GSv4 U3 LP Unit03 Lesson Plans [PDF]

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Lesson Plans

Unit

3

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UNIT 3

Lesson Plans

Using the Lesson Plans The goal of the GrapeSEED curriculum is to use natural language acquisition methods to engage students in communication while learning English. Our lesson plans are intended to help teachers deliver engaging lessons that develop increasing levels of comprehension. Each lesson is part of a purposeful, natural progression that is designed to meet specific component objectives. The Class Overview, provided at the beginning of each set of Lesson Plans, shows how instruction flows throughout the unit. The Class Overview shows which components are included in each of the 30 lessons.

The Lesson Plans promote a progression of learning by providing the appropriate number of exposures for each component. Each component has been intentionally woven into the lessons to balance variety and movement with support for comprehension. Lesson Plans are easy to follow and implement. Since the progression of learning builds each day, it is essential to start with Lesson 1 and teach each lesson in order through Lesson 30. Lesson Plans are designed for 40-minute classes. At the beginning of each unit, the actual time listed is approximately 30 minutes to allow time to introduce new content and address classroom management needs. Throughout the unit, teachers should complete the lesson in 40 minutes. Each Component includes approximate time allotments, teaching steps to follow, and information about what to anticipate for student responses.

Questions are used throughout the lessons to engage students. The variety of questions and language used in different contexts helps students learn to use the language in meaningful ways. For this purpose, the lesson plans include a variety of questions that induce different kinds of answers. Repetitive questions that expect language from rote memory do not help students communicate authentically; in fact, such memorized responses can lead to a false sense of language acquisition. Exposure to diverse types of questions encourages creative thinking and different ways of responding. Students are being trained to rapidly form and utilize their ideas in English. Questions are not a test. Student responses help teachers identify the degree of student comprehension and the areas that need more attention. Teachers can use this information to consider how they can more effectively convey the meaning of the language as they

teach. Expect a progression with student responses. In the early stage of a unit, students most likely will not be able to respond to questions. As teachers prepare for the lesson, they will need to think of ways to help students understand the question when the students do not respond. At times this may be as simple as pointing to the picture or using gestures while repeating the question. When students understand and respond with a word or gesture, teachers should be excited and praise the students. After students attempt to respond to a question, model the correct full response for the class. In later lessons of the unit, where students have repeatedly been exposed to the content, encourage students to respond in complete sentences using the language they have learned.

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Sample student responses are provided for many of the questions in the Lesson Plans. Answers that are partially or fully underlined may have multiple possible answers, so teachers should allow for a variety of responses. The student response is on the line following the question wherever possible. However, with limited space, the response may be on the same line as the question. Student responses that may need more support are listed as: • Ask, What is big and round? Model, The pumpkin is big and round.

When the recommendation is to “Model,” it is suggested that you pause very briefly and then model the response. Students may or may not repeat the answer after you. • Ask, What is big and round? Help them respond, The pumpkin is big and round. When the recommendation is to “Help them respond,” it is suggested that you wait for student response. Students may answer in full or in part. Encourage their response and help if needed. Things to remember when using questions: • Keep the class positive and relaxed. • Direct questions to the class and allow students to respond spontaneously. • Avoid putting students on the spot or calling on individuals before they appear to be

ready. Transitions are activities which involve students moving during learning. To keep students engaged throughout the lesson, transitions should occur every 5-8 minutes. Every classroom situation will be different, so teachers should plan for how and where the transition will happen. Note: Action Activities are a great form of movement and may take the place of a transition during the lessons. Planning time should be used to review and understand the lesson plan, learn the main objectives, prepare materials, and plan transitions. Follow the steps in the teacher column while keeping in mind the main objective listed in the student column. There is a systematic review built into the curriculum. Do not expect complete mastery or memorization before moving on to the next unit. Mastery and comprehension will continue to build throughout

later units. Key Terms and Abbreviations AA: Action Activity BB: Shared Reading Big Book SD: Story Dictionary VPC: Vocabulary Picture Card PC: Phonogram Card PWC: Phonogram Word Card S-T-S: Student-Teacher-Student T-S: Teacher-Student

Feedback on the Lesson Plans Your feedback is important to us! If you have questions or comments about a specific lesson plan, please let us know at: https://tinyurl.com/GSLessons

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Preparing to Teach a Lesson Step 1: Read through the lesson plan to learn the content and flow. • Review the order in which the Components will be taught and their allotted time. • Review the teaching steps for each component in the Teacher column. • Underlined words can be substituted. • Phrases the teachers should say are bold. • Expected student responses are italicized. • Quotation marks indicate the letter (e.g., “s”) . • A slash indicates the specific sound (e.g., /z/). • The Student column notes the objective. Step 2: Review and mentally process the questions. • Note the steps to take for teaching each component (questions to ask, language expressions to model, or details like the pronunciation focus) and write them on post-it notes to place on the back of each teaching card for quick reference during the lesson. • Think about each question being asked and how to help students understand the question if they don’t respond. Step 3: Plan your transitions. • Notice where each transition falls in conjunction with where each component will be taught so that the correct direction may be given (front of the room, corner, on the floor, etc.). • Consider the space needed to complete the Action Activities. Step 4: Plan for extra time at the end of the lesson.

• Lesson plans have bonus component suggestions. Have one or two components prepared to use in case you finish the lesson plan early. Consider using components or Writers that were not completed in prior lessons. Step 5: Gather teaching tools. • Gather the Vocabulary Picture Cards (VPCs) for the lesson using the VPCs Needed list at the top of each lesson. • Gather the Teaching Cards for all Components in the lesson. • In the Related Items column, gather the noted Phonogram Cards (PCs), Phonogram Word Cards (PWCs), and any props needed. Step 6: Organize the materials. • Put teaching materials in the order of the lesson at their designated locations (front, back, corner, etc.) based on planned transitions.

Step 7: Lesson wrap up. • Mark any components that were not completed on the lesson plan. These components may be used when planning for extra time in future lessons. Step 8: Reflection • After teaching the lesson, take time to reflect on the lesson. • Make notes as needed or list questions to discuss with a trainer.

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Unit 3 Class Overview

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Unit 3 Lesson 1 VPCs Needed: bathroom [3], book [5], card [7], classroom [8], clothes [9], crayon [10], door [11], drink [12], ground [15], hook [16], inside/outside [17], jungle gym [18], light [21], lunch [22], office [25], pencil [29], play dough [30], school [35], shake [37], snack [39], song [40], storybook [42], table [44], wall [47], water [48], pink [51], green [52], brown [54], purple [55], yellow [56], orange [57], white [58] Component

Related Items

Hello, How Are You? (Song)

2:30-3:00

Teacher

Student

• Sing the song. • Greet the class with, Hello, boys and girls. How are you? Pause briefly for the class to respond. Then say, I'm fine, thank you!

Listen to identify the phrase, “Hello, how are you?”

Phonograms 1:00-1:15

U3: e, n, x U2: b, g, l, u

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Crayons Are Fun

crayon

• Teach the VPC. (T-S 2x) • Hold up the PC and say the name of the letter. • Air-write the PC while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Hold up the PWC, say the sounds, and read the words. • Point out the letter “C/c” in the poem. Say the sound and read the word. • Read the poem as you track the words. • Read the poem using gestures and point to the pictures the second time.

Listen to the sounds /k/ and /s/ while airwriting the letter “c”.

• Teach the VPC. (T-S 2x) • Model shaking a friend's hand. • Have the class stand up and do the actions with you as you sing and model the actions.

Recognize words using picture clues.

(Poem)

PC, PWC:

3:00-3:30

Time for a Story

shake

(Song)

3:00-3:30

c

Recognize words using picture clues.

Transition: Stand up. Walk to something in the room that is blue and point to it. (1:00) Jonny Bear Helps His Mother

clothes

• Teach the VPC. (T-S 2x) • If available, show the video or use the cards to tell the story.

Recognize words using picture clues.

(Story Dictionary)

4:00-4:30

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Component

Related Items

Teacher

Student

Yes, It Is!

bathroom, card, hook, office, pencil, play dough, snack, storybook, wall

• Teach the VPCs. (T-S 2x) • For Card 1, use the VPC storybook as you ask the first question to help with meaning. • Point to the pictures and use gestures as you say the questions and answers in the chant.

Recognize words using picture clues.

(Chant)

3:30-4:00

Transition: Jump like a rabbit around your chair. (1:00) Colors Everywhere! (Song(

3:00-3:30

Marvin Goes to School (Story)

3:30-4:00

Count and Shout! (Action Activity)

3:30-4:00

book, brown, green, ground, light, orange, pink, purple, white, yellow

• Teach the VPCs. (T-S 2x) • Sing the song as you point to the pictures. (2x) • Using Card 2, ask, What color is the bird? Pause briefly before you point to it and help students respond with the color. Model, The bird is red. • Do the same for the rest of the items.

Recognize words using picture clues.

classroom, door, drink, inside/outside, jungle gym, lunch, school, song, table, water

• Teach the VPCs. (T-S 2x) • Tell the story as you point carefully to the pictures and use gestures.

Recognize words using picture clues.

• Have the class stand up. Show them which direction to move in. • Model the actions while you say them.

Listen to identify words for numbers 1-10.

Extra Time Activity Show the "Jonny Bear Helps His Mother" Story Dictionary video.

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Unit 3 Lesson 2 VPCs Needed: bathroom [3], book [5], card [7], classroom [8], clothes [9], door [11], drink [12], eraser [13], ground [15], hook [16], inside/outside [17], jungle gym [18], light [21], lunch [22], marker [23], merrygo-round [24], office [25], paint [27], pencil [29], school [35], shake [37], snack [39], song [40], storybook [42], table [44], wall [47], water [48], green [52], brown [54], purple [55], yellow [56], white [58] Component

Related Items

Teacher

Student

Colors Everywhere!

book, brown, eraser, green, ground, light, paint, purple, white, yellow

• Teach the VPCs. (T-S 2x) • Sing the song as you point to the pictures. (2x) • Ask the class to listen to the sound /wh/ in everywhere as you sing. • Using Card 3, ask, What color is the paint? Pause briefly before you point to it and help students respond with the color. Model, The paint is red. • Repeat with all items.

Listen to sounds in words.

bathroom, card, hook, marker, office, pencil, snack, storybook, wall

• Teach the VPCs. (T-S 2x) • Holding up a ball, ask, What is this? Is this a monkey? Model, No, it isn't. It is not. • Point to the pictures and use gestures as you say the questions and answers in the chant.

Listen to identify the phrases, “What is this? Is this a ___?” and “No, it isn't."

• Have the class stand up and follow the directions. Say the activity from beginning to end while modeling the actions.

Listen to identify the phrases, “one time” and “___ times.”

(Song)

3:00-3:30

Yes, It Is! (Chant)

3:30-4:00

Prop: ball Count and Shout! (Action Activity)

3:30-4:00

Transition: Fly like a bird to the corner. (1:00) Hello, How Are You? (Song)

2:30-3:00

Jonny Bear Helps His Mother (Story Dictionary)

4:00-4:30

clothes

• Sing the song. • Say, Hello, boys and girls. How are you? Help them respond, How are you? • Say, I’m fine, thank you!

Listen to identify the phrase, “I’m fine, thank you.”

• Teach the VPC. (T-S 2x) • Tell the story. • Go to Card 2, ask, What color is the sky? Wait for replies. Help them say, The sky is blue. Ask, What are all the little bears doing? If needed, model, The little bears are playing.

Recognize the meaning of words and phrases from U2.

Transition: Stand up tall. Stomp your feet. Raise your hands and put them down. Sit on the floor. (1:00)

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Component

Related Items

Teacher

Student

Phonograms 1:00-1:15

U3: e, n, x U1: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound. (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing the letters.

Crayons Are Fun

PC, PWC:

• Hold up the PC and say the name of the letter. • Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Hold up the PWC, say the sounds, and read the words. • Point out the /k/ sound in the poem. Say the sound and read the word crayons. • Read the poem as you track the words. (2x)

Listen to sounds in words.

shake

• Teach the VPC. (T-S 2x) • Have the class stand up and do the actions with you. Sing the song and model the actions.

Listen to identify the directions.

classroom, door, drink, inside/outside, jungle gym, lunch, merrygo-round, school, song, table, water

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures and use gestures. • Using Card 2, ask, Where are the boys and girls? Where do they hear a knock? Who is there? Expect only one or two word responses.

Listen to identify words about school.

c

(Poem)

3:00-3:30

Time for a Story (Song)

3:00-3:30 Marvin Goes to School (Story)

4:00-4:30

Extra Time Activity Show the "Jonny Bear Helps His Mother" Story Dictionary video.

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Unit 3 Lesson 3 VPCs Needed: ant [1], bathroom [3], book [5], card [7], classroom [8], clothes [9], crayon [10], door [11], drink [12], ground [15], hook [16], lunch [22], marker [23], merry-go-round [24], office [25], paint [27], pencil [29], playground [31], shake [37], snack [39], storybook [42], table [44], wall [47], water [48], pink [51], green [52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58] Component

Related Items

Teacher

Student

Time for a Story

shake

• Teach the VPC. (T-S 2x) • Have the class stand up and do the actions with you as you sing the song and model the actions. • Sing Card 1 again. Make sure the students stand up tall.

Listen to identify the directions.

4:00-4:30

classroom, door, drink, lunch, merrygo-round, playground, table, water

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures and use gestures. • Using Card 3, ask, Who opens the door? What does the teacher say? What do the boys and girls do? Is it fun to have a monkey at school?

Listen to identify words about school.

Phonograms 1:00-1:15

U3: e, n, x U2: b, g, l, u

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound together. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Crayons Are Fun

crayon

• Teach the VPC. (T-S 2x) • Hold up the PC and say the name of the letter. • Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Hold up the PWC, say the sounds, and read the words with the class. • Point out the /k/ sound in the poem. Say the sound and read the word crayons. • Tell the class to follow the words with their eyes as you read the poem and track the words. (2x)

Follow words left to right and top to bottom.

(Song)

3:00-3:30

Marvin Goes to School (Story)

(Poem)

3:00-3:30

PC, PWC:

c

Transition: Stand up. Clap your hands. Climb like a monkey. Sit down. (1:00) Hello, How Are You? (Song)

2:30-3:00

• Sing the song. • Say, Hello, boys and girls. How are you? Help them respond and ask, How are you? • Respond, I am doing well.

Listen to identify the phrase, “I am doing well.”

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Component

Related Items

Teacher

Student

Jonny Bear Helps His Mother

clothes

• Teach the VPC. (T-S 2x) • Tell the story expressively as you point to the pictures and use gestures. • Go to Card 2 and ask, What is Jonny doing? Wait for replies. Help them say, He is looking around. Who is Jonny looking around for? Help them say, He is looking around for his brother and sister.

