In Many Lands

Daily Life In Many Lands

Theme 6

Sample “Learning is something students do, not something done to students.”

- Alfie Kohn

Sample

2 Daily Life in Many Lands

Getting Started Week One At a Glance 13 Learning in Theme 6 & Connections to Other Themes 4 Day 1 14 Ongoing Learning Project: Our Families Come From... 5 Day 2 16 Skills & Concepts: Language & Literacy 6 Day 3 18 Skills & Concepts: Other Domains 6 Day 4 20 Message Time This Month 7 Day 5 22 Books in this Theme 8 Week Two At a Glance 25 Dramatic Play Center: A Travel Agency 10 Day 6 26 Freeze Frame: A Strategy for Framing the Play 11 Day 7 28 Family Letter 12 Day 8 30 Day 9 32 Resources Day 10 34 Small Group Activities 60 Week Three At a Glance 37 Center Activities 64 Day 11 38 Songs 66 Day 12 40 Fun With Language 70 Day 13 42 A Perfect Match 71 Day 14 44 Same and Different Sample72 Day 15 46 And After That 73 Week Four At a Glance 49 Reproducibles 74 Day 16 50 Pre-K Scaffolding Questions 76 Day 17 52 Supplemental Books 77 Day 18 54 Day 19 56 Day 20 58

Teachers, scan this QR code with your smartphone or visit our website at www.cli.org/blueprint/teachers/ for articles, videos and downloads that can help you with these lessons.

3 Daily Life in Many Lands Learning in Theme 6 and Connections to Other Themes

In Theme 6: Daily Life in Many Lands, the children will explore everyday life around the world to extend their study of neighborhoods and markets. Through books about markets, maps and transportation, the children meet people of different cultures and discover ways people are the same and different. The children will develop basic geographical concepts while learning about maps, map-making and distance.

Connections to Other Themes

In Theme 5: Markets and Food, the children studied supermarkets, food and basic money concepts. Theme 6 opens with an exploration of many other kinds of markets all around the world, including markets that sell food, clothing, art, musical instruments, livestock and rugs. Discussions and lessons aim to expand the children’s concepts of markets and money in order to build an understanding of the many different ways people use money and exchange goods and services.

In Theme 3: People and Places in My Neighborhood, the children studied their neighborhoods and were introduced to basic mapping concepts. This is further developed in Theme 6, as the children explore two- and three-dimensional maps of areas from their classrooms and homes to cities, countries and the globe. By connecting these maps to the children’s own experiences, such as places they have lived or traveled or places their relatives live or have lived, the theme lays the groundwork for understanding basic geographical concepts.

Many read aloud lessons compare and contrast the different lands and markets the children encounter in the books. This exposure to the concepts of compare and contrast will be greatly extendedSample in Theme 7: Farms & Folktales, when the children study different versions of the same folk stories and talk, write and draw about the similarities and differences.

While the children studied different kinds of transportation in Themes 1 and 3, Theme 6 deepens this study by examining how one specific need – traveling to school each day – can be met in many different ways. Discussion includes making connections between where people live and what kinds of transportation they use.

4 “Our Families Come From...” Ongoing Learning Project

Buy or create a large flat map of the world that Throughout the Month shows countries and major cities. Above it, post the title “Our Families Come From…” Have pieces When several drawings are ready, add them to the wall during whole of yarn or string on hand to connect the children’s group time. Hold up the drawings, encouraging the authors to share orally what they know about the family member(s) represented. writing to locations on the map. If appropriate Discuss the city, state or country represented in the drawing. for your children, send a note home to parents Post each piece on the wall, and then use tape and string or yarn to connect the drawing to the place on the map it represents. telling them you’ll be studying family origins and Remember to use relevant distance vocabulary, such as “This city is encouraging them to talk to their children about nearby,” or “This country is so far away.” If possible, invite parents or countries where their family members live or have other family members into the classroom to share what countries they have lived in or traveled to. Encourage them to bring clothes, music lived. Suggest that family members send a note or food from these countries. Being exposed to other languages is an listing places where the children’s relatives live, important part of exploring the world, so encourage the children or family members to share names of places or objects in the languages whether in nearby cities or in other countries. they speak.

Introduce the Topic

As you are reading the theme books and showing the different countries on maps, engage the children in a discussion about other countries they know by asking if they have relatives who live in other places. Quickly note the children’s answers to use as writing prompts later. Encourage the children to talk with their family members about places they have lived or traveled. Sample

Help the Children Create Work

Work with the children individually or in small groups. Engage them in discussions about places where their family members live or have lived, referring to notes you’ve taken or information from parents. Ask the children to recall what they know about their relatives and how they live. Help the children draw and write about these family members, doing interactive writing or taking dictation as needed. The children may have specific information from a visit or only general ideas, such as “My mom says I have cousins who live in Spain.” Encourage the children to represent what they know, using books as a reference.

5 Skills & Concepts Language and Literacy

Literate Attitudes and Behaviors Phonics • Shows interest in listening to a variety of texts (both paper & digital) • Begins to demonstrate basic knowledge of letters and letter-sound • Shows interest in words and word play correspondences • Engages in singing, dramatic play, finger-play, chanting and retelling, • Uses letter names and shapes to identify 10 or more letters and inventing stories • Recognizes letters of the alphabet in the environment • Chooses to look at books independently • Matches some upper- and lowercase letters • Identifies and shares favorite books and explains why • Identifies the beginning letter in some frequently seen words • Chooses to write independently • Develops increasing familiarity with common letter-sound • Generates and investigates answers about topics of interest relationships • Seeks and generates alternative approaches to solving problems • Recognizes some high-frequency words (e.g., the, is, my) • Increasingly identifies self as a reader Comprehension • Increasingly identifies self as a writer • Makes personal connections to what is being read aloud and what is being taught Listening & Speaking • Makes and confirms predictions about what may happen in a story • Derives meaning from non-verbal and verbal cues • Recalls basic details in a text • Actively listens to others as they read or talk • Retells a familiar story in sequence with picture support or props • Understands the difference between a question and a statement • Shows understanding of common story elements (e.g. characters, • Listens to and follows directions setting & plot) • Shares simple personal narratives or memories with others • Asks questions to better understand a text • Recounts personal narrative or memory in a logical order • Thinks about what the author meant even when it’s not stated • Expresses preference or opinion (inferring) • Gives directions using time and position words (first, second, under) Fluency • Engages and responds appropriately in the turn-taking of conversation • Listens daily to fluent and expressive reading • Increasingly uses standardized English in conversation • Joins in on refrains or repeated sentences, phrases and words • Speaks in complete sentences while participating in oral reading activities • Forms regular plural nouns by adding “s” or “es” (e.g., dog, dogs; • Participates in the reading and singing of shared texts with wish, wishes) appropriate volume, pronunciation, tone and expression • Understands and uses questions words or interrogatives (e.g., who, Vocabulary what, where, when, why, how) • Distinguishes shades of meaning among common verbs sharing Book Awareness the same general action (e.g., walk, strut, march, prance) • Demonstrates proper use and care of books • Distinguishes shades of meaning among common adjectives sharing the same general characteristics (e.g., big, enormous) • Demonstrates proper page-turning skills • Shows a steady increase in receptive and expressive vocabulary • Demonstrates understanding that books are read for enjoyment and information • Shows understanding of content-specific vocabulary Print Concepts • Uses newly learned vocabulary on multiple occasions and in a Samplevariety of contexts (classroom, playground, etc.) • Demonstrates understanding of the organization and basic features of print Writing • Recognizes that spoken words are represented in written language • Recognizes that writing is a way of communicating and serves different purposes • Recognizes print that is relevant in the environment • Contributes to shared and interactive writing • Understands that letters form words • Generates content and topics for writing • Understands that words are separated by spaces in print • Experiments daily with a variety of writing surfaces and materials • Begins to recognize some simple punctuation (e.g. .,?) • Uses a combination of drawing, dictating and writing to respond to Phonological Awareness a book or express an opinion or a preference • Demonstrates understanding of spoken words, syllables, and sounds • Begins to apply concepts of print in his own writing (e.g., left to (phonemes) right, spacing) • Becomes familiar with and recites nursery rhymes and rhyming songs • Begins to write words, letters or approximated letters in clusters to • Recognizes words that rhyme show the look of words • Produces words that rhyme • Writes own name • Segments and blends syllables by clapping, counting, etc. • Writes some recognizable upper- or lowercase letters or numbers • Isolates the beginning sound of a word • Composes across a number of pages • Recognizes and produces words with same beginning sound • Shares and discusses writing (alliteration)

6 Skills & Concepts Message Time Plus® Other Domains This Month: MTP Basics

Math Before • Uses counting and numbers in a way that determines quantity • Briefly explain what you will teach.

• Recognizes and describes basic geometric shapes • Think aloud (by talking out loud) about the message or story you are going to write and why you are writing it. • Makes comparisons among several objects based on a single attribute • When thinking aloud before the message, use words that will appear in your message to prepare the children to predict • Uses shapes to create original work words later on.

• Explores the concept of more and less Write the Message Science • After thinking aloud about your message or story, draw a basic picture to show how your story can be composed • Explores the concepts of fast and slow through a picture.

• Explores carrying objects • As you draw, narrate the story or explain what you are • Explores how things move drawing.

• Experiments with weighing objects • Emphasize the initial letter sound for 1 to 2 words (i.e., feet, /f/, feet) or discuss print concepts, such as reading from the left side to the right side. Social Studies • Allow the children to predict the word as you are writing it or to read the word after you write it. • Identifies similarities and differences among people and culture • When you are finished writing the entire message, have the • Develops a beginning understanding of maps as representations children reread it with you leading and supporting. of actual places After Scaffold Individual Students Social Emotional • Invite 1 to 2 students to come up to the board to find • Develops an awareness of basic health and safety rules something they know. Use a system for selecting students so that every child eventually gets a turn. • Develops the ability to find more than one solution to a problem, task or question • If they find letters, circle them. If they find words, box them. If they find a punctuation mark, make a triangle around it. Art, Movement and Music • Responds to different forms of music • Encourage the students to use full sentences to share what they locate in the message, beginning with “I found….” See • Follows directions while doing a physical task the Resources section for MTP scaffolding tips.

• Develops the ability to use different art media and materials Teach a Mini-Lesson • Invite the group to participate in a brief activity to practice the objective. Sample• Recap the objective of the lesson to solidify what was taught. • Encourage the children to try, either independently or in centers, to read or write in ways similar to what they did with you during MTP.

• Reread the message one more time. Characteristics of This Month’s Messages

• Write 1 to 2 simple sentences.

• Includes Snap Words (3 to 5 days each week)

• Although we are suggesting that you no longer need to include a picture on a daily basis, feel free to continue to include accompanying illustrations if you feel your students would benefit from them.

7 Books in this Theme Daily Life in Many Lands

One World, One Day My Granny Went to Market, A Round-the-World The author uses exquisite photographs and poetic text to convey a Counting Rhyme simple, yet important concept – that we are one global family. This This colorful, fun read aloud follows an adventurous granny who travels beautiful photo book follows the course of one day in our world. Sunrise the world on a flying carpet, buying a growing number of interesting to sunset is captured in the essential things we all do daily, wherever we items with each new market she visits. This book can be a wonderful live in the world, and in the different ways we do them. The first meal springboard for growing the children’s vocabulary and counting skills. of the day will take on a whole new dimension for American kids, as an American pancake breakfast is contrasted with porridge in North Korea Author Stella Blackstone and churros in Spain. At the end of this book, each photographic image Illustrator Christopher Corr is reprinted and accompanied by a caption. Selected images feature the photographers’ notes and thoughts about the photo and information Publisher Barefoot Books © 2006 about where the photograph was taken.

Author & Barbara Kerley Photographer Publisher National Geographic © 2009

Sample

A Pig is Big Me on the Map The author begins this book comparing the sizes of objects by This award-winning, informational book helps children understand the introducing a big pink pig as he travels around town, across a continent, concept of a map by starting out with a child’s immediate environment – and even the universe, taking a look at things that are big and bigger. her bedroom. From there, the author stretches out to the neighborhood, Eventually, he comes to the conclusion that the universe is in fact the town, state, country and the world, and then all the way back to the biggest. While Pig is big, there are many other things around that are far bedroom. The easy-to-read text, bright artwork and charming details will larger than he. have children eager to create and use their own maps.

Author & Illustrator Douglas Florian Author Joan Sweeney Publisher Greenwillow Books © 2000 Illustrator Annette Cable Publisher Randomhouse © 1998

8 Books in this Theme Daily Life in Many Lands

What We Wear: Dressing Up Around the World Take Me Out to the Yakyu This informational text celebrates children across the globe with colorful, This book uses a rhyming structure and interesting action words to detailed photographs that grab the attention of young listeners. The describe how body parts move. Readers are invited to join in the fun of text provokes thoughtful conversations and deeper understanding learning all the moves our bodies are able to make. It is an ideal book to of different cultures and celebrations. It is an excellent choice for introduce children to body parts and the five senses, and it can be used multicultural studies in early childhood classrooms. to teach the concept of labeling. It can also be used for art, movement and music extension activities. Maya Ajmera, Author Elise Hofer Derstine, Author & Illustrator Aaron Meshon Cynthia Pon Publisher Simon & Schuster Publisher Charlesbridge © 2012

Sample

Maria Had a Little Llama Hush! This bilingual presentation of the classic children’s rhyme, Mary Had a This interactive story invites children to imitate animal movements. Little Lamb, includes text in both English and Spanish, the language of Watching giraffes bend their necks or monkeys wave their arms leaves Peru where the story is set. In this beautiful picture book, children will children trying to do it, too! “I can do it!” is the confidence-building be thoroughly immersed into Maria’s world, capturing the beauty of a message of this fun-filled book. They will learn important skills, such culture far from home. The familiar tune, captivating illustrations and as careful listening, focusing attention and following instructions. Read rhythmic language are sure to make this a favorite. alouds of this book focus on body parts and many action words.

Author & Illustrator Angela Dominguez Author Minfong Ho Publisher Macmillan © 2013 Illustrator Holly Meade Publisher Scholastic Notes Cover art copyright © 1996 by Holly Meade from HUSH! A THAI LULLABY by Minfong Ho. Scholastic Inc./Blue Sky Press. Used by permission.

9 Dramatic Play Center A Travel Agency

In Theme Six, children are building on what Support Educational Play they’ve been learning throughout the year. As their background knowledge and literacy skills grow, Before Introduce the new center in whole and small groups. When the their imaginative play can become more interactive children are first playing in the center, talk with them about everything and complex. For this center, you will need only they see. Stress interactive play, such as being family or friends basic furniture – a small table or desk, several traveling together or being the crew of a plane. Remind the children of classroom rules, such as taking turns, sharing, speaking kindly and chairs and a rack, a shelf or cardboard boxes listening. for brochures. If possible, add a pretend phone During or toy computer. Add a world map to the wall or Take time to observe the children at play. Step into their play as needed to introduce new roles or model acting out a solution to a travel posters with images of vacation locations. problem. As the children play, help them use the names of cities or Visit a train station, airport or other tourist center countries they have been studying. Encourage them to pretend they and gather many brochures for theme parks, are traveling around the world with Granny on a flying carpet or to pretend they are in the different markets they have been studying. hotels, historic sites, etc. As always, provide many Encourage the children to use reading and writing as part of their play. opportunities for writing. Have extra chairs on Add additional materials as you move through the theme, taking time to check with the children about their ideas for what they would like to hand that can be arranged in rows so the children have in their travel agency. can pretend to be on a plane, train or bus. Provide After a rug the children can use as a flying carpet. Once all the children have had some turns in the area, make their experience the focus of small group work. Encourage the children to describe what they have been doing in the center and share what they Support Literacy have been writing. Encourage the children’s imagination by suggesting other ways to play with the props and center materials. In the writing Stock the area with many books about other countries, especially center, remind the children that they can write or draw about the books illustrated with photographs. Provide many opportunities for places they have been traveling to during dramatic play. writing, such as note pads by the phone, blank pages for writing tickets, paper for making lists and postcards or paper and envelopes for writing letters. Encourage the children to keep travel journals. To develop oral language, remind the children of roles they can play, such as travel agent, tour guide, wildlife expert, bus driver, steward or conductor.

Plan For Educational Play

1. In whole or small group time, engage the children in discussion about travel. Where have they gone on vacation? Have they ever been on a plane or train? Introduce and explain what happens in a travel agency and show children maps and travel brochures.

2. Engage the children in the process of creating the play area. Review their ideas about what they think they mightSample find in a travel agency or what they might see if they were to take a journey. Send a letter home to parents asking for specific donations for the area. Have all of the children sign the letter before making copies to send out.

3. Before the children begin to play in the center, discuss with them things they can do in the center. Talk about what travel agents do. Show them tickets and brochures. Model conversations they could have. With their help, create a list of places they would like to travel and post this in the area.

4. Finish preparing the center. Set aside some items to be added throughout the theme to encourage further play.

10 Freeze Frame A Strategy for Teachers at Play

You know how fruitful it is to jump into the dramatic play or to sit nearby observing so that you get a sense of what children are interested in exploring, what they know and how they are learning through symbolic play. Yet, sometimes it is difficult on any given day to devote long stretches of time to facilitating or observing dramatic play. Other times, when you step away from the dramatic play center, the children become overly rowdy and cause disruption or behave unsafely.

“Freeze Frame” is a great strategy to use when you want to offer Interrupt the action in the dramatic play area by calling out, “Freeze dramatic play as a choice but you just can’t stay in the area to Frame!” Wait until you have everyone’s attention. Quickly poll the facilitate constructive pretend play. It is an easy, lighthearted way to children by asking who they are pretending to be, where they are, and efficiently gain valuable information and promote independent play by what they are doing. Repeat their answers using full sentences and helping children organize their thoughts and clarify their roles within address any confusion or concerns that are revealed. When done, say, the play scene. “Melt!” and the children resume play. You come away with a snapshot of the pretend play content and some of the learning therein and the children gain new clarity, purpose, and perspective.

The Teacher at Play The Child at Play

• Interrupts the pretend play in progress briefly by happily calling • Pauses and considers “What am I doing?” which exercises meta- out, “Freeze frame!” cognitive thinking, draws on social and expressive language skills, • Asks the “frozen” children one by one, repeating their answers in and demands physical and emotional self-regulation. full declarative statements: –.– Who are you? • Articulates and hears individual perceptions of a situation –.– Where are you now? • Experiences the teacher as interested in the creative work of –.– What are you doing? children • Declares, “Melt!” playfully signaling that the children should resume action • Gets an instant snapshot of the nature of the pretend play at that moment, including: –C– ontent that could be referenced later in group work –R– oles children choose or accept from peers –L– anguage, social and physical skills developing in each child • Provides a reflective moment for children during play to encourage them to be thoughtful and purposeful in their endeavors, as well as work through any conflicts • Addresses quickly any roles or actions that are not in keeping with the discussed norms for the dramatic play area • Models speaking in full sentences Sample See it in Action!

Chris and Juan are talking together and looking at a map. Juan looks waiting for the plane so I need a ticket.” Jimmy says, “I’m looking at upset and is pulling the map from Chris’s grip. Sonia is printing letter- the world. I’m going to my cousins.” like marks on a strip of paper. Jimmy is reading a children’s atlas The teacher states, “Sonia prints tickets for the passengers. Vicky sitting next to Vicky who is talking to a baby doll in her arms. cares for the baby and needs a ticket to board the plane. Jimmy is an The teacher enters and states, “Freeze Frame.” The children pause explorer planning a journey to see his extended family.” The teacher and look up. She points to Chris and asks in a lighthearted way, “Who smiles all around, then states, “Okay, melt! are you and what are you doing?” He answers, “I’m the dad and I’m Then she addresses Juan and Chris. “Let’s take a minute to figure going to take a vacation here.” He points to a spot on the map jostling out how you can both get what you need to do your jobs here. Juan, it away from Juan. it felt ‘mean’ to you when Chris wouldn’t give you the map for your She points to Juan, waits expectantly. He responds angrily, “I’m flight. But as a dad, Chris needs to use the map to locate a vacation going to drive the plane. So I need the map! Chris is being mean!” destination. Hmmm, how can we solve this problem? The teacher states, “Juan is a frustrated pilot who desperately needs The teacher could devote time to letting the two children (Juan a map. That sure is a problem. How will you plan your travel route and Chris) grapple with this, guiding them to listen to each other’s without a good map? Okay, stay frozen ‘Dad, Chris’ and ‘Pilot, Juan.’ perspectives and arrive at a solution that satisfies them both. Because We’ll get back to this ‘two people needing the same map’ situation in time is tight on this day, she outright suggests some choices to get just a minute. Sonia, who are you and what are you doing?” them back to play quickly. She suggests that they take turns with the Sonia declares, “I’m making tickets. I’m a teenager like Vicky.” The map or that Juan should find (or better yet, make) another map. teacher gives her attention to Vicky, who says, “I’m the babysitter. I’m

11 Daily Life in Many Lands Dear Families,

In this month’s theme, Daily Life in Many Lands, the children will explore everyday life around the world to extend their study of neighborhoods and markets. The children will listen to a variety of books this month, from informational books about what children around the world wear on special occasions to stories comparing American and Japanese baseball. They will meet people of different cultures and discover ways people are the same and different. Additionally, your child will:

• Learn about different cultures. • Continue to develop the knowledge of letter sounds and • Explore number concepts and written numerals. names. • Develop a beginning understanding of maps as • Learn new Snap Words (words that your child may be representations of actual places. expected to read in a “snap”). Things to do at Home Reading Writing Next time you take a bus or Take a walk around your train with your child, read neighborhood and look for the transit map together signs or menus in other while you wait. Show your languages. Point out non- child where you’re starting alphabetic writing, such as and where you’re going Arabic, Chinese or Hebrew. on the map and read the How does this way of writing names of different stops look different or similar? out loud.

We did this! We did this!

Physical Activities Speaking & Listening Keep a jar where you Use Google Earth to explore collect all of your extra the world! Pick a city in change. At the end of the another country you’d like to month, have your child sort learn more about and look all the change into groups: around in “street view.” Next, all the pennies together, look at your own house all the nickels together, and neighborhood. How far etc. Once all the change is away are these two places? sorted, help your child put How different does your the piles in order of largest neighborhood look in “map” to smallest. Sampleand “satellite” view? We did this! We did this!

