Discover English Level 1

CLASSROOMACTIVITY GUIDE FOR Discover

EnglishLEVEL I K–3 ESL

Computer Curriculum CorporationSunnyvale, California

26-06722-102 (6/98)

The CCC logo and Computer Curriculum Corporation are registered trademarks and Discover English is a trademark of Computer Curriculum Corporation.

Copyright © 1994, 1993 Computer Curriculum Corporation. All rights reserved.

ContentsGetting Familiar with This Classroom Activity Guide . . . . . . . . . . . . . . . . . . . 1

Lessons and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Using the Classroom Activity Guide for Discover English . . . . . . . . . . . . 2

Language Development Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Listening Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Speaking Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Reading Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Writing Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Gathering and Graphing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Multicultural Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Using Literature in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Listening and Speaking Experiences Strand Activities . . . . . . . . . . . . . . . . . . . 13

Nicky’s School and Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Sandy and Mimi Make Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Bing’s Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

At the Playground: Learning About Feelings . . . . . . . . . . . . . . . . . . . . 36Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

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Luis’s Birthday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Three Little Monkeys Jumping on the Bed . . . . . . . . . . . . . . . . . . . . . . . 52Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Sandy’s Puppet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Christina Borrows a Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

We’re Going on a Lion Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

The Butterfly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Activity Sheet Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Read-Along and Writing Experiences Strand Activities . . . . . . . . . . . . . . . . . . . 85

Words Everywhere. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Hoa’s Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Old MacDonald’s Farm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

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Sandy Is Wearing Her Blue Jeans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Nicky’s Week. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Bing Goes to the Doctor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

“Rain” by Robert Louis Stevenson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Three Little Monkeys Jumping on the Bed . . . . . . . . . . . . . . . . . . . . . . . 144Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Months of the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

We’re Going on a Lion Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Using the Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Books to Read Aloud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

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Getting Familiar with This Classroom Activity Guide

The Discover English™ Classroom Activity Guide contains activities and materials that extend the lessons in theListening and Speaking Experiences and Read-Along and Writing Experiences strands. These lessons cover avariety of themes relevant to the young learner of English. The activities and materials presented in this guidewere designed by teachers for teachers so that the online course and video can be integrated into the classroomcurriculum. The activities represent a whole-language approach to second language learning in which the com-puter is one part of a language arts curriculum. The guide is designed for classroom use, to assist you, theteacher, in helping your students extend their interactions with the Discover English listening and read-alongexperiences.

Lessons and OrganizationThis guide includes a lesson plan for each of the 20 Listening and Speaking Experiences (LE) and Read-Alongand Writing Experiences (RE) lessons for the first level of Discover English. The lessons are organized accordingto the default enrollment for the LE and RE strands. You can find the theme for that lesson at a top corner ofeach page. If you plan to integrate these lessons thematically with your classroom curriculum, the following listwill be helpful.

The guide includes these themes and lesson plans.

School and the ClassroomNicky’ School and Friends (Listening Experiences, Lesson 1)Sandy’s Puppet (Listening Experiences, Lesson 7)Words Everywhere (Read-Along Experiences, Lesson 1)

FriendsSandy and Mimi Make Friends (Listening Experiences, Lesson 2)At the Playground: Learning About Feelings (Listening Experiences, Lesson 4)

Family, Home, and SelfBing’s Family (Listening Experiences, Lesson 3)Hoa’s Home (Read-Along Experiences, Lesson 2)

ClothingSandy Is Wearing Her Blue Jeans (Read-Along Experiences, Lesson 4)

Health and SafetyBing Goes to the Doctor (Read-Along Experiences, Lesson 6)

1 Getting Familiar with this Classroom Activity Guide

Life PassagesLuis’s Birthday (Listening Experiences, Lesson 5)

Community and People Christina Borrows a Book (Listening Experiences, Lesson 8)

Imagination/FantasyThree Little Monkeys Jumping on the Bed (Listening and Read-Along

Experiences, Lessons 6 and 8)We’re Going on a Lion Hunt! (Listening and Read-Along Experiences,

Lessons 9 and 10)

Nature and AnimalsThe Butterfly (Listening Experiences, Lesson 10)Old MacDonald’s Farm (Read-Along Experiences, Lesson 3)

TimeNicky’s Week (Read-Along Experiences, Lesson 5)Months of the Year (Read-Along Experiences, Lesson 9)

Weather/Seasons“Rain” by Robert Louis Stevenson (Read-Along Experiences, Lesson 7)

Note that 10 of the lessons are marked with to indicate that they are included in the videotape and videodisccomponent of the course.

Using the Classroom Activity Guide for Discover English

Your students’ learning experiences with the Discover English course can be extended and enhanced by thekinds of activities described in the sections for each lesson “Activity Sheet Instructions” and “Initial Ideas.” Theactivities in these sections are ways of integrating the Discover English course into your language developmentcurriculum as well as into other content areas. The first section is intended to provide you with general ideasand methods to extend the passages presented in the Listening and Speaking Experiences and Read-Along andWriting Experiences strands. The second section provides you with activities and activity sheets that you canuse with specific lesson titles. Since you have the flexibility to control the presentation of lessons in DiscoverEnglish through the Management System, you can use the activities contained in this guide in any orderdesired. The classroom activities can be used as an introduction before the students take the computer lesson oras follow-up activities. You can choose to do any activities that are appropriate for your students. Any of theadditional ideas can be modified to meet the needs of your students. In addition, note which lessons have avideo component that you can present in your class using the Discover English videotape or videodisc.

Getting Familiar with this Classroom Activity Guide 2

Language Development Strategies

Listening Ideas

Challenge Students to ListenGood listening skills are essential to good learning. Use the sounds your students hear while listening to aDiscover English Listening or Read-Along Experiences lesson as a starting point for talking about listening ingeneral. Which narrative voice do they prefer? Do they turn the volume up or down? Expand your discussionto include other sounds, such as those in the classroom or school, at a busy street corner, in a park, on TV, andindoors and outdoors at night. Help your students express their feelings about sounds: sounds that make themfeel secure and comfortable, sounds that seem frightening, sounds they know compared with sounds that arestrange, and so on.

Total Physical ResponseTotal Physical Response (TPR) is an instructional strategy for language learning developed by James Asher(1977). This strategy presents language through a series of commands that can be acted out by the student.Asher’s research shows that better language learning takes place when language learners demonstrate compre-hension by physically acting out in response to directions in the target languages.

To carry out a TPR activity, use the following steps:

1. Develop a TPR topic and script. Think of a task that is relevant to your students and that they can carry out in a series of actions, such as “Making a taco,” “Crossing the street,” “Going to the library,” or “Taking a bus ride.” Write out the series of actions that accomplish the task in a list format. Prepare any props that your students could use to do the TPR activity.

2. Orient students to the TPR activity. Present the TPR activity to your students by saying each action out loud and acting it out. Students should observe you carefully.

3. Student performance of model TPR activity. You can have students act out the TPR activity in a variety of ways. For example, you can ask for individual volunteers to act it out after you say each action; the whole class or smaller groups can act out the activity together as you or a student volunteer says each action; or, student pairs can perform the activity by alternating between the roles of “actor” and “commander.”

4. Read the TPR activity. You can put the TPR script on a poster board or the chalkboard and have your stu-dents read the script together as someone carries the actions out. Use illustrations to facilitate the reading process.

3 Language Development Strategies

Listening Ears and Listening HatsFocus specifically on the act of listening and paying attention especially for younger or new students. Createoutlines of pairs of ears (including animal ears) on construction paper. Have each student cut out a pair of earsand wear them during a reading or discussion of a story. The ears will remind them to listen carefully. Or askstudents to put on imaginary “listening hats” when they become the audience for classroom reading events,such as the Readers’ Theater (described below). Use these and other similar methods to help students to focustheir attention while others are reading to them.

Speaking Ideas

Dramatic or Role-Play“Oh, boy, a play!” the children squeal. “Oh, boy, a play!” the teacher groans, thinking of the time and effort thatoften go into a full-blown production. But to be fun for young students—and a rich learning experience—a playdoesn’t have to involve lights, staging, and an expectant audience of parents. Dramatic play can be simply reen-acting a story, or it can involve students in creating a new story on their own. Described here are several kindsof activities that young students love and that are possible to do with props available around school or home.Encourage as much free expression as is reasonable and help your students evolve their experiences into moredirected types of activities as appropriate.

Props, Costumes. One of the pleasures of dramatic play is make-believe: If you say an eraser is a peanut butterand jelly sandwich, it is. So props can be real or imaginary, particularly with young students. Costumes neednot be elaborate, either. A hat, a vest, and a mustache can give flavor and personality to a role.

Masks. A mask is an exciting and easy way for a child to become a different character. A little imagination andsome crayons or paint can transform a paper bag or paper plate into the face of a story’s character. With a dec-orated paper plate attached to a two-foot stick for holding the mask in front of the face, both students andteacher can add some drama to the art of storytelling.

Puppets. Sock puppets, paper-bag puppets, finger puppets, and other hand puppets are excellent ways foryoung students to speak of their own feelings through fictitious characters and conversations. A puppet showopens a magical world in which children have great freedom to express their thoughts through improvised dia-logue. Whether in an organized show or independently, puppets allow young students to speak through char-acters they can control, such as by letting one of their favorite characters do the things they imagine doing.

Pantomime. Without involving speech at all, pantomime can provide a strong learning experience as childrenretell a story through actions alone. Once they understand the action or message they are to act out, students whoare learning English will have a chance to communicate on an equal basis with their English-speaking classmates.

Songs. Music can be a great means for helping young students develop their speaking skills. Students whoare learning English often appreciate the anonymity of singing in a group in which they can imitate and learnfrom their classmates. Rhythm bands and other tapping and drumming activities are useful for developingyoung students’ awareness of rhythm and sound. Singing familiar songs while tapping out the rhythm is a sim-ple activity of this kind. Songs are also a wonderful way of exploring other countries and cultures as well asbuilding on a common base of traditional, well-known melodies.

Language Development Strategies 4

Recording Dramatic ExpressionsThe recording capability in the illustrated Audio Glossary of Discover English provides students at the com-puter with a chance to record and listen to themselves speak. If the experience of listening to their own voicesis new to your students, allow plenty of time at the computer for them to explore this feature. It offers valuablenonjudgmental feedback on how they are speaking.

Suggest that your students take advantage of this semiprivate opportunity to practice saying any word of inter-est in the Audio Glossary. To hear a clear, syllable-by-syllable pronunciation of each word, your students canclick the small headphones button next to the word at the top of the entry as shown in Figure 1.

To practice speaking sentences that make use of the word, your students can click the small headphones button nextthe sentence at the bottom of the entry to hear it first. When they are ready to record, they simply click the micro-phone button, and a dialogue box comes up indicating how much time they have to record. To hear what they haverecorded, students click the Speaker button. (See Figure 1 for instructions on recording in the Audio Glossary.)

