Kindergarten Uunitnit 2

Things Change Starfall Kindergarten UUnitnit 2

Starfall Education P.O. Box 359, Boulder, CO 80306 Starfall Education

Starfall® is a registered trademark in the U.S.A. and many other countries. Printed in the U.S.A. Starfall Kindergarten UUnitnit 22:: TThingshings ChangeChange

FFrequentlyrequently AAskedsked QuestionsQuestions 5 544 Listening and Writing, Page 11 91 Introduce Mm /m/ 91 RReadingeading RResearchesearch 5 555 Introduce High-Frequency Words: I, am, you 92 WWeekeek 3 OOverviewverview 5 566 Introduce A Rainbow 94 PPreparationreparation 5577 Rhyming Words 95 Rhyming 60 Introduce Inventive Spelling 95 Introduce Today Is Monday by Eric Carle, and Days of the Week 60 Kidwriting and Adult Writing 96 Introduce “Alphabet Avenue” Game 61 Introduce Benjamin Franklin 97 Introduce Tt /t/ 62 Listening and Writing, Page 13 99 Initial and Final Sounds 64 Introduce Rainbow, Rainbow by Margaret Hillert 99 Listening and Writing, Page 4 64 Weather and Seasons 101 Introduce High-Frequency Words: The, the 65 WWeekeek 5 OverviewOverview 1 10202 Introduce Chicka Chicka Boom Boom 66 PPreparationreparation 1 10303 Listening and Writing, Page 5 67 Beginning, Middle, and Ending Sounds 106 Introduce Pp /p/ 67 Introduce Colors 106 Introduce High-Frequency Words: an, at 69 Introduce Characters 108 Explore the Alphabet 71 Introduce Oo /o/ 109 Blending 72 Introduce Syllables 110 Introduce At School 72 Introduce Cc /k/ 110 Introduce Writing Journal 73 Introduce High-Frequency Word: can 112 Listening and Writing, Page 7 74 Introduce Mouse Paint 113 ASL Days of the Week 75 Rhyming Words 114 Introduce Six Center Rotations 75 Introduce Caps for Sale 114 Today Is Monday 77 Introduce High-Frequency Words: be, he, she, we 116 WWeekeek 4 OOverviewverview 7 788 Introduce At the Park 117 PPreparationreparation 7 799 Identify and Discriminate Initial Cc /k/ 118 Listening and Writing, Page 8 82 Celebrate “Cap Day”! 118 Introduce Weather 83 Write about “Cap Day” 119 Introduce Seasons 84 Introduce Georges Seurat 121 Introduce Cloudy With a Chance of Meatballs by Judi Barrett 85 Rhyming Words 122 Listening and Writing, Page 9 86 Listening and Writing, Page 17 122 Introduce Ss /s/ 86 Introduce “Wheel of Reading” 124 Introduce Cause and Eff ect 88 BBibliographyibliography 112525 Weather Words 90

UNIT 2 53 FFrequentlyrequently AAskedsked QQuestionsuestions I noticed there is a lot of Here’s how it works: • note trends that might indicate partner sharing. Isn’t this the need for whole group disruptive? When it comes time for children to instruction. write, encourage them to put their Actually it is engaging! Partner thoughts in writing in whatever • demonstrate correct spelling, sharing prior to responding pro- way they can. Some may scribble or capitalization, and punctuation. vides each child the opportunity pretend write. Others may attempt • observe phonetic and speech to engage in the comprehension to write the letters that stand for errors such as /compuder/ process. Often you fi nd the same the sounds they hear in words. (computer) and /wat/ (rat). children raising their hands to • clearly communicate their answer questions. Many children All of these eff orts are kidwriting. As expectations to each writer. are reluctant to answer, or process children write, you circulate around information more slowly. Partner the room, reading and respond- • scaff old feedback to meet sharing gives those children the ing to their kidwriting, and adding individual learners’ needs. adult writing to capture their ideas opportunity to actively participate • encourage children to further (see samples). Adult writing must and build self-confi dence. It is develop their thoughts and occur during, not after, the writing also a social activity and breaks up reward their successes. teacher talk so children are active session. It is equally important that Example of kidwriting and adult during instruction. children share their writings with each other when they fi nish. writing: Why is adult writing Children benefi t because they: important? I thought it I cancn see you. u was more important for • take risks without worrying children to just write freely. about being correct. • The kidwriting/adult writing receive immediate feedback i wnt to go to the prk dynamic creates a safe, responsive delivered in a friendly, I want park environment that eliminates the re- constructive, and collaborative wt my frend quirement to ”get it right.” Children fashion. with friend. freely and confi dently take risks and • can refer back to adult writing apply their knowledge of letters, in previous compositions and sounds, and mechanics because self-correct. Do adult writing, then say: I wish I they know you will be there to had gone to the park with you! • receive one-on-one affi rmation interpret, guide, and celebrate their What did you do next? I’ll come of their eff orts and successes. eff orts. back to see what you did! • recognize what they write is important to themselves and The child is sure to write more to others. share his or her experience with you! • associate writing with meaning, cooperation, and pleasure. You will also notice that in Starfall Teachers benefi t because they can: classrooms, children do not write daily. Instead we nurture enthusi- • quickly assess and diagnose asm for a topic. When children are each child’s application of what fi nally asked to write on that topic, they’ve learned. they are bursting to express what is meaningful to them and share it with others.

54 UNIT 2 RReadingeading ResearchResearch There are times when I think Key fi ndings from scientifi c re- Our focused and explicit phonics the activity during Session 2 search on phonics instruction by instruction establishes children’s might work better in a Whole the National Institute for Literacy understanding of the Alphabetic Group Setting and vice-versa. tell us that systematic and explicit Principle. Starfall children develop Can I make this change? phonics instruction signifi cantly im- a deep and thorough knowledge proves kindergarten children’s word of the systematic and predictable Yes! However, the lessons need recognition, spelling, and reading relationships between the letters to be done sequentially. Session comprehension. (1) It is eff ective and spelling patterns of written 2 is structured to last for a full 30 for children from various social and language and the individual spoken minutes to accommodate the economic levels, and is particularly sounds. Computer and Practice Activity benefi cial for children who are hav- rotations. The Practice Activities ing diffi culty learning to read and Children demonstrate their grow- were designed specifi cally to who are at risk for developing fu- ing phonic skills and high-frequen- be done independently to ture reading problems. NIL research cy word recognition when writing accommodate classrooms that found that phonics instruction is in their Starfall Journals. do not have a paraprofessional most eff ective when introduced (1) Armbruster, B., Lehr, F., & Osborn, J. (2001). or volunteer to direct the group. early. Phonics knowledge is essen- Put Reading First: The Research Building Blocks for If you have a paraprofessional or tial to children’s successful reading Teaching Children to Read. (11-19). Washington, volunteer present, you may wish and writing development. (2) Ex- DC: Center for the Improvement of Early Read- ing Achievement. to make some adjustments. emplary phonics instruction builds There are many factors, such as on a strong foundation of phone- (2) Adams, M. J. (1990). Beginning to Read: the size of your class, maturity mic awareness explicitly taught Thinking and Learning about Print, (409-424). Cambridge, MA: MIT Press. and readiness of your children, and integrated into a total reading daily schedule of specials, etc., program. (3) (3) Stahl, Steven. (1992). “Saying the ‘P’ Words: that will enter into how you Nine Guidelines for Exemplary Phonics Instruc- structure your day. Arrange the tion”, Reading Teacher, 45, 618-625. lessons in a way that works best for you. We love to hear from you. Keep the feedback coming! The Authors, The children were able to “write” Pam Ferguson, Florida 35 years teaching early childhood education sooner than I thought using their dictionaries and kidwriting. They love Joan Elliott, Texas the adult writing. I’m amazed! 31 years teaching early childhood education —Tampa, Florida

UNIT 2 55 56 WEEK 3 —OVERVIEW UNIT 2

p p t p P T t Predecodable Book2, Journals Writing Starfall ASL Poster: Days ofthe Week “Alphabet Avenue” Listening &Writing Bear’sBackpack Book ABCRhyme Sing-Along Media Books&Other Starfall and lives inCalifornia nearLos Angeles. Heoncetaughtfi rst grade intheBronx, N.Y. where allthe “A” authorswere andsaidhisnameshouldbethere, too. Hegrew up his dream ofbecominganauthor. Sheshowed himtherow ofbooksinthelibrary he wrote original endingsfor several teacher, books. His Mrs. Williams, nurtured grandmother, Rose, who read to stories himwhenhewasyoung. thethird grade, In rhythm andtherhyme. to love Helearned thesoundofwords from hisMontana songwriter, to minglethejinglewith andmusician.Helikes storyteller Chicka Chicka Boom— Boom Carolina. home inNorth He moved butretired to Massachusetts to awinter homeinFlorida andasummer cats. inNew likes Hewasborn books. Carle Eric York butwent to schoolinGermany. inthisway pictures isfunbutmessy.board. Making It’s howheillustrates allofhis apictureandglues themona toWhen thepaperisdry, make hecutsoutstrips right. Then hepaints tissuepaperwithdiff drawinghundreds pictures untiltheyfeel Hekeeps ofpictures for just justonebook. Today IsMonday — Literature Selections This week we will: SignAmerican Language. and rhymes. They becomefamiliarwiththesigns for thedays oftheweek using Children aboutthecalendaranddays learn oftheweek through books, songs, Time WWeek 3Overview • • •

learn high-frequency words high-frequency learn use ourStarfall Writing Journals. about learn e e 2 k Tt

At School Created byStarfall /t/ and 3 , pp. 4-7

® Author Eric Carle is also an artist. Sometimeshedraws isalsoanartist. Author Carle Eric At School O Pp v /p/. e the, an,at. r Author JohnArchambault isalsoasinger, v i e erent colorsusingbrushesorhisfi ngers.

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Prl Pn Bon lc White Black Brown Pink Purple

Rd le elw re Orange Green Yellow Blue Red

Srn Sme Fl Winter Fall Summer Spring

Tusa Fia Saturday Friday Thursday

Sna Mna Tedy W Tuesday Monday Sunday

Starfall Education Starfall

Days of the week the of Days

, P.O. Box 359, Boulder, CO 80306 CO Boulder, P.O.359, , Box

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ednesday DayDay 1 Do you know Twinkle, PPreparationreparation Twinkle, Little Star? My mother used to Each day, prepare Backpack Bear’s message and place it in his backpack. sing that to me! Can we sing it? Generate and prepare Vocabulary Word Cards for Week 3. You will use collage on Love, Day 1, tangled on Day 2 and journal on Day 4. Backpack Bear Day One Prepare two name cards for each child in your class. Children will D2DaDayy 2 play “Concentration” with these cards during this day’s practice activity. Organize the names into sets that correspond to the I brought in a new groups of children in each rotation. alphabet book. I hope we get to read it later Learn the ASL Sign Tt. today! Love, Vocabulary Word Cards Day Two Backpack Bear During calendar time, teach the ASL signs for the days of the week as suggested in the Read Me First document. These signs can be found on the back of the ASL poster. Children will begin to discriminate between the initial sounds in /t/ (Tuesday) D3DaDayy 3 and /th/ (Thursday). I made up a song for Day Three you about the alphabet! Learn the ASL sign for Pp. I hope you like it. Love, You will discuss coconut palm trees. Consider bringing a coconut for the children to taste. Backpack Bear Day Four Children will encounter their Starfall Writing Journals for the fi rst time. If you have not already done so, write the children’s names on the front cover in permanent marker. D4DaDayy 4 Consider having a date stamp on hand for dating the children’s journal entries. You have been such good friends to me. I want to draw a Day Five picture so I can always Download and prepare the Learning Center Cards. Center suggestions are described remember you!. on Day 5. Please feel free to substitute activities of your own choice. The Learning Your pal, Center Cards include Activity Icons. If a corresponding icon is not available for your activity, make your own by taking a photo or drawing a picture of it. Backpack Bear

Generate a “Color by Word” practice page and photocopy one for each child. DDaDayy 5 Prepare word cards for each day of the week. I love learning about the days of the week. 3 School days are my 2 favorite. Your pal, Backpack Bear

2 UNIT 2 57 58 WEEK 3 —OVERVIEW UNIT 2 Science Studies Social Writing Vocabulary Concept Development Rhymes, Poems, &Songs Literature Listening &Speaking Activity Computer Strategies & Comprehension Skills Print Concepts High-Frequency (HF) Words Phonics Phonemic Awareness Reading DAY Rhyming Words objects byusing onereferenceobjects therelative Describe positionof Vocabulary Same andDiff Following Directions Days oftheweek “Letter March Song Tt” Rhyme” Tiger “Tt “Today IsMonday” “Twinkle, Twinkle, LittleStar” Today IsMonday of children “Concentration” withnames Monday” Sing Along ABCs “Calendar” Sequence Comprehension Skill: andFinalInitial Sounds Tt /t/ One : A, B : Track 36 “Today is erent : collage

DAY the The Vocabulary “Alphabet Avenue” ABC “A Computer” BpB’s Books Calendar HF Words: Sounds Initial L&W Chicka Chicka Boom : ABCSong Two p. 4

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L&W p. 5 & 6 L&W p. 7 Pp: Listen for the Beginning Sound Sequence 1 Tt: Listen for the Beginning Sound 1 1.

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Left to right 2 Tt: Listen for the Ending Sound Beginning 2 Pp: Listen for the Ending Sound HF Words: is, for, see, me, the, 1.

2. and Ending 3. The, a, A, at, an

Teacher: 1. Teacher: 1. Point to Set 1 and say, so Say, “Thr picture that b und /t/? If ee of these pictur egins with th “One sound /t/ ( it does, circle it. I es that end in th e sound /p/ of thes f it does not, putbegin an with the sound /t/ and one does not. Point to the first pictu e sound /p/. and put an X e two pictures begins with the jet, carrot (Set , kite, dog X on it.” s 1. map on the picture Beginning ). Repeat fo /cat; 2. tha sound /p/. Poin soap t does n r each remai /bib; 3. ot.” Repeat for set t to each pictu ning pi foot/mo re and say its name cture ( re and say p.) s 2 (ten taxi, apple its name t/pencil with , table after me ( ) and 3 ( me: pizza, ants ). 2. Repeat as tiger pig/ball above f ). Does it begin with the ). 2. Repea . Circle th or pi t as above for picturese ctures that end in the sounds

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2 p 1 P Teacher: p Top to bottom Help children read, /p/ at the beginning of these other wo pp “P is for pizza.” and say its name after you ( Say, “Listen carefully for th do you hear at the beginning of each word?”rds.” Have children point to each picture push, pumpkin, pull e sound beginning at the big dot. Color the page. Activity: ). Ask children, Say, “I a (/p/) Have children trace”What each soundletter starts with the soundm /p/, goin sta p 6 g to say a word, listen carefully. If the word /p/, sit down. nd up! If it doesn’t start with th Paint Pp /p/ pillow , panca , popcorn kes, syrup, e sound puppet , pizza, candy, paper, , nose, penguin pepperoni pencil, water, , cold, , noodles, picture puzzle , pig, nuts, , parrot.” Predecodable Book 2: HF Words: Starfall com At School 2 At School Starfall Free Day 1 an and at Name Formation with Play 2 Comprehension Skill: Created by Starfall® Retell stories Dough

ABCs: P, T, M, S, B, A BpB’s Books: Row 2, “At School” High-Frequency Word 3 “Concentration” ABC Rhymes: Pp, Tt BpB’s Books: Row 1, “A Computer” Sing Along: Track 6 “Down by the A-B-Sea”

Draw coconut tree with letters Arrange ABC’s left to right, top At School: Sequencing Activityy 4 climbing to bottom; match upper and lowercase letters

Chicka Chicka Boom Boom Vocabulary: journal “Color by Word” practice page 5

“Pp Pizza Rhyme” ”Alphabet Avenue” 6 “Down by the A, B, Sea” At School Today Is Monday “Mulberry Bush” “Today Is Monday” Days of the Week

Starfall Writing Journals Spaces between words

Identify major structures of Describe the relative position of common plants objects by using one reference

UNIT 2 59 WEEK 3 Phonemic Awareness Warm-Up Materials Day One F Sing-Along Track 38 Rhyming

Listening & Speaking Recite “Twinkle, Twinkle, Little Star.” Twinkle, Twinkle, Little Star Listen and understand • Emphasize the rhythm by patting your hands on directions for Twinkle, twinkle, little star performing tasks your thighs. How I wonder what you are Reading • Pause after each couplet and ask which two words Up above the world so high Recognize and produce rhyme (star/are; high/sky). Like a diamond in the sky words that rhyme Twinkle, twinkle, little star • Recite the verse again as children supply the rhyming Identify a regular beat How I wonder what you are and similarities of words in each couplet (star, are, high, sky). sounds in words when responding to rhythm Play Sing-Along Track 38. Children sing the rhyme, and and rhyme in nursery keep the rhythm by patting their hands on their thighs. rhymes and other rhyming selections 1 Materials F Backpack Bear Introduce Today Is Monday by Eric Carle, F Navigate to “Calendar” F Today Is Monday by and Days of the Week Eric Carle F Vocabulary Word Card: Listening & Speaking Point to the classroom calendar. Explain that a week begins collage Relate an experience in on Sunday and ends on Saturday. The days of the week F Sing-Along Track 36 a logical sequence create a pattern that repeats. Repeat auditory sequences (e.g. letters, Gather in a circle. Say: Let’s name the days of the week. We’ll words, numbers, pass Backpack Bear around. When he gets to you, say the next day in rhythmic patterns) the pattern. I’ll start. Sunday. (Pass Backpack Bear to the next child who says, “Monday.”) Science Describe the relative Assemble children around a classroom computer navigated to “Calendar.” Follow position of objects by the prompts. Children assist as you move through the activity. Say: When we look using one reference at how things are the same, we compare them. Let’s compare our classroom Technology calendar with Starfall’s online calendar. How are they the same? Discuss. Use technology resources to support Display Today Is Monday. Indicate the cover and title and say: Eric Carle is the learning illustrator of this story. He is famous for his illustrations. You can recognize his illustrations because he doesn’t draw pictures. He paints tissue paper using diff erent colors then cuts the paper into small pieces. He then lays them on top of each other to make a picture. This is called a collage. Children repeat, collage. Explain that no author is listed because the words in this story are words to a song written long ago. Eric Carle created illustrations to accompany the words of the song. Children predict what this story might be about from the cover (animals eating). Say: Listen to fi nd out what foods the animals are eating. Read the book. When you get to Wednesday, pause and ask: What do you think zoop is? (Children respond.) Zoop is a nonsense, or make believe word, but the picture shows food

60 UNIT 2 StStarrfaalll KiK ndergartten 2 How are theydiff to thealphabetonthisgameboard.pocket chart How are theythesame? diff (Thursday the book. contrast. things are diff this songisdiff until eachchildhasachanceto play. fourSelect orfi ve volunteers to demonstrate thegame. turns Play thegame, taking Display “Alphabet Avenue.” Say: asyou nametheletters. chart Place theUppercase Letter Cards inABCorder inthepocket Introduce “Alphabet Avenue” Game Play sing thesongagain. children thatthisbookisasong. Revieweachpageasyou Show themusicnotationsonlastpageandremind Read thebookagain.Children: might besimilarto soup? in abowl. Since zoop rhymes withsoup, doyou thinkzoop • • • • • • • • • • •

Backpack Bear’s picnic! Backpack The gameends whenallthechildren reach Play player. thenmoves to thenext answer. thecorrect help determine thumbs up. theplayer theotherplayers isnotcorrect, If theplayer theotherplayers iscorrect, If give him/hera Players usethespinner to playing determine order. The lowest numbergoesfi rst. arrow.start lotnearthe Each player choosesaplaying pieceandplacesitintheparking Each childlocates andnamesthefi rstletter ofhis/hername. When allletters are inplace, pointto andsay thealphabettogether. Children repeat you. after what theyseeinthefidescribe nalillustration. chime inonrepetitive phrasingasyou read. he orshenamestheletter. theplayer landsonaletter, If turn. player anextra may take orontheletter character thatbegins hisorhername, the Starfall piece thecorresponding aplayer numberofspaces. landsona If The fi rstplayer spinsthespinnerandthenmoves hisorherplaying Sing-Along Contrast Starfall’s version ofthesongwiththatin erent, we Track 36, “Today IsMonday.” Say: erent from thebook. When we lookat how erent? ers.) contrast Let’s compare andcontrast thealphabetin them. Children repeat, Let’s seehow F F F Materials

Pocket chart Cards: A-Z Uppercase Letter spinner, gamepieces “Alphabet Avenue,” Come andeatitup. children, All you hungry Sunday, ice cream. Saturday, chicken. Friday, fresh fi sh. Thursday, pizza. Wednesday, soup. Tuesday, spaghetti. Come andeatitup. children, All you hungry Monday, stringbeans. Today isMonday. Today isMonday, Today IsMonday for performing tasks for performing understand directions Listen carefully and Listening &Speaking alphabet uppercase lettersofthe Recognize andname Reading WEEK 3 •DAY 1 UNIT 2

61 WEEK 3 • DAY 1 Computer Practice

Technology • “Calendar” Use technology • ABCs: A, B resources to support learning • Sing Along: Track 36 “Today Is Monday”

Activity Materials

F Two name cards for Children shuffl e the deck of name cards, placing them each child face-down on a table for “Concentration.” They will play several times. Remind them to shuffl e (“mix up”) the cards before they begin each new game.

