasthefi rstbee, secondbee, them oneto fi Indicateve. each volunteer and fiSelect ve volunteers to play beesandnumber “Five LittleBees.” Play Warm Up Your Brain The children perform actions thatcorrespond withthewords. actions The children perform One important jobofafarmeristo feed theanimalsthatOne important live onthefarm. Sing-Along The Story ofMilk The Story The ofMilk Story
The Story ofMilk. The Story Volume 2 Track 10.Children sing . Say: . Say: Refer to The titleofthisbookis Continue thisroutine aswithprevious weeks. alfalfa Encouragechildren to askquestionsaboutthe elds ofplants. Onecrop, orplant, that farmers Dividechildren into groups ofthree orfour. The Story ofMilk The Story ction because it is a true story aboutreal because itisatruestory ction . Say (true) alfalfa (true) (nottrue)
to checkanswers. . (Children repeat, The Story ofMilk TheStory And thatishowAnd ourpoemends! FIve littlebeesmetwithalltheirfriends Along came anotherandnow there are fi ve Four littlebeesfl ewbacktotheirhive Along came anotherandnow there are four. Three littlebeeslooked forfl owers more Along came anotherandnow there are three. Two littlebeesworked hard ascan be Along came anotherandthatmadetwo. littlebeewasOne onafl ower blue, “One LittleElephantWent(Melody: toPlay”) Out Five LittleBees (nottrue) F F Help Cows
The Story of Milk: How Bees ofMilk: The Story Sing-Along Starfall Materials alfalfa by Stephen Schutz . The author’s. The .) Cows,
Volume 2 Volume
information about about information
Story of Milk Milk of Story provide additional additional provide
Use the notes at at notes the Use
the end of of end the pollination. seeking information seeking questionsand asking by Shows curiosity for water, food, andair things havesimilarneeds Recognizes thatliving Science word meanings wordsand Discusses Vocabulary informational text facts froman Retells important Comprehension from fi rstto fth fi Uses ordinalnumbers Math
Day
Gingerbread Boy Gingerbread
Your friend, friend, Your
explain why. explain
Today’s story will will story Today’s The The
bees on a farm? farm? a on bees
important to have have to important Do you know it is is it know you Do WWEEK 15
UNIT 5 to to Three E E K
1
355 5 WEEK 15 • DAY 3
LEARNING See Learning Centers for Week 15, pages 346-348. After cleanup, CENTERS the children gather to share their experiences.
Materials
Circle Time F ABC for Gingerbread Boy and Phonemic Awareness: Blending CVC Me by Starfall F Chart paper Say: Listen to these sounds: /m/, /e/, /t/. Now you say them. (Children repeat, /m/, /e/, /t/.) Let’s blend the F Marker sounds together into a word: /m/ /e/ /t/, met. F Starfall American Sign (Children repeat, /m/ /e/ /t/, met.) Let’s try some more. Language Poster Mm Repeat for /n/ /e/ /t/ net; /l/ /e/ /t/ let; and /s/ /e/ /t/ set. F Grandmother
List Mm Words, ASL Mm Phonological Children show and describe pictures or items they brought which begin with /m/. Awareness Blends three phonemes Indicate ABC for Gingerbread Boy and Me. Review the pictures and words that begin Listens for beginning with Mm. sound Indicate the chart paper. Say: Let’s make a list of words that begin with the letter Phonics Mm. I’ll write the words on this chart paper so we don’t forget them. Start with Connects speech sounds to printed letters children’s names that begin with Mm then accept suggestions. Children circle Mm in their words after you write them. Say: We have learned the letter Mm and /m/. Now let’s learn to make the letter Mm with our fi ngers. Indicate the Starfall American Sign Language Poster and demonstrate the sign for Mm. Where Is /m/? Say: This is the letter Mm in sign language. Now you try it. (Melody: “Where Is Thumbkin?”) Children sign Mm. Where is /m/? Where is /m/? Say: Grandmother would like us to sing her song to Here I am. Here I am. remember /m/. Grandmother says: Each time you hear /m/ or /m/ in monkey, /m/ in milk the letter Mm, make the Mm hand sign. Sing “Where Is /m/?” /m/ /m/ /m/, Mm, Mm, Mm Story Time Materials F The Troll Who Lived Under the The Troll Who Lived Under the Bridge Bridge as told by Craig Deeley Comprehension Indicate The Troll Who Lived Under the Bridge. Recalls information from stories Explain: The title of this story is The Troll Who Lived Under the Bridge. It is Makes inferences a fi ctional story, written and illustrated by Craig Deeley. A fi ctional story is not real; it is made up by the author. Who can point to the title of the story? Uses illustration clues to predict (Volunteers respond.) Who can point to the illustrations or pictures? Say: This book is about an animal you might fi nd on a farm that eats alfalfa and produces milk. Look at the cover of this book. What animal do you think this story is about? Read the story, pausing after each page to discuss the following questions: 356 UNIT 5 Starfall Pre K 26 25 23 21 18 17 14 12 11 8 Answers 7 5 2 Questions Page 29 the troll is? Why orwhy not? to cross backover to where will try brown andbarren hillgreen again? What didthetroll the doto make Great BigGruff Why didn’t thetroll wantto let to cross next? Who asked thebridge Do youDo thinktheGruff the hillwhere theGruff What doyou thinkwillhappento Hefell into theriver. do next? What doyou thinkthetroll will What happenedto thetroll? What didGreat BigGruff What happenedto thetroll? troll? How didGreat BigGruff next? Who cameover thebridge What didBigGruff do withtheseedpackets? What doyou thinkthetroll might What did Tiny Gruff Gruff Why didn’t thetroll want Tiny Tiny Gruff Who cameover thebridgefi rst? the river? Why didthegoatswantto cross brown andbarren onone side? Why doyou thinkthehills were Barren are eating? to cross thebridge? meansthere wasnograss. cross over to thehill? rms?Hewould onlyeatafew blades promise? rms?Hewould onlyeatafew blades promise? brothers brothers trick the trick donext? Answers willvary. He planted grass seeds. Big Gruff Plant theseeds. thehillfromturn green to brown. He would eatallthegrass, and Crawl outofthewater. his brothers whowere stilleating. He crossed andjoined thebridge the air. Great BigGruff around.coming andmadehimturn He told himhisbrothers were the grass. He didn’t wanthimto eatall Great BigGruff of grass, back. thencomeright of grass, back. thencomeright green grass ontheotherside. They wanted to eatthegood, green grass. The goatshadeaten thegood, good, green grass. because theywilleatallthe willbebrown andbarren It
tossed himinto WEEK 15 •DAY 3
UNIT 5
357 WEEK 15 • DAY 3 Small Group & Exploration Materials F Corn kernels Estimation F Large bowl F Trays (recyclable aluminum pans) Science Place the corn kernels in a large bowl. Indicate the other F Containers of various capacities, Compares, contrasts, containers of various capacities, sizes and shapes. and classifi es sizes and shapes objects and data Ask questions such as: F Measuring spoons (1 per child in Math • Which container will hold more corn kernels? the group) Becomes familiar with standard measuring • How could we fi nd out? (Children experiment.) F Paper drinking cups tools and their uses • What would happen if we try to put the whole Uses numbers to predict, estimate and make bowl of kernels into a small cup? realistic guesses • Why might some spill out? Distribute measuring spoons and paper cups. Say: Let’s guess how many spoons of corn will fi t in this paper cup. (Children estimate.) Let’s see if you are right. Children count as they use measuring spoons to fi ll their cups with corn kernels and compare results. Explain that corn is another food goats eat.
358 UNIT 5 WWEEKEEK 1155 Continue this routine as with previous weeks. Gathering Routine Day Four
Materials
Morning Meeting F Container of milk F Latex glove full of milk I love milk! What is Warm Up Your Brain your favorite drink? F Straight pins Sing “Animals At the Farm” to the melody of “The Your pal, F A bowl and a small plastic cup Wheels on the Bus.” Gingerbread Boy F Chart paper, marker F The Story of Milk by Milk a Cow! Stephen Schutz Read and discuss Gingerbread Boy’s message. Science Investigates states of matter (solid and liquids) Indicate the container of milk. Say: Yesterday we learned that Animals At the Farm we get milk from cows. Review The Story of Milk, pages 11-19. Math (Melody: “The Wheels on the Bus”) Verbally counts Indicate the glove fi lled with milk. Say:Here is a glove that The cows in the barn go in sequence Moo, moo, moo looks like the parts of the cow that store milk. They are Uses numbers to predict, Moo, moo, moo called udders. estimate, and make Moo, moo, moo realistic guesses The cows in the barn go Poke small holes in one or more of the fi ngers of the glove to Moo, moo, moo Vocabulary demonstrate how milk comes out of a cow. Place a bowl under All around the farm. Discusses words and the glove to catch the milk. Children take turns squeezing the word meanings Additional verses: fi nger(s) of the glove. The pigs in the pen go Explain: Milk is used to make many foods like ice cream, oink, oink, oink milkshakes, yogurt, and butter. Indicate the chart paper The hens in the coop go cluck, cluck, cluck and small plastic cup. Say: I wonder how many squeezes of The rooster on the fence goes milk it would take to fi ll this cup. Let’s estimate, or guess. cock-a-doodle-do The ducks on the pond go Write the children’s names on chart paper. Each child estimates quack, quack, quack the number of squeezes and you write it next to their names. The lambs on the hill go baa, baa, baa Children count as you squeeze the milk from the glove into The bunnies in the hutch go the small cup. Write the total number of squeezes on the top (silently wiggle nose) of the chart paper. Review the estimates and circle those that are closest.
LEARNING See Learning Centers for Week 15, pages 346-348. After cleanup, CENTERS the children gather to share their experiences.
UNIT 5 359 WEEK 15 • DAY 4 Circle Time Materials F Grandmother Phonological Awareness: Syllables in Words F List of Mm words from Day 3 F Starfall’s Selected Nursery Say: Listen to these word parts: mon-key. Let’s put the word parts together: monkey. This time let’s clap Rhymes (Book & Audio CD) for the parts. Ready? cow (one clap) Children say, cow. Repeat with chicken, spider, rooster, rabbit, and pig.
Introduce Final /m/ Indicate the list of Mm words. Say: Let’s look at these words that begin with Mm. Review the list. Ask: Can you think of any other words you would like to add to Phonological Awareness the list? Accept suggestions and add additional Mm words to the list. Counts syllables Review the ASL hand sign for Mm. Say: Here is Mm in sign language. Now you do it. Listens for beginning sounds Say: Grandmother found a rhyme she would like to share. Mistress Mary Isolates ending sound Indicate Nursery Rhymes page 28. Read “Mistress Mary.” Children stand each time they hear a word that begins Mistress Mary, quite contrary, with /m/. Play and sing Track 25, “Mistress Mary.” How does your garden grow? With silver bells and cockle shells Ask: Do you know that /m/ can be at the beginning of And pretty maids all in a row. a word OR at the end of a word? Listen for /m/ in this word: Sam. (Emphasize /m/ at the end.) Now you say it: Sam. Where do you hear /m/ in Sam? (Children respond, the end.) Say, Sam. Grandmother says: Listen to these words. If you hear /m/ at the end, clap your hands. Overemphasize /m/ in the following words: come, ham, sat, pin, stream, and time. Story Time Materials F The Troll Who Lived Under the Sequence The Troll Who Lived Under the Bridge Bridge as told by Craig Deeley F The Troll Who Lived Under the Comprehension Indicate The Troll Who Lived Under the Bridge. Show the Bridge Audio CD Identifi es sequence illustrations and turn the pages as children listen to the CD. of events F The Troll Who Lived Under the Sentence Structure Display the Sequence Cards in random order in the pocket chart. Encourage discussion as children work together to Bridge Sequence Cards Uses complete sentences F Pocket chart of four or more words, sequence the cards. If there are questions regarding order, usually with subject, children consider how they might check their answers. verb, and object order (They may use the book.) Ask: If you could talk to the goats or the troll what would you ask or say? Volunteers share their questions and comments. Encourage them to use complete sentences.
If necessary, you or Gingerbread Boy may Observe & model a question or comment. Modify
360 UNIT 5 Pre Starfall K Group&ExplorationSmall was Mama Bearwas notice aboutthesizes ofthegoats? medium-sized andlarge.) the ThreeBears (i.e. allcupstogether) labels. andplacethemunderthecorrect groupsDisplay theminto alltheotherobjects. Children like together work to sort cards onthetablesideby side. Say: andnamethesmall,Indicate medium,andlarge indexcard labels. Place theindex thepicturesofgoats. Indicate Ask: respond.) (Volunteers Ask: Compare Small, Medium,andLarge Say: Say: their size. them underthecorrect groups. • • • •
the least? of milk. pint of milk. pint ofmilk. Which container holdsthemostmilk? Which isthelargest? Which isamedium-sized container? Which container ofmilkisthesmallest? Let’s compare thesizes ofthegoats to thesizes of thesecontainers ofmilk. Do you of remember thestory big , or Begin withthesmallest. large ? What were thesizes ofthebears? medium-sized . Right, BabyRight, Bearwas (Volunteers respond.) (Volunteers Let’s puttheminorder of , andPapa Bear Let’s andplace theseobjects group orsort Goldilocks and What doyou (They are small, (They (Volunteers respond.) (Volunteers (Volunteers respond.) (Volunteers small (Volunteers respond.) (Volunteers Right, this is a gallon of milk. thisisagallonofmilk. Right, , F F F F Gruff Bridge buttons, paper, plates, etc. suchascups, books, blocks,
The Troll Lived Underthe Who Small, medium,and large items gallon) (pint,quart, cartons Milk Index cardIndex labels Yes, thisisaquart Which holds , BigGruff Materials Right, thisisa Right, Sequence Cards (Tiny , Great BigGruff ) increasing orderofsize objectsin Orders tools andtheiruses standard measuring Becomes familiar with fewer, lessand/orsame groups ofobjectsmore, Compares andorders Math WEEK 15 •DAY 4
UNIT 5
361 WWEEKEEK 1515 Day Continue this routine as with previous weeks. Five Gathering Routine Morning Meeting Materials F Class Farm Book from Day 1 Warm Up Your Brain F Teacher’s music choice for “Freeze-a-Roo” Play “Freeze-a-Roo.” Intermittently play and pause your choice of music. When the music stops, children F Share Chair freeze. Each time they freeze, give one of the following instructions. Say: Pretend you are… • a bee fl ying from fl ower to fl ower • a farmer driving a tractor I had so much fun learning about farms. • a cow eating alfalfa Classmates may give a I didn’t know milk • a pig playing in the mud silent clap or a rocket comes from cows and cheer to affirm each goats, too! • a farmer picking corn other. (To applaud in sign Love, • the troll falling into the water language, place both hands high in the air and twist Gingerbread Boy the hands at the wrists Class Farm Book from side to side.) Sentences & Structure Read and discuss Gingerbread Boy’s message. Combines sentences that give lots of detail, Indicate the Class Farm Book. Children take turns sitting in the Share Chair to present sticks to the topic, and their pages to the class. Remind them to be good listeners and not interrupt when clearly communicates intended meaning another child is speaking. They may ask questions as each child fi nishes. Conversation Demonstrates knowledge of verbal LEARNING See Learning Centers for Week 15, pages 346-348. After cleanup, conversational rules CENTERS the children gather to share their experiences.
Circle Time Materials F Grandmother Phonological Awareness: Rhyming F Chart paper F Say: Listen to these words: drum/some/from. Now Marker you say them: drum/some/from. (Children repeat, drum/some/from.) Ask: What do you notice about these words? Lead children to recognize they all end with /m/ and they all rhyme. Here’s another one: ham/Sam/Pam. (Children repeat, ham/Sam/Pam.) What do you notice about these words? (They end with /m/ and they rhyme.) Listen carefully: ham/Sam/cup. (Children repeat, ham/Sam/cup.) One word doesn’t rhyme: ham/Sam/cup. Which word does not rhyme? (cup) Let’s try another one: come/some/toy. Which one does not rhyme? (toy) Come and some rhyme.
362 UNIT 5 WEEK 15 • DAY 5 Initial /m/ Guessing Game Indicate the chart paper. Grandmother says: Let’s play a word guessing game. I’ll Phonological give you some clues. The answer will begin with /m/. (teacher’s name) will write Awareness your answers on chart paper. Ready? Discriminates rhyming words • What is white, good to drink, and comes from a cow? (milk) Phonics Matches some letters • What does a cat say? (meow) to their sounds • We sang a song about a farmer. His name was Old who? (MacDonald) Print/Book Awareness • What animal can swing by its tail? (monkey) Connects oral language and print • At night we do not see the sun. What do we see? (moon) • When you are sick, what might your mom or dad give you to help you feel better? (medicine) • We sang a song about a girl who had a garden. Her name was Mistress who? (mary) Where Is /m/? (Melody: “Where Is Thumbkin?”) • What is the opposite of father? (mother) Where is /m/? Where is /m/? Review the list of words. Children circle Mm at the Here I am. Here I am. beginning of each word. /m/ in monkey, /m/ in milk /m/ /m/ /m/, Mm, Mm, Mm Sing “Where Is /m/?”
Story Time Materials F Starfall’s Selected Nursery Teacher’s Literature Choice: Farms Rhymes F Teacher’s choice of book Indicate Nursery Rhymes page 26, “Little Boy Blue.” Vocabulary about farms Volunteers discuss the illustration. Read the rhyme. Acquires new vocabulary Comprehension Indicate your choice of book about farms. Discuss the Makes connections author and illustrator of your book. Picture-walk as children discuss the illustrations using illustrations/ and what they see happening on each page. Read the book, briefl y introducing new photos, prior knowledge, vocabulary as it is encountered. Ask children to retell one part of the story in their real-life experiences own words. Science Describes characteristics in the appearance and behavior of animals Small Group & Exploration
There are no formal lessons planned for Day 5. Use this time to conduct individual conferences or make up activities with children who might have been absent or need additional practice with skills.