As your students become more comfortable recording and listening to their voices, you can give specific speak-ing practice assignments such as pronouncing the vowel sounds, enunciating beginning and ending conso-nants, or practicing various intonations, inflections, emphases, and levels of loudness. Build on your students’fascination with listening to their own voices by providing a tape recorder in the classroom. If possible, extendtheir experience of listening to themselves by letting them see themselves while they speak, read, or act. If yourschool doesn’t have a video camera, ask about borrowing one from the district instructional center or even froma parent or a nearby business.

Click to hear the word.

Click to hear the definition.

Click to hear the definition.

Click to record your own voice.

Click to play back your own voice.

Figure 1. Discover English Audio Glossary Features for Voice Recording

Using Tape Recorders. Some young students can manage a tape recorder by themselves. Let them be the soundengineers and record other students speaking. After your students have become used to speaking into the micro-phone and hearing their voices, emphasize the importance of speaking well and controlling their voices. Usingsimple words, describe various ways of speaking and model them. Then, suggest that your students practice suchexercises as asking for something in contrasting ways: a pleading versus a demanding tone, a timid versus a firmmanner. Suggest saying “No!” or “Yes!” with various inflections for different situations. Encourage them to try outtones and degreees of loudness from whoops and yells to singing and whispering. Help your students identifylevels and tones of voice appropriate to various settings, such as playgrounds, classrooms, or buses.


Using Video Cameras. Most primary-school students will be unable to use a video camera themselves, but youcan help them have fun recording their dramatic events or practice sessions. Invite a responsible upper-gradestudent to record some class activity you have selected. Or get behind the camera yourself. Ensure that eachstudent gets the chance to see himself or herself on video. Classroom videos not only give valuable feedback toyour students but, with proper planning, can also build self-esteem among your young student-performers. Avideo record of special events in the classroom is a lasting memento that also provides a chance for familymembers to see the students in school.

Reading Ideas

Choral ReadingSome young students—even those who are vocal otherwise—don’t want to read out loud. To allay their anxietyabout oral reading and to build students’ skill and confidence, you might try some of these choral readingoptions:

1. Have a group of students read the story, or parts of the story, in unison.

2. Direct two groups in antiphonal reading: one group reads one paragraph, and the other group reads thenext; or, one group reads variable text, and the other group reads the refrain.

3. Have one student read the first part of a sentence or refrain, and have a group complete the sentence orrefrain in unison.

4. Model a few sentences or a paragraph for the students by reading the passage aloud and having themrepeat it after you.

Readers’ TheaterReaders’ Theater is a form of dramatic reading. Students are assigned to read or play a particular character’spart throughout the story. For your learners of English who are beginning to develop literary skills, choosestories that have patterned language that’s relatively easy to memorize. Alternatively, you can have your stu-dents just play the parts through gesture as you read the story. If there is a narrator in the story, you can assignthis part to a student or read the part yourself. All the readers will need their own copy of the story. Give thestudents time to practice their parts aloud, alone and in pairs, trying different voices and tones, before they readin front of the class. As your students catch on to the style of the Readers’ Theater, let it evolve into a greaterdramatic event integrating several language arts skills. Help your students write advertisements or invitationsto their Readers’ Theater. Dramatize the “theater” aspect by starting the reading event with a buzzer or makingan announcement such as “Let the show begin!” Arrange the classroom furniture to create a stage area that isseparate from the audience.

Reading the Story at the ComputerThe reading experience at the computer is unique in many ways. First, it is a multimedia experience. Your stu-dents can see the words and illustrations, hear the music and the reader’s voice, find words in the glossary, andrecord their spoken voice. In addition, they can explore and interact with the text by clicking individual wordsor the headphones icon next to sentences to hear them read aloud.


Reading AlongAt the end of each Read-Along Experience story, the student is given the option of replaying the story by click-ing the Again button. You can encourage your students to replay the story and to read along with the narrator.

Writing IdeasHudelson (1986) and others have found in their studies of children’s writing development in English as aSecond Language (ESL) that these learners can begin to compose in English before “mastering” the language.“Mastering” means having total control over all the systems of English, including the phonological, syntactic,lexical, and orthographical systems as well as the mechanics of writing. The following descriptions of ideas forwriting activities are general in nature and can be used with students of varying levels of English proficiency.The ideas suggest ways of focusing on what children write, how children write, and the process of writing itself.

You may need to adjust the amount of writing and type of writing tasks, depending on the literacy skills of yourstudents. Encourage your students to try to write down ideas even if they cannot spell everything correctly orcompose a grammatically correct structure. The initial objective is to help your students develop print aware-ness and a conception of the writing process for communication. For writing activities related to specificlessons, refer to the section “Read-Along and Writing Experiences Strand Activities.”

What to WriteThis first set of writing activities suggests techniques for helping your students gather ideas and develop topics.These range from situations unique to each student’s experience to activities as structured as a dictation. Mostof the activities pertain to writing that is related in some way to reading and, in particular, to reading theDiscover English stories.

Language Experience Approach. Invite students to think about whether some aspect in the stories they listen tois similar to something they have experienced. For example, students who have listened to or read along with“Old MacDonald” can talk about visiting or living on a farm. Alternatively, you can take your students on afield trip to a farm and experience the activity together. Students who have listened to “At the Playground” candiscuss a time when they experienced any of the emotions presented in this story. You can transcribe yourstudents’ personal stories on drawing paper and then have your students illustrate their stories.

Writing to Follow a Model. If a story has a repeated sentence or refrain, let your students use it as a pattern forwriting their own sentences. This technique often helps children who are learning English to write sentences orshort paragraphs. For example, supply sample sentences or a story template that portrays a model of verbphrases and time adverbs, such as these:

It rained yesterday. Yesterday _____________ .It is raining today. Today _____________ .Will it rain tomorrow? Tomorrow _____________ .

Other examples for modeling correctly written sentences include phrases beginning with because, when, or after.If children are interested in reciting sentences or songs in rap, encourage them to write verses that they couldrecite in rap.


Writing New Endings. After your students have read a story, discuss the ending. How else might the story haveended? How would the story have ended if . . . ? After discussing different endings, have the students pick upthe story at a given point and write or dictate a new ending.

Writing What Happened Before or After. When you sense that some of the your students relate well to a characterin a story, propose various descriptions of the character or events that could have happened before the storybegan or after it ended. Channel the students’ natural curiosity and imagination by having them list ideas aboutpossible additional events. Help them distinguish between events that could have happened and events thatwould have been likely to happen.

Writing About an Illustration. Writing captions for illustrations is a great device for getting your students towrite sentences; they will have something concrete to start with. Try having your students note details and iden-tify the main place, event, or topic of a favorite picture, and ask them to write a caption. Children love to writeabout illustrations they have drawn themselves. Encourage your students to write a caption or one or two sen-tences telling what they want people to know about their picture. If necessary, suggest that they create lists orclusters of words and phrases to collect and organize ideas for their sentences.

Writing from Dictation. Select a favorite refrain or sentences from a story that most of your students have read.Challenge them to write it as you read it aloud slowly. Read it once all the way through; then read it with appro-priate phrasing. As the students get used to this method, try longer or more complex sentences. Have themcheck their own work by reading along with you. Accept any invented spellings and keep your students’ workin a portfolio as a performance-based record of their language development.

How to WriteApart from activities that help students write about their reading experiences or about topics related to thingssuggested in the stories, another approach to writing activities focuses on the tools and methods for writing.The following activities expand the traditional method of paper and pencil to include other tools. One uses theDiscover English Notebook, and the other reminds you that you yourself can be the tool your students need toget them started on the road to writing.

Writing at the Computer. Students reading at the computer can select the Notebook. This enables them to typewords or sentences on the screen. You can have them use this Notebook in different ways. You might suggestspecific questions for your students to answer or give a global direction for them to write a sentence using aword from the story.

Writing by Dictating. If your students have difficulty writing their thoughts or the stories they want to tell, letthem dictate the words to you. Help them understand the relationship between the words they give you andthe sentences you write. For some students this step is necessary to bridge the gap between the words they thinkand speak and the words they write.

The Process of WritingThe following steps help you to organize your students’ writing tasks by breaking them down into a series ofdiscrete yet interrelated steps. Ideally, children will not be too aware that you are leading them through suchorganized steps. The activities for each of the subtasks mentioned here can be occasions for creative expression,as well as ways for your students to organize their thoughts.


Defining the Writing Task. Even before your students begin with prewriting activities, they should understandthe purpose and goal of the task. Will what they write be read by others, such as their classmates, their parents?Will it be something they will display for a school event or open house? Are they limited to one or two pages?Do they get to choose their own topic, or are you assigning the same topic to everyone? When you explainanswers to questions like these before you begin, your students can respond with an appropriate kind ofinvolvement to the steps you suggest.

Prewriting. Developing word clusters, making lists, and brainstorming are all prewriting activities for orga-nizing thoughts and selecting vocabulary. For example, start by writing a word on the board as the basis for aword cluster. As your students give other words it suggests, write the new ones around the first one. One of thenew words might then, in turn, generate another cluster of words. For example, if you write rain, your studentsmight say well, umbrella, water, sky, or clouds. If the students focus on the word clouds, draw a ring around it andlet it be the starting point for another group of words, such as white, soft, or pillow. Word clusters form aroundeach circled word, stimulating the students to think about the subject before writing.

Brainstorming offers students a chance to speak freely in whatever words come to their minds when you sug-gest a topic. Use this free-associating opportunity to write down all the words the students speak; in the firststage of brainstorming, you don’t judge or eliminate any suggestion. After five minutes or so, stop and look atthe list. This is an excellent technique for beginning a writing session about a recent field trip or other experiencethat students are bursting to talk about.

Writing. When your students are writing a first draft, encourage them to concentrate primarily on communicat-ing what they want to say, not on worrying about the mechanics of how the words look on the page. Nevertheless,help your students to express their ideas in complete sentences, either by telling you the sentence they want towrite or by writing with invented spelling. For students who need persuasion to write, suggest that they drawtheir thought or story. Then, have them give you a sentence or two about it. As they do this, write down theirwords and have them read the words back to you. Next, suggest that they write a sentence under their picture, oreven on a separate page. Remind them that they can write words in the Notebook at the computer and that no oneelse need see whether they are copying the words from the prompts or not. In particular, gradually lead your moreadvanced students to write their thoughts in words with less reliance on you, the computer, or the picture.

Editing/Revising. At the editing and revising stage, students read what they have written to determine if theyreally wrote what they wanted to say. You can check students’ invented spellings this way to get a better ideaof what they are trying to communicate and to assess how their literary skills are developing. Suggest to yourstudents that they read their writing aloud to themselves or in pairs to each other. The students can then revisewhat they have written according to how it sounded to them. Help them understand that even accomplishedwriters are not always happy with the first thing they write.

