balloons teacher''''s edition 2

What Do You See?; I'm Throwing a Ball; Sunday, La, La, La; I Want to Play; Hokey-Pokey Picture Cards #1 — 6 showing sand toys pail, shovel, rake, ball, blocks, cars, hoop, jungle gym ¢ S

+ he

® To name classroom and playground objects

To name colors: red, blue, green, yellow,

orange

To identify shapes: circle, square

To understand sizes: big, little

To count objects: 1 — 3

To recognize numbers: 1 - 3

To identify the days of the week

To make polite requests

To understand commands

¢ To use prepositions: in, on, over, under, in

front of, behind, next to, inside, outside,

through

To express wants (I want sử)

To use contractions (Let’s +)

To ask questions

To answer questions (What? How many?)

To use the present tense

To use the present progressive tense

Learning Strategies and Thinking SỈ

To use prior knowledge

To listen to and follow directions

To repeat words and sentences

To use mime and gesture

TuGD In and Out of School

To make shape collages

To draw favorite outdoor games

To make splatter paintings of playground objects

To draw classroom objects Language Arts: To listen to and say chants

n

AK ờN

To role-play conversations

To talk about size

To play a naming game Math: To count to three

; To recognize numbers 1 — 3

; "| To graph favorite activities

! To play color and shape bingo

© Music: To sing songs

To move to music

Science: To use sense of touch to identify

playground objects

To draw playground and classroom back-

grounds and use stick puppets to talk about

what they do in each

Materials

® Lucky Ducky puppet

® Audiocassette, Level 2 One, Two, Three What Do You See?; I'm Throwing a Ball; Sunday, La, La, La; I Want

to Play; Hokey-Pokey Picture Cards #1 — 6 showing sand toys (pail, shovel, rake), ball, blocks, cars, hoop,

jungle gym

¢ Student Book, Level 2, Tell a Story: Playing

School

* Workbook, Level 2, pages 2 — 9; Little Book:

In and Out of School

* children’s toys: pail, shovel, rake, ball, blocks, cars, hoops; glue; paper circles and squares of different sizes and colors; paper;

large paper bags; sets of three markers, books, and crayons; scissors; large construc- tion paper numbers 1, 2, and 3; colored chalk; drawings of swings, a slide, and a see- saw; toy boats and dolls; big cardboard carton; little cardboard box; pictures of a tri- cycle, tree, jungle gym, and slide; chart paper; colored paper; markers; heavy paper cutouts of toys; toothbrushes; paint; bingo boards and calling cards with colored cir- cles and squares; masking tape, stapler;

paper markers; folders; crayons; heavy

paper; popsicle sticks; paper folded into five

sections; sets of three cards with the num-

sand toys (pail, shovel, rake), ball, blocks, cars,

hoop, jungle gym

Recycled Vocabulary and Actions

boy, girl, teacher, one, two, three, circle, square,

tricycle, crayon, scissors, glue, table, chair, book,

tree, slide, swings, see-saw, march, catch, play,

throw, jump, color, cut, draw, run, read, go, ride,

wiggle, put, stop, turn around

Language Patterns for Speaking

Isee (three) (pencils)

I want to play with

I'm (march)ing

This is the number (one)

Language Patterns for Understanding

What am I doing?

What do you want to play with?

How many do you see?

Today is (Monday)

Where are you? / There you are!

Conversơfions : Hello My name is Matt Whats your name?

My name is Pam Whats your name?

Let's play with the blocks

No, I want to play with the sand toys

: OK Let’s play with the sand toys

: Good! Let's have fun!

In and Out of School

Create a bulletin board entitled “In and Out of

School.” Make a simple drawing of a school building on one side of the bulletin board to indi-

cate inside Draw several trees beside it to

indicate outside Invite children to draw things they use in the classroom and on the playground, cut them out, and glue them on the appropriate

side of the bulletin board

1, With the help of Lucky Ducky, model greetings such as Hello My name is Lucky Ducky Hello

My name is Miss Gonzalez Good-bye, Miss Gonzalez Good-bye, Lucky Ducky Encourage children to practice introducing themselves to each other

2 Display the following pictures or objects: crayon, glue, scissors, door, table, and chair Use Lucky Ducky to respond to these instructions: Show me the (crayon) Point to the (door)

Then children can take turns following your instructions

3 Show a classroom object to the class and ask, Is this a (crayon)? Accept Yes or No answers

sand toys, pail, shovel, rake, ball, blocks, cars,

hoop, jungle gym, sandbox, playground, children,

boys, girls, teacher, one, two, three; Actions:

jump, march, climb, play

Materials

Picture Cards #1 — 6; children’s toys: pail, shovel,

rake, ball, blocks, cars, hoop

FTT~~T~—~ -= —-—-

@ USING THE BOOK

s TEACHER T/

Look at the picture Point to the children

These are children The children are on the

playground Show me the boys Show me the girls Show me the teacher

| Point to the pictures and ask children to listen,

| point, and repeat: This is a shovel This is a

| rake This is a pail These are sand toys

| This is a ball These are blocks These are

| cars This is a hoop This is a jungle gym

l This is a sandbox

| Point to the jungle gym and use your fingers to

{| mime climbing it Ask children to listen, point,

| and repeat: I’m climbing the jungle gym,

| Climb the jungle gym

! Point to the (blocks) Show me how you

| play with (blocks)

|

!

@ BEFORE THE BOOK

Creating Interest Place these toys on a table where children can see them: pail, shovel, rake, ball, blocks, cars, and hoop Pick up each one and introduce its name using this pattern: This is a pail Repeat

This is a pail Then hold up each one and ask children, What's this? Model the answer, It’s a pail Repeat the procedure for plural objects (cars, blocks) using the pattern: These are cars

Repeat These are cars Then ask about all the objects in random order: What's this? What are these?

RESPONSE

Look and listen Point to the boys Point to the

girls Point to the teacher

Listen, point, and repeat: This is a shovel This

is a rake This is a pail These are sand toys

This is a ball These are blocks These are cars This is a hoop This is a jungle gym

This is a sandbox

Listen, point, and repeat: I’m climbing the jun-

gle gym Pantomime climbing a jungle gym

Point to the (blocks) Pantomime playing with

(blocks)

Introduce actions by asking children to jump Jump with them and say, I am jump- ing Encourage them to say, I am jumping, as they jump Then say, March March with children

as you say, I am marching Let children repeat, J

am marching, as they continue to march Repeat

this with other actions children know

@) AFTER THE BOOK Games and Activities

What’s Your Name? Introduce the fol-

lowing conversation with Lucky Ducky

and another puppet Then invite groups of three

children to role-play it together

A: Hello My name is Matt What’s your name?

B: My name is Pam.What’s your name?

C: My name is Sam

One, Two, Three What Do You

See? Invite children to say the chant

Hold up three different Picture Cards for each verse and let children tell you what they see

One, Two, Three What Do You See?

One, two, three, What do you see?

I see a (hoop) I see a (pail) I see a (ball)

That's what I see!

Workbook: Page 2 TE: Page 93

Teaching Tip Since some children may not have mastered cer- tain words or concepts the first time they were presented, it may be necessary to reteach some

of them during review sessions

*® To name classroom and playground objects

* To use the present progressive tense

® To express wants

¢ To identify shapes: circle, square

Vocabulary

sand toys, pail, shovel, rake, ball, blocks, cars,

hoop, jungle gym, circle, square, one, two, three;

Actions: throw, catch, color, cut, draw, glue

Materials

Picture Cards #1 — 6; paper circles and squares of

different sizes and colors; glue; paper; toy cars

@ USING THE BOOK

! Look at the picture Point to the pictures and

! ask children to listen, point, and repeat: This is

: a ball This is a hoop This is a shovel This

i is a rake This is a pail This is a jungle gym

| Point to the pictures and ask children to listen,

| point, and repeat: These are cars These are

blocks These are sand toys

Point to pictures of the singular objects Is this

a (rake) or a (pail)? What color is it?