Find more helpful tips online! Scan this code with your smart phone for more tips about how to support your child’s learning within this month’s theme or visit http://www.cli.org/blueprint/family/ Get weekly text tips delivered directly to your phone! Just text the phrase BPpreK to phone number 292929. Sincerely,

12 Photocopy and sign this letter to send home with your students each month. Week One At a Glance

Skills & Concepts for the Week Oral Language Development

This week, the students will explore what other people do around the world every day. They will Guiding Questions & Conversation Starters compare it to what they do every day and discuss similarities and differences. They will also learn some names of places around the world. Use these questions and conversation starters throughout the day to connect with Students will: your students, help strengthen their oral language development and explore the big • Make personal connections in the read aloud books. ideas of this thematic.

• Distinguish between a question and a statement. • What are some things you do every day?

• Make predictions. • What do you think other people do around the world every day? • Identify number words. • What is your favorite part of the day? • Identify and produce rhymes. • Tell me about some things you have purchased at a market.

• What else can you purchase at the market?

Vocabulary to Highlight Books for the Week

Strengthen the children’s vocabularies by using these words from the read alouds throughout the week. Use the words in different contexts, including lessons and conversations. Below are some child- friendly ways to explain the definition of each word.

• Plenty – If there is plenty of something, there is a lot of it. If you have plenty of crayons, you have a lot of them. • Possibility – A possibility means something that might happen. If there are gray clouds in the sky, there’s a possibility it might rain. • Hoop – A hoop is a big ring, like a hula hoop or a basketball hoop. • Booming – A booming sound is a loud, crashing noise. Thunder can make a booming sound. • Fierce – Fierce means intense or powerful. A fierce animal or person is very angry or ready to attack. A fierce tiger is ready to attack a zebra.

Supplemental Small Group & Center Activities Songs & Rhymes See the Resources section for a description of eachSample activity and a list of the materials to prepare. Use the Blueprint Songs and Rhymes chart, or write these on large chart paper, so the Activity Content Area Format students can see the words as they recite the rhyme or sing along. See the Resources This Is the Way I Go to School Literacy Small Group section for a reproducible copy of the song to What's in the Bag? Literacy Small Group send home to families. Literacy Small Group Market Signs “It’s a Small World” What Granny Bought at the Math Small Group Market Design a Carpet Math Small Group This is the Way We… Music & Movement Small Group Supermarket Safety Social Emotional Small Group Alphabet Sort Literacy Centers Flying Carpets Math Centers How Many on My Head? Math Centers

13 Theme 6 Intentional Read Aloud Students will make personal connections to what is being read DAY 1 aloud and what is being taught.

Before

Teach the children that when we read, the characters, events or places in books sometimes remind us of our own lives. As you read today, model for the students how you make personal connections with the text. Use the language stem, “This reminds me of…” and encourage them to make connections. Hello, readers! Today, we are going to read about children who live in different places all over the world. Our book today is called One World, One Day. You will see that these children do many of the same things that all of you do. As we read today, let’s think about how these children’s lives are much like ours! As I’m reading, use our connection signal to show when something in the book reminds you of your own life. Link your fingers together and place them under your chin (demonstrate). Classroom Culture To help develop resilience in young learners, be sure to acknowledge the child’s feelings about a situation that may be presenting a challenge. Show the child what empathetic language looks like and sounds like. You can say “It sounds like you are…” or “I imagine that must feel…”

Family Tip During After Encourage families to talk about the characters in the books they read together and discuss Pause after reading the part of the story Explain that when we read about the what they have in common with them and what that shows children walking to school. information and the characters in a story is different. Let them know they can focus their Demonstrate the connection signal and and think about our own lives, it helps us conversation on how the characters look, act explain your connection. better understand what’s happening in the book. and feel. I have come to a part of the story where I can make a connection (demonstrate). When I see most of you have connected your I see this picture in the book, I see children cubes. Let’s turn and talk with a partner walking to school together. This reminds about what you were reminded of. You can me of when I was a little girl and I walked to say, “This reminds me of…” school with my sister. We walked to school together every day. We never really walked in Listen in as the children share. Then, call a line, like the children in this picture. But we on 1 to 3 students to share with the group. did walk to school together, and we carried Whenever you read a book in school or bags just like these girls. So you see, this at home, think about the story and how it picture reminds me of my own life, when I reminds you of your own life. used to walk to school with my sister. Encourage the students to listen as you read and make the connection signal if they see or hear something in the story that reminds them of their life. Affirm their efforts. I see some of you have made connections! SampleYou found places in the book that reminded you of your own lives. Thumbs up if you want to share. You can start by saying, “This reminds me of…” Allow a couple of the children to share. Turn to the page where they made their connection if possible. Then, continue reading.

Songs, Rhymes, and Chants

“It’s a Small World” Students: It’s a world of hopes and a world of fears. Sing the song to familiarize the students with Teacher: There’s so much that we share that it’s time the lyrics. Then, sing one line at a time, while the we’re aware students echo or repeat the line. Students: There’s so much that we share that it’s Teacher: It’s a world of laughter, a world of tears. time we’re aware

Students: It’s a world of laughter, a world of tears. Teacher: It’s a small world after all.

Teacher: It’s a world of hopes and a world of fears. Students: It’s a small world after all.

14 Message Time Plus Theme 6 The students will recognize some high-frequency words. DAY 1

Materials to Prepare Before 1 index card with the word “me” written on it that is taped to the top of your Message Time board Introduce a new high-frequency word, “me,” using the disco dance cheer. Knowing high-frequency words helps the children read more fluently, contributing to the overall Use the disco dance cheer card from the comprehension of the text they are reading. Blueprint resource box.

Today, I want to write about the connection I made during read aloud time. I want to write about how the book One World, One Day reminded me of walking to school with my sister. Today’s Tip I also want to include a new Snap Word in my message today. Our new Snap Word is the word Introduce different cheers for learning high- “me.” Let’s use a new cheer – the disco dance cheer – to learn the word “me.” frequency words or Snap Words. Be sure to have one movement for the letters and a different Hold up the cheer card prop with a picture of a disco ball on it. Point to the word “me” on movement for the whole word to help the children the top of the message board and model for the children what the disco dance cheer looks distinguish between letters and words. Keep the like and sounds like. chants in a handy container (a cheer cup) by the message board for easy access. Let’s stand up for this one.

Here is the word “me.” Let’s say it together, “me.” Now, let’s spell the word – “m” (rest one arm on your hip, point your other arm up and then across your body), “e” (rest one arm on your hip, point your other arm up and then across your body), “me!” (shimmy your whole body).

Now, I will use the word “me” in a sentence. Ready? “Give that book to me,” (point to yourself).

Look for the word “me” as I write about how this book reminded me of my sister.

Write The Message After

The message: “The book reminded me of Invite 1 to 3 students to come up to the my sister.” board to find something they know. After working with individual students, review Highlight the high-frequency word “me” the high-frequency word “me.” Point to when you come to it. After you write the the index card with the word “me” on it. word “me,” point to the index card on the Read the word with the students again top of the board that has the word “me” and ask them to spell out the letters in the on it and connect that this is the same word “me” using the disco dance cheer. MTP Message word. Let’s practice our disco dance cheer one I just wrote the word “me.” Look! There it more time! is on our index card, and here it is in the me message. Optional: Ask the students to use the word “me” in a sentence. Then, finish writing the message and read The book reminded me of my sister. the sentence together. SampleNow, let’s reread the entire message again.

Related Activities

We Know Our Words How Many on My Head? In a small group, the children will use magnetic letters to spell some of the Snap Children will carry different objects on their head and count how many they were Words, or high-frequency words, on the Word Wall. able to do. See Resources - Center Activities – Math.

Looking Good This is the Way We Ask the children to draw pictures of themselves. Create a bulletin board called Children will act out different ways to go to school or do chores. See Resources “Pictures of Me.” - Small Group Activities – Movement & Music.

15 Theme 6 Intentional Read Aloud DAY 2 Students will understand and use question words.

Before

Readers are always thinking as they read. They ask themselves questions before, during and after reading, too. You can help the students become more aware of their thoughts while reading by modeling this process aloud and encouraging them to ask questions when they read.

Hello, readers! Today, as we read One World, One Day, we are going to think of some questions that we have about the story. Readers often think of questions they have before they start reading. I am going to show you what I mean. As I look at the cover of this book, I am wondering something. I have a question already! Where is this boy walking to? I will write my question on this chart called Questions. The chart has three sections called Before, During and After. I will write Materials to Prepare my question on the chart in the Before column because I am asking the question before we even opened the book. Who else has a question before we start reading this book? Create a chart entitled Questions. Make 3 columns and label them Before, During and After. Call on 1 to 3 students. (Possible questions include, “Does he have shoes?” “Where does he live?” “Why is he walking on a train track?”)

Great questions, readers! I will write a few of your questions in the Before section of our chart.

During After

Stop at the page where the child is Encourage the students to ask their standing in the pond to share a question own questions after you have modeled you have while you read. this strategy and write some questions on chart paper in the After column. Be Hmmm, that child is standing in the water. sure the focus is on asking thoughtful The words said, “At dawn…,” and it looks like questions, not on finding the correct morning. So I’m wondering this: Is that child answers. Place notes in the book One World, One Day cleaning himself? where you plan to stop and model asking a Readers sometimes have questions after they question. Pause again to ask a question about a finish a book, as well. Turn and talk to your word you’re unsure of on the page where partner and ask any questions that you may children are eating breakfast. Classroom Culture have about the book we just read. Children are becoming more independent with Churros – I’m not sure what that word Allow the students some time to talk. each passing day. Acknowledge everything means. It looks like it’s made out of bread. Then, ask a few children to share. Record they are now doing by themselves and continue 1 to 3 of their questions on the chart. to encourage them as they work to gain more Write your question, “What is a churro?” independence. on the During section of the chart. Readers, look at our chart. It shows that we had questions before, during and after the If you have a question as I’m reading, pat story. Remember, good readers always ask your temple like this to show that you have a questions when they are reading in order question about something (demonstrate). I’ll Today’s Tip to help them understand what the author is see you giving that question signal, and I’ll trying to tell them or teach them through the As we read books, we tend to ask questions after ask you to share. we finish reading the story. Get into the practice book. of modeling how to ask questions before you SampleContinue reading. Pause 1 to 2 more read a text and during the reading, too. This will times to allow the students to ask their help the children understand that reading is an questions. Chart their questions. active process, and the reader is really working to understand the story.

Songs, Rhymes, and Chants

“It’s a Small World” Review the song using echo singing.

16 Message Time Plus Theme 6 Students will understand the difference between a question and a statement. DAY 2

ELL Tip Before There are nursery rhymes and songs in every language. Encourage your students to learn Review the Snap Word that is posted above the message board using the disco dance songs and rhymes at home in their native cheer. language to teach to the class. Good morning, writers! Let’s use our disco dance cheer to say, spell and say this week’s Snap Word, “me.” MTP Reminder As the students continue to learn about questions, remind them that when you ask a See MTP Basics (page 7) to review the process question, you often want an answer. Let the students know that you will be asking them a for calling individual students to the board and question today in your message. Remind the students that a question mark comes at the scaffolding them. end of a question. See Pre-K scaffolding questions (page 74) for Today, I am going to write a message that is a question. We just read a book and saw so many ideas on addressing individual needs during different ways that children traveled to school. I want to know how you got to school today. If I scaffolding. want to learn something, I need to ask a question. You’ll know my message is a question because I am going to put a question mark at the end as well. Materials to Prepare End Marks anchor chart from Theme 4.

Write The Message After

The message: “How did you get to school Invite 1 to 3 students to come up to the today?” board to find something they know. After working with individual students, review Encourage the students to read along the teaching point that question marks with you as you write. Stop before you come at the end of questions. write the question mark. Let the students know that you need to use that special Today, I asked you a question in the end mark, a question mark. Refer to End message. Can you look at the very last part Marks anchor chart. of my message and tell me the name of the end mark I used? You can refer to our End Because I am asking you a question, I have Mark anchor chart for help. Whisper the to show it is a question by ending it with this answer in your hand. special mark of punctuation called a question mark. Yes, I added a question mark to the end of MTP Message my question. Point out the question mark at the end of your message. When you ask someone a question, you want me some information. Today, I want to know how Let’s read the whole sentence together. you got to school. How did you get to school today? • If you walked to school, please stand up. Sample• If you rode in a car to school, please stand up.

• If you rode on the bus to school, please stand up.

Continue finding out how the students got to school. Then, reread the message again.

Related Activities

Where in the World? It’s the Best Use the photo credit information in the back of the book, One World, One Day, to Have the students write a book entitled, “My Favorite Part of the Day Is….” Staple locate the different countries on a map or globe. Have the students work in small several pieces of paper together so the children can compose across pages. groups to mark each location. What We Do Alphabet Sort Working with a small group of students, use the book, One World, One Day, to Children will match upper- and lowercase letters. See Resources – Center support the children in comparing their daily routines to those of the children in Activities – Literacy. the book.

17 Theme 6 Intentional Read Aloud Students will make and confirm predictions about what may DAY 3 happen in a story.

Before

Talk with the children about what they know about the topic to engage them in the read aloud and build on what they already know. Explain that in a counting book like My Granny Went to Market, readers can use the number pattern to make predictions about what will happen next. Today, we are going to read a new book about different places around the world. The title is My Granny Went to Market. A market is a place where you can buy things you want and need. Put your thumb up if you have ever been to a market. Yes, me too! Please raise your hand to share some things you and your family have purchased at the market. Call on 2 to 4 students. Encourage the students to answer in full sentences, such as: “My family purchased….” So I heard people saying they have purchased apples, milk, juice, tissues, bread and so many other things at the market. Explain that you will use the counting pattern in the book to make good guesses, or Materials to Prepare predictions, about how many of each item Granny will purchase. Bring a basket or shopping bag to the rug today In this story, Granny will travel to different markets around the world, so you might be surprised by for read aloud. some of the things she buys. It’s hard to know what she will buy! This book is a counting book with numbers in it and with a number pattern that goes from 1 to 2 to 3 to 4 to 5 and so on as you turn the pages. So we might not be able to guess the exact things that Granny will buy, but we can use the Classroom Culture number pattern to make good guesses, as we turn the pages, about how many things she will buy. While the students are getting ready to transition Let’s read to find out what Granny will buy at the markets, and let’s make good guesses, or from one activity to another, consider singing a predictions, about how many of each thing she will buy. Who would like to hold my shopping familiar verse of a song. By the time the song is basket while we read? over, the children should be seated on the rug, standing in line or finished cleaning up. During After

Pause after reading the first page to Today, we predicted what would happen model how to predict the quantity of items in the story we were reading. Remind Today’s Tip on the next page. readers that whenever they are reading at home or at school, they can have fun Classroom aides and assistants can help you Granny bought 1 flying carpet. I know what making predictions and reading on to see keep the children engaged during read aloud. number comes after 1; after 1 comes 2. So if their predictions were confirmed. Ask them to sit with a child and model what a I’m guessing that she might buy 2 things on good listener does by whispering into their ear the next page. Let’s see. Readers, it was so much fun using the things like: “Oh, I wonder what will happen number pattern in this counting book to Read the next page and show how you next?” or “I’m listening very carefully so I won’t make good guesses, or predictions, about confirm whether your prediction was right miss this next part.” how many things Granny would buy at each or not. market she flew to. You can do this whenever Granny went to Thailand and bought 2 you are reading a counting book in school or temple cats. (Point to the cats and count at home! them.) I guessed that she would buy 2 of What is one market she went to that you something. The number pattern helped me would like to visit? Turn and talk with your make a good guess. Now, it’s your turn. partner, and then we’ll share. SampleHow many items, or things, do you think she will buy at the next market? Lean in and tell your partner. Many of you are thinking that she will buy 3 items at the next market. Let’s turn the page and find out if you are right. Read the page and confirm the prediction. Continue this for the rest of the story. Songs, Rhymes, and Chants

“It’s a Small World” There’s so much that we share that it’s time we’re aware Add the following gestures while you sing. It’s a small world after all (hands cupped together). It’s a world of laughter (each index finger is pointing to the cheeks to make a smile), It’s a small world after all (keep hands cupped together, add a side-to-side swaying motion). a world of tears (make fists near eyes and motion back and forth to pretend to cry). It’s a small world after all. It’s a world of hopes and a world of fears It’s a small world after all. (cup hands together by chest). It’s a small, small world.

18 Message Time Plus Theme 6 Students will understand the difference between a question and a statement. DAY 3

Differentiation Before Children in your class may be at all different stages Review the Snap Word that is posted above the message board using the disco dance in their ability to regulate their emotions and put cheer. language to what they are feeling. Four-year- olds are just learning how to self-regulate and Hello, writers! Let’s use our disco dance cheer to say, spell and say this week’s Snap Word, “me.” differentiate their feelings. Teaching the children appropriate ways to express their emotions will Share with the students that in the message today, you will write both a question and a help them move toward this important milestone. statement. The children will show that they understand the difference between a question and a statement.

We have been learning about questions lately. Remember, we said people ask questions when they want to find out information. Today, I am interested in finding out what your granny would buy MTP Reminder at a market. So, I will write a question today. I’m also going to tell you what my granny bought me. So, I will also write a telling sentence.

Watch carefully because I’m going to write a question and a telling sentence. Okay, read along as I write the message!

Write The Message After

The message: “What would your Granny Invite 1 to 3 students to come up to the buy you? My Granny bought me a hat.” board to find something they know. After working with individual students, Before you write the question mark, let use the message to review the teaching the students know that you need to end point that people ask questions to find your question with a question mark. Then out information and they write telling reread the question. sentences to tell other people something.

My question is ending now so I need to show I’m going to read a sentence from the that it’s over by adding a question mark, just message, and you tell me what kind of MTP Message like this. Skywrite it with me. sentence it is. Ready? Write the telling sentence. Before you add • “What would your Granny buy you at a me the period, alert the children. Then reread market?” Is that something I’m asking the telling sentence. you or just telling you? Say “asking” or “telling.” Yes, I’m asking you, so it’s I’ve just told you what I would buy - a fancy What would your Granny buy you? called a (pause for the children to fill in)… hat. My telling sentence is over so I am going question. Do you see the question mark to add a period. Skywrite one with me. My Granny bought me a hat. at the end? Lead the children in rereading the entire • “My Granny bought me a hat.” Is that message. something I’m asking you or telling you? Say “asking” or “telling.” Yes, I’m telling you, so it’s a statement. Here is the Sampleperiod at the end. Have a short discussion where the children answer your question, “What would your Granny buy you at a market?” Call on 1 to 5 students.

Reread the message.

Related Activities

A Whole New World What’s in the Bag? Encourage the children to make their own magic carpets. They can use a variety Children will make predictions about what’s in a bag based on its weight and of materials, cardboard boxes, wrapping paper, yarn, etc. shape. See Resources - Small Group Activities – Literacy.

I Spy Flags Supermarket Safety Look at flags from the different countries mentioned in the books you are reading Children will discuss safety procedures in a supermarket. See Resources - Small this week. Compare their colors and patterns. Group Activities – Social Emotional.

19 Theme 6 Intentional Read Aloud DAY 4 Students will distinguish letters from numbers.

Before

Review counting out loud from 1-10. Give each child a number card with the number word, symbol and corresponding number of dots. Explain that numbers can be written as number symbols or as number words. Briefly explain the difference between a number symbol (i.e., 3) and a number word (i.e., “three”).

Hello, readers! We are going to travel with our friend Granny again all around the world in our book My Granny Went to Market! I’m looking forward to it. I hope you are.

In this book, we know Granny buys a lot of different items. We are going to count along with Granny today as she goes shopping. First, let’s practice counting out loud together all the way up to 10. Ready? One, two, three….nine, ten.

Sometimes a traveler needs a pass to get on a train, bus or airplane. I’m going to give you a pass today. It’s a number pass. Everyone will receive a number pass. When we get to the page where Granny buys something that matches your number, you can hold up your card and then come up Materials to Prepare and attach it to our chart! An anchor chart with the numbers 1-10 on it. Here are your number passes.

Give each child a number pass. Tell them the number word and ask them to say it back to you. Explain that a number can be written as a number symbol or a number word.

When we say a number, like the number “one,” we can also write it. We can write it as a number (draw a “1”) or as a number word like this (write “one”). Look at your number pass. Can you put your finger on the group of letters that spells the number? That’s the number word.

Okay! We have our passes. Let’s begin. Today, we will use this number chart.

During After

Begin reading the book and pause when Restate that today they matched you come to a number word in the book. numbers to their number words from Call on students to hang the appropriate 1-10. Encourage the students to read the Number cards (one number for each student, number card on the number chart. number words on the chart. from 1-10) with a large number word, the number and dots to show the number’s quantity For example, pause on page one and Today, we matched the number words with invite the students to use their passes. the number symbol. Let’s read the numbers that we added to our chart from 1-10. Granny just bought one carpet. If you have a pass with the number 1, please come up and Choose a student to point to the numbers attach it to our chart. as the rest of the class counts along.

Continue on each page and pause at the You did such a terrific job of counting from Samplenumber word. Ask the children to come up 1-10! Congratulations, readers! to the chart and place their number cards in the row that matches their number.

Classroom Culture Record activities and events on the classroom calendar that are important to your classroom Songs, Rhymes, and Chants community to give the students something to look forward to and celebrate. If there is an upcoming field trip or butterflies hatched “It’s a Small World” from their cocoons, you can draw that on your Divide the group into two by some visible quality (i.e., those with striped shirts and those with plain shirts). classroom calendar. Draw a balloon with a child’s Practice singing the song with gestures again and in partial groups. name to represent a birthday. Draw symbols for holidays, and mark off the passing days with a diagonal line to show days passing in the month.

20 Message Time Plus Theme 6 Students will distinguish letters from numbers. DAY 4

Assessment Before Assess the student’s knowledge of the numbers 1-10 and their corresponding word names. Review the Snap Word that is posted above the message board using the disco dance cheer. Hello, writers! Let’s use our disco dance cheer to say, spell and say this week’s Snap Word, “me.” That way we will know the word “me” in a snap! Use number words in the message today. Encourage the children to count each of their fingers as they say the number words from 1-10. The students will read number words as you point to each number card. Today, in our message, we are going to work with numbers and words. Did you know you have some very special helpers that can help you learn your numbers? Yes, you do. Your fingers! Your fingers can help you learn your numbers and learn to count. Let’s practice counting on our fingers right now. And let’s say the numbers as we count. Lead the children in counting on their fingers. This may be hard, but the big idea is that they have 10 fingers that can be used to count. In my message today, I am going to write about how our 10 fingers can help us count. Look for the number word in my message today. Today’s Tip To keep the children’s attention on the speaker, Write The Message After especially during whole group activities, use a variety of tactics, such as whispering or silently making a peace sign in the air with your hand. The message: “My ten fingers help me Invite 1 to 3 students to come up to the These signals will allow you to help the children count.” board to find something they know. After focus without raising your voice. working with individual students, review As you write the number “ten,” stop after the teaching point about identifying writing the “t.” Ask the students to make number words. the sound represented by the letter. Let’s put on our I Spy Goggles and find the What sound does this letter make? Great! word that shows how many fingers we have. The letter “t” makes the /t/ sound. Let’s all When you spy the word, I want you to say, make that sound together - /t/, /t/, /t/. “Bing, bing, bing.” Continue writing and encourage the What is the number word in our message? children to predict and read each word as Let me hear you all say it! you write it. Listen to the students’ response. Read the entire sentence once it’s written. Yes, 10! That is correct! Everyone wiggle your MTP Message 10 fingers in the air. Can someone come up and put your hands around the word “10?” me Watch me as I write the number 10 under the word “ten” in the message. Now, I am going to write a number word and My ten fingers help me count. number on the board. I’d like you to hold up the number of fingers that match the number Sampleword and number. Write a number and a word, such as “two” and 2. Watch the students to see if they can match the number of fingers to the number word on the board. Extend their learning by offering higher numbers, such as 7 and 9. Let’s reread our message one last time!