UNIT 5 363 364 WEEK 16 —OVERVIEW UNIT 5 This week you willteach thechildren aboutanimalsthatlive inthewild, focusing on Preparation Sing-Along Starfall Starfall’s Rhymes Nursery Selected Sign American LanguagePosterStarfall ABC forGingerbread Boy andMe Animal Poster The Gingerbread Boy The Gingerbread Boy The Gingerbread Boy intheMeadow Over intheMeadow Over intheMeadow Over Media &Other Books Starfall Story TimeStory Day Two the fi rstline. TimeStory Circle Time Morning Meeting Day One for byhumans. The children willalso: how theydiff • • • • • • •
use animalcards to form sets create aclassroom wildanimalhabitat put syllablestogether to form words develop theirestimationskills compoundwords apart take sequence /f/andidentifyinitialfilearn nal/f/ words • • •
At theEdgeofWoods: ACounting Book Who Lives Here?Who Forest Animals Life intheForest — You willneedafeather for eachchild. — Chooseabookabout theforest to share. Suggestionsinclude: — Prepare paperwiththesentence stem, achart “He willseea(blank).” on We 16: WWeek er from animals, domesticated petsandfarm whoseneedsare provided The Gingerbread Boy —Prepare paperwiththetitle asheetofchart Animals.”“Wild e Volumes 1and2 Audio CD byOlive A. Wadsworth Sequence Cards Sequence Cards Audio CD as told by BrandiChase e by EileenCurran k
1 by Starfall 6 by Deborah Hodge byDeborah :
IIn theWild n
by Cynthia Cotten t h e
W i l Ff d W e e k
1 6 :
I n
t h e
W i l d
Starfall Pre K Story TimeStory Circle Time Animals listavailable. rectangular baking pan,apanofwater,rectangular baking soapand aroll ofpapertowels. Small Group alligator, rabbit,monkey). ofways kangaroo, (elephant,snake, tiger,Repeat withanimalsthat move ina variety run backto thestart. pretend theyare theanimalastheymove toward you. Signal themto stop andthey will move. Standwhere thechildren willfi nishandnameananimal. Thechildren Children standinalineandfacethedirection inwhichthey Play “Run, Hop andSlither.” Outside Activity The children diptheirwaffl maplesyrupsticksbyheatingupfrozenMake waffl smallteddy bear-shaped cookies. Serve animalcrackers. Children identifytheanimals. Serve Snack Suggestion feather dusters to pullapart. For Looking Ahead Pets listfrom Morning Meeting Day Five Morning Meeting Day Four rows for each child’s name. Add theheadingsshownbelow. Morning Meeting Day Three • •
Who’s intheForest? Annie and the Wild Animals andtheWildAnimals Annie Week 17 — Select Picture —Select Cards orgatheritems thatbegin with/f/. — Chooseabookaboutwildanimalsto share. Suggestionsinclude: aeEtmt Actual Estimate Name — You orsmockfor willneedapaintapron,eachchild, oldshirt a Week 14 you willneedseveral feathers. stores, Checkyour localcraft orpurchase — Select musicto useasthechildren —Select play “Freeze-a-Roo.” Have the —Have the Wild Animalslistfrom —Prepare papergraph withthree columnsandenough achart by Phyllis Gershator , theFarm Animalslistfrom e sticks into small cups of warm maplesyrup.e sticksinto smallcupsofwarm by JanBrett es andcuttingtheminto strips. Week 15 Day 1 available. , andthisweek’s Wild
and control Moves withbalance Gross MotorSkills
Gingerbread Boy Gingerbread
Gingerbread Boy Gingerbread Gingerbread Boy Gingerbread Gingerbread Boy Gingerbread Boy Gingerbread
Love, Love,
Love, Love, Your pal, pal, Your Your pal, pal, Your friend, Your
in the forest? the in
your favorite? your about wild animals? wild about wild animal? wild day. all
would be like to live live to like be would
wild. Which animal is is animal Which wild. live. Can we learn learn we Can live. What’s your favorite favorite your What’s do they what wonder
wondered what it it what wondered
where wild animals animals wild where animals in the forest. forest. the in animals I wild. the in live or animals that live in in live that animals
Have you ever ever you Have
I grew up in a forest forest a in up grew I I loved learning about about learning loved I many are There pets be can Frogs I love forest animals. animals. forest love I
UNIT 5
Da Day Day Day 1 Day Day 2 Day Day 3 Day Day 4 Day Day 5 Day the the
y y
365 5 4 3 2 1 366 WEEK 16 —OVERVIEW
WWEEK 16 UNIT 5 Morning Meeting Exploration GroupSmall & Circle Time Story Time Story E E K
1 6 The Gingerbread Boy The Gingerbread Boy “Feathers” riddle andlistenIntroduce for /f/ Words inaSentence Phonological Awareness: wildanimals Introduce Forest Walk” “Going ona Animal Poster Gingerbread Boy’s Message Use animalcards to create sets stem Complete sentence Sequence Cards Day
One LEARNING CENTERS GATHERING ROUTINE
objects Identify pictures ofinitial/f/ ABC forGingerbread Boy andMe Introduce Compound Words Phonological Awareness: appropriate habitats Draw animalsinthe Vocabulary: environmentsComfortable Gingerbread Boy’s Message The Forest Teacher’s Literature Choice: Day Ff Two environment Day Three Day Four Day Five GATHERING ROUTINE
Gingerbread Boy’s Message Gingerbread Boy’s Message Gingerbread Boy’s Message Estimate jumps from start “One Little Elephant Went Out Animal Categories to fi nish to Play” (Pets, Farm, Wild) Compare estimates to “Five Little Bears” Large and Small actual jumps Number Cards 1 - 10
LEARNING CENTERS
Phonological Awareness: Phonological Awareness: Phonological Awareness: Blend Phonemes Syllables in Words Isolating Beginning Sounds “Put Your Fingers in the Air” Review ASL sign for Ff Rhyming words ABC for Gingerbread Boy and Me Introduce fi nal /f/ “Where Is /f/?” List initial /f/ words Introduce ASL sign for Ff Ff “Where Is /f/?”
Over in the Meadow Over in the Meadow Teacher’s Literature Choice: Sequence Cards Wild Animals Vocabulary: meadow, nocturnal
Create hand-print trees Use cubes and Sequence Cards Complete projects or conduct (habitats) to create sets observations and individual assessments
UNIT 5 367 WWEEKEEK 1616 Computer Center LEARNING Materials CENTERS Activity — Children enjoy Talking Library: “The Gingerbread Boy,” Numbers: 0-10, and I’m Reading: Nonfi ction, “A House F Computers set up to access Media & Technology in a Tree.” more.Starfall.com Uses technology to F Headsets explore and review They also review /e/ and /m/, and reinforce /f/ at ABCs: information E, M, and F. Enjoys using electronic forms of storybooks Interaction & Observation and information texts • Continue to give careful attention to the physical arrangement of this center to enhance learning. Alter the arrangement of the computers as needed to enhance their social use and for optimal teacher participation. For example, place two chairs in front of each computer to encourage positive social interaction, and move computers closer together to facilitate the sharing of ideas.
Art Center Materials Creative Arts Activity — Using pictures of forest animals for inspiration, F One sheet of manila paper for Creates original work the children create fi nger or thumbprint animals by pressing Fine Motor Skills their thumbs or fi ngers on the stamp pad then making prints each child Demonstrates control, on the paper for the bodies and heads of forest animals. F Stamp pad with washable ink strength, and dexterity F Black felt-tipped markers to manipulate objects They add legs, eyes, ears, antenna, whiskers, and feet with F Pictures of forest animals Uses eye-hand black markers. Children create as many forest animals as they coordination to F Tissues/hand wipes perform tasks wish on their paper. They label their drawings using inventive spelling, or copy the names of the animals. Interaction & Observation • Even children who are reluctant to get their hands messy, or who don’t like to draw, will fi nd that fi nger and thumb print art is fun and easy. Have tissues on hand for wiping thumbs and fi ngers, and wipes to clean hands when the project in fi nished. • Add a copy of Ed Emberley’s Great Thumbprint Drawing Book to the Art Center to inspire the children to create various animals.
Library Center Materials Listening & Speaking Activity — Children read and listen to The Gingerbread Boy F The Gingerbread Boy Listens responsively and books about forest animals. Include Over in the Meadow Print/Book Awareness after it is introduced on Day 3. (Book & Audio CD) Connects oral F Over in the Meadow language and print Interaction & Observation (Book & Audio CD) Comprehension • Enrich comprehension skills by asking questions F Books about forest animals Retells a story in sequence about the read-alouds, such as: Why did Gingerbread Boy run away? What happened to him at the end of the story? • Ask children to retell the story to demonstrate their understanding of sequence. If a child has diffi culty or is unable to retell the story, prompt him or her by asking: What was the book about? What was the problem in the story? Who were the characters in the book?
368 UNIT 5 WEEK 16 • CENTERS MathMDramaticath CenterCente Playr Center Materials Activity — The children pretend to be theater performers, Creative Arts F Dress up costumes/clothing/shoes creating stories and dramatizing them using the available Engages in cooperative props and clothing. F Recycled costume jewelry and pretend play with other children accessories Represents fantasy and Interaction & Observation real-life experiences • Discuss the children’s roles as you observe them. through pretend play • Pretend you are a member of the theater and join the children at play. • The Dramatic Play Center enables children to make active connections between the written word and the spoken word, builds vocabulary and meaning, and develops creativity and imagination.
Construction Center Materials Activity — The children play freely and creatively with Creative Arts F Plastic forest, jungle, and the available materials, without specifi c instructions Explores visual materials or directions. meadow animals and activities F Wooden blocks and other Fine Motor Skills Interaction & Observation building toys Demonstrates control, strength, and dexterity • Photograph the children with structures they build F Books about forest animals to manipulate objects and compile the pictures into a class book. Social/Emotional • Place the book in the Construction Center to provide Development ideas for building. Works with others to solve problems • Children will enjoy looking through the book to remember constructions they have created during the year.
Writing Center Materials Activity — Introduce this “Write the Room” activity Emergent Writing F Clipboards before Learning Center time by modeling it for the class. Explores letter Walk around the classroom, with your clipboard, looking F Blank paper sound associations while writing for words that you want to write. Point to a word and the F Pencils Fine Motor Skills children tell you what it is. You write it on your paper. Uses writing and Demonstrate with several words. drawing tools with control and intention The children write their names at the tops of their papers, then walk around the classroom writing words they know or like. Interaction & Observation • Children show you their lists and read their environmental print to you. • Your classroom should be a print-rich environment with words everywhere. • Items should be labeled; center names, children’s names, charts with rhymes and songs, names of colors, months, days of the week, etc. should be displayed.
UNIT 5 369 WEEK 16 • CENTERS Discovery Center Materials Fine Motor Skills Preparation — Put two primary colors of fi nger paint F Empty water table or large, Demonstrates control, into a plastic tub or empty water table. Place the water strength, and dexterity table or plastic tub waist high on a table. shallow plastic tub to manipulate objects F Finger paints Creative Arts Activity — The children roll up their sleeves and wear F Oversize paint shirts or smocks Explores visual materials smocks to protect their clothing as they fi nger paint directly and activities F Manila paper in the tub, without paper. They make handprints on manila paper before washing up. Write their names on their handprint papers and use them to decorate the Art Center. Interaction & Observation • Discuss what happens to the color of the paints. • Finger painting is an emotionally satisfying form of creative expression for young children. Benefi ts include the strengthening of hand and fi nger muscles and improved understanding of how secondary colors are created. • Supervise this center closely and encourage children to vocalize their fi nger painting experiences.
Math Center Materials Activity — Each child takes a set of 0 -7 index cards and F A variety of counting Math chooses a container of counters. They create sets of 1, 2, 3, 4, manipulatives (bears, monkeys, Understands that 5, 6, 7, and 0, placing the correct number of items from their numbers always container on each number card. cubes, links, buttons, bread tags, represent the same quantity shells, etc) Uses one-to-one Interaction & Observation F A small plastic container for correspondence to • When you work with children in this center, ask them to each type of counter (at least 30 determine “how many” describe, name and count the numeric sets to you. counters in each container) • Make sure children are not simply counting by rote, F 4 sets of 8 index cards each but are acquiring an understanding of numbers. with one numeral 0-7 written in the top right corner
370 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine of someanimals that live many diff trees, streams andrivers. The forest ishometo aforestIn you seeplants, grass, many of kinds paper labeled the chart Indicate Animals.”“Wild Say: Walk.” The children repeat itisspoken. eachlineafter Play alongtheway. pictures imaginary in aforest! your Get camera ready. We’ll take wild animals. Let’s pretend we are goingonawalk Say: respond.) (Volunteers that doesn’t live onafarmandisn’t anyone’s theAnimalPoster.Indicate Ask: Say: Read anddiscussGingerbread Boy’s message. Animals Wild determines iftheresponsesdetermines are correct. paper.Write responses correct onthechart name animals theythinklive inthewild. The class A forest haslotsoftrees andisthe homefor many and places to live. care ofthemselves andfi don’t live onfarms. That meanstheyhave to take wild animals. Wild animalsaren’t petsandthey Play “Over Your Shoulder.” Children follow your directions: Warm Up Your Brain Gingerbread Boy saidhegrew upinaforest. Gingerbread Boy would like to learnabout Sing-Along • • • • • • • • • •
Clap, clap, clap! Count to fi yourLift chinup. shoulders. Cross botharmsandtouch your opposite Count to fi Turn your headslowly to theleft. Put your shoulder. righthandonyour left Count to fi look over your shoulder. Turn your headslowly to therightand Put handonyour your rightshoulder. left erent wild
Volume 2 Track 14, “Going onaForest fteen. fteen. fteen. Right, abeariswildanimal.Right, animals. Let’s make alist nd theirownfood, water in thewild. Who canfi Continue thisroutine aswithprevious weeks. Volunteers nd an animal nd ananimal pet? Underneath thattree (Children repeat.) I seeamousehole(Children repeat.) May we take your picture, please? Got my runningshoes(Children repeat.) But I’m notafraid (Children repeat.) Going onaforest walk (Children repeat.) GoingonaBearHunt) (Melody: Going onaForest Walk That was fun! We’reWhew! safe Run run Use thoserunningshoes It’s abear!! Careful livesWho inthere? I seeacave May we take your picture, please? A snake Stay back Along theforest fl I seesomethingslithering May we take your picture, please? eagle An Look up Flying inthesky I seeabird May we take your picture, please? A spider there Over Glistening inthesun I seeaweb May we take your picture, please? An owl Listen Way upinthetree I hearsomehoot-hooting May we take your picture, please? A mouse(Children repeat.) Stay still(Children repeat.) F F F F
Starfall Sing-Along Starfall Marker Prepared paper chart Animal Poster Materials oor Volume 2 Volume
or topicofinterest writing experience Contributes toashared Emergent Writing real-life experiences photos, priorknowledge, using illustrations/ Makes connections Comprehension
will use it again on on again it use will Days 2 Days
Day
Gingerbread Boy Gingerbread
Your pal, pal, Your
Animals list. You You list. Animals
wild animals? wild
we learn about about learn we
animals live. Can Can live. animals
forest where wild wild where forest
I grew up in a a in up grew I Save the Wild Wild the Save WWEEK 16
UNIT 5
One
, ,
4 E , and and , E
K 5
. 1
371 6 WEEK 16 • DAY 1
LEARNING See Learning Centers for Week 16, pages 368-370. After cleanup, CENTERS the children gather to share their experiences.
Circle Time Materials F Grandmother Phonological Awareness: Words in a Sentence F Picture Cards: fan, farm, farmer, Say: Listen to this sentence: I want to go to the forest. feather, feet, fi ngers, fi sh, fox, frog, (Children repeat the sentence.) Listen again. I want lamp, monkey, pan, rain, sun to go to the forest. Ask: How many words are in the F A feather for each child sentence? (Volunteers respond.) Let’s check. Select a F Pocket chart child to represent each word in the sentence. Stand behind each child as you say the sentence, then count the number of words (and children). Ask volunteers to make up sentences and repeat the process.
Introduce /f/ Feathers Phonological Say: Grandmother has a riddle for us. Listen to her clues Awareness to solve this riddle. Grandmother reads the riddle “Feathers.” Birds are the only animals that Listens for beginning Children solve the riddle. have me on their bodies. sounds I am part of a bird’s wing. Recognizes individual Display the Picture Cards farm, feet, feather, and fi ngers. I am soft. words in sentences My name begins with /f/. Indicate the feather Picture Card and say: Here is a picture What am I? of a feather. (Children repeat, feather.) Feather begins with /f/. Say /f/. • Farm begins with /f/. (Children repeat, farm.) Say /f/, farm. • Feet begins with /f/. (Children repeat, feet.) Say /f/, feet. • Say, fi ngers. What sound do you hear at the beginning of fi ngers? (/f/) Say: Listen to these two words and say which one begins with /f/: feather, monkey. (Children respond, feather.) Right, feather begins with /f/. (Children repeat, /f/.) Listen again. Which one begins with /f/, pet or farm? (Children respond, farm.) What do you notice about these words: farm, forest, fi nger, fi sh? (They all begin with /f/.) Grandmother says: I have something for each of you. (Distribute a feather to each child.) What do you have in your hand? (Children respond.) Let’s use our feathers for a listening game. Hold your feather tightly. Now gently blow on your feather. (Children do this.) Listen to these words. If you hear /f/ at the beginning, blow on your feather. If the word doesn’t begin with /f/, put your feather in your lap. Ready? Use: fi sh, monkey, ball, fi ve, forest, pig, and fun. Collect the feathers for later use. Place the Picture Cards fan, farmer, fi sh, fox, frog, lamp, monkey, pan, rain, and sun in the pocket chart in random order, face up, and name each card. Children locate pictures that begin with /f/. Encourage children to listen for /f/ today! 372 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story Observe & Observe Modify this group, or the corresponding NumberCard. Examples: your instructions,countthenumber of animalsineachset,thenmatch thatnumberto words. ordescribing usingcomparing directions The children create setsaccording to thePicture RepeattheprocedureReturn Cards above, chart. to thepocket giving Cards to verify. three Picture to Cards theNumberCard. next Together theclasscountsPicture Who canmake asetofthree animals? animals withthechildren. Say: Count the chart. place themsidebyinapocket theanimalPictureIndicate Cards andidentifyeachasyou Make AnimalSets Ask: paperandread thesentence stem, thechart Indicate “He willseea______.” Say: chart. Volunteers order order theSequenceCards ofevents. astheclassreviews thestory Display theSequenceCards inrandomorder inapocket Read Children identifyanddiscussforest elementsandanimals. through andpicture-walk Indicate his bookagainsincethesettingisaforest! Gingerbread Boywhispersitmightbeagoodideato read Read volunteers nameforest animals. Readthecompleted sentences. and Gingerbread Boy seeontheirforest walk? get into trouble thistime? Why not? What newanimalsmighttheoldwoman take Gingerbread Boy for awalk through theforest. Would Gingerbread Boy • • • •
Make asetofanimalsthat cantalk. Make asetofanimalsthat canfl Make asetofmore thanfi Make asetoflessthanfi What ismissing? I wonder what happenednext. Let’s pretend theoldwoman decidedto The Gingerbread Boy. The Gingerbread Boy
set motors are runningfor /v/. Their motors are off turned They shouldfeel avibration intheirthroats. Tell thechildren their throats andproduce /f/. They shouldfeel nothing. Repeatfor /v/. way to assistthemisto have themplacetheirfi ngersontheir children haveIf diffi . Indicate theNumberCard Indicate (the endofthesentence) thesentence Rewrite stem as ve animals. There are ve animals. culty distinguishing between /f/ and /v/, one /f/and/v/,one distinguishingbetween culty The Gingerbread Boy y. y. Avolunteer places ten animals in animalsin three
. Ask: . Ask: 0
. 1 F F F F F F F F F
byBrandiChase rabbit, frog, hen,monkey, mouse, pig, sheep Cards 2
The Gingerbread Boy Picture Cards: Number Cards: 0-10 The Gingerbread Boy Pocket chart Marker Prepared paper chart Gingerbread Boy Pocket chart
Materials Materials
for /f/. 3
bear, bee, cow, 4 astold
Sequence
5
6 7 or topicofinterest writing experience Contributes toashared Emergent Writing of events Identifi es sequence from stories Recalls information Makes inferences Comprehension determine “how many” correspondence to Uses one-to-one in sequence Verbally counts sets create new sets ofobjectsto Combines andseparates Math
WEEK 16 •DAY 1 8
UNIT 5 9
10
373 WWEEKEEK 1616 Continue this routine as with previous weeks. Day Two Gathering Routine Morning Meeting Materials F Picture Cards (Set 1): bed, car, Warm Up Your Brain coat, house, kitchen, lamp, refrigerator Children imitate forest animals as they follow your directions. Say: F Picture Cards (Set 2): fruit, garden, nest, plant, seed, tree, Frog — Squat with your feet wide apart. Bring your vegetables, vine, web arms inside your knees and place your palms on F Picture of a river, pond, or stream the fl oor. Jump up and say “r-r-r-i-b-b-i-t!” (repeat) F Bag or basket Snake — Lie on the fl oor and slither like a snake. F Pocket chart Make a hissing sound. (repeat) F Wild Animals list from Day 1 I love forest Monkey — Pretend you are swinging from tree to F Pointer animals. Have you tree. Pretend to peel and eat a banana. Scratch ever wondered what your sides and say “ooh ooh, ahh ahh!’ (repeat) it would be like to live in the forest? Say: Now listen carefully. I will say frog, monkey or snake, and you do Love, the actions! Gingerbread Boy Compare and Contrast Habitats Listening & Speaking Place the Set 1 Picture Cards into the bag or basket. (bed, car, coat, house, kitchen, Follows simple and lamp, and refrigerator) multiple-step directions Comprehension Read and discuss Gingerbread Boy’s message. Makes connections using illustrations, Ask: What do you think it would be like to live in the forest? (Volunteers respond.) prior knowledge and Raise your hand if you live in a tree. Would that be safe? (Volunteers respond.) real-life experiences Living in the forest is very diff erent from living at home. Let’s look at some Oral Language things we wouldn’t have if we lived in the forest. Indicate the basket (or bag) of & Vocabulary Set 1 Picture Cards. A volunteer draws a Picture Card and places it in the pocket chart. Discusses words and word meanings Discuss how the item helps create a comfortable environment in which to live. Indicate the Wild Animals chart paper. Say: Let’s read this list together. (Do this.) Could a wild animal live in your house? (A volunteer responds.) Why not? What do animals need to live? (food, water, shelter, space) The place animals live is called their habitat. (Children repeat, habitat.) Indicate the Set 2 Picture Cards. Say: Let’s look at some things wild animals need to feel comfortable in their habitat. One by one, volunteers select a Picture Card to place in the pocket chart. Discuss how each item helps create a comfortable environment for wild animals. Compare and contrast what wild animals and people need in order to live comfortably in their environments.