Keep the task of rewriting from being tedious by tailoring your directions to each student’s personality. Helpthe perfectionists simply to do their best in the time you give them. Help the easily discouraged to focus on theimportance of having someone else be able to read their writing. Use the editing step sparingly; students maynot want to spend time rewriting something if they are not interested in the topic or if they don’t see a purposeto the final product.

Writing a Final Version. Turn this final writing step into a special classroom event. Help the students preparefor it in a special way. Select a music cassette with ethereal music of flutes or woodwinds and play it softly asthe students write. If students are hand-lettering their own work, suggest that they clean their writing area andtheir hands before they begin. If you are printing their work from the computer or by another means, such astyping, verify that the version you have is the one that the student considers final. Students will put forth greatereffort if the final draft is to be done on a special story form or writing page.


Publishing. Students seem to take more pride in their writing when they create a final product. On occasion,guide your students in selecting final versions of their writing to take home in a special cover. For example, helpthem make covers out of construction paper, three-hole punch the pages, and tie the book together with yarn.If a student feels especially good about something he or she has written and wants to share it, arrange a timefor the student to sit in a special chair called the Author’s Chair, which you have decorated or placed in a specialposition. Let the student sit there to read their words to the class. Decorate a special bulletin board to displaystories that students have written, placing them in preconstructed covers for “Book of the Week” or “Story ofthe Month,” with their names shown prominently as authors.

Gathering and Graphing DataThe experience of gathering and organizing data gives students practice in several curriculum areas, in researchand study skills, and in critical thinking skills. Several of the Discover English stories suggest questions thatyoung students might ask as if they were reporters talking to their friends or family. At the early levels of datagathering, students can simply ask people for information about themselves, such as, “How do you get toschool?” or, “How many people are in your family?” In addition to having the experience of interviewing andconversing with adults and classmates, students can graph their findings.

Start with simple counting and charting activities based on a one-to-one correspondence between symbol andstudent. For example, give each student a colored circle, star, or rectangle with the student’s first name on it.Direct each student to paste his or her name piece on a large graph that shows those three shapes under the bot-tom graph line. Count how many there are of each shape, add them up, and help students to compare the totalof these with the number of students who participated, reinforcing the idea that each symbol on the graph rep-resents a student. Gradually introduce other graphing experiences using pictographs and simple bar graphs.Involve students in developing what they want to graph and which questions they want to ask people.

Multicultural AwarenessSome of the Discover English lessons introduce topics that offer rich opportunities for exploring cultural diversity.Develop discussions within the context of the story characters, teaching the terms same and different: “I am thesame as these characters in these ways and I am different from these characters in these other ways.” For example,after reviewing “Luis’s Birthday,” you can discuss how people from different cultures celebrate birthdays.

Using Literature in the ClassroomIntroducing children to literature in the classroom can open new horizons to them. Build on your students’interest in any of the Discover English topics by reading related, well-known stories, poems, fables, and tales tothem from books in your school or class library. Take advantage of the interest that a particular book generatesand gather other books on that topic for the classroom library.


Set up a corner for special books. Find some old hardcover copies of children’s classics. Talk to the studentsabout caring for books, thus ensuring their longevity, and point out that several generations can enjoy not onlythe same story but even the same book. Read from these books, making the experience special for the studentsin some way, such as by reading in a designated place. Have other copies of children’s favorites so your studentscan read to each other or by themselves.

Literature that has proved popular over the years can inspire children with a love of reading and an apprecia-tion of good writing, whether presented in the traditional printed paper medium or through multimediastations that combine computers, audio, video, and other technologies. (For a list of titles related to the themesin Discover English, refer to the section “Books to Read Aloud.”)

ReferencesAsher, J. (1977). Learning another language through actions: The complete teacher’s guidebook. Los Gatos, CA: Sky

Oaks Productions.

Cantoni-Harvey, G. (1987). Content-area language instruction: Approaches and strategies. Reading, MA: Addison-Wesley.

Hudelson, S. (1986). ESL children’s writing: What we’ve learned, what we’re learning. In Pat Rigg and D. ScottEnright (Eds.), Children and ESL: Integrating Perspectives. Washington, DC: TESOL Publications, 23-54.

Smallwood, R. A. (1991). The literature connection: A read-aloud guide for multicultural classrooms. Reading, MA:Addison-Wesley.

Ventriglia, L. (1982). Conversations of Miguel and Maria. Reading, MA: Addison-Wesley.

Wallerstein, N. (1983). Language and culture in conflict: Problem-posing in the classroom. Reading, MA: Addison-Wesley.



Theme: School and the Classroom

Listening and Speaking Experiences Strand Activities

Nicky’s School and Friends

Using the Video

Kind of Activity: Introducing the video topic and new vocabulary

Objectives: Activate prior knowledgeAcquire aural/oral vocabulary

Vocabulary: cafeteria, classroom, friends, nurse’s office, office, playground, restroom, school

Materials: Videotape or videodisc

Videotape counter: 00m33s to 02m00sVideodisc, Side A, Frame: 00685 to 03278Videodisc, Side A, Bar codes:

Title

New Words

Preview the vocabulary used in this lesson by showing the “Learn new words” part of the Nicky’s School andFriends lesson. Talk about the different places your students see and the activities they do at school each day.

13 Nicky’s School and Friends (LE, Lesson 1)


Kind of Activity: Interactive viewing of the story

Objectives: Participate in choral reciting activityAcquire and use listening and speaking vocabulary


Videotape counter: 02m00s to 03m38sVideodisc, Side A, Frame: 03290 to 06208Videodisc, Side A, Bar code:

Story

Play the story Nicky’s School and Friends all the way through two or three times. Replay the video story athird time. This time, have your students say the name of each room in which a character is located along withthe video. Replay the video as needed for your students.

Kind of Activity: Language experience

Objectives: Recall and sequence details in a video lessonUse new vocabulary to express ideas in speaking and writing

Materials: Videotape or videodisc, drawing paper, crayons/colored markers, video camera, blank videotape


Story

Activity 1: Replay the video story if your students need to review it. Have your students recall the charactersand the places they saw in the video story. Call on different students to share one thing they remember. Promptthem with questions such as, “Where was Sandy?” Write their responses on the board. Then, ask your class tohelp you sequence the events as seen in the video. Ask your students to check and make sure they have includedeverything from the video. When all the events have been named and sequenced, read them back with yourclass. Show the video again. Ask your students to check if they remembered the events in the right order.

Activity 2: Ask your students to think about their own school day. Have them share the things they do and theplaces they visit. Record their responses and read them back. Then, have your students draw the story of theirschool day. You can ask them to dictate or write their own words, phrases, or sentences about their pictures.

Activity 3: Help your students make their own video about school. Use the script of Nicky’s School and Friendsas a model. Have your students plan, direct, and act in their own video about their school and friends.

Nicky’s School and Friends (LE, Lesson 1) 14


Activity Sheet Instructions


Kind of Activity: Choral reciting; role-playing

Objectives: Acquire and use listening, speaking, and reading vocabularyParticipate in choral reciting activity

Materials: Transparency of Nicky’s School and Friends text page (p. 17), overhead projector, copies of text page for each student

Make and display an overhead transparency of the story Nicky’s School and Friends. Ask your students to look atand listen to the words as you read the story to them. Point to the words as you read. Read the story again, butthis time have your students repeat each line after you. As your students become more comfortable with thestory, choose volunteers to lead the read-along. You can also have volunteers role-play the different charactersin the story. Pass out copies of the story for your students to take home for extra practice and to share with theirfamilies.

Friends/School

Kind of Activity: Identifying and labeling objects

Objectives: Acquire sight word vocabularyDevelop vocabulary to associate the written word with objects

Materials: Transparency of Friends/School activity page (p. 17), overhead projector, copy of the activity page for each student, scissors, glue

Make and display an overhead transparency of the Friends/School activity page. Review the name of each placeand character pictured on the activity sheet. Then, practice reading the word labels. Pass out copies of the activ-ity page to the students. Show them how to cut out the words and glue them below the matching picture. Next,have your students match all the characters with their places as seen in the video.



Going to Lunch

Kind of Activity: Total Physical Response (TPR)

Objectives: Demonstrate comprehension through pantomime or nonverbal cuesSequence events in a storyDemonstrate the ability to work cooperatively within a small group

Materials: Transparency of Going to Lunch activity page (p. 17), overhead projector, copy of the activity page for each student, scissors

TPR Activity 1: Make and display an overhead transparency of the Going to Lunch activity page. Introduce thevocabulary by going over the pictures and talking about all the things Mimi does as well as the places she visitsduring her lunch period. Next, act out the steps on the page for your students. Perform an action and have yourstudents describe and/or name it. Then, have your class perform the actions, in sequence, along with you. Youcan ask for volunteers to lead a class performance if you have students who feel confident enough to try.

TPR Activity 2: After several experiences with the actions, divide your class into groups of six. Make enoughextra copies of the activity page so that you have one for each group. Cut the sheets into the six action flashcardsand hand one set to each group. Have each child in every group take a card. Tell your students to look at theircards and at the cards of each member of their group. Then, have them arrange the cards in the correct orderaccording to the story. (You can leave the overhead of the activity sheet displayed for your students to use as areference.) The groups should then practice the actions in sequence by themselves. Monitor the groups and offersuggestions or assistance as needed. When the groups have had enough time to practice, ask them to performfor each other.

Additional Ideas

All Around the School

Kind of Activity: School tour

Objective: Acquire and practice vocabulary associated with school

Materials: Camera, film

Take your students on a tour of the school. Or, let your students take turns giving you a tour of the school. Nameall the places you visit and talk about the things you do and see. Use a camera to take snapshots of differentstudents in each location. When your photos are developed, put together a photo journal of your class tour withyour students. Label the photos of the different places in the school.

Nicky’s School and Friends (LE, Lesson 1) 16


Reading and Making Signs

Kind of Activity: Discovering print in the environment

Objectives: Practice vocabulary associated with schoolDevelop awareness of print in the environment

Materials: Paper for making signs, markers or crayons

Look for signs on the rooms at your school such as the gym, office, or cafeteria. Let your students make theirown signs and post them on the matching rooms.

You Are Here

Kind of Activity: Creating and reading a map

Objectives: Practice vocabulary associated with schoolPractice reading graphic information

Materials: Paper for making maps, markers or crayons, model of a map of your school

Content Connection: Geography—map skills

Have your students make a map of their school. You can show them a map you have drawn for them to model.Label all the rooms in the school. Use the map for group discussion. You can ask questions such as what thestudents do in each room or how to get to various rooms in the school.

LE1-1

LE 1-2

LE 1-3




This is my school. Let’s go in.

This is Sandy.Sandy is inher classroom.

This is Hoa.Hoa is in the cafeteria.

This is Bing.Bing is in the office.

Here’s Luis.Luis is in

the restroom.

That’s Christina.She’s in the nurse’s office.

OFFICE

Look. Here’s Mimi.Mimi is on

the playground.

This is my school, and these are my friends.Sandy, Luis, Hoa, Bing, Christina, and Mimi.