Recognize the meaning of words and phrases from U2.

(Story Dictionary)

4:00-4:30

Transition: Stand up. Walk slowly to your chair. Turn around, turn around, and sit down.(1:00) Colors Everywhere! (Song)

3:00-3:30

ant, book, brown, blue, green, ground, orange, paint, pink, purple, white, yellow

Count and Shout! (Action Activity)

3:30-4:00

Yes, It Is! (Chant)

3:30-4:00

bathroom, card, hook, marker, office, pencil, snack, storybook, wall

• Teach the VPCs. (T-S 2x) • Sing the song while pointing to the pictures. (2x) • Using Card 4, ask, What color is the sweater? After students respond with the color, point to the item and model, The sweater is red. • Do the same for the rest of the items.

Listen to identify the phrases, “What color is the ___?”and “The ___ is ___.”

• Tell the class to shout, “One!” • Have the class stand up and do the actions with you. Give the directions from beginning to end while modeling them. • Help them shout the numbers as they count during the activity.

Recognize the meaning of counting 1-10.

• Teach the VPCs. (T-S 2x) • For Card 1, when asking the second question about the hook, touch the wall in your classroom as you say the word wall. What is this? Is this a wall? Help students use gestures and say, No, it isn’t. No it’s not. • Point to the pictures and use gestures as you say the questions and answers in the chant.

Recognize the meaning of "No, it isn't."

Extra Time Activity Show the "Jonny Bear Helps His Mother" Story Dictionary video.

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Unit 3 Lesson 4 VPCs Needed: ant [1], bathroom [3], card [7], classroom [8], clothes [9], door [11], drink [12], hook [16], inside/outside [17], lunch [22], office [25], pencil [29], play dough [30], playground [31], sandbox [34], school [35], shake [37], snack [39], song [40], storybook [42], table [44], wall [47], water [48], pink [51], green [52], brown [54], purple [55], yellow [56], orange [57], white [58], black [59] Component

Related Items

Hello, How Are You? (Song)

2:30-3:00

Teacher

Student

• Greet the class with, Let’s have a good day, boys and girls. • Sing the song.

Listen to identify the phrase, “Have a good day.”

Phonograms 1:00-1:15

U3: e, n, x U1: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound together. (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing the letters.

Crayons Are Fun

PC, PWC:

• Hold up the PC and say the name of the letter. • Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Hold up the PWC, say the sounds, and read the words with the class. • Point out the letter “C/c” in the poem, then say the sound and read the word. • Pointing to the crayons in the picture ask, What are these? • Read the poem as you track the words. (2x)

Listen to the sounds /k/ and /s/ while airwriting the letter “c”.

• Have the class stand up and follow the directions. Say the activity from beginning to end, pausing briefly before you shout out the number words.

Listen to identify the phrase, “Now, ___ and count to ___.”

c

(Poem)

3:00-3:30

Count and Shout! (Action Activity)

3:30-4:00

Transition: Boys, stand up, march to a door, and clap 3 times. Girls, stand up, walk to a door, and clap three times. Walk back. (1:00 ) Marvin Goes to School (Story)

4:00-4:30

classroom, door, drink, inside/outside, lunch, playground, school, song, table, water

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures and use gestures. • Using Card 5, ask, What do the boys and girls do with Marvin? Model, The boys and girls slide with Marvin on the slide. What do they do on the swings? They swing on the swings.

Listen to identify words about school.

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Component

Related Items

Teacher

Student

Colors Everywhere!

ant, black, brown, green, orange, pink, purple, sandbox, white, yellow

• Teach the VPCs. (T-S 2x) • Sing the song as you point to the pictures. (2x) • Using Card 1, say, I see colors everywhere. I see red, pink, green, blue, brown, purple, yellow, orange, white, and black. • Using Card 2, ask, What color is the balloon? Pause briefly before you point to it and help students respond with the color. Model, The balloon is purple. Repeat with all items.

Listen to identify the phrases, “What color is the ___?” and “The ___ is ___.”

(Song)

3:00-3:30

Transition: Stand up. Turn to a friend. Shake your friend’s hand. Say, “How are you?” (1:00) Yes, It Is! (Chant)

3:30-4:00

Time for a Story

bathroom, card, hook, office, pencil, play dough, snack, storybook, wall

• Teach the VPCs. (T-S 2x) • Point to the door and ask, What is this? Is this a ball? Model, No, it isn't. • Point to the pictures and use gestures as you say the questions and answers in the chant.

Recognize the meaning of "What is this? Is this a ___?"

shake

• Teach the VPC. (T-S 2x) • Invite two students to shake hands with each other as you say, Shake a friend’s hand. • Have the class stand up and do the actions with you as you sing.

Listen to identify the directions.

clothes

• Teach the VPC. (T-2 2x) • Tell the story as you point to the pictures. • Hold up the VPC and ask the class to listen for the word clothes in the story. • Go to Card 5. Point to the pictures and ask, What do the little bears take to Mother? Wait for replies. Help them say, Clothes.

Respond to simple questions.

(Song)

3:00-3:30

Jonny Bear Helps His Mother (Story Dictionary)

4:00-4:30

Extra Time Activity Show the "Jonny Bear Helps His Mother" Story Dictionary video.

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Recognize words using picture clues.

Unit 3 Lesson 5 VPCs Needed: bag [2], bathroom [3], blocks [4], box [6], classroom [8], crayon [10], door [11], game [14], hook [16], inside/outside [17], jungle gym [18], left/right [20], marker [23], merry-go-round [24], office [25], page [26], paper [28], pencil [29], play dough [30], playground [31], sand [33], sandbox [34], school [35], shake [37], slide [38], swing [43], trash [46], wall [47], window [49], red [50], blue [53], brown [54], purple [55], yellow [56], orange [57], black [59] Component

Related Items

Teacher

Student

Colors Everywhere! 3:30-4:00

brown, crayon, door, hook, orange, pencil, playdough, purple, wall, yellow

• Teach the VPCs. (T-S 2x) • Sing the song. • Invite the class to sing along with you the second time. • Ask, Do you see colors everywhere? What colors do you see? • Point to a few colors in the room as you say the color together. • Using Card 3 ask, What color is the hook? Point to it and model, The hook is brown. Repeat with other items.

Recognize words using picture clues.

Phonograms 1:00-1:15

U3: c, e, n U2: b, g, l, u

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound together. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

My Toy Box

black, blue, box, game, red

• Teach the VPCs. (T-S 2x) • Hold up the PC, say what the letter is. Air-write it while saying its sound. (2x) • Hold up the PWC, point out the sound, and read the words. • Point out the letter “x” in the poem. Say the sound /ks/ and read the word. • Read the poem as you track the words. (2x)

Listen to the sound /ks/ when air-writing the letter "x".

• Teach the VPCs. (T-S 2x) • Hold up your hand and ask, Is this my hand? Model, Yes, it is. • Invite the class to say the questions and answers in the chant with you as you point to the pictures.

Listen to identify the phrase, “Yes, it is."

(Song)

(Poem)

3:00-3:30

PC, PWC:

Yes, It Is! (Chant)

3:00-3:30

x

bathroom, classroom, office

Transition: Stand up, march to a wall, and march back. (1:00)

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Component

Related Items

Teacher

Student

Our Day at School

bag, marker, paper, sand, school, trash

• Teach the VPCs. (T-S 2x) • Point to the pictures as you tell the story.

Recognize words using picture clues.

brown, red

• Teach the VPCs. (T-S 2x) • Sing the song as you track the words. • Sing the song again as you point to the pictures.

Recognize words using picture clues.

(Story)

3:00-3:30 Three (Big Book)

1:30-2:00

Transition: Stand up tall. Clap your hands 3 times as you count out loud—1, 2, 3! (1:00) Give it to a Friend

• Teach the VPC. (T-S 2x) • Pick two students to come up and demonstrate. Give them both an eraser to use for passing back and forth when you say, Give it to a friend. • Give the directions and model the actions mirroring left and right.

Recognize words using picture clues.

shake

• Teach the VPC. (T-S 2x) • Have the class stand up and do the actions as you sing. • Pause slightly before you model the actions to see how much the students understand.

Recognize the meaning of directions.

blocks, inside/ outside, jungle gym, merry-goround, page, playground, sandbox, slide, swing, window

• Teach the VPCs. (T-S 2x) • Point to the pictures as you tell the story.

Recognize words using picture clues.

left/right

(Action Activity)

Prop: erasers

4:00-4:30

Time for a Story (Song)

2:30-3:00

I Like These Things (Story)

3:30-4:00

Extra Time Activity Sing the "Hello, How Are You" Song. Do the "Count and Shout!" Action Activity if you still have extra time.

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Unit 3 Lesson 6 VPCs Needed: bag [2], blocks [4], box [6], crayon [10], door [11], game [14], ground [15], inside/outside [17], jungle gym [18], left/right [20], marker [23], merry-go-round [24], page [26], paper [28], playground [31], reach [32], sand [33], school [35], slide [38], song [40], spin [41], swing [43], tape [45], trash [46], window [49], red [50], blue [53], black [59] Component

Related Items

Teacher

Student

We Say “Please!”

song

• Teach the VPC. (T-S 2x) • Say, Please help me count the boys and girls. After they count, say, Thank you for helping me count the boys and girls. • Sing the song while pointing to the pictures as needed.

Recognize words using picture clues.

left/right

• Teach the VPC. (T-S 2x) • Pick two students to come up and demonstrate. Give them both an eraser to use for passing back and forth when you say, Give it to a friend. • Tell the class to listen for the words left and right as you give the directions. • Model the actions mirroring left and right.

Listen to identify the words left and right.

(Song)

2:00-2:30

Give it to a Friend (Action Activity)

Prop: erasers

4:00-4:30

Phonograms 1:00-1:15

U3: c, e, n U1: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound together. (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing the letters.

My Toy Box

black, blue, box, game, red

• Teach the VPCs. (T-S 2x) • Air-write the PC together while saying its sound. (2x) • Say the sound and read the words on the PWC. • Point out the /x/ sound in the poem and read the word box. • Read the poem as you track the words. (2x)

Listen to sounds in words.

(Poem)

3:00-3:30

PC, PWC:

x

Transition: Fly like a bird around the classroom. Crawl like an alligator to your chair. (1:00) Three (Big Book)

2:00-2:30

• Count the birds on the cover. • Point to the title as you read it. • Sing the book as you track the words. • Read the book as you track the words.

Listen to identify the word three.

© 2020 GrapeSEED Media Limited

17

Component

Related Items

Teacher

Student

I Like These Things

blocks, inside/ outside, jungle gym, merry-goround, page, playground, slide, swing, tape, window

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. • Show the VPCs and let students point to or name what they like. Help them say, “I like the ___.”

Listen to identify the phrase, “I like ___.”

(Story)

4:00-4:30

Transition: Everyone sit on the floor and put your hands on your head. Count to three and put your hands in your lap. (1:00) Hello, How Are You?

• Greet the class, Hello, boys and girls. How are you? • Repeat the question, How are you? emphasizing the /r/ in are. • Invite the class to sing along.

Listen to sounds in words.

bag, crayon, door, marker, paper, sand, school, trash

• Teach the VPCs. (T-S 2x) • Ask, What do we need to make a book? Help them respond, We need paper, crayons, and markers. • Tell the story as you point to the pictures and use gestures.

Recognize words using picture clues.

ground, reach, spin

• Teach the VPCs. (T-S 2x) • Have the class stand up. Facing the students, mirror left and right as you sing and model the actions.

Recognize words using picture clues.

(Song)

2:00-2:30 Our Day at School (Story)

3:30-4:00

Let’s Spin! (Song)

3:00-3:30

Extra Time Activity Sing the "Colors Everywhere!" Song. Sing the "Time for a Story" Song if you still have extra time.

18

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 7 VPCs Needed: bag [2], blocks [4], book [5], box [6], door [11], eraser [13], game [14], ground [15], inside/outside [17], jungle gym [18], left/right [20], merry-go-round [24], page [26], paper [28], playground [31], reach [32], sand [33], sandbox [34], school [35], slide [38], song [40], spin [41], swing [43], tape [45], trash [46], window [49], red [50], blue [53], black [59] Component

Related Items

Three (Big Book)

2:00-2:30

Teacher

Student

• Show the cover. Ask, How many birds do you see? Model, Three. • Ask students to hold up three fingers. • Sing the book as you point to the words. • Read the book as you point to the words.

Recognize the meaning of three.

Phonograms 1:00

U3: c U2: b, g, l, u

• Use the current unit PC. Hold up the card and say the name of the letter. Air-write the phonogram and say the sounds together. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing.

Yes? No?

PCs, PWCs:

• Air-write the “e” PC while saying the first sound. (2x) Hold up two fingers as you say the second sound. • Hold up the “e” PWC, say the highlighted sounds, and read the words. • Repeat the same two steps with the “n” PC and PWC. • Point out the /n/ sound in no, can, an, elephant, panda, and snake in the poem. • Read the poem as you track the words.

Listen to the sounds while air-writing the letters.

• Teach the VPCs. (T-S 2x) • Have the class stand up. Model how to move to the right, move to the left, move up, down, and around and around. • Facing the students, mirror left and right as you sing and model the actions. Help students move accurately.

Listen to identify the word move.

e, n

(Poem)

3:30-4:00

Let’s Spin! (Song)

3:30-4:00

ground, left/right, reach, spin

Transition: Please sing the “Alphabet Song” as you walk to the corner. (1:00) Our Day at School (Story)

3:30-4:00

bag, book, door, eraser, paper, sand, school, trash Prop: pointer

• Teach the VPCs. (T-S 2x) • With a pointer hidden, say, I need my pointer. Will you help me look for it? After you find it, say, We looked for the pointer. We found it in my bag. • Tell the story while pointing to the pictures and using gestures.

Listen to identify the phrases, "We looked for ___" and "We found ___."

© 2020 GrapeSEED Media Limited

19

Component

Related Items

Teacher

Student

We Say “Please!”

song

• Teach the VPC. (T-S 2x) • Say, Please help me put the toys away. After they help, say, Thank you for helping me put the toys away. • Sing the song while pointing to the pictures.

Listen to identify the phrase, “Please ___.”

(Song)

3:30-4:00

Transition: Stand up and spin around 5 times. (1:00) My Toy Box

• Teach the VPCs. (T-S 2x) • Air-write the PC together while saying the sound. (2x) • Point out the /ks/ sound on the PWC and let the class read the words. • Point to the letter “x” in the poem and ask the class what sound it makes. Read the word. • Tell the class to follow the words with their eyes as you read the poem while tracking the words. (2x)

Follow words left to right and top to bottom.

blocks, inside/ outside, jungle gym, merry-goround, page, playground, sandbox, slide, swing, tape, window

• Teach the VPCs. (T-S 2x) • Tell the story pointing to the pictures and using gestures. • Using Card 3, ask, What do you like to do? Do you like to swing? Do you like to run? Wait for responses. Help them say, I like to ___.