3 Materials F Picture Card: tiger Introduce Tt /t/ F Letter Cards: T and t F Wall Card: Tiger /t/ Reading Step One Introduce /t/ in the initial position F Whiteboards/markers Recognize and produce ReadRdthh the rhyme “Tt Tiger” on page 43 of the ABC Rhyme Book. F ABC Rhyme Book words that rhyme Match consonant Display the Picture Card tiger. Say: This is a sounds to appropriate picture of a tiger. (Children repeat, tiger.) The letters Tt Tiger word tiger begins with the sound /t/. Watch Writing my mouth: /t/. Now you say /t/. The words Terrifi c tiger, what a sight, Write lowercase letters terrifi c and tiger begin with the same sound: Black and gold with eyes so bright of the alphabet Your bold roar gives me a fright, independently /t/. (Children repeat, /t/.) I will read the rhyme again. Terrifi c tiger, please don’t bite!! Technology Listen for the sound /t/ in terrifi c and tiger. Use technology Read the rhyme again, then repeat it in unison. resources to support learning Step Two Discriminate /t/ in the initial position AskA k the th children hild to stand. Say: I will say some words. If you hear /t/ at the beginning of a word, touch the top of your head. Ready?

ten ball toy tail doll twinkle

Step Three Connect /t/ to the spelling Tt The Letter March: Tt TeachT h children hild the ASL sign for Tt. Children sing “The (Melody: “The Ants Go Marching”)

Letter March” with the ASL sign for t and sound /t/. The letters go marching one by one, Display the Letter Card t. Say: This is the lowercase Hurrah! Hurrah! letter t. The letter t stands for the sound /t/. The letters go marching one by one, t Each time I touch the letter t, say, /t/. Hurrah! Hurrah! Touch t several times. The letters go marching one by one, “T” makes its sound, /t/ /t/ /t/ /t/ Demonstrate the letter’s formation as you write t on And they all go marching , the board. Children mimic the formation by skywriting t In- to a word, to use, their sound several times. 62 UNIT 2 StStarrfaalll KiK ndergartten has anuppercase andalowercase letter. T click ontheletter the American SignLanguage alphabet. their handsto talkwithoneanother. children Deafandhard-of-hearing learn after you.after Emphasize thefi nal/t/as you say the following words. Children repeat each word iddl th k AskA theriddle: Display theLetter Card Say: whiteboardsDistribute Children andmarkers. write Explain: whiteboards andsay, itdoesnot, donothing!Ready? /t/.If Aa Introduce /t/inthefi Step T a andthelowercase letter cat u a eeiintptepig toe top television ban tub B Let’s play agame. theword If Isay beginswiththesound/t/,holdupyour Four b b a arthatngtpot night heart carrot hat the alphabet. People whoare deafcannothearspoken words. They use button willshow you the American SignLanguagesignfor eachletter of On thecomputer, navigate to Demonstrate theletter’s formation asyou write on the Alphabet Chart. Ask: Ask: on theAlphabetChart. mimic theformation byskywriting middle, orendofthealphabet? The word cat endswiththeletter Cc

Ee I have whiskers andsay I have whiskers ‘meow.’ Who amI? t . ReviewtheASLsigns for Ff T Gg . Say: . Say: Hh t standfor thesound/t/.Eachletter ofthealphabet This istheuppercase letter Ii Jj Are theletters nal position ABC Kk s: Indicate the s: Indicate Clickontheinterpreter button. Volunteers (end) T Ll several times. Avolunteer locates t t , . The letter . The a Mm , and Nn t T ontheirwhiteboards. b and . Oo interpreter T ontheboard. Children t standsfor thesound/t/. t Pp T near thebeginning, . The uppercase letter Qq button. Say: button. Say: Rr Ss T t

t This Tt Uu

Vv Ww Xx the endoflesson. Display the Wall Card at Yy WEEK 3 •DAY 1 Zz

UNIT 2 t

63 WEEK 3 Phonemic Awareness Warm-Up Materials Day Two F Set One Picture Cards: Initial and Final Sounds turtle, ten, tub, bell F Set Two Picture Cards: hat, cub, jet, net Reading Say: Let’s play the “Picture Card Game”. F Picture Card: tent Identify initial and F Pocket chart fi nal phonemes in CVC • Display and identify each of the Picture Cards in words Set One. 10

• Children repeat each Picture Card name and identify the initial sound. • Children fi nd the picture that does not begin with the sound /t/. (bell) • Repeat as above for Set Two, fi nding the picture that does not end with the sound /t/. (cub)

• Display the Picture Card tent. Children identify the initial and fi nal sounds.

1 Materials F L&W, p. 4 Listening and Writing, Page 4 F Pencils/crayons

Reading Distribute L&W, p. 4. Children locate and trace over T and t Read high-frequency with their fi ngers. words Writing Read the sentence Tt is for tiger. Children: Write uppercase and • repeat the sentence. lowercase letters of the alphabet independent- • locate the high-frequency words is and for and circle them with a pencil. ly, attending to the form and proper spacing of Name the pictures: taxi, ten, turkey. Explain that all these words begin with the sound the letters /t/. Children repeat each picture name, emphasizing the initial sound /t/. Write uppercase T on the board and say T. Children use pencils to trace over the uppercase T’s; repeat for lowercase t. Children color the pictures. Tt is for . Observe

2 2 1 1 Move about the room and observe as children tracee overover & Modify T1 T TT1 T

2 2 letters and color pictures. Note their progress and assistssist tthosehose wwhoho

Teacher: Help children read, “T is for tiger.” Say, “Listen carefully for the sound Activity: Say, “I am going to say a word, listen carefully. If the /t/ at thet beginning of theset other words.” Havet children point to eacht picture and word begins with the sound /t/, give a thumbst up! If it doesn’t start say its name after you (taxi, ten, turkey). Ask children, ”What sound do you with the sound /t/, give a thumbs down. Tire, tiger, snake, two, hear at the beginning of each word?” (/t/) Have children trace each letter beginning four, teeth, toys, box, top, leaf, Tuesday, ten, sand, turkey.” at the big dot. Color the page. 4 need support. Focus on enhancing what is good about their eff orts.

64 UNIT 2 StStarrfaalll KiK ndergartten 2 but thistimewithanuppercase sentence, we useanuppercase see often whenwesee often are reading) but you hear/th/. Write thewords Write hear a/t/or/th/at thebeginningof Say: /th/.) Tuesday, Thursday Say: Words: High-Frequency Introduce th with thesound/t/or/th/? Yes, we willwrite Continue: Print the Explain: of Tuesday? What does Say: Say: Repeat for words: high-frequency reveal Children Dictionaries. locate Starfall Distribute • • • • • • • • • • •

page. Watch me. Place Count thenumberofletters intheword. Children read theword. Show theHigh-Frequency Word Card Place A volunteer usestheword inasentence. Children countthenumberofletters intheword. Children repeat theword. Show theHigh-Frequency Word Card Children write On awhiteboard, write: th Listen word to ournewhigh-frequency This word word, isanewhigh-frequency We have learnedfi The Tuesday beginswith/t/and Thursday beginswith/th/. the page and then print page andthenprint th The . Ask: . Ask: on the board. Say: ontheboard. Say: is the ontheboard. Children write in the pocket chart. inthepocket Now lookat theword in the pocket chart. inthepocket high-frequency word high-frequency As children respond, theASLsign for make t and Do you think theword Tuesday is h Make thesound/th/,anddemonstrate theASLsign for Make th( on theirwhiteboards. . (Children repeat.) work together to standfor thesound/th/. To andlocate demonstrate, openyour owndictionary clearly ve words. high-frequency and is the When we usetheword . Thursday . T me, see, for, a Thursday T . We willwrite mean? . Demonstrate in your Demonstrate owndictionary. ontheboard. Point to eachandsay: the What letter doyou seeat thebeginning the the is the ontheirwhiteboards. The, the . belongswiththewords that begin ? (aword thatwe . . (Children repeat, Tt . the the then turn thepageto thenturn the The in our dictionaries onthe inourdictionaries . (Children repeat, . The again in our dictionaries, againinourdictionaries, t. at thebeginningof Thursday F F F F F Materials

(Children repeat, the, is Cards: High-Frequency Word Dictionaries Starfall Classroom books Pocket chart Whiteboards/markers the. .) a, for, me, see, ) You seea Do you t + h ). T

words Read high-frequency the letters and properspacingof ly, attendingtotheform alphabet independent- lowercase lettersofthe uppercaseWrite and Reading WEEK 3 •DAY 2 UNIT 2

65 WEEK 3 • DAY 2 Computer Practice

Technology • Backpack Bear’s Books: Row 1, “A Computer” Use technology • “Calendar” resources to support learning • ABC: ABC Song

Activity Materials

F Reading Children recall the rules from Day 1, Session 2 to play “Alphabet Avenue” F Game rules: Day 1, Recognize and name the game independently. Session 2 uppercase letters of the alphabet

3 Materials F Chicka Chicka Boom Introduce Chicka Chicka Boom Boom Boom by Bill Martin, Jr. and John Archambault Reading Backpack Bear whispers now would be a good time for that F Vocabulary Word Card: tangled Identify the front cover, special ABC book he brought to school. back cover, title, and illustrator of a book Display Chicka Chicka Boom Boom and say: This is the book Backpack Bear told us Ask and answer about in his message. It is a book about letters. The title of this book is Chicka questions about Chicka Boom Boom. Bill Martin, Jr., and John Archambault are the authors of essential elements of a text both this book, and Brown Bear, Brown Bear, What Do You See? Lois Ehlert is the illustrator. Picture-walk through the book, then say: Listen to this story to fi nd out what happens to the letters. Read the book and ask:

They all fell down What happened when all the letters reached from the tree. the top of the tree?

knee What part of Dd got hurt when he fell from the tree?

Who can think of another way to describe a skinned knee?

stubbed-toe Ee How did the author describe what happened to Ee?

They got tangled up. What happened to Hh and Ii?

shoe laces, jump Tangled means twisted or mixed together. rope, ribbons Sometimes your hair gets tangled or messy. What else could get tangled?

Say: Did you notice the authors made their story rhyme? Let’s read this story again. Listen for rhyming words. Pause before reading the rhyming pairs and encourage children to supply them. 66 UNIT 2 WEEK 3 Phonemic Awareness Warm-Up Materials F L&W, p. 5 Day Three Listening and Writing, Page 5 F Pencils/crayons

Distribute L&W, p. 5. Children will listen for the sound /t/ Reading at the beginning and end of words. Identify initial and fi nal phonemes in

Name Tt 1 Tt: Listen for the Beginning Sound CVC words

2 Tt: Listen for the Ending Sound

Teacher: 1. Say, “Three of these pictures begin with the sound /t/ and one does not. Point to the first picture and say its name after me (tiger). Does it begin with the sound /t/? If it does, circle it. If it does not, put an X on it.” Repeat for each remaining picture (taxi, apple, table). 2. Repeat as above for pictures that end in the sound /t/ (jet, carrot, kite, dog). 5

1 Materials F Picture Card: pizza Introduce Pp /p/ F Letter Cards: P and p F Wall Card: Pizza /p/ Step One Introduce /p/ in the initial position F Whiteboards/markers Reading ReadRdthh the rhyme “Pp Pizza” on page 35 of the ABC Rhyme Book. F ABC Rhyme Book Recognize and produce F L&W, p. 6 words that rhyme Display the Picture Card pizza. Say: This is a picture F Pencils/crayons Match consonant of a pizza. Say, pizza. What kind of pizza? sounds to appropriate letters (pepperoni pizza!) The word pizza begins with Pp Pizza the sound /p/. Watch my mouth: /p/. Now you Writing say /p/. The words pepperoni and pizza begin Pizza in the morning Write lowercase letters Pizza at night of the alphabet with the same sound: /p/. (Children repeat, /p/.) I will read independently the rhyme again. Listen for the sound /p/ in pizza. Pizza hot, Pizza cold-- My tummy’s delight! Read the rhyme again, then children repeat in unison.

Step Two Discriminate /p/ in the initial position AskA k the th children hild to stand. Say: I will say some words. If you hear /p/ at the beginning of a word, rub your tummy! Ready?

purse paper tiger pan pink en t rt ga er nd Ki K ll l fa r ar t St S UNIT 2 67 WEEK 3 • DAY 3 Step Three Connect /p/ to the spelling Pp The Letter March: Pp TeachT h children hild the ASL sign for Pp. Children sing “The (Melody: “The Ants Go Marching”)

Letter March” with the ASL sign for p and sound /p/. The letters go marching one by one, Display the Letter Card p and say: This is the Hurrah! Hurrah! lowercase letter p. The letter p stands for the The letters go marching one by one, p sound /p/. Each time I touch the letter p, Hurrah! Hurrah! say, /p/. Touch p several times. The letters go marching one by one, “P” makes its sound, /p/ /p/ /p/ /p/ Demonstrate the letter’s formation as you write p on And they all go marching , the board. Children mimic the formation by skywriting In- to a word, to use, their sound p several times. A volunteer locates Pp on the Alphabet Chart. Ask: Are the letters P and p near the beginning, pp middle, or end of the alphabet? (middle) Distribute whiteboards and markers. Children write p on their whiteboards. Display the Wall Card at Say: Let’s play a game. If the word I say begins with the sound /p/, hold up your the end of the lesson. board and say, /p/. If it does not, do nothing! Ready?

pet table blue park nurse paint

Display the Letter Card P. Say: This is the uppercase letter P. The uppercase letter P and the lowercase letter p stand for the sound /p/. P Each letter of the alphabet has an uppercase and a lowercase letter. Demonstrate the letter’s formation as you write P on the board. Children mimic the formation by skywriting P.

Step Four Introduce /p/ in the fi nal position AskA k the th riddle: iddl soap You use me when you are really dirty and take a bath. I make you nice and clean. What am I? Pp is for .

2 2 1 1 Explain: The word soap ends with p. The letter p stands for the sound /p/. P P P P P

2 2 1 p p 1 pp p Emphasize the fi nal /p/ as you say the following words. Children repeat each word. Teacher: Help children read, “P is for pizza.” Say, “Listen carefully for the sound Activity: Say, “I am going to say a word, listen carefully. If the word /p/ at the beginning of these other words.” Have children point to each picture starts with the sound /p/, stand up! If it doesn’t start with the sound and say its name after you (push, pumpkin, pull). Ask children, ”What sound /p/, sit down. Paint, pancakes, syrup, paper, pencil, water, do you hear at the beginning of each word?” (/p/) Have children trace each letter pillow, popcorn, pizza, candy, pepperoni, noodles, puzzle, beginning at the big dot. Color the page. puppet, nose, penguin, cold, picture, pig, nuts, parrot.” 6 stop ship soup hop cup Distribute L&W, p. 6 and complete as with similar pages.

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss T t Uu Vv Ww Xx Yy Zz

a b p t

The initial sound /p/ does not exist in Vietnamese. Be suree to ELD emphasize this sound for children who speak Vietnamese.e.