Related Activities

Market Signs independently. Ask them to draw a picture of something they can do all by themselves. Children will create market signs. See Resources - Small Group Activities – Literacy. Flying Carpets This is the Way I Go to School Children will match pairs of flying carpets. See Resources - Center Activities – Math. The children will create a page in a class book that describes the way they go to school. See Resources - Small Group Activities – Literacy. Searching the Market - Blueprint Application I Can Do It The children will search through a farmer’s market scene to find and count Work in small groups with students and discuss all the things they can do common objects.

21 Theme 6 Intentional Read Aloud DAY 5 Students will identify and produce words that rhymes.

Before

Today, you will be identifying and producing rhyming pairs. The children can participate in reading the story by looking at the pictures and following the rhyming patterns. Teach the children a signal for telling you when they hear a word that rhymes with one that came before it. Hello, readers! In our book, My Granny Went To Market, we are having so much fun reading about Granny and all the wonderful things she buys at all the different markets around the world. One thing that makes this book so much fun is the rhyming words. Words that rhyme sound the same at the end, like “bat” and “cat.” They both have the “–at” sound at the end. While I read today, listen for rhyming words. To hear the rhyming words you have to be super listeners who pay attention and really use their ears! When you hear a word that rhymes with another word I just read, show me by tugging gently on your earlobe like this (demonstrate). So if you hear the word “bat” and then I read the word “cat,” what will you do? Right! You should gently tug on your earlobe like this and wiggle it (demonstrate) to show that you heard a rhyming word. Can everyone pretend they just heard a word that rhymes with another word by giving our rhyming signal? Great!

Materials to Prepare During After Rhyming word cards (color coded) Highlight the rhyming words in the book by Restate that today we identified rhyming around springs market emphasizing them with your voice. After pairs of words. Use the rhyming word reading the first word in a pair, pause to cards you created to review the rhyming sound wings carpet give the children a chance to provide the words they found. rhyming word. If they cannot provide the rhyme, because the word is difficult or they Readers, you did such a wonderful job today didn’t hear it, just stop and talk about the identifying the rhyming pairs of words in our Note words after you’ve read a pair. book Granny Went To Market. Two sets of rhyming words in this book (“sun” Pause when you get to the first rhyming Remember, rhyming words sound the same – “drums” and “trolls” – “dolls”) are positioned at the end. I’m going to show two of our in the text as if they rhyme, but they do not. If pair on page 1 (“market” and “carpet”) and allow the children to supply the rhyme. rhyming cards, and I’ll read them to you. Will the children signal to you that they rhyme, just you tell me if they rhyme or not? Remember acknowledge their super listening and move on. “My Granny went to market to buy a flying… to use our signal to tell me if they rhyme. (pause to allow children to supply the word). • “Around” and “sound” – Yes, you are Classroom Culture The children say “carpet.” tugging your ear because they rhyme. In order to show support and your belief in the Yes! “Market” and “carpet” rhyme! Let’s tug • “Around” and “carpet” – I don’t see children’s ability, consistently play to the strengths on our ears to show we heard a rhyming pair. anyone giving the signal. You’re right. of the children and convey the message that They don’t rhyme! “This work is important; I know you can do it; Show the “market” and “carpet” cards and and I won’t give up on you.” point out how the end sounds are the same. • “Springs” and “wings” – Yes, you are tugging your ear because they rhyme. On page 1, emphasize the word “Istanbul” and read the word “wool” with emphasis Continue with a few other pairs, if the to show they rhyme. Acknowledge the children remain engaged. Congratulate students who are signaling that they hear them on being such great listeners and rhyming words. thinkers. SampleYes! “Istanbul” and “wool” rhyme. They both end in that – ül sound. Let’s say them again together. Continue reading. Pause at the rhyming pairs “around” – “sound” and “wings” – “springs.” Show the rhyming pair cards and point out how the end sounds are the same.

Songs, Rhymes, and Chants

“It’s a Small World” Sing the song again with the whole group. Invite individual students or pairs to perform with gestures and/or instruments.

22 Message Time Plus Theme 6 Students will identify and produce words that rhyme. DAY 5

Today’s Tip Before Books with rhyming patterns help children learn to predict words that are coming up next. Let Review the Snap Word that is posted above the message board using the disco dance them know that predictable books that contain cheer. repeated word patterns and rhyming that will help Good morning, writers. Let’s use our disco dance cheer to say, spell and say this week’s Snap them easily recall the text. Word, “me.” Share your idea for a story while focusing the students on the rhyme that will be included in the message. In the book Granny Went to Market, we read that she buys 9 kites. I love kites. In fact, when I was a child, my mom gave me a kite for my birthday. It was white like a white cloud. And I loved to fly it on windy days. I’m going to write about that memory in my message today. I’m also going to use two rhyming words. Watch and listen carefully. Be ready to give me our signal for hearing rhyming words by tugging on your ear if you hear a word that rhymes with another word in my message. Remember, rhyming words sound the same at the end.

Write The Message After Family Tip Ask families to read rhyming books to their children The message: “My mom gave me a kite. It Invite 1 to 3 students to come up to the in order to strengthen their children’s phonemic was white.” board to find something they know. After awareness skills. These books are excellent for working with individual students, review To focus on the rhyme, stop before beginning readers because the rhyming patterns the teaching point about identifying and can help young readers predict what words will be you write the word “white” and ask the producing rhyming words. students to predict what you are going to in the book, based on the pattern. While reading, write. In my message today, I wrote two rhyming suggest they leave off the last word of a rhyme words. I’ll read the message to you one more and invite their children to fill it in. My mom gave me a kite. It was… time so you can remember what they were. What color rhymes with the word “kite?” Let After rereading the message to the me read it again. students, ask them to lean in and whisper My mom gave me a kite. It was…(The to their partner what the two words were. children chime in, “White!”) Yes, “kite” and “white” rhyme because they Yes! The words “kite” and “white” rhyme! have the same ending sound. What other Let’s all tug on our ears and say “kite” and words rhyme with these words? Give me a “white.” thumbs up to share. Remember that rhyming words don’t have to be spelled in the same way. “Fight” and MTP Message “kite” are rhyming words. Reread the message one more time. me Then, move this week’s Snap Word from above the message board to the Word Wall. Emphasize how the children might My mom gave me a kite. use the word in the future. This week’s Snap Word was “me.” When we It was white. Samplesee the letters “m-e,” we can read them and know that they spell “me.” It’s time to put it on our Word Wall. Let’s move it under the letter “m.” Now, whenever we need to spell this word, we can look at the Word Wall under the letter “m” and find it. We can also practice reading it any time we choose to!

Related Activities

Away We Go Design a Carpet Make travel passports with the children that feature a place for them to write their Children create their own carpets using basic geometric shapes. See Resources name and draw a picture of themselves. – Small Group Activities – Math.

What Granny Bought at the Market Fun with Language Children sort picture cards from the book My Granny Went to Market in order from Learn more about helping children develop a solid understanding of the sounds of 1-10. See Resources – Small Group Activities – Math. speech by reading Fun With Language in the Resources section.

23 WEEKLY TIP — Remind children in your classroom that when they are frustrated, sad, or otherwise upset, they can decide for themselves that they need to take some time in the cozy “Alone Space” you’ve created in your room. Affirm their decision to take alone time by highlighting that they are taking care of themselves and are learning how to handle their strong feelings.

Sample

24 Week Two At a Glance

Skills & Concepts for the Week Oral Language Development

The students will explore what a map is and what it can represent. They will explore different maps Guiding Questions & Conversation Starters and work on comparing and contrasting items based on size. • Where do you live on the map? Students will: • What are some things that are bigger than • Be able to compare using the concepts of big, bigger and biggest. this block? • Which of these items is the biggest? • Identify and produce rhymes. • What places can you find on a map? • Identify different types of maps. • If you could go anywhere on the map/ globe, where would you go? • Broaden their understanding of geographical terms, such as city and state. • Look at a map of the classroom. What is • Practice retelling. your favorite spot in our classroom and why? • Build letter-sound correspondence.

Vocabulary to Highlight Books for the Week

• Haul – When you haul something, you pull or drag it. You can haul your books in a book bag. Tow trucks haul cars that break down on the road and bring them to the repair shop.

• Gigantic – If something is gigantic, it is really, really big.

• Country – We live in the United States of America. That is the country we live in. Every country has a special flag.

• Earth – Earth is the planet we live on. There are 8 planets in our galaxy, and all the planets circle around the sun.

• Continent – A continent is a very large area of land, such as Africa or Asia. There are 7 continents on Earth. We live in North America.

Supplemental Small Group & Center Activities Songs & Rhymes

Activity Content Area SampleFormat “This Little Light of Mine” Neighborhood Map Collage Art Small Group Me on the -ap Literacy Small Group Scavenger Hunt Music & Movement Small Group Flea Market Sort Science Small Group Me on the Map Social Studies Small Group Treasure Hunt Social Studies Small Group Where Is It? Social Studies Small Group Blue Oceans Art Centers Map Exploration Social Studies Centers Map Match-up Social Studies Centers

25 Theme 6 Intentional Read Aloud Students will distinguish shades of meaning among common DAY 6 adjectives sharing the same general characteristic.

Before

Gather the children in a circle and encourage them to look at objects and think of other objects that are bigger. Engage them in comparing 3 or more classroom objects by using the words “big,” “bigger” and “biggest” to compare classroom objects. Have you ever had someone say they are bigger than you? They aren’t saying that you are little. They are just saying that they are bigger than you. If you were talking to a baby, you would probably say that you are bigger than the baby. This book, A Pig is Big, is about the size of things. The author uses the words “big,” “bigger” and “biggest.”I’ve collected a few things from around the classroom, and we are going to compare their sizes by using the words “big,” “bigger” and “biggest.” Place the 3 labels for “big,” “bigger” and “biggest” in the center of the meeting area. Then place 3 related objects out on the carpet (i.e., three blocks) in no particular order. Everyone look at these blocks. Which block is big? Which one is bigger? Which one is biggest? Select a child to help you place the regular-sized block on the “big” card, the larger block on the “bigger” card and the largest book on the chart paper with “biggest” written on it. We have 3 blocks here. One is “big;” one is “bigger;” and one is the “biggest” block. Who will help us place these blocks near the word cards?

Materials to Prepare So, this block is big; this block is bigger; and this block is the biggest. Can everyone say that with me? This block is… big. This one is… bigger. And this one is… biggest. 2-3 sets of objects of different sizes to illustrate “big,” “bigger” and biggest” Examples: Now, let’s read the book A Pig is Big and see what things the author says are big, bigger and biggest.

• 3 sizes of blocks • 3 stuffed animals • 3 toy vehicles During After • 3 labels • “Big” written on a large index card Read the book and encourage the Reinforce the concepts presented in the • “Bigger” written on an 8.5x11-inch sheet of students to think about things that are book by playing a short game. Place paper “big,” “bigger,” “biggest” in response to any three of the sets of objects (e.g. toy the author’s questions. vehicles) out in the middle of the circle in • “Biggest” written on a piece of large chart no particular order. paper After reading the first two pages, pause to engage the group in a discussion when the I’ve put three things out in the center of our author asks, “What’s bigger than a pig?” circle, and I want you to think about which is Classroom Culture big; which is bigger; and which is biggest? Readers, what do you think is bigger than a Help the children see the ways in which their pig? Call on a child to come up and put the behavior has a positive effect on the community. objects in order on your word cards from For example: Call on 1 to 3 students. “big” to “bigger” to “biggest.” Ask the other students if they agree. • “I see everyone is trying to pitch in and clean Great ideas! Let’s read the next page to see up the block area. Because of that, we will be what the author says is bigger than a pig. Touch your shoulder if that’s what you cleaned up and ready for nap time sooner.” Read the next page. thought, as well. • “I see people are making room for their SampleOh, a cow is definitely bigger than a pig. Lead the class in using the words to friends on the carpet. Because of that, our describe the objects. friends feel welcome, and we can start our Pause a few more times to discuss the read aloud right away.” students’ responses to the questions Let’s use the words “big,” “bigger” and posed by the author about “What’s bigger “biggest” to talk about these vehicles. Ready? than a…?” Today’s Tip The car is “big;” the taxi is ”bigger;” and the dump truck is “biggest.” Superlatives are words you use to compare three or more things (eg., big, bigger, biggest or tiny, tinier, tiniest).

When the children are outside, encourage them Songs, Rhymes, and Chants to use superlatives when comparing three or more things. Ask them to make a big jump, then “This Little Light of Mine” Teacher: This little light of mine, I’m gonna let it shine. a bigger one and then their biggest! Find small, Students: This little light of mine, I’m gonna let it Sing the song to familiarize the students with the smaller and smallest examples of leaves, sticks, shine. lyrics. Then, sing one line at a time, while the students etc. echo or repeat. Teacher: This little light of mine, I’m gonna let it shine. Students: This little light of mine, I’m gonna let it shine.

Teacher: Let it shine, all the time, let it shine. Students: Let it shine, all the time, let it shine.

26 Message Time Plus Theme 6 Students will recognize some high-frequency words. DAY 6

Family Tip Before Suggest that families talk about geography with their children. This would be a good time to pull Describe that your message will about the name of the city or town in which you live. Then, out maps and find familiar places or locate states introduce this week’s Snap Word “is,” using a familiar cheer. where relatives live. We are starting to learn that different places have special names. Today, I want to write about the name of the city in which we live. The name of our city is ____(fill in the name of your town or city). I want to write about that in my message. Materials to Prepare 1 index card with the word “is” written on it and I also want to include a new Snap Word in my message today. Our new word will be the word “is.” taped the top of your Message Time board Let’s have a volunteer select a cheer from the cheer cup today to help us practice our new Snap Word.

Here is the word “is.” Say it with me: “is.” Listen for our new word when I say this sentence and put your finger on your nose when you hear it. Ready? “It is a sunny day.” “This is a blue shirt.”

Now, let’s say, spell and say the word.

Use the cheer that was selected to practice the word with the children.

Look for the word “is” as I write today.

Write The Message After

The message: “The name of our city is Invite 1 to 3 students to come up to the ______.” board to find something they know. After working with individual students, review Add the name of your town or city. the Snap Word “is.” Point to the index card with the word “is” on it. Remind the Highlight the high-frequency word “is” students what the word is. Ask them to when you come to it. After you write the say the word, spell the word and say the word “is,” point to the index card on the word again using the cheer. top of the board that has the word “is” on MTP Message it and connect that this is the same word. Let’s use our cheer to practice our Snap Word “is” one more time! I just wrote the word “is.” Look there it is on is our index card, and there it is in the message. Optional: Ask the students to use the word “‘is” in a sentence. Then, finish writing the message and read The name of our city is the sentence together. Now, let’s read the entire message again. Are Philadelphia. Sampleyou ready?

Related Activities

How Big Is It? A Perfect Match Arrange objects into big, bigger and biggest categories. Ask the students to To help comprehend a story, children need to understand the connection between describe some of the objects in sentences using the words big, bigger and what the text says and what the illustrations show. Doing picture walks and biggest. For example: “The crayon is big; the pencil is bigger; the ruler is biggest.” inviting the children to examine and discuss illustrations helps them understand this connection. There are also instructional strategies and activities you can do Map Exploration to build this comprehension skill. Read A Perfect Match in the Resources section for suggested activities. Children will use magnifying glasses to look at maps and globes. See Resources - Center Activities - Social Studies.

27 Theme 6 Intentional Read Aloud DAY 7 Students will recognize and produce words that rhyme.

Before

Use some simple rhyming pairs to review rhyming words. Hello, readers! We are enjoying our book A Pig Is Big. It’s helping us compare the sizes of different things. For example, we learned that a cow is bigger than a pig, and a truck is bigger than a cow. One other thing that makes this book so much fun is the rhyming words. Words that rhyme have the same ending sound, like “bat” and “cat.” They both end with the sound “-at.” Do you hear the “-at” sound – “bat,” “cat?” Now, listen to the title – A Pig is Big. What are the two rhyming words in the title? A Pig is Big. Lean in and tell your partner. Yes, “pig” and “big” rhyme. They both end with the “-ig” sound. While I read today, could you be super listeners who pay attention and really use their ears? When you hear a word that rhymes with another word I just read, show me by giving our signal for rhyming words. Tug gently on your earlobe like this (demonstrate). So if you hear the word “pig” and then I read the word “big,” what will you do? Right! You should gently tug on your earlobe like this and wiggle it (demonstrate) to show that you heard a rhyming word. What if you hear “pig” and “mouse?” Good, there is no signal! They don’t rhyme.

During After Classroom Culture Instill pride in your students and use their work Highlight the rhyming words by Restate that today we identified rhyming to inspire others. Take photos of your students in emphasizing them with your voice. Pause pairs of words. Then, ask the children to action and label them with simple descriptions of when you finish reading the first page and try and provide a word that rhymes with what they were doing. Then place these photos acknowledge children who are signaling the words you say. in those areas of the room where they were to you. Discuss what rhyming words they taken. For example, are they building a city with heard. Readers, you did such a wonderful job today blocks in the block center? Take a photo, hang “A pig is big. A pig is fat. A pig is bigger than identifying the rhyming word in our book. it in the center and label it “We can build cities.” my hat.” Remember, rhyming words sound the same at the end. Now, I want to play a rhyming I see some of you gave me the rhyming signal game with you where I say a word and Today’s Tip by tugging on your ear. What rhyming words you tell me a word that rhymes with it. It’s did you hear? Raise your hand to share. Find time during the day to snuggle into a cozy called I Say, You Say. So, if I say “pig,” you spot and read with an individual child or small Yes! “Fat” and “hat” rhyme. We should tug on might raise your hand and say “big” or “dig.” group. Your aide or assistant can also be our ear to show we heard the “-at” sound at Ready? encouraged to do this. the end of “fat” and “hat.” Play I Say, You Say. Say the following Continue reading. Occasionally, pause to words and then pause for the children to recognize the children signaling to you. supply a word: Occasionally, ask the children to share the two rhyming words they heard. I say “pig,” and you say ______. I say “cat,” and you say ______. I say “hop,” and you say ______. SampleI say “street,” and you say ______. Modification: You might need to give some clues. For example, for words that rhyme with “pig,” you might say: “This is fake hair you could wear on your head. Yes, a ‘wig.’ Let’s say it together. I say ‘big,’ and you say…. ‘wig!’”

Songs, Rhymes, and Chants

“This Little Light of Mine” Review the song using echo reading.

28 Message Time Plus Theme 6 Students will recognize and produce words that rhyme. DAY 7

ELL Before Are there members of your school community who speak a second language spoken by Review the Snap Word using a cheer from the cheer cup. Then, share your idea for a story children in your class? Ask them to record while focusing the students on the rhymes that will be included in the message. some of the read aloud books. ELL students may enjoy and benefit from hearing the stories in Let’s use a cheer from our cheer cup to say, spell and say again this week’s Snap Word, “is.” May I their home language. Many smartphones have have a volunteer to select a cheer? a voice memo option that allows users to record and send recordings. Use the cheer that was selected to practice the word with the children.

In the book A Pig is Big, we learned that a street is bigger than a truck. We also learned that a street is where trucks and cars and buses meet. I was also thinking that you might meet your friends on the street. When you walk on the sidewalk, you might pass a friend or neighbor and say “hello.” Many times, when I’m walking on my street, I meet my neighbor. I stop, and we chat, or have a short talk. I really like those meetings.

So, I am going to write about that today in my message. I’m also going to use two rhyming words. See if you can hear those in my message. If you do, give a signal by tugging gently on your earlobe. Remember, rhyming words have the same ending sound.

Write The Message After

The message: “My neighbor and I like to Invite 1 to 3 students to come up to the meet on our street.” board to find something they know. After working with individual students, review Before you write the word “street,” ask the teaching point about recognizing and the children to predict what word you are producing rhymes. going to write. Wait 10 seconds to hear their predictions. Reread the sentence if In my message today, I wrote two rhyming they need support. words. I will reread the message to you to help you remember what they were. Before I write the last word in this sentence, who thinks they can guess what it might be? After you reread the message to the What would make sense and rhyme with the students, ask them to lean in and tell their word “meet?” partner what the two rhyming words were. MTP Message Let’s read the whole sentence together. Yes, “meet” and “street” rhyme because they sound the same at the end. They both end in “-eet.” Do you hear that – “m-eet” and is “str-eet?” Say them with me, “meet,” “street.” Let’s think about what other words rhyme My neighbor and I like to with these words. Give me a thumbs up to share. meet on our street. SampleReread the message again together.

Related Activities

What’s My Address? Where Are We? Work with the children to help them learn to say their address. Gather a few children around a computer to use an online site that uses satellite imagery to show the Earth, such as Google Earth. Enter your school’s address Getting to Know the Neighborhood and show the children how you can zoom in on your school and its surrounding Take a walk around the neighborhood with the children and point out the signs neighborhood. While this is a somewhat abstract concept for the children, it certainly that name the streets and avenues. exposes them to the idea that the Earth is bigger than a state, a state is bigger than a city, a city is bigger than a neighborhood, and a neighborhood is bigger than a street. Flea Market Sort Children will create a stand at a pretend flea market. See Resources - Small Group Activities – Science.