Nicky’s School and Friends (LE, Lesson 1) 18 © 1994, 1993 Computer Curriculum Corporation.


Friends/School

✁playground

officecafeteria

restroom classroom

nurse’s office

3+2=

7

Nicky Sandy Luis Hoa Bing Christina Mimi

✁

© 1994, 1993 Computer Curriculum Corporation. 19 Nicky’s School and Friends (LE, Lesson 1)


Going to Lunch

Going to Lunch

1. Go to the cafeteria.2. Eat lunch.3. Play on the playground.4. Use the bathroom.5. Line up for class.6. Enter the classroom.

MILK

Nicky’s School and Friends (LE, Lesson 1) 20 © 1994, 1993 Computer Curriculum Corporation.

Theme: Friends

Sandy and Mimi Make Friends

Using the Video


Objectives: Activate prior knowledgeAcquire oral vocabulary

Vocabulary: ball, friend, hello, hi, my, name, play, what’s, your



Title

New Words

Preview the vocabulary used in this lesson by showing the “Learn new words” part of the lesson. Ask your stu-dents how they might make friends with a new student in their classroom.


Objectives: Participate in large group choral speaking activityAcquire and use listening and speaking vocabulary



Story

21 Sandy and Mimi Make Friends (LE, Lesson 2)

Theme: Friends

Play the story Sandy and Mimi Make Friends all the way through two or three times. Rewind the video to thebeginning of the story. Divide your class in half. Ask one-half of your class to say Sandy’s lines along with thevideo and the other half to say Mimi’s lines. Rewind and replay the video once more, this time having yourstudents switch parts.

Kind of Activity: Integrating and applying new concepts

Objectives: Use higher-order thinking skills to compare and contrast customsUse newly acquired vocabulary to express ideas

Materials: Chalkboard or butcher paper to record student responses

Content Connection: Social studies

Divide your class into pairs. Have your students practice the dialogue from the video, taking turns playing eachcharacter. (Tell the boys they can change the names to Nicky, Bing, or Luis.) Ask your students how they wouldintroduce themselves in their own language to a new friend in their country. Would they shake hands or bow,for example? What is their word for hello? Glad to meet you? Discuss the similarities and differences between lan-guages and cultures. Make a class chart or bulletin board showing the different ways we have for introducingourselves around the world. Then, practice these greetings and expressions.



Kind of Activity: Choral reciting

Objectives: Acquire and use listening, speaking, and reading vocabularyParticipate in choral reciting activity

Materials: Transparency of text page (p. 25), overhead projector, student copies of text page

Make and display an overhead transparency of the dialogue Sandy and Mimi Make Friends (p. 25). Ask your stu-dents to look at and listen to the words as you read the dialogue to them. Point to the words as you read. Readthe dialogue again, this time having your students repeat each line after you read it. As the students becomemore comfortable with the story, choose volunteers to lead the read-along. Pass out copies of the story for themto take home for practice and to share with their families.

Sandy and Mimi Make Friends (LE, Lesson 2) 22

Theme: Friends

Let’s Play

Kind of Activity: Role-playing

Objectives: Participate in large and small group dramatizationUse sentence patterns to sequence events in a dialogue

Materials: Student copies of activity page (p. 26), scissors, glue, crayons or colored markers

Content Connection: Drama

Pass out copies of the Finger Puppets: Let’s Play activity page. Have your students color the puppets and thenassemble them by cutting them out of the activity sheet and gluing the ends together. (You can make the pup-pets sturdier by gluing them on tagboard or construction paper.) After they have made the puppets, divide yourstudents into pairs. Ask each pair to use the finger puppets and practice the lines from the story. Tell one studentto select a puppet with a toy (a bat or a ball) and the other student to select a puppet character without a toy.Monitor the groups and give assistance as needed. Give your students enough time to practice so that they canbecome confident with their lines. Then, ask for volunteers to perform in front of the class.

Super Friend Coupon

Kind of Activity: Examining the theme of friendship

Objectives: Acquire speaking and reading vocabularyBuild students’ self-esteem

Materials: Transparency of the Super Friend Coupon activity page (p. 27), poster board or butcher paper, student copies of activity page

At the beginning of the week, ask your students to think about the specific things they can do to be a friend tosomeone in their class. Record and, if possible, illustrate your students’ responses on poster board or butcherpaper. Keep the responses posted in the room and return to them to add new ideas throughout the week. At theend of the week, pass out copies of the Super Friend Coupon activity page. Make an overhead transparency anddemonstrate how to fill out the coupon. Then, ask each student to fill out a coupon to give to another studentin the room. Ask the students to think about the reasons why the student they have chosen is a “super friend”and list the reasons on the coupon. Be sure to tell the students that the responses posted during the week can beused for ideas. Another way to do this activity is to have each student draw a name from a hat or bag and thenfill out a coupon for the classmate whose name was selected. This procedure would ensure that each student inyour class receives a coupon. After the coupons have been filled out, collect them and then read them aloud toyour class. Or, ask the students to read their coupons aloud. Finally, give the coupons to your students to takehome.

23 Sandy and Mimi Make Friends (LE, Lesson 2)

Theme: Friends

Additional Ideas

My Friend

Kind of Activity: Writing

Objective: Use newly acquired vocabulary to write or dictate a dialogue

Materials: Writing paper, pencils

Content Connection: Language arts

Ask your students to write or dictate their own story about when they made a new friend. Use the Sandy andMimi Make Friends script as a model and help the students with vocabulary by developing a class web or wordbank. Ask for volunteers to share their stories with the class.

Introductions


Objective: Practice using newly acquired speaking vocabulary

Materials: None


Pair up your students. Teach your class some of the most common English phrases used for introductions. Haveeach student practice introducing herself or himself to a partner. After a few minutes, rotate your students sothat everyone has a new partner. Continue this process until your students have had several partners each andmany opportunities to introduce themselves.

Sandy and Mimi Make Friends (LE, Lesson 2) 24

Theme: FriendsLE2-1


Hello, what’s your name?

Oh, hi, my name is Mimi.What’s your name?

My name is Sandy.Want to play ball?

OK, let’s play!

© 1994, 1993 Computer Curriculum Corporation. 25 Sandy and Mimi Make Friends (LE, Lesson 2)

Sandy and Mimi Make Friends (LE, Lesson 2) 26 © 1994, 1993 Computer Curriculum Corporation.

Theme: Friends

LE2-2

Fin

ger

Puppet

s: L

et’s

Pla

y!

✁

Theme: FriendsLE2-3

To

You are a super friend because

From

You are a super friend because

From

Super Friend Coupon

.

.

,

To ,

© 1994, 1993 Computer Curriculum Corporation. 27 Sandy and Mimi Make Friends (LE, Lesson 2)

Theme: Family, Home, and Self

Bing’s Family

Using the Video



Vocabulary: bathroom, bedroom, breakfast, brother, cleaning, cooking, eating, family, father, kitchen, mother, running, sister, sitting, sleeping, washing, where’s

Special Considerations: Students may come from nontraditional families or home environments. Teachers will need to show sensitivity to students’ feelings.



Title

New Words

Preview the vocabulary used in this lesson by first showing the “Learn new words” part of this video lesson.Then, ask your students about their families and where they live. Discuss the fact that not all families are alikebut that all families are special. Talk about the different rooms in your students’ homes and the kinds of thingsthey can do in each room.

Bing’s Family (LE, Lesson 3) 28


Kind of Activity: Interactive viewing of the video; chanting

Objectives: Participate in large group choral speaking activityAcquire speaking and listening vocabulary



Story

Play the chant Bing’s Family once all the way through. Replay the chant two or three times to help your studentsbecome familiar with it. As you replay the video, encourage your students to chant along with the tape. Afterthey have become familiar with the chant, ask half the class to say the question part and the other half to say theanswer part of the chant as they watch the chant on the video. Finally, have your students switch parts.


Objective: Use newly acquired vocabulary to express ideas

Materials: Drawing paper, crayons or colored markers

Ask for volunteers to play the various characters in the video. Have your class say the chant as the volunteersact it out. Give as many students the opportunity to play a character as time allows. Then, give each student apiece of plain white construction paper and some crayons. Ask students to draw a picture of the members oftheir family doing something in their own kitchen at home.

29 Bing’s Family (LE, Lesson 3)



Bing’s Family


Objectives: Participate in choral reciting activityAcquire and use listening, speaking and reading vocabulary

Materials: Transparency of text page (p. 33), overhead projector, student copies of text page

Make and display an overhead transparency of the chant Bing’s Family. Point to the words as you read the chantto your students, asking them to listen and follow as you read. Next, divide your class into two groups. Ask onegroup to read the question part of the chant along with you and the other group to accompany you reading theanswer part of the chant. Read the chant a third time, asking the groups to switch parts. Pass out copies of thechant for your students to take home for extra practice and to share with their families.

Bing’s House 1 and Bing’s House 2

Kind of Activity: Following oral directions

Objectives: Acquire and use listening and speaking vocabularyDevelop ability to ask and respond to questionsPractice sentence patterns using present progressive verb tense(verb + ing)Work cooperatively within a small group

Materials: Transparency of activity pages (p. 34 and p. 35), an overhead projector, student copies of activity pages (p. 34 and p. 35), scissors, crayons

Preparation: Make overhead transparencies of Bing’s House 1 and Bing’s House 2. Display the overhead forBing’s House 1. Review the name of each room and then discuss the name and use of each of the items found inthe rooms. Next, pass out copies of the activity page and have your students color the pictures. Display the over-head transparency of Bing’s House 2. Review the name of each family member. Pass out copies of the activitypage and ask your students to cut out each family member as well as the word labels. The class is now ready toparticipate in the following activities:

Activity 1: Have the whole class or a large group read the chant together. As the students name the variouscharacters, have them place the cut-out family members in the appropriate rooms of the house. When you havefinished reading the chant, ask your students to remove the characters. Repeat the process as many times asneeded for your group.



Activity 2: Ask a question from the chant and have your students respond by placing the appropriate cut-outcharacter in the room as learned in the chant. Call on a volunteer to tell you where the character is. Studentswho are not ready to give you a verbal response can respond silently by placing the characters in the appropri-ate rooms. After the question has been asked and answered, have your students remove the cut-out characterfrom the activity sheet. Give your students several experiences with the procedure asking a different questioneach time. When you feel they are comfortable with the format, begin to ask questions about the characters whodo not appear in the chant.

Activity 3: Once your students have had sufficient practice in the large group activity you can divide them intosmall groups. Tell them that they are going to make up their own chants with whatever family members theywant to use. Using their activity sheets and the chant as a model, your students can ask each other where a char-acter is and answer by demonstrating with a cut-out character and/or verbalizing a response. Monitor thegroups and give assistance as needed. Once you feel they have had enough practice, the groups can share theirchants with the class.