374 UNIT 5 Pre Starfall K Time Circle CENTERS LEARNING pictures ofthingsthatpictures beginwith/f/. Say: and slowly aschildren say /f/. lowercase, butbothletters are your fi begin with/f/. Grandmother reminds children items, to bring (orpictures ofitems), from homethat Indicate Indicate A volunteer identifi es thestar.Indicate Grandmotherasks: this several times, say: Say: LetterIndicate Card Introduce time Itouch theletter (demonstrate) • • • •
Indicate theword,Indicate picture/word. between Discriminate thepictureof feather. (Example:Indicate thewordIndicate beloweachpicture. Say: Isolate thebeginning sound. (Example:feather, /f/.) Identify eachpicture. Children repeat. that namesthepicture. Say: Say: the word fi chart. pocket Display thePicture Card Awareness:Phonological Compound Words Repeat for Let’s uppercase skywrite This istheletter nger to write uppercase This isafi ABC forGingerbread Boy andMe Ff
Now, fi football, ladybug, pancake re, what word isleft? Children identifythe picture. refi the children gatherto share theirexperiences. See Learning Centers for Ff nd apartner. ghter. feather Ff . Ff Now write lowercase andattachesthestaronorabove the Wall Letter Card. Ff . (Children repeat, , say /f/.
fi refi ghter .) If weIf take away F . F Ff (demonstrate) Who canfi Touch theLetter Card several times, quickly onyour partner’s back. . The letter . The (Children fi ndpartners.) inthe (fi ghter) . Say: . Say: , and Ff Week 16 .) nd theletter Let’s lookat f rainbow One Here here isthepicture; istheword . Ff Now, let’s lowercase skywrite f. standsfor /f/ Ff isuppercase andoneis , pages 368-370. After cleanup,, pages368-370.After . Ff Ff After theyhave After done . Here are some Take turnsand use on the Alphabet Chart? ontheAlphabetChart? F F F F F
Letter Card Grandmother Star Pocket chart Picture Card: (f sound) Materials Ff fi refi ghter .
Each
print andillustrations relationship between the Distinguishes AwarenessPrint/Book to printedletters Connects speechsounds Phonics a compoundword awordfrom Deletes Awareness Phonological
WEEK 16 •DAY 2 Ff
UNIT 5
375 WEEK 16 • DAY 2 Story Time Materials F Teacher’s choice of book about Teacher’s Literature Choice: The Forest the forest Oral Language Indicate a favorite informational book about the forest. & Vocabulary Discusses words and Introduce the author and illustrator/photographer. Picture-walk as children notice word meanings and discuss details about the animals and their habitat. Read the book pausing Use illustrations to briefl y to discuss new vocabulary as it is introduced. Ask questions that highlight fi nd meaning of unknown words information gained from the book. Comprehension Retells important facts from an Materials informational text Small Group & Exploration F Selection of books with illustrations Draw Animals In Their Habitats of forests and/or jungles F Wild Animals list from Day 1 Comprehension Indicate the selection of books and page through a few of F Drawing paper Recalls information them to highlight the illustrations. Each child chooses an from stories animal to draw and includes the appropriate habitat. F Pencils, crayons, markers Emergent Writing Explores letter- The children write sentences about their pictures using sound associations while writing kid writing. Use adult writing to write the sentences beneath their attempts. Dictates words and phrases or uses drawings or letters to represent ideas
376 UNIT 5 WWEEKEEK 1166 Continue this routine as with previous weeks. Gathering Routine Day Three Morning Meeting Materials F Masking tape Warm Up Your Brain F Prepared chart paper graph Play “Gorilla Walk.” Say: Squat with your knees open F Markers, pencils and your hands on the ground between your feet. (demonstrate) Raise up a bit and rest your elbows on your thighs. Frogs can be pets Straighten out your legs and swing your arms to the right, and then or live in the wild. to the left. (Repeat several times.) I wonder what they do all day. Say: This time swing your arms crisscross in front of your body. (Repeat Your friend, several times.) Gingerbread Boy Estimate Frog Hops Read and discuss Gingerbread Boy’s message. Math Uses graphs and charts Mark the fl oor with masking tape to indicate a starting line and a fi nish line, leaving to answer questions some distance between. Uses numbers to predict, estimate, and make Indicate the masking tape and say: Let’s pretend we are frogs in the forest. We will realistic guesses hop from the start line to the fi nish line. How many hops do you think it will take to get there? Children write their names on the chart paper and estimate how many jumps it will take to get from start to fi nish. Assist in writing estimates. Children hop individually when all have recorded their estimates. Count hops together and record them on the chart paper. Briefl y compare each child’s estimate and actual hops.
LEARNING See Learning Centers for Week 16, pages 368-370. After cleanup, CENTERS the children gather to share their experiences.
UNIT 5 377 WEEK 16 • DAY 3 Circle Time Materials F Picture Cards: bat, bell, fan, fox, Phonological Awareness: Blend Phonemes lamp, man, milk, net, pan, rat F Pocket chart Indicate each Picture Card individually and place them in a pocket chart. F ABC for Gingerbread Boy and Me by Starfall Say: Listen to these sounds: /b/ /a/ t/. Now you say F Chart paper them. (Children repeat, /b/ /a/ /t/.) When we blend F Marker /b/ /a/ /t/ together, it makes the word bat. Say /b/ /a/ /t/, bat. (Children repeat, /b/, /a/, /t/, bat.) F Starfall American Sign Who can fi nd the picture of a bat? A volunteer Language Poster does this. F Grandmother Here’s another one: /p/ /a/ /n/. Who can fi nd a picture of the /p/ /a/ /n/? (A volunteer does this.) Right, /p/ /a/ /n/ is pan. Repeat for the remaining Picture Cards, emphasizing the individual sounds in each. Overemphasize the four sounds in milk and lamp.
Ff List Ff Words, ASL Ff Phonological Sing “Put Your Fingers in the Air.” Put Your Fingers in the Air Awareness (Melody: If You’re Happy and You Know It) Listens for beginning Ask: What sound do you hear at the sounds beginning of fi ngers? Right, /f/. Put your fi ngers in the air and give a clap (clap, clap) Print/Book Awareness Put your fi ngers in the air and give a clap (clap, clap) Put your fi ngers in the air and wiggle them up there Makes connections Children show and tell about pictures or between oral items they brought which begin with /f/. Put your fi ngers in the air and give a clap, in your lap! language and print Indicate ABC for Gingerbread Boy and Me. Review the pictures and words that begin with Ff. Indicate the chart paper. Say: Let’s make a list of words that begin with the letter Ff. I’ll write the words on this chart paper so we don’t forget them. Start with children’s names that begin with Ff, then accept suggestions. Children circle Ff in their words. Say: We have learned the letter Ff and /f/. Now let’s learn to make the letter Ff with our fi ngers. Indicate the Starfall American Sign Language Poster and demonstrate the American Sign Where Is /f/? Language sign for Ff. Say: This is the letter Ff in sign language. Now you try it. Children sign Ff. (Melody: “Where Is Thumbkin?”) Where is /f/? Where is /f/? Grandmother says: Could we sing a song to remember /f/? Here I am. Here I am. /f/ in feather, /f/ in fi ngers Sing “Where Is /f/?” Each time /f/ or the letter Ff is used /f/ /f/ /f/, Ff, Ff, Ff children make the Ff hand sign.
378 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story Let’s make awildanimalhabitat inourclassroom. repeat, Wadsworth. The illustrations, orpictures, were created by Faith Gowan. the Meadow leaves to addto theirtrees. thepaint dries,After thechildren draw, color, andcutout treemake shapes. andhands.They thenwashtheirarms andhandsonwhite oftheirarms paperto prints making carefully andhandinto placingonearm thepaint,then Assist thechildren to putonpaintapronsturns andtake Say: Trees Hand-Print Make Children thehabitats. describe The children repeated chimeinduring phrases. eachpageto pausingafter identifytheanimals.Picture-walk through thebook, Say: The children identifythefront cover. Say: Indicate Introduce One thingallanimalhabitats have istrees. A meadow meadow Over intheMeadow Over Over intheMeadow . It isarhyming. It bookwritten by afamousauthor, Olive A. .) isahabitat for smallwildanimals. Say A meadow . isalarge grassy area withtrees. The titleofthisbookis meadow F F F F F F shirt) for eachchild shirt) Olive A. Wadsworth white construction paper white construction orindividual12"x18"sheetsof brown tempera paint
A smockorpaintapron (old inTheMeadow Over Rectangular baking panwith baking Rectangular Paper towels Pan ofwater andsoap Large white bulletinboard paper Over in Over Materials Materials . (Children by and illustrator Identifi esroleofauthor AwarenessPrint/Book texts literary Listens toanddiscusses Comprehension Acquires vocabulary new & Vocabulary Oral Language and eye movements and eye Coordinates hand Fine MotorSkills Creates originalwork Creative Arts WEEK 16 •DAY 3
UNIT 5
379 WWEEKEEK 1616 Day Continue this routine as with previous weeks. Four Gathering Routine
Morning Meeting Materials F Wild Animals List from Day 1 There are many F Starfall Sing-Along Volume 2 animals in the Warm Up Your Brain forest. What’s your Children spread out and play a quick game in which F Number Cards: 1-10 favorite wild animal? they take two steps backward, three steps forward and Your pal, four steps backward, etc. according to your directions. Gingerbread Boy
Count Wild Animals One Little Elephant Went Listening & Speaking Read and discuss Gingerbread Boy’s message. Out to Play Listens to and sings songs One elephant went out to play Indicate and review the Wild Animals list. Say: Which Upon a spider’s web one day; Math animal is larger, a monkey or an elephant? (Volunteers She had such enormous fun, Recognizes numerals respond.) Say: Elephants are the largest animals that She asked another elephant to come! live on land. Two elephants went out to play… Indicate and name Number Cards 1-5. Distribute a Three elephants went out to play … 1 2 Number Card to each of fi ve volunteers. Say:Let’s Four elephants went out to play … sing a funny song about one of Gingerbread Boy’s 3 4 favorite animals, the elephant. You pretend to be Five elephants went out to play … the fi ve elephants in the song. When you hear your 5 number, come join the other elephants. Who has Five Little Bears 6 number one? (Volunteer number one comes forward.) One little bear Wondering what to do 7 8 Play Sing-Along Volume 2 Track 29, “One Little Elephant Went Out to Play.” Children with Number Cards enter the song at Along came another Then there were two! the appropriate times. 9 10 Two little bears Say: Gingerbread Boy’s other favorite animals are bears! Climbing up a tree Along came another One volunteer comes forward. Say: You are a bear and you are then there were three! all alone. You wonder what you can do. (Child chooses another Three little bears volunteer.) How many bears are there now? (Volunteers respond.) Ate an apple core The bears are going to climb a tree. (The two children pretend Along came another to climb a tree.) Then there were four! The second child chooses a third volunteer. Say: How many bears Four little honey bears are there now? (Volunteers respond.) These three bears are Found honey in a hive Along came another going to eat an apple core! And then there were fi ve! The third child chooses a fourth volunteer. Say: How many bears are playing together now? (Volunteers respond.) These four bears are going to eat honey! The fourth child chooses a fi fth volunteer. Say:Let’s count how many bears there are all together. Say: Gingerbread Boy has a song about these fi ve little bears. Play Sing-Along Volume 1 Track 8, “Five Little Bears.” The children perform the actions together. Select fi ve volunteers and repeat the song. 380 UNIT 5 Pre Starfall K Time Circle CENTERS LEARNING think ofany otherwords you would like to addto thelist? Say: Say: words that beginwith /f/. word? Listen for /f/inthisword: Say: Say: PartnerChildren withachild ifnecessary. standandfacepartners. (Children repeat, Place NumberCards Grandmother says: Review theASLhandsign for Say: thelistof Indicate Introduce Final /f/ Ask: Ask: Children standwhentheyhear Indicate hands. and This time, let’s Ready? clapfor theparts. togetherthe word to form parts aword: (clap, clap)Children say, Say: Awareness:Phonological Syllables in Words Let’s lookat thesewords that beginwith Listen to thesewords. you If hear/f/at theend, gently clapyour partner’s Look at thesepictures: Did you /f/canbeat know thebeginningofaword ORat theendofa Overemphasize /f/inthefollowing words: Listen to theseword parts: lower w o fl Nursery Rhymes Nursery
.
calf Ff the children gatherto share theirexperiences. See Learning Centers for I would like to hearthe rhyme aboutfi words. .) 4 Where doyou hear/f/incalf? and page34, “One, Two, Three, Four, Five.” Readtherhyme. 5 withPicture Cards fi nger four, fi Ff . Say: . Say: four, fi ve, sh, fi . Repeatwith calf ve, fi Here is fi ng-er . (Emphasize /f/attheend.) sh, fi Week 16 and Ff . Let’s put ngers insignlanguage. it. Now you try fi s h fi Friday fi fi nger n-ger n-ger Ff fi ngers ham,puff and . (Review the list.) Ask: (Review thelist.)Ask: . They allbeginwith/f/.
, pages 368-370. After cleanup,, pages368-370.After . (the end) . fi ngers , take, off sh again.Iheard some F F F F F F Rhymes in the pocket chart. chart. inthepocket (Add additionalwords.)
Say, List of Grandmother Pocket chart Picture Cards: Starfall’s Nursery Selected Number Cards: Now you say it. , on,half Materials Ff calf (Book&Audio CD) words from Can you . fi ngers, fi sh 4 and . Day 3
5 counts syllables Blends, segmentsor Isolates endingsound sound Listens forbeginning Awareness Phonological
WEEK 16 •DAY 4 4
UNIT 5 5
381 WEEK 16 • DAY 4 Story Time Materials F Number Cards 1-10 Sequence Over in the Meadow F Over in the Meadow by Olive A. Wadsworth Comprehension Partner children. Identify and distribute Over in the F Over in the Meadow Identifi es sequence Meadow Sequence Cards. of events Sequence Cards Makes connections Place Number Cards 1-10 vertically in the pocket chart. F Pocket chart using illustrations/ Say: I will read Over in the Meadow. When you hear photos, prior knowledge, real-life experiences the name of the animal on the card you are holding, Math bring it to the pocket chart. The children with the fi rst animal place their card under Recognizes numerals the Number Card one. The second group places their card under two, and so on. After the story is sequenced, indicate the Number Card one and ask: What is the toad doing? (Volunteers respond.) Right, the toad is winking. Everyone give the toad a big wink back! Repeat for each animal, indicating the number, name of the animal, and action. Children imitate the actions.
Small Group & Exploration Materials F Over in the Meadow Sequence Cards Count Animal Sets F Ten connect cubes or blocks Math Indicate the fi sh Sequence Card. per child Combines and separates sets of objects to Say: Here is a mother fi sh and her baby fi sh. Let’s pretend create new sets your cubes are the baby fi sh! How many cubes would Uses one-to-one you need to show many baby fi sh there are? (Children respond.) Right, two. correspondence to determine “how many” Make a set of two fi sh with your cubes. Repeat for each Sequence Card. Explores and solves orally- presented problems Place two Sequence Cards that equal a number less than ten together. (Example: three bluebirds and fi ve bees.) Say: There are three baby bluebirds (Children place three cubes in front of them.) and fi ve baby bees. (Children place fi ve cubes in front of them.) If there are three bluebirds and fi ve bees, how many animals are there all together? Demonstrate how to add the two sets together. Repeat for other combinations.
382 UNIT 5 WWEEKEEK 1166 Continue this routine as with previous weeks. Gathering Routine Day Five Morning Meeting Materials F Teacher’s music choice for Warm Up Your Brain “Freeze-a-Roo” Play “Freeze-a-Roo.” Name one of the following F Picture Cards: ants, bear, cat, motions for children to perform as you play your cow, dog, elephant, horse, choice of music. When the music stops, children kitten, lamb, lion, monkey, pig, freeze in place. puppies, rabbit, raccoon, sheep, Say: Pretend you are: snake, tiger, turtle, wolf I loved learning • an elephant F Word Cards: farm, pets, wild about animals that F Marker live in the wild. • a monkey swinging from branches Which animal is your F Pocket chart • a frog hopping from lily pad to lily pad favorite? • a bear waking up after a long nap Love, Gingerbread Boy Review Pets, Farm Animals, and Wild Animals Read and discuss Gingerbread Boy’s message. Listening & Speaking Participates in group Place the Words Cards pets, farm, and wild in the top row of a pocket chart as column discussions headings. Math Sorts objects and Say: We have talked about three diff erent groups of animals, pets, farm explains how the animals, and wild animals. sorting was done Combines and separates Distribute the remaining Picture Cards. sets of objects to create a new set Say: Look at your animal card. Think about what group your animal fi ts best. Choose volunteers to show and name their animal cards and determine which category it belongs to and why. Some animals can fi t into more than one category. Say: The animals are grouped into three categories: pets, farm animals, and wild animals. Which animals could belong to more than one category or group? (Accept responses.) We can categorize or group these animals in diff erent ways. Instead of three sets, let’s group them into two. One set will be small animals and the other will be large animals. Designate two areas where children will stand to represent small animals/large animals. Volunteers choose animals from the list and tell if they are small or large. They stand in the appropriate group. When all children are standing, discuss whether there are more small or large animals.