68 UNIT 2 StStarrfaalll KiK ndergartten 2 Write the game. Say: the game. Say: Bear’s ABCs”“Backpack to findouthow to play Ask: Ask: Write Write Distribute Starfall Dictionaries. Play Dictionaries. Starfall Distribute “I Spy.” Children may askeachotherfor assistance. Bear.Each childnameshisorherletter for Backpack on thefl oor. Children listen to around theroom hidethemface-down your class. Quickly asmany alphabetLetterSelect Cards asyou have children in Say: Words: High-Frequency Introduce changed /t/to /n/,we madeanewword, the same?Let’s blendthesounds together to fi to your place. Each ofyou fi hidden letters around theroom onthefl high-frequency word,high-frequency our letters. Closeyour eyes anddon’t peek! • • • • • • • • • • • • •

Repeat for Repeat using: Repeat using: A volunteer circles Track thewords asyou andthechildren read thesentence. A volunteer circles Track words asyou andthechildren read thesentence. On theboard, write: On theboard, write: Children identifythewords When theyfi ndtheletters, theyholduptheirdictionaries. Children fi ndtheletters intheirdictionaries. Theymay helpeachother. Say Backpack Bearhasagamehewants usto playBackpack with What ifwe keep /a/andchange/t/to /n/? at at an Aa on the board. Say: ontheboard. Say: inyour Children own dictionary. follow your example. inyour Children own dictionary. follow your example. and print itontheboard. andprint nd oneletter andbringitback Ii , is; Backpack BearmusthaveBackpack I amatschool. I can seeanorange book. Ff , for; , for; an at I can eatanapple. I gotobedatnight. . at. . Mm When we blendthe/a/with/t/,we have anew , me; Sing-Along a and Ss , see; A onthepage. Track 4, Track Th an oor! , the an , at . (Erase nd out:/a/,/n/, For you tofi ndthemonthe oor! fl Off hehidesthem,won’tWhere tell. He grabs themquickandhideswell, huntsforlettersontheflAnd oor. Bearrunsinthedoor,Backpack Backpack Bear’s ABCs t and write andwrite hegoestowait somemore, F F F F F Materials

Cards: High-Frequency Word Dictionaries Starfall Pencils Sing-Along Letter Cards A-Z n an .) Is theword . When we . When an, at Track 4 Track ly whensharingideas Communicate eff Listening &Speaking so dothesounds letters ofwordschange, Understand thatas words frequency Recognize high- of thealphabet lowercase letters uppercase and Recognize andname Reading WEEK 3 •DAY 3 UNIT 2 ective-

69 WEEK 3 • DAY 3 Computer Practice

Technology • ABCs: P, T, M, S, B, A Use technology • ABC Rhymes: Pp, Tt resources to support learning Activity Materials

F Reading Chicka Chicka Children draw a large tree similar to the one illustrated Boom Boom Write letters of the in Chicka Chicka Boom Boom and add letters “climbing” F Drawing paper alphabet independent- up the tree. ly, attending to form F Pencil/crayons F Classroom Alphabet Chart

70 UNIT 2 StStarrfaalll KiK ndergartten 3 words (underlined). Encourage children to provide therhyming in thesong. Repeatphrasesfrom thesong. Ask children iftheynoticedany rhyming words song together. you pointto theletters asyou allsingthe Track 6.Play thesongagain.Children watch On theboard, draw apalmtree withcoconutshanging undertheleaves. Explain: coconut tree again. to climbacoconutThis bookisaboutthealphabettrying tree. Say: childrenchart. Gather nearthepocket coconut, show thechildren andpassitaround for themto seeandtouch. Say: Say: top to bottom. Children nameeachletter asitisplacedinthechart. to right; left readingAfter thestory, theuppercase chart arrange letters inthepocket barefoot andpickthefruit!Have you tasted coconut? the weather doesn’t much.People changevery learnto climbcoconut trees just underthehugeleaves. Coconut trees onlygrow inwarm places where Coconuts are large, fruitsthat grow heavy nearthetop ofcoconut trees, Display common trees inyour community. Discuss. until theyproduced leaves. Ask children to name Briefl ydiscussthattrees were onceseedsand grew Ask: Explore theAlphabet Boom A, B, Sea.” issimilarto It producesIt coconuts. isacoconut It tree. oftree inthestory kind Let’s learnanewsong, “Down by the Do trees change ordotheystay thesame? Chicka Chicka Boom . . Children listen to Chicka Chicka Chicka Chicka Boom Sing-Along . Say: . Say: There isaspecial Let’s read Children repeat, Did youDid seeV&W, YorZupinthetree? X, youDid seeR&SorTUinfront ofyou? youDid seeN&OorPQfollowing you? youDid seeJ&KorLMjoiningthem? youDid seeE, F, GorH&Iupnearthesky? youDid seeA&BorCDupinthetree? But ifIdo, my teachermightsay: There isaplace Iwant togo, byDown theA,B, where thecoconuts Sea grow, Down by theA,B, Sea Chicka Chicka Boom . If you brought If inareal F F F F F F F Materials

Pointer Sing-Along whiteboard/marker Classroom Pocket chart Cards: A-Z Uppercase Letter Coconut (optional) Boom Chicka Chicka Track 6 Track

of commonplants Identify majorstructures Science words thatrhyme Recognize andproduce the alphabet lowercase lettersof uppercase and Recognize andname Reading WEEK 3 •DAY 3 UNIT 2

71 WEEK 3 Phonemic Awareness Warm-Up Materials Day Four F Large rubber band Blending

Listening & Speaking Say: I want to show you an easy way to blend sounds into words. Turn your Listen carefully and back to the children. Hold up a rubber band in your left hand so the children can understand directions see it. Look over your shoulder and say: tab. for performing tasks Reading • Use your right hand to stretch the rubber band in increments as you look over your shoulder and say each sound in the word: /t/, /a/, /b/. Blend individual phonemes in simple, • At the fi nal sound, release one end of the rubber band and allow it to snap one-syllable words into place as you blend the word: tab. • Children repeat the word. Repeat for tap. Put the rubber band away. Say: Let’s take out our ‘invisible rubber bands’! We will use them to sound out the high-frequency word at. Stretch your invisible rubber band to say the sounds in at: /a/ /t/. Now, release your invisible rubber band and blend the word: at. Repeat for bat. Say: Learning how to blend sounds together will help you become good readers and spellers!

1 Materials F Predecodable Book 2, Introduce At School At School, for each child Reading On a computer, navigate to Backpack Bear’s Books: Row 2, “At F Cover Card, Sentence Strips, Word Cards: At Recognize that School.” Children interact with and discuss the online story School sentences in print and “High-Frequency Word Game.” Display the Cover Card and F Pocket chart are made up of Sentence Strips in the pocket chart. Read the story together. separate words F Backpack Bear Recognize high- Model fl uency by reading the story with expression and frequency words infl ection as cued by the punctuation marks. Briefl y discuss the period, question mark, and exclamation mark. Distribute Predecodable Book 2 to each child. Children read their books aloud as you read the Sentence Strip story. Mix up the Sentence Strips. Children use their books to reorder the story.

2 At School Play “High-Frequency Word Detectives.”

Created by Starfall . ® • Write see on the board. See Backpack Bear at the tabletbl

2 At School Startarfall com • Children count the number of times see is used in the story. (4) See Backpack Bear at the table 2 2 2 2 2 • A volunteer makes 4 tally marks next to see on the board. Repeat for at (3), the (4), me (2), an (1), a (1), is (2), for (2). Children read the story together. 72 UNIT 2 StStarrfaalll KiK ndergartten 2 word word entry thoughts andideasinsidethesepages. Today we willmake ourfi write anddraw aboutthingsyou want to remember. journal. A Explain: Distribute writing journals. Say: journals. Say: writing Distribute We to remember journals things, keep suchasspecialdays, trips, ideas, andstories. Say: Say: the words Children Bearintheblankspace above draw pictures ofthemselves withBackpack by writing thewordafter Pal Write Display aStarfall Writing Journal. Say: way to dojustthat! the perfect Bear thatyou wantto remember him,too, andthatyou have Bear’sRemind children message. ofBackpack Tell Backpack Journal Writing Introduce easier. onebegins.and thenext The spaces between words make reading much • • • • • •

words, give sticksto useasspace markers. themcraft to children trace.journals have If diffi cards with children areIf unableto copyfrom theboard, provide index . Say: . Say: Children follow your example. Children tell andblankspaces(illustrations). you ofthelines(writing) thepurpose space above them. Open your to own thefi journal rstpageandindicate thelinesandblank Demonstrate by writing bywriting Demonstrate Explain thatthisstartells thechildren where to begin writing. fi ngeronit. Children fi ndthestaratbeginning ofthe andputa rstlineofthejournal fi You willbetheauthors My Pal issomethingyou write ordraw inyour journal. My Read Remember, before we canwrite The space is important becauseithelpsustellThe where space oneword isimportant ends . Agoodway to make aspace isto place your index fi My Pa Pal journal ontheboard. Draw attention to thewords thespacebetween My Pal My Pal inyour own journal. My l. insmallgroups Gather to share theirfi rstentries. isabookwithblankpageswhere you . Children echoyou. . Beginto write theword printed onthem,ordotthewords printed intheir My and on the writing line next to thestarinyour ownjournal. linenext onthewriting This is your special Starfall This isyour specialStarfall Writing Journal. illustrators ofyour journals. You willwrite your This isawriting culty creating culty spaces between Pal , we needto leave aspace the after Pal after your after fi d s intheir e index (Children repeat, nger! F F F F Materials

nger journal WordCard:Vocabulary message Bear’s Backpack Pencils/crayons Journals Writing Starfall Demonstrate rst (indicate) entry & Modify Observe journal My and . An .)

forms (journal) variety ofinformational increatinga Participate letters and properspacingof ly, attendingtotheform alphabet independent- lowercase lettersofthe uppercaseWrite and bottom left torightandtop bymovingfrom Write Writing words frequency Recognize high- lowercase letters uppercase and Recognize andname Reading

until they are able to to able are they until

the children’s entries entries children’s the

Use a date stamp on on stamp date a Use

write the date on on date the write Collect the journals. journals. the Collect

WEEK 3 •DAY 4 their own. own. their UNIT 2

73 WEEK 3 • DAY 4 Computer Practice

Technology • Backpack Bear’s Books: Row 2, “At School” Use technology • Backpack Bear’s Books: Row 1, “The Computer” resources to support learning • Sing Along: Track 6 “Down by the A-B-Sea”

Activity Materials

F Reading Uppercase and lower- Children arrange uppercase letters A-Z in the pocket case Letters: Aa-Zz Recognize and name chart from left to right, top to bottom. After all upper- F Pocket chart uppercase and lowercase letters are ordered, children reference the case letters F Classroom Alphabet Classroom Alphabet Chart to place corresponding Chart lowercase letters on top of them.

3 Materials F ABC Rhyme Book Listening and Writing, Page 7 F L&W, p. 7

Reading Read “Pp Pizza” on page 35 of the ABC Rhyme Book. Say: The word pizza begins with Identify initial and fi nal the sound /p/. Say pizza. Listen for the sound /p/ at the beginning. phonemes in words Say: Listen to these words. If you hear /p/ at the beginning of the word, put your hands on top of your head. If you hear /p/ at the end of the word, put your hands behind your back.

pond snap pencil party cup pretty stop popcorn

Distribute copies of L&W, p.7. Name Pp 1 Pp: Listen for the Beginning Sound 1. 2. 3. Indicate and name the fi rst picture. (pizza)

2 Pp: Listen for the Ending Sound Ask: Does pizza begin with the sound /p/? If it does, circle it. 1. 2. 3. If it does not, put an X on it.

Teacher: 1. Point to Set 1 and say, “One of these two pictures begins with the sound /p/. Point to each picture and say its name with me: pizza, ants. Circle the picture that begins with the sound /p/ and put an X on the picture that does not.” Repeat for sets 2 (tent/pencil) and 3 (pig/ball). 2. Repeat as above for pictures that end in the sound /p/. (Sets 1. map/cat; 2. soap/bib; 3. foot/mop.) Continue for ants, tent, pencil, pig, ball. Repeat for pictures that 7 end in the sound /p/ (map, cat, soap, bib, foot, mop). Children color pictures that begin or end with /p/.

74 UNIT 2 WEEK 3 Phonemic Awareness Warm-Up Materials F ASL Poster: Days of Day Five ASL Days of the Week the Week F Sing-Along Track 22 Remind children that most of the ASL signs for the days Listening & Speaking of the week use the fi rst letter of the name for the day. (Sunday is the only one Relate an experience in that diff ers.) Lead children in saying and signing the days of the week. Discuss a logical sequence activities the children do routinely on specifi c days. Ask:Do we do the same Science thing every day? Here’s a song Describe the relative position of objects by about things we might do on Mulberry Bush using one reference diff erent days of the week. Here we go round the mulberry bush, so early in the morning.

Play Sing-Along Track 22. Make This is the way we wash our clothes, so early Monday morning.

up actions to accompany the …iron our clothes, so early Tuesday morning. song as you sing. …mend our clothes, so early Wednesday morning.

Ask: What day is missing from …sweep the fl oor, so early Thursday morning. this song? (Sunday) Children make up something they might …scrub the fl oor, so early Friday morning. do on Sunday. Repeat the song …bake our bread, so early Saturday morning. using the ASL sign for each day.

1 Materials F Six Learning Center Introduce Six Center Rotations Cards F Six Blank Group Cards Place the group cards with children’s names listed under F Icons Listening & Speaking the Center Cards. Explain that the children will work in their F Pocket chart or To introduce the assigned centers for fi fteen minutes. At the end of fi fteen classroom magnetic new learning center whiteboard rotations display and minutes you will give them a signal. When they hear your explain each center signal they stop the activity and prepare the center for the card next group. At the next signal, all groups move to the next center.

Computer 1 Starfall Free Day — Children may navigate to any activity on more.starfall.com. Technology As they do, they preview skills and build background knowledge. There is no Use technology need to limit their exploration. resources to support learning en t rt ga er Name Formation with Play Dough Materials nd 2 Ki K F Play dough Reading ll l Children form their names and the names of others in F Children’s name cards fa their group using play dough. Recognize uppercase r

ar and lowercase letters t of the alphabet St S UNIT 2 75 WEEK 3 • DAY 5

High-Frequency Word “Concentration” Materials 3 F Reading Two of each High- Children arrange High-Frequency Word Cards face-down Frequency Word Cards: Read simple one- in the pocket chart, then take turns fi nding matches. is, for, see, me, the, a, A, syllable and high- an, at frequency words F Pocket chart or table/fl oor

”At School” Sequencing Activity Materials 4 F Reading Predecodable Book Children sequence the book At School by placing the 2, At School, for each Read simple one- Sentence Strips and individual Word Cards in story order. child syllable and high- F Cover Card, Sentence frequency words Strips, Word Cards, Identify sequence of At School events in a story F Pocket chart

”Color by Word” Materials 5 F Listening & Speaking “Color by Word” Children complete the “Color by Word” practice page for practice page for Relate an experience in Week 3 according to high-frequency words. Week 3 a logical sequence F Pencils/crayons Science Describe the relative position of objects by using one reference ”Alphabet Avenue” Materials 6 F Reading Review game rules prior to center rotations. “Alphabet Avenue” F Game rules: Day 1, Recognize and name Session 2 uppercase letters of the alphabet

1 3 5 2 4 6

76 UNIT 2 StStarrfaalll KiK ndergartten 2 index card in the pocket chart, say: say: index card chart, inthepocket Monday, art Sing thesong weekend, you couldsuggestswimming, reading, baseball, playing games. music, PE,computer,school week mightinclude:art, library, free play, centers. For the Continue untilyou have eachday oftheweek represented. the during Activities Place when there are nospecialactivities, children theyenjoy. substitute aclassroom activity The following isasamplescenario. Tailor eachday to your ownschedule. Ondays Read Today IsMonday (Music) song aboutthedays oftheweek. school eachday? Here’s anidea.Let’s make upourown that make you thinkofthediff day oftheweek, theanimalsate diff Place • • •

Place to theindexcard theword next Draw to asymbol, theword. suchasapaintbrush,next On anindexcard, theword write art. Today IsMonday Monday Tuesday We’ll show musicfor Tuesday. in the pocket chart. Ask: Ask: chart. inthepocket . in a pocket chart. Say: Say: chart. inapocket Today IsMonda . Ask: . Ask: Did you notice that oneach y withyour newwords! erent thingswe doat Monday, Tuesday, art; music. On Mondays we have we So could art. say, erent foods? Does Who remembers what we doon Tuesday? Repeatasabove. Onceyou’ve placedthe Monday in the pocket chart. inthepocket F F F F Materials

Friday, Saturday Wednesday, Thursday, Monday, Tuesday, Word Cards: cards Seven blankindex Pocket chart Today IsMonday Sunday,

order usingacalendar Put intemporal events Studies Social rhymes orsonglyrics simple stories, poems, inwriting Participate Writing WEEK 3 •DAY 5 UNIT 2

77 78 WEEK 4 —OVERVIEW

UNIT 2

m m s

s s m m

S S M Get to Know BenjaminFranklinGet toKnow Rainbow, Rainbow Predecodable Book2, “A Rainbow” Sing-Along Media Books&Other Starfall Carroll School. N.Y., students attheBerkeley andelementary to kindergarten where sheteaches art antiquesandpettingdogs. favorite includecollecting Shelives inBrooklyn, activities roomgardening for andmaking even more houseplants insidetheirhome. Herother illustrations. Occasionally, JudiBarrett prefers to illustrate herbooksherself. Shelikes Hedraws thepicturesandshepaintscolorsfor togetherwork artists. astwo the Herhusband, Ron,frequently illustrates anartist. herbooks.married Sometimesthey somuchshe andspaghetti.Shealsoloves to art drawpickles andpaint.Shelikes Cloudy With aChance ofMeatballs—Judi Barrett Recommended Literature his favorite booksaboutrainbows. This week we will: through books, poems, songs, Bearshares Sign andAmerican Language. Backpack Children becomefamiliarwithdiff andWeatherSeasons WWeek 4Overview • • • •

get to know BenjaminFranklin. get to know inventivelearn spelling(kidwriting). discuss causeandeff /m/andSs/s/. Mm andpractice learn e e Track 40and Track 21 k

4 by Margaret Hillert

O ect. v Poster e r erent ofweather andseasonalchanges types v i e w

is anauthorwholoves dill

A Rainbow A

Created by Starfall by Created

Starfall Starfall com DayDay 1 I love summertime PPreparationreparation because it is warm and I can go swimming! Generate an “ABC Rhyme” practice page for each letter introduced this week. What do you like to do Photocopy one for each child to take home and practice with his or her parents. in summer? Generate and prepare Vocabulary Word Cards for Week 4. Your friend, You will use seasons, sizzle, beneath, abandon, and survive Backpack Bear on Day 1 and thunderstorm, lightning, inventor, scientist, and electricity on Day 4. D2DaDayy 2

Day One I loved learning about all the seasons of the If you have not introduced the ongoing weather year! I love spring prediction routine outlined in the Read Me First, please because that is when do so this week. References will be made to this routine my birthday is! as children learn about the weather and the seasons. Showing 4 of 12 Love, Weather Cards Laminate the Weather Cards. Backpack Bear Familiarize yourself with Sing-Along Track 40, “What’s the Weather?” Determine in advance actions to be used while D3DaDayy 3 singing the verses (cloudy, sunny, rainy, windy, and snowy). Have you ever seen Day Two a rainbow? I wonder Children will practice writing the letters Aa, Bb, Pp, and Ss. where they come from. They may use their whiteboards, or you could Love, generate a “Multi-Letter Formation” practice page for Backpack Bear uppercase or lowercase Aa, Bb, Pp, Ss, Tt for them to use.