Additional Ideas

Class Chant

Kind of Activity: Making a class book based on the family chant

Objective: Practice sentence patterns using present progressive verb tense(verb + ing)


Ask each student to tell you something they like to do. Next, ask them where they like to do that activity. Then,using the sentence pattern from the chant, substitute your students’ names, their activities, and their places. Forexample, you can ask a student named Sandra who likes to read, “Where’s Sandra? Where’s Sandra?” Byencouraging her to respond using an -ing verb and a place, she might respond with “Reading in the classroom.Reading in the classroom.” Record each child’s response. Have each student illustrate their own verse. Bind thechants into a class book. Display the book in the class library and encourage your students to read it during theirsilent reading time or during their free time. Your students can also take turns bringing the book home to readand share with their families.

31 Bing’s Family (LE, Lesson 3)


All in the Family

Kind of Activity: Making a family tree

Objective: Demonstrate comprehension of newly acquired vocabulary

Materials: Drawing paper, crayons or colored markers, pencils


Show your students a model for a two-generation family tree. Ask them to fill in the names of their own family.You may want to have your students find out this information at home. Have them draw pictures of theirfamilies to accompany the family tree.

Global Family

Kind of Activity: Learning about other families

Objectives: Use newly acquired vocabulary to express ideasPractice speaking and answering questions before a large group

Materials: Drawing paper, crayons or colored markers, pencils, students’ photographs from home


Encourage your students to bring photographs of their families to school or ask them to draw pictures of theirfamilies. Have your students share their pictures with the class. Your students can practice asking questionssuch as “How many brothers do you have?” or “Do you live with your grandmother?” Count the number ofbrothers and sisters each student has. Encourage the students to share a story about their families.


Theme: Family, Home, and SelfLE3-1

Bing’s Family

Sleeping in the bedroom?Sleeping in the bedroom?SLEEPING IN THE BEDROOM!!

Where’s Mother? Where’s Mother?Cleaning in the kitchen. Cleaning in the kitchen.

Where’s Father? Where’s Father?Cooking in the kitchen.Cooking in the kitchen.

Where’s Brother? Where’s Brother?Running to the kitchen.Running to the kitchen.

Where’s the family? Where’s the family?Eating breakfast! Eating breakfast! MMMM!

Where’s Sister?Where’s Sister?

Sitting in the kitchen.Sitting in the kitchen.

Where’s Brother?Where’s Brother?Sleeping in the bedroom.Sleeping in the bedroom.

Where’s Brother? Where’s Brother?Washing in the bathroom.Washing in the bathroom.

© 1994, 1993 Computer Curriculum Corporation. 33 Bing’s Family (LE, Lesson 3)


Bin

g’s

House

1

Bing’s Family (LE, Lesson 3) 34 © 1994, 1993 Computer Curriculum Corporation.


Bing’s House 2

Bedroom

Grandfather

Grandmother

Father Aunt

Brother

Mother

Sister

Uncle

Kitchen Bathroom✁

✁

✁

© 1994, 1993 Computer Curriculum Corporation. 35 Bing’s Family (LE, Lesson 3)

Theme: Friends

At the Playground: Learning About Feelings

Using the Video



Vocabulary: afraid, angry, children, feel, feeling, glad, happy, hurt, knee, like, park, play, push, sad, scared, slide, think

Special Considerations: Talking about feelings could be a sensitive issue for some children


Videotape counter: 10m12s to 12m17sVideodisc, Side A, Frame: 18036 to 21776

Title

New Words

Introduce the vocabulary used in this lesson by first showing the “Learn new words” part of this video lesson.Ask your students to talk about things that make them feel happy, sad, scared, or angry. Make a list of thesefeelings on the board.

At the Playground: Learning About Feelings (LE, Lesson 4) 36

Theme: Friends

Kind of Activity: Interactive viewing of the video




Story

Play the story At the Playground: Learning About Feelings all the way through once. Replay the video and encour-age your students to chant along. You can add hand and face gestures for each part of the chant. After yourstudents are able to chant along with the video, divide your class in half. Ask half of your students to say thequestion part of the chant along with the video and the rest of the class to say the answer part of the chant.Finally, have your students switch parts.

Kind of Activity: Integrating and applying new concepts and words

Objectives: Use higher-order thinking skills to classify and categorize ideasUse newly acquired vocabulary to express ideas

Materials: Chalkboard or butcher paper

Make a chart about the feelings of each character in the video. Ask your students to think about the video andremember how each character felt and what made that character feel that way. Then, ask your students to thinkabout themselves and remember a time when they had the same or similar feelings. Add your students’ feelingsand experiences to the class chart. After you have covered the feelings described in the video story, ask yourclass to think about other feelings they might have had and add them to the chart.

37 At the Playground: Learning About Feelings (LE, Lesson 4)

Theme: Friends


At the Playground


Objectives: Participate in choral reciting activityAcquire and use listening, speaking, and reading vocabulary

Materials: Overhead transparency of text page (p. 41), overhead projector, student copies of text page

Make and display an overhead transparency of the At the Playground text page. Point to the words as you readthe story to your students. Tell your students you are going to read the story again and ask them to read alongwith you. Then, read the story a third time. For this reading, tell your students that you will read all the partsthat ask questions and that they will read all the parts that answer the questions. Tell your class that they willdo all the reading! Have half the students read the parts that ask questions and the other half read the parts thatanswer those questions. Have your students switch parts and read the story one more time. Pass out copies ofthe story for your students to take home and share with their families.

My Feelings

Kind of Activity: Expressing feelings and experiences

Objectives: Communicate feelings and ideasRespond to and contribute ideas in group discussionsExpress ideas with pictures and/or brief descriptions

Materials: Copies of the activity page for each student (p. 42), drawing paper, crayons or colored markers, pencils

Begin the lesson by talking about how it feels to be happy, sad, angry, or scared. Ask your students to remembera time when they had some of these feelings. Encourage them to share their experiences. Pass out the My Feel-ings activity page. Have each student draw a picture showing a time when he or she had each of the feelings.When they have completed their drawings, ask your students to talk about their pictures and share the timesthey experienced each feeling. Write their responses on the board for them to copy on their papers. Some stu-dents may even wish to write their own responses.


Theme: Friends

How Do You Think They Feel?

Kind of Activity: Cooperative problem-solving

Objectives: Work cooperatively within a small groupAcquire speaking vocabulary relating to feelingsDevelop problem-solving ability

Materials: Overhead transparency of activity sheet (p. 43), overhead projector, student copies of activity sheet, copy of the activity page for each student

Make and display an overhead transparency of the How Do You Think They Feel? activity page. Talk about whatis happening in each picture. Check that your students understand each situation portrayed on the sheet. Askthe students to think about each situation and tell how they might feel about it. Pass out the activity sheets.Divide your class into cooperative groups of three to five students. Ask the groups to think about each situationand problem-solve together to decide what each character should do. For example, you could ask, “Whatshould Christina do after Bing trips her?” or, “What should Sandy do if she gets hurt when she falls off theswings?” Give the groups plenty of time for discussion. Monitor the class and provide assistance as needed.After you feel your students have had enough discussion, bring the groups back together to share their ideas.

Additional Ideas

Feelings Theater


Objectives: Work cooperatively within a small groupExpress feelings and ideas within a group performance

Materials: 3×5-inch index cards or How Do You Think They Feel? activity page (p. 43)


Divide your class into cooperative groups of approximately four students each. Write the words happy, sad, glad,angry, scared, and hurt on 3×5-inch cards. Have the groups select one card from a hat or a bag. Give the groupssufficient time to develop a skit about the words they have chosen. Monitor the class and give guidance asneeded. Bring the groups together again and have them perform their skits. Talk about the situations and feel-ings in each skit after each group has had the chance to share. An alternative is to have the students use the activ-ity page. Ask them to make up a skit about the characters on the page, using the words they have chosen.

39 At the Playground: Learning About Feelings (LE, Lesson 4)

Theme: Friends

Working Out Our Feelings

Kind of Activity: Problem-solving

Objective: Discuss positive ways to express anger

Materials: Poster board or butcher paper


Ask your students to think about things that make them angry. Have them share their feelings and the thingsthey might do when they feel that way. Then, as a whole group, problem solve the different ways they can workthrough their anger without fighting or hurting someone else’s feelings. Make a chart of the things that makethe students angry and the solutions they have come up with to peacefully resolve their anger.

Playground Safety

Kind of Activity: Problem-solving

Objective: Learn about playground safety rules

Materials: Posterboard or butcher paper; black marker

Content Connection: Safety

Take your class on a walking tour of the playground. Ask them to think about the places where they play andthe ways in which students can get hurt while playing. When you return to the classroom, brainstorm andrecord safety ideas. Use the ideas to develop a set of playground safety rules and discuss the ways your studentscould help each other follow these rules. Record the rules on poster board or butcher paper.


Theme: FriendsLE4-1

The children are going to the park.How do you think they feel?Happy! The children are feeling happy.Happy is how they feel.

Bing is afraid of the slide.How do you think he feels?

Scared! Bing is feeling scared. Scared is how he feels.

Sandy likes the swings.How do you think she feels?Glad! Sandy is feeling glad.Glad is how she feels.

Now the children play together.How do you think they feel?

Happy! The children are feeling happy.Happy is how they feel.

Hoa pushes Nicky.How do you think Nicky feels?Angry! Nicky is feeling angry.Angry is how he feels.

Christina hurt her knee.How do you think she feels?Sad! Christina is feeling sad.Sad is how she feels.

At the Playground

© 1994, 1993 Computer Curriculum Corporation. 41 At the Playground: Learning About Feelings (LE, Lesson 4)

Theme: FriendsLE4-2

My F

eeli

ngs

I fe

el h

appy

I fe

el s

ad

I fe

el a

ngr

yI

feel

sca

red

At the Playground: Learning About Feelings (LE, Lesson 4) 42 © 1994, 1993 Computer Curriculum Corporation.

Theme: FriendsLE4-3

How

Do Y

ou T

hin

k T

hey

Fee

l?

© 1994, 1993 Computer Curriculum Corporation. 43 At the Playground: Learning About Feelings (LE, Lesson 4)

Theme: Life Passages

Luis’s Birthday

Using the Video



Vocabulary: bat, birthday, blue, bringing, brown, cake, candles, candy, come, count, fun, game, hat, join, party, playing, present, red, scarf, shirt, shoes, wearing, white, yellow



Title

New Words

Preview the vocabulary used in this lesson by showing the “Learn new words” part of the Luis’s Birthday lesson.Talk about how your students celebrate birthdays.

Luis’s Birthday (LE, Lesson 5) 44


Kind of Activity: Interactive viewing of the video




Story

Play the chant Luis’s Birthday all the way through two or three times. Rewind the video to the beginning of thestory. Replay the video but, this time, have your students chant along. Rewind and repeat the video as manytimes as appropriate for your students. You can display a transparency of Luis’s Birthday for your students tofollow as they chant.