Listen to identify the phrase, “I like to ___.”

Props: erasers

• Teach the VPCs. (T-S 2x) • Pick two students to come up and demonstrate. Give them both an eraser to use for passing back and forth when you say, Give it to a friend. • Tell the class to listen for the words left and right as you give the directions. • Model the actions mirroring left and right.

Listen to identify the words left and right.

black, blue, box, game, red

(Poem)

2:30-3:00

PC, PWC:

I Like These Things (Story)

4:00-4:30

Give it to a Friend (Action Activity)

2:30-3:00

x

Extra Time Activity Read the "Crayons Are Fun" Poem. Say the "Yes, It Is!" Chant if you still have extra time.

20

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 8 VPCs Needed: ant [1], bag [2], blocks [4], book [5], door [11], eraser [13], ground [15], inside/outside [17], jungle gym [18], left/right [20], marker [23], merry-go-round [24], page [26], paint [27], paper [28], playground [31], reach [32], sand [33], sandbox [34], school [35], shake [37], slide [38], spin [41], swing [43], tape [45], trash [46], window [49], black [59] Component

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Teacher

Student

Time for a Story

shake

• Teach the VPC. (T-S 2x) • Say, Clap your hands and turn around. • Have the class stand up and do the actions as you sing. Pause slightly before you model the actions to see if students recognize the directions.

Recognize the meaning of directions.

blocks, jungle gym, merry-goround, page, paint, playground, sandbox, slide, swing, tape, window

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. Keep eye contact with the students. • Say, I like to play with my friends outside. • Ask, What do you like to do? Wait for a response. Help them say, I like to swing.

Listen to identify the phrase, "I like ___."

left/right

• Teach the VPC. (T-S 2x) • Have enough erasers ready to hand out to all students. • Pair up students and direct them to pass it back and forth with the direction, Give it to a friend. • Tell the class to listen for the words left and right as you give the directions from start to finish. • Model the actions mirroring left and right.

Listen to identify the words left and right.

(Song)

2:00-2:30

I Like These Things (Story)

4:00-4:30

Give it to a Friend (Action Activity)

4:00-4:30

Props: erasers for every student

Transition: When I'm hungry, I like to eat! Boys and girls eat like a bear! (1:00) Black

ant, black

• Teach the VPCs. (T-S 2x) • Go through the book pointing to and naming the black things. • Sing the book as you point to the words. (2x)

Follow words left to right and top to bottom.

bag, book, door, eraser, marker, paper, sand, school, trash

• Teach the VPCs. (T-S 2x) • Ask, What do we need to make a book? Model, We need paper, crayons, erasers, and markers. • Tell the story as you point to the pictures. • Using Card 6, emphasize the sound /t/ in looked, walked, and skipped.

Listen to sounds in words.

(Big Book)

2:30-3:00

Our Day at School (Story)

3:00-3:30

Transition: Stand up. Walk to something that is black and point to it. (1:00)

© 2020 GrapeSEED Media Limited

21

Component

Related Items

Teacher

Student

Let’s Spin!

ground, reach, spin

• Teach the VPCs. (T-S 2x) • Have the class stand up. Facing the students, mirror left and right as you sing and model the actions. • At the end of Cards 2, 4, and 6, help students to listen and shout, Yeah!

Listen to identify the word shout.

Phonograms 1:00

U3: c, x U1: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together as you say the sounds. (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing the letters.

Yes? No?

PCs, PWCs:

• Hold up the “n” PC. Ask what the letter is. Air-write and say its sound together. (2x) • Say the sound and read the words on the "n" PWC. • Air-write the “e” PC together while saying the first sound. (2x • Hold up two fingers as you say the second sound. • Say the sounds and read the words on the "e" PWC. • Point out the /e/ sound in the poem. • Read the poem as you track the words. (2x)

Listen to the sounds while air-writing the letters.

• Say, I am your GrapeSEED teacher. Can you say, “Thank you for teaching”? Help the class say, Thank you for teaching. • Sing the song while pointing to the pictures.

Listen to identify the phrase, “Thank you for ___.”

(Song)

3:00-3:30

(Poem)

3:30-4:00

We Say “Please!” (Song)

2:00-2:30

n, e

Extra Time Activity Tell the "Jonny Bear Helps His Mother" Story Dictionary.

22

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 9 VPCs Needed: ant [1], bathroom [3], classroom [8], game [14], ground [15], hook [16], laugh [19], left/right [20], marker [23], merry-go-round [24], office [25], play dough [30], reach [32], sand [33], sandbox [34], school [35], scissors [36], slide [38], song [40], spin [41], swing [43], wall [47], red [50], green [52], brown [54], orange [57], white [58], black [59] Component

Related Items

Teacher

Student

We Say “Please!”

song

• Teach the VPC. (T-S 2x) • Ask, What do you say if you want to play? Model, Please, may we play? • Sing the song while pointing to the pictures.

Listen to identify the phrase, “May we ___?”

left/right

• Teach the VPC. (T-S 2x) • Pair up students and hand out erasers. • Say, Hold it in your left hand. Now, give it to a friend. • Say, Hold it in your right hand. Give it to a friend. Repeat as needed. • Say the directions from start to finish. • Model the actions mirroring left and right.

Recognize the meaning of left hand and right hand.

(Song)

2:30-3:00

Give it to a Friend (Action Activity)

Props: erasers

4:00-4:30

Phonograms 1:00

U3: c, x U2: b, g, l, u

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together as you say the sounds. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Yes? No?

PCs, PWCs:

• Air-write the “e” PC together while saying the first sound. (2x) Hold up two fingers as you say the second sound. • Say the sounds and read the words on the “e” PWC together. • Repeat the same two steps with the “n” PC and PWC. • Point out the /n/ sounds in the poem. • Read the poem as you track the words.

Follow words left to right and top to bottom.

e, n

(Poem)

3:30-4:00

Transition: Stand up. Walk like an elephant to the chair. Crawl like an alligator around the room.(1:00) Marvin Goes to School (Story)

3:30-4:00

merry-goround, sand, sandbox, slide, swing

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures and use gestures. • Using Card 6, ask, Where do they climb? Help them respond, They climb on the jungle gym. What do they ride on? They ride on the merry-go-round.

Recognize the meaning of words about school.

© 2020 GrapeSEED Media Limited

23

Component

Related Items

Teacher

Student

Three

brown, red

• Teach the VPCs. (T-S 2x) • Read the title. • Read the book as you track the words. • Sing the book together as you track the words.

Follow words left to right and top to bottom.

reach, spin

• Teach the VPCs. (T-S 2x) • Have the class stand up. Facing the class, mirror left and right as needed. • Use Card 3, model the action to stand on one foot and put it down again. • Sing the song and model the actions.

Listen to identify the word put.

bathroom, classroom, hook, office, wall

• Teach the VPCs. (T-S 2x) • Touching a table, ask, What is this? Is this a table? Nod your head and respond, Yes, it is. • Let the class say the first two cards with you. • Have the class listen as you say the rest.

Recognize the meaning of “Yes, it is."

(Big Book)

2:00-2:30

Let’s Spin! (Song)

3:00-3:30

Yes, It Is! (Chant)

3:30-4:00

Transition: Stand up. Look to the right. Look to the left. Stomp you r feet and sit down. (1:00) Black

ant, black

• Teach the VPCs. (T-S 2x) • Point to and name the black things in the book. • Read the book as you track the words. • Sing the book as you track the words.

Recognize words using picture clues.

game, green, ground, laugh, marker, orange, play dough, school, scissors, white

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. • Sing the last card.

Recognize words using picture clues.

(Big Book)

3:30-4:00

We Love School (Story)

2:30-3:00

Extra Time Activity Sing the "Colors Everywhere" Song. Do the "Count and Shout!" Action Activity if you still have extra time.

24

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 10 VPCs Needed: ant [1], blocks [4], book [5], box [6], classroom [8], crayon [10], game [14], ground [15], laugh [19], page [26], paint [27], play dough [30], sand [33], school [35], scissors [36], shake [37], tape [45], trash [46], wall [47], window [49], red [50], green [52], blue [53], orange [57], white [58], black [59]

Component

Related Items

Hello, How Are You? (Song)

2:00-2:30

We Love School (Story)

3:00-3:30

green, ground, laugh, orange, scissors, white

Count and Shout! (Action Activity)

3:00-3:30

Teacher

Student

• Sing the song together. • Say, I am fine, thank you! • Ask the class to repeat the phrase. • Help the class pronounce the /n/ in fine.

Listen to sounds in words.

• Teach the VPCs. (T-S 2x) • Emphasize the sound /s/+/k/ as you say, I love school. • Ask, Do you love school? After the class responds, point to you and the class and say, I love school. You love school. We love school. • Tell the story as you point to the pictures. • Sing the last card.

Listen to sounds in words.

• Have the class stand up and do the actions as you give the directions. • Model only when needed.

Recognize the meaning of the phrase, "Now, ___ and count to ___."

Transition: Stand up. Skip to a wall. Laugh as you walk back.(1:00) Black

ant, black

• Teach the VPCs. (T-S 2x) • Sing the song as you point to the words. • Point out the rhyme in ants/pants, hair/chair, and hats/cats.

Listen to sounds in rhyming words.

shake

• Teach the VPC. (T-S 2x). • Say, Raise your hands and put them down. • Have the class stand up and do the actions as you sing. • Model only as needed.

Recognize the meaning of directions.

U3: c, e, n U1: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound. (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing.

(Big Book)

3:00-3:30

Time for a Story (Song)

2:30-3:00

Phonograms 1:00

Transition: Boys and girls, run slowly to your chair. (1:00)

© 2020 GrapeSEED Media Limited

25

Component

Related Items

Teacher

Student

I Like These Things

blocks, book, classroom, crayon, game, page, paint, play dough, sand, tape, trash, wall, window

• Teach the VPCs. (T-S 2x). • Tell the story carefully pointing to the pictures. • Using Card 5, say, Marvin says, “I like everything in the classroom.” Do you like everything in the classroom? Wait for a response. Model, Yes, I like everything in the classroom. I like crayons and markers.

Recognize the meaning of “I like __.”

blue, box, red

• Teach the VPCs. (T-S 2x) • Hold up the PC and ask, What letter is this? Then, have the class help air-write and say the sound. (2x) • Point to the highlighted sound on the PWC and let the class say the sound and read the words. • Point to the box in the picture and ask what it is. • Point to the /ks/ sound in the poem. Say the sound and read the word. • Invite the class to read the poem with you.

Recognize words using picture clues.

(Story)

3:30-4:00

My Toy Box (Poem)

2:30-3:00

PC, PWC:

x

Transition: Stand up. Look up. Look down. Clap your hands. Sit down. (1:00) Writer 10:00-12:00

Pages 2-3 Writers, pencils, a few erasers NOTE: Make sure to write student’s name on the back cover.

• Using Page 2, show the page and point to the letter as you say, This is the letter “C/c”. • Have the class trace the letters with their fingers while saying the /k/ and /s/ sounds. Then, have the class trace the letters with a pencil while saying the sounds. • Using Page 3, have the class write the letters and say the /k/ and /s/ sounds as you walk around and listen. Point to the pictures and ask the class to listen as you say the beginning sound in each word.

Extra Time Activity Tell the "Our Day at School" Story.

26

© 2020 GrapeSEED Media Limited

Produce the sounds /k/ and / s/ while writing the letter “C/c”. Listen to sounds in words.

Unit 3 Lesson 11 VPCs Needed: bag [2], bathroom [3], box [6], card [7], crayon [10], door [11], eraser [13], game [14], hook [16], laugh [19], left/right [20], light [21], marker [23], office [25], paper [28], pencil [29], play dough [30], reach [32], sand [33], school [35], scissors [36], snack [39], song [40], spin [41], storybook [42], swing [43], table [44], trash [46], wall [47], pink [51], blue [53], brown [54], purple [55], yellow [56], orange [57] Component

Related Items

Teacher

Student

We Say “Please!”

song

• Teach the VPC. (T-S 2x) • Sing the song while pointing to the pictures. • Have the class look at your mouth as you emphasize the /th/ in thank you in the song. • Model, We thank you!

Listen to sounds in words.

Phonograms 1:00

U3: e, n, x U2: b, g, l, u

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Crayons Are Fun

PC, PWC:

• Point out the crayons in the picture. • Hold up the PC and say the name of the letter. • Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Let the class say the sounds and read the words on the PWC. • Point out the letter "C/c" in the poem and ask the class to say the name of the letter. • Read the poem. • Invite the class to read along with you the second time.

Recognize and name the upper and lowercase letter "C/c".

• Teach the VPC. (T-S 2x) • Hand out erasers as you pair up students. • Direct them to hold it in their left hand and give it to a friend. Then hold it in their right hand and give it to a friend. Repeat as needed. • Say the directions from start to finish as you model the actions mirroring left and right.

Recognize the meaning of left hand and right hand.

(Song)

2:00-2:30

c

(Poem)

2:00-2:30

Give it to a Friend (Action Activity)

3:30-4:00

left/right Prop: erasers

© 2020 GrapeSEED Media Limited

27

Component

Related Items

Teacher

Student

Yes, It Is!

bathroom, card, hook, office, pencil, snack, storybook, wall

• Teach the VPCs. (T-S 2x) • Hold up a pencil and say, What is this? Emphasize the sound /wh/ in what. Model, This is a pencil. Emphasize the sound /s/ in pencil. • Hold up Card 4. Point to the picture and say, This is an office. Emphasize the sound /s/ in office. • Invite the class to say the questions and answers in the chant with you as you point to the pictures.

Listen to sounds in words.

(Chant)

3:30-4:00

Transition: Boys, stand up. Skip to the wall. Girls, stand up. Walk to the wall. Now, boys, walk back. Girls, skip back. (1:00) Our Day at School

bag, door, eraser, paper, sand, swing, trash

(Story)

4:00-4:30 Three (Big Book)

1:30-2:00

Let’s Spin!

reach

(Song)

3:00-3:30

• Teach the VPCs. (T-S 2x) • Act out the story as you tell it, emphasizing the phrases, “We looked for ___” and “We found ___.”

Listen to identify the phrases, “We looked for __,” and “We found ___.”

• Sing the book together as you track the words. • Tell the class to listen to the sounds /th/ in three and /ow/+/n/ in brown and down. • Read the book as you track the words.

Listen to sounds in words.

• Teach the VPC. (T-S 2x) • Have the class stand up. Facing the class, mirror left and right as you sing and model the actions. • Help students move accurately if needed.