Point to pictures of plural objects, Are these (blocks) or (cars)? What color are they?

l

I

! Help children open their books so they can see

; pages 2 and 3 together Point to the pictures on

I page 3 and say: This is a (pail) Then ask chil-

I dren to look at page 2 and say: Show me the

l (pail) Say, This is a (pail)

Review pail, shovel, rake, hoop, and jungle gym

the same way Then review the plural words:

They're blocks They’re cars Theyre sand toys

‘Turn the cards facedown on the table Turn one

over and ask, Is it a (shovel) or a (rake)? or Are they (cars) or (blocks)? Choose a child to answer, It's a (shovel) or They're (cars) Repeat the activ-

ity several times with different Picture Cards

CHILDREN“S RESPONSE Look at the picture, listen, point, and repeat:

This is a ball This is a hoop This is a shov-

el This is a rake This is a pail This is a jungle gym

Listen, point, and repeat: These are cars

These are blocks These are sand toys

It’s a (pail) It’s (blue and orange)

They’re (blocks) They’re (red and blue and green and yellow)

Look at the picture of the (pail) on page 3, point

to the (pail) on page 2, and say: This is a (pail)

ca Introduce the “I'm Throwing a Ball” chant

and invite children to repeat the words and gestures with you

I’m Throwing a Ball I'm throwing a ball (Mime throwing a ball.)

Look at me! (Point to yourself.)

I'm catching a ball (Mime catching a ball.) One, two, three! (Hold up fingers.) Make new verses with I’m coloring / I’m cutting and I’m drawing / I'm gluing

@) AFTER THE BOOK

Games and Activities

Ki Shape Collages Hold up paper cireles and

squares as you tell children, /t's a (circle)

It’s (red) Encourage them to repeat the shape and color after you Then hold up a paper circle and ask, What shape is this? Is it a circle or a square? Hold up other paper circles and squares and ask, What shape is this? Distribute the paper circles and squares and let children use them to make a shape collage Invite children to hold up their completed collages and name the shapes

Let’s Play! Introduce the following con- versation using actual toys Then invite pairs of children to role-play it using toys

A: | want the car, please

Sharing favorite toys can provide children with

an opportunity to use the language they are learn- ing in a real-world context

`

© To use prepositions: in, on, in front of,

behind, over, under

Vocabulary

one, two, three, toy boat, tricycle, book, crayon,

scissors, glue, hoop, cars, blocks

Materials

large paper bags; sets of three blocks, balls, cars,

markers, crayons, and books; large construction

paper numbers 1, 2, and 3; colored chalk

@ USING THE BOOK

@ BEFORE THE BOOK

Creating Interest Before class, place sets of three objects in paper bags You can use toys such as blocks, balls, and cars as well as classroom objects such as mark- ers, crayons, and books Use Lucky Ducky to take one, two, or three objects out of a bag and ask a child, How many do you see? Help chil- dren respond using the pattern, I see three cars

Draw large outlines of the numbers 1, 2, and 3 on

the chalkboard Point to the number 1 and tell children, This is one Show me one finger

s TEACHER TALK s s CHILDREN“S RESPONSE s

I

|

!

I

! Point to the pictures in the Picture Dictionary

I and ask children to listen, point, and repeat: This

Ì is a toy boat This is a tricycle This is a

' book, This is a crayon These are scissors

I This is glue Show me the (toy boat)

| Point to the numbers at the left and ask children

| to listen, point, and repeat: This is the number

| one This is the number two This is the

|! number three

i Point to the (one) What number is it? Model

¡ tracing on the dotted number (one) with your

| crayon Trace the number (one)

with two and three

Listen, point, and repeat: This is a toy boat

This is a tricycle This is a book This is a crayon These are scissors This is glue

Point to the (toy boat)

Listen, point, and repeat: This is the number

one This is the number two This is the number three

It’s the number (one) Trace the dotted num- ber one with their crayons

They’re blocks It’s a hoop They’re cars

Listen and draw lines from the numbers at the

left to the appropriate groups of objects at the right

Repeat this with the numbers 2 and 3 Invite chil- dren to fill in the outlined numbers using colored chalk Then use Lucky Ducky to take various numbers of objects out of a bag again Each time Lucky Ducky pulls out an object or a group of objects, ask a child to point to the appropriate number on the board and say the number and the name of the objects, for example: Two books

€) Arter THE BOOK

Games and Activities

= Where Is It? Place a collection of small

toys and classroom objects on the table

Model these actions Then ask children to do

them as you name them Put the book on the table Put the paper in the book Put the toy boat behind you Put the block in front of you Put the crayon under the table Put the block over

the table

Big Numbers Cut out large numbers 1, 2,

i and 3 from colored construction paper You should have one 1, two 2s, and three 3s Hold them up and ask children to call out each num- ber Then give these large numbers to six children Ask them to form groups with the same number of children as the number they are hold- ing When the groups are formed, all children in

each group take turns stepping forward and say-

ing their number together

Workbook: Page 4 TE: Page 93

Teaching Tip

Take advantage of informal opportunities to ask children to point out the numbers one, two, and three For example, you may find these numbers

at the bottom of book pages, on coins or bills,

and on the classroom doors

T4

Proctice

Objectives

© To understand sizes: big, little

© To name colors: red, blue, green, yellow,

Picture Cards #1 — 6; drawings of swings, a slide,

and a see-saw; small toys such as blocks, cars,

boats, and dolls; big cardboard carton; little card-

board box

Point to the pictures in the Picture Dictionary and ask children to listen, point, and repeat: This

is a table This is a chair This is a marker

This is a sandbox This is a doll This is a

hoop

Point to the (table) Say, It’s a (table)

Point to pictures in the Picture Dictionary Is this a (marker) or a (doll)?

Point to a picture in the Picture Dictionary

What's this? What color is it?

Hold up the duck puppet Lucky Ducky, what

do you like to do outside? Draw yourself playing outside Use the duck puppet to draw

Lucky Ducky swinging on a swing Lucky

Ducky is drawing Lucky Ducky playing on a

swing Point to the children What do you like

to do outside? Point to the page Draw your- self playing outside

s TEACHER T: s CHILDREN'S RESPONSE s

@ BEFORE THE BOOK

Creating Interest

Take children on a tour of areas inside and out- side the school Point first to the interior of the school and then to the area outside as you say, Inside Outside Inside the school Outside on

the playground Ask children to repeat these phrases as you point to each location Encourage

them to name the things they see in each area

Children can make simple drawings of a class-

room and a playground when they return to their seats

Listen, point, and repeat: This is a table This

is a chair This is a marker This is a sand- box This is a doll This is a hoop

Point to the (table), It’s a (table)

It’s a (doll)

It’s a (table) It’s (blue)

Draw pictures of a favorite thing to do outside

Hold up the Picture Cards, pictures of playground equipment, and actual toys and ask, Inside or

outside? Model the first few responses if neces-

sary For example, when you show the doll, children may respond, Inside When you show

the slide, children may respond, Outside Some

items, such as toy cars, may be used either inside

Point to each one and ask, Is it big or little?

Then present the Picture Cards, pictures of play- ground equipment, and actual toys you used in the Before the Book activity and ask children to place each one in the “big” box or the “little” box

Confirm each choice by saying, That's right The slide is big or Right The crayon ts little

I Spy Invite children to play a game of I

Spy For example, you choose an object

that children are familiar with and say, J spy something green Children take turns guessing what green object in the room you are thinking

of Model the question, Is it the (book)? Play sev- eral rounds using the colors red, blue, yellow, green,and orange Then invite children to take turns leading the game

Workbook: Page 5 TE: Page 93

Teaching Tip Notice the games children are playing outside the

school building before and after class You may

wish to introduce vocabulary that will help chil-

dren describe these activities

® To name classroom and playground objects

¢ To identify the days of the week

¢ To use prepositions: inside, outside, in front

of, behind

Vocabulary

ball, tricycle, tree, jungle gym, slide, playground,

hide-and-seek; Actions: play, run, hide, throw

Materials

ball; pictures of a tricycle, tree, jungle gym, and

slide; markers; blocks

rcc - ———_—_———————

@ USING THE BOOK

@ BEFORE THE BOOK

Creating Interest Bring a ball and pictures of a tricycle, tree, jungle

gym, and slide to class Hold up the pictures and

ask, What’s this? Then attach each picture to a block so that it stands upright Children can take

turns placing items according to your directions:

Put the slide in front of the tree Put the jungle

gym behind the tree Confirm each placement by saying, That’s good! The slide is in front of the tree Encourage the class to clap to show their

! Point to the picture The children are outside

! ‘The children are playing hide-and-seek

i Show me a boy Show me a girl

| Are the children inside or outside?

| Point to parts of the picture and ask children

! to listen, point, and repeat: This is a tree

! ‘This is a slide This is a playground This is

! a school Let’s look inside the school I see a

; classroom

{| Point to the girl leaning on the tree and ask chil-

{| dren to listen, point, and repeat: The girl is

| counting Let’s count with the girl

| Point to the other children, Ask children to lis

I ten, point, and repeat: The children are hiding

{| Pretend to look for children who are hiding Ask

{| children to pantomime and repeat: Where are

Í you? Where are you? Oh! There you are!