29 Theme 6 Intentional Read Aloud Students will show an understanding of content-specific DAY 8 vocabulary.

Before

Teach the vocabulary word “map,” which is used more often than any other word in the book. It is an essential word for understanding the concepts presented in the book and in this thematic unit. Readers, I am going to read a book to you today called Me on the Map. It’s about a little girl who shows us where she is on all different kinds of maps. Maps can show you where you are – anywhere in the world! Let me show you some maps. Share different maps with your students. You can reference the map you made of Mr. Gilly’s neighborhood during Theme 3. You can reference the map from the book One World, One Day that you read last week. You can also show the students different maps you have in your classroom. As you can see, there are many different types of maps. Today, while we read this book, let’s count all the different types of maps this little girl shares with us. When you hear a map mentioned, point your finger in the air like this (demonstrate). Note This book contains a lot of information, and it’s suggested that you read it over the course of During After two days. The illustrations might also be worth sharing with the children in small groups, where There are 7 different types of maps Restate what was learned today about they can see all of the detail in each map. mentioned in this book: a map of a room, the different kinds of maps and what the a house, a street, a town, a state, a students noticed about each map. country and the world. Pause at places Materials to Prepare in the book that show each one of these Wow! This little girl showed us 7 different Collect examples of maps: different types of maps. Discuss what maps so far. Maps can show you where you appears on each map. Keep a tally of how are – anywhere in the world. She started with • Map of Mr. Gilly’s neighborhood from Theme 3 many maps are mentioned in the book. a map of the place that she knew best of all, • Map in the back of One Day, One World Pause when the girl says, “This is a map her room. • Map of the school that is used or fire drills of my room.” Gesture with your arms spreading wider • Maps of the local zoo or museum Readers, here is the first map in our book. and wider to show that the girl mapped It is a map that the little girl drew of her things by moving from small areas that bedroom. It seems like she was a bird flying were close to her, to large areas that were Classroom Culture over the room when she drew her map. It far away. During this theme, encourage the students to seems like she is looking down on her room locate their country of origin on a map or globe. from up above. Look, there is her bed and So, first she showed us a small space – Discuss how many places around the world the her chair. She has two rugs and a bedside her room. Then she showed us a map of class is from. Celebrate your heritage! table. Does that look like your room? something bigger – her house. Then she showed us where her house was on her So far, she drew a map of her room. Let’s read on to see the next map that she draws. street, then her town, then her state, then her Differentiation country, and finally, her world! Continue to discuss each map and what Make sure you have places in your classroom Tomorrow, we will finish the book and see environment and places where children can go the children notice in each one. For how the little girl uses maps in a different way. that are quiet. This differentiation in the learning Sampleexample, pause on page 3. environment is important in order to make sure The girl in the book just told us that this is a your classroom meets the needs of all your map of her house. Scoot in close, boys and learners. girls. What do you see on this map? Yes, there’s her room. There’s the kitchen… The last page you should read today is the one with the colorful map entitled Our World. This map shows all 7 continents.

Songs, Rhymes, and Chants

“This Little Light of Mine” Divide the group into two smaller groups (for example, those with light pants and those with dark pants). Practice singing the song, with each group taking turns singing a stanza and using the gestures.

30 Message Time Plus Theme 6 Students will become increasing familiarity with common letter- sound relationships. DAY 8

Today’s Tip Before When teaching the children the sounds of letters, be careful to avoid adding additional sounds to Review this week’s Snap Word using a cheer from the cheer cup. the letter that really aren’t there. For example, “k” Good morning. Let’s use a cheer from our cheer cup to say, spell and say again this week’s Snap does not say “kuh.” Rather, you should make a Word, “is.” May I have a volunteer select a cheer? hard “k” by forcing air out abruptly. Let the children know that you will be using your message to write about (and remember) Some children will need help making this sound, something that you learned while reading today. Today, your message will be about the fact as they might be pressing their tongue against that the little girl in the book came from the state of Kansas. Focus them on the letter “k,” their front teeth and making the “t” sound. Show which will be highlighted in this lesson. the child what the tongue should look like when producing the “k” sound. Open your mouth and Writers, we are learning a lot about maps. In the book we just read, Me on the Map, the little push the back of your tongue toward the roof girl drew many different types of maps. One map she drew was a map of her state. She is from of your mouth while keeping the front of your Kansas. See, it says so right here. tongue down behind your bottom teeth. Have the child mimic this. Show the page in the book that has the state map of Kansas. Today, I’m going to write that the girl drew a map of her state. She drew Kansas, the state where she lives. Also, I want to teach you about the letter “k.” The letter “k” is in the word “Kansas” and “kiss.” Materials to Prepare Show magnetic letters for uppercase and lowercase “k.” Magnetic letters for the uppercase and lowercase “K” This is the letter “k.” This is the uppercase “K.” It has one long line and two diagonal lines. This is the lowercase “k.” It looks just like the uppercase “k,” except it is smaller. While I write today, please look for the letter “k.” We are going to learn how to read it together.

Write The Message After

The message: “The girl in the book drew a Invite 1 to 3 students to come up to the map of Kansas.” board to find something they know. After working with individual students, review Pause before you write the “k” in the teaching point about the letter-sound “Kansas.” Demonstrate how to write an correspondence for the letter “k.” Ask the uppercase “k.” students to say the letter name and the Watch me as I write the first letter in the letter sound. If there is a student in your word “Kansas.” I hear a /k/ at the beginning class whose name begins with this letter, of “Kansas.” “K” is the first letter in the word point it out. MTP Message “Kansas.” First, I make a long line. I start at Writers, today in my message, I wrote the the top and then go all the way down. Then word “Kansas.” It begins with the letter “k.” I raise my pen and draw a line to connect in is the middle of the long line and then draw a The letter “k” says the sound /k/. When I say line diagonally the other way. There it is – an the sound /k/, I put the back of my tongue by uppercase “k!” “K” says /k/. Now, you try it. my throat, and then I let out the air in one big The girl in the book drew Skywrite the letter “k” with me. Now, I will blast. If I put my hand gently on my throat, I finish writing the rest of the word “Kansas.” don’t feel it move. Let’s practice saying the a map of Kansas. Please read along with me. Samplesound of the letter “k.” Finish writing the message. Reread the Point to the uppercase and lowercase entire message after it’s written. letters in different order at least 3 times, asking the students to identify the sound. The letter “k” says the /k/ sound. Say the /k/ sound with me 3 times. Let’s reread the message one more time.

Related Activities

Which Letters Look Alike? Me on the –ap Give a group of children some magnetic letters with straight lines (like “k” and “l”) Children will create and read words in the “-ap” word family. See Resources – and some with round curves (like “o” and “c”). Ask them to examine the shapes Small Group Activities – Literacy. of these letters and sort them on a magnetic board. Me on the Map Oops I Fell Down! Children will create a map of their bedroom. See Resources - Small Group Write some lowercase and uppercase letters on index cards. Place them in a Activities – Social Studies. pocket chart, but position some right-side up, some on their sides and others upside down. Ask the children to stand them all up the correct way. Treasure Hunt Children will read a classroom map to uncover a “treasure.” See Resources – Small Group Activities – Social Studies.

31 Theme 6 Intentional Read Aloud The students will show an understanding of content-specific DAY 9 vocabulary.

Before

Review what was learned yesterday about maps by taking a quick picture walk through the book, stopping at the page with a map of Our World that ends, “This is my country on the map of the world.” Prepare the students for today by asking them to count the maps again. Readers, yesterday we began reading Me on the Map, a book about a little girl who shows us where she is on many different kinds of maps. We counted all the different maps she made, and we learned she drew 7 different types of maps. Yesterday, you may have noticed she started from her room and she moved further and further away from her room. Using the book and your chart with 7 concentric rings on it, revisit the 7 maps she drew and label them on the chart. First, the girl showed us the map of her… (pause for the children to respond). Yes, her room! I’ll write “room” inside this smallest circle at the center. Then, she showed us the map of her house. I’ll write “house” in the space just outside of her room. The house is much bigger than her room, right? Note Continue recalling together the different maps and labeling them on the chart. You are completing the book you began reading Now, she is going to go the opposite direction. She is going to start with the world map and get yesterday. closer and closer in until she is back in her room. Let’s follow her journey.

Materials to Prepare During After Draw 7 concentric circles on chart paper. Use this with the children to label each ring with the Pause at places in the book that show Restate that we named different kinds of name of the kind of map the little girl drew to help each one of the different types of maps. maps. the children visualize the size comparisons: Use your chart with concentric circles to show how the maps are now going from Wow! Maps can show you where you are – larger spaces to smaller spaces. Once anywhere in the world. Right now, you are again, mention the elements of each map. in a classroom. Let’s make a map of our Refer to your anchor chart. classroom right now! Pause when the girl says, “So here’s how Draw a simple map of the classroom. I find my special place on the map. First Outline the shape of the room and then I look at a map of the world and find my ask them to name some of the big areas country.” of the room. Your aide can walk to different parts of the room where you find Readers, here is the girl looking at a map of some of the main features – the door, the the whole world, which we call Earth. We live bathroom, the windows, the sink and the over here in North America, but people live in meeting area. Ask the children to name all these places pictured on the map. the features and label them as they watch. After, ask the children to come up to the This little girl will show us how she starts with map and suggest where you should draw the map of the world and finds where she certain features or areas. lives in the world. Who can point to where our door should be • a town Use the book and the chart with concentric drawn? Where is our block area on this map? • a state Samplecircles while discussing the maps. Add detail to this over the next couple of • a country She showed us how she finds her country, days. You can eventually use this map to • the world then her state, then her town, then her street, create a scavenger hunt for the children then her house and finally her room. each morning when they arrive. Put a A blank chart paper sticker on the map to indicate where you’ve hidden a special stuffed animal or note. They can work together to try and Classroom Culture find it! Variations can and should be made in your schedule to meet the needs of the students. Songs, Rhymes, and Chants Allow slower eaters to finish their meal. Let the children who are engaged in a project continue even if it is story time. Create a program that’s “This Little Light of Mine” flexible and responsive to the individual needs of Teach the children gestures to go along with some of the lyrics. your children. This little light of mine (hold right fist on top of left hand with thumb up to represent a candle),

I’m gonna let it shine (wiggle fingers by either side of your face to represent the light shining).

32 Message Time Plus Theme 6 Students will become increasingly familiar with common letter- sound relationships. DAY 9

Assessment Before Assess the student’s knowledge of sight words that have been instructed so far. Keep a list of Review this week’s Snap Word with a cheer from the cheer cup. words the students have mastered and highlight the words that students need more time with. A Good morning. Let’s use a cheer from our cheer cup to say, spell and say again this week’s Snap sight word practice bag can go home throughout Word, “is.” May I have a volunteer to select a cheer? the week for student practice. Let the students know that you have been thinking about how many maps you have at home. Sadly, you do not have any! You have zero! You will write about that in your message today. Focus them on the letter “z,” which will be highlighted in this lesson. Materials to Prepare Magnetic letters for the uppercase and Writers, we are learning a lot about maps. I am sad to say, though, that I do not have any maps of lowercase letter “z.” the world at home. I have zero maps of the world. Zero means none. That means I don’t have any maps at home. I’m going to write about that sad fact in my message today.

Also, I want to teach you about the letter “z.” The letter “z” is the first letter in the word “zero” and “zoo” and “zebra.” And you know “z” is the last letter of the alphabet!

Show magnetic letters for uppercase and lowercase “z.” Today’s Tip This is the letter “z.” This is the uppercase “Z.” It has one, two, three lines. One goes across the top, and one goes diagonally down and connects with the bottom line. This is the lowercase “z.” The /z/ sound shows up in many fun words. It looks just like the uppercase “z,” except it is smaller. While I write today, please look for the letter Take the children outside and ask them to “buzz” around the playground like bees. They can “z.” We are going to learn how to read it together. “zoom” like race cars. You can play “freeze” tag, as well.

Write The Message After

The message: “I have zero maps of the Invite 1 to 3 students to come up to the world at my house.” board to find something they know. After working with individual children, review Before you write the “z”’ in “zero,” show the teaching point about the letter-sound the children how to form the letter. correspondence for the letter “z.” Ask the children to say the letter name and the Watch me as I write the first letter in the word letter sound. If there is a student in your “zero.” I hear a /z/ at the beginning of “zero.” MTP Message class whose name begins with this letter “Z” is the first letter in the word “zero.” First, or has this letter inside their name, point I make a long line across the top. Then, I it out. draw a diagonal one down, and then I draw is another one across the bottom. There it is – a Writers, today in my message, I wrote the lowercase “z!” “Z” says /z/. Now, you try it. word “zero.” It begins with the letter “z.” I have zero maps of the Use your pointer finger to skywrite the letter “z” in the air with me. Now, I will finish writing The letter “z” says the sound /z/. If I put my world at my house. the rest of the word “zero.” Please read along hand gently on my throat, I can feel it move. with me. SampleLet’s practice saying the sound of this letter. Say the /z/ sound with me 3 times. Finish writing the message. Reread the entire message after it’s written. Point to the uppercase and lowercase letters in different order at least 3 times, asking the students to identify the sound.

Let’s reread the message one more time.

Related Activities

State Quarters Neighborhood Map Collect quarters from different states. With a small group of students, look closely Children will make a neighborhood map using collage. See Resources - Small at the quarters and discuss the different emblems on the quarters. Group Activities – Art. Learning About Our State Blue Oceans Work with small groups of children to learn more about their state. What is the Children will create simple, world maps. See Resources – Center Activities – Art. state bird, the state flower, the state motto? Use books or digital media to find this information. Where Is It? Children will follow Granny’s adventures (from Granny Goes to Market) around the world using a world map. See Resources - Small Group Activities – Social Studies.

33 Theme 6 Intentional Read Aloud Students will retell a familiar story in sequence with picture support DAY 10 or props.

Before

Retell a simple story of something that happened in your life. Using your retelling as an example, explain how to retell a story, with simple details of the character, the setting and what happened in the beginning, middle and end. Hello, readers! You know, every day, things happen in our lives, and we often tell people about what happened. Let me retell a story about something that happened in my life just this morning. Early this morning, I was sleeping in my bed. I heard my alarm go off and got out of bed. I got dressed and went downstairs. I took my dog outside for a walk around the neighborhood. As I walked, I saw the sun rising over the treetops. It made the clouds in the sky look pink! I was happy to have seen the beautiful sunrise. Then I went inside. I woke my daughter up and showed her the sunrise. She said it looked like a sky of pink lemonade. Then we started getting ready for school. I just did a retelling of a story that happened in my life! There were different parts of my retelling. I told you who was in the story – me and my daughter. I told you where it happened – in my house and outside in my neighborhood. I told you when it happened - early in the morning. Then I told you what happened. I woke up, walked the dog, saw the sunrise and then woke up my daughter Materials to Prepare and showed her the sunrise. I told you what she said about the sunrise. Then I told you that we started getting ready for school. One photocopied picture of Granny and images of each of the objects Granny buys on her travels Emphasize the importance of telling a story in sequence so that the events occur in the (magic carpet, cats, masks, lanterns, cowbells, order that they happened. drums, dolls, boomerangs, kites, llamas) When I told you what happened, I told you about those things that happened in the order that they Cut the images out and glue them to an index happened so you would understand my story. Imagine how confusing it would have been for you if card or attach them to a popsicle stick. I first told you about walking my dog and then told you about waking up! How silly! Let’s get really good at retelling by retelling the story of My Granny Went to Market.

Classroom Culture During After

Welcome families into the classroom during Distribute picture props for each of the Recap that the parts of a story retelling arrival and dismissal times. Encourage the main events in the story. Tell the children include the character, the setting and the children to give their families a tour of the books that, as you take a picture walk through events told in sequence. and bulletin boards as they change throughout the story, the class will retell the story by the year. having the children with the picture props Let’s look at all the parts of the story that we come up when their part happens and have standing up here. They are all in the stand in front of the class in the correct correct order. Let’s retell the story together. Today’s Tip order (from left to right). In the story, My Granny Went to Market, there was a grandma named Granny. (Point to the Story retelling is the process by which the children Let’s retell the story of Granny’s adventures image of Granny.) She bought a magic carpet listen to or read a story and then summarize, or around the world by turning the pages of the (point to the image), and she flew around the “retell,” the story in their own words. For young book and remembering what happened first, world buying items. She bought a…. children who are just starting to develop their then next, then after that, and so on. reading skills, retelling greatly improves story With the children, tell what happened, comprehension and their understanding of the Turn the pages of the book and pause to using the picture props for support. story’s structure. allow the children to identify their part and We retold the story, and we told it in the order come to the front. For example, pause at that things happened! the page when we first meet Granny and ask that child to come to the front. Move the child holding the “magic carpet” picture to the very end of the line of children. SampleGreat! So Granny is our most important character in this story. Now let’s retell all the Imagine if we told someone the story, but things that happen on her adventure. we didn’t tell them about Granny buying the carpet until the end! They’d be so confused. As the children with picture props come They’d be wondering, “How did Granny get to the front of the room, help them stand all over the world to buy these things?” When in line in the order in which Granny bought we retell a story, we need to tell the things items. that happened, the events, in the order that they happened.

Songs, Rhymes, and Chants

“This Little Light of Mine” Sing the song again the whole group. Invite individual students or pairs to sing with gestures and/or instruments.

34 Message Time Plus Theme 6 Students will be able to segment and blend syllables. DAY 10

Family Tip Before Suggest that families participate in this study of daily life around the world by talking with Review the high-frequency word that is posted above the message board using a cheer their children about their family’s history. From from the cheer cup. where did their family originate? What are some Good morning. Let’s use a cheer from our cheer cup to say, spell and say again this week’s Snap cherished memories from their family’s home Word, “is.” May I have a volunteer select a cheer? country that they can talk about? What are some rituals and foods from their home countries they Today, the students will learn how to blend syllables while writing a message about traveling can share with their children? around the world. We have been learning a lot about maps and how they show you where you are in the world. Reading about all these maps makes me think about how I would like to travel around the world. Wouldn’t that be fun? As I write, I am going to pay special attention to the chunks in my words. Saying each chunk in words will help me spell them.

Write The Message After

The message: “It is exciting to travel Invite 1 to 3 students to come up to the around the world. board to find something they know. After working with individual students, engage Before you write the word “travel,” say it the students in segmenting syllables. in chunks (“tra – vel”). Write the letters in the first syllable, and then write the letters In my message today, I included words with in the second syllable. Sweep your finger two chunks. “Travel” has two chunks, “Tra- across the whole word as you guide the vel.” Listen for the word chunks, “tra – vel.” students to reread it. You say it now. “Tra-vel.” I’m going to write the letters in the Practice with the word “around.” Then, first chunk of the word that I hear. “-vel,” I’m use names of the children in your class. going to write the letters in the second chunk Let’s use some of your names that have two that I hear. I’m giong to sweep my finger chunks. Jayden? Watch me write Jayden’s across the word as I put it together, “travel.” name. Follow this process with the other two- Write Jayden’s name Write “Jay-” pause, syllable word in your message, “around.” then write “-den.” Then, lead the children in rereading the Do you hear how Jayden has two chunks. I message. wrote one chunk at a time and this helped me spell it. Wonderful! We are getting so good at MTP Message breaking our words into chunks. Reread the message again. Then, move this week’s Snap Word to the Word Wall. is Emphasize how the children might use the word in the future. It is exciting to travel SampleThis week’s Snap Word was the word “is.” We worked hard to learn how to spell “is.” around the world. When we see the letters “i-s,” we can read them and know that they spell “is.” It’s time to put it on our Word Wall. Let’s move it under the letter “i.” Now, whenever we need to spell this word, we can look at the Word Wall under the letter “i” and find it. We can also practice reading it any time we choose to!

Related Activities

How Many Chunks? Map Match-up Work with a small group of children and sort their names by syllables. Who has the Children will match buildings on a three-dimnetional neighborhood map. See most syllables in their name? Who has the same number of syllables? Resources – Center Activities – Social Studies.

Scavenger Hunt Children will go on a scavenger hunt around the classroom or outside. See Resources - Small Group Activities – Music & Movement.

35 WEEKLY TIP — Look for connections between the stories you are reading with your class and the learning they are doing in other content areas. Create related activities and place content-specific books in the various centers around your classroom.

Sample

36 Week Three At a Glance

Skills & Concepts for the Week Oral Language Development

Students will explore similarities and differences within cultures around the world. Guiding Questions & Conversation Starters

Students will: • What do you like to wear on most days?

• Make personal connections to books read aloud. • What is the most special piece of clothing you own? • Be exposed to features of nonfiction texts. • Do you ever get dressed up? Why? For what occasions? • Recall details of a text read aloud. • What sports do you like to play? • Begin to understand shades of meaning among verbs. • What games do you like to play? Who do • Begin to understand story elements, specifically setting. you play with? • What sports do you think kids in other • Continue to review and learn new letters and sounds. places like to play?

Vocabulary to Highlight

• Celebrate – If you celebrate, you do something enjoyable because it’s an important day or because something important has happened. You might celebrate your birthday with a cake or you might celebrate someone getting a new job. Books for the Week • Pretend – When you pretend, you act like something is true or you act like you are doing something so that people will believe it, even if it’s really not true. You might pretend to be an astronaut or a doctor.

• Giant – Something that is giant is much larger than other things like it. You might say that a very tall mountain is a giant mountain or that a really long table is a giant table.

• Cheer – When people cheer, they shout loudly to show they think something is good or to encourage someone who is doing something. We like to cheer for our favorite teams when we watch sports.

• Wonderful – When something or someone is extremely good or amazing, you might say that person or thing is wonderful. You might say that the weather today is wonderful if it seems like a perfect, beautiful day.

Supplemental Small Group & Center Activities Songs & Rhymes

Activity Content Area SampleFormat “Take Me Out to the Ball Game” Fast and Slow Math Small Group More or Less Math Small Group Food For Sale Art Small Group What Can you Carry? Science Small Group Neighborhood of Families Literacy Centers Shopping at the Market Math Centers Stuff on your Head Science Centers

37 Theme 6 Intentional Read Aloud Students will make personal connections to what is being read DAY 11 aloud and what is being taught.