Recognize the meaning of move.

Transition: Hop like a rabbit and count to three. Then, sit on the floor. (1:00) We Love School (Story)

3:00-3:30

Colors Everywhere! (Song)

3:00-3:30

28

crayon, game, laugh, marker, play dough, school, scissors, spin

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. Sing the last card. • Use gestures and facial expressions as you model, We love school! We love it every day.

Listen to identify the phrase, “We love ___.”

blue, box, brown, light, orange, pink, purple, table, yellow

• Teach the VPCs. (T-S 2x) • Sing the song as you point to the pictures. (2x) • Ask, What do you see everywhere? Point to some colors and model, I see colors everywhere. • Using Card 4, ask, What color is the umbrella? After students respond with the color, point to the item and model, The umbrella is pink. • Repeat with other items.

Recognize words using picture clues.

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 12 VPCs Needed: box [6], classroom [8], crayon [10], door [11], drink [12], game [14], inside/outside [17], jungle gym [18], laugh [19], lunch [22], marker [23], merry-go-round [24], paper [28], play dough [30], playground [31], sandbox [34], school [35], scissors [36], shake [37], slide [38], spin [41], swing [43], table [44], water [48], red [50], blue [53] Component

Related Items

Teacher

Student

Writer 10:00-12:00

Pages 4-5

• Using Page 4, show the page and point to the letter as you say, This is the letter “E/e”. • Have the class trace the letters with their fingers while saying the /e/ and /ē/ sounds. Then, have the class trace the letters with a pencil while saying the sounds. • Using Page 5, have the class write the letters and say the /e/ and /ē/ sounds as you walk around and listen. Point to the pictures and ask the class to listen as you say the beginning sound in each word.

Produce the sounds /e/ and /ē/ while writing the letter “E/e”.

Writers, pencils, erasers

Listen to sounds in words.

Transition: Stand up. Wiggle like a snake. Wiggle like a worm. Let’s wiggle and then, sit down. (1:00) Hello, How Are You? (Song)

2:00-2:30

Count and Shout! (Action Activity)

3:00-3:30

Phonograms 1:00

U3: c U1: d, f, k, m, z

• Sing the song together. • Ask the class to listen to the /m/ in I’m and I am. • Exchange greetings with the class. • Help them respond, I'm fine, thank you. I am doing well.

Listen to sounds in words.

• Let the class stand up and do the actions as you give the directions. • Watch and help them follow along accurately.

Recognize the meaning of “Now, ___ and count to ___.”

• Use the current unit PC. Hold up the card and say the name of the letter. Air-write the phonogram together and say the sound(s). (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing the letters.

Transition: Let's tiptoe like a cat to the corner. (1:00) We Love School (Story)

3:00-3:30

crayon, laugh, marker, play dough, red, sandbox, school, scissors, spin

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. Sing the last card. • Have a few markers out. Say, We love to use markers.

Recognize the meaning of “We love to ___.”

Prop: markers

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29

Component

Related Items

Teacher

Student

Yes? No?

PCs, PWCs:

• Air-write the “n” PC together as you say its sound. (2x) • Say the sound and read the words on the “n” PWC together. • Air-write the “e” PC together while saying the first sound. (2x) Hold up two fingers as you say the second sound. (2x) • Say the sounds and read the words on the “e” PWC together. • Point out the /e/ sound in the poem and read the words. • Read the poem as you track the words. • Invite the class to read along the second time.

Listen to sounds in words.

• Teach the VPC. (T-S 2x) • Tell the class to be very quiet. • Have the class stand up and do the actions as you sing. • Help the class with the directions if needed. • End with, Let's be very quiet, please.

Recognize the meaning of directions.

n, e

(Poem)

3:00-3:30

Time for a Story

shake

(Song)

2:30-3:00

Transition: Everyone sit on the floor and put your hands on your head. Count to three and put your hands in your lap. (1:00) My Toy Box

blue, box, game

(Poem)

2:30-3:00

PC, PWC:

Marvin Goes to School (Story)

4:00-4:30

x

classroom, door, drink, inside/outside, jungle gym, lunch, merrygo-round, paper, playground, slide, swing, table, water

• Teach the VPCs. (T-S 2x) • Hold up the PC and ask, What letter is this? • Air-write and say the /ks/ sound with the class. (2x) • Say the PWC with the class. • Point out the letter “X/x” in the poem. Have the class say the sound and read the word. • Invite the class to read the poem with you.

Recognize and name the upper and lowercase letter “X/x”.

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures and use gestures. • Using Card 7, ask, Where do they play? Model, They play in the sand in the sandbox. Do you play in the sandbox? Who yells? Help them respond, The boys and girls yell. Can Marvin Monkey yell? Marvin Monkey cannot yell. Who is quiet? Marvin is quiet.

Recognize the meaning of words about school.

Extra Time Activity Show the "Jonny Bear Helps His Mother" Story Dictionary video.

30

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 13 VPCs Needed: ant [1], blocks [4], book [5], classroom [8], clothes [9], crayon [10], game [14], ground [15], left/right [20], light [21], marker [23], page [26], paint [27], play dough [30], reach [32], sand [33], sandbox [34], song [40], spin [41], tape [45], trash [46], wall [47], window [49], pink [51], green [52], blue [53], purple [55], yellow [56], orange [57], white [58] Component

Related Items

Teacher

Student

We Say “Please!”

song

• Teach the VPC. (T-S 2x) • Tell the class to listen to the /z/ sound as you say, Please, may I get a drink? Have the class repeat. • Sing the song while pointing to the pictures as needed.

Listen to sounds in words.

Phonograms 1:00

U3: x U2: b, g, l, u

• Use the current unit PC. Hold up the card and say the name of the letter. Air-write the phonogram together and say the sound. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Crayons Are Fun

PC, PWC:

• Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Let the class say the sounds and read the words on the PWC pointing out the picture of the crayon. • Read the poem together. (2x)

Recognize words using picture clues.

(Song)

2:00-2:30

c

(Poem)

2:00-2:30

Transition: Everyone stand up. Now, spin around, around, and around. Tiptoe around the chair. (1:00) Jonny Bear Helps His Mother

clothes

• Teach the VPC. (T-S 2x) • Read the story. • Go to Card 5. Point to the pictures and ask, Is Mother going to wash the clothes? Wait for replies. If needed, say, Yes. Yes, she is.

Respond to simple questions.

ant, blue, green, light, orange, paint, pink, purple, sandbox, white, yellow

• Teach the VPCs. (T-S 2x) • Sing the song together pointing at the pictures. (2x) • Using Card 2, ask, What color is the door? If they answer "green," help them respond, The door is green. • Repeat with other items.

Recognize the meaning of "What color is the ___?" and "The ___ is ___."

left/right

• Teach the VPC. (T-S 2x) • Hand out erasers as you pair up students. • Go through the whole activity, pausing briefly before you model the actions. Watch and help if students are confusing left and right.

Recognize the meaning of left hand and right hand.

(Story Dictionary)

4:30-5:00

Colors Everywhere! (Song)

3:00-3:30

Give it to a Friend (Action Activity)

3:00-3:30

Prop: erasers

© 2020 GrapeSEED Media Limited

31

Component

Related Items

Teacher

Student

Transition: I see colors everywhere! Stand up. Walk to something that is red and point to it. Now, walk to something that is green and point to it. (1:00) I Like These Things (Story)

3:00-3:30

Yes? No?

blocks, book, classroom, crayon, game, marker, page, play dough, sand, tape, trash, wall, window

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. • Then, using cards 4, 5, 9, 10, and 11, tell the class to listen to the /ing/ sound as you the words. • Point to the pictures and emphasize the /ing/ as you say, playing, everything, painting, reading, making, marking, and drawing.

Listen to sounds in words.

PCs, PWCs:

• Air-write the “e” PC together while saying the first sound. (2x) Hold up two fingers as you say the second sound. (2x) • Say the sounds and read the words on the “e” PWC together. • Repeat both steps with the “n” PC and PWC. • Point out the /b/ sound in baby, but, and the /d/ sound in panda, and said in the poem and read the words. • Read the poem. • Then, have class say it with you the second time.

Listen to review sounds in words.

• Teach the VPCs. (T-S 2x) • Say, Raise your right hand and put it down. Raise your left hand and put it down. • Have the class stand up. Facing them, mirror left and right as you sing pausing briefly before you model the actions.

Recognize the meaning of put.

• Ask the class to show you three fingers. • Ask, What's the name of this big book? • Invite the class to read along with you as you track the words. • Sing the book together as you track the words.

Recognize the meaning of three.

e, n

(Poem)

3:00-3:30

Let’s Spin! (Song)

2:30-3:00

Three (Big Book)

1:00-1:30

ground, reach, spin

Extra Time Activity Tell the "Marvin Goes to School" Story. Show the "Yes, It Is!" Chant video.

32

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 14 VPCs Needed: ant [1], bag [2], book [5], classroom [8], door [11], drink [12], eraser [13], inside/outside [17], jungle gym [18], lunch [22], merry-go-round [24], paper [28], playground [31], sand [33], shake [37], slide [38], swing [43], table [44], trash [46], water [48], black [59] Component

Related Items

Hello, How Are You? (Song)

2:00-2:30

Teacher

Student

• Listen to the class sing and help with pronunciation. • Greet the class with, Hello, how are you (today)? • Respond to their greetings, I'm fine, thank you!

Recognize the meaning of “Hello, how are you?,” “I’m fine, thank you.”

Phonograms 1:00

U3: c, e, n U1: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound. (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing the letters.

My Toy Box

PC, PWC:

• Ask, Do you have a toy box? What color is your toy box? After the students respond, model, My toy box is blue. • Air-write and say the PC with the class. Then, listen to them say the PWC. (2x) • Read the poem together. • Ask the class to clap on the sound /ks/ as you read the poem again.

Listen to sounds in words.

x

(Poem)

2:00-2:30

Transition: Stand up tall. Stomp your feet. Raise your hands and put them down. Then, sit down. (1:00) Time for a Story

shake

• Teach the VPC. (T-S 2x) • Have the class stand up and do the actions as you sing. Surprise them by switching the order of the last direction in Card 1 to say, Stomp your feet and stand up tall. • Watch the class do the actions as you sing.

Respond to directions with actions.

classroom, drink, inside/outside, jungle gym, lunch, merrygo-round, playground, slide, table, water

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures and use gestures. • Using Card 8, ask, Who is thirsty? Model, Marvin is thirsty. What does he do? He gets a drink of water. Then where do they go? They go inside the classroom. Where do the boys and girls sit? They sit down in their chairs. Where does Marvin sit? Marvin sits on the table. Do you sit on the table? Is that a nice thing to do?

Recall information provided and from experience to answer questions.

(Song)

2:00-2:30

Marvin Goes to School (Story)

4:00-4:30

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33

Component

Related Items

Teacher

Student

Transition: Stand up. Hold your left hand up. Hold your right hand up. Spin around two times. Then, sit down. (1:00) Our Day at School

bag, book, door, eraser, paper, sand, swing, trash

(Story)

3:30-4:00

Prop: ball

Black

ant, black

(Big Book)

2:00-2:30

Count and Shout! (Action Activity)

3:00-3:30

Writer 10:00 -12:00

Pages 6-7

Writers, pencils, erasers

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. • Hide a ball before class. Say, Where is the ball? I cannot find it. Will you help me look for it? • After you find it, say, We looked for the ball. We found it on the desk.

Recognize the meaning of “We looked for ___” and “We found ___.”

• Teach the VPCs. (T-S 2x) • Ask the class to listen to the word black. • Tell them to point to something black in the classroom. • Invite the class to sing along as you point to the words.

Listen to identify the word black.

• Give the directions in reverse order from the ending to the beginning. • Tell the class to listen to the sounds /ch/ in touch and march, and /t/+/s/ in that’s.

Listen to sounds in words.

• Using Page 6, show the page and point to the letter as you say, This is the letter “N/n”. • Have the class trace the letters with their fingers while saying the /n/ sound. Then, have the class trace the letters with a pencil while saying the sound. • Using Page 7, have the class write the letters and say the /n/ sound as you walk around and listen. Point to the pictures and ask the class to listen as you say the beginning sound in each word.

Produce the sound /n/ while writing the letter “N/n”.

Extra Time Activity Tell the "We Love School" Story.

34

© 2020 GrapeSEED Media Limited

Listen to sounds in words.

Unit 3 Lesson 15 VPCs Needed: bag [2], bathroom [3], blocks [4], book [5], box [6], card [7], classroom [8], crayon [10], door [11], eraser [13], game [14], hook [16], inside/outside [17], laugh [19], left/right [20], light [21], marker [23], office [25], page [26], paint [27], pencil [29], play dough [30], sand [33], sandbox [34], scissors [36], snack [39], spin [41], storybook [42], swing [43], tape [45], trash [46], wall [47], window [49], green [52], purple [55], yellow [56], orange [57], white [58] Component

Related Items

Teacher

Student

Colors Everywhere!

• Teach the VPCs. (T-S 2x) • Sing the song together as you listen and help with pronunciation. • Using Card 3, ask, What color is the pencil? Point to the picture and model, The pencil is yellow. • Repeat with other items.

Respond to simple questions.

3:00-3:30

box, eraser, hook, light, orange, paint, play dough, purple, white, yellow

Phonograms 1:00

U3: c, x U2: b, g, l, u

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together and say the sound(s). (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Yes? No?

PCs, PWCs:

• Air-write the “n” PC and and say its sound together. (2x) • Use the “n” PWC, say the sound, and read the words together. • Hold up the "e" PC and ask the class what letter it is. Air-write it together while saying the first sound. (2x) Hold up two fingers as you say the second sound. (2x) • Use the “e” PWC, say the sounds and read the words together. • Point out the /e/ sound in the poem. Have the class say the sound and read the words elephant and yes. • Invite the class to read the poem with you.

Listen to sounds in words.

(Song)

n, e

(Poem)

2:30-3:00

Transition: I see colors everywhere! Stand up. Walk to something that is blue and point to it. Now, walk to something that is yellow and point to it.(1:00) Yes, It Is! (Chant)

3:30-4:00

bathroom, card, office, pencil, snack, storybook, wall

• Teach the VPCs. (T-S 2x) • Listen to the class say the first two cards. • Then, say the rest together as you point to the pictures. • Let the class walk around and ask each other questions about objects in the room using, What is this? Is this a __?

Listen to and participate in conversations.

© 2020 GrapeSEED Media Limited

35

Component

Related Items

Teacher

Student

I Like These Things

blocks, book, classroom, crayon, game, marker, page, sand, tape, trash, window

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. • Model, I like to play with my friends outside. • Ask, What do you like to do? Wait for a response. Model, I like to sing and dance.

Recognize the meaning of "I like to ___."