Day Three D4DaDayy 4 Generate a “Picture Sound” practice page with Mm and Ss. I can’t wait to write my Day Four own sentences! It’s so Familiarize yourself with the narrative on the back of the much fun to write my Get to Know Benjamin Franklin Poster and choose several facts ideas! that might appeal to your class. Love, Designate an area in your classroom to display the Historical Backpack Bear Portraits as they are introduced. This will keep these people relevant in your classroom and make it easy to reference them in future lessons. DDaDayy 5

Benjamin Franklin Day Five I found a great story Review the seasons, season’s poems, and ASL signs as the seasons change. It is rec- online about a rainbow! ommended that you post the current season’s poster near your calendar. Can we read it? Your pal, Backpack Bear

UNIT 2 79 80 WEEK 4 —OVERVIEW UNIT 2 Print Concepts Comprehension High-Frequency Words Phonics Phonemic Awareness Reading Science Studies Social Writing Vocabulary Rhymes, Poems &Songs Literature Listening &Speaking Activity Computer DAY Fiction/NonFiction Fantasy/Realistic Recall Details Prediction Comprehension Skills: /p/ /a/ initial /b//t/ L&W Vocabulary of weather Draw pictures ofdiff Calendar ABC Rhymes BpBs Bks across seasons occur from day to day and changesinweather Know andlabeldrawings Illustrate “Months ofthe “Months Year” the “What’s Weather?” Seasonal Posters of Meatballs Cloudy WithaChance beneath, abandon,survive One p. 8 : Concepts, “Weather” : T,P

: Seasons, sizzle,

apple

( Teacher: Teacher:

ball Show What You Know

4. , ,

); 3: /t/ 3: ); Pp pumpk

Have children point to the letters letters the to point children Have Tt

( Aa

in two

1. , ,

balloo Bb

, ,

turtle

, ,

). If th If ). astronaut

erent kinds

e picture begins begins picture e

); and 4 and );

at the head of head the at

: /p/ ( /p/ :

with with

tire /b/ have children circ children have /b/

Row 1 and say their so their say and 1 Row

pizza

Listen for the Beginning Sound Beginning the for Listen

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pants

)

le it. If it. le .

und und

it it

does not, have have not, does

after yo after

u (/b u

/), then have them point to to point them have then /),

them put an X on it. R it. on X an put them

epeat fo epeat

ch p ch

r Rows 2: /a 2: Rows r

cture and say its name name its say and cture

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ants

after you you after , , DAY Practice A,B, writing P, andS the Year” Math Songs: ABC Rhymes BpBs Bks WordsDescriptive Cause/Eff Comprehension Skills: Ss /s/ Non-Rhyming Rhyming/ L&W of Meatballs Cloudy WithaChance Two p. 9,10 : Concepts, “Weather” ect : S, T

”The Months of Months ”The

big dot. Color the pag the Color dot. big

at the begi the at

name after you ( you after name

at the beginning of these other wor other these of beginning the at

Teacher: Teacher:

an Teacher: Teacher:

X on th on X

nning of each word?” each of nning

e picture that does not. Repeat for Rows 2: ( 2: Rows for Repeat not. does that picture e

Help children re children Help

Have children point point children Have

sun, skateboard, sun,

Name

. . S S

S s

d, d,

(/s/)

“S is for snake.” for is “S

o each picture in Row 1 and 1 Row in picture each o

ds.”

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ave children point to each picture and say its its say and picture each to point children ave

). Ask child Ask ).

Say, Say, s

“Listen carefully for the sound /s/ /s/ sound the for carefully “Listen

ren, ren,

tub

ach letter beginning at the the at beginning letter ach

”What so ”What

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say its name name its say

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und do you hear hear you do und S

); 3: ( 3: );

Listen for Rhyming Words Rhyming for Listen

is for is web afte

you ( you

, ,

sheep

boat

, ,

jeep

race, race,

Six

If the word starts with the sound /s/, clap your hands! hands! your clap /s/, sound the with starts word the If

ants

Activity:

, ,

); and and );

seven

sleep

, ,

goat

Say, Say,

, ,

, five, ,

: ( :

), then have them circle the the circle them have then ), sun

carrot

”I am going to say a word, listen carefully. carefully. listen word, a say to going am ”I

, parrot, parrot, ,

socks

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mop

, ,

sing

sandwi

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, red, ,

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two pictures that rhyme and put put and rhyme that pictures two

summer

, ,

9 . Show What You Know DAY Three DAY Four DAY Five

L&W p. 11, 12 Name Rhyming Words: Poetry L&W p. 13 Name 1 Ss: Listen for the Beginning Sound 1 Mm: Listen for the Beginning Sound .2 3. 2. 1. 7 Ss Mm 2 Mm: Listen for the Ending Sound 1. initial/fi nal S 2 Ss: Listen for the Ending Sound initial/fi nal /m/ 2. 3.

3 Sound It Out! 1.

Teac Teacher: 1. at her: 1. at the sound /s/? Say,If it does, “Three circle of th that begins withP theoint soun to Set 1 ese pict and say, “ sound /s/ ( ures begin with the sound /s/ and that end in the sound /md /m/ and p One of these two pictures begins with the so bus, house it. If it does ut , not, put an X on it. write the letter “ /. an X on the picture that does not. pants, kite one does not. Point to the first (Sets 1. game ). ” Repeat for each rem m” in the blank to complete/ ktheite word. und /m/. Point to ap ; 2 . drum/ ” Repeat for sets 2 each picture and aining picture ( picture and say its name aft bat; 3. pants/gum (map say its sun, bug .) 3. /snake) and 3 ( name with me: , snak er me ( Have children point to ea monkey e). 2. Repeat as aboveseven for pict). Does it begin /truck man, pan ch picture and say its). name2. Repea . Circle the picture ures that end inwith the t as above for pictur after es you (mat/map Mm ), then 11 13 Mm /m/ is for .

1 2 4

1 2 4 3 M M 3 Comprehension Skills: 2 1 4 M M 3 2 1 4

3 Teacher: M Help children read, at them beginning of these other words.” “ name after you ( mM is for moon. ” Say, “List hear at mask, mo Have mchildren pointe nto carefully eachm picture for the sound /m/ the beginning of eachnkey word?”, motorcycle the big dot. Color the page. ). Ask children, HF Words: (/m/) and say i Activity: I, Have children trace each”What letter s beginning tsat Say, ”I am going to say 12 ound do y Clap your hands if the word you hear starts with the ou a word, Recall Details sound /m/. mlisten carefully. Milk mar , mermaid bles, dad, , monster mom, , happy, mouse, house, me, am, you music.” Sequence Relate (a, an, at, I, me, see, the) Starfall Free Day 1 Comprehension Skill: Sequence

Letter Formation: Play Dough 2

ABCs: M, S, P, T, B, A BpBs Books: Row 3, “A Rainbow” High-Frequency Word 3 Calendar It’s fun to read: Poetry “Concentration” Colors: Rainbow

Initial S, M Picture Sound page Form HF words on whiteboards A Rainbow Sequencing Activityy 4

A Rainbow Get to Know Benjamin Franklin “Color by Word” for Week 4 5 Poster Illustrate Favorite Season 6 “I Wonder Why” Rainbow, Rainbow Vocabulary: Thunderstorm, lightning, inventor, scientist, Seasonal Posters electricity

Inventive Spelling, Illustrate and label drawings Kidwriting, Adult Writing

Know changes in weather Know changes in weather Know changes in weather occur from day to day and occur from day to day and occur from day to day and across seasons across seasons across seasons

UNIT 2 81 WEEK 4 Phonemic Awareness Warm-Up Materials Day One F Picture Cards: apple, Listening and Writing, Page 8 ball, tiger, pizza F L&W, p.8 Reading Display and name the apple, ball, tiger, and pizza Picture F Pencils/crayons Identify initial Cards. Ask: Which picture begins with the sound /t/? phonemes in words (tiger), /b/ (ball), /p/ (pizza), /a/ (apple).

Listen for the Beginning Sound Complete L&W, p. 8. 1. Bb 2. • Name each picture in Row 1 with the children. Aa 3.

• Children circle the two pictures that begin with the Know Show What You Tt letter-sound at the beginning of the row and put an 4. Pp Teacher: Have children point to the letters at the head of Row 1 and say their sound after you (/b/), then have them point to each picture and say its name after you (ball, pumpkin, balloon). If the picture begins with /b/ have children circle it. If it does not, have them put an X on it. Repeat for Rows 2: /a/ (ants, bed, apple ); 3: /t/ (two, turtle, astronaut); and 4: /p/ (tire, pizza, pants). X on the picture that does not. 8 • Repeat for Rows 2 - 4.

Observe The sounds /p/ and /b/ are very similar and may be confusing. & Modify The mouth is shaped exactly the same for both sounds;nds; the distinction is that /b/ is voiced and /p/ is unvoiced. Use this opportunity to stress the importance of listening carefully to the diff erence between sounds.

82 UNIT 2 StStararfaf lll Kinddergartr en

1 Let’s gooutsideandfi and make up actions to accompany upactions the words.and make online. Play Concepts, “Weather.” Children withthesong interact about weather. Bear’s Navigate to Books: Backpack Tell Bearhasafavorite the children song thatBackpack Picture Cards. insideandgatheraroundReturn Discussthe your classroom weather chart. Weather not itwillrainorsnow today. Clouds are madeupoftiny the wind movingthecloudsacrossInvite children thesky. to observe Explain: Say: Once outside, explain: Ask: Weather Introduce air, asrainorsnow. andwater fallsto theearth oursourcedetermine ofheatisthesun,windmovement of wind, andwater. heat, wind, water snows! thecloudsareheavy Water Wind Heat Now we thethree know thingsthat make weather. me: Say themafter Have you ever wondered what makes theweather? Children observe the color of clouds in the sky and determine whetheror anddetermine thecolorofcloudsinsky Children observe Sing-Along made whenairmoves. falls from asrain thesky orsnow. Where doyou thinkwatercomes from? Where doyou thinkwindcomes from? from? Look around. Where doyou thinkheat comes Guide children in observing theenvironment Guidechildren to inobserving . (sun) Track 40 the “What’s Weather?” Three thingsmake theweather: heat, with water. When nd out! Yes, thesunproduces heat. drops ofwater. The c (Children repeat, wind.) a cloudgetstooheavy, itrains or olor ofthecloudstellsushow (airmoves) (Children repeat, heat.) (rainorsnow) …Snowy, ohsosnowy …Windy, windy very …Rainy, ohsorainy …Sunny, sunny very The weather’s cloudy today. iscloudy,It socloudy, Oh What’s theweather like today? What’s theweather, what’s theweather, What’s theWeather? F F Materials

Sing-Along routine weather prediction Weather Cards from

Yes, windis

breeze from their their from breeze

around to feel the the feel to around

wind, encourage encourage wind, children to run run to children

Yes, water

movement. If there is no no is there If Track 40 Track learning resources tosupport Use technology Technology across seasons day toand weather occurfrom changesin Know Science ly whensharingideas Communicate eff Listening &Speaking specifi c language both general and in objects andevents common Describe provide information printed materials Understand that Reading Weather Cards Showing 4of12 WEEK 4 •DAY 1 UNIT 2 ective-

83 WEEK 4 • DAY 1 2 Materials Reading Understand that F Sing-Along Track 21 printed materials Introduce Seasons F Backpack Bear provide information F Seasons Posters Describe events in both Call attention to the classroom calendar. Say: We talked F Vocabulary Word general and specifi c about the days of the week. Let’s name them. The days Cards: beneath, language of the year are arranged by months. Some months have seasons, sizzle Listening & Speaking 30 days, some have 31, and one month, February, has Communicate eff ective- only 28 days. Each month has a name. ly when sharing ideas Science Play Sing-Along Track 21, “Months of the Year.” Children listen to the song once Know changes in through, then sing the song on a second playing. weather occur from day to day and across Ask volunteers to name months from the songs. Backpack Bear whispers that his seasons birthday is in the month of March (the19th)! Children share their birthday months. Discuss how the weather does not remain the same year round. Explain: The months of the year are divided into four weather groups called seasons. (Children repeat, seasons.) The names of the four seasons are winter, spring, summer, and fall. (Children repeat.) In many places, the weather changes each season. Play a guessing game. Divide the class into four groups and assign each group one of the four Seasons Posters. Children: • examine and discuss their posters with their groups. • decide which season their poster represents. • share and explain their ”guess” with the rest of the class. To verify their guesses, read the poems on the back of their posters. Children listen to the words of the poems and give a “thumbs up” if they think the group identifi ed the correct season. Discuss the following new vocabulary. Provide paper folded into several sections sizzle — a hissing sound that sounds like something is burning for children to draw beneath — under or below something different types of weather in each section. Computer Practice

• “Calendar” Technology • Backpack Bear’s Books: Concepts, “Weather” Use technology resources to support • ABC Rhymes: Tt Tiger, Pp Pizza learning

Activity Materials Reading F Weather Cards (from Understand that Children draw pictures of diff erent weather conditions weather routine) printed materials and label their pictures using the Weather Cards. F Drawing paper provide information F Pencils/crayons

84 UNIT 2 StStararfaf lll Kinddergartr en

3 Ask: Ask: Ask: Ask: names aweather word, theystand. Play theword agame. If you say namesafood, children pretend it theyare eating!If Say: to ofthestory. share Children theirfavorite partner parts Voulnteers share responses. As you read, pauseto discussthefollowing astheyoccurinthetext: tall talethegrandfather tells. isatalltale, orpretendstory story, that agrandfather madeup!Listen to the Display for today’s weather. Review theword by JudiBarrett Introduce falling from like rain thesky isfi • • • hamburgers

story is make-believe andanonfi ismake-believe story gives true information. ction story isfiChildren decideifthisstory ction ornonfi ction.Remindthemthata ctional fi thetitle,Introduce author, andillustrator. mightbeabout. Children predict whatthisstory survive survive abandon WorkersSanitation Chewandswallow In the story today, thestory In food was fallingfrom likewithfood rain! thesky Astory Do you think food could really fallfrom thesky? Do your grandparents ever make upfunny stories for you? opjieso green peas snow juice soup o heedizetmte meatballs tomatoes drizzle cheese fog Cloudy WithaChance ofMeatballs — to continueto live; remain happy andhealthy Cloudy With aChance ofMeatballs — to leave somethingorsomeplace prediction ack downpour pancake — the name of the town where the story takes place takes thenameoftown— where thestory — those who work astrashcollectors — thosewhowork . Children share theirpredictions ction –itcomes fromction theauthor’s imagination. .

brussels sprouts Discuss. F F Materials

survive Cards: WordVocabulary Judi Barrett Chance ofMeatballs Cloudy Witha (Discuss) abandon, peanut butter storm This by experiences tively whenrelating Communicate eff Listening &Speaking to priorknowledge vocabulary Relate new details, orothersources supporting knowledge, by usingbackground fi ctionornonfi ction Identify aselectionas a text essential elementsof questions aboutthe andanswer Ask content story predictions about context tomake Use picturesand Reading WEEK 4 •DAY 1 UNIT 2 ec-

85 WEEK 4 Phonemic Awareness Warm-Up Materials Day Two F L&W, p.9 Listening and Writing, Page 9 F Pencils/crayons

Reading Say: Listen carefully as I say three words. Two of the Recognize words that words rhyme, one doesn’t; sun, fun, boy. (Children repeat, sun, fun, boy.) rhyme Which two words rhyme? Children say the words again. This time, they tell you Distinguish rhyming which of the three words does not rhyme. and non-rhyming words Continue as above, naming the words that rhyme and do not rhyme for the following sets:

Name Listen for Rhyming Words 1. Fan/pan/toy foot/rug/bug dog/log/bus fox/pig/box

2. Complete L&W, p. 9. Children:

Show What You Know Show What You • name each picture in Row 1 with you.

4. • circle the two pictures that rhyme and put an X on the picture that does not.

Teacher: Have children point to each picture in Row 1 and say its name after you (boat, ants, goat), then have them circle the two pictures that rhyme and put an X on the picture that does not. Repeat for Rows 2: (tub, sub, cut); 3: (web, sheep, jeep); and 4: (carrot, mop, parrot). 9 • repeat for Rows 2 - 4.

1 Materials F Picture Card: snake Introduce Ss /s/ F Letter Cards: S and s F Wall Card: Snake /s/ Reading Step One Introduce /s/ in the initial position F ABC Rhyme Book Recognize and produce ReadR d theth rhymeh “Ss Snake” on page 41 of the ABC Rhyme F L&W, p. 10 words that rhyme Book. Ask: What words in the poem rhyme? (right, night) F Pencils/crayons Writing Write lowercase letters Display the Picture Card snake. Say: This is a picture of the alphabet of a snake. Say, snake. The word snake begins with Sweet Samantha Snake independently the sound /s/. Watch my mouth: /s/. Now you say /s/. Sweet Samantha snake The words sweet, Samantha, snake, slithered, self Slithered left and right and stuck begin with the same sound: /s/. (Children Tied herself into a knot repeat: /s/.) I will read the rhyme again. Listen for the sound And was stuck all night /s/ in the rhyme. Read the rhyme again, then repeat it in unison.

Step Two Discriminate /s/ in the initial position AskA k the th children hild to stand. Say: I will say some words. If you hear /s/ at the beginning of a word, jump two times. Ready?

sun rabbit season sad button

86 UNIT 2 StStararfaf lll Kinddergartr en hild h TeachT children theASLsign for Ss. Children sing the sound/s/,make theASL several times. Demonstrate theletter’s formation asyou write Distribute Distribute hiddl Introduce /s/inthefi th k AskA theriddle: Display theLetter Card /s/to Connect thespellingSs Letter March”“The withtheASLsign for Say: Say: the board. Children skywrite Demonstrate theletter’s formation asyou write word you. after Emphasize thefi nal/s/as you say the following words. Children repeat each Aa Step Step S s a bus B Three Four Let’s play agame. theword If Isay beginswith b igso anSmcloudy Sam rain snow sing b us os us mouse purse house nurse letter letter Display theLetter Card Each timeItouch theletter notice abouttheuppercase andlowercase

the letters and oneissmall.) Ask avolunteer to locate several times. Cc L&W

What amI? go atthesametime. inmeto Sometimeschildren school. ride People many inme.peoplewhere theywantto ride Icantake

S s , p. 10,pencils, and crayons. Complete aswithsimilarpages. . The letter . The andthelowercase letter Ee S Ff and Gg s inthebeginning, middle, orendofthealphabet? s Hh standsfor thesound/s/. s several times. S s Ss . Say: . Say: . Say: . Say: Ii sign. If itdoesnot, donothing!Ready? sign.If This isthelowercase Jj nal position This istheuppercase letter s , say, /s/. Kk s andsound/s/. s standfor thesound/s/. What doyou Ll Mm Touch S s on ontheboard. Children skywrite Ss Nn on the Alphabet Chart. Ask: Ask: ontheAlphabetChart. Ss s Oo ?