Before

Engage the children in the read aloud by asking them to think about their own clothes. Explain that during the read aloud they will make connections to the photographs of the children throughout the world. Specifically, they will use the photographs in the text to learn about the clothes worn by children around the world and compare them with their own clothes. Hello, readers! I want to talk to you today about your clothing. What do you usually like to wear to school? Lean in and tell your friend sitting next to you. Now think about when you go to a special place, like a birthday party. What special things do you like to wear? Raise your hand to share. Allow the children to share some ideas about their clothing. Encourage others to look at the person who is speaking. Classroom Culture Well, I’m so excited for our book today because this book is all about what children around the Inviting the children to speak in front of the world wear when they get dressed up. It is called What We Wear, Dressing Up Around the World. class is a great opportunity for oral language This book is going to give us real information. In this book, there are real photographs, real pictures development, and it provides a chance to build of children all over the world. When we read nonfiction and learn information, it can remind us of confidence. our own life or of something else that we know. As I’m reading this book today, look closely at the photographs of the clothes the children are wearing. Are these clothes you or someone in your family has ever worn? If you’ve ever worn Today’s Tip something like one of the kids in the photographs, you can make our connection sign, like this, to Encourage active listening by finding different show that this book reminds you of something in your own life. Link your fingers together under ways of engaging the children during a read your chin to demonstrate the signal. aloud, such as using the “me too” signal. Teach children how to gently tap their chest with their pointer finger to indicate they were thinking the During After same thing as the speaker. When the students have a role in the read aloud, it makes it more As you read, stop occasionally to model Ask the children to think about how, even enjoyable for everyone. how you are studying the pictures though there are obvious differences, and thoughtfully considering whether there are many ways in which they and or not you have any connections to the children in the book are the same. the information you are seeing in the Give the children an opportunity to turn photographs. Stop after reading, “… and talk about their ideas. Invite a few wearing feathers, beads and flowers.” students to share with the group. I have a connection! This photograph of I saw so many of you showing me the children in Switzerland reminds me of when connection signal. Turn and talk with your I wore flowers in my hair at my sister’s partner about what these pictures reminded wedding. We were really dressed up that you of. day. Call on a few children to share with the Encourage the children to make their own group. connections. Isn’t it wonderful to see children from different I’m going to continue reading. Watch carefully parts of the world? I have a big question for to see if you have a connection to any of the you. I know that many of the children in these photographs. If you do, please show me the photographs look different than you and Sampleconnection signal. dress differently. Continue reading the book. As you are Here’s my big question: In what ways are you reading, acknowledge the children who are the same as the children in this book? are making the connection signal. Stop to hear their connections.

Songs, Rhymes, and Chants

“Take Me Out to the Ball Game” Teacher: Take me out to the ball game. Students: Take me out to the ball game. Sing the song to familiarize the students with the lyrics. Then, sing one line at a time, while the Teacher: Take me out with the crowd. students echo you. Students: Take me out with the crowd.

Teacher: Buy me some peanuts and crackerjacks. Students: Buy me some peanuts and crackerjacks.

Teacher: I don’t care if I never get back. Students: I don’t care if I never get back.

38 Message Time Plus Theme 6 Students will recognize some high-frequency words. DAY 11

Family Tip Before Send families the list of Snap Words that you have been teaching. Suggest they ask their children Share your idea for a writing topic. to teach the family the words using some of the cheers you’ve used in class. Today, I want to write about the connection I made when I read the book What We Wear, Dressing Up Around the World. It reminded me of going to my sister’s wedding and the special way I dressed up on that day with a flowing, white dress, beads around my neck and flowers in my hair.

Introduce a new Snap Word, “and,” and the new cheer for the week, the baseball cheer.

I also want to include a new and special Snap Word in my message today, the word “and.”

Introduce the baseball cheer.

Please stand up to learn a new cheer for our Snap Word, the baseball cheer! We swing for the letters and hit a home run for the word.

Here is the word card for “and.” Say it with me, “and.” Now, let’s spell the word – “a” (swing the bat), “n” (swing the bat), “d” (swing the bat), “and” (swing a home run)!

We can use this word when we want to say more than one thing. “I wear socks and shoes.” Materials to Prepare Think of something that you could say to your friend. Whisper “I wear ____ and___” into your 1 index card with the word “and” written on it that hand. is taped to the top of your Message Time board

Look for the word “and” as I write today. Use the baseball cheer card from the Blueprint resource box.

Write The Message After

The message: “I wore flowers in my hair Invite 1 to 3 students to come up to the and beads around my neck.” board to find something they know. After working with individual students, review Highlight the high-frequency word “and” the Snap Word, “and.” when you come to it. After you write the word “me,” point to the index card on the Point to the index card with the word top of the board that has the word “and” “and” on it and ask the children to say it on it and connect that this is the same with you. Lead them in the baseball cheer word. once again to practice the word “and.” MTP Message I just wrote the word “and.” Look there it is on Now, let’s reread the entire message again. our index card, and there it is in the message. and Then, finish writing the message and read the sentence together. I wore flowers in my hair Sampleand beads around my neck.

Related Activities

Using Our Snap Words At the writing center, put word cards with the Snap Words, including this week’s Food for Sale word “and.” Encourage the students to spell these words correctly when they write. Children will use play dough to create pretend food and sell it. See Resources – Small Group Activities – Art.

Neighborhood of Families What We Wear! - Blueprint Application Children will sort words into the appropriate word family. See Resources - Center Activities – Literacy. Children will sort picture cards of different items of clothing by their initial sound.

39 Theme 6 Intentional Read Aloud DAY 12 Students will ask questions to better understand the text.

Before

Explain that readers are always thinking as they read. They ask themselves questions before, during and after reading. Help the students become more aware of the thinking good readers do by modeling this process for them and thinking out loud and explaining your thinking. Encourage the children to ask questions of a text anytime they read.

Readers are always thinking as they read. They ask themselves questions before, during and after reading. Today, as we read What We Wear, Dressing Up Around the World, we are going to think of some questions that we have about the story. I am going to show you what I mean. As I look at the cover of this book, before I even start reading, I am going to get ready to read by thinking of questions I have. Hmmm, I have a question already! I’m wondering why this boy is dressed in such a special outfit. I will write my question on this chart of Questions. I will write my question in the before column because I am asking it before we opened the book to read. Materials to Prepare Place sticky notes on pages in the book where Record your question in the Before section of the chart. you will model how to ask questions of the text. Jot down what you might actually say. Who else has a question before we start reading this book? Soccer uniform or baseball hat Call on 1 to 3 students. A chart with the title Questions and three columns labeled Before, During, After. Great questions, readers! I will write a few of these questions on our chart. Let’s continue to ask questions as we read today.

During After

Model that reading is an active process Encourage the students to ask their own that involves thinking before, during and questions and write some questions on even after we are finished reading. On chart paper on the after column. Keep the page 4, when you read, “Around the focus on asking thoughtful questions, not world, we dress up to have fun!” you on finding the correct answers. Not all might pose a question. questions will have answers.

I’m looking carefully at these pictures and Readers sometimes have questions after they reading the words. I’m wondering what that finish a book, as well. Turn and talk to your colorful stuff is that’s on the hands and faces partner and ask any questions that you may of those children? I think it’s paint or chalk. have about the text. Classroom Culture I can read that they are from the country of India. I’m wondering this: Did the Indian Allow the students some time to talk. Although this month you are teaching a children decorate themselves for a dance? I Then, ask a few children to share. Record multicultural unit, try to focus on incorporating 1 to 3 of their questions on the chart. multicultural literature into your daily routine. thought of this question while I was reading, or during the story, so I’ll write my question in Use those “teachable moments” to discuss Readers, look at our chart. It shows that differences and similarities as they arise during our During column. we had questions before, during and after your large group. Continue reading. Pause 1-2 more reading the story. Remember, readers always times to ask the children to share their ask questions before, during and after reading in order to help them understand Today’s Tip Samplequestions. You can add their questions to the chart, as well. what the author is trying to tell them or teach As you expose your students to nonfiction texts, them. Not all our questions have answers, be sure to give them access to these texts but it’s great to keep asking them so we are throughout the day. Put baskets of categorized thinking about our reading. nonfiction texts throughout the room. For example: • Books about building (skyscraper books or construction books) in the block area • Children’s cookbooks in the kitchen • Science books in the science center Songs, Rhymes, and Chants • Math books in the math center “Take Me Out to the Ball Game” Review the song, using echo reading.

40 Message Time Plus Theme 6 Students will show a steady increase in receptive and expressive vocabulary. DAY 12

ELL Before When teaching a new letter-sound correspondence, spend a few minutes with Review the Snap Word that is posted above the message board using the baseball cheer. individuals or in small groups demonstrating Let’s use our baseball cheer to say, spell and say this week’s Snap Word, “and.” and reinforcing the correct pronunciation of the sound to be learned. Have children touch their Explain that “pretend” and “imagine” mean similar things. We imagine things, and we throats to feel sound vibrations. They can also pretend to be them or to do something. practice in front of a mirror. Today, I want to talk to you about the words “pretend” and “imagine.” First, let’s find the word “pretend” in our book What We Wear, Dressing Up Around the World. Read the page where the text says, “Dressing up means playing pretend.” Show the photographs and ask what the children might be pretending. As you can see, these children are pretending to do something or they are pretending to be something. What do you think they are pretending? Invite the children to offer ideas, such as they are pretending to be cats, a veterinarian or a chef cooking a meal. Great thinking! They are not really cats or a veterinarian (an animal doctor) or a chef. They are Vocabulary imagining that in their minds. They imagined that they were cats or a veterinarian or a chef. Then Imagine - If you imagine something, you think they acted that out in make-believe play. They pretended! about it and your mind forms a picture or idea of it. Today, in my message, I want to write about something you can imagine in your mind and pretend to be when you play in the dramatic play center, or the pretend play area. I’m going to write about Pretend – When you pretend, you act like how you can pretend to be a doctor. something is true or you act like you are doing something so that people will believe it, even if it’s really not true. You might pretend to be an Write The Message After astronaut or a doctor.

The message: “You can imagine that you Invite 1 to 3 students to come up to the are a doctor and you can pretend to be board to find something they know. After one!” working with individual students, review the teaching point that some words have After you write the word “imagine,” review similar and connected meanings. the definition. Writers, in my message today, I wrote two I just wrote the word “imagine.” Remember, words that mean almost the same thing. I will MTP Message this means that you are picturing it in your read the message to you again. Listen for the mind. Take a moment to picture you are a two words. doctor. Let’s continue. Reread the message. Ask the students to and Before you write the word “pretend,” whisper in their hand the two words that define the word. mean almost the same thing. You can imagine that you Now I am going to write a word which means Yes! “Imagine” and “pretend” mean almost are a doctor and you can that you are actually doing something that the same thing. We can “imagine” something you imagined. Help me read the word in our minds and get a picture of it in our pretend to be one! “pretend.” Sampleminds, and we can “pretend” what we are Finish writing the sentence and then lead thinking up in our mind by acting it out. the children in rereading it. Now, if you could pretend or imagine you could be anything in the world, what would it be? Turn and talk with your partner. Now let’s read our message one last time.

Related Activities

Nonfiction Center Same and Different Put out a basket of nonfiction books at a center. Encourage the children to Read Same and Different in the Resources section to learn more on to help illustrate what they have learned from the book. students understand the similarities and differences among objects, letter sounds and each other.

Fast and Slow Children will explore the concept of fast and slow through movement and Shopping at the Market by sorting picture cards of different vehicles. See Resources - Small Group Children will pretend to shop and purchase items at a flea market. See Resources Activities – Math. – Center Activities – Math.

41 Theme 6 Intentional Read Aloud DAY 13 Students will show understanding of common story elements.

Before

Today, the students will be focusing on where the story takes place and the different words used in each setting. Explain that understanding the setting will help the readers understand the story even better. Good morning, readers! How many of you like baseball? Raise your hand high if you do! Great! We are going to read a book today about a little boy who loves baseball, too! In the story, a little boy has one grandfather who lives in America and one who lives in Japan. They live in two different places in the world. In a story, the place where the story happens is called the setting. This boy goes to see a baseball game in America AND he goes to a baseball game in Japan. This story happens in two places, Japan and America. Let me show you these two places on the map. Show the children where America is on the world map. Then, show them where Japan is. Take two small photocopies of the boy and place them on the map in Japan and America. Let’s take a picture walk through this book. Materials to Prepare World map to show where Japan and America Point out that when the page is blue, the boy is in America. When the page is red, the boy is are located. in Japan. People in different parts of the world use different words. They speak different languages. In Two photocopies of the boy from the book, Take this book, some of the words are written in Japanese. That means they are words people use in Me Out to the Yakyu, reduced in size so they can Japan. We are going to read to figure out what the words mean! be placed on the map. Let’s start with the title, Take Me Out To the Yakyu. “Yakyu” is a Japanese word, but I bet you know what it means. Take Me Out to the_____. Everyone? Classroom Culture Yes, ballgame! You know that expression from this week’s song. So “yakyu” means ballgame. It is common for Pre-K students to get frustrated at Let’s see what other Japanese words we can figure out. times when they cannot do things independently. During After Observe and identify how they express their frustration. If they are doing so inappropriately (i.e., tantrums, hitting), provide other outlets for There are several Japanese words Restate how using the pictures and their emotion. For example, encourage them to scattered within the book. They are information in the text helped the students use words to express how they are feeling or set easily understood because the English translate. translation is on the blue side, and there is up a peaceful corner where they can go to cool strong picture support. We just learned that the setting of a story is off. where it happens. This story happens in two Model your thinking about translating the places: America and Japan. In each place, first Japanese word that appears. Stop the people spoke a different language. You Today’s Tip after reading the page where it states, did a great job of using the pictures and “My Japanese ji ji takes me….” some of the information from the book to Incorporate the concept of story settings figure out what the Japanese words meant. throughout the day. For example, when students Readers, I think I can figure out what a “ji ji” are playing outside, ask, “If we were in a story, is. On this blue page, the boy’s pop pop, or Ask an open-ended question to help where would the setting be right now? That’s grandfather, took him to the game. On this strengthen their comprehension and invite right, outside!” red page, when he’s in Japan, I think his ji ji is the students to share their ideas. his Japanese pop pop or grandfather. The little boy sure likes baseball. What do Stop at the pages where the pitchers are you think might be his favorite thing about compared and help them figure out what baseball? Turn and talk, and then we’ll share. Sample“toushu” might mean. Ask the children to share their ideas. Stop on the page where the boy takes a bath. Before you read the red page, ask the students to think about what “ofuro” means. Remind them to use the picture and the words they just heard. Support their effort by reading the blue page again.

Songs, Rhymes, and Chants

“Take Me Out to the Ball Game” Choral read the song again. Encourage them to sway while singing and then add these gestures.

For it’s one (extend one finger out),

Two (extend two fingers out),

Three strikes you’re out (extend three fingers out).

42 Message Time Plus Theme 6 Students will distinguish shades of meaning among common verbs sharing the same general action. DAY 13

Differentiation Before Encourage the children to retell familiar stories through different modalities. Some children may Review the Snap Word that is posted above the message board using the baseball cheer. choose to act it out. Others may choose to Let’s use our baseball cheer to say, spell and say this week’s Snap Word, “and.” Here is the word illustrate it or to orally retell the story to a friend. card for “and.” Say it with me – “and.” Now, let’s spell the word – “a” (swing the bat), “n” (swing the bat), “d” (swing the bat), “and” (swing a home run). Vocabulary Run – When you run, you move more quickly than Let the children know you will be writing a message about baseball in America and baseball when you walk, for example, either for exercise in Japan. Focus them on the word “and,” as well as the verbs “run” and “sprint,” as they will or because you are in a hurry to get somewhere. be highlighted in the message. Writers, we have learned that people play baseball in Japan just like people play baseball in the Sprint – When you sprint, you run really fast for a United States. Today, I want to write about what the players in both places do. Baseball players run short distance, like in a short-running race. to catch a ball or they run around the bases, but they also sprint! When you sprint, it means you run, but you run VERY fast. Sometimes baseball players have to run very fast, so they don’t just run, they sprint! MTP Reminder

Write The Message After

The message: “Baseball players run and Invite 1 to 3 students to come up to the sprint to the bases.” board to find something they know. After working with individual students, review Before you write the word “sprint,” define that some action words have slightly it. different meanings. Now I am going to write a word that means Writers, today I wrote two action words – two that you are running fast. Help me read the words that tell something you can do with word “sprint.” your body. I’m going to read the sentences to you again and listen for the words. Finish writing the sentence and then lead the children in rereading it. Reread the sentences. Ask the students to whisper in their hand the action words they heard. Yes, “run” and “sprint” were the two action MTP Message words I wrote. They both tell about something you can do when you move your legs faster than when you are walking. and Ask the students to stand up and pretend to run in place (model this). Baseball players run and Let’s all pretend to run. Please carefully stand up. Watch me. I’m going to pretend to run in sprint to the bases. place. We could probably run far at this speed. SampleWe could run for a long distance. Now, you try! Repeat with the word “sprint.” Model this by moving your arms and legs even faster. Now, we know that action words can be slightly different. “Run” and “sprint” both mean to run, but “sprint” means to run extra fast for a short distance. Reread message.

Related Activities

Pen Pals Stuff on Your Head Find an international pen pal for your class or communicate with a class in a Children will work on balancing objects on their heads. See Resources - Center different country via blogging or Skype. Activities – Science.

What Can You Carry? What’s in the Bucket - Blueprint Application Children will consider which objects are light enough to carry and which are not. Children will count baseball-filled buckets and decide if the number of balls is the See Resources – Small Group Activities – Science. same or different.

43 Theme 6 Intentional Read Aloud DAY 14 Students will be able to recall basic details in a text.

Before

Explain that today the students will be comparing the way that people from America and Japan enjoy baseball games by using a T-chart to record the information. While there are many similarities, in this lesson, the children will think about how the two cultures are different.

Good morning, readers! I can’t wait to get started. Today, we’re going to reread Take Me Out to the Yakyu and pay special attention to all the ways that going to a baseball game in America is different than going to a baseball game in Japan. Let’s use this special chart to help us keep track of what we are learning.

Watch me, and I’ll show you what I mean.

During After Note There is a lot of information to talk about on Model how to recall details and think about Review how much the children are each page. You may want to take two days to the differences between the two cultures. learning by comparing the way people complete this lesson. Stop after reading the pages that show enjoy baseball in the two countries. Also, how the child and grandfather travel to the ask an open-ended question to promote game. higher level thinking. Materials to Prepare T-chart, as shown below: The author just told us how the child gets to Readers, let’s stop here for today. We are the stadium in America and also in Japan. I learning so much about what is different have pictures up here of many of the details in about going to a baseball game in America the book. I’m going to look for the detail that and going to a baseball game in Japan. I just read. Hmmm, the author explained that in America the boy goes to the stadium in a Can we talk about the page we just read? It station wagon, and in Japan the boy goes to said, “In America, we cheer: Win! Win! Win! In the stadium in the bus that turns into a train. Japan, we cheer: Do your best!” I’m going to look for those pictures. Readers, which cheer do you think is better? Post the picture of the station wagon in Turn and talk to your partner. the column under “In America. . . .” Post Ask a few students to share what they the picture of the bus/train in the column think. When they share, you can prompt that says “In Japan. . . .” Continue reading. them to think more deeply about their Pause after reading the pages with the Picture cards of photocopied images from the answers by asking them to explain their foam hand or plastic horn. book: thinking.

• Station wagon • Giant plastic horn Readers, we just learned about something • Bus-train • American food else that is different. Who would like to come up here and show us what you might buy at • Giant foam hand • Japanese food an American baseball game? Place sticky notes on pages where you will stop and compare the two cultures: Support the students as they find and • In Japan we ride… Samplechart the picture of the foam hand. Repeat • In Japan, Ji Ji gets me…. with the picture of the plastic horn. • In Japan, Ji Ji gets us soba noodles… Stop after reading the pages about the hot dogs, or edamame, and ask for volunteers to post the information on the T-chart. Classroom Culture Repeat with “Win!” and ”Do your best!” Refer to your class as a “team.” Remind the students that they all need to work together to have a great day. Catch the children helping each other and point it out to the class. For example, “Boys and girls, Sabrina just picked up Jayden’s Songs, Rhymes, and Chants coat for him. That was so helpful, Sabrina! Thank you for taking care of your friend and helping our “Take Me Out to the Ball Game” team out!” Encourage the students to use a different voice or style while singing today. Try singing in a “gruff” voice, a “chipmunk” voice or in the overly dramatic “opera” style. Today’s Tip Use picture props to support the students’ comprehension and help them master the skill being taught.

44 Message Time Plus Theme 6 The students will use a combination of drawing, dictating and writing to respond to a book or express an opinion or a preference. DAY 14

Assessment Before Refer to the Curriculum Guide for helpful tools that you can use to assess your students’ literacy Review the Snap Word for the week, “and,” using the baseball cheer. skills. Let’s use our baseball cheer to say, spell, and say this week’s Snap Word, “and.”

Let the group know that writers like to make lists of their favorite things. Everyone can have different things that they prefer, or like, more than other things. Today, you will make a list of your favorite sports.

Writers, if you look around our room you will see many lists. We have a list of feeling words on our feeling chart. We have a list of color words in our room. Writers like to make lists. Today, I want to make a list of my favorite sports. That way you will know which sports I prefer, or like, more than other sports. My list will probably be different from your list. Watch as I make my list.

Write The Message After

The message: Invite 1 to 3 students to come up to the board to find something they know. After “My Favorite Sports working with individual students, review the teaching point that writers can make 1. Baseball lists to write down their preferences or 2. Basketball their favorites.

3. Football” Writers, in my message today, I wrote a list of my favorite sports. Now, you know I prefer Make a point of talking about how you use baseball, basketball and football over other numbers when you make a list to help you sports like tennis. If you were making a list of keep your ideas in order. your favorite sports, what would be on your list? Turn and talk with your partner. I’m going to write a number 1 because I want to name my most favorite sport. Remember, writers can make lists of their favorite things. When you go to the writing Basketball is my second favorite sport so I center today, you might want to make a list MTP Message am going to write a number 2. of your favorite sports or your favorite foods or your favorite books. You can make a list Reread the entire message after it’s about anything! written. My Favorite Sports and Reread the message. 1. Baseball Sample 2. Basketball 3. Football

Related Activities

Fun With Favorites More or Less Encourage the children in the writing center to make a list of their favorites: sports, toys, Children will judge which mat holds more or less cubes. See Resources - Small holidays, shows, etc. They could start by making a picture list with drawings of their Group Activities – Math. favorite at the top, next favorite underneath that, etc. Or they could draw each “favorite” on a separate page and make a book of favorites by stapling their drawings together. Chopsticks Depending on the writers, encourage them to label some of their images using letters. Give the children packages of chopsticks. Explain that in some countries these sticks are used in place of forks and spoons. Offer each child a small paper Trying Foods bowl filled with cotton balls. Show the children how to hold the chopsticks and Expose the children to foods eaten by different cultures by providing snacks, encourage them to practice picking up the cotton balls. such as edamame, rice or soba noodles.

45 Theme 6 Intentional Read Aloud DAY 15 Students will be able to recall basic details in a text.

Before

Review the chart that was created yesterday. Explain that today the students will again be comparing American and Japanese baseball using a T-chart to record the information.

Good morning, readers! Yesterday we read half of Take Me Out to the Yakyu, and we paid special attention to all the ways that going to a baseball game in America is different than going to a baseball game in Japan. Let’s review the chart we made.

Point to the pictures on the chart.

In America the child rode to the stadium in a station wagon. Who can explain how the child got to the stadium in Japan? Yes, in Japan the child rode to the stadium in….