Listen, point, and repeat: The girl is counting

One, two, three

Listen, point, and repeat: The children are hid- ing

Pantomime looking for children who are hiding

Where are you? Where are you? Oh! There you are!

Role-play a game of hide-and-seek with children

First face the wall and count to three out loud

Tell two children to hide Then go looking for the children as you say, Where are you? Where are you? Oh! There you are!, each time you find a child Tell children, We're playing hide-and-seek

You hide I count Then I look Choose other chil-

dren to hide, and encourage the whole class to count aloud with you

© Arter THE BOOK

Games and Activities Playing Games Invite groups of three or

four children to work in front of the class

Whisper with the children as they choose an

activity to act out For example, they might be running, hiding, throwing a ball, or playing hide-

and-seek As each group pantomimes its activity,

the others guess what it is You can extend the practice by asking questions such as Where do you play this game—inside or outside?

mm Sunday, La, La, La Teach children this

chant You may wish to point to the days

on the calendar as you introduce the words

Sunday, La, La, La

Sunday, la, la, la (Clap with each la.)

Monday, la, la, la (Clap with each la.) Tuesday, la, la, la (Clap with each la.) Wednesday, la, la, la (Turn around.) Thursday, la, la, la

Friday, la, la, la

Saturday, la, la, la

It makes a week

(Clap with each la.) (Clap with each la.) (Clap with each la.) (Hands up over head.)

Teaching Tip

You may wish to start every class by saying, Today is (Monday)

chart paper; colored paper; markers; scissors;

hoops; boxes; blocks; sand toys

@ USING THE BOOK

s TEACHER TALK s s CHILDREN'S RESPONSE s The children are playing Point to each child

What is the (girl) doing? Ask children to lis-

ten, point, and repeat The girl is jumping

through a hoop The boy is playing with a

car The boy is playing with sand The girl is

blocks The father is reading a book

Point to a picture Is the (girl) (kicking a

ball) or (playing with blocks)?

Point to the dotted lines and model how to cut

on the dotted lines Hand out the scissors Cut

on the dotted lines

Let's play a game! Act out the activity on one

of the cards Ask children to hold up the card that shows the activity and name it The girl is kicking the ball Then partners take turns act-

ing out and naming the activities

r

I

l

I {

I Divide children into pairs Now you play!

@© BEFORE THE BOOK

Creating Interest Use hoops, boxes, tables, and chairs to practice the prepositions children know

Hold up the hoop and tell several children, Go through the hoop! Model the action if necessary

Then tell children: go under the table, go behind the chair, and go neat to the box Encourage them to perform the actions as you name them

Introduce this conversation with a child

Then invite pairs of children to role-play

it together Use props during your demonstration

Listen, point, and repeat: The girl is jumping through a hoop The boy is playing with a

car, The boy is playing with sand The girl is kicking a ball The girl is playing with blocks, The father is reading a book

The (girl) is (playing with blocks)

Cut on the dotted lines

Listen to instructions and repeat the teacher's

words, The girl is kicking the ball

Get partners and play the game

A: Let’s play with the blocks

B: No, I want to play with the sand toys

A: OK Let’s play with the sand toys

B: Good! Let's have fun!

@) Arter THE BOOK

Games and Activities

My Favorite Activity Make a favorite activity graph and ask children to choose which of the activities shown they like the most Label the columns with pictures of toys and play equipment children know Ask them to choose the activity they like best Each child can glue a colored paper marker in the column of the activi-

ty they like the most Then help them determine

which activities children like the most

bac The Memory Game Ask children to work

in pairs The two children combine their cutout cards from the Using the Book activity and lay all twelve cards facedown on the table in

four rows of three cards each The children then

take turns turning over two cards and naming the action shown on each If the two cards match,

the child keeps them If they don’t match, the child tums them facedown again and the other

child takes a turn Play continues until all cards

to the lesson

PT

YNNYNTVTITVTNVTTTYTYTVYTTTYTYTYTYTYYTTTTTYYTYT.Ô

Activities for Developing Conversations Objectives

* To name classroom and playground objects

* To name colors: red, blue, green, yellow, orange

To identify shapes: circle, square

Materials

heavy paper cutouts of toys; toothbrushes; paint;

painting paper; bingo boards and calling cards with colored circles and squares; paper bag;

hoops; masking tape; chalk; stapler; paper mark- ers; folders; crayons; markers; heavy paper;

popsicle sticks; glue

GAMES AND ACTIVITIES

NOTE: This page contains additional activities to

enhance oral language development They can be done with the whole class or set up in Learning Centers

I Want to Play (sung to the tune of

“The Bear Went Over the Mountain”)

I want to play with the cars

I want to play with the cars

I want to play with the cars

What do you want to play with?

Juan wants to play with the blocks

Juan wants to play with the blocks

Juan wants to play with the blocks

What do you want to play with?

= Stop and Go

Invite children to play Stop and Go, When you say, Go, they are to move according to the directions you just gave them When you say, Stop, they must freeze and listen for their next

instruction Remind them not to start moving

until they hear the word, Go Model the actions

Instructions can include, Gallop, Jump, Jump slower, Jump faster, March, Chase a friend

Stenciled Toy Paintings

Make simple cutouts with heavy paper of the new vocabulary Children can tape a cutout to

hold it in place on a piece of paper Then they can splatter paint over the stencil with a tooth- brush When the paint is dry, help them remove the stencils Staple all the pictures together to make a classroom book of toys Help children

“read” the book using the pattern, I like to play with a (ball)

Color and Shape Bingo Make Bingo cards with matching calling cards that have an assortment of one, two, or three red, blue, green, yellow, or orange circles and squares on them, Draw a calling card out of a bag and name what is pictured Children use paper markers to cover a square that has a pic-

ture matching what has been called The first per-

son to cover all their squares is the winner

Hokey Pokey with Hoops Play Hokey-Pokey using two or three hoops

If you don’t have enough hoops for everyone,

draw chalk “hoops” on the playground, or make

yarn circles to use inside the classroom

Hokey-Pokey (sung to the tune of

“The Hokey-Pokey”) You put your foot inside the hoop You put your foot outside the hoop You put your foot inside the hoop And you wiggle, wiggle, wiggle!

You do the hokey-pokey

And you turn around, around

That’s what it’s all about (Clap hands.) ‘urn around.)

Sing the song through several times using other parts of the body, such as hands, legs, and head

Pole Rssscsssovcceesctestcecces

Puppet Plays

Distribute folders and markers to pairs of children

and let them use them to create inside and out- side scenes Children can make simple popsicle

stick puppets by drawing a child on heavy paper,

cutting it out, and gluing it onto the popsicle stick

Invite children to work with a partner and make

up a short play with their two puppets Set the folder so it stands upright and serves as a back-

drop for the play, Model some conversations the puppets might have to get the children started

Workbook: Page 8 TE: Page 93

Little Book: In and Out of School

Teaching Tip Use a TPR activity to help children review the prepositions they know

Assessment

Objectives

© To assess the concepts and language learned in

this unit

Vocabulary

ball, book, doll, jungle gym, car, tricycle, sand-

box, sand toys (pail, shovel, rake), blocks, hoop,

toy boat, one, two, three; Actions: kick, read,

play, climb, draw, ride

Materials

Picture Cards #1 — 6; cutout cards showing play

activities; paper folded into five sections;

crayons; sets of three cards with the numbers 1,

2, and 3; large paper bag; children’s toys

@ USING THE BOOK

* TEACHER TALI Look at the picture Show me the (ball)

Look at the picture Show me something

(red) What is it? (Repeat for blue, green, yel-

low, and orange objects in the picture.)