Kind of Activity: Integrating and applying new concepts

Objectives: Compare and contrast customsExpress ideas in a speaking/writing experience

Materials: Chalkboard or butcher paper, drawing paper, crayons or colored markers, pencils


Special Considerations: Some children may not celebrate birthdays because of religious beliefs. Other children may come from families that do not have the resources to celebrate with a big party like the one in the video.

Ask your students to talk about the birthday party in the video. Have them compare and contrast the way theycelebrate their birthdays with the way Luis celebrates his birthday in the video. Make a chart of the similaritiesand differences. Then, pass out a sheet of plain white paper to each student. Ask the students to draw a pictureof their last birthday celebration and dictate words, sentences, or phrases about what they have drawn. Thosestudents who wish to write their ideas should be encouraged to do so.

45 Luis’s Birthday (LE, Lesson 5)



Luis’s Birthday


Objectives: Participate in choral reciting activityAcquire and use listening, speaking, and reading vocabulary

Materials: Overhead transparency of text page (p. 49), overhead projector, student copies of text page

Make and display an overhead transparency of the story Luis’s Birthday. Point to the words as you read the storyto your class. Read the story again, but this time have your students repeat each line after you have read it. Asyour students become more comfortable with the story, choose volunteers to lead it. Pass out copies of the storyfor your students to take home for extra practice and to share with their families.

My Birthday

Kind of Activity: Providing information about oneself

Objective: Develop self-awareness by learning about birthdays and age

Materials: Overhead transparency of activity page (p. 50), an overhead projector, student copies of the activity page (p. 50), scissors, glue

Make and display an overhead transparency of the My Birthday activity page. Read the page to your students.Point to the words as you read. Model how to fill in the information by filling in information about yourself orone of your students. Pass out copies of the activity page to your students. Help them fill in the informationabout their birthdays and ages. Show them how to cut out and glue the appropriate number of candles for theirage on the cake. You can display the cakes on a bulletin board or you can put together a “class birthday album”arranged by months. At the beginning of each month, you can look at the album to find out who has a birthday.



How Many?


Objectives: Develop counting skillsPractice newly acquired vocabulary

Materials: Overhead transparency of activity page (p. 51), an overhead projector, student copies of activity page (p. 51), crayons

Warm-Up Activity: Make and display an overhead transparency of the How Many? activity page. Discuss thepicture with your students. Make sure to review the following vocabulary—bat, present, hat, candles, cake,candy, children, and balloons. You can do this by saying the words one at a time and asking your students topoint to the correct part of their activity page. For example, you could ask them to put their finger on Mimi’shat. When everyone has responded by pointing on the activity page, demonstrate the correct picture on theoverhead. When your students have correctly located each picture, give directions orally to color the objects.You can refer to the second verse of the Luis’s Birthday chant for some ideas about color.

Counting Activity: Draw your students’ attention to the bottom of the activity page on the overhead transpar-ency. Tell them they are to find the objects pictured and count how many they see in the big picture of the birth-day party. Ask them to write the number on the blank line next to the picture. Do the first one with your studentsto ensure that they understand the task. Review the answers as a class.

Additional Ideas

Class Birthday Graph

Kind of Activity: Making a graph

Objective: Acquire skills in making and reading graphs


Content Connection: Math

Make a class graph of the number of students’ birthdays in each month of the year.

47 Luis’s Birthday (LE, Lesson 5)


Happy Birthday!

Kind of Activity: Singing

Objective: Learn birthday songs from around the world


Content Connection: Social studies; music

Teach your students a birthday song and sing it whenever a student has a birthday. You can have your studentsor their parents teach the class the birthday songs from their countries. Display the words to these birthdaysongs on butcher paper in the class. Whenever there is a birthday in the class, sing as many of the birthday songsas you know!

Celebration!

Kind of Activity: Class celebration

Objective: Learn about other cultures—celebrate with a piñata

Materials: A piñata or materials to make a piñata, candy

Content Connection: Social studies; art

Bring a piñata to class, or have your students make one together. Fill the piñata with candy and let your studentsplay Luis’s birthday game. Learn traditional Mexican piñata songs. A good reference book is Perl, L., (1985),Piñatas and Paper Flowers, New York: Ticknor & Fields.

Birthday Games Around the World

Kind of Activity: Class discussion

Objective: Learn about and appreciate other cultures

Materials: Materials to play various birthday games


Discuss the types of games children play at birthdays around the world. For example, play “Pin the Tail on theDonkey,” learn Mexican birthday songs and break a piñata, or play “Musical Chairs.” A good reference book isBrokaw, M., & Gilbar, A., (1991), The Penny Whistle Party Planner, New York: Simon & Schuster.


Theme: Life PassagesLE5-1

Luis’s Birthday

Luis is having a party. Come and join the fun!Luis is having a party.How many children do you see?Let’s count the children.1-2-3-4-5-6-7!

Mimi is wearing a red hat.Bing is wearing a yellow shirt.Nicky is wearing white shoes.Christina is bringing a brown bat.Hoa is bringing a blue scarf.Sandy is bringing a present.

The children are playing a game. Come and join the fun!

Hit it, Nicky! Hit it!Get the candy!Run and get the candy!Run, children, run!

Luis has a cake with candles!How many candles do you see?1-2-3-4-5-6-7-8!

Luis is having a party. Come and join the fun!

© 1994, 1993 Computer Curriculum Corporation. 49 Luis’s Birthday (LE, Lesson 5)

Theme:

Life PassagesL

E5-2

.

!

Luis’s Birthday(LE, Lesson 5)

50©

1994, 1993 Computer Curriculum

Corporation.

My Birthday

My birthday is

I am years old.

Happybirthday,

✁


© 1994, 1993 Computer Curriculum Corporation. 51 Luis’s Birthday (LE, Lesson 5)

LE5-3

How

Man

y?

Theme: Imagination and Fantasy

Three Little Monkeys Jumping on the Bed

(Listening Experiences Lesson)




Objectives: Choral reciting activityAcquire listening, speaking, and reading vocabulary

Vocabulary: bed, bumped, called, doctor, head, jumping, monkeys, more, no, one, papa, said, three, two

Special Considerations: Overhead transparency of text page (p. 56), overhead projector, copies of activity page for each student

Make and display an overhead transparency of the chant Three Little Monkeys Jumping on the Bed. Ask the stu-dents to look at and listen to the words of the chant as you read to them. Point to the words as you read. Readthe chant again, this time having your students repeat each line after you. Then, tell the class that you are goingto read the chant again but that this time they are going to recite the part of the doctor and shout, “NO MOREMONKEYS JUMPING ON THE BED!” As your students become more comfortable with the chant, ask for threevolunteers—one to help lead each verse of the chant. Pass out copies of the chant for the students to take homeand share with their families.

Three Little Monkeys Jumping on the Bed (LE, Lesson 6) 52


Sequence: Three Little Monkeys

Kind of Activity: Sequencing

Objectives: Recall temporal order of main events in a passage

Materials: Overhead transparency of activity page (p. 57), projector, copy of the activity page for each student

Make and display an overhead transparency of the Sequence: Three Little Monkeys activity page. Review the pic-tures with your students. Check that they understand what is happening in each box. Ask them to think aboutthe chant and remember the order in which things happened. Next, pass out a copy of the activity page to eachstudent. Ask your students to look at the empty box in the upper right-hand corner of each picture. Tell themthat they are going to show you what happened first, second, third, and fourth by writing the correct numberin each box. You can encourage your students to say the chant to themselves to help them remember the orderof events. Staple the pictures together to make a little booklet that your students can take home and “read” totheir families.

Finger Puppets: Three Little Monkeys


Objectives: Participate in small group dramatizationUse the language of a chant to entertain

Materials: Copy of the activity page for each student (p. 58), scissors, crayons

Special Considerations: To make the finger puppets a little more sturdy, you may want to glue them to tagboard or construction paper before you cut them out. Or, you could glue the puppets to popsicle sticks and use them as stick puppets.

Divide your students into groups of two. Pass out copies of the Finger Puppets: Three Little Monkeys activitypage. Have each pair of students color, cut, and put together their finger puppets. Ask them to practice the ThreeLittle Monkeys chant, using their puppets to act it out. Give your students enough time to practice so that theycan become confident with their lines. Then, ask for volunteers to perform in front of the class. (If your studentsare hesitant to volunteer, you can give them a little more time to practice or you can offer to help them say thelines of the chant.) After your students have had the opportunity to perform in front of their own class, you caninvite a class of younger students to come to your room for a special performance.

© 1994, 1993 Computer Curriculum Corporation. 53 Three Little Monkeys Jumping on the Bed (LE, Lesson 6)


Telephone Numbers

Kind of Activity: Learning emergency telephone numbers

Objective: Acquire survival skill language

Materials: Transparency of activity page (p. 59), overhead projector, copy of the activity page for each student, pencils


Special Considerations: Some students may not have a telephone. Some students may move frequently and have a hard time learning their new address. It is possible that some students will not have an address.

Make and display an overhead transparency of the Telephone Numbers activity page. Read the vocabulary on thepage. Make sure your students understand the words. Talk about what an emergency is and brainstorm reasonswhy it is important for students to know their own emergency phone numbers, including the name of their doc-tor, neighbor, and school. Next write the telephone number of the school on the transparency. Pass out copiesof the activity sheet. Ask your students to find the line that says “school” and have them copy the school tele-phone number. Ask them to take the activity sheet home and fill in the missing phone numbers for homework.You can display the sheets on a bulletin board after they have been filled out and refer to them throughout thenext few weeks until you feel that the class has learned the important information.

Additional Ideas

Acting Up!


Objective: Use the language of a chant to entertain

Materials: Materials to make monkey masks


Divide the class into small groups and ask them to act out the “Three Little Monkeys” chant. You can even haveyour students design and make their own masks for each of the characters. As the groups act out the chant, havethe rest of the class say it.

Three Little Monkeys Jumping on the Bed (LE, Lesson 6) 54


Operator?


Objectives: Acquire survival skill languageLearn how to make a phone call in an emergency

Materials: An assortment of play telephones


Gather an assortment of play telephones. Using one of the phones, model how you would use a telephone in avariety of emergency situations. Be sure to include the use of 9-1-1. Next, divide the class into groups of two andhave them act out how to make an emergency phone call. Ask them to refer to the displayed Telephone Numbersactivity sheets (p. 59) for the numbers they would dial in a real emergency. After your students have had enoughtime to practice their skits, ask for volunteers to perform in front of the class.

Follow the Leader

Kind of Activity: Pantomime

Objective: Demonstrate comprehension through nonverbal cues

Materials: None

Place your students into groups of two. Ask one child in each pair to do something. Then, have the other childin each pair copy the partner’s activity, pretending to be a mirror image of his partner. Let your students decidewho is to be the leader and who is to be the “monkey” (follower). Ask them to use slow and controlled move-ments. After a while, ask your students to switch parts so that each child gets to be the leader.


Theme: Imagination and FantasyLE6-1

Three little monkeys jumping on the bed.One fell off and bumped his head.Papa called the doctor. And the doctor said,

“No more monkeys jumping on the bed!”