(Same form but one is tall (Sameform butoneistall Pp p p In- toaword, touse, theirsound allgomarching they , And “S” makes itssound, /s/ The lettersgomarching oneby one, Hurrah! Hurrah! The lettersgomarching oneby one, Hurrah! Hurrah! The lettersgomarching oneby one, GoMarching”) Ants “The (Melody: The Letter March:Ss Rr S . The uppercase uppercase . The Rr Ss s s T t

t Uu (end) Are Are S

Ww 10 big dot.Colorthepage. at thebeginningofeachword?” name afteryou( at thebeginningoftheseotherwords.” Teacher: S s Xx 1 S Help childrenread, 1 sun, skateboard, star S s

“S isforsnake.” (/s/)Havechildrentraceeachletterbeginningatthe Yy s the endoflesson. Display the Wall Card at Havechildrenpointtoeachpictureandsayits ). Askchildren, S ss Say, WEEK 4 •DAY 2 1 “Listen carefullyforthesound/s/ 1 ”What sounddoyouhear Zz is for S UNIT 2 race, Six If thewordstartswithsound/s/,clapyourhands! Activity: ,

seven sleep Say, s

, five, , sun s ”I amgoingtosayaword,listencarefully. socks , parrot, , sandwich sing .” S s , red, summer

, 87 . WEEK 4 • DAY 2 2 Materials

F Building blocks Introduce Cause and Eff ect F Cloudy With a Chance of Meatballs Reading Ask: If I drop a glass on a hard fl oor, what will happen? Ask and answer (It will break.) If a cloud gets too heavy with water drops, questions about what will happen? (It will rain.) Let’s do an experiment! essential elements of a text Gather children in a circle. Choose volunteers to build a tall building with blocks. As they fi nish, ask the children what would happen if you kicked the building. Wait for their responses, then kick the build ing down! Ask: What caused the building to fall? (kicking it) What happened, or what was the eff ect, when I kicked it? (The building fell.) The cause of the building falling was that it was kicked and the eff ect was that it fell. We call this cause and eff ect. (Children repeat, cause and eff ect.) Let’s make up a sentence about what happened. We could say, I kicked the building, so it fell. We could also say, The building fell because I kicked it. Display Cloudy With a Chance of Meatballs. Say: I will say something that happened in this story. I would like you to tell me the eff ect it had, or what happened because of it. A big pancake fell on the school. What happened because the big pancake fell on the school? (The school closed.) What caused the school to close? (The pancake fell on it.) The cause was that a big pancake fell on the school. The eff ect was that the school had to close. Continue for:

Cause Eff ect

Too much spaghetti fell on Spaghetti tied up the town. the town.

The townspeople ate too many People got stomachaches. cream cheese and jelly sandwiches.

There was a pepper storm. People sneezed.

Partner children. Say: I will name something that happened. It is the cause. Talk with your partner about what the eff ect would be. Let’s try one together. Here is the cause. It is time to go out to play but it is storming outside. What eff ect would that have on your plans to go out to play? (couldn’t go outside)

88 UNIT 2 StStararfaf lll Kinddergartr en eff Partners discussthecause, theeff determine • • • • •

ects ofthefollowing:ects practice page. practice whiteboards oronthe “Multi-Letter Formation” Children practice writing Children writing practice Activity Computer The weather never changed. The sunnever cameout. You went outsideinthesnowwithoutyour coat. We hadnoletters inthealphabet. rainingicecream inourclass started It room. • • •

Math Songs: Math Songs: SsSnake,ABC Rhymes: Tt Tiger Bear’sBackpack Books “The Months ofthe Months Year”“The : Concepts, “Weather” Aa, Bb, Pp, Ss, Tt ontheir ect, thenraise theirhandsto shareect, the F F F Materials

p, S,s, Tt Letter Cards: Pencils Pp, Ss, Tt or lowercase page for uppercase “Multi-Letter” practice or apre-generated Whiteboards/markers A, a,B, b, P, Practice Aa, Bb, learning resources tosupport Use technology Technology independently letters ofthealphabet lowercaseWrite Writing WEEK 4 •DAY 2 UNIT 2

89 WEEK 4 • DAY 2 3 Materials

F Chart paper/markers Weather Words F Sing-AlongTrack 40 F Vocabulary Word Listening & Speaking Children sit in chairs in a circle. Work together to make a Cards as needed Listen carefully and pretend rainstorm in your classroom. Move through each understand directions step gradually to build the anticipation and climax. for performing tasks You and the children: Science • rub your hands together slowly at fi rst, then gradually rub them faster. Know changes in weather occur from • pat your knees softly with both hands then gradually pat harder! day to day and across seasons • Say: I think it’s about to rain in here! Continue to pat your knees and begin to stomp your feet. • Say: I think I hear thunder! Stop stomping your feet, but continue to pat your knees. • Say: The thunder has stopped but here comes the rain. Gradually begin to pat your knees softly. • Say: I think the rain is stopping. Rub your hands together softly. • Say: Here comes the sun! Stop all action and smile! Say: There are many words that describe, or tell about, diff erent types of weather. Words that describe are called descriptive words. We just demonstrated one type of weather, stormy. Let’s create a special chart called a “word web” by naming some weather words that describe other types of weather. In the center of a piece of chart paper, write Weather Words and circle it. As children volunteer words, create a word web around it.

Snow Wind Thunder

Weather Words

Sunshine Rain

Ask children to recall “What’s the Weather?” Play Sing-Along Track 40. Children listen to the song for words that they can add to the Weather Words web. Add these words, then indicate and name each word with the children. Add additional descriptive weather words throughout the week.

90 UNIT 2 WEEK 4 Phonemic Awareness Warm-Up Materials F L&W, p.11 Day Three Listening and Writing, Page 11 F Pencils/crayons

Say: I will say some words. If you hear a word that Reading begins with the sound /s/, make the ASL Ss sign. If the word does not Identify initial and fi nal begin with the sound /s/, shake your head ‘no.’ phonemes in words

sun pizza say soap paper snake Now listen for ending sounds. If you hear a word that ends with the sound /s/, nod your head ‘yes.’ If the word does not end with the sound /s/, shake your head ‘no.’

dress horse tiger grass socks apple Name Ss 1 Ss: Listen for the Beginning Sound Complete L&W, p. 11. 7 • Name each picture with the children. 2 Ss: Listen for the Ending Sound • Children circle the pictures that begin with /s/ and put an X on pictures that do not. Teacher: 1. Say, “Three of these pictures begin with the sound /s/ and one does not. Point to the first picture and say its name after me (seven). Does it begin with the sound /s/? If it does, circle it. If it does not, put an X on it.” Repeat for each remaining picture (sun, bug, snake). 2. Repeat as above for pictures that end in the sound /s/ (bus, house, pants, kite). • Repeat with pictures that end with /s/. 11

1 Materials F Picture Card: moon Introduce Mm /m/ F Letter Cards: M and m F Wall Card: moon /m/ Step One Introduce /m/ in the initial position F ABC Rhyme Book Reading ReadRdthh the rhyme “Mm Moon” on page 29 of the ABC Rhyme Book. F L&W, p. 12 Recognize and produce words that rhyme F Pencils/crayons Display the Picture Card moon. Say: This is a Writing picture of a moon. Say, moon. The word Write lowercase moon begins with the sound /m/. Watch Mm Moon letters of the alphabet independently my mouth: /m/. Now you say /m/. (Children Moon, Moon, marvelous, magical repeat: /m/.) I will read the rhyme again. Moon, Moon, mysterious, mystical. Listen for the sound /m/ in the rhyme. (Read the May I ask where you go at dawn? en rt r rhyme.) What words did you hear in the rhyme that I wake from sleep, and you are gone! ga began with the sound /m/? Repeat the rhyme until er d

nd children identify all the words beginning with /m/ Ki

(moon, marvelous, magical, mysterious, mystical, may). ll l Read the rhyme again, then repeat it in unison. fa f r ar a t Step Two Discriminate /m/ in the initial position St S AskA k the th children hild to stand. Say: I will say some words. If you hear /m/ at the beginning of a word, give a ‘thumbs up.’ Ready?

milk tiger Monday march ball map

UNIT 2 91 WEEK 4 • DAY 3 Step Three Connect /m/ to the spelling Mm The Letter March: Mm TeachT h children hild the ASL sign for Mm. Children sing “The (Melody: “The Ants Go Marching”) Letter March” with the ASL sign for m and sound /m/. The letters go marching one by one, Display the Letter Card m. Say: This is the Hurrah! Hurrah! lowercase letter m. The letter m stands for The letters go marching one by one, m the sound /m/. Each time I touch the letter m, Hurrah! Hurrah! say, /m/. Touch m several times. The letters go marching one by one, “M” makes its sound, /m/ /m/ /m/ /m/ Demonstrate the letter’s formation as you write m on the And they all go marching , board. Children skywrite m several times. In- to a word, to use, their sound Say: Let’s play a game. If the word I say begins with the sound /m/, make the ASL Mm sign. If it does not, do nothing! Ready? m month mat ladder snake monkey Display the Letter Card M. Say: This is the uppercase letter M. The uppercase letter M and the lowercase letter m stand for the sound /m/. Display the Wall Card at M the end of the lesson. Demonstrate the letter’s formation as you write M on the board. Children skywrite M several times. A volunteer locates Mm on the Alphabet Chart. Ask: Are the letters M and m at the beginning, middle, or end of the alphabet? Mm Nn Oo Pp Rr (middle)

m p Step Four Introduce /m/ in the fi nal position AskA k the th riddle: iddl

drum I am a musical instrument. You use sticks to make sounds Mm is for . with me. My name ends with /m/. What am I?

1 2 4 1 2 4 M3 M M3 M M Emphasize fi nal /m/ as you say the following words. Children repeat each word after you.

2 4 2 4 1 1 3 3

Teacher: Help children read, “M is for moon.” Say, “Listen carefully for the sound /m/ Activity: Say, ”I am going to say a word, listen carefully. at mthe beginning of thesem other words.” Havem children point to eachm picture and say its Clap your hands if the word youm hear starts with the name after you (mask, monkey, motorcycle). Ask children, ”What sound do you sound /m/. Milk, mermaid, monster, happy, me, hear at the beginning of each word?” (/m/) Have children trace each letter beginning at marbles, dad, mom, mouse, house, music.” the big dot. Color the page. 12 jam come stem name Distribute L&W, p. 12, pencils, and crayons. Complete as with similar pages.

2 Materials F Whiteboards/markers Introduce High-Frequency Words: I, am, you F Pocket chart F Picture Cards: apple, Reading Say: Here is a new high-frequency word! (Write I on the bus, boy, girl, house, rain, sink, sun Recognize high- board.) This is the uppercase letter I. When you see this F High-Frequency Word frequency words letter by itself, it is a word. Who can name another high- Cards: a, am, an, at, I, frequency word that is also a letter? (A, a) me, see, the, you F Punctuation mark: • Children say the word, I. period (from a predecodable • Generate sentences using I. sentence) • Children write I on their whiteboards. F Starfall Dictionaries Say: Another high-frequency word is you. Write you on the board and repeat as above. 92 UNIT 2 StStararfaf lll Kinddergartr en dictionaries by followingdictionaries your example. For eachword, think aloud: andpencils. Children dictionaries Distribute will enter sentence order. Children endeachsentence withaperiod. fichart, ndthe words andpicturesneeded for thesentence, and place themin volunteersSay thefollowing cometo thepocket sentences. orpartner Individuals what would happenifIchangedthe/n/to /m/? Place the following in the pocket chart. Children identifyeach: Place thefollowing chart. inthepocket learned theword learned anotherword by changingoneletter! I turn in my dictionary to write thewordI turninmy dictionary Demonstrate ontheboard asyou thinkaloud: • • • • • • • • • • • • •

Children will: Activity Computer You seeanapple. I amatthehouse. I seethesun. I amatthesink. You seeme. I seeyou. I amagirl. period Punctuation mark: Picture Cards: High-Frequency WordCards: Children theword write Generate sentences using Children say theword • • • •

beginning sounds. boxesand gluetheminthecorrect according to the thepictures atthebottom ofthepage Cut apart “Calendar” ABCs: Trace over theupperand lowercase Mm, Ss,Mm, Pp, Tt, Bb, Aa apple, bus, boy, girl, house, rain, sun sink, at andchangedthe am am . am ontheirwhiteboards. a, am,an,at,I,me, see, the, . t Ss to to and you n to make anewword, Do you re member whenwe ? Mm Repeatfor (Do this.) (Do . you , and am am /a/, /m/,am , and F F F Materials you

and and Scissors/glue stick Pencils/crayons pagewith practice “Picture Sound” I Where do intheir Ss I . I 3 for eachchild an A Rain b ? Iwonder b ow am am . Wejust Practice Mm a

letters sounds toappropriate Match consonant Reading learning resources tosupport Use technology Technology .

WEEK 4 •DAY 3 Starfall

UNIT 2

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93 WEEK 4 • DAY 3 3 Materials

F Thin, plain drinking Introduce A Rainbow glass (no beveled edges) fi lled with Reading Recall Backpack Bear’s message. Tell Backpack Bear and his water F Piece of white paper Read simple one- classmates: I know an experiment we can try that will syllable and high- help us understand how rainbows are made. F Sunlight or a strong frequency words fl ashlight Retell familiar stories • Darken the classroom. F Each child’s copy of A Rainbow Identify sequence of • Fill a glass with water. events in a story F Cover Card, Sentence • Place the glass fi lled with water on a piece of white paper. Strips, Word Cards: A Listening & Speaking Rainbow • Shine the fl ashlight on the glass. Communicate eff ective- F Pocket chart ly when sharing ideas • Move the light left to right slightly until you see a small Science area of color appear on the white paper. Know changes in weather occur from Explain: Sunlight bends when it enters and exits the water. This causes day to day and across the light to separate and break into many diff erent col ors. When the sun seasons is shining brightly outside and it rains, the raindrops cause the sunlight to Technology bend and form a rainbow! Observe in small groups. Use technology resources to support Introduce A Rainbow by navigating to Backpack Bear’s Books: Row 3, “A Rainbow.” learning Children interact with and discuss the story.

3 A Rainbow Give each child a copy of A Rainbow. Say: This story uses many high-frequency

Created by Starfall . ® words. When there is a word you haven’t learned yet, you can use the picture I see a cloud

3 A Rainbow Starfall com to help you. Children follow along as you read the story. Read it again. This time children read aloud and point to each word. I see a cloud

3 3 3 3 Place the Cover Card for A Rainbow in the pocket chart and read it. Display a Sentence Strip in the pocket chart. • Children read the sentence with you. • Give the Sentence Strip to a volunteer to hold. • Continue until all Sentence Strips have been read and distributed. Read the story together one page at a time. When the child holding the associated Sentence Strip hears it read, he or she places it in the pocket chart in story order. Play “Backpack Bear Spies.” Backpack Bear whispers a word for you to say. A volunteer comes to the pocket chart and indicates the word.

Collect the books. You will use them again on Day 5.

94 UNIT 2 WEEK 4 Phonemic Awareness Warm-Up Materials F “I Wonder Why” poem Day Four by Margaret Hillert Rhyming Words (Rainbow, Rainbow p. 30) Say: Let’s read a poem about a rainbow. Poetry is a Reading special type of writing that helps us see pictures in Recognize and produce our minds as we read it. Sometimes poems contain rhyming words. words that rhyme Poems, like books, have titles. The title of this poem is “I Wonder Why”, written by Margaret Hillert.

Accentuate the rhymes as you read the I Wonder Why poem aloud. Ask a volunteer to share the One day when the grass was beginning to sprout pictures he or she imagined as they heard I turned on the hose and a rainbow came out. the poem. Discuss. Orange and yellow and purple and blue, Read the poem again. This time pause for With even a trickle of red showing through. children to provide the rhyming word to How odd, with such colors so plain to be seen, That grass, when it’s growing, turns out to be green. complete the couplet.

1 Materials F Whiteboard/markers Introduce Inventive Spelling F Starfall Dictionaries F Backpack Bear Distribute dictionaries. Say: Backpack Bear wants us to Reading play his game, “Backpack Bear Spies,” to fi nd high- Recognize that frequency words in our dictionaries! He will whisper a word to me and I will tell sentences in print are made up of you what he said! He says it’s okay to work with a partner. When you fi nd the separate words word, hold up your dictionary so he can see it. Ready? (a, for, see, I, is, the) Match consonant sounds to the Distribute whiteboards and markers. Say: Let’s practice writing a sentence using appropriate letters our dictionaries! Recognize high- • Dictate: I see you. frequency words Writing • Children fi nd the words in their dictionaries to write the sentence. Use letters and • Circulate and off er assistance where necessary. Remind children to use ending phonetically spelled punctuation. words to write en rt r • Children hold up their whiteboards when fi nished. ga er d nd Say: Sometimes you need to write a word in your sentence that is not in your Ki dictionary. That’s when you use kidwriting! Here’s how you do it. As you write, ll l listen to sounds you hear in the words and write the letters that stand for those fa f r sounds. In kidwriting, it’s okay if the word is not spelled correctly because I get ar a t to do adult writing for you! St S Think aloud to demonstrate: Let’s try it. I want to write ‘I see a pig.’ I can use my dictionary for I see a… (Locate each word and write it on the board.) I can’t fi nd pig in my dictionary. Who can tell me some letters in the word pig?

UNIT 2 95 WEEK 4 • DAY 4 Backpack Bear raises his hand! He whispers p, a, and t. Write pat on the board after I see a… Say: Thank you Backpack Bear! Now I get to do adult writing. (Write pig under pat. Read the sentence: I see a pig.) That was great kidwriting, Backpack Bear. Pig begins with the sound /p/! Backpack Bear whispers to you that he wants his classmates to write another sentence on their whiteboards. • Dictate: I can see. • Children write the sentence on their whiteboards. • Circulate and do adult writing on the children’s whiteboards. Congratulate the children. Today they learned to do kidwriting!

2 Materials F Chart paper (one Kidwriting and Adult Writing sheet for each group) F Starfall Dictionaries Reading Distribute dictionaries. Say: Let’s practice our kidwriting F Whiteboard/markers Recognize that and adult writing so we can write about our ideas. I will sentences in print say a sentence and write each word on the chart paper. are made up of separate words We can use our dictionaries and kidwriting. Match consonant Dictate: I see a cloud. sounds to the appropriate letters • Children use their fi ngers to count the words in the sentence. (4) Recognize high- • Children say the fi rst word in the sentence and you write I on the chart paper. frequency words Writing • Restate the sentence, then ask what word comes after I. (see) Use letters and • Children locate see in their dictionaries and hold it up for you to copy. Write see. phonetically spelled words to write • Restate the sentence, then ask what word comes after see. Write a. Read what you have written so far, then restate the sentence. Ask: Is the word cloud in our dictionaries? • Volunteers suggest letters needed to spell cloud. • Write their kidwriting exactly as they suggest. • Provide adult writing below the kidwriting. • Read the sentence. Distribute whiteboards. Say: Let’s practice some kidwriting and adult writing. I’ll say a word. You use kidwriting to write it. If you don’t know the letters, you The more can just write some letters you know. Ready? Write the word, bat. Circulate to enthusiastic you do adult writing. Show excitement for any attempt and affi rm the children’s eff orts. are about “adult Continue for sun, dog, hot. writing,” the more willing children are to If children are ready, ask them to make up their own sentences and write them on attempt kidwriting. their whiteboards. Remind them they can write any letters if they do not know the ones they need because then you get to do adult writing for them!