Pantomime (kicking a ball) What am I doing?

Repeat for other actions children know

Make cards with the numbers 1, 2, and 3 Hold

them up one by one What number is this?

Let's play a game! Model how to play with a

partner Turn over a number card (Two) Move

your marker (two) spaces ahead Name the

object and say what you do with it (Book) I

am (reading a book)

Divide children into pairs Now you play the

game Move around the room and help children

When children have guessed the activity correct-

ly, ask them, Inside or outside? Place the Picture

¢ CHILDREN’S RESPONSE « Look at the picture Point to the (ball)

Point to something (red) It’s a (book)

(Kicking a ball)

(One)

Listen to instructions and repeat teacher's words

(Two) (Book) I am (reading a book)

Get a partner and play the game

Cards and cutouts of outdoor activities on one side of the board and of indoor activities on the

other side of the board You may create another

area in the middle for activities that can be played both inside and outside

@) arter THE BOOK

Games and Activities

Feely Bag Create a feely bag with realia of

some of the new vocabulary Include a ball, pail, shovel, rake, blocks, toy car, boat, and doll Put one of the items in a large bag Invite a child

to close his or her eyes and feel the object in the bag Encourage the child to name the toy and then hold it up for all to see

What Color Is It? Give each child a piece

of paper folded into five sections Let chil-

dren use their crayons to draw a red, blue, green, yellow, and orange marker at the top of each sec-

tion Encourage them to look around the room

and identify one or two objects of each color Then they can draw the objects in the correct

column and color them in Ask children to talk

about the objects they drew and tell what color

each one is

Workbook: Page 9 TE: Page 94

Teaching Tip

Let children look around and point to circles and

squares they see in the classroom This will give

them another opportunity to review the shapes they've learned

Learning Strategies and Thinking Skills

To identify the five senses

To name parts of the body each sense

To use descriptive words: hot / cold, rough /

smooth, sweet / sour, loud / soft

To name colors: light green, dark green, light blue, dark blue, purple, pink, brown, black,

white

To identify shapes: triangle, rectangle

To review shapes: circle, square

To count objects: 1-5

To recognize numbers: J — 5

To express likes and dislikes

To understand commands

To review prepositions: inside, outside,

through, in, on, over, under, in front of, behind, next to

To use the present tense

To use possessives: my

To use prior knowledge

To listen to and follow directions

To classify items by senses that perceive them

To use chants and songs to learn vocabulary

To use conversations to learn language

To play games that reinforce language learning

To draw themselves using a sense

To make a class book

To make a sense book

: To role-play conversations

To listen to and say chants

To talk about textures

To count to five

To graph favorite colors

To use a chart to summarize

To make number pretzels

To paint scenery and prepare a dramatiza-

tion of the story of Little Red Riding Hood

Materials

« Lucky Ducky puppet

* Audiocassette, Level 2

Head and Arms, Legs and Toes; I Hear With

My Ears; I Can’t Watch TV All Day; Loud and Soft

Picture Cards #7 — 11 showing see, hear,

smell, taste, touch Student Book, Level 2, Tell a Story: A Tasty

Cake!

Workbook, Level 2, pages 10 — 17; Little

Book: I Can Count paper bag; bell; whistle; book; photograph;

soap; flower; apples; cookie; cotton; Velcro;

drawing paper; crayons; construction paper head; magazine cutouts of eyes, nose, mouth

with tongue, ears, and hands; paper plates;

glue; yarn; video; musical instruments; trian- gle; can of orange juice; carrot; lemon halves;

cotton balls; number cards 1 through 5; con- struction paper; ball; scissors; tape; green, blue, black, and white poster paints; chart paper; large cutouts of numbers 1 through 5;

markers; ingredients for pretzel dough (water, yeast, flour, honey, salt, egg); hot chocolate; lemonade; sandpaper; drum; rock, marble; pre-made five-page booklets with cover; blank audiocassette; mural paper;

paints; pictures of a flower, cat, cookie, and piano; number cards with 1 and 2

see, hear, smell, taste, touch

Extended Vocabulary

tongue, face, telephone, airplane, soup, hot,

cold, rough, smooth, sweet, sour, loud, soft,

feather, clock

Actions

fly, drive, hop, stamp, get in line, follow me

Recycled Vocabulary and Actions

family, mother, father, grandmother, head, arms,

legs, toes, eyes, nose, mouth, ears, hand, triangle,

rectangle, four, five, foot, cat, ice-cream cone,

crayon, pizza, baby, book, ice cream, dog, chair,

sandwich, sing, swim, run, play, watch TV, eat,

sleep, walk, jump, sit down, go, dance, clap,

close, stand up, turn around

Language Patterns for Speaking

I can (smell) a flower / I can’t (smell) a book

Tm (four)

T'm in kindergarten

Yes, I can / No, I can't,

Language Patterns for Understanding

Can you (smell) a (telephone)?

Trace (the number one)

How old are you?

What grade are you in?

Conversdftions A: Hi, Ana! How old are you?

: I'm four

: What grade are you in?

: I’m in kindergarten

: Wow! That's great!

lletin Board Ideas

My Senses

: Peter, do you like ice cream?

; Yes, I like ice cream

Tony, do you like ice cream? |

No, I don't I like cake

Peter, do you like cake?

Yes, I think it’s great!

; 1 don't like it It's sour

Do you like orange juice?

Yes, I like orange juice It tastes sweet

Place large drawings of an eye, a nose, a mouth,

an ear, and a hand across the top of the bulletin board to represent seeing, smelling, tasting, hear-

ing, and touching Encourage children to place

magazine pictures or original drawings under each symbol showing things that can be enjoyed

by each of these senses

family Connections Children can tell family members the names of the five senses in English and name some of the foods and colors they like and don’t like

Newcomer Preteaching Activities

1, Use Lucky Ducky to point to parts of your body (eyes, nose, mouth, ears, arms, legs, head,

hands, fingers, feet, toes) using the patterns, These are my (eyes) This is my (nose)

2 Model this conversation with Lucky Ducky: Give me the (crayon), please Here Thank you

Ask children to give you classroom objects and practice this conversation

3 Tell children, Touch your nose, and model how to do it Children can stand and follow your instructions, for example, Touch your ears Touch your toes

T2B

Worm Úp

Objectives

¢ To name parts of the body

* To identify the five senses Vocabulary

Jamity, mother, father, grandmother, see, hear, smell, taste, touch, head, arms, legs, toes, eyes,

@ BEFORE THE BOOK

Creating Interest

mm Introduce “Head and Arms, Legs and

Toes,” Ask children to point to each body part as they name it

Cut a “head” out of construction paper and place

it where children can see it Cut the following body parts from magazines or draw your own cutouts: eyes, nose, mouth with tongue, ears, and

two hands Hold up the eye cutout and tell chil- dren, Show me your eyes Then choose a

volunteer to place the eye cutout on the head

nose, mouth, ears, hand, tongue

Materials Picture Cards #7 — 11; paper bag; bell; whistle;

book; photograph; soap; flower; apple; cookie;

cotton; Velcro; drawing paper; crayons; construc- tion paper head; magazine cutouts of eyes, nose, mouth with tongue, ears, and hands

Point to your eyes, open them wide, and say, See

I see with my eyes Repeat this with the remain- ing body parts to introduce J smell with my

nose, I hear with my ears, I taste with my tongue, and I touch with my hands

Head and Arms, Legs and Toes (sung to

the tune of “Head and Shoulders, Knees and

Toes”) Head and arms, legs and toes, legs and toes

Head and arms, legs and toes, legs and toes

Mouth and eyes and hair and nose, Head and arms, legs and toes, legs and toes! €) ArrtR THE BOOK