LEARNING See Learning Centers for Week 16, pages 368-370. After cleanup, CENTERS the children gather to share their experiences.
UNIT 5 383 WEEK 16 • DAY 5 Circle Time Materials F Picture Cards: fi sh, frog, lion, Phonological Awareness: monkey, tiger F Pocket chart Isolating Beginning Sounds F Grandmother Say: Let’s play “Guess That Animal.” (Display Picture F Picture Cards or additional initial Cards fi sh, frog, lion, monkey,and tiger in the pocket /f/ items such as a feather, fork, chart and identify each.) I’ll say the name of one of these animals, but I will leave off the beginning fl ag, or fl ashlight sound. You name the animal. Ready? ion (Children repeat, ion.) Is ion the name of an animal? What’s missing? Right, the fi rst sound /l/, lion. Let’s try some more. Repeat for rog (frog), ish (fi sh), iger (tiger) and onkey (monkey).
Initial and Final /f/ Phonological Say: Listen to these words, elf/self. (Children repeat, elf/self.) What do you notice? Awareness Children should recognize the words rhyme and end with /f/. How about beef/leaf? Discriminates (Children repeat, beef/leaf.) What do you notice? (They rhyme and end with /f/.) rhyming words Isolates ending sound Indicate the feather, fork, fl ag, fl ashlight, or Picture Cards. Listens for beginning sounds Grandmother says: Look closely at these items that begin with /f/. Your teacher will take one away. You tell what is missing. Ready? Close your eyes! Remove one of the items and children determine what is missing. Repeat with other items. Sing “Where Is /f/?” Where Is /f/? (Melody: “Where Is Thumbkin?”) Where is /f/? Where is /f/? Here I am. Here I am. /f/ in feather, /f/ in fi ngers /f/ /f/ /f/, Ff, Ff, Ff
384 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story need additional practice withskills. need additionalpractice conferences withchildren upactivities whomighthave ormake beenabsentor There are noformal lessonsplannedfor Ask volunteers ofthestory. to retell onepart pausingto brieflRead thebook, asit isintroduced. ydiscussnew vocabulary your choiceofbookaboutwildanimals.Indicate Teacher’s Literature Choice: Wild Animals Day 5 . Use this time to conduct individual . Usethistimeto conduct F aboutwildanimals
Teacher’s choiceofbook Materials photos, priorknowledge, using illustrations/ Makes connections informational text facts froman Retells important Comprehension Listens responsively Listening &Speaking Acquires vocabulary new & Vocabulary Oral Language real-life experiences WEEK 16 •DAY 5
UNIT 5
385
386 WEEK 17 —OVERVIEW UNIT 5 We 17: WWeek This week you willteach thechildren aboutanimalsthatcanfl yandthosethat columns. You ofbooks and/ormagazinesthatfeature willalsoneedacollection birds. fly” and “Birds thatdon’t fl linedownthecenterto y” anddraw acreate two vertical Morning Meeting Day One Preparation Sing-Along Starfall Starfall’s Rhymes Nursery Selected Sign American Language PosterStarfall Emotion Cards ABC forGingerbread Boy andMe The UglyDuckling The UglyDuckling The UglyDuckling Humpback Whales AreNotFish!Dolphins Media &Other Books Starfall The children willalso: live inwater. thatmanyThey willlearn oftheanimalsthatlive inwater are notfi sh. Day Two • • • • • • • Small Group
project appropriate ofsituations emotionsfor avariety compare andcontrastdolphinswhales classify animals the higherandwhichislower numeralinapair identify thenumeralsonethrough whichis nineanddetermine discuss possible lessons that could be learned throughdiscuss possiblelessonsthatcouldbelearned astory predict whether objects willsinkorflpredict whetherobjects oatandtheirpredictions verify /d/andshort learn e e k
—Have thelistofbirds from 1 —Prepare paperwiththeheadings asheetofchart “Birds that astold by BrandiChase 7 Sequence Cards Audio CD Volume 2 Volume byStephen Schutz : by Stephen Schutz o
andidentifyinitial/d//o/fi nal/d/ words Animals in the Air andSea intheAir AAnimals n i byStarfall m a l s Day 1
i n available.
t h e
A i r
a n Dd Oo d
S e a W e e k
1 7 :
A n i m a l s
i n
t h e
A i r
a n d
S e a
Starfall Pre K Children take turns asthehenorrooster.Children turns take stay inthemiddleandhelp thehenorrooster. from one pointto theother. theyare tagged, If thechicks children (chicks).Heorshecallsfor thechicksandthey run One child(henorrooster) to round tries uptherest ofthe them. between Designate safe two points, suchastrees, withsomedistance Outside Activity fruit snackto catch fi sh. pretzels to thegoldfi shor peanut butter. They stickthe into cream thesoftened cheeseor each child. Children pretend to fi shbydippingpretzels Place someofeachingredient onapaperplate for Snack Suggestion TimeStory Morning Meeting Day Five containerslabeled two “sink” and “fl oat.” toy car,wooden block, crayon, scissors, large paperclipandplasticstraw, aswell as Small Group Prepare thatreads, asentence strip Cards to thisactivity. prior tapeonthebackofdesignatedbed sheetavailable. Picture Place double-sided Morning Meeting Day Four of aplate). and onepaperplate for children eachtwo intheclass(eachchildwillhave one-half Small Group Morning Meeting Day Three • • •
The Underwater AlphabetBook The Underwater Over in the Ocean: InaCoral intheOcean: Over Reef Commotion intheOcean — Select afavorite —Select bookabouttheocean to share. Suggestionsinclude: — You willneedatubofwater andseveral items suchasasponge, cork, — You perchild willneedeightcrepepaperstrips paperorconstruction — —Paint alarge pieceofmuralpaperblue, orhave abluetwin-sized —Prepare crepe paperstreamer for acolorful eachchild. Optional: by GilesAndreae e or Have available. asmallwatermelon fi by Jerry Pallotta by Jerry by Marianne Berkes by Marianne My favoriteMy ocean animalis (blank) F F F F F ahealthiersnack.) products, usepeanutbutter for nooneisallergic (If to peanut
Softened creamSoftened cheese fruitsnacks Ocean-shaped Gold Fish crackers Small stickpretzels Paper plate for eachchild and control Moves withbalance of largemotorskills Combines asequence Gross MotorSkills Ingredients because
(blank).
Gingerbread Boy Gingerbread
Love, Love,
Gingerbread Boy Gingerbread
Gingerbread Boy Gingerbread Gingerbread Boy Gingerbread Boy Gingerbread together the other day. other the together
Your friend, friend, Your
flock of birds flying all all flying birds of flock Your pal, pal, Your Love, Love, pal, Your
favorite places. favorite was surprised to see a a see to surprised was
live in the wild? the in live I did once! did I fun! be would That
to fly like a bird? I I bird? a like fly to beach is one of my my of one is beach
live on farms, and and farms, on live down by the bay? bay? the by down ocean? the in day
Have you ever wanted wanted ever you Have in the ocean? The The ocean? the in
birds can be pets, pets, be can birds watermelons growing growing watermelons a spend could you
the beach and swim swim and beach the
Did you know that that know you Did Have you ever seen seen ever you Have wished ever you Have Do you like to go to to go to like you Do
UNIT 5 Day Day Day Day 1 Day Day 2 Day Day 3 Day Day 4 Day Day 5 Day
387 5 4 3 2 1 388 WEEK 17 —OVERVIEW
WWEEK 17 UNIT 5 Exploration GroupSmall & Morning Meeting Story Time Story Circle Time E E K
1 7 rushes Vocabulary: of abook Cover andpages “Six LittleDucks” The UglyDuckling “Diddle, Diddle, Dumpling” “Duck” riddle andlistenIntroduce for /d/ Compound words Phonological Awareness: Bush”Mulberry “Here We GoRoundthe swan,goose, owl duck, Vocabulary: Classify birds Gingerbread Boy’s Message “High orLow” “High Button Cards: 1-6 Dice Cards: 1-6 Day
One wetlands, reeds, penguin,ostrich, LEARNING CENTERS GATHERING ROUTINE List initial/d/words Boy andMe ABC forGingerbread Introduce Isolating /b/ Phonological Awareness: about beingbirds for classbook Write andillustrate sentences Sequence disappointed, lonely, proud excited, curious, embarrassed, Vocabulary: “Once ISaw aLittleBird” Emotions Cards Gingerbread Boy’s Message Day Dd The UglyDuckling Two surprised, surprised, Dd Day Three Day Four Day Five GATHERING ROUTINE
Gingerbread Boy’s Message Gingerbread Boy’s Message Gingerbread Boy’s Message Introduce Ocean Animals Ocean Mural “Down by the Bay” “Oceans” Favorite ocean animals Rhyming words Vocabulary: ocean Vocabulary: bay
LEARNING CENTERS
Phonological Awareness: Phonological Awareness: Phonological Awareness: Blending onset and rime Syllables Words in a Sentence Introduce short o ABC for Gingerbread Boy and Me “Where Is /d/?” “Octopus” riddle Introduce Oo Introduce fi nal /d/ Vocabulary: octopus List initial “Where Is /o/?” Oo /o/ words
Dolphins Are Dolphins Are Teacher’s Literature Choice: Not Fish! Not Fish! The Ocean Humpback Whales Discuss photographs/nonfi ction Compare/contrast dolphins and whales
“Octopus “ riddle Predict and verify if items will Complete projects or conduct sink or fl oat observations and individual Create octopi assessments Vocabulary: half
UNIT 5 389 WWEEKEEK 1717 Computer Center LEARNING Materials CENTERS Activity — Children enjoy Numbers: 0-9, Talking Library: “Over in the Meadow” and also review F Computers set up to access more.Starfall.com Media & Technology /m/ and /f/, and reinforce /d/ at ABCs: M, F, and D. F Headsets Uses technology to explore and review Interaction & Observation information • Be sure the Computer Center is tailored to your children’s Enjoys electronic forms needs and comfort. Children’s legs should be positioned comfortably, of storybooks and informational texts with their feet fl at on the fl oor. Align the tops of the monitors with the foreheads of the children, who should be seated about two feet away. Position the monitors to minimize glare and refl ections, making sure windows or other light sources are not directly visible.
Art Center Materials Creative Arts Activity — Each child chooses his or her favorite fairy F One 9"x12" sheet of Manila paper Shows care and tale presented thus far, and illustrates the story on the top persistence in a variety half of the page. folded in half for each child of art projects F Pencils, crayons, markers Emergent Writing Children dictate sentences about their illustrations for you to Optional: Demonstrates write on the bottom half. Leave room under the dictations so understanding of the F The Ugly Duckling as told by connections among their the children can copy their sentences. Write the names of the Brandi Chase own ideas, experiences, fairy tales at the top of the pages, or children copy the titles and written expression from the fairy tale books. F Tempera paint F Feathers from Week 16 Compile the drawings into a class fairy tale book. F Art paper Optional Activity: After The Ugly Duckling is introduced, place the book near the Art Center as a reference, and give the children feathers to use as brushes. The children paint pictures of the ugly duckling or other birds. Display the paintings in the classroom. Interaction & Observation • Illustrating books that are read aloud in class provides children with an additional way to retell stories. As they illustrate, they incorporate their own concepts into the personalities of the characters. • By allowing children to retell, illustrate, and dramatize fairy tales or read-alouds you enable them to make active connections between the spoken word and the written words and their meanings.
390 UNIT 5 WEEK 17 • CENTERS Library Center Materials Preparation — Book suggestions include: Motivation for F The Ugly Duckling as told by Reading • Make Way for Ducklings by Robert McCloskey Brandi Chase Interacts appropriately • The Story of Ping by Marjorie Flack with books and other F The Ugly Duckling Audio CD materials in a print- Activity — Children read and listen to The Ugly Duckling F Books about ducks rich environment and other duck-related books of your choice. Enjoys reading and reading-related activities Interaction & Observation • Remember, the focus of the Library Center isn’t to teach children to read, but rather to instill an appreciation of the printed word and the pleasure of telling the story by following the colorful illustrations. • Listen attentively when children pretend to read aloud from a book. Ask open-ended questions to encourage dialogue between you and the children and to help them relate books to their own experiences.
MathMatDramatich CenterCente Playr Center Materials Preparation — Turn the Dramatic Play Center into Creative Arts F The Gingerbread Boy, Fairy Tale Land by providing dress-up clothing, props Engages in cooperative and other materials (crowns, a golden ball, stones, fancy F Stone Soup, The Cobbler and pretend play with other children slippers, scarves, and bowls for porridge). F the Elves, and The Frog Prince Represents fantasy and as told by Brandi Chase real-life experiences Designate an area of the center to be used as the stage. F Goldilocks and the Three Bears through pretend play Activity — Children dramatize their favorite stories. as told by Marc Buchanan F Dress-up clothing Interaction & Observation • Participate in the dramatization of the fairy tales as needed, and invite others to be the audience. • Encourage children to use literacy materials in their dramatic play (books, magazines, paper to make theater tickets).
Fine Motor Skills Construction Center Demonstrates control, Materials strength, and dexterity Activity — Children construct elaborate bird or bat houses to manipulate objects of diff erent sizes, and make signs to identify them. F Wooden blocks and other Coordinates hand building toys and eye movements Social/Emotional F Bird books, books about bats Interaction & Observation Development • Block structures can lead to the early dictation of F Paper, pencils Works with others experiences and illustrations. to solve problems • Encourage children to draw pictures of their structures. • Assist them in labeling their illustrations, and in writing information about the structures, how they built them, and how they might be used.
UNIT 5 391 WEEK 17 • CENTERS Writing Center Materials Math Activity — The children walk around the classroom F Clipboards Recognizes numbers writing numbers they fi nd on the clock, calendar, charts, in the environment numbers on class lists, room numbers, etc. F Paper, pencils Understands that numbers always represent the Interaction & Observation same quantity • This activity helps children understand that numbers are all around them, Fine Motor Skills and they use math in everyday life. Children internalize numbers by hearing Uses writing and them over and over, and by seeing them written. drawing tools • They learn pre-math concepts by the words you use and through their participation in Learning Centers. • They learn that spoken and written numbers are about real objects and begin to understand the concept of number, and terms such as more, less, and same. • Check number recognition by asking children to identify the numbers on their lists. Have them pick favorite numbers and show you the corresponding number of objects in the classroom (5 blocks, 7 books, 9 pencils).
Discovery Center Materials Fine Motor Skills Activity — Children develop small motor skills as they F Empty water table, large plastic Demonstrates control, practice cutting with scissors. They clip into the empty water strength, and dexterity table, a plastic bin, or while sitting in a plastic kiddy pool to bin, or a plastic kiddy pool to manipulate objects avoid leaving paper scraps on the fl oor. F Scissors Coordinates hand F Scrap construction paper and eye movements Interaction & Observation F Recycled newspaper or comics • Paper cutting activities build fi ne motor skills and hand F Colorful magazine or catalog pages control. Activities may be as simple as learning to hold scissors correctly and snipping paper. F Scrap ribbon and shiny gift wrap F Recycled greeting cards • Scissor skills develop sequentially and require practice. Encourage children to cut straight and curved lines, and simple shapes like circles and squares. • Observe and assist children as they progress from simple to more complex cutting skills.
Math Center Materials Math Activity — Place the Number Cards in a deck face down on F Play dough Understands that the math table. Children roll the play dough into snake shapes, numbers always then form it into the numerals they draw from the deck. F Number Cards 0-9 represent the same quantity As children complete each numeral, they place their Number Uses one-to-one Cards at the bottom of the deck, and draw another card. correspondence to determine “how many” Interaction & Observation • As children explore the concept of number through sorting, identifying, extending and creating patterns, and creating sets, they begin to understand the one-to-one correspondence between each number and the objects being counted. • When they are able to match numerals to sets, they are ready to print them.
392 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine (Volunteers respond.) (Volunteers on the chart.) on thechart.) Save thelistfor useon examples ofbirds thatfl paperlist. y. Add them to thechart to booksandmagazines.Distribute fi Children withpartners work ndadditional (Write fl doyouWhere thinkthese birds belong?Are onthe chart theybirds that can thePictureIndicate Cards: doesthe column onthechart largest livingbird. itcannotfl issoheavy It does notfl thePictureIndicate Card penguinsareRight, birds that don’t fl on thechart birds that usetheirwingsto whichcolumn swim.In thePictureIndicate Card, can fl All birds have feathers andwings, butnotallbirds paperandread theheadings. Explain: thechart Indicate Say: Read anddiscussGingerbread Boy’s message. Introduce Birds about animalswe see onlandandinthesky. and someanimalslive inthewild. Today let’s talk animalsareSome pets, someanimalslive onfarms, y orbirds of a We Flap Our Wings.” Say: Say: Warm Up Your Brain We have talked aboutmany ofanimals. kinds y! Some birdsy! Some are too bigto fl duck, goose,duck, owl, duck, goose, owl,duck, Let’s pretend we are birds. y isan that cannotfl do
penguins ostrich Day 2 and ostrich and y? penguin . Say, duck, goose, owl,duck, swan belong? (Volunteers respond.) (Volunteers (SmallGroup). swan Continue thisroutine aswithprevious weeks. . Say: . Say: ostrich ostrich on the chart.) onthechart.) . Say: . Say: . These birds live onlandandtheycanfl y. y. (Volunteers respond.) (Volunteers Sing isthe Way“This Another bird that y. Penguins belong? . The (Write and y, which fast!In butitcanrunvery Do you any know otherbirds that fl ostrich swan penguin (Write are Right, allofthesebirdsRight, canfl . Say: . Say: isthe ostrich
Here are pictures F F F F thatfeature birds ostrich,owl, penguin,swan on the chart.) onthechart.) fl sitoneggs… y away… buildournests… peckourfood… scratch forworms … This istheway we: soearlyinthemorning. This istheway we fl apourwings fl apourwings, apourwings. fl This istheway we fl apourwings, Bush”) theMulberry “Here We(Melody: GoRound Flap OurWings This IstheWay We
Collection ofbooks/magazines Marker Prepared paper chart Picture Cards: Materials duck, goose, duck, y. y. y. y?
Acquires vocabulary new Vocabulary Compares andcontrasts Comprehension behavior ofanimals in theappearance and characteristicsDescribes Science
Day
Gingerbread Boy Gingerbread
Your pal, pal, Your
wild?
farms, or live in the the in live or farms,
can be pets, live on on live pets, be can Did you know birds birds know you Did WWEEK 17
UNIT 5
One E E K
1
393 7 WEEK 17 • DAY 1
LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.