• Point to the black things in the book and have the class name them. • Tell the students to clap when they hear the word black as you read the book. • Point out the sounds /r/ in color and hair, and /b/+/l/ in black. • Sing the book together as you track the words.

Recognize the color black and name it.

(Story)

3:30-4:00

Black (Big Book)

2:00-2:30

Transition: Stand up tall and stomp your feet. Raise your hands and put them down. Then, sit on the floor. (1:00) We Say “Please!”

inside/outside

• Teach the VPC. (T-S 2x) • Ask, If you want your friend to open the door, what do you say? Model, Please, open the door. • Invite the class to sing along while you point to the pictures as needed.

Recognize the meaning of “Please ___.”

green, laugh, sandbox, scissors, spin

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. Sing the last card. • Say, We love our school. Ask the class to raise their hand if they love school. • Ask, What do you love? Model, We love playing.

Recognize the meaning of "We love ___."

left/right

• Teach the VPC. (T-S 2x) • Hand out erasers as you pair up students. • Go through the whole activity, pausing briefly before you model the actions. Watch and help students who are confusing left and right.

Recognize the meaning of left hand and right hand.

• Teach the VPCs. (T-S 2x) • Tell the story as you point to the pictures. • Emphasize the sound /n/+/d/ in and, find, around, found, and sand.

Listen to sounds in words.

(Song)

2:00-2:30

We Love School (Story)

2:30-3:00

Give it to a Friend (Action Activity)

Prop: erasers

2:30-3:00

Our Day at School (Story)

3:00-3:30

bag, door, swing

Extra Time Activity Read the "My Toy Box" Poem. Sing the "Let's Spin" Song if you still have extra time.

36

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 16 VPCs Needed: classroom [8], clothes [9], crayon [10], door [11], game [14], ground [15], inside/outside [17], jungle gym [18], laugh [19], left/right [20], lunch [22], merry-go-round [24], paper [28], playground [31], reach [32], shake [37], slide [38], spin [41], table [44], water [48]

Component

Related Items

Hello, How Are You? (Song)

2:30-3:00

Teacher

Student

• Sing as a call and response. You start and the class responds. Sing the last part together. • Exchange greetings with the class. Help them respond, I am doing well. Have a good day!

Recognize the meaning of “I am doing well” and “Have a good day.”

Phonograms 1:00

U3: e, n U1: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound. (2x) • Air-write and say the sounds of the U1 PCs together.

Listen to the sounds while air-writing the letters.

My Toy Box

PC, PWC:

• Air-write and say the PC with the class. • Then, say the PWC together. (2x) • Read the poem as you track the words. • Point to the /m/ sound in the poem. Have the class help say the sound and read the words my and games. • Read the poem with the class.

Listen to review sounds in words.

• Have the class stand up and do the actions. Give the directions at a slightly faster pace. • Emphasize the sound /t/ in count, shout, pat, elephant, eight, and rabbit.

Listen to sounds in words.

(Poem)

2:30-3:00

Count and Shout! (Action Activity)

2:30-3:00

x

Transition: Stand up. Now climb like a monkey and count to nine. (1:00) Jonny Bear Helps His Mother (Story Dictionary)

4:30-5:00

clothes

• Say the VPC. (S-T-S) NOTE: Transition to StudentTeacher-Student (S-T-S) with this lesson for all VPCs. • Tell the story as you point to the pictures. • Then, go to Card 6. Point to the pictures and ask, Is Jonny tall or short? Wait for replies. Model, Jonny is short. Ask, Can he touch the line? Wait. Model if needed, No. Ask, Who says, I will help you? Wait. Model if needed, His sister.

Communicate information about the story.

© 2020 GrapeSEED Media Limited

37

Component

Related Items

Teacher

Student

Let’s Spin!

ground, left/right, reach, spin

• Say the VPCs. (S-T-S) • Have the class stand up. Facing them, mirror left and right as you sing pausing briefly before you model the actions. • Emphasize the sound /k/ in look and /v/ in move.

Listen to sounds in words.

• Sing the book together as you track the words. • Showing the picture ask, What do you see up in the sky? Wait for replies. Model, I see three birds up in the sky. Ask, How many birds are red? How many are brown? • After they respond, model, One is red. Two are brown. • Read the book as you track the words.

Listen to and participate in conversations.

(Song)

3:00-3:30

Three (Big Book)

1:30-2:00

Transition: Hop like a rabbit and count to eight. Now, jump like a tiger and count to three. (1:00) Time for a Story

shake

• Say the VPC. (S-T-S) • Have the class stand up and do the actions as you sing. Surprise them by switching the order of the last directions on Card 2 to say, Clap your hands and turn around. • Watch the class do the actions as you sing.

Respond to directions with actions.

classroom, crayon, door, game, inside/outside, jungle gym, laugh, lunch, merry-goround, paper, playground, slide, table, water

• Say the VPCs. (S-T-S) • Invite the class to say the story along with you quietly. Emphasize the /th/ sound in the, there, then, and they. • Using Card 4, ask, Who does Marvin Monkey eat lunch with? Model, Marvin Monkey eats lunch with the boys and girls. Then, where do they go? They go outside to the playground.

Listen to sounds in words.

PC, PWC:

• Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Let the class say the sounds and read the words on the PWC. • Point to the /b/ sound in the poem. Have the class help say the sound and read the word. • Have the class listen as you read the poem. • Read the poem again together.

Listen to review sounds in words.

(Song)

2:00-2:30

Marvin Goes to School (Story)

3:30-4:00

Crayons Are Fun (Poem)

3:00-3:30

38

c

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 17 VPCs Needed: bag [2], book [5], door [11], eraser [13], inside/outside [17], laugh [19], left/right [20], marker [23], paper [28], play dough [30], sand [33], sandbox [34], school [35], scissors [36], shake [37], song [40], swing [43], trash [46]

Component

Related Items

Teacher

Student

Writer 10:00-12:00

Pages 8-9

• Using Page 8, show the page and point to the letter as you say, This is the letter “X/x”. • Have the class trace the letters with their fingers while saying the /ks/ sound. Then, have the class trace the letters with a pencil while saying the sound. • Using Page 9, have the class write the letters and say the /ks/ sound as you walk around and listen. Point to the pictures and ask the class to listen as you say the beginning sound in each word.

Produce the sound /ks/ while writing the letter “X/x”.

Writers, pencils, erasers

Listen to sounds in words.

Transition: When I'm thirsty, I like to drink milk! Drink your milk and sing, “This is the way I drink my milk…” (1:00) We Say “Please!”

book, inside/outside

• Say the VPCs. (S-T-S) • Have a few toys on the floor. Ask a student to help you clean up. • Model, Thank you for helping. • Sing the song with the class while pointing to the pictures as needed.

Recognize the meaning of “Thank you for ___.”

laugh, play dough, sandbox, school, scissors, song

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. Sing the last card. • Showing a picture of your family/ friends, model, I love my family. I love my friends. • Ask, Who do you love? Help them respond.

Recognize the meaning of “We love __.”

left/right

• Say the VPC. (S-T-S) • Emphasize the /l/ in left, and the /r/ in right as you say the VPC (S-T-S). • Pair up students as you hand them an eraser. • Do the activity facing the class.

Listen to sounds in words.

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together and say the sound(s). (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

(Song)

1:30-2:00

We Love School (Story)

2:30-3:00

Give it to a Friend 3:00-3:30

prepare erasers

Phonograms 1:00

U3: c, x U2: b, g, l, u

(Action Activity)

Transition: What color do you like today? Let’s sing red is the color of many things and walk to the chairs. (1:00)

© 2020 GrapeSEED Media Limited

39

Component

Related Items

Teacher

Student

Yes? No?

PCs, PWCs:

• Air-write the “e” PC while saying the first sound. (2x) Hold up two fingers as you say the second sound. (2x) • Hold up the “e” PWC, let the class say the sounds and read the words. • Hold up the "n" PC and ask what the letter is. • Air-write and say its sound together twice. • Use the "n" PWC, say the sound, and read the words together. • Point to the letter “N/n” in the poem. Have the class help say the sound and read the words. • Invite the class to read the poem with you.

Recognize and name the upper and lowercase letter “N/n”.

shake

• Say the VPC. (S-T-S) • Sing the song at a slightly faster pace as you watch the students do the actions.

Respond to directions with actions.

bag, door, eraser, marker, paper, sand, swing, trash

• Say the VPCs. (S-T-S). • Tell the story while pointing to the pictures. • Emphasize the sound /r/ in other, door, under, paper, more, marker, and our. • Using Card 2, ask questions. Help them respond and model as necessary. Ask, What do we want to make? We want to make a book. What do we need? We need paper, crayons, and markers. What do we have? We only have erasers.

Listen to sounds in words.

• Point to the black things in the book and have the class name them. • Ask, What things are black in the book? Help them respond using words from the book. • Have the class listen as you read and track the words. • Sing the book together.

Respond to simple questions.

e, n

(Poem)

2:00-2:30

Time for a Story (Song)

1:30-2:00 Our Day at School (Story)

3:30-4:00

Black (Big Book)

2:00-2:30

Extra Time Activity Tell the "I Like These Things" Story.

40

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 18 VPCs Needed: ant [1], bathroom [3], blocks [4], box [6], card [7], crayon [10], drink [12], eraser [13], game [14], ground [15], hook [16], laugh [19], light [21], office [25], page [26], paint [27], paper [28], pencil [29], play dough [30], reach [32], snack [39], song [40], storybook [42], table [44], tape [45], wall [47], water [48], window [49], red [50], pink [51], green [52], brown [54], purple [55], yellow [56], orange [57], white [58], black [59] Component

Related Items

Teacher

Student

Let’s Spin!

ground, reach

• Say the VPCs. (S-T-S) • Have the class stand up. Facing them, mirror left and right as you sing. Pause briefly before you model the actions. • As you sing the word, shout, have them shout, Yeah!

Recognize the meaning of shout.

PC, PWC:

• Air-write and say the PC with the class. (2x) Say the PWC together. • Read the poem together. • Point to the letter “d”. Have the class help say the sound and read the words red and and.

Listen to review sounds in words.

(Song)

2:30-3:00

My Toy Box

x

(Poem)

2:00-2:30

Phonograms 1:00

U3: e, n U2: d, f, k, m, z

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together. Say all sounds of the phonogram holding up fingers to indicate each sound. (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Yes, It Is!

bathroom, card, hook, office, pencil, play dough, snack, storybook, wall

• Say the VPCs. (S-T-S) • Hold up Card 1. Point to the picture and say, This is a card. Emphasize the sound /k/ in card. • Listen to the class say the chant and help with the sounds /k/ in card, and classroom, and /s/ in pencil and office.

Listen to sounds in words.

(Chant)

3:00-3:30

Transition: Stand up, take three steps (back), and sit on the floor. (1:00) Marvin Goes to School (Story)

4:00-4:30

crayon, drink, game, laugh, song, water

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures and use gestures. • Using Card 9, ask questions. Help them respond and model if necessary. Ask, What do the boys and girls do? The boys and girls sing a song. Can Marvin Monkey sing? Marvin cannot sing. Can you sing?

Recall information provided and from experience to answer questions about school.

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Component

Related Items

Teacher

Student

Colors Everywhere!

ant, box, brown, green, light, orange, pink, purple, white, yellow

• Say the VPCs. (S-T-S) • Sing the song together pointing to the pictures. (2x) • Using Card 4, ask, What color is the umbrella? Model, No, it isn't. The umbrella is pink. • Continue to ask questions as you point to the objects. Model the response if needed.

Listen to and participate in conversations.

(Song)

2:30-3:00

Transition: Stand up. Swim like a fish to your chair. (1:00) Hello, How Are You? (Song)

2:30-3:00

Crayons Are Fun

PC, PWC:

c

(Poem)

2:00-2:30

• Sing as a call and response with the class starting and you responding. Sing the last part together. • Exchange greetings with the class. Help them respond, I'm fine, thank you. I am doing well.

Recognize the meaning of "I'm fine, thank you," and "I am doing well."

• Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Let the class say the sounds and read the words on the PWC. • Read the poem together. • Point out the /f/ sound in the poem. Have the class say the sound and read the word. • Ask, Are crayons fun? Do you like crayons?

Listen to review sounds in words.

Transition: Stand up. Let’s air-write the letter f. (1:00) I Like These Things

black, blocks, eraser, paint, page, paper, red, table, tape, window

(Story)

3:30-4:00

Count and Shout! (Action Activity)

3:00-3:30

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. • Model, I like playing with balls and balloons. Ask, What do you like playing with? Wait for a response, then model, I like playing with blocks and toys.

Recognize the meaning of "I like ___."

• Ask the class to clap one time. Then, ask them to clap three times. • Have the class stand up and do the actions as you give the directions at a slightly faster pace.

Recognize the meaning of "one time, ___ times."

Extra Time Activity Read the "Yes? No?" Poem. Sing or read the "Three" Big Book if you still have extra time.

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Unit 3 Lesson 19 VPCs Needed: ant [1], bag [2], book [5], eraser [13], game [14], ground [15], inside/outside [17], laugh [19], left/right [20], marker [23], paper [28], play dough [30], sand [33], sandbox [34], school [35], scissors [36], shake [37], song [40], spin [41], swing [43], trash [46], black [59]

Component

Related Items

Teacher

Student

Black

ant, black

• Say the VPCs. (S-T-S) • Point out the sounds /r/ in color and hair and /b/+/l/ in black. • Sing the book together as you point to match spoken words to print.

Match spoken words to print.

Phonograms 1:00

U3: c, x U2: b, g, l, u

• Use the current unit PCs. For each PC, hold up the card and say the name of the letter. Air-write the phonogram together and say the sound(s). (2x) • Air-write and say the sounds of the U2 PCs together.

Listen to the sounds while air-writing the letters.

Time for a Story

shake

• Say the VPC. (S-T-S) • Invite the class to sing along with you as you point to the pictures and stress the sound /z/ in the words raise, friends, and please.

Listen to sounds in words.

3:30-4:00

bag, book, eraser, paper, sand, swing, trash

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. • Say, There are tables and chairs in the room. Model, I see a table and chairs. • Ask, What do you see in the room? Help them respond if needed.

Listen to and participate in conversations.

We Say “Please!”

inside/outside, song

• Say the VPCs. (S-T-S) • Sing the song together as you point to the pictures as needed. • Ask, If you want to play, what do you say? Model, Please, may we play?

Recognize the meaning of “May we ___?”

(Big Book)

1:30-2:00

(Song)

1:30-2:00 Our Day at School (Story)

(Song)

2:00-2:30

Transition: Boys and girls, stand up. Shake your head and say, "No, it isn't." (1:00)

Give it to a Friend (Action Activity)

3:30-4:00

left/right Prop: erasers

• Say the VPC. (S-T-S) • Tell the class to raise their left/right hand. Mirror left/right if needed. • Pair up students as you hand them an eraser. • Go through the whole activity giving the directions and modeling as you mirror left and right. • Watch and help with accuracy.