One little monkey jumping on the bed.One fell off and bumped his head.Papa called the doctor. And the doctor said,

“No more monkeys jumping on that bed!”

Two little monkeys jumping on the bed.One fell off and bumped his head.Papa called the doctor. And the doctor said,

“No more monkeys jumping on the bed!”

Three Little MonkeysJumping on the Bed

Three Little Monkeys Jumping on the Bed (LE, Lesson 6) 56 © 1994, 1993 Computer Curriculum Corporation.


Seq

uen

ce:

Thre

e Lit

tle

Monkey

s



Fin

ger

Puppet

s: T

hre

e Lit

tle

Mon

key

s

✁

✁

Three Little Monkeys Jumping on the Bed (LE, Lesson 6) 58 © 1994, 1993 Computer Curriculum Corporation.


Telephone Numbers

My Number

1 2 3

5 64

7 8 9

0 #*

Emergency

Doctor/Clinic

Guardian

Neighbor

School


Theme: School and the Classroom 6/17/98 — DRAFT

Sandy’s Puppet


Sandy’s Puppet


Objectives: Participate in choral reciting activityAcquire listening, speaking, and reading vocabulary

Vocabulary: beautiful, color, crayon, cut, fastener, happy, paste, play, puppet, put together, scissors, string

Materials: Overhead transparency of text page (p. 63), overhead projector, copy of the text page for each student

Make and display an overhead transparency of the story Sandy’s Puppet. Point to the words from the story asyou read to your students, asking them to listen and follow along as you read. Read the story again, this timeasking your students to repeat each line after you. As your students become more familiar with the story, youcan ask for volunteers to lead a group or the class. Pass out copies of the story for your students to take homeand to share with their families.

Making a Puppet 1


Objectives: Demonstrate comprehension through nonverbal cuesPractice giving and following directions

Materials: Overhead transparency of activity page (p. 64), overhead projector, crayons, scissors, fasteners, glue, string

Content Connection: Art

Make and display an overhead transparency of the Making a Puppet activity page. Talk about what is happeningin each of the steps for making a puppet. Model each step using the crayons, scissors, fasteners, glue, and string.Talk about what you are doing as you perform each step. Go through the steps a second time. This time, haveyour students act out and say each step along with you. You can repeat this procedure as many times as neces-sary for your students. As your students become more confident, ask for volunteers to lead the group or class.

Sandy’s Puppet (LE, Lesson 7) 60

Theme: School and the Classroom6/17/98 — DRAFT

Making a Puppet 2


Objectives: Sequence directionsFollow oral directions

Materials: Individual student sets of six 6×6-inch construction paper squares, copy of the activity page (p. 64) for each student

Using brightly colored construction paper of your choice, make enough 6×6-inch squares so that each studentcan have a set of six squares. Pass out copies of the Making a Puppet activity page. Ask your students to cut thepictures out of the activity page and then glue each picture onto a construction paper square. Next, have yourstudents arrange the pictures in the correct order. Finally, staple the papers together, in order, so that eachstudent has a little book about making a puppet. You can ask for volunteers to “read” their book to the class, oryou can divide your students into groups and let them take turns “reading” their books to each other.Encourage your students to take the books home and “read” them to their families.

Puppet

Kind of Activity: Making a puppet

Objective: Practice following graphic directions

Materials: Overhead transparency of Making a Puppet activity page (p. 64), overhead projector, copy of the Puppet activity page for each student (p. 65), scissors, glue, string, fasteners, hole-puncher, crayons

Gather the necessary materials/tools for each child to make a puppet—scissors, glue, string, fasteners, hole-punchers, and crayons. Display the overhead transparency for Making a Puppet and review the steps with yourstudents. Pass out copies of the Puppet activity page. Ask your students to follow each step and make their ownpuppet with the materials provided.

61 Sandy’s Puppet (LE, Lesson 7)


Additional Ideas

Puppet Show

Kind of Activity: Role-playing with puppets

Objective: Use language to entertain

Materials: Student-made puppets from Puppet activity


Divide your students into groups of two. Ask each group to put on a puppet show with their new puppets. Ifyou wish to give your students specific guidelines, you can ask them to review vocabulary by having them usetheir puppets to talk about body parts, practice introducing themselves to each other, or talk about how the pup-pets were made. Or, you can encourage your students to make up a puppet show on anything they like. Ask forvolunteers to share their puppet shows with the class or large group.

Puppets, Puppets, and More Puppets!

Kind of Activity: Making puppets

Objectives: Learn about puppets and puppet-makingAcquire listening and speaking vocabulary

Materials: Materials needed to make the various types of puppets

Content Connection: Art and social studies

Explain to your students that there are many different kinds of puppets and that they are going to learn to makesome of them. Examples include sock puppets, papier-mache puppets, and shadow puppets. You can explorethe various types of puppets with your students and decide on which types they may want to make. You canteach your students about puppets in different countries and make or bring sample puppets from around theworld.

Sandy’s Puppet (LE, Lesson 7) 62


LE7-1

Sandy is going to make a puppet. Let’s watch her make the puppet.

Sandy has a crayon.She’s coloring the puppet.

Sandy has scissors.She’s cutting out the puppet.

Sandy has a fastener.She’s putting the puppet together.

Sandy has paste and string.She’s pasting string on the puppet.

Sandy has finished her puppet. She’s playing with it now.

It’s a beautiful puppet, and Sandy is very happy.

Sandy’s Puppet

© 1994, 1993 Computer Curriculum Corporation. 63 Sandy’s Puppet (LE, Lesson 7)

Theme: School and the Classroom 6/17/98 — DRAFTLE7-2

Making a Puppet

Making a Puppet

1. Color with crayons.2. Cut with scissors.3. Use fasteners.4. Glue it.5. Tie on string.6. Play with it.

Sandy’s Puppet (LE, Lesson 7) 64 © 1994, 1993 Computer Curriculum Corporation.


LE7-3

Puppet

��

✁

✁

© 1994, 1993 Computer Curriculum Corporation. 65 Sandy’s Puppet (LE, Lesson 7)

Theme: Community and People 6/17/98 — DRAFT

Christina Borrows a Book

Using the Video



Vocabulary: big, book, bookshelf, borrow, card, check out, good, librarian, library, name

Materials: Video tape or videodisc


Title

New Words

Play the introduction of this story. Talk about the things your students see and do in the library. Discuss thereasons why they go to the library.

Kind of Activity: Interactive viewing of the video dialogue

Objective: Participate in large group choral speaking activity



Story

Christina Borrows a Book (LE, Lesson 8) 66

Theme: Community and People6/17/98 — DRAFT

Play the dialogue Christina Borrows a Book two or three times. Then, discuss how Christina checks out a bookfrom the library. Choose volunteers from your class to play the parts of Christina and the librarian. The part ofChristina can be changed to Nicky or Bing, so that the boys in your class can practice borrowing books too.

Kind of Activity: Integrating and applying new concepts and vocabulary

Objectives: Compare and contrastUse newly acquired vocabulary to express ideas

Materials: Chalkboard or butcher paper, drawing paper, crayons or colored markers

Ask your students to talk about the library in the video. Have them compare and contrast their school or com-munity library with the one in the video. Make a chart of the likenesses and differences. Then, pass out a sheetof drawing paper to each child. Ask the students to draw a picture of either their school or community libraryand dictate words, sentences, or phrases about what they have drawn. Some students may be ready to writetheir ideas and should be encouraged to do so.




Objectives: Participate in choral reciting activityAcquire listening, speaking and reading vocabulary

Materials: Transparency of text page (p. 70), overhead projector, copy of the text page for each student

Make and display an overhead transparency of the dialogue Christina Borrows a Book. Read the dialogue to yourstudents. Point to the words as you read. Read the dialogue again and have your students repeat each line afteryou. Divide the class or group into two sections. Ask the first section to say Christina’s part along with you andthe second section to say the librarian’s part. After you have practiced the dialogue in this manner once, askyour students to switch parts and say the dialogue one more time. As your students become more familiar withthe words and confident with the lines, ask for volunteers to lead the class or group.

67 Christina Borrows a Book (LE, Lesson 8)

Theme: Community and People 6/17/98 — DRAFT

Additional Ideas

At the Library


Objectives: Demonstrate comprehension through nonverbal cuesDemonstrate the ability to work cooperativelyAcquire and practice vocabulary

Materials: Library book, library card, pencil

Content Connection: Study skills; drama

After your students have had several opportunities to practice the dialogue, you can “act out” the dialogue withthe class. Gather the following materials—a library book, a library card, and a pencil. Ask for a volunteer toplay the part of the librarian. Say the lines of the dialogue with your volunteer, using your props when appro-priate. Repeat the procedure, using as many different volunteer librarians as necessary for your group of stu-dents. You can then divide your class into groups of two and ask them to act out the dialogue. Monitor thegroups and give assistance as needed. When your students have had enough time to practice with their part-ners, you can have them perform the dialogue in front of the class.

Library Tour

Kind of Activity: Tour of the school or community library

Objectives: Acquire speaking and listening vocabularyAcquire knowledge about using the library

Materials: Camera, library card applications, drawing paper, crayons or colored markers

Content Connection: Study skills

Take a group or the whole class to the school library, or if possible, the community library. Talk about the namesand responsibilities of the people who work in the library, the card catalogues, (or computer systems), the check-out system, and how to find a book among the stacks. Get enough library card applications for everyone andfill them out as a group. Be sure to take your camera along to record the activities. When the film is developed,you can have your students put together a photo journal of their tour and then dictate or write about it. If nocamera is available, you can have your students draw pictures.

Christina Borrows a Book (LE, Lesson 8) 68

Theme: Community and People6/17/98 — DRAFT

All About the Library

Kind of Activity: Language experience; writing a class story

Objectives: Practice using newly acquired speaking vocabularyDemonstrate knowledge about using the libraryUse acquired vocabulary in a writing experience

Materials: Chalkboard or butcher paper, drawing paper, crayons or colored markers

Content Connection: Study skills

Ask your students to brainstorm all the words they can think of about a library. Create a class web or word bankusing their words. Next, encourage your students to use their ideas to dictate a group story about the stepsinvolved in going to the library. Record their responses. Have them illustrate the story. Bind their picturestogether with the story and display the class book in the classroom library for free or silent reading times.

Checking Out a Book


Objectives: Demonstrate comprehension through pantomime or nonverbal cuesSequence events in a storyDemonstrate ability to work cooperatively within a small group

Materials: Student copy of the script that matches the routines in your school (see the section “Total Physical Response,” p. 3)

Every school has different procedures for checking out books. Write out a script of the series of actions that stu-dents must follow to check out a book at your school. Model the steps for the students. Then, have them performthe steps. Put the script on a poster board and have your students read the script as a student volunteer carriesthe actions out. Let the students illustrate each step.