96 UNIT 2 StStararfaf lll Kinddergartr en

3 their hands to identify the lightning rod and kite experiment, say: say: their handsto experiment, identifythelightningrod and kite a classroom suchaslights, thatrequire computer, electricity CDplayer, etc. inventor Display the thunderstorm sound wave, thunder! That’s gottheirname. howthunderstorms (Children repeat, expand, orgetbigger, fast. very ashockwave intoThis makes abooming thatturns hot! heat intheairanditisvery The heatcausestheairto Lightning isagiantspark. have to dowithlightning?Lightningcausesthunder! also becalledalightning storm. Butwhat doesthunder that makes somethinghappen. always fascinated BenFranklin was electricity. isenergy orpower Electricity Share from somefacts the life. and lightning!Let’s getto BenjaminFranklin. know Listen asItell you abouthis Say: lightning boltonthepicture. Explain: Display the Introduce scientist Frequency Word Cards as aguide. form words. thehigh-frequency Children usetheHigh- whiteboards.two They usethesecondwhiteboard to Children placeallthemagnetic letters ononeoftheir Activity beneaththeirattempts.adult writing “scribble-write” to tell you whattheirsentences say, thenprovide isthefiScribbling rst stage ofwriting. Ask children who Computer • • • Raise your Raise handwhenyou hear what BenFranklin hasto dowithlightning!

You may bewondering what BenjaminFranklin has to dowiththunderstorms Colors It’s Fun toRead Bear’sBackpack Books and studies how things work. Children repeat, studieshow thingswork. : ”Rainbow” Get to Know BenjaminFranklinGet toKnow thunderstorm Benjamin Franklin scientist .) : Poetry, HasSeenthe Wind?”“Who wholived longago. An weather card. Ask why there isa : Row3, “A Rainbow” Get to Know BenjaminFranklinGet toKnow (Children repeat, Children repeat, A thunderstorm can Poster. Tell thechildren thatFranklin wasan inventor lightning electricity inventor w comesupwithnewideas, and t ho .) It is .) It h Poster. When children raise en provi . Indicate items inthe . Indicate , scientist F F F Materials

F F F F Materials d me, see, the, you Cards: High-Frequency Word per child Two whiteboards letters perchild One setofmagnetic One thingthat

e scientist, electricity lightning, inventor, thunderstorm, Words:Vocabulary Pencil/crayons Drawing paper Franklin Benjamin Get toKnow . am, an,at,for, is, Poster & Modify Observe Practice

frequency words frequency syllable andhigh- Read simpleone- Reading learning resources tosupport Use technology Technology and acrossseasons from dayto in weatheroccur changes Know Science ly whensharingideas Communicate eff Listening &Speaking WEEK 4 •DAY 4 UNIT 2

ective-

Benjamin Franklin Benjamin

97 WEEK 4 • DAY 4 Tell the following story: One stormy night Ben and his son, William, were experimenting with lightning. Ben wanted to prove that lightning is a form of electricity. He attached a pointed metal piece to the top of his kite and a metal key to the base of the string. Lightning struck the kite and traveled down the kite string to the key. When he touched the key with his knuckle, there was a spark! It shocked him. He proved that lightning is electricity! Afterwards, Ben Franklin invented the lightning rod to protect buildings and ships from lightning damage. The lightning rod is taller than all the buildings around it and since lightning strikes the tallest object, a lightning rod keeps the lightning away from lower things on the ground. Children partner-share what they learned about Ben Franklin’s experiment, then share responses with the class. Discuss the reasons for, and the importance of, staying inside during any type of storm.

98 UNIT 2 WEEK 4 Phonemic Awareness / Phonics Warm-Up Materials F L&W, p. 13 Day Five Listening and Writing, Page 13 F Crayons/pencils

Say: Let’s play a listening game with the sound /m/. Reading When you hear a word that begins with the sound /m/, touch your head. Identify initial and fi nal If the word ends with /m/, touch your toes! If I say monkey, will you touch phonemes in words your head or your toes? What if I say ham? Ready?

month moon broom warm milk Distribute L&W, p. 13. Follow the directions at the bottom of the page.

Name Mm 1 Mm: Listen for the Beginning Sound 1. 2. 3.

2 Mm: Listen for the Ending Sound 1. 2. 3.

3 Sound It Out! 1. 2. at ap

Teacher: 1. Point to Set 1 and say, “One of these two pictures begins with the sound /m/. Point to each picture and say its name with me: man, pan. Circle the picture that begins with the sound /m/ and put an X on the picture that does not.” Repeat for sets 2 (map/snake) and 3 (monkey/truck). 2. Repeat as above for pictures that end in the sound /m/. (Sets 1. game/kite; 2. drum/bat; 3. pants/gum.) 3. Have children point to each picture and say its name after you (mat/map ), then write the letter “m” in the blank to complete the word. 13

1 Materials F Navigate to I’m Introduce Rainbow, Rainbow by Margaret Hillert Reading: Fiction and Nonfi ction. “Rainbow, Rainbow” Children recall what they learned about rainbows. Listening & Speaking F Rainbow, Rainbow for each child Communicate eff ective- Navigate to I’m Reading: Fiction and Nonfi ction, ly when sharing ideas “Rainbow, Rainbow.” Ask Backpack Bear if this is the story Science he found online. Read the story as a volunteer navigates. Know changes in weather occur from Say: Rainbows appeared in many diff erent places in this story. Volunteers day to day and across navigate back through the online story to indicate the places rainbows were formed. seasons (sky, drawing, bubbles, kaleidoscope, sprinklers) What objects in the story Technology reminded us of the colors of a rainbow? (balloons, Chinese dragon, fi reworks) Use technology resources to support Give each child a copy of Rainbow, Rainbow. Say: This book has the same words as learning

en the online story. Children follow along in their books as you read the story online, rt r then partner and share the book together. ga er d nd Ki ll l fa f r ar a t St S

UNIT 2 99 WEEK 4 • DAY 5 Technology Computer 1 Use technology resources to support learning Starfall Free Day — Children may navigate to any activity on more.starfall.com.

Reading Letter Formation with Play Dough Materials 2 Recognize and name uppercase letters of the F Play dough alphabet Children reference Letter Cards to form letters out of play dough. F Letter Cards: A, a, B, b, T, t, P, p, S, s, M, m

Reading High-Frequency Word Concentration Materials 3 Read simple one- syllable and high- F Two of each High- frequency words Children place High-Frequency Words Cards face-down Frequency Words in the pocket chart, then take turns fi nding matches. Cards: a, A, am, an, at, for, I, is, me, see, the, you F Pocket chart

Reading A Rainbow Sequencing Activity Materials 4 Read simple one- syllable and high- F Predecodable Book 3,3 frequency words Children sequence A Rainbow by placing the Sentence A Rainbow, for each Strips and Word Cards in story order. Identify sequence of child events in a story F Cover Card, Sentence Strips, Word Cards: A Rainbow F Pocket chart

”Color by Word” Materials 5 F “Color by Word” Weekek Children complete Week 4 Color by Word to review 4 (high-frequency high-frequency words. words) for each child

Science My Favorite Season Materials 6 Know changes in weather occur from F Seasons Posters day to day and across Children illustrate their favorite seasons and place F Drawing paper seasons themselves in the drawings. They reference the Seasons Posters to label their artwork. F Pencils/crayons

100 UNIT 2 StStararfaf lll Kinddergartr en

2 Say: Say: Weather andSeasons Take apollto thechildren’s determine favorite season. with winter. ESNALSG IETOSDISCUSSION ASL SIGNDIRECTIONS SEASON • • •

Fall One arm represents Onearm atree Fall fi Summer samesign as Spring samesign as Winter Discuss eachseasonasitrelates to weather. movement asitisread. Read the Teach theASLsign for theseason. Let’s take atripthrough theseasons. We’ll start Season PoemSeason leaf fallingfrom thetree. and thehandisshowing a sweat from theheat represents brushingoff spring during things begin to grow again winter cold during nger overtheeyebrow . You may wishfor children outthepoemwith to act grow cold sinceitis since the like to dointhefall? like fall. during What doyou windy air soitisoften now withthewarmer The coolerairismixing the summer? todoin What doyou like least amountofrain. it istheseasonwith summer. many places In in The airisthewarmest do inthespring? melt. to What doyoulike spring. The snowandice in The airiswarmer the winter? todoin What doyou like than theotherseasons. Winter isusuallycolder F F F Materials

Globe (optional) ASL Poster “Seasons” Seasons Posters seasons day toandacross weather occurfrom changesin Know Science WEEK 4 •DAY 5 UNIT 2

101 102 WEEK 5 —OVERVIEW UNIT 2

o c

O C Brown Bear, Brown Bear, You WhatDo Jr. —Bill Martin, See? fulfi llherdream ofbecominganartist. China.Attheage of29,shemoved towith herfamilyinManchuria, New York to City ofbehavior. andvisualpatterns verbal Russia,andalsolived inSiberia, Shewasborn wood, wire, papercutouts andpaint.Herbooksare famousfor theirlighthearted are works moresculptures. like art They are frequentlyof collagesorconstructions shefound andcomputers. from inoldtypewriters tiny Many ofher parts jewelry dresses for herselfandhersister. As an adult,shehadunusualtalentfor creating books. As a child, handmadedollsanddesigning herfavorite were activities making illustrated booksfor otherauthors andeventually wrote andillustrated herown papers. Shebeganhercareer by paintinglampshadesandgiant murals. Later, she to wholiked 1908-2002) wasanauthorandartist “paint” withscissorsandcut-out —Esphyr Caps forSale Slobodkina more, Md., andlives nearRochester, N.Y., withhersonBen. books. You willfi clever inherbooks. inBalti- characters Shewasborn ndsome very son Ben,shedecidedto inventher three-year-old ofherownandwrite characters mother by telling to stories alltheyounger children. Later, whenshewasreading to She loved reading andvisitingthepubliclibrary. That’s helpingher whenshestarted in bed. Before long, there were 10children inall. Ellenwasthesecond-oldest. whenhermother would read tothings are allstarted thechildren books. snuggled It squares, colorsandnumbers, ovalsandtriangles. buthermostfavorite Shealsolikes Mouse Paint —EllenStollWalsh Literature Selections with mixingcolorsoftheirown. pointillism, andexperiment This week we will: about color, meetGeorges abouthisuniquepaintingtechnique, Seuratandlearn Children willexplore colorwords, ofcolorastheylearn theworld listen to stories Colors WWeek 5Overview Sing-Along Star WriterMelodies “At thePark” and “Georges Seurat” Book ABC Rhyme Media Books&Other Starfall • • • •

discover whathappenswhencolorsare mixed together. colors. andsecondary discuss primary aboutsyllablesandhow tolearn counttheminwords. about learn e e k Oo

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O Cc Cc v /k/. e r v is anauthorwholoves shapessuchascircles, i e (pronounced ess-FEER sloh-BOD-kee-nah, (pronounced ess-FEERsloh-BOD-kee-nah,

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PPreparationreparation I got a new box of crayons. Did you get Generate an “ABC Rhyme” practice page for each letter introduced this week. new crayons for school? Photocopy one for each child to take home and practice with his or her parents. Love, Inform parents that children will each need to bring a cap or hat to school for Backpack Bear “Cap Day” on Day 4. Be sure to have a cap for Backpack Bear and a few extras in case any children forget theirs. D2DaDayy 2 Generate and prepare Vocabulary Word Cards for Week 5. You will use primary, secondary, mix and stir on Day 2, cap, imitate, peddler, and wares on Day 3 and artist, gallery, pointillism and technique on Day 4. I can clap my name: Back-pack-Bear! Can Day One you clap it with me? Generate and prepare Word Cards: bear, bird, cat, dog, duck, frog, goldfi sh, horse, sheep. Love, Backpack Bear Day Two Generate Picture Sound: Oo and Cc Practice Page. D3DaDayy 3 Day Three Before breaking into small groups and practice groups, I played rhyming show children how to navigate to It’s fun to Read: All About games last night! Do Me, “Who Am I?” and “My Body.” Children may need to you know a word that complete “Who Am I?” before the “My Body” activity will rhymes with bear? appear on the index. Love, Use the “Word Shape” generator to create a two-page Backpack Bear Color Words “Word Shape” practice page with the following words: red, orange, blue, purple (page 1) green, black, D4DaDayy 4 yellow, brown (page 2). Photocopy one for each child and staple pages together. Today is Cap Day! I can’t wait to see what caps or hats you will wear today! Your friend, Backpack Bear

Remind parents that children will need a hat or cap for “Cap Day” tomorrow. DDaDayy 5

Day Four Caps for Sale is one None of my favorite books. I loved the monkeys! Day Five Your pal, Prepare the Learning Center Cards and Center Activity Icons as described for Day 5. Backpack Bear You may create icons to represent other activities of your choice by taking photos, or drawing pictures of those activities. Generate the “Color by Word” practice page for Week 5.

UNIT 2 103 104 WEEK 5 —OVERVIEW UNIT 2 Print Concepts Comprehension High-Frequency Words Phonics Phonemic Awareness Reading Science Studies Social Writing Vocabulary Rhymes, Poems &Songs Literature Listening &Speaking Activity Computer DAY Middle, End: Middle, Beginning, L&W oosColors colors practice Speedway”: “Starfall Colors Mm Bb Aa Oo /o/ Characters, Main Characters Characters, Main Comprehension Skills: Pp Tt Colors “Letter March SongOo” Rhyme” Ostrich “Oo YouDo See? Brown Bear, Brown Bear, What /t/ /p/ /b/ /a/ /m/ One

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Rhyming Words L&W p. 16 L&W p. 17 Name Cc: Listen for the Beginning Sound Listen, then Write Beginning Sounds 1.

Cc 2. 3. Predecodable Book 4: At the Initial Cc /c/ at Recite Poem at 4. op 5. ot 6.

Park Show What You Know

Teacher: Have children poi point to each picture op nt to the have th aroun picture in the center and say its name Te em draw a line fromd the cat and sa acher: Have y its name children point to eac 16 that picture to th after aft e cat. If it does younot, (havecake them put er you (cat h picture and s ot ), , octopus then write the ay its name , can, camel letter “ after , c” in you (sat an X o cow, car the blank to , mop n it. , tree, complete , cot, top banana the word. , pot, bat at ). If the picture begins withH theave sound children /k/ ), then have them write the missing letter to complete each word.

HF Words: 17 be, he, she, we Comprehension Skill: “I Spy” Rhyming Words Comprehension Skills: Illustrate “Wheel of Reading” Describe, Recall, Share, Relate, Associate, Discuss, Sequence Starfall Dictionary Starfall Writing Journal Starfall Free Day 1

Pointillism pictures 2

It’s Fun to Read: All About Me, BpBs Books: Row 4, “At the Park” At the Park sequencing activity 3 “Who Am I?”, “My Body” Colors; It’s Fun to Read: Art Gal- lery, “George Seurat”

Word Shape Practice pages 1, 2 Sequence At the Park “Starfall Speedway Game” 4

5 Starfall Starfall Caps for Sale com Caps for Sale com ”Color by Word” practice page 4 Georges Seurat At the Park for Week 5 At the Park Georges Seurat 6 Created by Starfall ® Color Words: play dough or

Comments Vocabulary: Star Writer reserved. Peddler, cap, Melodies magnetic letters wares, imitate Vocabulary: Artist, technique, Georges Seurat pointillism, gallery At the Park “Five Little Monkeys” Colors

Spacing, Kidwriting, Adult Writing, Illustrating

Understand how people lived Understand that history relates in earlier times to events, people, and places of other times

UNIT 2 105 WEEK 5 Phonemic Awareness / Phonics Warm-Up MaterialsMaterial Day One F Threeh chairs Beginning, Middle, and Ending Sounds F Pocket chart F Picture Cards: bat, map Reading Place three chairs at the front of the room and identify F Letter Cards: a, b, m, p, t Blend or segment them as beginning, middle and ending chairs. individual phonemes in simple words Display and identify the Picture Card bat. Children repeat, bat, then use their invisible rubber bands to segment the sounds in the word, /b/-/a/-/t/, bat. Ask: How many sounds are in /b/ /a/ /t/? (3) Place the Letter Cards: a, b, t into the pocket chart in random order. A volunteer chooses the letter that stands for the fi rst sound in bat and sits in the beginning chair. Continue for the middle and ending letters and sounds. • Volunteers hold up letters. • Class affi rms the order or makes suggestions for changing it. • Class reads bat. • Repeat for map. Say: tap and pat. (repeat procedure)

1 Materials F Pocket chart Introduce Colors F Crayon box with eight basic colors for each Reading Ask the following questions: child F Basket or bag Match consonant and short-vowel sounds to Blue When you look up in the sky on a F Picture Cards: black, appropriate letters blue, brown, green, sunny day, what color do you see? orange, purple, red, Read simple one- yellow syllable and high- frequency words Gray or What color is the sky when there’s F Word Cards: black, blue, black a storm? brown, green, orange, Answer questions purple, red, yellow about essential elements of a text A rainbow When the sun is shining and it is F Classroom computer Technology raining, what do you sometimes see Use technology in the sky? Yes, a rainbow adds many resources to support colors to the sky. learning Color it with After you draw a picture with a pencil, how can you make crayons it colorful?

Say: Right, you can change your drawing just by adding diff erent colors. This week we will talk about how colors make our world a more beautiful place!

106 UNIT 2 StStararfaf lll Kinddergartr en On thecomputer, navigate to Colors. Ask children to notice: Say: Say: A volunteer acolorandnavigates selects through theactivity. Repeatfor several colors. Say: Place theColor Word orbag. Cards inabasket Volunteers: • • • • • • • • • •

black brown purple orange yellow red blue green native languages. Consider share having Englishlearners colorwords from their which crayon isdiff which crayon onthemenu isnotintheirbox ofcrayons. (white) the menuismadeupofcolorsandcolorwords. children fi ndthecolor word ontheircrayon thatmatches the Word Card. discuss theletters inthecolorword. place theColor Word to Card thePicture next chart. Card inthepocket children holdupthecrayon thatanswers theriddle. place the cards face-up in a column of the pocket chart. inacolumnofthepocket place thecards face-up name thecolors. cards.select Let’s seehow muchyou aboutcolors! know You willexplore thisindex duringcomputer time! My colorword beginsMy with/b/andends/k/. my outside,color. dark itlookslike When itisvery Bearismy color,Backpack too. I amthecolorofmostchocolate. Some grapes are my color. Sometimespeoplecallmeviolet. I begin with/p/andend/l/. Sometimes leavesare my colorinthefall. are myPumpkins color. I amalsothecolorofmostbananas. my color.The sunlookslike colornamebegins with/r/. My I amthecolorofstrawberries. colorbegins with/b/. My ismy color.People saythesky often I canalsobethecolorofsummerleaves andfrogs. I amthecolorofgrass. erent orunusual. (rainbow) For below: eachriddle from their & Modify Observe WEEK 5 •DAY 1 UNIT 2

107 WEEK 5 • DAY 1 2 Materials

F Story Element Card: Introduce Characters Who are the main characters? Reading Read the Story Element Card Who are the main characters? F Generated Word Cards: bear, bird, cat, dog, Demonstrate an and display it in the pocket chart. Explain that a character is a duck, frog, goldfi sh, understanding of story person or animal in a story. Children repeat, character. horse, sheep elements F Box of eight crayons Listening & Speaking Display Brown Bear, Brown Bear, What Do You See? Ask: plus white Communicate eff ective- Who is the fi rst main character in this story? (bear) F Bag or basket ly when sharing ideas Remind children that sometimes a character is not a F Brown Bear, Brown Bear, person but an animal, and that an author might have What Do You See? animals do things in stories that they cannot do in real life. F Chart paper (1 per group) Explain that stories often have more than one character. Say: As you listen to the story, raise your hand when a new character is introduced. We’ll make a list of the characters so we can remember them. As animals are identifi ed, use a black marker to list them in a column on chart paper. Explain that Bill Martin, Jr., decided what color each of his characters would be. Point to and name each animal on the list. Volunteers identify the colors assigned to animals, and circle the animal names using the appropriate crayons. Place the crayons in a basket or bag. Distribute animal Word Cards. Say: Let’s play a game. We will look very closely and match words that have the same letters. Then you will choose a color to go with your animal card. • Read the fi rst animal name on the chart paper. • The child holding that Word Card places it in the right side of the pocket chart in a column. • The child chooses a volunteer to select a crayon from the bag and place it in front of the animal name card in the pocket chart. • Chant: Brown Bear, Brown Bear, What Do You See? I see a (animal color) (animal name) looking at me! • Repeat for each animal.