Recognize the meaning of left hand and right hand.

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Component

Related Items

Teacher

Student

We Love School 3:30-4:00

game, ground, laugh, marker, play dough, sandbox, school, scissors, spin

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. Sing the last card. • Say, We sing many songs together. Name some songs they know. Ask, What songs do you love? Help them respond and model if needed.

Listen to and participate in conversations.

Yes? No?

PCs, PWCs:

• Say the name of the letter without showing the PCs. Watch the class air-write and say its sound(s). • Listen to the class say the sounds and read the words on the PWCs. • Model pointing to each word as you read the poem. Pick a student to come up and point to each word as you read the poem with the class. • Invite the class to read the poem with you.

Match spoken word to print.

(Story)

e, n

(Poem)

3:00-3:30

Transition: Stand up. Walk to a friend. Shake the friend’s hand. Say, “Hello, how are you?” (1:00) Writer 10:00-12:00

Pages 10-11 Writers, pencils, erasers

• Using Page 10, show the stroke order to trace the numbers 1-5. • Then, have the class trace the numbers with their fingers while saying the number words. • Using Page 11, have the class trace the numbers with a pencil while saying the number words as you walk around and listen.

Extra Time Activity Do the "Count and Shout!" Action Activity.

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Produce the number words while writing 1-5.

Unit 3 Lesson 20 VPCs Needed: bag [2], bathroom [3], box [6], card [7], classroom [8], door [11], eraser [13], game [14], ground [15], hook [16], laugh [19], left/right [20], lunch [22], marker [23], office [25], paper [28], pencil [29], play dough [30], reach [32], sand [33], sandbox [34], school [35], scissors [36], snack [39], storybook [42], swing [43], table [44], trash [46], wall [47], red [50], pink [51], green [52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58], black [59] Component

Related Items

Hello, How Are You? (Song)

2:00-2:30

Our Day at School (Story)

4:00-4:30

bag, eraser, marker, paper, sand, swing, trash

Teacher

Student

• Listen to the class sing and model accurate pronunciation as needed. • Exchange greetings with the class. Ask, Are you having a good day? Wait for a reply. Model if needed.

Respond to simple questions.

• Say the VPCs. (S-T-S) • Tell the story as you point o the pictures. • Using Card 3, ask, Where did we look? Help them respond. Model, We looked in the trash. We looked out the door. • Show Card 8 and ask, Where did we find our crayon? Help them respond. Model, We found it under the swing.

Recall information provided to answer questions.

Transition: When I'm thirsty, I like to drink water! Now, drink like Marvin Monkey. (1:00) Phonograms 1:00

U3: c, e, n U1: d, f, k, m, z

• Use the current unit PCs. Air-write the phonogram and say the sound(s) with the class. (2x) • Air-write and say the sounds of the U1 PCs together.

Produce the sounds when shown the letter.

My Toy Box

PC, PWC:

• Air-write and say the PC with the class. (2x) Say the PWC together. • Read the poem together. • Point out the /l/ sound in the poem and have the class help read the words.

Listen to review sounds in words.

game, ground, laugh, sandbox, scissors

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. Sing the last card. • Ask questions to mimic a simple conversation. Help them respond and model if necessary. What do you love? I love to sing songs. Respond, I love to sing songs, too! Then, ask, Do you love school? We love school! Do you love English?

Listen to and participate in conversations.

left/right, reach

• Say the VPCs. (S-T-S) • Have the class perform the actions as you sing the song. If needed, stop and do the actions with them.

Respond to directions with actions.

x

(Poem)

1:30-2:00

We Love School (Story)

3:30-4:00

Let’s Spin! (Song)

2:30-3:00

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Component

Related Items

Teacher

Student

Yes, It Is!

bathroom, card, hook, office, pencil, play dough, snack, storybook, wall

• Say the VPCs. (S-T-S) • Ask the questions on the chant and listen to the class answer. • Holding up an eraser ask, Is this a ball? Help them respond, No, it isn't. • After the class responds ask, Is this an eraser? Help them respond, Yes, it is.

Respond to simple questions.

• Read the book together as you track the words. • Using the cover, How many birds are up in the sky? Help them respond, Three birds are up in the sky. • Invite the class to sing as you track the words.

Respond to simple questions.

(Chant)

3:00-3:30

Three (Big Book)

1:30-2:00

Transition: Stand up tall and stomp your feet. Now, raise your hands and put them down. Please, sit down. (1:00) Marvin Goes to School (Story)

4:00-4:30

Colors Everywhere! (Song)

3:00-3:30

Give it to a Friend

classroom, door, lunch, school, table

• Say the VPCs. (S-T-S) • Invite the class to help say Cards 1-7. Have them listen to you say the rest of the story. • Using Card 9, ask questions. Help them respond and model if necessary. Ask, Who plays a game? The boys and girls play a game. Can you play games? Does Marvin Monkey know how to play the game? No, Marvin does not know what to do.

Recall information provided or from experience to answer questions.

black, blue, box, brown, green, orange, pink, purple, red, white, yellow

• Say the VPCs. (S-T-S) • Listen to the class sing and help as needed. • Looking around the room, point to familiar objects. • Model the sentence, The book is blue. • Prompt students to speak by asking, What color is the door? • Help them respond, The door is white.

Listen to and participate in conversations.

Prop: erasers

• Pair up students as you hand them an eraser. • Go through the whole activity giving the directions. Watch and model the actions only when needed.

Respond to directions with actions.

(Action Activity)

2:30-3:00

Extra Time Activity Read and sing the "Black" Big Book.

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Unit 3 Lesson 21 VPCs Needed: ant [1], blocks [4], book [5], box [6], clothes [9], drink [12], inside/outside [17], light [21], paint [27], page [26], paper [28], song [40], table [44], tape [45], window [49], red [50], pink [51], green [52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58], black [59]

Component

Related Items

Teacher

Student

Writer 10:00-12:00

Pages 12-13

• Using Page 12, show the stroke order to trace the numbers 6-10. • Then, have the class trace the numbers with their fingers while saying the number words. • Using Page 13, have the class trace the numbers with a pencil while saying the number words as you walk around and listen.

Produce the number words while writing 6-10.

Writers, pencils, erasers

Transition: Stand up tall and pat your head. Now, rub your stomach. Please walk to the floor and sit down.(1:00) We Say, “Please!”

book, inside/ outside, song

• Say the VPCs. (S-T-S) • Say, Please, sing the song with me today. • Sing the song together gradually, singing quieter so you can hear the class and know which phrases they need to work on the most. • Ask, What do you say if you want to go outside and play? Model, Please, may we go outside to play?

Recognize the meaning of "Please ___" and "May we___?"

Phonograms 1:00

U3: e, n, x U2: b, g, l, u

• Use the current unit PCs. Air-write the phonogram and say the sound(s) with the class. (2x) • Air-write and say the sounds of the U2 PCs together.

Produce the sound(s) when shown the letter.

Crayons Are Fun!

PC, PWC:

• Air-write the PC together while saying the first sound. Hold up two fingers as you say the second sound. (2x) • Listen to the class say the sounds and read the words on the PWC. • Model pointing to each word as you read the poem. Pick a student to come up and point to each word as you read the poem with the class.

Match spoken words to print.

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. Emphasize the sounds /z/ chairs, games, scissors, walls, windows, crayons, pencils, markers, and erasers and the /s/ in books, blocks, and storybooks.

Listen to sounds in words.

(Song)

2:30-3:00

c

(Poem)

1:30-2:00

I Like These Things (Story)

3:00-3:30

black, blocks, drink, paint, page, paper, red, table, tape, window

© 2020 GrapeSEED Media Limited

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Component

Related Items

Teacher

Student

Black

ant

• Say the VPC. (S-T-S) • Read it together as you emphasize the /t/+/s/ in boots, ants, pants, hats, and cats. • Sing the book together as you track the words.

Listen to sounds in words.

(Big Book)

1:30-2:00

Transition: Hop like a rabbit and count to three. Then, sit on your chair. (1:00) Colors Everywhere! (Song)

2:00-2:30

blue, box, brown, green, light, orange, pink, purple, white, yellow

Count and Shout! (Action Activity)

3:00-3:30 Jonny Bear Helps His Mother

clothes

(Story Dictionary)

4:30-5:00

• Say the VPCs .(S-T-S) • Sing the song together. (2x) • Using Card 3, ask, What color is the paint? Point to the picture and model, The paint is red. • Invite a student to come up. Using Card 3, point to a picture, ask, What color is the ___? After they respond, model the complete sentence.

Listen to and participate in conversations.

• Give the directions from beginning to end. When using Card 1, watch to make sure students know how many times they should count and shout.

Recognize the meaning of "one time, ___ times."

• Say the VPC. (S-T-S) • Tell the story as you point to the pictures. • After reading Card 7, stop. • Point to the pictures. Ask the class the following questions. Help them respond if needed. Is Mother Bear happy? Yes. What does she say to her little bears? Thank you. What do the little bears answer? You are welcome, Mother. • Read the rest of the story.

Communicate information about the story.

Extra Time Activity Do the "Yes, It Is!" Chant.

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Unit 3 Lesson 22 VPCs Needed: bag [2], bathroom [3], book [5], card [7], door [11], eraser [13], ground [15], hook [16], jungle gym [18], left/right [20], lunch [22], merry-go-round [24], office [25], paper [28], pencil [29], play dough [30], play ground [31], reach [32], sand [33], sandbox [34], school [35], slide [38], snack [39], spin [41], storybook [42], swing [43], trash [46], wall [47] Component

Related Items

Three (Big Book)

2:00-2:30

Teacher

Student

• Help the class hear the sound /r/ in Three as you read the title. • Listen to the class sing and help as needed. • Invite the class to read the with you as you follow the words.

Listen to sounds in words.

Phonograms 1:00-1:30

U3: c, e, n, x U1: d, f, k, m, z

• Use the current unit PCs. Air-write the phonogram and say the sound(s) with the class. (2x) • Air-write and say the sounds of the U1 PCs together.

Produce the sound(s) when shown the letters.

My Toy Box

PWC:

• Have the class say the PWC. • Point out the /ks/ sound in the poem as you say the sound. Ask the class to read the word box. • Model pointing to each word as you read the poem. • Have a student come up and point to each word as you read the poem with the class.

Listen to sounds in words.

• Say the VPCs. (S-T-S) • Sing the song as the class does the actions. Watch and help as needed. • Emphasize the /n/+/d/ in ground and around.

Listen to sounds in words.

• Sing as a call and response between teacher and class. • Have students pair up and exchange greetings with each other.

Listen to and participate in conversations.

• Say the VPCs. (S-T-S) • Touching the door, ask, What is this? Help them respond, This is a door. • Let the class ask the questions in the chant and you answer them.

Listen to and participate in conversations.

x

(Poem)

1:30-2:00

Let’s Spin! (Song)

2:30-3:00

ground, left/right, reach, spin

Hello, How Are You? (Song)

2:00-2:30 Yes, It Is! (Chant)

3:30-4:00

bathroom, card, hook, office, pencil, play dough, snack, storybook, wall

Match spoken word to print.

Transition: Stand up. Stomp your feet 5 times. March to the corner. Walk back. (1:00)

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Component

Related Items

Time for a Story

Teacher

Student

• Give the directions mixing up the order as students do the actions.

Respond to directions with actions.

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. • Using Card 4, ask, Where did we look for our markers? Help them respond, Under the chairs. • Using Card 6, ask, Where did we find our markers? Help them respond, Down in the sand.

Recall information provided to answer questions.

(Song)

2:00-2:30 Our Day at School

bag, book, door, eraser, paper, sand, school, swing, trash

(Story)

4:30-5:00

Transition: Stand up and walk to the window. Look outside. Then, look to the left. Look to the right. Skip to your chair. (1:00) Give it to a Friend

Prop: erasers

• Pair up students as you hand them an eraser. • Go through the activity giving the directions. See if students can perform the actions accurately without seeing them modeled.

Respond to directions with actions.

jungle gym, lunch, merrygo-round, playground, sandbox, slide

• Say the VPCs. (S-T-S) • Invite the class to say the story along with you in a small voice. • Listen and help with the sound /z/ in is, opens, says, boys, girls, please, hands, and swings, and /s/ in sits, puts, gets, makes, and it’s.

Listen to sounds in words.

(Action Activity)

3:00-3:30

Marvin Goes to School (Story)

3:30-4:00

Extra Time Activity Sing the "We Say 'Please!'” Song. Tell the "I Like These Things" Story if you still have extra time.

50

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Unit 3 Lesson 23 VPCs Needed: bathroom [3], box [6], card [7], clothes [9], drink [12], eraser [13], game [14], hook [16], inside/outside [17], laugh [19], light [21], office [25], paint [27], paper [28], pencil [29], play dough [30], school [35], scissors [36], snack [39], song [40], spin [41], storybook [42], table [44], tape [45], wall [47], red [50], pink [51], green [52], brown [54], purple [55], yellow [56], orange [57], white [58], black [59] Component

Related Items

Teacher

Student

Colors Everywhere!

box, brown, green, light, orange, pink, purple, table, white, yellow

• Say the VPCs. (S-T-S) • Listen to the class sing the song. (2x) • Using Card 4, ask, What color is the ___? Praise students who respond. • Invite two students up. One will ask, What color is the ___? The other will reply, The ___ is ___.

Listen to and participate in conversations.

clothes

• Say the VPC. (S-T-S) • Tell the story as you point to the pictures. • Go to Card 8. Point to the pictures. Ask questions and help them respond if needed. Is Jonny sleepy? Yes. What does he rub? He rubs his eyes. What does he do with the toothbrush? He brushes his teeth. When it's time to go to bed, do you brush your teeth?

Communicate information about the story.

• Give the directions mixing up the numbers.

Respond to directions with actions.

(Song)

2:30-3:00

Jonny Bear Helps His Mother (Story Dictionary)

4:30-5:00

Count and Shout! (Action Activity)

3:00-3:30

Listen to and participate in conversations.

Transition: Stand up. Walk like an elephant to the corner. Crawl like an alligator back. (1:00) Yes, It Is! (Chant)

3:30-4:00

We Love School (Story)

3:00-3:30

bathroom, card, hook, office, pencil, snack, storybook, wall

• Say the VPCs. (S-T-S) • Touching a chair, ask, Is this a chair? Help them respond, Yes, it is. • Say the chant asking or answering every other question with the class.

Respond to simple questions.

game, laugh, play dough, school, scissors, spin

• Say the VPCs. (S-T-S) • Read the title of the story. Emphasize the sound /v/ in love. • Invite the class to say the first 2 cards with you. • Stop and ask them to listen as you point to the pictures and say the rest of the story.