Materials
Circle Time F Grandmother Phonological Awareness: Compound Words F Starfall’s Selected Nursery Rhymes Indicate the Picture Card doorbell. Say: If we take door F Picture Cards: dig, dentist, away from doorbell, what is left? (bell) What’s left if we take day away from daytime? (time) Repeat with doorbell, duck doorknob and downstairs. F Pocket chart
Introduce /d/ Duck Phonological Say: Grandmother has a riddle for us. Listen to her clues I belong to the bird family. Awareness to solve it. Grandmother reads the riddle “Duck.” Children I have feathers and waddle Deletes a word from solve the riddle. when I walk. a compound word You can fi nd me near water. Listens for beginning Display the Picture Cards dentist, dig, doorbell, and duck. Say: I have webbed feet that help sounds Here is a picture of a duck. Say, duck. Duck begins with me paddle when I swim. Identifi es rhyming words /d/. Say /d/. Continue: My name begins with /d/. What am I? • Doorbell begins with /d/. Say, doorbell. Say /d/, doorbell. • Dig begins with /d/. Say, dig. Say /d/, dig. • Say, dentist. What sound do you hear at the beginning of dentist? Right, /d/. Say: Listen to these two words. Which word begins with /d/, tiger or donkey? (Children respond, donkey.) Donkey begins with /d/. Say /d/. (Children repeat, /d/.) Listen again. Which word begins with /d/, dog or monkey? (dog) Repeat with ducks/cow and fi sh/deer. Say: Let’s pretend we are ducks. (Children do this.) Listen to these words. If you hear /d/ at the beginning, waddle like a duck. (demonstrate) If the word doesn’t begin with /d/, sit down. Ready? Use: dad, day, box, farm, doll, and door. Indicate Nursery Rhymes page 7, “Diddle, Diddle, Dumpling.” Say: Listen to this rhyme. Raise your hand when you hear a word that begins with /d/. Read “Diddle, Diddle, Dumpling.” Children recite the rhyme. Ask: What do you hear at the beginning of diddle, diddle, and dumpling? Right, /d/. Encourage children to listen for /d/ today.
Children often confuse /d/ with /b/ or /t/. If /d/ is diffi cult for your Observe & children to discriminate, encourage them to imitate /d/ often. Modify
394 UNIT 5 Pre Starfall K Time Story to listen for it! Read Discuss answers to thefollowing questions: to predicttheendingbefore completingthebook. plants found inwetlands. Say did thedrawings, theillustrator, isAnnette Frei. The authorisBrandi Chaseandthepersonwho the story end? the story fi rushes 2 and3.) Explain: You willheartheword in water, like apondorlake. Water islike amirror. youSometimes canseeyour this.) themirror.Indicate Say: book? points to thefront cover.) Ask: Say: Indicate to actions perform “Six LittleDucks.” Play Introduce plants? Those are called wetvery andthere are many plantsgrowing. the See nd apageinthemiddleofbook? Where does • • • • • • •
What at theendofstory? happenedto theuglyduckling make himfeel better? youIf were afarmanimalwhat mightyou have to said to theuglyduckling How doyou feel ifsomeone teases you orcallsyou names? What did thefarmanimalsdowhentheysaw theuglyduckling? feelHow whenhesaw didtheuglyduckling hisrefl did shestilllove him? looked diff When themotherducksaw that herduckling her duckling? How didthemotherduckfeel whenshesaw Where isthefront cover ofthebook? This fairy taleiscalled This fairy Sing-Along What you seeisyour The UglyDuckling (A volunteer indicates thefi rstpage.) . Children repeat, This story takesThis place story in The UglyDuckling. Wetlands The UglyDuckling erent from why theotherducklings, Volume 2 Track 35.Children singand are places where theground stays . Pause page27for after children Look inthismirror. refl wetlands, reeds, Where isthefi reeds
ection refl The UglyDuckling ection refl wetlands, reeds, andrushes. They are wetlands ection inthestory. Besure . Say, rst pageofthe and (A volunteer whenyou look (Children do rushes Who can (Show pages . refl ection . and .
. ection? F F F Brandi Chase
They would go totheriverDown quack quack, With aquack, He ledtheothers quack quack, Quack, quack, quack, Quack, quack quack, With aquack, He ledtheothers With thefeatheronhisback But theonelittleduck Fair ones, too Fat ones, ones, skinny That Ionce knew Six littleducks Six LittleDucks Quack, quack, quack… quack, Quack, quack quack, With aquack, He ledtheothers With thefeatheronhisback But theonelittleduck Ho, hum,hum Wibble, wobble, wibble, wobble, They would come Back from theriver quack… quack, Quack, quack quack, With aquack, He ledtheothers With thefeatheronhisback But theonelittleduck To andfro Wibble, wobble, wibble, wobble, The UglyDuckling Sing-Along Starfall Mirror Materials astold by Volume 2 Volume Makes inferences real-life experiences photos, priorknowledge, using illustrations/ Makes connections author/illustrator Identifi esroleof from stories Recalls information Comprehension Acquires vocabulary new Vocabulary WEEK 17 •DAY 1
UNIT 5
395 WEEK 17 • DAY 1 Small Group & Exploration Materials F Pair of dice F Dice Cards: 1-6 Play “High or Low” F Button Cards: 1-6 Math Indicate and toss the dice. Children determine which of Compares and orders the numerals rolled is higher and which is lower. If the groups of objects (more, same number is rolled on both, explain that the numbers are equal, or the same, fewer, less, and/or same) so there isn’t a higher and a lower number. Repeat several times with volunteers rolling the dice in turn. Shuffl e and place the Dice Cards and Button Cards face down in decks. A volunteer becomes your partner as you demonstrate “High or Low.” • Both players reveal their top cards. • They identify the number of dots on each card and determine which card is higher and which is lower. • The player with the higher card says “high.” • The higher card wins. • If the same number appears on both cards, both win and each keeps his or her own card. • All played cards are placed in a common deck. Divide the group into two teams to play. Encourage children to work together to determine which card is higher or lower or if they are equal. Place this game in the Math Center for future play.
396 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine When you feel Emotion Cards from the pocket chart astheyare identifiEmotion Cards fromchart thepocket ed. Remove the raise theirhandsto chart. identifyemotionsandlocate theminthepocket how you would feel. Children imitate eachoftheemotionswithfacialexpressions andbodylanguage. the girls to stand. the birds. Designate anarea for thewindowandanarea for Say: Say: embarrassed, disappointed, lonely, proud Here are ofotherways pictures peoplefeel. Make aface to show how you lookwhenyou feel Say: outthegirl’s act Read therhyme again.Girls andboysare part the secondrhyming word ineachpair. rhyme again. This timeyou helpmesay it. tell sheissurprised? Ask: Children theillustration. describe Indicate Read anddiscussGingerbread Boy’s message. Ways People Feel Play “Fly aBird.” Like Children follow your directions: Warm Up Your Brain Gingerbread Boy saidhewas Let’s play agame. Listen to thesestatements andraise your handto describe How doesthelittlegirlfeel? • • • • • • •
Land inyour nest! Flap your armsandfl Jog inplace. Move your rightfoot to next your foot left Put yourfoot outto left yourside. left (feet together). Move your foot to next your left rightfoot Put your rightfoot outto your rightside. Nursery Rhymes Nursery
surprised Readthefollowing statements. eachstatement, After volunteers Read the rhyme. Say: Read therhyme. Say: page36, “Once ISaw aLittleBird.” it’s becausesomethinghappensthat you didn’t expect. (sit) y like abird. Continue thisroutine aswithprevious weeks. (surprised) (surprised) surprised and sad Children supply Listen to the Indicate andnamethe Indicate How canyou to seeafl Emotion Cards in the pocket chart. chart. EmotionCards inthepocket (feet together). surprised ock ofbirds fl
F F Rhymes
. excited, disappointed, embarrassed, Starfall’s Nursery Selected Emotion Cards: (Children dothis.) andaway hefl ew. heshookhislittletail When tosay, “How doyou do?” I was goingtothewindow willyou stop, stop, stop?” Icried,And “LittleBird, come hop Once Isawalittlebird Once aLittleBird ISaw Materials excited, curious, lonely, proud, sad ying together. curious,
identifi es feelings Recognizes and Development Social/Emotional Identifi esrhymingwords Awareness Phonological from right left Distinguishes Gross MotorSkills
Day Gingerbread Boy Gingerbread
Love, Love,
together the other day. other the together
flock of birds flying all all flying birds of flock
was surprised to see a a see to surprised was
to fly like a bird? I I bird? a like fly to Have you ever wanted wanted ever you Have WWEEK 17
UNIT 5
Two E E K
1
397 7 WEEK 17 • DAY 2
Sad Your dog is really sick and doesn’t want to play. You have to give him medicine.
Excited It’s the day of your birthday party. You can’t wait for your friends to arrive!
Curious You got a package in the mail and you wonder what is inside.
Disappointed You waited all day to go to the park. Just as you got there it started to rain and you had to go right back home.
Proud You worked very hard drawing a picture for your friend. Your friend really liked the picture and you felt good about it.
Lonely You are at home and no one can come over to play. You have to play all by yourself.
Embarrassed Someone called you a silly name in front of your friends.
Children may answer “happy” or “sad” for every statement. Observe & Assist them to increase their vocabulary and become more specifi c in identifying feelings. Modify
LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.
398 UNIT 5 Pre Starfall K Time Circle (A volunteer identifi es for /d/ Indicate the chart paper. the chart Indicate Say: pictures ofthingsthatpictures beginwith/d/. Say: Say: andslowly,several times, quickly aschildren say /d/.) Dd uppercase andoneislowercase, butbothletters are Encourage children items to (orpictures ofitems) bring from home thatbegin with/d/. circle the withchildren’sStart namesthatbegin with Signdemonstrate theAmerican Languagesign for with ourfi Say: Indicate thestar.Indicate Grandmotherasks: this several timessay: (demonstrate) LetterIndicate Card Introduce your fi letter • • • •
duck. Indicate theword, Indicate duck. pictureandword. between Discriminate thepictureof the (Example:Indicate thewordIndicate beloweachpicture. Say: Isolate thebeginning /d/) sound. (Example:duck, Identify eachpicture. Children repeat. that namesthepicture. insignlanguage. it. Now you try Ask: Ask: with and leave off of repeat, missing? (Children repeat, Say: Beginning Sounds Awareness:Phonological Isolating We have learnedtheletter Let’s uppercase skywrite nger to write uppercase Dd (dsound) duck Let’s play “Guess That Word.” I’llnameananimal What sounddoyou hearat thebeginning ABC forGingerbread Boy andMe utterfl y Dd . I’llwrite papersowe thewords don’t onthischart forget them. ngers. ird ? intheirwords you after them. write Dd (/d/) .) (/b/) Now, fi Is (butterfl y)and , List .
thefi ird Each timeItouch theletter Right, thefi Right, (Indicate the Starfall American Sign American LanguagePoster theStarfall and (Indicate Dd Dd thenameofananimal? bird nd apartner. Now write lowercase Dd andattachesthestaronorabove the Wall Letter Card.) . Say: . Say: rst sound. Ready? .) Words,ASL Let’s somemore. try duck This istheletter Let’s make alistofwords that beginwith the rst sound, /b/.Say, oose D .) D . Dd (demonstrate) Who canfi onyour partner’s back. (goose). (Children fi ndpartners.) and/d/.Let’s learnto make theletter Children sign . Say: . Say: Dd Dd ird nd theletter d Let’s lookat (No) Here here isthepicture; istheword Dd thenacceptsuggestions. Children . (Children Dd Repeat Now, let’s lowercase skywrite . (Children repeat, , say /d/. What’s Dd bird Dd .) Say: .) Say: . . Dd Dd Dd (Touch This istheletter . The letter . The After theyhave After done F F F F F F F Take turnsand use Language Poster Me ontheAlphabetChart? . Here are some
Starfall AmericanSign Starfall Letter Card Grandmother Star ABC forGingerbread Boy and Marker paper Chart theLetter Card byStarfall Dd Materials .) Dd Dd One stands Dd Dd
is d
.
to theirsounds Matches someletters names andshapes Focuses onletter Phonics sounds Listens forbeginning Awareness Phonological WEEK 17 •DAY 2
UNIT 5 Dd
399 WEEK 17 • DAY 2 Story Time Materials F The Ugly Duckling as told by Sequence The Ugly Duckling Brandi Chase F The Ugly Duckling Sequence Comprehension Read The Ugly Duckling. Children retell the story using Cards Identifi es sequence Sequence Cards. Discuss possible lessons to be learned: of events • You should be proud of who you are. Makes inferences Connects events, • When you say mean things to people it makes them sad. characters, and actions in stories to • How people look is not important. specifi c experiences • The ugly duckling knew he was a good swimmer and that there was something special about him and he did not give up. • We are all diff erent and that is what makes us special. • What makes you special? • If the ugly duckling visited our classroom, what would you say to him? • What would his favorite part of our classroom be? • What might the ugly duckling say to us?
Small Group & Exploration Materials F List of birds from Day 1 F Drawing paper Create a Class Book: “If I Were a Bird” F Crayons, pencils, markers Sentences & Structure Review the list of birds from Day 1. Ask: If you could be Combines sentences a bird, what kind of bird would you be? Why would that give lots of detail, you want to be that kind of bird? Where would you fl y? sticks to the topic, and clearly communicates (Volunteers respond.) intended meaning Children draw themselves as birds and add an environment. They use kid writing or dictate sentences that tell what kinds of birds they are and where they are fl ying. Place the drawings together to form a class book.
400 UNIT 5 WWEEKEEK 1177 Continue this routine as with previous weeks. Gathering Routine Day Three Morning Meeting Materials F Starfall’s Selected Nursery Rhymes Warm Up Your Brain F Colorful crepe paper streamer Indicate Nursery Rhymes page 34, “One, Two, Three, for each child Four, Five.” Children hold up fi ngers to correspond as F Starfall Sing-Along Volume 2 Do you like to go to you read the rhyme. F Picture Cards: clam, dolphin, the beach and swim in the ocean? The lobster, seal, shark, shrimp, Say: Let’s listen for words that rhyme. Reread the fi rst beach is one of my squid, starfi sh, whale two lines. Children distinguish rhyming words. Repeat favorite places. for each pair of lines. (fi ve/alive; ten/again; go/so; bite/right) F Pocket chart Your friend, Gingerbread Boy Introduce Ocean Animals Oceans Read and discuss Gingerbread Boy’s message. Encourage Sentences & Structure (Melody: “BINGO”) children to use complete sentences to share their beach Combines sentences experiences. The Oceans are just full of life that give lots of detail, sticks to the topic, and Let’s see what we can see-e, clearly communicates Identify the Picture Cards and place them side-by-side in Dol-phins, whales, and squid, intended meaning Dol-phins, whales, and squid, the top section of a pocket chart. Ask: What do you notice Vocabulary about these animals? (They all live in the ocean.) Dol-phins, whales, and squid All live in the sea. Discusses words and word meanings Say: Many animals live in the ocean. An ocean is a large body of salt water. Many animals must be in water to live. The Oceans are just full of life Science Let’s see what we can see-e, Describes characteristics Remove the Picture Cards and distribute them to the children. Star-fi sh, sharks, and clams, in the appearance and behavior of animals Ask: Who has the picture of a dolphin? (The child with the Star-fi sh, sharks, and clams, dolphin Picture Card places it in the top row of the pocket Star-fi sh, sharks, and clams All live in the sea. chart.) Briefl y discuss dolphins. Repeat for the whale and squid Picture Cards. The Oceans are just full of life Let’s see what we can see-e, Repeat the above procedure placing the starfi sh, shark,and Lob-sters, seals and shrimp, clam Picture Cards in the second row of the pocket chart Lob-sters, seals and shrimp, and lobster, shrimp, and seal in the third row. Assist children Lob-sters, seals and shrimp in identifying the animals when needed. All live in the sea. Say: Let’s learn a song about ocean animals. Play Sing-Along The oceans are just full of life Volume 2, Track 28. Children listen to “Oceans.” Indicate the But NOT for you and me-e, Not for you and me, corresponding Picture Cards as the animals are named. Not for you and me Repeat the song and children join in singing. Not for you and We don’t live in the sea! Ask: What are some things you wonder about these animals? (Volunteers respond.)
LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.
UNIT 5 401 WEEK 17 • DAY 3 Circle Time Materials F Grandmother Phonological Awareness: Onset and Rime F Picture Cards: octopus, ostrich F Pocket chart Say: Listen to these word parts and put them together: /f/ - /ish/. (fi sh) Repeat with /s/ - /eal/ (seal), /t/ - /urtle/ (turtle) and /d/ - /olphin/ (dolphin).
Introduce Short /o/ Phonological The routine for introducing Oo and /o/ will diff er Octopus Awareness slightly, as only short /o/ will be introduced. Combines onset and rime I am an animal that lives in the ocean. to form a familiar one- Say: Grandmother has a riddle for us. Listen to I have eight arms and two large eyes. syllable word with and If I lose an arm, I grow it back! without pictorial support her clues to solve it. Grandmother reads the riddle My name begins with /o/. “Octopus.” Children solve the riddle. Listens for beginning What am I? sounds Display the Picture Cards octopus and ostrich. Say: Here is a picture of an octopus. Say, octopus. Octopus begins with /o/. Say /o/. Ostrich begins with /o/. Say, ostrich. Say /o/, ostrich. Children repeat the appropriate words and sounds. Indicate the Picture Card octopus. Explain: An octopus is a water animal. It has eight arms. How many arms do you have? What fun things could you do with eight arms? (Volunteers respond.) Say: Octopus begins with /o/. Listen to these two words. Which one begins with /o/, fi sh or octopus? (octopus) Say /o/. (Children repeat, /o/.) Listen again: same, opposite. Which word begins with /o/? (opposite) Say: Let’s pretend we have eight arms. (Children move their arms around.) If you hear a word that begins with /o/, pretend you are an octopus and wiggle your arms. If the word doesn’t begin with /o/ put your arms behind your back. Ready?
Science Ask: Do you hear /o/ at the beginning of ostrich? Say it with me, ostrich, /o/! Describes characteristics (Children repeat, ostrich, and /o/, then swing their arms like an octopus.) Let’s try in the appearance and behavior of animals some others. Continue for October, snail, boat, olive, otter, monkey, and on. Vocabulary Encourage children to listen for /o/ today. Uses illustrations to fi nd the meanings of unknown words Materials Comprehension Story Time Recalls important F Dolphins Are Not Fish! by facts from an informational text Introduce Dolphins Are Not Fish! Stephen Schutz Conversation Say: Stand if you have ever seen a fi sh. (Children stand Follows another’s conversational lead, and then sit.) Stand if you have an aquarium or container that fi sh live in at home. appropriately initiates or (Children stand and then sit.) Fish live under the water. They do not breathe like terminates conversations, or appropriately we do. We have lungs and we breathe air. Fish breathe underwater using a special introduces new content part of their bodies called gills.
402 UNIT 5 Pre Starfall K Group&ExplorationSmall could becutinhalf.) this bookare have one? there isonlyonepaperplate how could eachchild there enoughpaperplates for bothchildren? Since has you learned? shared somethingyou learnedaboutdolphins.partner Who can share what completed inthewindows orfrom octopi theceiling. eight crepepaperarms. Hangthe paperorconstruction his orherownoctopus. Children draw eyes andattach halfofapaperplateDistribute to eachchildto create will betwo parts. Say: apaperplate volunteers astwo Indicate comeforward. Grandmother reviews theriddle “Octopus.” Create anOctopus learned aboutdolphinswithyour partner. Think aboutwhat you have learnedaboutdolphins. Share somethingyou Say: or concepts. Encourage thechildren to words usethephotographs to helpidentifyunknown Read Let’s read thebookto learnaboutdolphins. Fish! Indicate half.) Say nonfi : Claponce ifyou canhearme. Claptwice ifyou canhearme. You andyour There are two children andonepaperplate. Are Standup, handup, up. partner half Oneplate was Eachchild cutinto two parts. ction The authorisStephen Schutz. There isnoillustrator becausethepictures Dolphins AreNotFish!Dolphins Dolphins AreNotFish!Dolphins oftheplate. (Lead children to concludethepaperplate . That meansitistrue. Say, Give eachchildshares. acheerafter photographs (Cut theplate andhandeachchild If thisplateIf iscutin Pause to discussthephotographs asyou andtext read. , or Explain: pictures (The children standupandfi (The ndpartners.) The titleofthisbookis nonfi half ,
taken withacamera. This bookis (Partners share.) ction there .