We are going to pick up right where we left off. Let’s read more to find out how baseball games are different in America and in Japan. Note This read aloud completes the lesson that began yesterday. During After

Continue to compare American and Discuss ways that the two cultures are Materials to Prepare Japanese baseball. Stop after reading the different. Review the T-chart. Remind the The T-chart from yesterday labeled “seventh inning stretch” pages. students that the author included all these details to help us learn more. In America… / In Japan… Readers, we just learned about something else that is different. Who would like to Nice work, readers! Look at our chart. Look Create these picture cards for today: come up here and show us what you might at the information the author gave us about • Singing and stretching in an American do during the seventh inning stretch at an baseball games in America and baseball stadium American baseball game? games in Japan. Let’s see how much • Letting balloons go in a Japanese stadium information we remember from the story. Turn • American jersey Support the students as they find the and talk with your partner about everything • Japanese towel picture of the crowd singing at the you learned about baseball in America and American game. Guide the student to baseball in Japan. You can use our chart. Place sticky notes on pages where you will stop stick the picture on the correct side of the Try and tell each other as much as you can and compare the two cultures. For instance, T-chart. remember! • In Japan we cheer… Who would like to show us what you might • In Japan, we let balloons go! Let’s take a picture walk through the book do during the seventh inning stretch at a and look for what is similar in America and • After the game, Ji Ji gets me… Japanese baseball game? Japan. Support the students as they find the Classroom Culture balloons for the Japanese game. Guide If you have students who tend to get frustrated the student to stick the picture on the often, pay attention to the activities or social correct side of the T-chart. situations that tend to provoke them. When you see early signs of frustration, help them navigate As I read, listen carefully to the differences we their way through the difficult situation before the are learning about. point of frustration. For example, “I notice that Sample many times when you go to the block area, you Pause after reading the pages where the get frustrated. Is there something I can help you boy buys the jersey and the towel. Ask for with?” volunteers to post the information.

Excellent! In America we can buy our favorite Today’s Tip player’s baseball jersey, and in Japan you can buy your favorite player’s towel. Prompt the students to think more deeply about their responses to books. After they share, ask, “Why do you think that?” or “Tell us more about your idea.” Songs, Rhymes, and Chants

“Take Me Out to the Ball Game” Sing the song again with the whole group. Invite individual students or pairs to sing with gestures and/or instruments.

46 Message Time Plus Theme 6 Students will become increasingly familiar with common letter- sound relationships. DAY 15

Family Tip Before Share with families that the children have been learning about different cultures from around the Review this week’s Snap Word, “and,” using the baseball cheer. world. Ask them to share any special clothing Let’s use our baseball cheer to say, spell, and say this week’s Snap Word, “and.” or items that represent their culture to make a Multicultural Museum in the classroom. Let the children know that today your message will be a question to find out what their favorite sports and games are. Focus them on the letter “y,” which will be highlighted in this lesson. Materials to Prepare We have been reading a lot about baseball this week. This made me wonder. What are your favorite Magnetic letters for the uppercase and lowercase sports and games? I would like to know, so I am going to write this question in my message today. “y” Also, I want to teach you about the letter “y,” like in the words “yellow,” “yes” and “your.” Show magnetic letters for uppercase and lowercase “y.” This is the letter “y.” This is the uppercase “Y.” It has two lines. One long line and one short one. This is the lowercase “y.” It looks just like the uppercase “y,” except it is smaller. While I write today, please look for the letter “y.” We are going to learn how to read it together.

Write The Message After

The message: “What are your favorite Invite 1 to 3 students to find something they sports and games?” know in the message. After working with individual students, review the letter-sound Pause before you write the “y” in “your.” correspondence for the letter “y.” Ask the Watch me as I write the first letter in the word students to say the letter name and the “your.” I hear a /y/ at the beginning of “your.” letter sound. If there is a student in your “Y” is the first letter in the word “your.” First, I class whose name begins with this letter, point it out. make a little line down. Then, I jump up and make a big line all the way down. There it is – Today in my message, I wrote the word “your.” a lowercase “y!” “Y” says /y/. Now, you try it. It begins with the letter “y.” Use your pointer finger to skywrite the letter “y” in the air with me. Now, I will finish writing The letter “y” says the sound /y/. When I say the rest of the word “your.” Please read along the sound /y/, I can put my hand gently on my with me. throat and feel it move. Let’s practice saying the sound of this letter. Say the /y/ sound with me 3 times. Now let’s read the whole message. Point to the uppercase and lowercase letters in different order at least 3 times, MTP Message asking the students to identify the sound. What is your favorite sport? If it’s baseball, please stand up. If it’s basketball, please and stand up… What are your favorite Continue listing sports until everyone has voted. Then reread the message again. sports and games? Move this week’s Snap Word from above Samplethe message board to the Word Wall. This week’s Snap Word was “and.” When we see the letters “a-n-d,” we can read them and know that they spell “and.” Let’s move “and” to our Word Wall under the letter “a.” Now, whenever we need to spell this word, we can look at the Word Wall under the letter “a” and find it. We can also practice reading it any time we choose to!

Related Activities

Same and Different Japanese and American Baseball Pair the children up with partners and support them in talking about the things Use the book Take Me Out to the Yakyu to discuss ways that Japanese that are the same between them (i.e., we are both 4 years old; we both wear clothes; we both like ice cream; etc.) Then ask them to name some things that and American families are similar. Take a picture walk through the are different between them (i.e., I am a boy, and you are a girl; you have blue on, book. You might notice: In America and Japan, grandparents (and and I am wearing red; your favorite food is pizza and mine is French fries; etc.) other adults) take children to watch baseball, people in both countries Ask the children to share during circle time some ways that they are the same have to travel to the stadium, people buy things, like foam hands or and different. It could be helpful to jot down notes to remind them of the ideas horns, to cheer for their team, people in both countries like to eat food they shared earlier with their partner. at baseball games, and children in both countries clean themselves by taking a bath.

47 WEEKLY TIP — The children benefit greatly when you send the message that you are interested in them and that you enjoy what you are doing as their teacher. As they work and play in centers, join in and show interest in their ideas and their thoughts. Let them take the lead in directing the play, and enjoy your time with them!

Sample

48 Week Four At a Glance

Skills & Concepts for the Week Oral Language Development

Students will continue to explore daily life around the world. Using two books set in different Guiding Questions & Conversation Starters countries (Peru and Thailand), the students will look closely at how common activities, such as going to school and going to bed, compare to their own routines. • How do you get ready for school each morning? What is your morning routine? Students will: • How do you get to school? • Make personal connections to books read aloud. • Do you have any pets? What kind? • Develop their vocabulary of action words. • What kind of pet would you like to have? • Begin to understand basic story elements, specifically the setting of a book. • Tell me about how you get ready for bed • Recognize initial letters in words. each night. • Express their opinions. • Who usually puts you to bed? • Do you sing any lullabies before you go to bed at night? • What are some songs your family likes to sing together?

Vocabulary to Highlight Books for the Week

• Weep – If someone weeps, they cry. You might weep if you lose something very important to you and you feel very sad.

• Creep – When people or animals creep, they move quietly and slowly. I saw a spider creeping on the window. It was hard to notice him at first.

• Leap – If you leap, you jump high in the air or you jump really far. Frogs leap really far.

• Linger – If you linger somewhere, you stay there for a longer time than you need to or you stay longer than you thought you would. You might linger at your grandma’s house because you are having so much fun, you don’t want to leave.

• Patiently – Patiently means to be able to wait. Sometimes the lines at the supermarket are long, and you have to wait patiently for the people in front of you to have their turn.

Supplemental Small Group & Center ActivitiesSampleSongs & Rhymes Activity Content Area Format “Mary Had a Little Lamb” Things We Can Carry Literacy Small Group Follow the Leader Movement & Music Small Group Relay Race Movement & Music Small Group Which Weighs More? Science Small Group On My Way to School Literacy Centers Searching for Letters Literacy Centers Boat in the Blocks Science Centers This is the Way We Go to Science Centers School

49 Theme 6 Intentional Read Aloud Students will participate in the reading and singing of shared texts DAY 16 with appropriate volume, pronunciation, tone and expression.

Before

Sing the traditional version of “Mary Had a Little Lamb.” Introduce a newer version of the song by reading the story Maria Had a Little Llama. Point out the similarities and differences between the two. Readers, let’s start our read aloud today by first singing a song. Let’s sing “Mary Had a Little Lamb.” Ready? (Sing the song together, using the song chart.) This is a very old song that children have been singing for many, many years. I bet your parents and grandparents sang it when they were little boys and girls. Well, sometimes, authors like to take popular songs and change them a little bit. Today, we are going to read a slightly different version of “Mary Had a Little Lamb.“ It’s called Maria Had a Little Llama! Show a photograph of a llama, if you have one. Llamas are animals like camels, but they are smaller, and they don’t have humps. Their necks are much shorter, too. Llamas live in South America. Show South America on a map. This book takes place in South America, in a country called Peru. Peru is the setting of this book. In Peru, most people speak the Spanish language. So this book has been written in both English and Spanish! We’ll read the English version today. Materials To Prepare While I read this book to you today, I’m sure you will want to sing along, but be careful! Instead of Photo of a llama saying Mary, we need to say Maria; and instead of saying lamb, we have to say llama. Let’s practice.

Map of the world, specifically South America and Sing Maria had a little llama. Ask the children to repeat the lyrics. Peru

Song chart of “Mary Had a Little Lamb” During After Read the book and encourage the Praise the students for their participation. students to join along. Classroom Culture Readers, you did such a great job singing The children benefit greatly when you send the along. message that you are interested in them and that To extend their learning, write your own you enjoy what you are doing as their teacher. version of the song. As they work and play in centers, join in and show interest in their ideas and their thoughts. It’s so easy to change the words to this song, Let them take the lead in directing the play, and isn’t it? All we need to do is change the enjoy your time with them! person’s name, the animal and the animal’s color. Let’s try it now. I’ll use my name first! Here’s an example of how you can change Today’s Tip the song. The nursery rhyme, “Mary Had a Little Lamb,” was written by Sarah Hale in 1830. You can look Ms. Smith had a little puppy, little puppy, little up more information on Sarah Hale and share puppy. what you learn with the children about this Ms. Smith had a little puppy, important American historical figure. Sharing Sample information about the author of a book or a Its fur was brown as mud. song gives children the sense that a real person created it. Select students to volunteer to have their name in the song and their animal of choice, either a real pet or an imaginary one. Sing the new versions of the song together.

Songs, Rhymes, and Chants

“Mary Had a Little Lamb” Teacher: Mary had a little lamb, Students: Mary had a little lamb, First, sing the song out loud yourself to familiarize the students with the lyrics. Explain that “fleece” is the Teacher: Little lamb, little lamb. sheep’s wool. Then, sing one line at a time, while the Students: Little lamb, little lamb. students echo you. Teacher: Mary had a little lamb. Students: Mary had a little lamb.

Teacher: Its fleece was white as snow. Students: Its fleece was white as snow.

50 Message Time Plus Theme 6 Students will begin to recognize some high-frequency words. DAY 16

Family Tip Before Inform families that their children are working on making connections to books they hear read Let the students know you will be writing about the main character in the book you read aloud. As they are reading to their children at aloud to them. Then, introduce a new Snap Word, “see.” home, suggest that they pause one or two times to ask their children if the book is reminding them Today, I want to write about the book we just read. I really enjoyed reading it. When I look at the of anything from their own lives. cover, I can see that Maria and the llama love each other. I can tell because Maria is smiling and hugging the llama. I want to write about what I see on the cover. Materials to Prepare I also want to include a new Snap Word my message today – the word “see.” 1 index card with the word “see” written on it that Point to the index card with the word “see” on it. is taped to the top of your Message Time board

You see with your eyes. When I look around the classroom, I see books. What do you see?

Call on 1 to 3 students.

Let a child choose a cheer from the cheer cup to introduce the Snap Word.

Let’s practice spelling our new Snap Word. May I have a volunteer come up and choose a cheer for today from our cheer cup?

Select a student to choose a cheer. Use that cheer to practice spelling the word “see.”

Look for the word “see” as I write.

Write The Message After

The message: “I see Maria hugging her Invite 1 to 3 students to come up to the llama.” board to find something they know. After working with individual students, review Highlight the high-frequency word, “see,” the high-frequency word “see.” Point to when you come to it. After you write the the index card with the word “see” on it. word “see,” point to the index card on the Remind the students what the word is. top of the board that has the word “me” Ask them to spell out the letters in the on it and connect that this is the same word “see” once again using the cheer of MTP Message word. the day. I just wrote the word “see.” Look there it is on Let’s practice learning our Snap Word, “see,” see our index card, and there it is in the message. one more time using our cheer for the day.

Then, finish writing the message and read Optional: Ask the students to use the What are your favorite the sentence together. word “see” in a sentence. sports and games? SampleNow, let’s reread the entire message again.

Related Activities

Where Do These Kids Live? We Have Similarities! Post a large world map in your room and talk with groups of children about the Photocopy or download some images of children from around the world in their fact that this is the world, or planet Earth. If appropriate, show them the different home setting or doing an activity. With a small or large group, spread 5 or 6 continents and show them where your state and city or town are located. images on the carpet and try to group them according to how they are similar. Working with the children, take photocopied or downloaded images of children Pictures of children who are all working and doing chores could be a category. from around the world and tack them near the place where they are from. Use Other groupings could include children in different schools, children dressed up yarn to connect the images to the places on the map where the children are from. for a special occasion, children eating, children playing, etc.

I See Things We Can Carry Students can use magnifying glasses to look closely at objects. They can talk Children will label photographs of themselves carrying objects. See Resources about or draw what they see. – Small Group Activities – Literacy.

51 Theme 6 Intentional Read Aloud The students will make personal connections to what is being read DAY 17 aloud and what is being taught.

Before

Today’s lesson will focus on making connections between the daily life of the main character of the story and the students’ daily life.

Good morning, readers. We had so much fun reading along with Maria Had a Little Llama yesterday. We realized that the song was very similar to “Mary Had a Little Lamb,” right? However, this version takes place in Peru, in South America. And, since we have been focusing on learning about life around the world, today I want to spend some time thinking about where Maria lives and goes to school. The illustrations in this book will help us learn more about Maria’s life and how it is similar to ours.

For example, Maria has a llama for a pet. If you have a pet too, please make the connection signal (demonstrate how to link you fingers and rest them under your chin).

Call on a few children to talk about their pets. What kind of pets do they have? What are their pets’ names?

So many of us have pets just like Maria. And I know our pets love us just like the llama loves Maria.

Let’s read today and look carefully at the illustrations to make more connections between our lives and this book. Let’s see how we are similar to Maria! Classroom Culture Your students are always watching and learning from your example. When you manage your emotions in a positive way, your students will do the same. Try sharing your thoughts with the children as you handle something frustrating or During After when you are very excited and want to impulsively do something. For example, Since it would be challenging to pause in Encourage the students’ higher level • “I’m feeling annoyed and impatient right now. the middle of singing a song, first take a thinking skills by asking them to think I guess I’m frustrated that I can’t find my picture walk and highlight the connections about the differences and similarities special marker. I’ll just breathe and tell myself you and your students are making to the between themselves and the children in that I can do it.” book. Peru. • “I’m so excited that it’s snowing, and I just want to jump up and look out the window. For example, on the first page, talk about Boys and girls, think about the connections First I’ll think about what I’m supposed to do Maria’s house. you made between your home and school right now, and then I’ll plan to look out the and Maria’s home and school. window when I’m done reading this book to I’m going to make the connection signal you.” (demonstrate). My house has a fence and a How are you the same as the children in Peru garden just like Maria’s house! that you saw in this book?

Today’s Tip Stop on the page where Maria is walking Possible responses: “We also go to Create a basket of books that you have read to school with her backpack on to discuss school, have pets, laugh and play.” aloud and that students can orally retell. Also the children’s connections. “We have rules in school, have musical include in the basket props that can be used to instruments, etc.” retell the story. Model for the children how you SamplePossible responses: “She goes to school, might select a book and a prop and retell the too!” “She has a backpack like I do!” story. Finish the picture walk and then start at the beginning to sing the entire song.

Songs, Rhymes, and Chants

“Mary Had a Little Lamb” Review the song, using echo reading.

52 Message Time Plus Theme 6 Students will distinguish shades of meaning among common verbs sharing the same general action. DAY 17

ELL Before If possible, encourage a family member who speaks Spanish to read the book to the children Review this week’s Snap Word, “see.” Explain to the children that there are many words in Spanish so they can hear what it would sound that we can use to describe actions – things people or animals can do with their bodies. like if Maria’s teacher was reading it. Explain that you’re going to use some of those words in your message today. Introduce the word “giggle.” Who would like to volunteer to select a cheer from the cheer cup so that we can practice our Snap Word, “see?” Remember, we want to be able to look at this word and read it right away, in a “snap.” After the student selects a cheer, lead them to say the word, spell it out and say the word again. Readers, in the song “Mary Had a Little Lamb,” it says, “It made the children laugh and play to see a lamb at school.” Let me hear you laugh right now! Great! Did you know that there are other words that mean almost the same thing as “laugh?” For example, to giggle also means to laugh but when you giggle you make a small laugh. Like this. Model giggling, laughing in a way where you are acting embarrassed or are trying to hide your laughter. Usually people “giggle” when they find something funny or when they are nervous or embarrassed. Pretend I just told you a joke, and you think it’s funny but you are laughing in a quieter way. Let me see you giggle. Good! I am going to write something about laughing and giggling in my message.

Write The Message After

The message: “I see we can laugh and Invite 1 to 3 students to come up to the giggle.” board to find something they know. After After you write “laugh,” demonstrate what working with individual students, review a laugh looks like and sounds like. the teaching point that some action words have slightly different meanings. After you write “giggle,” demonstrate what a giggle looks like and sounds like Readers, I used two action words in the (laugh in a quieter way). message. These are two words that tell about how someone makes a noise in their throat Reread the entire sentence after it’s while they are smiling. One is louder, and one written. is quieter. Let me read the message to you again. Please listen for the two action words. Read the message again. Ask the students to whisper in their hands the two action words they heard. MTP Message Yes, “laugh” and “giggle” were the two action words. We are learning that these words mean the same thing but are still a little different. They both tell about how someone see makes a noise in their throat while they are smiling, but one is quieter and one is louder. I see we can laugh When you giggle you make a small noise. Let me hear you giggle. and giggle. SampleWhen you laugh you make a louder noise. Let me hear you laugh. I’m going to tell you a joke. If you think it’s only a little funny, then giggle. If you think it’s really funny, then laugh out loud. Here’s my joke: What do you call a dinosaur that does not take a bath? A Stink-o-Saurus. Reread the message one final time.

Related Activities

Follow the Leader Searching for Letters Children will play this game to practice taking turns. See Resources – Small Children will search for letters from the word “market” in print materials, such as Group Activities – Movement and Music. newspapers and fliers. See Resources - Center Activities – Literacy.

And After That Which Weighs More? Read this section in the Resources guide to gain more tips on how to help Children will explore the weights of different objects. See Resources - Small children think sequentially. Group Activities – Science.

53 Theme 6 Intentional Read Aloud DAY 18 Students will understand a common story element, the setting.

Before

Connect the story with the students’ own experiences of being “shushed.” Has anyone ever put their pointer finger up to their lips like this and “‘shushed” you or told you to “hush?” Will you tell us about it?

Call on a few children who raised their hand and ask them to share their stories. Explain that they will focus on where this story takes place, the setting, in order to better understand the story and to learn about the way some people live in Thailand. Show the children where the country of Thailand is on the map. The book we will read today is called Hush. It is a lullaby, or a “goodnight song,” about a mother who is trying to get her baby to go to sleep. But there all these animals who come near her home and she tells them to “hush!” so that they won’t wake her baby. The story takes place in the rainforest of the country of Thailand. That’s the setting of the story, or where it happens.

Show the children the wordless double page (4 or 5 pages from the end). This gives them a view of the home, pig sty, rice barn, well and pond. Ask them to look closely at this picture. What do they notice about the home the mother and her child live in? While we read today, let’s pay attention to the illustrations so that we can learn more about the Note: setting of the story or where it takes place. The illustrator shows the baby leaving his crib even though the mama thinks the baby is During After sleeping. While this isn’t the focus of the lesson, the children might enjoy following the baby’s Read from the beginning and model Restate what the children noticed about movements. making an observation on pages 3-4. the setting, using the pictures in the book to remind them that the setting is in a I am going to put my fingers to my lips rainy, warm environment. Ask one or more Materials to Prepare as if I am saying, “Hush,” because I just questions to help the children think about noticed something about where the story is Map of the world to show where Thailand is the big idea - that the setting, in this case, happening. Look, the mama is putting her located the rainy and warm environment, shapes child in a hammock to sleep. That’s different how people live. Photocopies of characters from the book glued from how my mom put me to sleep. I slept in to popsicle sticks: a crib when I was a baby. Why do you think the house is up off the ground and on wooden poles or stilts? (to • Duck While I am reading to you, if you notice keep it out of the water when the rains come something special about the setting, put • Monkey and to keep animals out of the house) your fingers to your lips as if you are saying, • Water buffalo “Hush” just like the mama in the story. Why is the rice barn up off the ground, too? • Elephant (to keep it safe from mice and to keep it dry) • Baby Recognize the students’ signals. While you read, pause 1 to 3 more times to Why do they take the ladders up at night? have them share what they notice. If the (to keep animals out of their home and away children don’t notice the following, point from their food supply) Classroom Culture them out: When offering positive reinforcement, be specific We learned a lot about where this mother with your praise. Rather than saying, “Good job,” Sample• ladder, instead of steps, up to the and her child live in Thailand. Knowing where state what the child did well and how it affects house and rice barn, someone lives can help you understand the way they live and the way they build their others. • house and rice barn are up on stilts home. For example: in order to keep them out of the water “Julian, I just saw you put that book away. Thank when the rains come, you for taking care of your classroom so others • the well to get drinking water, will be able to find that book when they want it.” • animals, such as monkeys and buffalo, right near the house. Differentiation: Songs, Rhymes, and Chants Distribute props to the children who struggle to stay engaged during large group instruction. When the character they are holding is seen in “Mary Had a Little Lamb” and middle finger to simulate walking on the book, they hold up their prop for the group to Choral sing the song again. Teach them gestures to your hand: “Everywhere that Mary went… see. For example, in the read aloud today, Baby go along with the lyrics. the lamb was sure to go.” appears on almost every page and holding this prop might keep a child engaged. 1. Pretend to cradle the lamb in one arm and 3. Make a roof for the school with both pet with the free hand while singing the hands in front of chest and finger tips first stanza: “Mary had a little lamb…fleece touching: “It followed her to school one was white as snow.” day...which was against the rules.”