Games and Activities

sx The Sense Game Place several objects that appeal to the different senses in a

@) USING THE BOOK

Run your hand over the family members This is _ Point to the (mother),

a family Show me the (mother)

Point to the mother’s eyes These are eyes

Point to the eyes Repeat These are eyes

The mother sees with her eyes

paper bag You might use a bell and a whistle for hearing, a book and a photograph for seeing, soap and a flower for smelling, an apple and a cookie for tasting, and a piece of cotton and a

piece of Velcro for touching Place the Picture Cards face up along the edge of the board Ask

children to take turns pulling an object out of the

bag and placing it under the related Picture Card

Point to the mother’s eyes These are eyes The

mother sees with her eyes

Point to the girl's ears These are ears Point

to the ears Repeat These are ears The girl

hears with her ears

Point to the grandmother's nose This is a nose

Point to the nose Repeat This is a nose

The grandmother smells with her nose

Point to the father’s mouth This is a mouth

with a tongue Point to the mouth Repeat

This is a mouth with a tongue The father

tastes with his tongue

Point to the boy’s hand This is a hand Point

to the hand Repeat This is a hand The boy

touches with his hand

Point to the girl's ears These are ears The girl hears with her ears

1 Shapes, Shapes Give each child a piece of

I drawing paper with a large circle, square,

I

l ]

Point to the grandmother's nose This is a nose

The grandmother smells with her nose

where on the page Encourage children to make a

drawing using the shape Ask each child to name the shape in his or her drawing

throughout the day and ask them what senses they are using

Point to the boy’s hand This is a hand The

boy touches with his hand

| *

T10

Presentation

Objectives

* To name parts of the body

¢ To understand what can and can’t be done with

each sense

* To identify the five senses

Vocabulary

see, hear, smell, taste, touch, eyes, nose, mouth,

tongue, ears, hand, four, five

Materials

paper plates; crayons; glue; yarn; video; musical

instruments; triangle; can of orange juice; carrot;

lemon halves; cotton balls; number cards 1

through 5

Look at the picture This is Peter Show me

his (ears)

Point to the first picture, Peter sees with his

eyes He sees a bird Show me your eyes

What do you see?

Point to the second picture Peter hears with

his ears, He hears a bee Show me your

ears What do you hear?

Point to the third picture Peter tastes with his

tongue He tastes an apple Show me your

tongue What do you taste?

Point to the fourth picture Peter smells with

his nose He smells a flower Show me your

nose What do you smell?

Point to the fifth picture Peter touches with

his hands He touches the rabbit Show me

your hands What do you touch?

How Old Are You? Use Lucky Ducky to

model this conversation Then let

children practice it with a partner

A: Hi, Ana! How old are you?

B: I'm four

A: What grade are you in?

B: I'm in kindergarten

A: Wow! That’s great!

Use the following objects to help children prac-

tice talking about the senses: a video, musical

Point to their tongues I taste

Point to their noses I smell

Point to their hands I touch

instruments, a triangle, a can of orange juice, a carrot, lemon halves, cotton balls Hold up an object Ask, Can you see it? Model the answer,

Yes, I can, and encourage children to repeat it

Ask, Can you taste it? Model the answer, No, I

can't, and let children repeat it Then hold up dif-

ferent objects and encourage children to point to the corresponding body part as they respond, Yes, I can or No, I can't

@) Arter THE BOOK

Games and Activities Face Masks Give children paper plates and

invite them to use them to make masks

Children can draw eyes, noses, mouths with tongues, ears, and hair Then help them cut out the drawings and glue them on their plates Cut out eye holes so children can see Punch one hole

on each side of the plate and tie yarn in place

Help children put on their masks Encourage partners to talk about each other's mask: These are (eyes) This is a (nose)

Bo Five Fingers Invite children to hold up their hands and count their fingers Touch

each finger as you count, one, two, three, four, Jive Then tell children, Show me (three) fingers

Write the numbers | through 5 on separate cards

and place them in sequence along the board

Children can take turns coming to the front of

the room and touching each card as they say the number

Workbook: Page 11 TE: Page 94

Teaching Tip

Ask each child to bring to class one thing he or she loves to hear, see, taste, smell, or touch

E

Unit 2 Name Body Parts; Classify Senses

¢ To understand what can and can’t be done with each sense

* To name parts of the body

* To classify by senses Vocabulary

face, eyes, nose, mouth, ears, tongue, rectangle, triangle, leg, foot, cat, telephone, ice-cream cone, airplane, soup, crayon, see, hear, taste,

smell, touch; Actions: sing, swim, fly, run, play,

watch TV, jump, hop, sit down, go, dance

! Point to the pictures in the Picture Dictionary

| and ask children to listen, point, and repeat: This

: is a square This is a triangle This is a face

I These are eyes This is a nose This is a

i mouth These are ears This is a rectangle

I This is a circle This is a leg This is a foot

| Point to the pictures in the Picture Dictionary Is

| this a (square) or a (triangle)?

! Point to the (telephone) This is a (telephone)

i Trace a line with your finger from the eye to the

| (telephone) Can you see a (telephone)?

| Shake your head, Yes, and guide children to say,

| Yes Draw a line from the eye to the (tele-

{ phone) Trace a line with your finger from the

| mouth to the (telephone) Can you taste a

| (telephone)? Shake your head, No, and guide

| children to say, No Continue this activity until

| children have drawn lines between the objects

| and the senses they use to detect them

(Hold up hands.)

(Point to tongue.) (Wrinkle nose.)

(Clap Clap.)

I hear with my ears

I see with my eyes

Itouch with my hands

I taste with my tongue

I smell with my nose

That’s how it goes

Listen, point, and repeat: This is a square This

is a triangle This is a face These are eyes

This is a nose This is a mouth These are

ears This is a rectangle This is a circle

This is a leg This is a foot

It's a (triangle)

Listen to teacher and respond Yes Draw a line from the eye to the (telephone) No Repeat until they have drawn lines between the objects and the senses they use to detect them

Tan

Place several objects on the floor and give children a chance to try jumping over them When they succeed, shake your head, Yes, and say, Matt can jump over a ball When the object

is too large, shake your head, No, and say, Barbie can't jump over the chair Repeat the activity with such actions as hopping on one foot and running backwards

©) AFTER THE BOOK

Games and Activities Shape Games Help children cut out cir- cles, triangles, squares, and rectangles from construction paper Tape a shape to the front of

each child’s shirt Ask children to identify them- selves by saying, I’m a (triangle) Then give

instructions such as Triangles, sit down

Squares, go to the window Circles, go to the door, and Rectangles, dance Children can exchange shapes and play the game again

I Can’t Watch TV All Day Teach chil-

dren this song Encourage them to sing along with you

I Can’t Watch TV All Day (sung to the

tune of “Little Brown Jug”)

I can sing and I can swim,

But I can't fly a plane like Jim

I can run and I can play, But I can’t watch TV all day

Workbook: Page 12 TE: Page 94

Teaching Tip Children may enjoy using blindfolds, noseplugs,

and earplugs to experience what can’t see, can’t

smell, and can’t hear feel like

T12

* To name colors: light green, dark green, light

blue, dark blue

© To express likes and dislikes

Vocabulary

see, hear, smell, taste, touch, four, five

Materials

green, blue, black, and white poster paints; chart

paper, large cutouts of numbers 1 through 5;

markers

@ BEFORE THE BOOK

Creating Interest

Mix some black paint with green paint and make

a shape using dark green Then point to the green and dark green shapes in turn and ask children to repeat, This is green This is dark green Repeat the process for light green by mixing white paint

with green paint Ask children to repeat, This is

green This is light green Then repeat this with blue, dark blue, and light blue Let several chil- dren experiment with making new shades of

color Invite children to point out light and dark green and blue objects in the classroom

usNG THE BoOkK

| Point to the pictures in the Picture Dictionary

Vand ask children to listen, point, and repeat: This

| is light green This is dark green This is

I dark blue This is light blue This is a four

| This is a five

| Point to (light blue) Say, Jt’s (light blue)

! Point to pictures in the border around the edge

i of the page Can you (taste) this?

| Lucky Ducky, draw Lucky Ducky tasting an

| ice-cream cone Lucky Ducky draws itself tast-

| ing an ice-cream cone Point to the drawing Can

| we taste an ice-cream cone? Can we smell

| an ice-cream cone? Can we touch an ice-

! cream cone? Can we see an ice-cream cone?