Listen to sounds in words.

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Component

Related Items

Teacher

Student

Phonograms 1:00

U3: x U2: b, g, l, u

• Use the current unit PCs. Air-write the phonogram and say the sound with the class. (2x) • Air-write and say the sounds of the U2 PCs together.

Produce the sound(s) when shown the letters.

Yes? No?

PCs:

• Air-write and say the PCs with the class. (2x) • Ask the class to listen to the /k/ and /l/ sounds in the poem. • Point to /k/ in snake, asked, can, and crawl as you say the sound and read the words. • Point out the /l/ in elephant, crawl, and little. • Read the poem. • Then, listen to the class read the poem.

Listen to review sounds in words.

e, n

(Poem)

3:00-3:30

Transition: Stand up. Wiggle like a snake. Wiggle like a worm. Let’s wiggle and then, sit down. (1:00) We Say, “Please!”

inside/outside, song

• Say the VPCs. (S-T-S) • Ask, What do you say if I give you an eraser? Hand a student an eraser and help the student say, Thank you. • Sing the song together while pointing to the pictures as needed.

Respond to simple questions.

PC, PWC:

• Say the name of the letter without showing the PC. Watch the class air-write and say its sounds. (2x) • Let the class say the sounds and read the words on the PWC. Help as needed. • Read the poem together. • Point out the letter "u" in the poem. Have the class help say the sounds and read the words /u/ fun and /ū/ use.

Listen to review sounds in words.

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. • Showing Card 8, say, Marvin likes to drink when he is thirsty. • Ask, What do you like to do when you are hungry or thirsty? Help them respond if needed.

Recall information provided and from experience to answer questions.

(Song)

1:30-2:00

Crayons Are Fun!

c

(Poem)

2:30-3:00

I Like These Things (Story)

3:30-4:00

black, drink, eraser, paint, paper, red, tape

Extra Time Activity Sing the "Let’s Spin" Song. Read or sing the "Three" Big Book if you still have extra time.

52

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Unit 3 Lesson 24 VPCs Needed: blocks [4], card [7], crayon [10], drink [12], game [14], ground [15], jungle gym [18], laugh [19], left/right [20], lunch [22], page [26], paint [27], paper [28], pencil [29], reach [32], scissors [36], slide [38], snack [39], song [40], spin [41], storybook [42], tape [45], water [48], window [49] Component

Related Items

Teacher

Student

• Divide the class in half. The first half sings the first four sentences. The second half sings the next four sentences. Sing the last part of the song together. • Have students greet a friend by name and ask how they are.

Listen to and participate in conversations.

Prop: erasers

• Have the class raise their left hand and their right hand. • Say, Make a circle. • Give clear instructions about which direction you are passing the eraser. Practice passing it in that direction a few times first as you say, Give it to a friend on your left/right. • Go through the activity in a circle. (It is better not to mirror left and right when doing it in a circle.)

Respond to directions with actions.

U3: c, e, n U1: d, f, k, m, z

• Use the current unit PCs. Have the class stand up and say the sound(s) as you air-write the phonograms together. (2x) • Air-write and say the sounds of the U1 PCs together.

Produce the sound(s) when shown the letters.

Hello, How Are You? (Song)

3:00-3:30

Give it to a Friend (Action Activity)

4:00-4:30

Phonograms 1:00

Transition: Stand up. Touch your head, shoulders, knees, and toes. (1:00) Time for a Story (Song)

2:30-3:00 I Like These Things (Story)

3:30-4:00

Three (Big Book)

1:30-2:00

blocks, card, page, paint, pencil, scissors, slide, snack, storybook, tape, window

• Listen to the class sing and do the actions as you point to the pictures for Cards 1-3. • Say Card 4 while stressing the sound /kwh/ in quiet.

Listen to sounds in words.

• Say the VPCs. (S-T-S) • Invite the class to say Cards 1-5 with you. Have them listen to you say the rest. • Ask, What color paint do you like? Help them respond, I like blue paint. What color markers do you like? I like black markers.

Listen to and participate in conversations.

• Read the book together as you point to each word. • Point to the birds in the picture. Ask, How many birds are red and how many are brown? Model, One is red and two are brown. • Have a student come up and point to each word as you sing with the class.

Match spoken words to print.

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53

Component

Related Items

Teacher

Student

My Toy Box!

PC:

• Hold up the PC and invite the class to air-write the letter as they say the sound. (2x) • Point out the X/x in the poem and have the class say the sound and read the word. • Have the class read the poem with you. • Listen to the class read.

Produce the sound /ks/ when shown the letter “X/x”.

crayon, drink, game, jungle gym, laugh, lunch, paper, song, water

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures and use gestures. • Using Card 10, ask, What can a monkey do? Help them respond. A monkey can mark with a crayon. Can you mark with a crayon?

Listen to and participate in conversations.

ground, left/right, reach, spin

• Say the VPCs. (S-T-S) • Ask the class to point to the right or left. Watch and mirror the action. • Sing while students do the actions. Watch and help as needed.

Respond to directions with actions.

x

(Poem)

1:30-2:00

Marvin Goes to School (Story)

3:30-4:00

Let’s Spin! (Song)

2:00-2:30

Transition: Stand up. Marvin Monkey is quiet. He cannot yell. Let’s climb like Marvin being quiet. (1:00)

Writer 11:00-11:30

Pages 14-15 Writers, pencils, erasers

• Using Pages 14-15, have the class trace the letters with a pencil while saying the sounds as you walk around and listen. • Using Page 15, have the class trace the numbers with a pencil while saying the number words as you walk around and listen.

Extra Time Activity Read or sing the "Black" Big Book. Tell the "Our Day at School" Story if you still have extra time.

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Produce the sounds while writing the letters. Produce the number words while writing the numbers 1-10.

Unit 3 Lesson 25 VPCs Needed: ant [1], bag [2], bathroom [3], box [6], card [7], door [11], eraser [13], ground [15], hook [16], inside/outside [17], laugh [19], light [21], marker [23], office [25], paper [28], pencil [29], play dough [30], sand [33], sandbox [34], school [35], scissors [36], snack [39], song [40], spin [41], storybook [42], swing [43], trash [46], wall [47], pink [51], green [52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58] Component

Related Items

Teacher

Student

We Say, “Please!”

inside/outside, song

• Say the VPCs. (S-T-S) • Ask, Can you teach me how to swim like a snake? After students do the motions say, Thank you for teaching me how to swim like a snake. • Point to the pictures and use gestures as you listen to the class sing. Help with the /t/ sound in today, put, outside, to, letting, and teaching.

Listen to sounds in words.

Phonograms 1:00

U3: x U2: b, g, l, u

• Use the current unit PCs. Have the class stand up and say the sound as you air-write the phonograms together. (2x) • Air-write and say the sounds of the U2 PCs together.

Produce the sounds when shown the letters.

Crayons Are Fun!

PC, PWC:

• Air-write and say the PC with the class. (2x) • Listen to the class say the PWC. • Ask, Do you see the letter “C/c”? Point to it and have the class say the sound and read the word. • Read the poem together, then listen to the class read and help as needed.

Approximate reading with purpose and understanding.

• Say the VPCs. (S-T-S) • Listen to the class sing. (2x) • Using Card 2, ask, What color is the sandbox? Promote responses in complete sentences. • Ask students to turn to a partner. One will ask, What color is the ___? The other will reply, The ___ is ___.

Listen to and participate in conversations.

(Song)

2:00-2:30

c

(Poem)

2:00-2:30

Colors Everywhere! (Song)

2:00-2:30

ant, blue, box, brown, green, light, orange, pink, purple, white, yellow

Transition: Stand up. Reach up high in the sky and fly with your hands. (1:00) Our Day at School (Story)

3:30-4:00

bag, door, eraser, paper, sand, school, swing, trash

• Say the VPCs. (S-T-S) • Put your pointer somewhere on the floor. • Say the title of the story. • Have the class say the story with you as you point to the pictures. • Say, Help me find the pointer. After finding it, ask, What did we look for? Pause for response and then model, We looked for the pointer. Where did we find it? We found it on the floor.

Recognize the meaning of "We looked for ___" and "We found ___."

© 2020 GrapeSEED Media Limited

55

Component

Related Items

Black (Big Book)

2:00-2:30

Teacher

Student

• Read the book as you track the words. • Ask, Do you see something black? Help them respond, My bag is black. • Sing the book together as you track the words.

Listen to and participate in conversations.

Transition: Stand up. Point to your nose. Point to your ears. Now wiggle your toes and sit down. (1:00) Hello, How Are You? (Song)

2:30-3:00

Yes? No?

PCs:

e, n

(Poem)

1:30-2:00

Count and Shout!

• Play the song as you sing the song together. • Model greeting a student using any of the language from the song. Hello, how are you? I am doing well. How are you today? I’m fine, thank you. Have a good day! • Then, have students greet a friend.

Listen to and participate in conversations.

• Listen to the class say the sound(s) as you air-write the PCs together. (2x) • Ask the class if they see the /u/ sound. Point it out in but and read the word. • Read the poem. • Then, listen to the class say the poem.

Listen to review sounds in words.

• Give the directions mixing up the order of the animals.

Respond to directions with actions.

(Action Activity)

3:00-3:30

Transition: Stand up tall and stomp your feet. Raise your hands and put them down. Then, sit on the floor. (1:00) We Love School (Story)

2:00-2:30

Yes, It Is! (Chant)

3:30-4:00

ground, laugh, marker, play dough, sandbox, scissors, spin

• Say the VPCs. (S-T-S) • Emphasize the sound /ks/ in sandbox. • Tell the story as you point to the pictures and keep eye contact with your students.

Listen to sounds in words.

bathroom, card, hook, office, pencil, snack, storybook, wall

• Say the VPCs. (S-T-S) • Listen to the class say the first card. Say the rest together. Listen and help with the sound /n/+/t/ in isn’t and /t/+/s/ in it’s. • Let a few volunteers ask the class a question. Help them respond.

Listen to sounds in words.

Extra Time Activity Do the "Give it to a Friend" Action Activity. Tell the "Jonny Bear Helps His Mother" Story Dictionary if you still have extra time.

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Unit 3 Lesson 26 VPCs Needed: ant [1], book [5], clothes [9], crayon [10], drink [12], eraser [13], game [14], jungle gym [18], laugh [19], left/right [20], light [21], lunch [22], marker [23], paint [27], paper [28], play dough [30], playground [31], reach [32], sandbox [34], school [35], scissors [36], slide [38], song [40], spin [41], water [48], pink [51], blue [53], brown [54], purple [55], yellow [56], orange [57] Component

Related Items

Teacher

Student

• Let the class sing along with you as they do the actions and you point to the pictures.

Respond to directions with actions.

3:00-3:30

crayon, drink, game, jungle gym, laugh, lunch, paper, playground, slide, song, water

• Say the VPCs. (S-T-S) • Invite the class to say the story with you as you point to the pictures. • Using Card 10, ask, What does Marvin do with the crayon? He marks with the crayon. What are his marks like? His marks are funny.

Recall information provided to answer questions.

Phonograms 1:00

U3: e, n U1: d, f, k, m, z

• Use the current unit PCs. Have the class stand up and say the sound(s) as you air-write the phonograms together. (2x) • Air-write and say the sounds of the U1 PCs together.

Produce the sounds when shown the letter.

My Toy Box

PC, PWC:

• Air-write and say the PC with the class. (2x) • Say the PWC together. • Point out the /b/ sound in the poem and have the class read the words. • Invite the class to read the poem with you.

Listen to review sounds in words.

Time for a Story (Song)

1:30-2:00 Marvin Goes to School (Story)

(Poem)

2:30-3:00

x

Transition: Everyone stand up. Walk around the classroom. Now, stop! Tiptoe to the corner. Swim back to your table. (1:00) Three (Big Book)

1:30-2:00

Jonny Bear Helps His Mother (Story Dictionary)

4:30-5:00

clothes

• Listen to the class say the book. Help as needed. • Using Pages 2-3, ask, What do you see? After they respond, model, I see three birds. What color are they? One is red and two are brown. • Listen to the class sing as you track the words.

Listen to and participate in conversations.

• Say the VPC. (S-T-S) • Tell the story as you point to the pictures. • Go back to Card 8. Point to the pictures and ask, What do Brother and Sister do? Wait. Then help them respond, Brother washes his face with water. Sister uses a comb to comb her hair. • Read the rest of the story.

Communicate information about the story.

Transition: Stand up and wiggle. Wiggle like a snake. Wiggle like a worm. Sit down. (1:00)

© 2020 GrapeSEED Media Limited

57

Component

Related Items

Teacher

Student

Give it to a Friend

left/right

• Say the VPC. (S-T-S) • Review left and right. Then, get in a circle and practice giving to a friend in the same direction. • Begin the activity when students understand what to do.

Respond to directions with actions.

• Say the sounds of the letter without showing the PC and have the class air-write and tell you what the letter is. • Point out the /l/ sound in the poem and have the class read the word. • Invite the class to read the poem with you as you track the words. (2x)

Listen to review sounds in words.

• Say the VPCs. (S-T-S) • Ask the class to look to the right or left. Watch to ensure they follow accurately. • Sing while students do the actions. Watch and help as needed.

Respond to directions with actions.

(Action Activity)

Prop: erasers

3:30-4:00

Crayons Are Fun

PC:

c

(Poem)

1:30-2:00

Let’s Spin!

reach, spin

(Song)

2:30-3:00

Transition: Stand up. Hold up your left hand. Hold up your right hand. Spin around and shout, "Yeah!" Please sit down. (1:00) Colors Everywhere! (Song)

2:30-3:00

We Love School (Story)

3:00-3:30

ant, blue, book, brown, eraser, light, orange, paint, pink, purple, yellow

• Say the VPCs. (S-T-S) • Play the song as you sing the song together. • Using Card 3, ask, What color is the ___? Help students respond as needed. • Invite partners to walk around the classroom and ask each other questions using, What color is the ___? and The ___ is ___.

Listen to and participate in conversations.

marker, play dough, sandbox, school, scissors

• Say the VPCs. (S-T-S) • Invite the class to say the story with you as you point to the pictures. • Ask, What do we love? Help them respond, We love school.

Recall information provided to answer questions.

Extra Time Activity Sing the "We Say 'Please!’" Song. Do the "Count and Shout" Action Activity if you still have extra time.

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Unit 3 Lesson 27 VPCs Needed: bag [2], bathroom [3], blocks [4], book [5], card [7], door [11], eraser [13], hook [16], inside/outside [17], laugh [19], marker [23], office [25], page [26], paper [28], pencil [29], play dough [30], sand [33], sandbox [34], school [35], scissors [36], snack [39], song [40], spin [41], storybook [42], swing [43], tape [45], trash [46], wall [47] Component

Related Items

Teacher

Student

• Have students greet a friend and ask how they are. • Sing in a call and response manner with student pairs facing each other.