2. Open one hand flat and use your index

54 Message Time Plus Theme 6 Students will become increasingly familiar with common letter- sound relationships. DAY 18

Today’s Tip Before Vowels have at least two sounds – a short Review this week’s Snap Word, “see.” Ask a student to select a cheer. Then lead the group and a long sound. When introducing vowels to say the word, spell it and say the word again. to students, always begin with the short sound. Learning the short vowels first is the Who would like to volunteer to select a cheer from the cheer cup that we can use to practice this best way to learn how to read. The short week’s Snap Word? vowels are used in most English words, especially simple CVC (consonant-vowel- Then, let the students know that you want to write about one of your favorite animals. consonant) words, like “cat” and “pin.” Focus them on the letter “e,” which will be highlighted in this lesson. Learning the short vowels will ultimately enable your students to decode those Writers, sometimes we read a book, and we are reminded of the things in our lives. We just read simple CVC words. Hush, and there was an elephant in the book. I love elephants. They are my favorite animals. When I go to the zoo, I like to see the big elephant that lives there. I want to write about that today.

Introduce the letter “e” and its corresponding sound. Show magnetic letters for uppercase and lowercase “e.” Demonstrate how to write an “e.”

Also, I want to teach you about the letter “e.” You hear “e” at the beginning of the words “elephant” and “egg.” Listen, /e/, /e/, “elephant.” Listen, /e/, /e/, “egg.” Materials to Prepare Magnetic letters for the uppercase and This is the letter “e.” This is the uppercase “E.”’ It has one long line going up and down and lowercase “e” three lines going across. This is the lowercase “e.” It only has one line in the middle and then a little curve. While I write today, please look for the letter “e.” We are going to learn how to read it together.

Write The Message After

The message: “I like to see the big Invite 1 to 3 students to come up to the elephant at the zoo.” board to find something they know. After working with individual students, review Pause before you write the “e’’ in the teaching point about the letter-sound “elephant.” correspondence for the letter “e.” Ask the students to say the letter name and Watch me as I write the first letter in the word the letter sound. If there is a student in “elephant.” I hear an /e/ at the beginning of your class whose name begins with this MTP Message “elephant.” “E” is the first letter in the word letter, point it out. “elephant.” First, I make a little line. Then, I curve around it. There it is – a lowercase “e!” Writers, today in my message, I wrote the “E” says /e/. Now, you try it. Use your pointer word “elephant.” It begins with the letter “e.” see finger in the air to skywrite the letter “e” with me. Now, I will finish writing the rest of the Point to the uppercase and lowercase I like to see the big word “elephant.” Please read along with me. letters in different order at least 3 times, asking the students to identify the elephant at the zoo. Read the entire message after it’s been sound. written. Sample The letter “e” says the sound /e/. Let’s practice saying the sound of this letter. Say the /e/ sound with me 3 times.

Optional: survey the children to see what their favorite animal is.

Related Activities

Lullabies from Around the World Letter Detective Sing lullabies from around the world (or play them off of the internet) to expose the Give the students a letter frame prop (e.g., a fly swatter that has a box cut out of it) children to a variety of goodnight songs. Then, have a discussion in small groups and ask them to use it to frame the letter “e” in words around the room. or whole group. “Wow! So we have heard lullabies from a few different places in the world. What does that tell you is the same about parents in different parts to Boat in the Blocks the world?” Answers might be that many people sing their children to sleep or lots Children will pretend to sell food from a “boat.” See Resources - Center Activities of kids like their parents to sing to them at night! – Science. Wooden E On My Way to School Give the children 4 wooden craft sticks. Show them how to lay one vertically and glue Children will write and draw about what they saw on their way to school. See the other three horizontally. They can paint or add glitter to their uppercase wooden “e.” Resources – Center Activities – Literacy.

55 Theme 6 Intentional Read Aloud Students will show a steady increase in their receptive and DAY 19 expressive vocabulary.

Before

Remind the children what an “action word” is and explain that they will be focusing on the action words while you read aloud today.

Readers, we have been talking about action words – words that show what someone or something does. You’ve been learning so many action words! In our book Hush, there are so many great action words, and we are going to practice these movements as we hear them. That way, we’ll learn what the words mean, and we can use them when we talk and write.

During After

On every page, the author introduces a Discuss the ending of the book and ask new primary verb (e.g., weeping, peeping, the students to think about why the book etc.) Encourage your students to practice ended the way that it did. Then revisit the that movement in order to build their new action word vocabulary by having the vocabulary. children act out words and say them. Materials to Prepare Put sticky notes on the pages where you intend to Pause on the first page, after reading, Readers, look on this last page. Baby is pause and teach the students the action words. “Who’s that weeping in the wind?” wide awake! Why do you think Baby is wide awake, and his mama is dozing? Readers, “weeping” means to cry. Let’s weep Classroom Culture together. In the book, Mosquito sounds like Turn and talk with your partner. Then, we’ll she’s weeping, or crying, because she’s share. Take a minute and reflect on what’s going well in making that “wee-wee” sound. your classroom. Have the children stand to perform these Model crying or weeping. Encourage the actions: Then think about why it’s working. What did you children to act out “weeping.” do to add to this success, did you demonstrate, • Leap like a frog. What are you doing? role play, use visual aids or discussions? Use this reflection and some of your successful Great! Tell me what you are you doing? Children: We’re “leaping!” techniques to help tackle other issues that may We’re weeping! (Children call out together.) • Squeak like a mouse. What are you need some attention. doing? Children: We’re “squeaking!” Pause after reading, “Who’s that peeping from the ceiling?” • Creep like a lizard. What are you doing? Vocabulary Children: We’re “creeping!” Creeping – When a person or animal creeps Readers, “peeping” means “looking,” but somewhere, it moves quietly and slowly. Let’s get it means you are taking a quick look at • Squeak like a rusty bicycle wheel. What‘s on all fours and creep around slowly like the cat. something, kind of secretly and quietly so no that sound? Children: A “squeaking” one will see you. wheel! Squeaking – If you are squeaking, you are making a short, high-pitched sound. Let’s start Lizard is peeping from up above. Can you • Shriek like you are surprised. What did squeaking like the fat, gray mouse in the rice show me a quick peep? you just do? Children: We “shrieked!” barn. Sample Continue to instruct the students on some • Doze off for a short nap. What are you When you leap, you jump high into Leaping – of the action words in the story, such as doing? Children: We’re “dozing!” the air, and you jump far. Who’s leaping in the story? Yes, frog! What other animals can leap? creeping, squeaking and leaping. See the Let’s leap, too! sidebar for child-friendly definitions.

Shrieking – When someone shrieks, they make a short, very loud cry when they are surprised or they are in pain. Elephant is shrieking by making a loud short sound. But let’s pretend something. I’ll scare you, and you will give a quick shriek. Songs, Rhymes, and Chants Ready? Boo! (The children shriek out loud.)

Doze – On this page, it says that “the mother “Mary Had a Little Lamb” dozes.” What do you think it means to “doze?” Divide the group into 3 smaller groups. Each group sings one stanza with the gestures. Look at the picture. Do you think the mother will be sleeping for a long time? “Doze” means to take a short nap, not a deep sleep where you have dreams. A light sleep where you might wake up easily if you hear a sound. Let’s all pretend we are tired, or exhausted, like the mother. Let’s “doze” off into a light, short sleep. Show me. What are you doing? (We’re dozing!)

56 Message Time Plus Theme 6 Students will distinguish shades of meaning among common verbs sharing the same general action. DAY 19

Assessment Before When gathering assessments on students, try to first notice what the child is able to do. Once you Review this week’s Snap Word, “see.” Ask a student to select a cheer. Then, lead the group know what the child is doing well, you can build to say the word, spell it and say the word again. on his strengths.

Who would like to volunteer to select a cheer from the cheer cup that we can use to practice our For example, “I noticed that you know how to Snap Word for the week? control your body when you walk to the rug. Now, I’m going to show you how to control your Then, remind the students that there are many words that we can use to talk about how hands and feet when you sit on the rug.” someone moves their body. Some words are almost the same, but they mean something that is just a little different.

I’m ready to start writing the words for my message! Today, I am going to write about different ways that we move our bodies. Children like to play and sometimes when they’re playing, they jump. Everyone please stand up. When I say so, we are going to jump. When you “jump,” you bend your knees and push against the ground with your feet and move quickly upward into the air. Watch me. (Model this.)

Now, let’s all jump in place three times. Great. Now, let’s sit again. Today’s Tip I like to jump, but sometimes I like to jump really high and really far. I like to leap! “Jumping” and Use synonyms for verbs throughout the day. For “leaping” are words that mean almost the same thing. They both mean to jump, but leaping is example: different. When you leap, it means you are not just jumping. You are jumping high, and you are • “You all have so much energy. When jumping really far, like a frog. you go outside today, try to run around. Today, in my message I am going to write how you can leap like a frog. Look for the action words Try to sprint! Remember, to sprint “jump” and “leap” in my message today. means to run very quickly.” Write The Message After • “It’s rest time. Lie down on your mat and try to doze off, or fall asleep for a The message: “I see you can jump and Invite 1 to 3 students to come up to the short time.” leap like frogs. board to find something they know. After working with individual students, review After you write the word “jump,” the teaching point that some action words demonstrate the movement. have slightly different meanings.

After you write the word “leap,” Readers, I used an action word in the demonstrate the movement. message. Let me read the message to you MTP Message again. Please listen for the action words. Reread the entire sentence after it’s written. Read the message again. Ask the students to whisper in their hands the see action words they heard. I see you can jump and Yes, “jump” is an action word, and “leap” is an action word, too! “Leap” and “jump” mean leap like frogs. almost the same thing, but now we know Samplethat they are a little different. Today, we are going to go outside and practice jumping and leaping. Which word means that you go higher and farther – “jump” or “leap?” Raise your hand to share.

Reread message.

Related Activities

This is the Way We Go to School Children will use transportation toys to enact different ways to get to school. See Resources – Center Activities – Science.

57 Theme 6 Intentional Read Aloud Students will identify and share their favorite books and explain DAY 20 why.

Before

Today, you will help the students identify their favorite book. Create a chart that captures the votes each book receives. Your read aloud will be the one that the most children chose. Readers, we have read so many books about what life is like in other places in the world! One thing that strong readers do is they think about which book is their favorite one. That way they can choose to read it again, and they can even share it with a friend or teacher. I’m going to talk to you about one of my favorite books, Maria Had a Little Llama. I love this book so much because I love the way the author took a classic nursery rhyme and changed it just a little bit. I also liked seeing how even though Maria’s school and neighborhood were different than ours, she was similar to us in so many ways. She has a backpack and goes to school like us. She has rules in school. She has a pet like some of us do. Oh, I just love that book. Here are all the books we read this month as we learned about Daily Life in Many Lands. We’re going to look at each book so we can remember what each one was about. Let’s look at the first book we read, One World, One Day. It showed us children around the world and how they spent their day. Continue summarizing each of the books. Turn and talk about which book you will vote for as your favorite. Say, “My favorite book is…” and tell your partner why you are choosing it. Ask a couple of children to explain which book they chose and why it is their favorite. Let’s vote on our favorite. I will hold up the book and if it was your favorite, please stand. Remember, you can only stand once. Materials to Prepare Count out loud the number of children standing. Write the number on a sticky note so the All the books in this month’s theme should be children can read it. Then, place the book on a ledge where the children can see it. available for everyone to see. Okay, so (five) of our friends chose this book as their favorite. Sticky notes to write the number of children that chose each book as their favorite Continue holding up the books, asking the children to stand, writing the number on a sticky note and placing the book in a visible spot. After all the books have been reviewed and voted on, you might want to rearrange the books with numbers from least to greatest. Classroom Culture Boys and girls, let’s look at the numbers I placed on each book. Each number tells us how many people Use empowering language if the children need preferred that book and chose it as their favorite. Which book has the highest number written on it? encouragement to complete a task. For example, Okay! This book was the one that had the most children choose it. Let’s read it! “I know you can zip your coat by yourself because I saw you do it yesterday. Show me that you can If there’s a tie, tell the children that you will read one book today and the other(s) at some do it again.” point later on.

During After Today’s Tip Your classroom environment can act as “the Read the book that was most popular out Restate that readers have favorite books other teacher” in the room but only if it is both loud. Encourage the children to join in on and can explain why they like those relevant to the children and promotes their saying any familiar lines with you. books. Congratulate the readers on the independence. Organize and label student great learning they’ve done during this materials so that children know where things are theme about Daily Life in Many Lands! and how to access them. Save your wall space Sample to display student work and resources they find Nice work today, readers! You all thought useful – group generated charts, word walls and about your favorite books! You also thought vocabulary lists. Students’ work and student about why that book was your favorite. thinking should be displayed everywhere so that Strong readers think about that because the room truly feels as if it was created and built knowing what books you love will make it by the children. easier for you to choose books to read. You will also be able to have fun talks with friends about your books.

Songs, Rhymes, and Chants

“Mary Had a Little Lamb” Try singing in a round today for a fun challenge.

Divide the class into two groups and stagger when each group starts to sing. The first group sings the first stanza alone. with you leading. The second group joins in to sing the first stanza, with another adult leading them, while the first group sings the second stanza.

58 Message Time Plus Theme 6 Students will able to recognize the initial letter in words. DAY 20

Family Tip Before Encourage families to incorporate letter names and sounds into daily life. For example, when they Review this week’s Snap Word, “see.” go for walks around their neighborhood, look for Who would like to volunteer to select a cheer from the cheer cup that we can use to practice “see,” letters in the alphabet. When they find the letter they’re looking for, read the word to their child. our Snap Word for the week? “We found the letter ‘s!’ This word says, ‘stop.’ I After the student selects a cheer, say, spell and say the word again. Then, let the students hear the /s/ sound in ‘stop.’” know that you have really enjoyed this unit, and you have learned a lot. As a writer, you want to share what you have learned. Also, let the students know you will be asking them to focus on initial letters in words.

We have learned so much about people and places all over the world. After reading all these books together and sharing our stories, here is what I have learned. The world is a beautiful place! I am going to write that in my message today. I’m also going to be pointing out the first letter of each word. It’s important to be able to find the first letter of a word so you know where each word begins.

Write The Message After

The message: “I see the world is a Invite 1 to 3 students to come up to the beautiful place!” board to find something they know. After working with individual students, review As you begin each new word, announce, the teaching point about recognizing the “I am writing the first letter of this word.” initial letter in words.

I am writing the first letter in the word “the.” Writers, today in my message, I mentioned The first letter in “the” is a “t.” each time I was writing the first letter of every word. Right now, I am going to point to a Then write the whole word. letter. If I am pointing to the first letter of the word, I want you to hold up one finger, like I am writing the first letter in the word “world.” this (demonstrate). If I am not pointing to the The first letter in “world” is “w.” first letter, just keep you hand closed, like this (demonstrate). Then write the whole word. Continue in that manner, highlighting the first letter in Point to individual letters, sometimes the each word. initial letter, sometimes not. Assess the students’ understanding of this concept Reread the entire sentence after it’s of print. written. MTP Message Lead the class in rereading the message.

Move this week’s Snap Word from above the message board to the Word Wall since see the week is coming to an end. Emphasize how the children might use the word in I see the world is a the future. beautiful place! SampleThis week’s Snap Word was “see.” We worked hard to learn how to spell “see.” When we see the letters “s-e-e,” we can read them and know that they spell “see.” It’s time to put it on our Word Wall. Let’s move it under the letter “s.” Now, whenever we need to spell this word, we can look at the Word Wall under the letter “s” and find it. We can also practice reading it any time we choose to!

Related Activities

Initial Letter Treasure Hunt Encourage the students to use highlighting tape to highlight the first letters of words in books, in shared reading texts (Big Books) or in your written message.

Relay Race Children will run relay races. See Resources – Small Group Activities – Movement and Music.

59 Small Group Activities

Literacy This Is the Way I Go to School • Children will experiment with a variety of writing tools and Market Signs materials.

• Children will understand that writing serves a variety of purposes. Materials: paper, writing supplies

• Children will experiment with a variety of writing tools and Preparation: materials. Fold a piece of 8 1/2 x 11 paper in half length-wise and then in half to make a mini-book for each child. Materials: alphabet stamps, markers, paints, collage materials Activity: Activity: Have the children create their book cover and entitle the book, “This Create signs that you might see or that might be used at the different Is the Way I Go to School.” Recall One World, One Day and how the markets you have been studying. For example, Fried Bananas $2.00 or children go to school all around the world. Then have the children Fresh Flowers. draw a picture of how they go to school on one side and on the other side a picture of the way they might like to go to school. Ask the children to write/dictate sentences about their work. Me on the -ap Things We Can Carry • Children will create and invent words by substituting one sound for another. • Children will experiment with a variety of writing tools and materials. • Children will show progress in associating the names of letters with their shapes and sounds. Materials: camera, paper, glue or tape

Materials: sentence strips, magnetic letters Preparation: Take pictures of the children carrying objects in different centers in the Preparation: classroom. Glue or tape each photo to paper or print out each photo Create sentence strips with ___ ap for each child in the group. If you at the top of a page. don’t have a lot of magnetic letters, create the following letters on individual pieces of sentence strips: “t,” “c,” “l,” “y,” “z,” “g,” “r.” Activity: Have each child dictate or write a sentence about their picture and Activity: sign their name. Create new words with the group. Differentiation: What’s in the Bag? Add blends, such as “cl,” “wr,” “tr,” “fl.” • Children will make predictions.

• Children will develop an increasingly complex and varied speaking vocabulary.

Materials: school supplies, books, a backpack

Preparation: SamplePlace different objects in a backpack. Activity: Have the children try to guess what is in your backpack. Let them hold it and feel the weight. Record their predictions. Remove the objects from the backpack and discuss their predictions.

60 Small Group Activities

Math

What Granny Bought at the Market

• Children will be able to order sets of objects.

Materials: large index cards or oak tag, markers

Preparation: Using the back of My Granny Went to Market as a reference, create individual cards with each set of the items that Granny bought on her trip. For example, one card will have 1 rug, another will have 2 temple cats, etc. Remember to label each card with the numeral and the item. You can either copy that page or draw the objects.

Activity: Have the children place the cards in order from 1-10.

Fast and Slow

• Children will explore the concepts of fast and slow.

Materials: sentence strip, markers

Preparation: Copy pictures of various modes of transportation found in the Reproducibles section.

Activity: Introduce the concepts of fast and slow. Have the children practice walking or running in place. Ask them to describe things they know that are moving are fast or slow. Show children the cards and discuss whether each item is fast or slow. Place the card under the appropriate column.

Design a Carpet

• Children will recognize and describe basic geometric shapes.

• Children will use shapes to create original work.

Materials: construction paper, various shapes, art supplies, glue

Preparation: Cut various shapes out of construction paper. MakeSample sure they are the correct size to be used with an 8 1/2 x 11 piece of construction paper.

Activity: Have the children create their own carpet designs out of shapes. Ask the children to write or dictate a sentence about their design. Encourage the use of shape words.

More or Less

• Children will explore the concepts of more and less.

Materials: construction paper or oak tag

Preparation: Create two mats, one that is 8 1/2 x 11 and one that is 1/2 a sheet of 8 1/2 x 11 paper.

Activity: Provide the children with manipulatives, such as cube blocks or Unifix cubes. Have the children guess which mat will hold more. Have them do the experiment. Talk about why the larger mat holds more.

61 Small Group Activities

Science Social Studies

Flea Market Sort Treasure Hunt

• Children will sort objects based on a single attribute. • Children will develop a beginning understanding of maps as representations of actual places. Materials: classroom objects, index cards, markers Materials: paper, markers Preparation: Gather four different objects to be sorted, such as buttons, toy Preparation: animals, blocks, beads, etc. Create a simple map of the classroom that leads to a hidden treasure.

Activity: Activity: Have the children arrange a table at a “flea market” by sorting Have the children use the map to locate the treasure. the objects. Provide the children with index cards folded in half. Encourage them to create prices for their objects on the index cards. Have the children shop using either Bunny Money or the money from Me on the Map the Let’s Go Shopping! application. • Children will develop a beginning understanding of maps as representations of actual places. Which Weighs More? • Children will use different art media and materials. • Children will explore objects of varying weight. Materials: paper, art supplies Activity: Materials: objects of varying weights Have the children draw a map of where they sleep. Remind them to Preparation: include different items that are in their rooms. Use the book, Me on a Gather several sets of objects with clearly different weights, such as a Map, for a reference. Help the children label their maps. book and a pencil, or a book and a paint brush.

Activity: Where Is It? Have the children visually examine and discuss the objects in each set. Have them predict which is heavier and record their predictions • Children will develop a beginning understanding of maps as on a chart. Then let the children hold each object and decide which is representations of actual places. heavier. Record their findings and discuss any differences. Activity: Use the world map in the book Me on the Map to show where the United States is. Then, follow Granny’s travels from My Granny Went What Can You Carry? to Market, by pointing to each of the continents she visited.

• Children will sort objects based on a single attribute.

Materials: pictures of objects, index cards, glue

Preparation: Using the Reproducibles in the Resources section, copy pictures of objects of varying weights, such as a car, house, elephant, mouse, apple or pencil, and glue them to cards. On sentenceSample strips, write the titles Things You Can Carry and Things You Can Not Carry.

Activity: Place the titles at the top of a pocket chart. Have the children discuss each picture card and place it under the matching title.

62 Small Group Activities

Art

Food for Sale Relay Race

• Children will use different art media and materials. • Children will coordinate movements and learn to take turns.

• Children will demonstrate an awareness of the uses of money. Materials: objects to be carried in a relay race

Materials: play dough Activity: Provide objects for the children to have a relay race while carrying the Activity: objects in different ways. Have the children create food using play dough. Encourage the children to sell the food to the other students. Students can use money from Bunny Money activities or from the Let’s Go Shopping! application. Social Emotional Neighborhood Map Collage Supermarket Safety • Children will develop a beginning understanding of maps as representations of actual places. • Children will discuss and utilize appropriate safety procedures. • Children will use different art media and materials. Activity: Provide scenarios for children to act out and discuss (e.g., standing/ Materials: collage materials, black construction paper, glue, art sitting in the shopping cart, walking in the parking lot, taking items off supplies the shelf). Continue to discuss safety rules with the children. Preparation: Cut strips of black construction paper to represent roads. Collect pictures from magazines that represent the neighborhood.

Activity: Have the children create a neighborhood map collage. Encourage the children to label their creations.

Movement & Music

Scavenger Hunt

• Children will express themselves through movement.