Technology Computer Practice Use technology resources to support learning Children explore: Colors

Reading Activity Materials Match consonant and short-vowel sounds to F “Starfall Speedway” appropriate letters Mix up the color Picture Cards and Word Cards. Play and game pieces according to game rules. When all cards have been Read simple one- F Picture Cards and syllable and high- used, reshuffl e to play again. Word Cards: black, frequency words blue, brown, green, orange, purple, red, white, yellow

108 UNIT 2 StStararfaf lll Kinddergartr en 3 letters hild h TeachT children theASL sign for Say: Say: whiteboards Children andmarkers. write the board. Children skywrite Demonstrate theletter’s formation asyou write again, thenrepeat itinunison. Distribute Distribute Display the Letter Card /o/to Connect thespellingOo t Discriminate /o/intheinitialposition ChildrenChild stand. Say: (Children repeat, /o/.) h Introduce /o/intheinitialposition th d Read therhymeR Ostrich,”“Oo p.33. Introduce Letter March” withtheASLsign for for thesound/o/ in beginning ofaword, give athumbsup!Ready? on your whiteboard andsay itdoesn’t, /o/. If shake your head ‘no.’ Ready?

O Step Step Step o The sound /o/ does not exist in Mandarin. Besure toThe sound/o/ doesnotexistinMandarin. emphasize this soundfor children whospeakMandarin. Let’s play agame. I’llsay aword. itbeginswiththesound/o/,touch the If Three Two One te src ieoeainbanana operation bike ostrich otter O O xpzamnotpscow octopus man pizza ox

Display theLetter Card Display thePicture Card uppercase letter of an lowercase letter

and the sound/o/.EachtimeItouch theletter Demonstrate theletter’s formation asyou write ostrich and mouth: /o/.Now you say /o/. The words say, /o/. several times. Avolunteer locates L&W

o Olive ostrich nearthebeginning, middle, orendofthe alphabet? , p. 14. Complete aswithsimilarpages. beginswiththesound/o/. Watch my /o/ Touch beginwiththesamesound:/o/. I willsay somewords. you If hearthesound/o/at the ostrich . I willread therhyme again.Listen (Children say, o several times. o O . The letter . The andthelowercase letter o and several times. Distribute O o Oo ostrich . Say: . Say: . Say: . Say: . Children sing “The Olive o , andsound/o/. ostrich This isthe This istheuppercase letter . Say: . Say: o o . standsfor Read therhyme on theirboards. Oo This isapicture .) on the Alphabet Chart. Ask: Ask: ontheAlphabetChart. The word o on ostrich o, O o

ontheboard. Children skywrite standfor thesound/o/.

p hasize In- toaword, touse, theirsound allgomarching they , And makes“O” itssound, /o/ The lettersgomarching oneby one, Hurrah! Hurrah! The lettersgomarching oneby one, Hurrah! Hurrah! The lettersgomarching oneby one, GoMarching”) Ants “The (Melody: The Letter March:Oo F F F F F F F Materials And stayedAnd thatway! Stuck herheadinthesand wentOlive Ostrich outoneday, Ostrich Oo

Pencils/crayons L&W Book ABC Rhyme Whiteboards/markers Wall Card: Letter Cards: Picture Card: O . The (middle) , p.14 Are the Are the Ostrich Oo Ostrich O, o ostrich ELD o

14 Color thepage. beginning ofeachword?” its nameafteryou( /o/ atthebeginningoftheseotherwords.” Teacher: O o independently letters ofthealphabet lowercaseWrite Writing words thatrhyme Recognize andproduce Reading O 1 1 Help childrenread, on at theendoflesson. Display the Wall Card , O o octopus on (/o/) Havechildrentraceeachletterbeginningatthebigdot. “O isforostrich.” WEEK 5 •DAY 1 , off o Oo ). Askchildren, Havechildrenpointtoeachpictureandsay o O oo o 1 Say, 1 “Listencarefullyforthesound ”What sounddoyouhearatthe UNIT 2 O is for Pp

p p

o o Qq octopus does NOT startwiththesound sound your handsonheadifthewordyouhearstartswith Activity: /o/. , friend, Say, Keep yourhandsatsideifthewordyouhear ”I amgoingtosayaword,listencarefully. Put October , pumpkin, /o/. O Rr o

On opposite , off 109 , green, , car, off ox , olive . “ . WEEK 5 Phonemic Awareness Warm-Up Materials Day Two F None Introduce Syllables

Reading Say: We have learned that words have letters that stand for sounds. Count syllables in words Backpack Bear has a lot of letters in his name. Words also have parts. Let’s clap Backpack Bear’s fi rst name and see how many parts there are: Back (clap), pack (clap). We clapped two times because Backpack has two parts. These parts are called syllables. (Children repeat, syllables.) Let’s try his last name, Bear. (clap) How many parts does Bear have? (one) All words have one or more syllables or parts. Let’s see how many syllables, or parts, are in your names. • A volunteer says his or her name; the class claps and counts the syllables. • Children repeat and tell how many syllables are in the name. • The child chooses the next volunteer. • Repeat for each child.

1 Materials F Picture Card: cat Introduce Cc /k/ F Letter Cards: C,c F Wall Card: Cat Cc Reading Step One Introduce /k/ in the initial position F Whiteboards/markers Discriminate initial ReadR d the th rhyme h “Cc Cat,” p.9. F ABC Rhyme Book phonemes in words F L&W, p. 15 Writing Display the Picture Card cat. Say: This is a picture of F Pencils/crayons Write uppercase and a cat. (Children say, cat.) The word cat begins with lowercase letters of the the sound /k/. Watch my mouth: /k/. Now you say alphabet independently /k/. The words cat, cozy and come begin with the Cc Cat same sound: /k/. (Children repeat, /k/.) I will read the Cozy cat, cozy cat, rhyme again. Listen for the sound /k/ in cat, cozy and come. Come and play with me. We’ll have lots of fun, Read the rhyme again. Children repeat in unison. Just you wait and see!

Step Two Discriminate /k/ in the initial position ChildrenChild stand.t Say: I will say some words. If you hear the sound /k/ at the beginning of a word, give a thumbs up! Ready?

cup bowl cage color apple couch

110 UNIT 2 StStararfaf lll Kinddergartr en hild h TeachT children theASLsign for Ask: Ask: /k/to Connect thespellingCc March” withtheASLsign for Distribute andcompleteDistribute your whiteboard andsay itdoesn’t, /k/.If donothing. Ready? the alphabet? Demonstrate theletter’s formation asyou write Say: Say: Children write board. Children skywrite Aa

C Step

a c Let’s play agame. I’llsay aword. itbeginswiththesound/k/,holdup If Are theletters B Three a eclbu u re coat green cut blue pencil car b b Display theLetter Card Display theLetter Card letter letter

Each timeItouch theletter Demonstrate theletter’s formation asyou write Cc skywrite skywrite Touch c

c C c (beginning) c . The letter . The ontheirwhiteboards. andthelowercase letter several times. Ee C several times. Avolunteer locates Ff C and Gg c L&W, several times. c c Hh c nearthebeginning, middle, orendof standsfor thesound/k/. , andsound/k/. p. 15. c C Cc . Say: . Say: . Say: . Say: Ii . Sing Letter “The This isthelowercase Jj This istheuppercase letter

letter. In this way, children will begin to recognize recognize to begin will children way, this In letter.

predictable spelling patterns and not be confused confused be not and patterns spelling predictable

they understand that a sound can be represented represented be can sound a that understand they When children ask about this, it is important that that important is it this, about ask children When when followed by e, represents the sound /s/ as in in as /s/ sound the represents e, by followed when

Kk say /k/.

represented by Cc, Kk or ck and that the letter c, c, letter the that and ck or Kk Cc, by represented

a letter has “borrowed” a sound from another another from sound a “borrowed” has letter a

by several spellings, and that a letter or group group or letter a that and spellings, several by

of letters can represent several sounds. It is is It sounds. several represent can letters of Children will soon discover the sound /k/ can be be can /k/ sound the discover soon will Children paramount that you do not tell children that that children tell not do you that paramount c

Ll Our focus is on the sound-spelling /k/ Cc. Cc. /k/ sound-spelling the on is focus Our standfor thesound/k/. Mm c

m m onthe Nn

by exceptions. by “race” and “cent.” “cent.” and “race” Oo on the Alphabet Chart. ontheAlphabetChart. o C o

ontheboard. Children Pp p p In- toaword, touse, theirsound allgomarching they , And “C” makes itssound, /k/ The lettersgomarching oneby one, Hurrah! Hurrah! The lettersgomarching oneby one, Hurrah! Hurrah! The lettersgomarching oneby one, GoMarching”) Ants “The (Melody: The Letter March:Cc Qq C Rr . The uppercase . The Ss s s T t

t Uu Vv

Ww Name C c Xx 1 1 Teacher: big dot.Colorthepage. at thebeginningofeachword?” name afteryou( at thebeginningoftheseotherwords.” C c the endoflesson. Display the Wall Card at Help childrenread, cow Yy , computer WEEK 5 •DAY 2 CC c “C isforcat.” (/k/)Havechildrentraceeachletterbeginningatthe 1 , cookies Havechildrenpointtoeachpictureandsayits 1 Say, ). Askchildren, Zz c “Listencarefullyforthesound/k/ is for UNIT 2

”What sounddoyouhear c lips, with thesound/k/,sitdown. If itstartswiththesound/k/,standup!doesn’t start cake Activity: color , water, Say, .” candy C ”I amgoingtosayaword,listencarefully. c , fan,

cow Cat , barn, , clean 111 cookies , corn

, dig, , carrot 15 . , WEEK 5 • DAY 2 2 Materials

F Pocket chart Introduce High-Frequency Word: can F Two of each High Frequency Word Card: Reading Arrange High-Frequency Word Cards face-down in the a, am, at, an, is, for, see, me, I, you, the, can Match consonant pocket chart. Explain that a new High-Frequency Word sounds to appropriate Card is hidden in the “Concentration Game”. A volunteer F Whiteboards/markers letters tries to fi nd a match. If successful, he or she leaves the cards F Starfall Dictionaries Read simple one- F Backpack Bear syllable and high- exposed and chooses the next volunteer. Say: When we frequency words fi nd our new high-frequency word, (can) Backpack Bear will hold it for us until we fi nish matching all the words. Explain that the new high-frequency word can is also decodable, which means they can sound it out. Children decode the word using their invisible rubber bands (/k/ /a/ /n/ can). Say: Listen for the word can in these sentences. I can jump. What can you do? Volunteers make up other sentences using the word can. Model writing can in your own dictionary before children enter the word in their dictionaries. Distribute whiteboards and markers. Say: I will say a sentence using our new high- frequency word can. You will write a sentence on your whiteboard. Use your dictionaries to help you. • Dictate: I can see. • Remind children that see is in their dictionaries. • Children hold up their whiteboards when they fi nish. • Repeat for, Can you see me? I can see the cat. The cat can see me.

Computer Practice

Technology Children explore: Colors Use technology resources to support learning Activity Materials

F Reading “Picture Sound” Children will: practice page with Match initial sounds to • trace over the upper and lowercase Oo and Cc. Oo and Cc appropriate letters F Pencils/crayons • cut apart the pictures at the bottom of the page and glue them in the correct boxes according to the F Scissors/glue stick beginning sounds.

112 UNIT 2 StStararfaf lll Kinddergartr en 3 create it. colors are called waycolors inacertain you make thecolors orange, green, andpurple. These pages,two andask: what happenswhenmice usepaint! encounter them. wordsthe paperiswhite.) vocabulary Introduce say: say: Repeat for blue andyellow (green); blueandred As (purple). you mixeachnewcolor, and purple. colorsred, blue, andyellow,Review primary colorsgreen, orange, andsecondary illustration iscalled? pasting papers. Doyou remember of what thistype createdLois theirs, Ehlert by cuttingortearing andthen created theillustrations thesameway EricCarle and Look at theillustrations EllenStoll inthisbook. Walsh isabout.Say: illustrator). Children predict whatthestory Display Introduce Picture-walk through the book. Say: Say: Picture-walk through thebook. Say: Say: • • • • •

mix stir Demonstrate. mixed withred. (orange) Children predict whatcolorthewater willbecomewhentheyellow water is Pour someyellow water cup. into anempty colors) Ask children ofcolors. to identifythetype (primary Pour somewater into theclearplasticcupswithfood inthem. coloring This is a secondary colorThis becausewe isasecondary mixed colors together to two primary Red, yellow, andblueare called Mouse Paint Mouse Paint together inabowl. them.Children pretendusually by tomixcolors stirring To mixsomethingistocombineorput thingstogether, something.pretend Children theyare repeat, stirring When you stirsomething, itaround. youswirl Children secondary colorssecondary . Review print concepts(title,. Reviewprint author/ Why can’t thecat fi (collage) Let’s read to fi . Let’s anexperiment. try Pause thefi after rst primary colors primary nd themice? stir nd out (p. 10)and (The miceare white and (The . When you mixprimary mix F F F F F F Materials

(p. 12)asyou secondary, stir Cards: WordVocabulary table Demonstration plastic cups clear Three extra Container ofwater and bluefood coloring cups withred, yellow, Three clearplastic Stoll Walsh Mouse Paint mix, primary, stir byEllen .

ly whensharingideas Communicate eff Listening &Speaking to priorknowledge vocabulary Relate new content predictions aboutstory context tomake Use picturesand elements ofatext about essential questions Answer illustrator Identify title, authorand Reading

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WEEK 5 •DAY 2 lighter color. lighter color into the the into color UNIT 2 ective-

113 WEEK 5 Phonemic Awareness Warm-Up Materials Day Three F Picture Cards: key, tree Rhyming Words F Pocket chart

Reading Display and identify the Picture Cards key, tree. (Children Recognize and produce repeat, key, tree.) Ask: What do you notice about the words key and tree? words that rhyme (They rhyme.) Children name other words that rhyme with key and tree. Distinguish rhyming and non-rhyming Children give a “thumbs up” if the following pairs of words rhyme, or “thumbs words down” if they do not.

key/ key/me tree/sun tree/he be/she we/me door

1 Materials F Caps for Sale by Esphyr Introduce Caps for Sale Slobodkina F Five types of hats Reading Children sit in a semicircle on the fl oor. Place the fi ve hats or caps F Vocabulary Word Describe common in a straight line. Say: Today we are going to read a story Cards: cap, imitate, objects in both general about caps. Caps are special kinds of hats. peddler, wares and specifi c language Answer questions about • Children discuss how each hat is used and who might essential elements of wear it. Encourage complete sentences when sharing. a text • Children compare and contrast the hats. Listen attentively to fi ction read-alouds Introduce Caps for Sale. Locate and discuss the title, author, and illustrator. and demonstrate understanding After reading the subtitle, say: peddler. (Children repeat, peddler.) Long ago, Use new vocabulary peddlers walked from town to town carrying items to sell. Part of the word, that is introduced and ped, actually means ‘foot’! The items peddlers sold were called wares. taught directly (Children repeat, wares.) Look at the cover. What kind of wares is this Social Studies peddler selling? (hats) Yes, he is selling specifi c kinds of hats called caps. Understand how people lived in earlier times Picture-walk through the book. Read the story and discuss the following: Listening & Speaking Communicate How would you describe the peddler’s caps? eff ectively when Un retelling stories heard Un Where do you think the peddler is going? What is he doing?

Un Why did the peddler decide to go to the country?

Ap How would you walk if you had many caps on your head?

Un Is anything diff erent about the peddler when he wakes up?

Kn How many monkeys do you see?

114 UNIT 2 StStararfaf lll Kinddergartr en the manthrowing hiscapontheground.) close theireyes andimagine thefollowing story: words Review thenewvocabulary responses withtheclass. themthemost,orthattheyfoundsurprised thefunniest.Children share their words for themto supply. that ofthestory Partner thechildren to discussthepart again. Read thestory This time, encouragechildren to byleaving interact outkey to sellhiscaps.) continued to try Children discussthefollowing: your wares again! home, took off on thestreet stopped to buyyour apples. After alongday you walked back to townwalking shouting, “Apples, applesfor sale, ten cents anapple!” People prepared to sellyour wares. You gathered someapplesinabasket andstarted your eyes duringyour longday ofwalking. You placed itonyour headasyou One day longago, you were apeddler. You hadacapto keep thesunoutof Ask: stomped onefoot, stomped bothfeet, andthrew hishatdownontheground. Children imitate eachofthepeddler’s hands, insequence:Heshooktwo actions his capsback? what thepeddlerwas saying? When we imitate others, we copy what theydo. Didthemonkeys understand Say: Say: • • • •

Kn What are someexamplesofotherwares you mightsell?(candy, toys, clothes, etc.) What didyou dowhenyou gothome? How muchwere your apples? What wares didyou sell? Sy The monkeys What fi What What are the monkeys doingattheendofstory? What are themonkeys What elsemightthepeddlerhave donetogethishatsback? nally causedthepeddlerto gethiscapsback? your cap, andread agoodbook. The day, next you peddled (Heshookhisfi ngeratthemonkeys.) imitated thepeddler’s action. (No) cap What didthepeddler dofi , peddler, wares, How did the story end? How didthestory (Children repeat, What elsedidthepeddler do? and imitate (The monkeys imitated monkeys (The rst to try to get rst to try . Then children . Then (The peddler (The imitate .) WEEK 5 •DAY 3 UNIT 2

115 WEEK 5 • DAY 3 2 Materials

F Whiteboards /markers Introduce High-Frequency Words: be, he, she, we F High-Frequency Word Cards: be, he, she, we Reading Say: We will learn four new high-frequency words today. F Pocket chart Understand that as All of these words rhyme with the word me! F Starfall Dictionaries letters of words change, so do the sounds • Write me on the board and identify the word. F Pencils Read simple one- • Children repeat, me. syllable and high- frequency words • Distribute whiteboards. Recognize and produce • Children copy me on their whiteboards. words that rhyme Listening & Speaking Say: Let’s change the /m/ to /b/ and see what happens. (Do this.) I just changed Communicate this word from me to /b/–/e/, be. eff ectively when • sharing ideas Children repeat, be, then change me to be on their whiteboards. • Use be in a sentence, such as: I want to be a peddler. • Volunteers create other sentences using the word be. Say: Let’s make another word by changing the b to an h. (Do this.) We just made another word that rhymes with me and be, /h/–/e/, he. Children repeat, he, then change b to h on their whiteboards. Say: What if I change the h to sh? (Do this.) When s and h are together, they stand for the sound /sh/. (Children repeat, /sh/.) We’ve made another word to rhyme with me, be and he: /sh/–/e/, she. Children repeat, she, then change h to sh on their whiteboards. Say: Let’s change the sh to w. This word rhymes with me, be, he, and she, /w/–/e/, we. Children repeat, we, then change she to we on their whiteboards. Place the high-frequency words face-down in the pocket chart. A volunteer reveals one word. The class: • reads the word. • identifi es the letter at the beginning of the word. • determines if that letter is at the beginning, middle or end of the alphabet. • locates the letter in their Starfall Dictionary and enters the word. Repeat until be, he, she, and we have all been entered in the children’s dictionaries. Partner children to play “I Spy” using words entered in their dictionaries.