(Children repeat, What amI? What namebeginswith/o/. My Iloseanarm,growIf itback! I have large eightarmsandtwo eyes. I amananimalthatlives intheocean. Octopus F F F F F childto have onehalf paperstrips(8perchild)
Dolphins Are Not Are Dolphins Enough paperplates for each Grandmother Crepe paperorconstruction Glue Crayons, markers, pencils Materials nonfi ction .) in to manipulateobjects strength, anddexterity control,Demonstrates drawing tools Uses writingand Fine MotorSkills Creates originalwork Creative Arts WEEK 17 •DAY 3
UNIT 5
403 WWEEKEEK 1717 Day Continue this routine as with previous weeks. Four Gathering Routine
Morning Meeting Materials F Picture Cards: clam, crab, Have you ever wished dolphin, fi sh, jellyfi sh, lobster, you could spend a Warm Up Your Brain manatee, octopus, seahorse, day in the ocean? Play “Crab Walk.” Children sit on the fl oor and lean back That would be fun! on their hands. They keep their feet fl at on the fl oor and seal, shark, shrimp, squid, Your pal, lift their bottoms while moving sideways like crabs. starfi sh, turtle, whale Gingerbread Boy F Mural paper painted blue or a twin size blue sheet Ocean Mural F Prepared sentence strip Print/Book Awareness Read and discuss Gingerbread Boy’s message. Connects oral language and print Gather children in a semi-circle with the blue mural paper or sheet in the center. Listening & Speaking Say: Let’s pretend this is the ocean! The ocean is home to many water animals. Describes familiar people, places, things, and events We are going to make a giant ocean picture. So far we have water. What else do and, with prompting we need in the ocean? (animals) Right, we need ocean animals. and support, provides additional detail Distribute the Picture Cards. Volunteers show and name their Picture Cards then Sentences & Structure place them in the ocean. Typically uses complete sentences of four or Indicate the sentence stem: “My favorite ocean animal is (blank) because (blank). more words, usually with subject, verb Say: Here is a sentence you need to help fi nish. (Read the sentence stem.) Think and object order about which of the animals in our ocean is your favorite. Find the Picture Card, bring it to the sentence and tell us why that animal is your favorite. A volunteer reads the sentence stem with your assistance, then places his or her Picture Card back in the ocean and chooses the next volunteer.
LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.
404 UNIT 5 Pre Starfall K Time Circle for /o/ Now you try it.Now you try uppercase andoneislowercase, butbothletters are Encourage children items to (orpicturesofitems) bring from homethatbegin with/o/. Children circle paper. thechart Indicate Say: Say: begin with/o/. Indicate Grandmother helpsthevolunteer locate A volunteer identifi es thestar.Indicate Ask: (demonstrate) Say: andslowlychildrenseveral times,say /o/.) quickly LetterIndicate Card Introduce the American Signthe American Languagesign for several timessay: our fi letter fi • • • • nger to write uppercase
Indicate theword,Indicate octopus.) Isolate thebeginning sound. (Example:octopus, /o/) Identify eachpicture. Children repeat. that namesthepicture. Discriminate between picture/word. between Discriminate thepictureofoctopus. (Example:Indicate thewordIndicate beloweachpicture. Say: the parts. Ready? the parts. put themtogether: on, ol-ive, Children say, Children clapthree timesasyou say: Say: Awareness:Phonological Syllables in Words We have learnedtheletter Let’s uppercase skywrite ngers. (o sound) Oo ABCforGingerbread Boy andMe Listen to theseword parts: . I’llwrite papersowe thewords don’t onthischart forget them. (Indicate the Starfall American Sign American LanguagePoster theStarfall anddemonstrate (Indicate Oo and Oo Find apartner. , List Children sign . EachtimeItouch theletter octopus intheirwords. Now write lowercase oc-ta-gon Oo Oo Who canfi Oo
. Say: . Say: . Repeatwith andattachesthestaronorabove the Wall Letter Card. octopus Words,ASL . This istheletter O Oo onyour partner’s back. Let’s make alistofwords that beginwiththe O (Children fi ndpartners.) Oo nd theletter . . . This timeclapfor (demonstrate) and/o/.Let’s learnto make theletter Oo os-trich, Oc-to-ber, os-trich, Oc-to-ber, oc-to-pus . Say: . Say: .) Say: .) Say: Oo o Oo oc-to-pus . andreviews theotherletters withstars. Here here isthepicture; istheword This istheletter Here are ofthingsthat pictures Oo Oo Oo . Let’s Now, let’s lowercase skywrite . (Children repeat, , say /o/. ontheAlphabetChart? . After theyhave After donethis Take turnsand useyour Oo (Touch the . The letter . The F F F F F F F Me Language Poster o
insignlanguage. ABC forGingerbread Boy and Star Letter Card Starfall AmericanSign Starfall Basket orbag Marker paper Chart by Starfall o Materials .) Letter Card One Oo Oo
Oo O stands with with is
o
.
language andprint Connects oral AwarenessPrint/Book names andshapes Focuses onletter Phonics Counts syllables Awareness Phonological WEEK 17 •DAY 4 Oo
UNIT 5
405 WEEK 17 • DAY 4 Story Time Materials F Dolphins Are Not Fish! by Dolphins and Whales Stephen Schutz F Humpback Whales by Comprehension Indicate Dolphins Are Not Fish! Say: We learned that Stephen Schutz Recalls important facts dolphins are not fi sh. Dolphins belong to the whale of information text family. They are called “toothed whales” because they Compares and contrasts have teeth. Today we will read a book called Humpback Vocabulary Whales. Listen for how dolphins and whales are alike and how they are diff erent. Uses illustrations to fi nd the meanings of Indicate Humpback Whales. Say: Humpback Whales is a nonfi ction book. That unknown words means we will read true information about whales. Humpback Whales was written by Stephen Schutz, the same author who wrote Dolphins Are Not Fish! Read Humpback Whales. Children recall ways in which dolphins and whales are alike and how they are diff erent. Discussion points may include: • Neither are fi sh. • They both have blowholes. Dolphins have one and whales have two. • They both need to breathe air. • They both feed their young. • A baby dolphin and a baby whale are both called “calves.” • They both eat fi sh. • Whales swim in pods. Dolphins also swim in pods. (not indicated in the dolphins book) • Dolphins are smaller than whales. • Dolphins have teeth; whales have baleen. • Whales have markings on their tails. No two whales have the same markings. Small Group & Exploration Materials F Tub of water F Suggested items: sponge, cork, Sink or Float? wooden block, toy car, crayon, Science Identify an assortment of small objects. Indicate the two scissors, large paper clip, Makes and verifi es containers labeled “sink” and “fl oat.” predictions plastic straw Participates in scientifi c Say: Sometimes when you are in a pool you might like F Sink/fl oat containers investigations to fl oat on top of the water. What can you use to help Collects, describes and you fl oat? (Discuss briefl y.) Some objects can also fl oat records information in water and others sink, or go to the bottom. Let’s Invite the predict if each of these objects will sink to the bottom children to or fl oat on top of the water. We’ll test the objects to see collect objects if our predictions are correct. from the classroom to test! • Indicate an object. Children predict if it will sink or fl oat. • A child places the object in the water. • Check the prediction, and place the object in either the “sink” or “fl oat” container. 406 UNIT 5 Pre Morning Meeting Starfall K Gathering Routine Continue: Explain: Ask thefollowing questionsandacceptresponses: the rhymes. Ready?Didyou ever seea: Let’s seeifwe canremember themandfi Say: the song. Volume 2, Track 9.Children listen andsing along. They create to accompany simpleactions crabs, fi Explain: Read anddiscussGingerbread Boy’s message. Rhyming Words: “Down BytheBay” A Stand ifyou like to eat songs inwhich animalsdothingsonly peoplecanreally do. nearly aslarge asanocean, butitishometo many smallwater animalssuchas • • • • • • • • • • •
bay Why isthis songsilly? Can a Can a Does Does goat frog snake cow bear pig The animalsdidfunny thingsinthat song. Children follow animalactions: your to directions perform Warm Up Your Brain • • • • • •
isabodyofwater withlandaround itthat opensto thesea.A dancinga Swim like afi Blow airoutofyour blowhole like adolphin. Walk forward, backward, andsideways like acrab. Flap your fl Creep like anocean snail. Jiggle like ajellyfi taking a taking sh, ducksandfrogs. Are you ready to godown by thebay? walking a walking Watermelons Sometimes peoplewriteSometimes booksand wearing drivinga cow pig frog snake baking a baking Here isasillysongaboutwatermelons. It’s called “Down BytheBay.” rhyme with rhyme with
walk a bake a (bow) (underwear) (jig) ippers like aseal. (boat) (dog) (cake) sh. dog are offruit. atype They grow bestinwarm sandysoil. cake watermelon sh. jig ? bow ? ? Continue thisroutine aswithprevious weeks. ? . Children who like watermelon stand, Children watermelon thensit. wholike nish …”Did you ever seeagoatdrivingboat?” …”Did you ever seeafrog walking adog?” …”Did you ever seeasnake acake?” baking …”Did you ever seeacow abow?” taking …”Did you ever seeabearwearing underwear?” byDown thebay… byDown thebay. you“Did ever seeafox pullinganox?” For ifIdomy motherwillsay, Back tomy homeIdare notgo. byDown thebaywhere thewatermelons grow, byDown thebay. you“Did ever see apigdancingjig?” For ifIdomy motherwillsay, Back tomy homeIdare notgo. byDown thebaywhere thewatermelons grow, BytheBay Down F F Optional:
Starfall Sing-Along Starfall Watermelon (ifinseason) Materials Play Play bay Sing-Along isnot Volume 2
Identifi esrhymingwords Awareness Phonological
Gingerbread Boy Gingerbread
Love, Love, Day
did once! did
down by the bay? I I bay? the by down
watermelons growing growing watermelons Have you ever seen seen ever you Have WWEEK 17
UNIT 5
Five E E K
1
407 7 WEEK 17 • DAY 5
LEARNING See Learning Centers for Week 17, pages 390-392. After cleanup, CENTERS the children gather to share their experiences.
Circle Time Materials F Grandmother Phonological Awareness: Words in a Sentence F Letter Cards: Dd, Oo F Picture Cards: door, duck, Say: Listen to this sentence: The whale is in the water. (Children repeat.) Ask: How many words are octopus, ostrich in the sentence? Let’s check. Select a child to F Pocket chart represent each word in the sentence. Stand behind each child as you say the sentence together. Clap and count the number of words in the sentence. Repeat for: Ducks fl y and swim, I want to swim with the dolphins, and I see fi sh in the ocean.
Introduce Final /d/ Phonological Display and identify Letter Cards Dd and Oo in the top row of a pocket chart. Indicate Awareness the Picture Card duck. Ask: Does duck begin with /d/ or /o/? (A volunteer places the Distinguishes individual Picture Card under Dd.) Repeat for door. words within spoken phrases or sentences Grandmother says: Let’s sing a song to help us remember /d/. Isolates ending sound
Sing “Where Is /d/?” Each time /d/ or letter Dd is used Where Is /d/? children make the Dd hand sign. (Melody: “Where Is Thumbkin?”) Dd Oo Ask: Do you know that /d/ can be at the beginning of a Where is /d/? Where is /d/? word OR at the end of a word? Listen for /d/ in this word: Here I am. Here I am. mud. (Emphasize /d/ at the end.) Now you say it: mud. D stands for /d/ in duck and dog Where do you hear /d/ in mud? (at the end) Say, mud. /d/ /d/ /d/, Dd, Dd, Dd Children stand and face partners. Partner with a child if necessary. Say: Listen to these words. If you hear /d/ at the end, gently clap your partner’s hands. Overemphasize /d/ in the following words: bird, red, ham, bread, nose, and seed. Indicate the Picture Card octopus. Ask: Does octopus begin with /d/ or /o/? (A volunteer places the octopus Picture Card under Oo.) Repeat for ostrich. Grandmother asks: Why don’t we sing a song to help us remember /o/? Sing “Where Is /o/?” Each time /o/ or letter Oo is used Where Is /o/? children make the Oo hand sign. (Melody: Where Is Thumbkin?”) Where is /o/? Where is /o/? Here I am. Here I am. O stands for /o/ in octopus and ostrich /o/ /o/ /o/, Oo, Oo, Oo
408 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story need additional practice withskills. need additionalpractice conferences withchildren upactivities whomighthave ormake beenabsentor There are noformal lessonsplannedfor illustrations. Readthestory, andencouragethechildren to askquestionsasyou read. the authorandillustrator. Picture-walk through thebookaschildren the describe your choiceofbookabouttheocean.Introduce Indicate Teacher’s Literature Choice: The Ocean Day 5 . Use this time to conduct individual . Usethistimeto conduct F abouttheocean
Teacher’s choiceofbook Materials about the story about thestory appropriate questions andanswers Asks Comprehension words unknown fi ndthemeaningsof Uses illustrations to Vocabulary WEEK 17 •DAY 5
UNIT 5
409 410 WEEK 18 —OVERVIEW UNIT 5 This week you willteach thechildren aboutmany diff Prior to Be prepared for theeruption to occurimmediately! and several drops ofred food coloring. to Slowlyaddthismixture thepapercup. anothercontainer,In mix1cupwater, 2⁄3cupvinegar, 1⁄3cupdishwashingliquid, Form amoundofsandaround asturdy papercupcontaining¼ Sometime during the week, surprise thechildren bycreating surprise avolcano theweek, atthesandtable.Sometime during Preparation Sing-Along Starfall Starfall’s Rhymes Nursery Selected SignAmerican LanguagePoster ABC forGingerbread Boy andMe Dinosaur Poster Dinosaurs Dinosaurs Media &Other Books Starfall approximately 17"longby13"wide from butcher paper. Small Group Morning Meeting Day One faces oftheirdinosaurillustrationson Optional: prepare musicchoicesfor this week’s Up “Warm Your Brain” and “Freeze-a-Roo” activities. creatures. abouttheseextinct know The children willalso: how, through ofpaleontologists thework andtheirdiscoveries, we have cometo Plant-eater dinosaurfootprints best. work • • • • • • • Prepare to paintthebottom ofonefoot ofeachchildwith
tempera paint.Provide as theywait for othersto fi nish, and have atubof water distinguish between trueandnot distinguish between vote for theirfavorite dinosaurbookoftheweek theirown fossilsmake become familiarwithdinosaurnamesandcreate dinosaurnamesoftheirown fi ndoutwhy adinosaur wouldn’t beagoodclassroom pet discover justhowlarge somedinosaurswere /k/andidentifyinitialfilearn nal/k/ words and papertowels available for easycleanup. Day 1 Audio CD byBrandiChase Take photos ofeachchild’s face. Trim themfor children to glueto the We 18: WWeek —Draw dinosaurfootprints andcutouttwo , gatherbooksaboutdinosaursthatfeature rex, tyrannosaurus and —Prepare feet. alengthofrope thatmeasures oryarn forty e Volumes 1and2 e newspaper for children to standon k
1 by Starfall 8 Day 2 :
DDinosaurs . i n erent speciesofdinosaursand o s n a cup baking soda. cupbaking u r Kk t y s fe et .
W e e k
1 8 :
D i n o s a u r s
Starfall Pre K their favorite dinosaurs to create imprints. Small Group (Use indexcards orcreate Letter Cards usingtheABCGenerator on movement announced. move to theotherside oftheplayground usingthe Children lineupandyou announce amovement. They ways dinosaursmovedDiscuss thevarious onallfours (walked Move Like aDinosaur Outside Activity they enjoy thebroccoli withdip. Children pretend theyare diplodocusmunchingontreetops as broccoli andaspoonfulofgreen dressing onaplate for eachchild. small amountofgreen food to the dressing. coloring Place some Cut somefresh broccoli, leaving Add someofthestem a intact. Dino Dip Snack Suggestions Circle Time TimeStory Where’s YourBone?” Morning Meeting Day Five Circle Time Day Four andelbows)forand pastashells(rigatoni children to useto create dinosaurskeletons. Small Group TimeStory newspaper oraplacematfor eachchild. one ortwo, andenoughplay doughfor eachchildto form afossil. You willalsoneed Morning Meeting Day Three in Save thelistofchildren’s dinosaurnamesfrom today’s Day Two walked on two legs, ontwo flwalked ew, took small steps, bigsteps, etc.). • • • •
Small Group How Do Dinosaurs Say GoodNight? Say Dinosaurs How Do EatTheirFood? Dinosaurs How Do UpDinosaurs Digging theDinosaur Dazzle
— — Chooseadinosaurbookto read anddiscuss. Suggestionsinclude: — Prepare asetofcards for eachchildwiththeletters —
—Have stock heavy paper, bookswithillustrationsofdinosaurskeletons, — . Gather alldinosaurbooksyou haveGather read thisweek for children to choose Have thelistof/k/words from . You willneedplay doughfor eachchild. —Children willuseaplasticboneorpencilfor “Dinosaur, Dinosaur, —Plan to have enoughsmalldogbonetreats for eachchildto use byMarcus Pfi ster by Aliki by Jane Yolen by Jane Yolen Day 3 available. Optional: Morning Meeting ,
D, E, F, M,K, of largemotorskills Combines asequence and control Moves withbalance Gross MotorSkills Provide plastic more. F F F
Ingredients Green food coloring dressingRanch Broccoli Starfall.com for use and O . .)