Preparation: Create a scavenger hunt for the children. Hide itemsSample from markets or create objects cards from My Granny Went to Market. Create a list of each group of the items they need to find.

Activity: Go on a scavenger hunt.

Follow the Leader

• Children will coordinate movements and learn to take turns.

Activity: Play Follow the Leader.

This is the Way We...

• Children will express themselves through movement.

Activity: Read One World, One Day aloud and have the children act out the different ways to get to school, do chores and other activities.

63 Center Activities

Literacy Math

Neighborhood of Families Shopping at the Market

• Children will be able to match word families. • Children will demonstrate an awareness of the uses of money.

Materials: three small boxes, construction paper, markers, index • Children will count in sequence to 10 and beyond. cards Materials: play money, index cards

Preparation: Preparation: Use the three boxes to create “houses.” Select three word families Help the children create a flea market table. Use index cards to create you have been working on, such as “–ap,” “-at,” “-in,” and label price labels. each house with the word family. You can use the 3 cards in the Reproducibles section and add to them. Activity: Have the children shop at the market. Remind them to count their Activity: money before making a purchase. Have the children sort the word families into the appropriate houses.

Flying Carpets Alphabet Sort • Children will be able to match pairs. • Children will match upper- and lowercase letters. Materials: large index cards or oak tag, markers Materials: magnetic letters Preparation: Preparation: Create 4 pairs of carpet designs. The designs should be rather simple Mix up your upper- and lowercase magnetic letters. and colorful.

Activity: Activity: Have the children sort the letters into two piles, upper- and lowercase Have the children find the matching carpet pairs. letters.

Differentiation: How Many on My Head? After the letters are sorted, have the children match upper- and lowercase letters. • Children will count in sequence to 10 and beyond. • Children will explore carrying objects. Searching for Letters Materials: bean bags or paper plates • Children will progress in associating the names of letters with their Activity: shapes and sounds. Have the children explore how many bean bags or paper plates Materials: newspapers, fliers they can carry on their heads. Create a chart listing how many each student can carry. Activity: Have the children search for letters in the word “market” in the paper. Have them circle or highlight the letters they find. Sample Differentiation: Provide the children with the “m,” “a,” “r,” “k,” “e,” “t” letter cards for additional support.

On My Way to School…

• Children will experiment with a variety of writing tools and materials.

Materials: paper, writing supplies

Activity: Have the children draw and write about what they saw on their way to school.

64 Center Activities

Science

Boat in the Blocks Map Match-up

• Children will represent fantasy and real-life experiences through • Children will develop an understanding of maps as representations of pretend play. actual places.

Materials: cardboard box Materials: chart paper, construction paper

Activity: Preparation: Add a large cardboard box to the block center to create a boat. Use play Create a map on chart paper of a pretend town. Add buildings made from food in baskets for the children to sell food from their “boat.” different colored construction paper. Be sure to use different shapes so the buildings are distinguishable. Create an additional set of buildings. Remember to label the buildings. This is the Way We Go to School Activity: • Children will represent fantasy and real-life experiences through Have the children match the buildings to their location on the map. pretend play.

Preparation: Create signs with state and country names for use in play. Also create roads by laminating black construction paper. Art Activity: Provide different transportation vehicles for the children to role play ways Blue Oceans to get to school in different places in the block area. • Children will use a variety of materials to create original work.

Stuff on Your Head Materials: art supplies

• Children will explore carrying objects. Activity: Have the children paint world maps. Materials: objects that can be balanced on your head, such as a bean bag, erasers, markers, etc.

Activity: Place a basket full of objects in the science center for the children to practice balancing on their heads.

Social Studies Map Exploration Sample • Children will develop an understanding of maps as representations of actual places.

Materials: maps, globe, magnifying glass

Activity: Provide the children with different maps and magnifying glasses for exploration.

65 “It’s a Small World”

It’s a world of laughter, a world of tears. It’s a world of hopes and a world of fears. There’s so much that we share that it’s time we’re aware, It’s a small world after all.

It’s a small world after all. It’s a small world after all. It’s a small world after all. It’s a small, small world.

There is just one moon and one golden sun, And a smile means friendship to everyone. Though the mountains divide And the oceans are wide, It’s a small world after all.

It’s a small world after all. It’s a small world after all. It’s a small world after all. It’s a small, small world. Sample It’s a small world after all. It’s a small world after all. It’s a small world after all. Songwriters RICHARD SHERMAN, ROBERT SHERMAN

It’s a small world after all. Published by Lyrics © Walt Disney Music Publishing Company

66 Photocopy this song and send it home with your students. “This Little Light of Mine”

This little light of mine, I’m gonna let it shine. This little light of mine, I’m gonna let it shine. This little light of mine, I’m gonna let it shine. Let it shine, all the time, let it shine. All around the neighborhood, I’m gonna let it shine. All around the neighborhood, I’m gonna let it shine. All around the neighborhood, I’m gonna let it shine. Let it shine, all the time, let it shine. All around the world, I’m gonna let it shine. All around the world, I’m gonna let it shine. All around the world, I’m gonna let it shine. Let it shine,Sample all the time, let it shine!

Photocopy this song and send it home with your students. 67 “Take Me Out to the Ball Game”

Take me out to the ball game. Take me out with the crowd. Buy me some peanuts and crackerjacks. I don’t care if I never get back. Root, root, root for the home team If they don’t win, it’s a shame. For it’s one, two, three strikes you’re out, At the old ball game.

Sample

68 Photocopy this song and send it home with your students. “Mary Had a Little Lamb”

Mary had a little lamb, Little lamb, little lamb. Mary had a little lamb. Its fleece was white as snow.

Everywhere that Mary went, Mary went, Mary went, Everywhere that Mary went The lamb was sure to go.

It followed her to school one day. School one day, school one day. It followed her to school one day, Which was against the rules. Sample

Photocopy this song and send it home with your students. 69 Fun With Language Playing Word and Language Games

Playing games with words improves the children’s Spell It Out oral language and pre-reading skills and makes learning fun! Try these ideas with your children. Use the children’s growing knowledge of phonics to spell out the words they use to represent sounds, such as “beep” for the sound of a horn or “vroom” for a truck driving. Be a Word Actor

1. In whole or small group, have the children call out sound words.

To Prepare: 2. Choose one and ask the children to help you spell the word. Have Write 10 or 20 action words, with corresponding pictures, on large the children repeat the word, stretching it out and listening for index cards (such as pitch, catch, run). Place the cards in a box sounds they know. labeled Action Words. 3. As the children suggest letters they hear in the sound, write these In Class: letters on the board. Support the children, if they get stuck, by repeating sounds or suggesting letters. 1. Have the children sit in a circle. 4. When the word is written, have everyone read it aloud and 2. Invite one child at a time to be a word actor. Have the child draw a choose another word. word from the box, keeping it hidden from the other children, and whisper it to you (this lets you help the child read the word). Then have the child act out the word while the other children watch and try to guess what the word is. Scavenger Hunt 3. When the word has been guessed, the word actor points to the child who guessed correctly. You can give hints if the class is To Prepare struggling. Choose a group of related words, such as members of a word family, 4. Hold up the word card and have the class read it aloud together. kinds of trucks or names of different train cars. Write each word on a Choose another word actor and repeat until all the children have large index card. Include a helpful illustration. Hide these cards around had a turn or all words have been used. the room. Extension: In Class Make everyone a word actor during read alouds. When you come to As a center or small group activity, tell the children they are going on an action word, have all of the children act it out. a scavenger hunt. Show them one of the cards. Tell them how many cards to find and give hints about where to look (i.e., cards will not be in the restroom, animal cage or in a closet or drawer).

Silly Sentences When the children have found the cards, read all of the words aloud and have the children guess what topic the words describe. To Prepare Recite silly sentences using two or more words from the same family, such as “The pig danced a very fun jig” or “The pig went to the store and bought a black wig.” In Class Sample In whole or small group, say the sentences aloud as the children listen for the word family words. Have the children repeat the words that are alike. Extension Referring to word family lists, help the children create their own sentences. Record these on chart paper. Have the children illustrate these sentences and post the drawings by the chart.

70 A Perfect Match Matching Text to Illustrations

To comprehend a story, the children need to Writing Sentences for Illustrations understand the connection between what the text says and what the illustrations show. Doing This interactive writing activity will help the children learn to write picture walks and inviting the children to examine sentences to describe their own drawings. The activity may be repeated numerous times with different pictures. and discuss illustrations helps them understand this connection. There are also instructional To Prepare strategies and activities you can do to build this 1. Choose a picture to write about. Make it large enough for all of the children to see. A picture of something they have been studying, comprehension skill. such as cows, will work better than a picture with unknown elements. Put the picture at the top of a piece of chart paper.

Matching Sentences to Illustrations 2. Brainstorm a list of words that could be used to describe the picture. Write these words on paper and keep it with you during the activity. To Prepare Choose a book that your children know well. Make copies of several In Class pictures from the book and paste them onto cards. On separate 1. Show the children the picture. Tell them you want everyone to cards, write a sentence that directly describes each picture. These help write a sentence about it. For example, you might use a sentences can come directly from the book or they can be original. picture of one of the children in the book What We Wear . Put matching color dots on the back of the pictures and sentences so the children can self-check their work. 2. Have the children talk about what they see. Encourage them to think of exciting words they could use. Give examples from the In Class list you brainstormed earlier. Make a list of the words the children suggest and post it next to the picture sheet. 1. Show the children the pictures and ask them to describe what they see. Place the pictures in a pocket chart so the children can 3. Encourage the children to brainstorm creative phrases to describe see them. the picture. Ask questions that will extend their thinking, such as “What do you think the child is thinking?” “Where do you think the 2. Read the sentences aloud one at a time, having the children say child is going?” “Who else might the child be with?” which picture the sentence describes. If the children aren’t sure, remind them to look at the picture and think about the words in 4. Record their phrases on chart paper. the sentence. 5. After the children have brainstormed answers to these questions, 3. When all of the sentences have been matched, review the tell the class that everyone is going to work together to make one pictures and sentences again. Model using the matching color great sentence. dots to check your work. 6. Use the interactive writing process to create a sentence. For 4. When the children are comfortable, move this activity to small each part of the sentence, from deciding how to begin through groups. Place the pictures and sentences on a table and have deciding on the punctuation, have the children call out and the children work together to match them. Be prepared to read discuss their suggestions. Encourage all suggestions but choose the sentences to the children who need this support. Remind the ones that make sense, describe the picture best and are fun. The children to use the dots to check their work. final sentence might be some¬thing such as : SampleHint The children may need a lot of support from you at first. Most of the ideas may be yours when you first model this.

Writing Sentences for the Children’s Own Work

Working in small groups or one-on-one, repeat this process to help the children create fun sentences to describe their own drawings.

71 Same and Different Comparing Qualities and Quantities

While judging whether two things are the same Small Group Activities or are different seems like a simple skill to experienced learners, it is actually a high-order Ask a Friend thinking task that requires using prior knowledge 1. Group the children into pairs and have them sit facing their and active looking, listening and comprehension partner. skills. Young children learn the concepts of same 2. Ask the children to find one thing that is the same between them and different through explicit modeling, discussion and their partners and one thing that is different. Encourage them to think about color and style of hair or clothes or, for those who and hands-on independent work. are ready, what age they are, what month they were born or what street they live on.

Introducing Same and Different 3. Bring the pairs to the small group and ask, “What did you find that was the same as your partner? What was different?” Help each Similar Qualities child record their answers on a T- chart. Form different pairs and repeat. 1. Choose two objects that are not identical but have similar qualities, such as a red crayon and a red marker. Phonological Awareness 2. Show them to the children, saying that these two objects are the same because they have something in common. Have the children discuss what they see and list every¬thing that makes Same Letter or Blend the two items the same (red, both are used for writing, both have 1. Make cards with pictures of different objects beginning with a similar shape) on the left side of a T-chart. letters the children are studying or already know. Write the name of each object on the card. 3. Explain that the two objects are also different (one is wrapped in paper, one is plastic). Have the children discuss the differences 2. Have the children sort the cards by the first letter or blend. Talk and list these on the right side of the T-chart. with them about their work.

4. Repeat steps 1-3 with two other very similar objects, such as a 3. For the children who are ready, you may make cards featuring red crayon and a blue crayon. objects that start with a letter, such as “t,” which is also part of a blend, such as “tr-,” and ask them to sort the letters into one pile 5. As children gain experience describing what they see, introduce and the blends into another. comparing two objects that look very different from one another, such as a sandal and winter boot, or paper and a dry-erase board. Repeat steps 1-3. Be open to all of the children’s ideas. Same Sound Young children often think of comparisons adults may not consider, such as announcing they hate both things, or both items 1. Make cards with pictures of different objects beginning with are smaller than a dinosaur. Record any statement that is true. sounds the children are studying or already know. Write the name of each object on the card. 6. In small groups, have the children do open-ended exploration of the classroom by searching for any two items that are the same 2. Have the children read each word aloud and sort the cards by the or different. Have the children explain their choices and help them initial letter sound they hear. record their descriptions. Be ready to repeat steps 1-3 individually with any children who need more practice with the concept. 3. For the children who are ready, include a few words that begin with different letters but have the same sound, such as “can” and Sample“key,” or the same letter with different sounds, such as “cave” and Similar Qualities “cereal.” Talk with the children about what they hear and see on these cards. Gather two equal sets of the same objects, such as crayons, counters or blocks. 1. Have the children discuss what is the same about each set. Stress thinking about the quantity. Count each set out loud.

2. Repeat steps 1-2 with unequal sets. Count each set out loud.

3. Repeat steps 1-2 with the same quantity of different objects. Have the children discuss the similarities and differences, again stressing counting each set out loud.

72 And After That Sequencing Story Events

Understanding the sequence of events is vital to Sequencing Using Picture Prompts understanding a story. When the children practice naming and ordering a story’s main events This activity can be done several times using different books. The using written and/or picture prompts, they learn children will benefit from many opportunities to practice this new skill. All sequencing activities can be used as center applications after the about story structure, which will increase their children have seen them modeled and used in small groups. comprehension. To Prepare Choose a book you have read many times. Copy five illustrations Introducing Sequencing that show main events in the story, such as the bears leaving home, the porridge, the beds and the Goldilocks running away from the When any new skill is taught, it is best to begin with content the Big Book The Three Bears, a big book included in this Blueprint children know. To introduce sequencing, begin by having the children Curriculum. Glue each one to a card with a word, phrase or sentence practice with activities from your daily classroom schedule. about the illustration written directly under the picture. To Prepare On the back of each card, write the number showing the order of the card in the sequence (i.e., 1 on the first event card, 2 on the second Write the first three activities from the daily schedule on sentence event card). strips, such as story time, centers and small groups. Add pictures or icons that represent these activities on your schedule chart. Make In Class three sets of these strips. Show the children the cards and let them name the story. Invite them In Class to recall aloud what happens in the story. Retell the story using the cards as a guideline. 1. Bring your daily schedule chart to the whole group area. Read the chart aloud with the children, reviewing each item. Draw their Model putting the cards in sequential order, talking aloud about what attention to the activities for which you have created sentences. you are doing. Show the children how to turn the cards over to check the numbers on the back. Use the vocabulary first, second, third, etc. 2. Show the three sentence strips and read them aloud. Have the children echo read the sentences. In small groups, have the children lay all of the cards out on a table or the floor. Ask the children to put the cards in sequential order. 3. Have the children help you put the sentences in order by Have the book nearby for the children to check if they want. Remind comparing them to the daily schedule chart. Use the words “first,” them to check their work by looking at the number on the back of the “second” and “third” to describe the sequence. Distribute the cards. other sets and repeat, having the children holding the first activity bring their strips forward, then the second and third. Ask the Sequencing Using Written Prompts children to describe their sentences in full sentences: “I have the ______(first, second or third) activity.” A variation of this activity may be done numerous times with 4. When the children are comfortable, have them work in small sentences from different books or lines from short poems or nursery groups sequencing the sentences. The children can check their rhymes. work with the schedule chart and/or with other groups. To Prepare Choose a book the children have heard many times. Choose five sentences from the book that describe main events. Write each Samplesentence on a sentence strip. To each, add a small picture related to the sentence as a clue. Number the backs of the strips in order, as you did above. In Class 1. Show the children the featured book and invite them to review what they remember about what happens in the story. Read the sentences aloud and use them as a guide to retell the story.

2. Model putting the sentences in sequential order as you did with the cards above.

3. In small groups, have the children review all of the sentences. Ask the children to put the cards in sequential order on a table or in a pocket chart. Have the book nearby for the children to check if they want.

4. Help the children check their work by comparing their sentences to what they remember about the story. Remind them to check their work by looking at the numbers on the backs.

73

2.0 BP Reserved. Rights All Initiative. Literacy s Children’ 2008 © COPYRIGHT

Reproducibles2 Blueprint Theme 7 country side, mouse, hen

Blueprint Theme 2 5 7

Center Cards

2.0 CC

apple, pineapple, macaroni, candy house, mouse, goat, boat

s Literacy Initiative. All Rights Reserved. BP Reserved. Rights All Initiative. Literacy s © 2008 Children’ 2008 ©

COPYRIGHT Sample 2.0 Blueprint Theme 5 Blueprint Theme s Literacy Initiative. All Rights Reserved. BP All Rights s Literacy Initiative. © 2008 Children’ COPYRIGHT

water table

COPYRIGHT © 2008 Children’s Literacy Initiative. All Rights Reserved. BP 2.0 74 Photocopy this page as needed. Reproducibles

9 Blueprint Theme 9 Blueprint Theme 7 7 2.0 2.0 Sample s Literacy Initiative. All Rights Reserved. BP All Rights s Literacy Initiative. s Literacy Initiative. All Rights Reserved. BP All Rights s Literacy Initiative. © 2008 Children’ © 2008 Children’ COPYRIGHT COPYRIGHT turtle, snake, iguana

pizza, shirt, daffodil

Photocopy this page as needed. 75 Pre-K Scaffolding Questions

How to scaffold toward You can ask... the development of... (Remember to choose the question or questions that make the most sense based on the individual student’s needs and zone of proximal development. You don’t need to ask all of them.) Letters • Can you say the name of the letter? • Can you say the sound that letter makes? • Can you find this letter in your name? (Write the child’s name at the bottom of the board or use a preprinted card with the child’s name on it when asking this question.) • The letter you found has a long stick (short stick, curve, circle, tunnel, tail, cross, dot, slant, etc.) Can you find another letter that has a long stick (short stick, curve, circle, tunnel, tail, cross, dot, slant, etc.)? • Can you find that letter in another word in the message? • Here are two magnetic letters. One is the same as the letter you found. The other is different. Which is the same? • Can you find that letter somewhere else in the room? Words • How did you know that was a word? • Can you find a letter in that word? • What letter does the word start with? End with? • How many letters are in that word? • How many words are in this sentence? • Can you show me the first letter of the word? The last letter of the word? • You found the word ____ (dog). Is that one dog or more than one dog? • You found the Snap Word ______. Can you spell it for me? • You found the Snap Word ______. Can you use it in a sentence? Phonological Awareness • Can you think of a word that rhymes with that word? • I’m going to say some words. Give me thumbs up if the word I say rhymes with ______. Give me thumbs down if it doesn’t. • That word has (two) chunks or syllables. Can you clap the word chunks? • You found the word ______. Can you clap the word chunks or syllables? • What sounds do you hear in that word? • Can you tell me another word that begins with the same sound? • I am going to say some words that start with the sound____. Give me thumbs up if it starts with the sound _____ or thumbs down if it doesn’t. • You found the word ______. What is the beginning sound in that word? Vocabulary • Can you act out this word? • What does this word mean? • Can you tell me a word that is the opposite of this word? • Can you tell me a word that means the same thing as this word? • Can you use thisSample word in a different sentence? Concepts of Print • Can you show me where the message begins? Where the message ends? • Can you point to each word in the order you should read the sentence? • Frame a letter or a word and ask: Is this a letter or a word? • Frame a letter or number and ask: Is this a number or a letter? • Can you show me the word that comes after this word? The word that comes before? • What is the name of the punctuation mark you found? • Why is that mark of punctuation there? • What does that punctuation mark tell your voice to do?

76 Photocopy this page as needed. Supplemental Books

Castles, Caves, and Honeycombs Ashman, Linda Babies on the Go

Bailey, Debbie Families

Blackstone, Stella Bear About Town

Chamberlin, Mary Mama Panya’s Pancakes

Crews, Donald Flying

Demi The Empty Pot

Ehlert, Lois Market Day: A Story Told with Folk Art

Glaser, Linda Our Big Home: An Earth Poem

Guthrie, Woody This Land is Your Land

Hartman, Gail As the Crow Flies

Hoberman, Mary Ann A House is a House for Me

Isadora, Rachel Old Mikamba Had a Farm

Krebs, Laurie Off We Go to Mexico

Maclachlan, Patricia Lala Salama: A Tanzanian Lullaby

Zomo the Rabbit: A Trickster Tale from West Africa McDermott, Gerald Papagayo: The Mischief Maker

Families

Morris, Ann Houses and Homes

Tools

SampleYum! Yuck! A Foldout Book of People Sounds Park, Linda Sue

First Book of Sushi

Hola Jalapeno Sanger, Amy Wilson Let’s Nosh

A Little Bit of Soul Food

Sobel, June B is for Bulldozer

Swain, Gwenyth Eating

Round is a Mooncake: A Book of Shapes Thong, Roseanne Green is a Chile Pepper: A Book of Colors

Wells, Rosemary Yoko

77 Lead Curriculum Development Children’s Literacy Initiative Michele Coulombe and Dave Younkin Copyright © 2015. All Rights Reserved. Primary Content Development “Children’s Literacy Initiative”, “CLI”, and Sara Binnington, Beth Ellor, Gina Molinari-Schiano, “Blueprint For Early Literacy” are trademarks of Theresa Ormond, and Sharon Weldon Children’s Literacy Initiative. Creative Direction, Design and Layout Michael Jones Children’s Literacy Initiative 2314 Market Street Book Collections Philadelphia, PA 19103 215-561-4676 Galen Longstreth www.cli.org Thanks to the following colleagues and consultants who helped in a variety of invaluable ways: Gil Aquino, Kathie Bowes, Jennifer Chen, Salvatore Dell’Aquila, Meg Engelhard, Caryn Henning, Sara Lasrow, Stan Melusky, Amelia Mumford, Bridget Nolen, Jordanne Owen, Nicole Pepper, John Phillips, Kelly Phillips, Ted Rudofker, Cameron Voss, Laura Wood

Special thanks to Jen Van Zandt and her terrific Pre-K colleagues at Belmont Academy Charter School, as well as Annette Hanagan at St. Helena School.

Sample