Listen to and participate in conversations.

laugh, marker, play dough, sandbox, spin

• Say the VPCs. (S-T-S) • Say, The boys and girls in the story love school! We love school, too! Tell me what you love at school. Help them respond, We love to ___. Or, I love to ___. • Say, I love to listen to stories. Please say the story. • Then, listen as they say the story. Help as needed.

Recall information from experience to answer questions.

Phonograms 1:00

U3: c U2: b, g, l, u

• Use the current unit PCs. Have the class stand up and say the sound(s) as you air-write the phonograms together. (2x) • Air-write and say the sounds of the U2 PCs together.

Produce the sounds when shown the letters.

Yes? No?

PC, PWC:

• Hold up the "n" PC. Ask, What letter is this? Watch and listen to the class air-write and say its sound. (2x) • Have the class clap on the /n/ sound as you read the poem together. • Point out the letter "n" in the poem and have the class say the /n/ sound. • Read the poem. • Then, listen to the class say the poem.

Produce the sound /n/ when shown the letter “n”.

Hello, How Are You? (Song)

2:30-3:00 We Love School (Story)

3:00-3:30

n

(Poem)

1:30-2:00

Transition: When I'm thirsty, I like to drink water! Drink your water and sing, “This is the way I drink my water…” (1:00) I Like These Things (Story)

3:30-4:00

blocks, card, page, pencil, scissors, snack, storybook, tape

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures. • Ask, Where do you like to play games? Do you like playing games outside? • Help them respond if needed.

Listen to and participate in conversations.

© 2020 GrapeSEED Media Limited

59

Component

Related Items

Teacher

Student

Transition: Stand up tall and pat your head. Now, rub your stomach. Please walk to the floor and sit down.(1:00) Yes, It Is! 3:00-3:30

bathroom, hook, office, wall

• Say the VPCs. (S-T-S) • Point to a table and ask, What is this? Is this a chair? Help them respond, No it isn't. It is a table. • Say the first two cards together. • Listen to the class say the last two cards. Help as needed.

Listen to and participate in conversations.

We Say, “Please!”

inside/outside, song

• Say the VPCs. (S-T-S) • Ask, What do you say if you want me to count the windows? After they respond, model, Please help us count the windows. What do you say after I help? After they respond, model, Thank you for helping us count. • Listen to the class sing. Help with pronunciation as needed.

Listen to and participate in conversations.

PC:

• Hold up the PC. Ask, What letter is this? Watch and listen to the class air-write and say the sound. (2x) • Point out the /ks/ sound in the poem and have the class read the word. • Invite the class to read the poem with you.

Produce the sound /ks/ when shown the letter “x”.

• Give the directions changing the body parts.

Respond to directions with actions.

(Chant)

(Song)

2:00-2:30

My Toy Box

x

(Poem)

2:00-2:30

Count and Shout! (Action Activity)

3:00-3:30

Transition: Stand up. Fly like a bird and count to ten. Count and shout: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. (1:00) Our Day at School (Story)

4:00-4:30

bag, book, door, eraser, paper, sand, school, swing, trash

Time for a Story

• Say the VPCs. (S-T-S) • Invite the class to say the story with you as you point to the pictures. • Use phrases from the story as you look for supplies in your classroom. Let the class help you. Ask, What did you look for? What did you find? Help them respond only if needed.

Listen to and participate in conversations.

• Watch the class do the motions as you sing the song.

Respond to directions with actions.

(Song)

1:30-2:00

Extra Time Activity Read or sing the “Black” Big Book.

60

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 28 VPCs Needed: bag [2], bathroom [3], card [7], classroom [8], door [11], eraser [13], game [14], ground [15], hook [16], inside/outside [17], laugh [19], left/right [20], light [21], lunch [22], office [25], paper [28], pencil [29], play dough [30], reach [32], sand [33], sandbox [34], school [35], scissors [36], snack [39], song [40], storybook [42], swing [43], table [44], trash [46], wall [47], red [50], pink [51], green [52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58] Component

Related Items

Teacher

Student

We Say, “Please!”

inside/outside, song

• Say the VPCs. (S-T-S) • Ask, What do you say if you want me to sing with you? Model, Please sing a song with us. • Play the song as you sing together. • Say, Thank you for singing with me.

Listen to and participate in conversations.

Phonograms 1:00

U3: e, n, x U1: d, f, k, m, z

• Use the current unit PCs. Listen to the class say the sound(s) as you air-write the phonograms together. (2x) • Air-write and say the sounds of the U1 PCs together.

Produce the sound(s) when shown the letters.

Crayons Are Fun!

PC, PWC:

• Hold up the PC. Ask, What letter is this? Watch and listen to the class air-write and say the PC and PWC. (2x) • Point to each letter in the word fun as you say the sounds /f/ /u/ /n/. Have the class read the word. • Listen to the class say the poem. • Then, read the poem together as you track the words.

Produce the sounds /k/ and /s/ when shown the letter “c”.

(Song)

2:00-2:30

c

(Poem)

2:00-2:30

Transition: Stand up. Look around the classroom. Look on the floor. Look under your foot. Look out the window. (1:00) Our Day at School (Story)

4:00-4:30

Give it to a Friend (Action Activity)

2:30-3:00

bag, eraser, paper, sand, swing, trash

• Say the VPCs. (S-T-S) • Invite the class to say the story with you. • Using Card 5, ask, Where did we look? Help them respond only if needed. Can we find our paper? Help them respond only if needed.

Recall information provided to answer questions.

left/right

• Say the VPC. (S-T-S) • Pair up students and give them an eraser. • Facing the class, do the activity with the students as you mix up the order of the directions. Watch and help if needed.

Respond to directions with actions.

Prop: erasers

© 2020 GrapeSEED Media Limited

61

Component

Related Items

Teacher

Student

Marvin Goes to School

classroom, door, game, lunch, school, table

• Say the VPCs. (S-T-S) • Tell the story as you point to the pictures and use gestures. • Using Card 11, ask questions. Help them respond and model if necessary. Ask, What time is it now? It's time to go home. What do the boys and girls do? They wave goodbye to Marvin. Was it fun to have a monkey at school? Yes, it was fun to have a monkey at school.

Recall information provided to answer questions.

• Read the book together. • Listen to the class sing the book. • Using Page 4 and 5, ask, Where are the birds. Wait for replies. Then model, The birds are in the sky. Ask, Are the birds high or low? Wait for replies. Model, The birds are very high.

Listen to and participate in conversations.

bathroom, card, hook, office, pencil, snack, storybook, wall

• Say the VPCs. (S-T-S) • Have class say the chant with you. Listen and help with accuracy. • Looking around the classroom, ask, What is this? Is this an office? Encourage and praise responses in complete sentences.

Listen to and participate in conversations.

ground, reach

• Say the VPCs. (S-T-S) • Invite the class to sing with you as they do the actions.

Respond to directions with actions.

(Story)

3:30-4:00

Three (Big Book)

2:30-3:00

Yes, It Is! (Chant)

3:30-4:00

Let’s Spin! (Song)

2:30-3:00

Transition: Clap your hands 5 times. Then, stand up and hop like a rabbit around your chair. (1:00) We Love School (Story)

3:30-4:00

Colors Everywhere! (Song)

3:30-4:00

62

laugh, play dough, red, sandbox, scissors

• Say the VPCs. (S-T-S) • Say the story together as you point to the pictures. • Pair students up. Say, Tell your friend what you love to do at school? Walk around and help as needed.

Recall information from experience to answer questions.

blue, brown, green, light, orange, pink, purple, white, yellow

• Say the VPCs. (S-T-S) • Sing the song with the class. (2x) • Then, using Card 2, ask, I see colors everywhere I look. What colors do you see outside? Help students respond only if needed. • Using Card 3, ask, What colors do you see inside the school? Help students respond only if needed. • Using Card 4, ask, What colors are inside the house? Help students respond only if needed.

Respond to simple questions.

© 2020 GrapeSEED Media Limited

Unit 3 Lesson 29 VPCs Needed: blocks [4], box [6], clothes [9], card [7], merry-go-round [24], page [26], paint [27], pencil [29], playground [31], scissors [36], slide [38], snack [39], storybook [42], tape [45]

Component

Related Items

Time For a Story (Song)

1:30-2:00 We Love School (Story)

3:00-3:30

Teacher

Student

• Play the song. Have the class sing and do the actions as you point to the pictures.

Respond to directions with actions.

• Invite the class to say the story with you. • Ask, What do you love to do in school? Help them respond, We love to ___. Ask, What do you love to do at home? We love to ___. Help only if needed.

Listen to and participate in conversations.

Phonograms 1:00

U3: c U2: b, g, l, u

• Use the current unit PCs. Listen to the class say the sound(s) as you air-write the phonograms together. (2x) • Air-write and say the sounds of the U2 PCs together.

Produce the sounds when shown the letters.

My Toy Box

box

• Say the VPC. (S-T-S) • Air-write the letter without showing the PC. Have the class say its sound. (2x) • Listen to class say the PWC. • Invite the class to read the poem. • Ask half the class to read the first sentence and the other half read the second sentence. • Then, read the poem together.

Approximate reading with purpose and understanding.

(Poem)

2:30-3:00

PC, PWC:

x

Transition: Stand up. Walk to something that is pink and point to it. Walk to something that is black and point to it. (1:00) Black (Big Book)

2:00-2:30

Jonny Bear Helps His Mother (Story Dictionary)

4:30-5:00

clothes

• Read the book together as you track the words. • Listen to the class sing as they follow the words. • Have students point to the black things they see in the classroom.

Approximate singing with purpose and understanding.

• Say the VPC. (S-T-S) • Tell the story as you point to the pictures. • Go back to Card 5. Ask questions, but wait for their response before helping. Ask, When you give your clothes to your mother to wash, do you take the things out of your pockets?

Communicate information about the story.

After they put the clothes on the line, what will they make?

Can you help your mother make something very nice to eat? © 2020 GrapeSEED Media Limited

63

Component

Related Items

Teacher

Student

2:30-3:00

• Sing the song together. • Have the students greet a friend and tell them to “Have a good day.”

Listen to and participate in conversations.

Count and Shout!

• Give the directions in random order.

Respond to directions with actions.

• Hold up the "e" PC. Ask, What letter is this? Watch and listen to the class air-write and say each sound. (2x) • Point out the many different /e/ sounds in the poem. Have the class say each sound and repeat the words. • Invite the class to read the poem as you listen.

Produce the sounds /e/ and /ē/ when shown the letter “e”.

Hello, How Are You? (Song)

(Action Activity)

2:30-3:00 Yes? No?

PCs:

e, n

(Poem)

2:30-3:00

Transition: Stand up. Walk like an elephant around the classroom. Now, crawl like an alligator to your chair. (1:00) I Like These Things (Story)

3:30-4:00

blocks, card, merry-goround, page, paint, pencil, playground, scissors, slide, snack, storybook, tape

• Say the VPCs. (S-T-S) • Invite the class to say the story with you as you point to the pictures. • Ask, What do you like in this story? Do you like reading under the table? Help them respond if needed. Where do you like to read storybooks? Help them respond if needed.

Extra Time Activity Sing the "Let's Spin!" Song. Read or sing the "Three" Big Book if you still have extra time.

64

© 2020 GrapeSEED Media Limited

Recall Information from experience to answer questions.

Unit 3 Lesson 30 VPCs Needed: none

Component

Related Items

Colors Everywhere! (Song)

3:00-3:30

Yes, It Is! (Chant)

3:30-4:00

Let’s Spin! (Song)

2:00-2:30 Marvin Goes to School (Story)

3:30-4:00

Teacher

Student

• Listen to the class sing. Make sure they're pronouncing ending sounds. (2x) • Let the class walk around and ask each other questions about colors in the room using, What color is the ___? and The ___ is ___.

Listen to and participate in conversations.

• Listen to the class say the first two cards. Say the last two together. • Pointing to a window, ask, What is this? Is this a hook? Help them respond, No it isn't. This is a window. • Invite the class to ask you a question.

Listen to and participate in conversations.

• Play the song. Watch the class do the actions as they sing.

Respond to directions with actions.

• Let the class say the story with you as you point to the pictures. • Ask, Where are the boys and girls? The boys and girls are at school. Who is knocking? Marvin Monkey. What does the teacher do? The teacher opens the door.

Recall information provided to answer questions.

Transition: Stand up. Spin around slowly. Spin around fast. Stop. Spin around slowly. (1:00) Three (Big Book)

1:30-2:00

• Invite the class to read the book with you as you track the words. • Listen to the class sing as you track the words.

Approximate singing with purpose and understanding.

Phonograms 1:00

U3: x U1: d, f, k, m, z

• Use the current unit PCs. Listen to the class say the sound as you air-write the phonograms together. (2x) • Air-write and say the sounds of the U1 PCs together.

Produce the sounds when shown the letters.

Crayons Are Fun!

PC, PWC:

• Watch and listen to the class airwrite and say the PC and PWC. (2x) • Have half the class read the first sentence and the other half read the rest of the poem. • Read the poem together. • Ask, Are crayons fun? Do you like crayons?

Approximate reading with purpose and understanding.

(Poem)

2:00-2:30

c

© 2020 GrapeSEED Media Limited

65

Component

Related Items

Teacher

Student

Give It to a Friend

Prop: erasers

• Pair up students and hand them an eraser. • Facing the class, do the activity together, mixing up the order of the directions at a slightly faster pace. Watch and help as needed.

Respond to directions with actions.

(Action Activity)

2:30-3:00

Transition: Everyone sit on the floor. Put your hands on your shoulders and pat. Put your hands in your lap. (1:00) Our Day at School (Story)

3:30-4:00

We Say, “Please!” (Song)

2:00-2:30

Yes? No?

PCs, PWCs:

e, n

(Poem)

3:00-3:30

• Let the class say the story with you as you point to the pictures. • Using Card 9, ask, What did we look for? We looked for the things to make our book. What did we find? Some paper, a crayon, and a marker. Help them respond if needed.

Recall information provided to answer questions.

• Ask, What do you say if you want me to dance with you? Model, Please dance with us. Ask, What do you say after I dance with you? Model, Thank you for dancing with us. • Stand up and do the actions as you sing together.

Listen to and participate in conversations.

• Have the class say the PCs and read the PWCs together. (2x) • Listen to the class say the poem. • Ask half the class to say the question and the other half to say the reply. • Read the poem together.

Approximate reading with purpose and understanding.

Extra Time Activity Tell the "I Like These Things" Story.

66

© 2020 GrapeSEED Media Limited