Gingerbread Boy Gingerbread Boy Gingerbread
Gingerbread Boy Gingerbread Gingerbread Boy Gingerbread Gingerbread Boy Gingerbread
Love, Love, pal, Your
Your pal, pal, Your Your friend, friend, Your Love, Love,
bones. yard?
class pet? class What is yours? is What Gingerosaurus!
some real dinosaur dinosaur real some your in dinosaur
get a dinosaur for a a for dinosaur a get My favorite is fossil! fossil! is favorite My My name could be be could name My
I wish I could see see could I wish I baby a found and
dinosaurs. Could we we Could dinosaurs. new dinosaur words. words. dinosaur new have a dinosaur name. name. dinosaur a have
about dinosaurs. dinosaurs. about morning one up
I read a book about about book a read I I learned so many many so learned I It would be funny to to funny be would It
I’ve learned so much much so learned I’ve woke you if What
UNIT 5 Day Day Day Day 1 Day Day 2 Day Day 3 Day Day 4 Day Day 5 Day
411 5 4 3 2 1 412 WEEK 18 —OVERVIEW
WWEEK 18 UNIT 5 Morning Meeting Exploration GroupSmall & Time Story Circle Time E E K
1 8 “Dinosaur Dance” Nonfiction Dinosaurs LittleKittens” “Three andlistenIntroduce for /k/ “Kittens” riddle AlphabetSong” “The Alphabetical Order Phonemic Awareness: classroom pet dinosaur asa of having a List problems Dinosaur Poster Gingerbread Boy’s Message Dinosaur footprints Day
One p LEARNING CENTERS GATHERING ROUTINE Identify initial/k/words ABC forGingerbread Boy andMe Introduce Words inaSentence Phonological Awareness: writing orinventivewriting spelling sentenceswrite usingscribble themselves asdinosaursand Children draw apicture of rex,tyrannosaurus yutyrannus compsognathus,corythosaurus, stegosaurus, triceratops, apatosaurus, crest, asteroid, dinosaur, fossil, Vocabulary: Dinosaurs Vocabulary: dinosaur names discuss Create and Dinosaur Poster Gingerbread Boy’s Message Day Kk Two
paleontologist Kk Day Three Day Four Day Five GATHERING ROUTINE
Gingerbread Boy’s Message Gingerbread Boy’s Message Gingerbread Boy’s Message Review dinosaur vocabulary Write a class story about a “Dinosaur, Dinosaur, Where’s baby dinosaur Your Bone?” Create fossils “True or Not True” Vocabulary: museum
LEARNING CENTERS
Phonemic Awareness: Phonological Awareness: Phonological Awareness: Blend Consonant/Vowel/ Syllables in Words Rhyming Words Consonant Introduce fi nal /k/ Review initial /k/ ABC for Gingerbread Boy and Me “Where Is /k/?” List initial /k/ words Introduce ASL sign for Kk
“Where Is /k/?” Kk “Three Little Kittens”
Teacher’s Literature Choice: Dinosaurs “Dinosaur Dance” Dinosaurs “Ten Big Dinosaurs” Children choose a favorite dinosaur book Dinosaur Picture Cards
Create pasta dinosaur skeletons Make dinosaur imprints in Complete projects or conduct play dough observations and individual assessments Dinosaur Poster
UNIT 5 413 WWEEKEEK 1818 Computer Center LEARNING Materials CENTERS Activity — Children enjoy ABCs: D, Dinosaur Dance, review /o/ and reinforce /k/ at ABCs: O and K. F Computers set up to access Media & Technology more.Starfall.com Uses technology to Interaction & Observation F Headsets explore and review information • Computer use promotes intellectual development Phonics and helps bridge the gap between concrete and abstract thinking. Observations and anecdotes recorded Matches some letters to their sounds over time provide insight into each child’s growth. • Observe and evaluate computer use. What language development is occurring? Which skills and concepts have the children mastered? How well can they focus on an activity?
Art Center Materials Fine Motor Skills Activity — Each child chooses a color of play dough, F Play dough of diff erent colors, Demonstrates control, creates his or her own dinosaur, and gives it a name. strength, and dexterity enough for each child to form to manipulate objects Children place their dinosaurs on their pieces of poster a dinosaur Emergent Writing board and write their names (and the names of their F Variety of plastic dinosaurs Uses scribbles/writing dinosaurs) on them. Display the dinosaurs in the F Pictures of dinosaurs to convey meaning classroom or a hallway Dinosaur Museum. F 4" x 6" piece of poster board for Optional: Children paint pictures of their favorite dinosaurs. each child Display Dinosaurs or classroom dinosaur books for reference. Interaction & Observation • Creating with play dough strengthens the muscles in children’s hands as they develop fi ne motor coordination.
414 UNIT 5 WEEK 18 • CENTERS Library Center Materials Preparation — Include Dinosaurs after it is introduced Print/Book Awareness F Dinosaurs by Brandi Chase on Day 2. Other book suggestions include: Connects oral F Dinosaurs Audio CD language with print • Danny and the Dinosaur by Syd Hoff F Books about dinosaurs Comprehension • Dinosaur Bones by Bob Barner Makes connections using illustrations/ • Dinosaurs! by Gail Gibbons photos, prior knowledge, • First Dinosaur Encyclopedia by Caroline Bingham real-life experiences Distinguishes between Activity — Children read and listen to Dinosaurs and enjoy other dinosaur books. fi ction and nonfi ction Interaction & Observation • Discuss the books in this center with children to help them distinguish the diff erences between fi ction and nonfi ction. • Give children opportunities to share and explain their own thinking about nonfi ction to enable them to learn and remember information.
MathMatDramatich CenterCente Playr Center Materials Activity — This center becomes an outdoor area. Creative Arts F Blankets The children place blankets over chairs to create caves. Engages in cooperative They crawl along the fl oor, pretend to eat from trees, F Several chairs pretend play with other children and use their imaginations to become cave-dwelling Represents fantasy and prehistoric animals. real-life experiences through pretend play Interaction & Observation • After you have read a dinosaur-themed book, place it in the Dramatic Play Center for children to dramatize. • Dramatization helps promote understanding of the text as well as expand the children’s knowledge of the topic.
Construction Center Materials Activity — Encourage children to use their imaginations Fine Motor Skills F Wooden blocks and other and building blocks to create a Dinosaur Land with caves, Demonstrates control, trees, dinosaurs, and rivers, etc. They use pencils and paper building toys strength, and dexterity to manipulate objects to label constructions. F Books about dinosaurs Coordinates hand F Pictures of dinosaurs in their and eye movements Take photos to place in the Construction Center to habitats Social/Emotional inspire other builders. Development F Pencils, paper Works with others Interaction & Observation F Large and small plastic dinosaurs to solve problems • Allow time before cleanup for other children to visit the Construction Center and view what has been created. • Invite other classes to walk through the classroom on their way to lunch or outside play to provide an opportunity for children to inspire each other.
UNIT 5 415 WEEK 18 • CENTERS Writing Center Materials Emergent Writing Activity — Present children with this drawing and writing F Manila paper for each child Uses drawing to prompt: “What would a dinosaur’s home look like?” convey meaning F Pencils, crayons Uses letter-like shapes Children draw and dictate or write about a dinosaur’s home. or letters to write words Combine the pages into a class book and place it in the Library Center, or add them to or parts of words the wall of your Dinosaur Museum for children in other classes to enjoy. Interaction & Observation • Frequent opportunities for children to write help provide practice in holding and controlling writing materials correctly, as well as to write for specifi c purposes.
Discovery Center Materials Science Activity — Bury plastic toy dinosaurs in the sand table. F Sand table Participates in scientifi c Children sift through the sand searching for dinosaurs you investigations have buried using the tools provided, pretending they are F Small plastic dinosaurs Uses tools and paleontologists. F Paleontologist/straw hats or caps equipment to F Tools (brushes, digging tools, etc) explore objects When they discover the dinosaurs, they use magnifying F Maps glasses to study and compare them to the pictures, to determine each kind of dinosaur through comparison. The children also make volcanos in the sand, and tracks with dinosaur feet. Interaction & Observation • Talk with children about diff erent kinds of dinosaurs, noting similarities and diff erences. • At cleanup time, remind the children to bury the dinosaurs for the next day.
Math Center Materials Math Preparation — Create sets of “Dino Battle” cards by preparing F 3"x5" index cards Understands that 3"x5" index cards with various amounts (0 – 10) of stickers or numbers always dinosaur stamps on them. Optional: Place 5 to 50 small plastic F Dinosaur stickers or stamps represent the same quantity dinosaurs in a clear plastic jar with a lid for children to estimate. F Clear plastic jar Uses one-to-one F Optional: small plastic dinosaurs correspondence to Activity — Each pair of children has a set of “Dino Battle” cards. determine “how many” Each player lays down the top card from his or her stack and they compare the number of dinosaurs to see which has the most. The child with the most collects both cards. If the cards are equal both children keep their own card. At the end of the game, the children count to learn who has the most cards (or they play for fun without counting at the end). Interaction & Observation • Model one-to-one correspondence frequently during daily routines to help children link numbers to each item in a set. • Teach strategies for keeping track of counting. Demonstrate how to touch each sticker or stamp as it is counted and how to count across rows rather than skip around.
416 UNIT 5 WWEEKEEK 1188 Continue this routine as with previous weeks. Day Gathering Routine One
Morning Meeting Materials F Dinosaur Poster Warm Up Your Brain F Forty feet of rope or yarn Play “Gingerbread Boy, May I?” Explain: Gingerbread Boy is the leader. He will give a direction and we will ask, “Gingerbread Boy, may I?” before we follow it. Gingerbread Boy whispers the following directions: • Sit criss-cross applesauce. • Stand and hop three times. • Take four steps backward. I read a book about • Take fi ve steps forward. dinosaurs. Could we • Jog in place. get a dinosaur for a class pet? • Jump up and down ten times. Your pal, • Lie on your stomach and pretend to swim. Gingerbread Boy
Introduce Dinosaurs Read and discuss Gingerbread Boy’s message. Science Recognizes that living Say: Stand if you think a dinosaur would make a good class pet. (Volunteers explain things have similar needs their choices.) Continue: Roar like a dinosaur if you think a dinosaur would not for water, food, and air make a good pet. Assess prior knowledge as volunteers explain their choices. Shows curiosity by asking questions and Indicate the Dinosaur Poster. Volunteers identify the dinosaurs and objects. Encourage seeking information them to ask questions regarding the information on the poster. Math Measures or compares Say: Dinosaurs lived a long time ago. They needed the same things that other the length of one or more objects using a animals need to live. Do you think dinosaurs needed space to live? What other nonstandard reference things do you think dinosaurs needed? (water, food, air) Ask: Do you think a dinosaur would fi t in our classroom? Let’s fi nd out. Explain that a tyrannosaurus rex could grow to be about forty feet long. Indicate the rope or yarn. Say: This rope is forty feet long, about the same size as a tyrannosaurus rex. A volunteer holds one end of the rope or yarn and stands at one side of the classroom while you walk to the other or run out of space. Discuss potential problems that could arise from having a dinosaur as a classroom pet.
LEARNING See Learning Centers for Week 18, pages 414-416. After cleanup, CENTERS the children gather to share their experiences.
UNIT 5 417 WEEK 18 • DAY 1
Circle Time Materials Phonemic Awareness: Alphabetical Order F Grandmother Play Sing-Along Volume 1 Track 2. Children sing F Starfall Sing-Along Volume 1 “The Alphabet Song.” F Starfall’s Selected Nursery Rhymes (Book & Audio CD) F Picture Cards: kangaroo, Introduce /k/ kitchen, kite, kitten Phonological Say: Look at the Alphabet Board. Let’s say the F Pocket chart Awareness alphabet together. (Indicate the letters as children recite Listens for beginning the alphabet.) We have learned several letters. Raise sounds your hand if you can name one letter you have learned. Volunteers respond to Phonics name letters that have stars posted above them. Recites the alphabet in sequence Say: Grandmother has a riddle for us. Listen to her Kittens clues to solve it. Grandmother reads the riddle “Kittens.” Children solve the riddle. We are baby animals. We have whiskers and love to purr. Display the Picture Cards kangaroo, kitchen, kite, and Our mother is a cat. Our name begins with /k/. kitten. Say: Here is a picture of kittens. (Children repeat, What are we? kittens.) Kittens begins with /k/. (Children repeat, /k/.) Repeat for kangaroo and kitchen. Continue: Say, kite. What sound do you hear at the beginning of kite? (/k/) Say: Listen to these two words: meow, kittens. Which one begins with /k/? (kittens) Kittens begin with /k/. (Children repeat, /k/.) Listen again: net, kite. Which one begins with /k/? (kite) Say: Let’s pretend we are kittens. (Children meow.) Continue: Listen to these words. If you hear /k/ at the beginning, meow like a kitten. If the word doesn’t begin with /k/, put your fi nger to your mouth. Ready? Use: king, tent, key, puppy, mother, kind, and kitchen. Indicate Nursery Rhymes pages 44 - 45, “Three Little Kittens.” Children describe the illustrations, then you read the text. They stand when they hear the word kittens. Encourage children to listen for /k/ today.
418 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story Dance.” Let’s pretend to bedancingdinosaurs! did allday? Doyou thinktheyever danced? Here’s asongcalled “Dinosaur When dinosaurs lived there were nopeopleyet! What doyou thinkdinosaurs footprints? many ofyour shoeswould fi than your feet? dinosaur.from aplant-eating Are theybiggerorsmaller dinosaurfootprints. two Indicate Say: Create Footprints Dinosaur Read contains real information aboutdinosaurs. Indicate Play Ask: Dance Dinosaur Display thefi nished intheclassroomfootprints orhallway. towels to washtheirfeet. As children fi nish,theystandonnewspaper. Whenallare nishedusewater andpaper fi the dinosaurfootprints.to addtheirnames. Useamarker Paint thebottom ofonefoot of eachchild. Assist children inplacingtheirfeet inside your shoesandlookat it. • • • • •
didn’t before? know What issomethingyou learnedaboutdinosaursyou Do dinosaurslive now ordidthey live alongtime ago? their eggs? How theyhatched diddinosaurschangeafter from dinosaursneedfoodDid How are dinosaursandpeople alike? Did you noonehasever know seenadinosaur? Sing-Along Dinosaurs Dinosaurs (Children estimate.) and ask: andask: Volume 2 Track 8.Children listen anddanceto “Dinosaur Dance.” (They are muchbigger.) (They . Locate thetitleandauthor. Explainthisisanonfiction bookthat (Children dothis.) Ask: t inside these dinosaur t insidethesedinosaur , water, andairtolive? These are footprints Take off one of oneof How How
F F F F F F F F of colors
Dinosaurs Sing-Along Starfall Tempera paintinavariety Prepared dinosaurfootprints Marker Tub ofwater andpapertowels Newspaper Paintbrushes Materials Materials t byBrandiChase er a nd Volume 2 p of informationtext facts Recalls important Comprehension living thingsovertime Notices changesin for water, food, andair things havesimilarneeds Recognizes thatliving objects anddata and classifi es Compares, contrasts, Science and music to usemovement Demonstrates ability Creative Arts nonstandard reference more objectsusinga the lengthofoneor Measures orcompares tools andtheiruses nonstandard measuring with standardand Becomes familiar Math WEEK 18 •DAY 1
UNIT 5
419 WWEEKEEK 1818 Continue this routine as with previous weeks. Day Two Gathering Routine Morning Meeting Materials F Teacher’s choice of music Warm Up Your Brain F Dinosaur Poster It would be funny to Play “Dinosaurs and Dancers.” Discuss, demonstrate, F Chart paper have a dinosaur name. F Marker My name could be and practice moving like dinosaurs. Contrast this with Gingerosaurus! how dancers move. Explain that you will play music Love, and say “dinosaurs” or “dancers.” When you say “dinosaurs” Gingerbread Boy the children stomp to the music. When you say “dancers” they move lightly.
Dinosaur Names Creative Arts Read and discuss Gingerbread Boy’s message. Expresses self through movement Recall the rope (yarn) activity from Day 1. Say: Dinosaurs were the biggest animals Comprehension ever to live on Earth. Some were bigger than elephants or buses. Makes connections using illustrations/ Indicate the Dinosaur Poster. Engage children in a discussion to: photos, prior knowledge, • real-life experiences identify the various dinosaurs pictured Vocabulary • identify the objects to which dinosaurs are compared Discusses words and word meanings Ask: Could dinosaurs and people live together? Discuss why or why not. Science Explain: The word dinosaur means great lizard. Scientists called paleontologists Describes characteristics have discovered very large dinosaur bones. They could tell the bones are millions in the appearance and behavior of animals of years old. The paleontologists could also tell how big dinosaurs were from the bones. The scientist who discovers the dinosaur bones gets to name the dinosaur. Explain: • Some dinosaurs were named after paleontologists. • Some dinosaurs were named for friends of paleontologists. • Some dinosaurs were named after the places they were discovered. • Some dinosaurs were named because of how they looked. For example, an iguanodon has teeth like an iguana. Say: Gingerbread Boy said his dinosaur name could be Gingerosaurus. Let’s give ourselves dinosaur names. What is yours? Children take turns revealing their dinosaur names. Classmates may assist children to create dinosaur names as you list them on chart paper. Save the list for use in Small Group.
LEARNING See Learning Centers for Week 18, pages 414-416. After cleanup, CENTERS the children gather to share their experiences.
420 UNIT 5 Pre Starfall K Time Circle Say: slowly aschildren say /k/.) lowercase, butbothletters are Say: Say: LetterIndicate Card your fi Encourage children items, to bring (orpicturesofitems), from homethatbegin with/k/. of thingsthat beginwith/k/. Indicate ABCforGingerbread Boy andMe (A volunteer identifi es thestar.Indicate Grandmotherasks: this several timessay: (demonstrate) Ask: Introduce time Itouch theletter • • • •
Indicate the word below each picture. Say: thewordIndicate beloweachpicture. Say: Indicate theword,Indicate kittens.) picture/word. between Discriminate thepictureof kittens. (Example:Indicate Isolate thebeginning sound. (Example: Identify eachpicture. Children repeat. that namesthepicture. Let’s uppercase skywrite What sounddoyou hearat thebeginningofkittens? Repeat for Stand behindeachchildasyou repeat thesentence, Assign onechildto eachword inthesentence to standinfront oftheclass. Ask: Listen again. Now, you say it. Say Awareness:Phonological Words inaSentence respond.) This istheletter nger to write uppercase : Listen to thissentence: How many words didyou hear? Kk Let’s check. I have a kitten forapet. Ihave akitten Now fi Repeatthesentence, Kk nd apartner. Now write lowercase (Children repeat thesentence.) Kk . Kk Kk andattachesthestaronorabove the Wall Letter Card.) . (Children repeat, , say /k/. K . K Kk I have threekittens (demonstrate) Who canfi onyour partner’s back. (Children fi ndpartners.) (Touch theLetter Card and several times, quickly . The letter . The . Say: I have three kittens kittens (Children Let’s lookat Kk nd theletter k .) Here here isthepicture; istheword . One Kk , /k/) Now, let’s lowercase skywrite standsfor /k/ K isuppercase andoneis . I have three kittens. Kk . Kk Take turnsanduse . Here are somepictures After theyhave After done F F F F (/k/) Me on the Alphabet Chart? ontheAlphabetChart?
ABC forGingerbread Boy and Grandmother Star Letter Card (ksound) by Starfall Materials Kk .
Each k .
print andillustrations relationship between Distinguishes AwarenessPrint/Book to theirsounds Matches someletters Phonics phrases orsentences words withinspoken individual Distinguishes Awareness Phonological WEEK 18 •DAY 2 Kk
UNIT 5
421 WEEK 18 • DAY 2 Materials
Story Time F Dinosaurs by Brandi Chase F Bag or basket Dinosaurs Vocabulary F Picture Cards: apatosaurus, Vocabulary Indicate Dinosaurs. Say: This book includes several new asteroid, compsognathus, Acquires new vocabulary vocabulary words. Let’s talk about some of them. corythosaurus, crest, dinosaur, Uses illustrations to fossil, paleontologist, fi nd the meanings of Place the Picture Cards face down in a pocket chart. unknown words A volunteer reveals one. Identify the vocabulary word and stegosaurus, triceratops, Science children repeat. Briefl y discuss its meaning. Repeat until all tyrannosaurus rex, yutyrannus Shows curiosity by words have been introduced. F Tape or push pins asking questions and seeking information Compares, contrasts, dinosaur an animal that lived millions of years ago and classifi es objects and data fossil part of an animal or plant from a long time ago, found in earth or rocks
crest a growth on top of an animal’s head, such as feathers, fur, or a bone
asteroid a big rock that circles the sun
paleontologist a scientist who studies fossils to learn about animals and plants from long ago
apatosaurus a plant-eating dinosaur with a long neck and tail and a small head
stegosaurus a plant-eating dinosaur
triceratops a three-horned plant-eating dinosaur
corythosaurus a duck-billed dinosaur with a crest on its head
compsognathus a meat-eating dinosaur
tyrannosaurus a meat-eating dinosaur, known as the king rex of dinosaurs
yutyrannus the largest known feathered dinosaur, ancestor to modern birds
Read Dinosaurs. Children raise their hands when they hear vocabulary words. Place the Picture Cards in a bag or basket for use on Day 3.