116 UNIT 2 StStararfaf lll Kinddergartr en 3 Say: Say: order according theSentence Strips to thestory. Display anddiscusstheCover Card, together thenwork to Give eachchildacopy of Word Game.” Volunteers andgames. navigating through turns thestory take “At thePark.” and Children withanddiscusstheonlinestory interact “High-Frequency Say: Say: privately. Uponreturning, say: Bearwhispersthatheneedsto speakto you Backpack Introduce words anditreminds usofsummer! his backpack! He wants ifwe to know canreview them. They are in has trouble remembering words. allthehigh-frequency other reads, then you switch! Onepersonlistens whilethe withpartners. this story • • • •

To helpchildren recognize andread thecolorwords, suggest Read thewords inthe Word Banktogether. Children: Activity It’s Fun toRead Word Bank. that theymatch thelabelsontheircrayons to thewords inthe Computer Continue untilallthe cards have beenremoved from thebackpack. volunteer.the next andchooses chart The childplacesthecard inthepocket The childshowstheword; theclassreads ittogether. backpack. A volunteer a selects Word CardBear’s from Backpack • • •

Here’s you Bearwillenjoy. andBackpack astory usesmany It ofthese You are suchgoodreaders that you are ready to read trace over thewords withappropriate crayons. thewordswrite line. onthehandwriting boxes. copy thewords intheappropriate confi guration At thePark : AllAboutMe, AmI?”“Who and Body” “My At thePark Backpack BearsaysBackpack he . Children read theirbooksaloud. Navigate to Backpack Bear’sBackpack Books w s, suggest or d s int F F F F Materials h e

F F F F F Materials Pencils each child Box of8crayons for pages 1and2 Shape”“Word practice Color words

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WEEK 5 Phonemic Awareness / Phonics Warm-Up Materials Day Four F L&W, p. 16 Identify and Discriminate Initial Cc /k/ F Pencils

Cc Writing Distribute L&W, p. 16. Children point to the picture in Cc: Listen for the Beginning Sound Write uppercase and the center and say the name after you (cat). They write c lowercase letters in the blank to complete the word. at independently, attending to form Children point to the pictures around the cat and name and proper spacing each item after you (cake, octopus, can, camel, cow, car,

Match consonant Teacher: Have children point to the picture in the center and say its name after you (cat), then write the letter “c” in the blank to complete the word. Have children point to each picture around the cat and say its name after you (cake, octopus, can, camel, cow, car, tree, banana). If the picture begins with the sound /k/ have them draw a line from that picture to the cat. If it does not, have them put an X on it. sounds to appropriate tree, banana). If the picture begins with the sound /k/, 16 letters they draw a line from that picture to the cat. If it does not, they make an X on the picture. Review the pictures beginning with the sound /k/: cake, can, camel, cow, car.

1 Materials F Caps for Sale Celebrate “Cap Day”! F Children’s caps F Backpack Bear and Reading Backpack Bear whispers, “I am so excited about Cap Day and his cap Describe common I want to hear all about your caps.” If Backpack Bear wore a objects in both general cap, have him “tell” about his cap fi rst. Children and Backpack and specifi c language Bear put on their caps and sit together on the fl oor. They: Listening & Speaking • describe Backpack Bear’s cap. Communicate eff ectively when • stand in turn and describe their own caps. sharing ideas • explain their choices for “Cap Day.” Children march in a “Cap Day Parade” around the classroom and/or school! When you return, say: Because you’re all wearing hats or caps, you remind me of the monkeys in the story Caps for Sale! Let’s read that story again. Designate one child to be the peddler, the other children will be the monkeys.

118 UNIT 2 StStararfaf lll Kinddergartr en 2 fi cap cap, /c//a//p/ Say: Say: written additionalsentences.written whattheyareand describe drawing. Provide for adultwriting children whohave Center.)with theActivity As you circulate, askchildren to read whattheyhave written Play the the words Children draw pictures ofthemselves wearing theircapsintheblankspaceabove Say: Write about “Cap Day” remember the funwe had. Say: Say: nger after thewordnger after • • • • • • • • •

spaces between words,spaces between give sticks. them craft diffi dotted linesto trace, or Word Cards to copy, for children whohave Provide andtheirdictionaries. their capsto dosousingkidwriting Challenge children whoare ready to asentence write describing Children write Remind themthestarindicates where theywillbegin writing. Children puttheirfi ngersonthestaratbeginning ofthe rstline. fi Write Children remove themfor theircapsinorder thisactivity. to observe availableChildren page. to thenext opentheirjournals anddictionaries. journals writing Distribute Track andread ends andanotherbegins. Children recall thatwe leave words where aspacebetween oneword sowe know after your after fi Before we canwrite Now we’re ready to write inourjournals. Let’s write aboutCap Day inourjournalsto culty copyingfrom theboard.culty children struggleto If usetheirfi ngers leaveto Star WriterMelodies My cap My cap . What letter standsfor thesound ontheboard. nger. Isn’t that aneasyway to leave aspace between words? . My My cap . My ; children repeat. cap . (Verify thisbefore continuing.) (Verify CD quietly as children write. (This shouldnotinterfere CDquietlyaschildren write. (This we needto leave a ‘fi /c/ nger space.’ Place your index c naries. Provide e describing e describing ? /a/ Listen to thesoundsin ? /p/ F F F F Materials ? Write theword

Star WriterMelodies Pencils Journals/Dictionaries Writing Starfall Children’s caps/hats & Modify Observe letters and properspacingof attending totheform independently, lowercase letters uppercaseWrite and top tobottom left torightandfrom bymovingfrom Write experiences words towriteabout phonetically spelled Use lettersand Writing WEEK 5 •DAY 4 UNIT 2

119 WEEK 5 • DAY 4 Computer Practice

Technology • Backpack Bear’s Books: Row 4, “At the Park” Use technology • Colors resources to support learning Activity Materials

F Reading Predecodable Book Children use At the Park books to sequence the story by 4, At the Park, for each Read simple one- placing the Sentence Strips and individual Word Cards child syllable and high- in story order. F Cover Card, Sentence frequency words Strips, Word Cards: At 4 Identify sequence of At the Park the Park events in a story F Pocket chart

Created by Starfall . ® Backpack Bear is at the park

4 At the Park Starfall com

Backpack Bear is at the park

4 4 4 4 4

120 UNIT 2 StStararfaf lll Kinddergartr en 3 reasons for theirchoices. Children whetherthebookisfi determine ction ornonfi ctionandexplainthe and Give children theircopiesof the world. still displayed galleriesandmuseumsaround inart well Helived known. longago, buthis paintingsare Explain that like many well-known artists, Seurat lived in Europe. Say: Seuratlived inEurope. artists, many Say: well-known Explain thatlike brush to make thedots. a goodnamefor Seurat’s technique becauseheusedthe together! We callthesethree colors, yellow, blue, andred, thatSeurat hecould knew create newcolors by mixinghisthree favorite colors called a country This isagroup ofcountries called Say: Introduce special technique, Navigate to Children repeat, Explain thatSeurathadaspecial colorsinthestory Recall thatchildren aboutprimary learned Europe onamap. Mapsshow usmany places. Ask: Ask: gallery artist gallery Georges Seurat Can you guesswhat Seurat’s three favorite colors were? . Children repeat thesewords you. after (Children repeat, It’s Fun toRead take timeto draw orcolorpictures.) take whenthey (Explain thatchildren are artists someone whodraws orpaintspictures visit galleries to lookattheartwork.) visit galleries place where artists’ paintings anddrawingsare displayed(People Georges Seurat technique France pointillism was an . Children repeat, Indicate France Indicate anditsproximity to theUnited States. . : Art Gallery, Gallery, : Art “Georges Seurat.” Children Seurat’s describe Georges Seurat (painting with little dots of color). Say: (paintingwithlittledotsofcolor).Say: Georges Seurat artist technique whosepaintings are Europe orway ofdrawing. pointillism . They follow alongasyou read. .) Defi ne . Georges Seurat lived inEurope in Indicate Europe Indicate onthemap. artist .

Mouse Paint point primary colors primary F F F F F Materials (yellow, blue, red)

Backpack Bear Backpack “Georges Seurat” to Read Navigate to World map technique gallery, pointillism, Word Cards: each child Georges Seurat

Pointillism You will use them them use will You

Collect the books. books. the Collect , ortip, ofhis again on on again Let’s fi : Art Gallery, Gallery, : Art .

nd Day 5 Day It’s Fun artist, artist, for . is

. learning resources tosupport Use technology Technology places ofothertimes events, peopleand relatesto history Understand that Studies Social other sources details, or supporting background knowledge, nonfi ctionbyusing selection asfi ctionor Identify areading to priorknowledge vocabulary Relate new specifi c language both general and in objects andevents common Describe Reading WEEK 5 •DAY 4 UNIT 2 Georges Seurat

121 WEEK 5 Phonemic Awareness Warm-Up Materials Day Five F Sing-Along Track 10 Rhyming Words

Listening & Speaking Play Sing-Along Track 10, “Five Little Monkeys.” Five Little Monkeys Recite a short poem Five children come to the front of the room Five little monkeys, and imitate the monkeys as the class sings. Jumping on the bed, As the song is sung, one child at a time One fell off and bumped his head. pretends to fall off the bed. They “get back Mother called the doctor and the doctor said, in bed” at the end of the song. Repeat until “No more monkeys jumping on the bed.” all children have a turn. Four little monkeys… Review the rhyming words, bed, head, said. Three little monkeys… Two little monkeys… One little monkey, Jumping on the bed, He fell off and bumped his head. Mother called the doctor and the doctor said, “Get those monkeys back to bed!”

1 Materials F L&W, p. 17 Reading Listening and Writing, Page 17 F Pencils/crayons Identify initial phonemes in CVC words Children listen for beginning sounds, then point to pictures and repeat their names after you (sat, mop, cot, top, pot, bat). Then, they write the Recognize and produce words that rhyme missing letter to complete each word and trace over the remaining letters. Play “I Spy” with rhyming words:

mop (top) pot (cot) sat (bat) Color the pictures.

Name Listen, then Write Beginning Sounds

1. 2. 3.

at op ot 4. 5. 6. In the Starfall Free Day Show What You Know Show What You learning center, as children op ot at navigate to the pages of Teacher: Have children point to each picture and say its name after you (sat, mop, cot, top, pot, bat), then have them write the missing letter to complete each word. 17 their choice, they are previewing skills. It is not necessary to limit the pages to which they can navigate.

122 UNIT 2 StStararfaf lll Kinddergartr en color words from play doughormagnetic letters. Children reference Color Word Cards to reproduce Form Color Words page. completing thepractice wordsChildren high-frequency by practice ”Color by Word” beginning soundsto advanceonthegameboard. Children namethePicture Cards andidentifythe Speedway” ”Starfall and Strips Word order. Cards instory Children reference At thePark Georges Seurat pointillism technique to addcolor. Children reference thenapplythe Children picturesofapark, sketch Pointillism Pictures FreeStarfall Day —Children may navigate onmore.starfall.com. to any activity Computer Sequencing Activity Sequencing to generate ideas. At thePark to sequenceSentence F F Materials F F F Materials F F F Materials F F Materials F F Materials

sun, ten,top, tub pop, pot,purple, sad, sock, moon, mop, ostrich,pig, bus, can, cap, cat, map, Picture Cards: game pieces Speedway”“Starfall and Pocket chart the Park Strips, Word Cards for Cover Card, Sentence At thePark Each child’s copyof Colored pencils/crayons Drawing paper from Georges Seurat letters Play dough ormagnetic Color WordCards Pencils/crayons page practice Week 5 “Color by Word” Day 4 fll apple, ball, books At d ” 3 2 5 4 6 1

10 events inastory events Identify sequenceof words frequency syllable andhigh- Read simpleone- Reading intexts events to theinformationand Connect lifeexperiences Reading learning resources tosupport Use technology Technology basic category: colors basic category: common words into Identify andsort Reading words frequency syllable andhigh- Read simpleone- Reading nemes inwords Identify initialpho- sounds separate intobeginning wordsand one-syllable orallyDistinguish stated Reading WEEK 5 •DAY 5 UNIT 2

123 WEEK 5 • DAY 5 2 Materials

F Classroom whiteboard Introduce “Wheel of Reading” F Pocket chart F Color Word Cards Reading “Wheel of Reading” is a variation of “Hangman.” Play this Recognize and game to reinforce the concept that individual letters form name uppercase words, and to preview letter recognition. “Wheel of Reading” is an excellent transition and lowercase letters of the alphabet game that can be played throughout the day. Before playing, display and review the Demonstrate Color Word Cards. understanding of concepts about print To play: • Draw a large circle on the board and divide it into eight, pie-like sections. • Select a word. For this fi rst game, choose a color word. • Draw blank lines to represent the number of letters in the word. • A volunteer guesses a letter. If the letter is in the word, write it in the appropriate blank. The child then has one opportunity to guess the word. If the child does not identify the word, another child guesses a letter. Children may partner to make their letter/word guesses. • If the letter guessed is not in the word, print it in one of the sections of the wheel and choose the next child. If a letter is guessed that is already in the wheel, place a check-mark in an empty section of the wheel. (Using a turn in this way helps children focus on the game and not repeat letters previously guessed.) The object of the game is for the children to identify the word before all the sections of the wheel contain letters or check-marks. It may be played as a contest between the class and the teacher. If the children succeed in guessing the word, the class wins a point. If the word is not identifi ed before all the sections have letters in them, the teacher wins a point. The teacher fi lls in the remaining letter(s) and the class reads the word. Designate a space on the board and write: Teacher and Class. Each time you play the game, place a tally mark under the name of the winner so that the game is ongoing.

If necessary, initiate the rule that if children call out the a word when it is not s their turn, the teacher automatically wins! c re

124 UNIT 2 UUnitnit 2 BBibliographyibliography

At and Below Level (Wordless Books) Un-Brella Little Cloud: Color Dance First Snow A Draw with Chalk Book Franson, Scott Carle, Eric Jones, Ann McCully, Emily Roaring Brook Press, 2007 Scholastic, 2006 Greenwillow, 1989 Trophy, 1988 A little girl turns summer into Little Cloud changes into various Children wave colored scarves as A mouse family has fun outside winter and winter into summer shapes. Children can use chalk they mix primary colors. enjoying the season’s fi rst snow. with her “un-brella.” and draw their own shapes on chalkboards in the book.

Above Level (Beginning Readers) Weather (picture magic books) What Makes a Rainbow One Windy Wednesday Elmer’s Colors Faulkner, Keith and Lambert, Jon Schwartz, Betty Ann Root, Phyllis and Craig, Helen McKee, David Scholastic, 2000 Piggy Toes Press, 2000 Candlewick, 1997 William Morrow and Co., 1994 All kinds of weather are intro- Magically, a diff erent color rib- The wind blows so hard on Bon- Elmer, a colorful patchwork duced using rhythmic text and bon appears on each page of nie Bumble’s farmyard that all of elephant, romps to the seashore, colorful art work. this book until fi nally, at the end the animal sounds get mixed up jungle, snow and grass as he of the story, a rainbow appears. and attached to new animals. teaches children their colors.

Teacher Read Aloud All the Colors of the Earth Turning of the Year Little Cloud Maisy’s Wonderful Weather Book Hamanaka, Sheila Martin, Bill Carle, Eric Cousins, Lucy William Morrow and Co., 1994 Harcourt, 2007 Scholastic, 1996 Candlewick, 2006 Children may look diff erent, but Adventures and celebrations for Little Cloud travels through the Maisy the Mouse explores all all children are lovable no matter every month of the year. sky and changes shapes. Eventu- types of weather in this pop-up where they live or what color ally he joins the other clouds. book. their skin is. They make one big cloud, and then rain!

Come On Rain A Child’s Calendar Seasons Today Is Monday in Louisiana Hesse, Diane Updike, John Kroner, David Carle, Eric Scholastic, 1999 Holiday House, 1999 Polar Bear and Co., 2007 Pelican, 2006 Tessie, her friends, and their Season by season, and month Simple poems for each season Every day of the week there is moms dance in the rain on a by month, we see scenes and of the year, as old as Father Time something delicious to eat in very hot day. read poems about New England. and for the youngest of listeners. Louisiana, from jambalaya and Includes multiracial paintings. catfi sh to beignets. Children learn about new foods.

Professional Development Beck, Isabel, Making Sense of Phonics: The Hows and Whys. Guilford Press, 2002. ISBN 1-59385-257-6

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Our Summer World

When summer sizzles we live outdoors morning, noon and night! We start our day with a sprinkler shower and splash to our delight.

At lunch we picnic on popsicles on a blanket in the park. For dinner we have a barbeque and watch the sky get dark.

And when at last we go to bed we lie beneath the stars And giggle, and joke, till we fall asleep in this summer world of ours.

-Brandi Chase

The Golden Leaves of Fall

Autumn trees shed golden leaves that float gently to the ground, They crackle and crunch as we gather a bunch And toss them all around.

-Dale Beisel

Winter Morning

When I woke up this morning And opened my eyes I looked out the window What a surprise!

The world was enchanted In a blanket of white The trees were all glittering What a magical sight!

Most days I feel sleepy And stay snuggled in bed Today I wake quickly... Adventure lies ahead!

-Faith Gowan

Springtime in The Meadow

It is springtime in the meadow where the flowers bloom and grow Where butterflies dance and honey bees buzz in the morning’s warming glow.

We skip along a winding path toward hills of green and blue Where golden sunlight and soft spring showers make a rainbow for me and you.

-Dale Beisel