; Can we hear an ice-cream cone?

l

l

!

Point to the page Draw yourself with some-

thing you can smell or taste or touch or hear or see

Listen, point, and repeat: This is light green

This is dark green This is dark blue This is light blue This is a four This is a five

Point to (light blue) It’s (light blue)

Yes or No

Yes No No Yes No

Each child draws himself or herself with some-

thing he or she can smell, taste, touch, see, or

hear

Before class prepare large cutouts of the num- bers 1 to 5 Arrange five children holding up the

numbers in order Point to the numbers and ask

the class to name them Then arrange children holding numbers in random order and ask the class to say the numbers as you point to them

@) ATER THE BOOK Games and Activities

A Color Graph Paint samples of these four

colors across the top of a piece of chart paper: light blue, dark blue, light green, and dark

green Point to each color in turn and ask, Who

likes (light blue)? Raise your hand Keep track

of the results by making a red check mark for

each person who likes a color in the column

under it Then ask, Who doesn’t like (light blue)?

Shake your head, No, to emphasize the negative

Record these results using black check marks

Comment on the colors most people like and

don’t like

co What Do You Like? Use Lucky Ducky

and another puppet to role-play the con-

versation Then let children practice it in groups

of three

A: Peter, do you like ice cream?

B: Yes, I like ice cream

A: Tony, do you like ice cream?

C: No, I don't I like cake

A: Peter, do you like cake?

B: Yes, I think it’s great!

Workbook: Page 13 TE: Page 94

Teaching Tip Invite children to bring in a favorite item and tell

the class about the colors in it

(

( ( ( (

¢ To identify shapes: triangle, rectangle

® To review shapes: circle, square

« To count objects: 1-5

* To recognize numbers: J — 5

Vocabulary

triangle, rectangle, four, five, see, taste, smell,

touch, hear; Actions: clap

Materials

sets of cards with a number from 1 to 5 printed

on each card; chart paper; markers; ingredients

for pretzel dough (water, yeast, flour, honey, salt,

egg)

edieslnciestentententontententectestentente ae A me ee re eee et i

@ USING THE BOOK

I Tell Lucky Ducky: Trace the number one Use

j the puppet to model tracing the number as you

| say it aloud One Repeat One

! Point to each dotted-line numeral and go over it

| with a marker Trace the number one Trace

' the number two Trace the number three

I Trace the number four Trace the number

Draw a line from the number one to one

circle Repeat this for the other numbers and shapes

@ BEFORE THE BOOK

Creating Interest

Before class, make up several sets of cards with a number from 1 to 5 printed on each Mix up the cards and give one to each child First ask each

child to stand up, hold up his or her card, and say

the number on it Ask children holding cards with the same number to stand together Then ask

each group to perform actions that illustrate the

number on their cards For example, Ones, clap

your hands one time; Twos, hold up two fingers;

and so forth Then collect the number cards and hand them out to different children This time ask

One Two Three Four Five

One

Write the numerals by tracing over the dotted

lines with a marker

Point to the number (three)

It’s a square I see three squares It’s a cir- cle I see one circle It’s a triangle I see five triangles It’s a rectangle I see two rectan-

gles It’s a circle I see four circles

Draw a line from the number one to one circle

Repeat this for the other numbers and shapes

them to form groups containing the numbers 1, 2,

3, 4, and 5 Invite each group to come to the front

of the room, hold up their number cards, and say

the numbers in order

Draw dotted numbers 1 to 5 on the board for children to trace Invite different children to trace

a number and then name it The rest of the class can clap to show their agreement

€) Arter THE BOOK Games and Activities

ve 4 You Can’t Smell a Telephone Draw a five-

439 column chart on chart paper with symbols representing the senses as column headers: eye, nose, mouth with tongue, ear, hand Down the

left side as row headers draw a telephone, a cray-

on, a bowl of soup, an airplane, an apple, and a cat As you point to each item at the left, ask

questions such as, Can you see a telephone? Can

you smell a telephone? and so forth Put a check

mark in the chart cells under each sense symbol for each Yes answer Review the chart using sen-

tences such as You can see a telephone You can't smell a telephone

Number Pretzels Ask children to wash their hands and help you make pretzel

dough (See front matter for recipe.) When the dough is ready, invite children to mold small por-

tions of the dough into the numbers one through

five Place the numbers on a cookie sheet, bake,

and eat!

Teaching Tip You may wish to talk with children during lunchtime and snack time about how various foods taste, smell, and feel

T14

eye, nose, hands, mouth, ears, tongue, see, smell,

touch, taste, hear, hot, cold, rough, smooth,

sweet, sour, loud, soft, four, five

Materials

cup of hot chocolate; glass of lemonade; sandpa-

per; cotton fabric; apple slices; drum; paper;

crayons; scissors; glue; stapler; rock; marble

F-~~~~~~~~-~-—~==—=—=—~~

@ USING THE BOOK

Point to the five pictures of body parts across the

top What's this?

Point to pairs of pictures Is the (book) (over)

the (car)?

Point to the dotted lines and model cutting on

the dotted line Hand out the scissors Cut on the dotted lines

Place your body part cards in a row Indicate that children should do the same Point to the (nose)

What can you do with your (nose)? Hold up a card Can you (smell)(flowers)? Put the (flowers) under the (nose) card Can you (smell) a (drum)? Can you (hear) a (drum)?

Put the (drum) under the (ears) card

Now you match the pictures with what you can do with them When they have placed all their cards, ask children to find a partner and compare their work

TEACHER TALK s CHILDREN'S RESPONSE s

@ Berore THE BOOK

Creating Interest Use realia to introduce the descriptive words hot / cold, rough / smooth, loud / soft, and sweet / sour For example, show children a cup of hot chocolate and a glass of cold lemonade Choose volunteers to touch first the hot chocolate as you say, [t's hot, and then the lemonade as you say, It's cold Point to one of them and ask, Js it hot

or cold? Use pieces of sandpaper and cotton fab- ric to introduce rough and smooth Let children taste apple slices and unsweetened lemonade to

It’s an eye It’s a nose They’re hands It’s a mouth with a tongue It’s an ear

Yes

Cut on the dotted lines

Place their body part cards in a row You can (smell) with your (nose) Yes, you can

(smell) (flowers) Put the (flowers) under the (nose) card Na, you can’t (smell) a (drum)

Yes, you can (hear) a (drum) Put the (drum) under the (ears) card

Put pictures of objects under the pictures of the body parts Get a partner and compare their

cards,

introduce sweet and sour Finally, use a drum or

clap your hands to illustrate loud and soft Point

to different objects and ask, Is it rough or

smooth? Is it sweet or sour?

mm Use Lucky Ducky to help you role-play

the conversation Then encourage chil- dren to practice it with a partner

A: Sarah, taste this It’s lemonade

B: I don't like it It’s sour

A: Do you like orange juice?