422 UNIT 5 Pre Starfall K Group&ExplorationSmall write theirownsentenceswrite to explaintheirillustrationsusing Children draw pictures ofthemselves asdinosaurs. Pictures Draw Dinosaur the facesoftheirdinosaurillustrations. Optional: Label theirpaperswithdinosaurnames. theirwriting.sentences underneath andyou themcorrectly write orinventive writing scribble spelling. Children read their Take digital photos ofeachchild’s face. Trim themfor children to glueto They They
F F F Morning Meeting
Dinosaur namesfrom Crayons, markers, pencils Drawing paper Materials or parts ofwords or parts or letterstowritewords Uses letter-like shapes meaning convey Uses drawing to and writtenexpression own ideas, experiences, connections amongtheir understanding ofthe Demonstrates Emergent Writing WEEK 18 •DAY 2
UNIT 5
423 WWEEKEEK 1818 Day Continue this routine as with previous weeks. Three Gathering Routine
Materials I learned so many Morning Meeting new dinosaur words. F Picture Cards: apatosaurus, My favorite is fossil! asteroid, compsognathus, What’s yours? Warm Up Your Brain corythosaurus, crest, dinosaur, Your friend, Sing “Dino Pokey” to the melody of “Hokey Pokey.” fossil, paleontologist, Gingerbread Boy stegosaurus, triceratops, Fossils tyrannosaurus rex, yutyrannus Phonics Read and discuss Gingerbread Boy’s message. F Tape or pins Recognizes/names F Play dough for each child) some letter sounds Indicate the bag or basket containing the Picture Cards. F Small dog bone treats Print/Book Awareness A volunteer draws one. F Newspaper or place mat for Connects oral • Name the picture and children repeat. language and print each child • Identify the beginning letter. Vocabulary F Wet wipes Discusses words and • Attach the Picture Card under the corresponding letter word meanings on your Alphabet Board. Science Say: Gingerbread Boy said his favorite word is fossil. Uses tools and Dino Pokey Paleontologists found fossil skeletons or bones of equipment to (Melody: “Hokey Pokey”) explore objects dinosaurs in stones or rocks. They used special tools Participates in scientifi c to scrape away the stone and take the bones out. You put your claws in, investigations Then they put the bones together like a puzzle to see You put your claws out, Notices changes in how the dinosaur would have looked. Let’s see how You put your claws in, living things over time And you shake them all about. a fossil might look. You do the Dino-Pokey Distribute a piece of newspaper or a place mat and play And you turn yourself about That’s what it’s all about! dough to each child. (Repeat with feet, teeth and head.) • Children fl atten their play dough. • Distribute a dog bone treat or two to each child. • Children push the treats into their play dough. • They remove the dog bone treats and observe the prints in their play dough. Explain: This is how dinosaur fossils were formed. Bones made prints in the mud. The mud hardened and bones became rock or stone. Paleontologists learned about dinosaurs by studying the fossils. Discard the dog bone treats and place the molds in a safe place. Children check them in a day or two and notice they have hardened the way fossils do. Distribute wet wipes for children to wash their hands.
LEARNING See Learning Centers for Week 18, pages 414-416. After cleanup, CENTERS the children gather to share their experiences.
424 UNIT 5 WEEK 18 • DAY 3 Circle Time Phonemic Awareness: Blend Consonant/ Materials Vowel/Consonant F ABC for Gingerbread Boy and Say: Listen to these sounds: /d/ /o/ /t/. Now you say Me by Starfall them. (Children repeat, /d/ /o/ /t/.) Now blend the F Chart paper sounds together to make a word: /d/ /o/ /t/, dot. F Marker Let’s try some more. Repeat for /n/ /a/ /p/ nap, /m/ F Starfall American Sign Language /e/ /n/ men and /d/ /a/ /d/ dad. Poster F Grandmother List Kk Words, ASL Kk F Starfall’s Selected Nursery Rhymes (Book & Audio CD) Children show and tell about pictures or items they Phonological brought which begin with /k/. Awareness Blends three phonemes Indicate ABC for Gingerbread Boy and Me. Review the pictures and words that begin Listens for beginning with Kk. Say: Let’s make a list of words that begin with the letter Kk. I’ll write the sound words on this chart paper so we don’t forget them. Start with children’s names Phonics that begin with K, then accept suggestions. Children circle Kk in their words. Matches some letters to their sounds Say: We have learned the letter Kk and /k/. Now let’s learn to make the letter Kk with our fi ngers. Indicate the Starfall American Sign Language Poster and demonstrate the American Sign Language sign for Kk. Say: This is the letter Kk in sign language. Now you try it. Children sign Kk.
Say: Grandmother would like us to sing a song to Where Is /k/? remember /k/. Sing “Where Is /k/?” Each time /k/ or the (Melody: Where Is Thumbkin?) letter Kk is used children form the Kk hand sign. Where is /k/? Where is /k/? Grandmother says: Let’s play a game. Listen to these words. Here I am. Here I am. If the word begins with /k/ give a thumbs up. (demonstrate) /k/ in kitten, /k/ in kitchen If the word doesn’t begin with /k/, give a thumbs down. /k/ /k/ /k/, Kk, Kk, Kk. (demonstrate) Ready? Use: keep, keyhole, doll, kiss, kind, octopus, farm, and kitty. Play Nursery Rhymes Audio CD Track 43. Children sing “Three Little Kittens.”
/k/ can be confusing to children since it is produced by both Cc and Kk. Help them to better understand by creating a chart with Observe & two columns, one for Cc and one for Kk. Remind them that Cc stands for the /k/ in cat, and Kk stands for the /k/ in kitten. Write Modify the words in the corresponding columns. Continue with other CC and Kk words if more clarifi cation is required.
UNIT 5 425 WEEK 18 • DAY 3 Story Time Materials F Teacher’s choice of book Teacher’s Literature Choice: Dinosaurs about dinosaurs Vocabulary Indicate your choice of dinosaur book and identify the Discusses words and author and illustrator. Picture-walk as children discuss illustrations. Volunteers point word meanings to where the text begins on each page. Read the story, pausing briefl y to introduce Comprehension new vocabulary as it is encountered. Ask and answer questions about the story. Asks and answers appropriate questions about the story Small Group & Exploration Materials F Books with illustrations of dinosaur skeletons Create Dinosaur Skeletons F Heavy stock paper Fine Motor Skills Indicate and briefl y discuss illustrations of dinosaur skeletons. F Glue Coordinates hand Children draw large pictures of dinosaurs and glue pasta F Pasta (shells, rigatoni, elbows) and eye movement to them to create their own dinosaur skeletons. Demonstrates control, F Pencils, crayons strength, and dexterity Optional: Use the Picture Generator in the Teacher’s Optional: to manipulate objects Lounge on more.Starfall.com to generate dinosaur outlines F Generated dinosaur picture Creative Arts to use as guides for the children’s skeletons. for each child Shows care and persistence in a variety of art projects
426 UNIT 5 WWEEKEEK 1188 Continue this routine as with previous weeks. Day Gathering Routine Four
Materials
Morning Meeting F Chart paper Warm Up Your Brain F Markers Children pretend to go on a dinosaur hunt. Clap your hands on your legs to sound like footsteps. Every minute or so announce an obstacle and model the corresponding movement for children to perform. Suggestions: • big stones (leap) What if you woke • caves (crawl) up one morning and • mountains (climb) found a baby dinosaur in your yard? • swamps (stomp) Your pal, • logs (walk on tiptoes) Gingerbread Boy
Write a Class Story Read and discuss Gingerbread Boy’s message. Gross Motor Skills Combines a sequence Volunteers respond to the following questions: of large motor skills Comprehension • What would you feed a baby dinosaur? Connects events, • Where would a baby dinosaur sleep? characters, and actions in stories to • What story do you think a baby dinosaur would like to hear? specifi c experiences • What might you play together? Emergent Writing Contributes to a shared • What do you think a baby dinosaur might say to you? writing experience • How do you suppose a dinosaur could get into your yard? or topic of interest Indicate the chart paper. Say: Let’s write a story about what might happen if a baby dinosaur came to our classroom to visit. Write “Once upon a time a baby dinosaur came to our classroom.” Volunteers off er responses to continue the story. Add their suggestions to the chart paper. Periodically read the story so children hear its progress. Lead them to off er a conclusion, then read the completed story.
If children have diffi culty suggesting sentences, help them by Observe & asking questions such as “What book do you think the baby dinosaur might want us to read?” or “At which Learning Center Modify do you think the baby dinosaur would like to play?”
UNIT 5 427 WEEK 18 • DAY 4
LEARNING See Learning Centers for Week 18, pages 414-416. After cleanup, CENTERS the children gather to share their experiences.
Materials
Circle Time F Grandmother Phonological Awareness: Syllables in Words F List of Kk words from Day 3 F Picture Cards: kangaroo, key, Say: Listen to these word parts: di-no-saur. Put them king, kitchen, kite, kitten together: dinosaur. This time clap for the parts. Ready? di-no-saur (clap, clap, clap). Children say, dinosaur. Repeat with kit-tens, kid, ket-tle, fos-sil and dig.
Introduce Final /k/ Phonological Indicate the list of Kk words. Say: Look at these words that begin with Kk. Awareness (Review the list.) Ask: What other words you would like to add to the list? Counts syllables (Add additional words.) Isolates ending sound Phonics Review the ASL hand sign for Kk. Recognizes/names some letter sounds Gather children in a semicircle. Indicate the Picture Cards kangaroo, key, kitchen, kite, king, and kitten and place them on the fl oor as volunteers name the pictures. Grandmother says: Look closely at these pictures that begin with /k/. I will take one away. You tell what is missing. Ready? Close your eyes. Remove one of the Picture Cards and children determine which card is missing. Repeat several times. Grandmother asks: Did you know Kk can be at the beginning of a word OR at the end of a word? Listen for /k/ in this word: pick. (Emphasize /k/ at the end.) Now you say it: pick. Where do you hear /k/ in pick? Right, it’s at the end. Say, pick. Children stand and face partners. Partner with a child if necessary. Say: Listen to these words. If you hear /k/ at the end, Where Is /k/? gently clap your partner’s hands. Overemphasize /k/ in these words: sick, black, take, off , cake, and trick. (Melody: Where Is Thumbkin?) Where is /k/? Where is /k/? Sing “Where Is /k/?” Here I am. Here I am. /k/ in kitten, /k/ in kitchen /k/ /k/ /k/, Kk, Kk, Kk.
If peeking is a problem, cover the Picture Cards with a Observe & small cloth or paper. Modify
428 UNIT 5 Pre Starfall K Group&ExplorationSmall Time Story seven diff front oftheroom aswe read aboutit. the dinosauryou are holdingcome standinthe As theycomplete theirprojects, children compare theirdinosaurs. intheplay doughwithsmallplasticdinosaurs.imprints own dinosaurswithplay dough. They may alsomake Children reference theDinosaurPoster astheycreate their Dinosaurs Create Read hold Indicate andnamethePictureIndicate Cards. Sing “Ten BigDinosaurs.” “Ten BigDinosaurs” the Picture Cards.) Dinosaurs Dinosaurs erent kinds ofdinosaurs.erent kinds . . Say: . Say: This bookwillteach usabout When you hearthename (Seven volunteers of
Seven big,Seven eightbig, ninebigdinosaurs Four big, fi ve big, sixbigdinosaurs, big,One big, two three bigdinosaurs, “Ten(Melody: LittleIndians”) Ten BigDinosaurs Ten bigdin-o-saurs! F F F F F tyrannosaurus rex, yutyrannus stegosaurus, triceratops, Optional:
compsognathus, corythosaurus, Dinosaur Poster Play dough Picture Cards: Dinosaurs Small plasticdinosaurtoys Materials Materials by BrandiChase apatosaurus, , of informationtext facts Recalls important Comprehension Creates originalwork Creative Arts WEEK 18 •DAY 4
UNIT 5
429 WWEEKEEK 1818 Continue this routine as with previous weeks. Day Five Gathering Routine Morning Meeting Materials F Teacher’s choice of music for Warm Up Your Brain “Freeze-a-Roo” Play “Freeze-a-Roo,” and name the following motions F Plastic or dog bone (or a pencil) in turn for children to perform as you play your choice of music. When the music stops, children freeze in place. Say: Pretend you are a: I’ve learned so much • roaring dinosaur about dinosaurs. I wish I could see some • baby dinosaur hatching from an egg real dinosaur bones. • dinosaur stomping through a swamp Love, Gingerbread Boy • sleeping dinosaur
“Dinosaur, Dinosaur” and “True or Not True” Gross Motor Skill Read and discuss Gingerbread Boy’s message. Combines a sequence of large motor skills Explain: Gingerbread Boy could see real dinosaur bones at a museum! A museum Listening & Speaking is a building people visit to see and study important objects like fossils or art. Follows simple and multiple-step directions Say: Let’s play a fun game called “Dinosaur, Dinosaur, Where’s Your Bone?” This game is played like “Doggie, Doggie, Where’s Your Bone?” Comprehension Recalls important facts • Place the toy bone under a chair in the front of the room. “Dinosaur, Dinosaur, of information text One child takes the role of the dinosaur and sits in the chair, Where’s Your Bone?” facing away from the other children. Dinosaur, Dinosaur, • Tap a child on the shoulder. This child quietly goes forward where’s your bone? Somebody took it to remove the bone from under the chair, returns to his or from your home. her place, and sits on the bone to hide it. Guess who. • Children chant “Dinosaur, Dinosaur, Where’s Your Bone?” Was it you? Or was it someone • The dinosaur has three chances to guess who has the bone. from the zoo? • The child with the bone becomes the next dinosaur. Play “True or Not True.” Say: Let’s think about what we have learned about dinosaurs. If you hear something that is true, roar like a dinosaur. If you hear something that is not true, shake your head “no.” Use the following statements: • All dinosaurs ate meat. (not true) • Dinosaurs lived a long time ago. (true) • A person who studies dinosaurs is called a paleontologist. (true) • Dinosaurs lived with people. (not true) • Paleontologists found fossils of dinosaur bones. (true) • Dinosaurs would make good pets. (not true) • A tyrannosaurus rex was very big. (true) 430 UNIT 5 Pre Starfall K Time Circle CENTERS LEARNING After anappropriateAfter amountoftime, gatherthechildren’s attention bysaying: of thefi shbowlas you explaintheprocedure: give eachotherabigrocket cheer! once for you to play “My Turn, Your Turn.” Grandmother says: abagoflettersDistribute to eachchild. childrenGather inacircle. Avolunteer demonstrates “My Turn, Your Turn” inthecenter Say: Letters: Recognizing “My Turn, Your Turn” • • • •
When you are fi it’s“Right, letter hastrouble identifyingtheletter, yourIf partner you canhelp. it’s If the Your willidentifytheletter. partner Flash theLetter Cards oneat atimeto your partner. hat/cat/dog, hide/side/ride, Today we are goingto helpeachotherlearnletters. Let’s make afi rhyme.) (Children repeat, Ask: Now you say them. Say: Awareness:Phonological Rhyming Words ifyou canhearme. Clap What doyou notice aboutthesewords? Listen to thesewords: O , ask, , ask, “Is thistheletter Listen to thesewords:
O!
” Standup, handup, up. partner the children gatherto share theirexperiences. See Learning Centers for nished, it’s turnto fl your partners clock, clock, (Children repeat, sock, lock sock, and threetimes chick, brick, trick brick, chick, tap/car/map. D .) Ask: .) Ask: clock, sock, lock sock, clock, or Tap ineach pair to begin. onepartner O chick, brick, trick. brick, chick, Do thesewords rhyme? ?” andwhentheyguessright, say Week 18 ifyou canhearme. Great job!Let’s (They (They . (Children dothis.) , pages 414-416. After cleanup,, pages414-416.After . Now you say them. ash cards backto you. ) F F for eachchild M, K,
Grandmother Prepared Letter Cards ( Repeatfor and Materials O Now it’s time ) inaplasticbag sh bowl.
Clap D, E, F, E, D,
conversational rules ofverbal knowledge Demonstrates Conversation names andshapes Focuses onletter Phonics rhyming words Discriminates Awareness Phonological WEEK 18 •DAY 5
UNIT 5
431 WEEK 18 • DAY 5 Story Time Materials F Starfall Sing-Along Volume 2 Dinosaur Book Vote F Dinosaurs by Brandi Chase F All dinosaur books read Comprehension Play Sing-Along Volume 2 Track 8. Children listen and this week Identifi es basic similarities dance to “Dinosaur Dance.” in and diff erences between two texts Display all dinosaur books read this week. As you indicate on the same topic and name each book, a volunteer holds it and faces the class. The children decide Recalls information from stories which of the books is their favorite and explain why. They vote for their favorite books by standing next to the volunteers holding their choices. Read the book with the most votes.
Small Group & Exploration
There are no formal lessons planned for Day 5. Use this time to conduct individual conferences or make up activities with children who might have been absent or need additional practice with skills.
432 UNIT 5 Starfall® Pre K TTheTThehhee TTrollTTrollrroollll WWhoWWhohhoo LLivedLLivediivveedd UUnderUUndernnddeerr tthetthehhee BridgeBBridgeBrriiddggee Story Sequence Cards
TheCopyright Troll © Who 2012 byLived Starfall Under Education. the All Bridge rights reserved Unit Starfall 5 Week Pre-K 15 The Troll Who Lived Under the Bridge Starfall Pre-K
The Troll Who Lived Under the Bridge Starfall Pre-K The Troll Who Lived Under the Bridge Starfall Pre-K The Troll Who Lived Under the Bridge Starfall Pre-K The Troll Who Lived Under the Bridge Starfall Pre-K
The Troll Who Lived Under the Bridge Starfall Pre-K The Troll Who Lived Under the Bridge Starfall Pre-K Starfall® Pre K Over in the Meadow Story Sequence Cards
OverCopyright in the© 2012 Meadow by Starfall Education. All rights reserved Unit Starfall 5 Week Pre-K 16 Over in the Meadow Starfall Pre-K
Over in the Meadow Starfall Pre-K Over in the Meadow Starfall Pre-K Over in the Meadow Starfall Pre-K Over in the Meadow Starfall Pre-K
Over in the Meadow Starfall Pre-K Over in the Meadow Starfall Pre-K Over in the Meadow Starfall Pre-K Over in the Meadow Starfall Pre-K
Over in the Meadow Starfall Pre-K Over in the Meadow Starfall Pre-K Starfall® Pre K The Ugly Duckling Story Sequence Cardss
Copyright © 2012 by Starfall Education. All rights reserved. Unit 5 Week 17 The Ugly Duckling Starfall Pre-K
The Ugly Duckling Starfall Pre-K The Ugly Duckling Starfall Pre-K The Ugly Duckling Starfall Pre-K The Ugly Duckling Starfall Pre-K
The Ugly Duckling Starfall Pre-K The Ugly Duckling Starfall Pre-K The Ugly Duckling Starfall Pre-K The Ugly Duckling Starfall Pre-K
The Ugly Duckling Starfall Pre-K The Ugly Duckling Starfall Pre-K