B: Yes [like orange juice It tastes sweet

€) ArrER THE BOOK

Games and Activities Class Book Give children paper and

crayons Ask them to draw things that are rough or smooth, hot or cold, sweet or sour, and

loud or soft Children can cut out their drawings, share them with the class, and say, It’s (sweet)

Help all children who drew sweet things glue their drawings on one large piece of paper to make a book page Repeat this with the other descriptive words Staple the pages together and use it ta review the descriptive words

Sorting Textures Collect a variety of

= rough and smooth items and invite children

to touch and sort them Some items you might

include are a rock, sandpaper, cotton cloth, a

marble As they touch each item, encourage them

to say, It’s rough or It's smooth

Workbook: Page 15 TE: Page 94

Teaching Tip Stop class from time to time and ask children to

say what they can see, hear, taste, smell, and feel

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Activities for Developing Conversations

Objectives

* To identify the five senses

* To name parts of the body

¢ To use descriptive words

¢ To understand what can and can’t be done with

each sense

Vocabulary

eyes, ears, nose, mouth, tongue, hands, see, hear,

smell, taste, touch, soft, loud, sweet, sour;

Actions: sing, clap, stamp, turn around

Materials

pre-made five-page booklets with cover; crayons;

sweet and sour snack foods such as apples and

lemons; blank audiocassette; mural paper; paints

GAMES AND ACTIVITIES

NOTE: This page contains additional activities to

enhance oral language development They can be

done with the whole class or set up in Learning

Centers

Vocabulary Check Point to your ears and invite children to point to theirs Then ask them to name the part

of the body they are pointing to and tell what

they can do with it These are my ears I hear

with my ears Repeat-this with your eyes, nose,

tongue, and hands,

Sense Walk

Take a walk around the neighborhood or the school playground, Before going on the walk ask

children to name things they think they might

see, hear, or smell on the walk Draw simple pic-

tures to record their ideas Then take a walk and

encourage children to make observations, for

example, J see a bird I hear a dog I smell a Jflower, When you return, check the list and add

new items that were observed

Sense Book

Provide children with pre-made booklets to

make their own sense books The books should

have a cover and five pages Each page should have a symbol for one of the senses Ask the chil- dren to draw one thing on each page that they can perceive with that sense When the books are finished, invite the children to share their books with the class, explaining each page as they show

it: This is a cat I see a cat

co Loud and Soft

Teach the children the song Children should sing soft and LOUD in the appropriate places Make new verses with stamp and clap

Loud and Soft (sung to the tune of “This

Old Man”) Ising soft I SING LOUD

ISING LOUD, and I sing soft

Then I turn around, one, two, three, four, five!

And I sing soft and LOUD again

xp See, | Hear Ask children to sit in a circle Go around the

circle and have each person name something they can see and something they can hear

Explain that the named objects don’t have to be things they can see or hear at the moment, but simply things that can be seen or heard After children have learned the game, increase the diffi- culty by playing the game but adding a third

sense and even a fourth sense!

Provide both sweet and sour foods, such as apple slices and lemon slices, for a snack Invite

children to taste and comment on each of the

foods, describing its taste: It’s (sweet) Encourage them to say whether or not they like the food

“Little Red Riding Hood”

Retell a simple version of “Little Red Riding Hood.” Children can learn the story and work in groups

of four to dramatize it They can paint scenery for

a backdrop on mural paper Make a tape record- ing of the story for children to listen to

Little Red Riding Hood—shorten to “Little Red’— takes apples and oranges to Grandmother Little Red sees a Big Ugly Wolf Little Red tells him she’s going to Grandmother's house Grandmother

is in bed Grandmother doesn't look right

Grandmother, your eyes are so big!

Yes, I can see you with my big eyes!

Grandmother, your ears are so big!

Yes, I can hear you with my big ears!

Grandmother, your nose is so big!

Yes, I can smell you with my big nose!

Grandmother, your mouth is so big!

Yes, I can EAT you with my big mouth!

Help! Help! Little Red shouts

In comes Father I will help you!

And Father helps Little Red

Workbook: Page 16, TE: Page 95,

Little Book: I Can Count Teaching Tip

Tape record children as they share their sense books Children will enjoy listening to new vocabulary in their own voices!

T16

see, hear, smell, taste, touch, rectangle, triangle,

pizza, feather, baby, clock, book, airplane, cray-

on, ice cream, dog, chair, sandwich; Actions:

close, stand up, get in line, follow me

Materials

Picture Cards #7 — 11; large chart paper; glue;

crayons; scissors; pictures of a flower, cat, cook-

ie, and piano; number cards with 1 and 2

@ BEFORE THE BOOK

Creating Interest

Before class draw a rainbow outline on large

chart paper with nine bands of color in this order: pink, red, orange, yellow, light green, dark green, light blue, dark blue, purple Ask children

to take turns drawing things that are those col-

ors They can cut them out and take turns gluing them on the color band Each time a band is com-

pleted, ask children to name the color and objects and to point to things in the room that

are that color

@ USING THE BOOK

Make two cards for each pair of children, one

with the number 1 and the other with 2 Hold up

a card What number is this?

Let's play a game!

Model how to play the game Select a number

card One Move your marker one space Name

the object you land on It’s a sandwich Point to

the body parts you use for each sense and say

what you can and can’t do Point to your eyes I

can see a sandwich Point to your nose I can’t

smell a sandwich Point to your tongue I can

taste a sandwich Point to your ears I can’t

hear a sandwich Point to your hands I can

touch a sandwich

Divide children into pairs and give each pair a

set of number cards Now you play the game!

Walk around the room and help children play the

Follow along and repeat teacher’s words and

actions One It’s a sandwich Point to their

eyes I can see a sandwich Point to their

noses I can’t smell a sandwich Point to their tongues I can taste a sandwich Point to their ears I can’t hear a sandwich Point to their hands I can touch a sandwich

Get partners and play the game

the Picture Cards depicting the senses Guide him

or her to hold up each one next to the first pic-

ture on the board Help children make statements

about each picture by providing a model sen- tence with the word can or can’t missing: I

see it Children fill in the word can or can’t and say full sentences such as J can see it I can’t hear it I can smell it I can't taste it I can touch it Ask the class to repeat each sentence

Invite different children to do the activity with different pictures

@) AFTER THE BOOK

Ask children to repeat the lines one at a time and perform the actions that you

demonstrate for them

Close your book

Stand up

Put your chair under the table

Let’s get in line

(Close imaginary book.)

(Stand up.) (Push in your chair.)

(Children get in line

behind you.) (Walk around room;

children follow.)

Then give the directions in random order

Encourage children to enjoy scurrying around the room as they perform the actions out of order

Workbook: Page 17 TE: Page 95

Teaching Tip You may wish to customize the TPR activity so

that it includes the particular instructions you need to use in your classroom

a

® To name family members

*® To identify childs relationship to others

* To name rooms in a house

* To review colors: dark, light, red, blue, green,

yellow, orange, purple, pink, brown, black,

white

To understand sizes: big, little, short, tall

To review shapes: circle, square, triangle,

rectangle

To count objects: 7 — 8

To recognize numbers: 7 — 8

© To express likes and dislikes

© To review the days of the week

° To make polite requests

© To understand commands

Language Objectives

¢ To review prepositions: inside, outside,

through, in, on, over, under, in front of,

behind, next to

¢ To ask and answer questions

© To use possessives: my

© To use prior knowledge

* To listen to and follow directions

* To use chants and songs to learn words and

© To categorize objects by color, shape, and size

® To play games that reinforce language learning

T3A

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1 1 ' 1

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1 1 ' |

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UNIT (3) My Relatives and Friends

Content Connections

B To make shape houses

To draw houses with family members under flap windows

To play games with colors

To draw pictures of their families

in a favorite room Language Arts: To listen to and say chants

To make shape sandwiches

To create a playhouse corner where chil- dren role-play family activities

Materials

° Lucky Ducky puppet

© Audiocassette, Level 2 Friends and Family; It’s a Week!; Find a Mother; I Like Red; Today Is Monday

¢ Picture Cards #12 — 16 showing aunt, uncle, cousins, family, friend, neighbor

Student Book, Level 2, Tell a Story: Show Time

Workbook, Level 2, pages 18 — 25; Little Book: Colors Everywhere

* drawing paper; crayons; markers; pho-

tographs of children’s families; balls,

marbles, and adult and children’s clothing;

costume jewelry; pictures showing big, little,

tall, and short; paper markers; construction

paper; scissors; bingo boards with three

rows and three columns; large cards with one number from 1 to 8 on each; yarn; pic- tures of houses, apartment buildings, and

rooms in a house; glue; tricycle; bubble-

blowing materials; board game; sandwiches;

circles of salami, baloney, and tomato and

squares, triangles, and rectangles of bread and cheese; game cards with big and little circles, squares, triangles, and rectangles of different colors; spinner with numbers 1

through 8; game board with road made up of

colored squares; blocks; people figures; pic-

tures of families doing things together;

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aunt, uncle, cousins, family, friend, neighbor B; Sure! This is my cousin Nicky

A: Hi, Nicky

tall, short, fine, sleepy, sick, bubble, game All: Let's go!

A/B: Hi, Susy How are you?

: Hi, Alan Hi, Luis I'm fine, How are you?

: I'm sleepy

: I'm sick I have a cold ACHOU!!

: Oh, oh! Good-bye! I want to play!

Actions

go to bed, eat ice cream, make cookies, play a

game, blow bubbles, eat a sandwich

Recycled Vocabulary and Actions

mother, father, sister, brother, grandfather, grand-

mother, grandparents, family, baby, living room,

dining room, kitchen, bedroom, house, car, apart-

ment building, six, seven, eight, tricycle,

sandwich, jump, clap, stamp, watch TV, stop,

ride, eat, play, hop, run, walk, sing, dance, march, Family Connections

Children can use English to describe some rooms Relatives and Friends.” Children can contribute

: Hi, Gina Who's your friend?

: Hi, Andy This is Mario He’s my cousin

: Hi, Mario Let's play a game!

OK! What fun!

in their house to family members, including the pictures of families that they find in magazines or

Spend some time each day pointing out new addi- tions to the bulletin board and reviewing the

names for the different family members

He’s my (cousin)

He's / She's (tall)

They like to (ride tricycles)

It looks like a (circle)

I'm (sleepy)

What do you have?

1 Use Lucky Ducky to help you model this conversation: Hello Hello How are you? I’m fine,

thank you How are you? Fine, thank you Encourage children to practice this conversation Language Patterns for Understanding with a partner

2 Display pictures of your family Introduce the family members: This is the mother These are the

fa grandparents Then point to the pictures and ask children, Is this the (brother)? Who's this?

What do you like to do? 3 Display pictures of families doing things and tell children, The family is eating The family is

Who's this? playing Model the following actions and then let children do them: watch TV, read a book, go

How many (children) do you see? to school, sleep, walk quickly, walk slowly, walk quietly, eat

Relatives and Friends

18 peer niet rik need amen SA AW RRM ae NA GALLE

] a Unit 3 People We Know Warm Up

© To name family members

© To identify child’s relationship to others

® To use possessives: my

Vocabulary

aunt, uncle, cousins, family, friend, neighbor,

mother, father, sister, brother, baby, grandparents

Materials

Picture Cards #12 - 16; drawing paper; crayons;

markers; photographs of children’s families

@ USING THE BOOK

Point to Pam and ask children to listen, point, and repeat: This is Pam Point to Pam's family

This is Pam’s family

Put your finger on Pam's (mother) Repeat for father, sister, and brother Point to the baby

Point to the two children visitors and ask chil-

dren to listen, point, and repeat: These are

Pam’s cousins

Point to the woman visitor and ask children to

listen, point, and repeat: This is Pam’s aunt

Point to the man visitor and ask children to lis-

ten, point, and repeat: This is Pam’s uncle

Point to the two people behind the fence and ask children to listen, point, and repeat: These are Pam’s neighbors Point to the girl This is

Pam’s friend

Show me Pam’s (aunt) Say, This is Pam’s

s TEACHER TALK s s CHILDREN'S RESPONSE s

@ BEFORE THE BOOK

Creating Interest Point to the picture of your extended family on the bulletin board and tell children who the peo- ple are Start by naming the family members children know best: mother, father, sister, and brother You can say, This is my mother These are my sisters Provide new vocabulary such as aunt, uncle, and cousins, as needed

Invite a child to stand in front of the bulletin

board, point to his or her picture, and identify the neighbors, friends, and family members Ask

Listen, point, and repeat: This is Pam This is Pam’s family

Put their fingers on Pam's (mother) Repeat for Sather, sister, and brother Point to the baby

Listen, point, and repeat: These are Pam’s

cousins

Listen, point, and repeat: This is Pam’s aunt

Listen, point, and repeat: This is Pam’s uncle

Listen, point, and repeat: These are Pam’s neighbors This is Pam’s friend

Point to Pam's (aunt) This is Pam’s (aunt)

questions and guide the child’s responses by say- ing, Show me your (mother) Help him or her point out family members and say, This is my (mother) Then give other children a turn to share their family pictures with the class

€) Arter THE BOOK

Games and Activities Fad My New Family Ask small groups of chil-

dren to form imaginary families Help them choose a mother, father, sister, brother, aunt, uncle, and cousin You can add a neighbor and a friend if you wish Help children say, J am the

(mother) Then invite each child to point to

another person and say who he or she is For example, This is my friend

Ea Friends and Family Teach children this

song Children can point to the appropri- ate Picture Cards as they sing

Friends and Family (sung to the tune of

“Did You Ever See a Lassie?”) This is my uncle, my uncle, my uncle

And these are my cousins

And this is my aunt

Uncle and cousins and cousins and aunt

This is my uncle and this is my aunt

Add a new verse with These are my neighbors /

And this is my friend

Workbook: Page 18 TE: Page 95

Teaching Tip

When questioning children in class, be sensitive

to the feelings of any children who do not live with their parents, who do not have grandpar- ents, or who have special living arrangements

Presentation

Objectives

i © To name family members

© To identify child’s relationship to others

¢ To review prepositions: in front of, behind,

next to

* To review days of the week

aunt, uncle, cousins, family, friend, neighbor,

father, mother, sister, brother, baby

Materials

Picture Cards #12 — 16

@ USING THE BOOK

s TEACHER TALK s Point to Pam

; Point to the pictures and ask children to listen,

| point, and repeat: This is Pam’s uncle This is

| Pam's aunt These are Pam's cousins

! Point to the fourth picture and ask children to

| listen, point, and repeat: This is Pam’s family

This is Pam’s mother This is Pam’s father

This is Pam’s sister This is Pam’s brother

This is the baby

Point to the fifth picture and ask children to lis-

ten, point, and repeat: These are Pam’s

neighbors This is Pam’s friend

Show me Pam’s (cousins)

Help children open their books so they can see

pages 18 and 19 together Point to the (uncle) on

page 19 and say: This is Pam’s (uncle) Then

turn to page 18 and say: Show me Pam’s

(uncle) Say, This is Pam’s (uncle)

@ BEFORE THE BOOK

Creating Interest

mm Use Lucky Ducky and another puppet to

help you introduce the conversation Let children listen to the recording several times and then practice it in groups of three

A: Hi, Sam! Can I play with you?

B: Sure! This is my cousin Nicky

A: Hi, Nicky

C: Hello, Ann Come on Let’s go kick the ball

All: Lets go!

Arrange nine children in three rows of three

s CHILDREI

RESPONSE ¢ Point to Pam

Listen, point, and repeat: This is Pam’s uncle

This is Pam’s aunt These are Pam's cousins

Point to Pam’s (cousins)

Point to the (uncle) on page 18 and say: This is Pam’s (uncle)

Review the meaning of in front of, behind, and next to by asking the class to repeat statements about the nine children For example, Pam is in

Jfront of Matt Point to two children and provide a sentence model like this: Pam is hmmm Matt

Call on children to fill in the missing preposition

as they repeat the sentence Repeat the activity with another group of nine children

©) AFTER THE BOOK

Games and Activities

Add a Word Place the Picture Cards face-

down on the table Model how to play the game The first child turns over a card and says,

I see the (cousins), A second child turns over

another card, places it on the chalk rail next to the first, points to the cards in order, and says, I see the (cousins) I see the (family) Play con-

tinues until all cards are face up

It’s a Week! Introduce children to the

chant Encourage them to clap their

hands to the beat

It’s a Week!

Sunday, clap, clap, clap, clap

Monday, clap, clap, clap, clap

Tuesday, clap, clap, clap, clap

Wednesday, clap, clap, clap, clap

Thursday, clap, clap, clap, clap

Friday, clap, clap, clap, clap

Saturday, clap, clap, clap, clap

It’s a week! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday!

Workbook: Page 19 TE: Page 95

Teaching Tip Encourage children to personalize the conversa- tion by substituting their own names