69 Christina Borrows a Book (LE, Lesson 8)

6/17/98 — DRAFTLE8-1

Christina:Librarian:



Christina:Librarian:Christina:

Hi, are you the librarian?Yes, I’m the librarian. May I help you?

Yes, please. I want to borrow a book.What book do you want to borrow?

That big picture book on the bookshelf.Oh, that's a good book. Do you have a library card?

Yes, I do. Here is my library card.Thank you. Write your name here.Thank you.


Theme: Community and People

Christina Borrows a Book (LE, Lesson 8) 70 © 1994, 1993 Computer Curriculum Corporation.

Theme: Imagination and Fantasy6/17/98 — DRAFT

We’re Going on a Lion Hunt(Listening Experiences Lesson)


We’re Going on a Lion Hunt



Vocabulary: afraid, cave, dark, door, going, grass, hunt, lion, lock, look, mud, not, over, run, tall, through, under, we’re, yucky


Make and display an overhead transparency of the chant We’re Going on a Lion Hunt. Ask your students to lookat and listen to the words as you read the chant to them. Point to the words as you read. Read the chant a secondtime, asking your students to say the chorus (“We’re going on a lion hunt!” and “We’re not afraid!”) along withyou. Follow this procedure until you feel your class has had enough practice. Then, ask for volunteers to recitethe verses. After your students have had many opportunities to hear and recite the chant, divide them intogroups of two and pass out copies of the chant. Ask the pairs to practice reciting together, taking turns recitingthe verses and the chorus. Let your students take the sheets home for continued practice and to share with theirfamilies.

71 We’re Going on a Lion Hunt (LE, Lesson 9)

Theme: Imagination and Fantasy 6/17/98 — DRAFT

Sequence: Lion Hunt 1 and 2


Objectives: Sequence main events in a chantFollow oral directions

Materials: Overhead transparencies of activity pages (p. 76 and p. 77), overhead projector, copies of activity pages for each student, scissors, glue, crayons, colored construction paper

Make and display the overhead transparencies Sequence: Lion Hunt 1 and 2 one at a time. Tell your students thatthe pictures are for the Lion Hunt chant. Go over each picture in the order of the chant and ask your students todescribe what is happening. Be sure to point out the numbers at the bottom right-hand corner of every picture.After you have reviewed the chant with your students, explain that they are going to:

1. Color the pictures2. Cut the pictures out of the sheet3. Put the pictures in the correct sequence

You can staple the pictures together to make a little booklet for each student. For a more sturdy project, you canhave your students glue their pages into a small book made of colored construction paper. When the studentshave finished their booklets, they can practice “reading” the chant to each other. Have them take the booklethome for continued practice and to share with their families.

Lion Hunt Map

Kind of Activity: Story illustrating

Objectives: Use the context of a chant to generate new vocabularyFollow oral directions

Materials: Overhead transparency of activity page (p. 78), overhead projector, copies of activity page for each student, chalkboard or butcher paper, crayons

Preparation: Ask your students to remember the Lion Hunt chant. Recall all the places the children in the chanthad to go through. Tell your students that they are going to change the chant by making up their own places forthe children to get through. Discuss the kinds of places they would like the characters to encounter, such as deepwater, big rocks, or a dark forest. Accept all responses as given and write them on the board. Read the list backwith the class. Ask your students if they want to make any changes or additions. Practice reciting the chant,substituting your students’ ideas and creating new versions of the story.

Making the Map: Display the transparency of the activity sheet Lion Hunt Map. Explain that it is a map of thestory Lion Hunt and that the empty boxes are places for them to draw their ideas. Pass out a copy of the LionHunt Map to each student. Tell your students that they are going to make up their own Lion Hunt story by choos-ing three ideas from the board and drawing one in each box. When they have finished drawing, they can sharetheir Lion Hunt story with a friend or with the class.

We’re Going on a Lion Hunt (LE, Lesson 9) 72


Additional Ideas

Chant and Play-Along


Objectives: Develop a sense of rhythm of the English languageAcquire listening and speaking vocabulary

Materials: We’re Going on a Lion Hunt, text page (p. 75) for reference

Teach your students hand motions for the chant. Sit or stand in a circle and practice the chant. For the refrain“We’re going on a lion hunt, we’re going on a lion hunt,” you can swing your arms back and forth as if you aremarching. Alternatively, you can mimic the sounds of walking and running by clapping your hands or beatingyour knees or the floor with your hands. When you recite, “We’re not afraid! We’re not afraid!” you can shakeyour head. Then, for each of the obstacles you “encounter,” you can gesture to show what they are or what theylook like. For example, for tall grass, you can tiptoe and reach your hands above your head to gesture tall whenyou say tall. Make sure you include gestures for over, under, and through. For variety, you can act out studentversions of the chant.

Going on a School Walk

Kind of Activity: Language experience; writing a class story

Objectives: Learn prepositions over, under, and throughDevelop writing skills

Materials: Chalkboard or butcher paper, writing paper, pencils, drawing paper, crayons or colored markers, a camera

Take students on a walk around the school. Pay close attention to the places and things you encounter on yourwalk, such as the playground, puddles, mud, houses, grass, etc. As you are walking, use the prepositions todescribe what you are doing, such as walking over a puddle or through the playground. When you get back tothe classroom, ask your students to discuss what they walked over, under, and through. List their responses onthe board. Use the list to generate a class story about your walk. The students can draw a picture to illustratetheir class story. Those students who are ready to write their own stories can use the list to write individualaccounts. To enrich the activity, you can take a camera along to photograph your students.

73 We’re Going on a Lion Hunt (LE, Lesson 9)


Wild Animals

Kind of Activity: Class discussion and role-playing

Objectives: Compare and contrast wild animals and tame animalsAcquire listening and speaking vocabulary


Content Connection: Science

Tell your students that the lion in the story is a “wild” animal. Discuss what makes an animal “wild” and howa wild animal is different from an animal the students might have as a pet or see on a farm. Next, ask your stu-dents to think of other wild animals and list them on the board. After you have generated a list of wild animals,talk about the sounds and movements each wild animal might make. Ask for a volunteer to choose one of theanimals and act out its sounds and movements in front of the class for the other students to guess its name. (Ifyour students are hesitant to volunteer, you can begin by acting out one of the animals by yourself.)

We’re Going on a Lion Hunt (LE, Lesson 9) 74


LE9-1

We’re going on a lion hunt!We’re going on a lion hunt!We’re not afraid!We’re not afraid!


Oh, look! Tall grass.Can’t go over it. Can’t go under it.Got to go through it. Got to go through it.


Oh, look! Yucky mud.Can’t go over it. Can’t go under it.Got to go through it. Got to go through it.


Oh, look! A dark cave.Can’t go over it. Can’t go under it.Got to go through it. Got to go through it.

A lion! Run!

Go back through the cave!Through the yucky mud!Through the tall grass!

Back home! Lock the door!We’re not afraid!We’re not afraid!

© 1994, 1993 Computer Curriculum Corporation. 75 We’re Going on a Lion Hunt (LE, Lesson 9)

Theme: Imagination and Fantasy 6/17/98 — DRAFTLE9-2

We’re Going on aLion Hunt !

Sequence: Lion Hunt 1

1

32

4 5

6 7
We’re Going on a Lion Hunt (LE, Lesson 9) 76 © 1994, 1993 Computer Curriculum Corporation.


LE9-3

The End

Sequence: Lion Hunt 2

8

12 13

9

1110

14
© 1994, 1993 Computer Curriculum Corporation. 77 We’re Going on a Lion Hunt (LE, Lesson 9)

Theme: Imagination and Fantasy 6/17/98 — DRAFTLE9-4

Lio

n H

unt

Map

We’re Going on a Lion Hunt (LE, Lesson 9) 78 © 1994, 1993 Computer Curriculum Corporation.

Theme: Nature and Animals6/17/98 — DRAFT

The Butterfly


The Butterfly



Vocabulary: beautiful, bigger, butterfly, caterpillar, cocoon, eat, egg, fly, green, happening, leaf


Make and display an overhead transparency of the story The Butterfly. Ask your students to look at and listento the words as you read the story to them. Point to the words as you read. Read the story again, asking yourstudents to repeat each line after you. Repeat this process so that your students become comfortable with thevocabulary in the story. When you feel they have had enough practice reading with you, ask for volunteers tolead the reading. Pass out copies of the story. Have each student sit with a partner and practice reading the story.When you feel your students are ready, ask for volunteer pairs to read the story to the class. Let your studentstake the story home for continued practice and to share with their families.

The Life Cycle of a Butterfly


Objectives: Understand the life cycle of a butterflyAcquire vocabulary within the context of a science lessonFollow oral directions

Materials: Overhead transparency of activity page (p. 83), overhead projector, copy of the activity page for each student, scissors, crayons, glue


79 The Butterfly (LE, Lesson 10)

Theme: Nature and Animals 6/17/98 — DRAFT

Make and display an overhead transparency of The Life Cycle of a Butterfly activity sheet. Have your studentslook at the pictures on the bottom of the sheet. Ask them to think about the story The Life Cycle of a Butterfly andremember the names for each picture. Explain that the pictures show the life cycle of a butterfly. Then, point tothe boxes on the sheet and practice reading the word labels in each box. Pass out copies of the activity sheet toeach child. Tell your students to color the pictures, cut them out, and then glue them into the box with a match-ing word label. When they have completed the assignment, they can tell the story of the butterfly to a friend.

(NOTE: The pupae stage of a butterfly is actually called chrysalis, although cocoon is commonly used. Cocoon ismore accurately used for moths.)

Colorful Butterflies


Objectives: Learn the life cycle of the butterflyLearn or review names of colors

Materials: Overhead transparency of activity page (p. 84), overhead projector, a copy of the activity page for each student, crayons

Activity 1: Make and display an overhead transparency of the Colorful Butterflies activity page. Pass out copiesof the activity page to each child. Discuss the picture of the butterflies with your students, making sure to reviewthe following vocabulary —cocoon, twig, caterpillar, sky, butterfly, egg, and flying. You can do this by saying thewords, one at a time, and asking your students to put their finger on the correct part of their activity sheet. Forexample, you could ask your students to place a finger on the butterfly that is flying. When everyone hasresponded by putting a finger on the activity sheet, demonstrate the correct picture on the overhead.

Activity 2: Once your students are familiar and comfortable with the names of the pictures, you can begin thislistening activity. Ask your students to do the following:

Color the butterfly that is flying green.Color the butterfly that is on the twig red.Color the cocoon brown.Color the sky blue.

Model the coloring by coloring the transparency.

The Butterfly (LE, Lesson 10) 80


Additional Ideas

Butterflies Everywhere

Kind of Activity: Arts and crafts

Objective: Express concepts being learned through creative art

Materials: Clothespins, colored tissue paper, scissors, glue, string


Make butterflies to decorate the classroom. Use a clothespin for the body. For the wings, use three layers ofcolored tissue paper cut into the shape of wings. Glue the paper on the clothespin. Hang the butterflies aroundthe classroom by clipping the clothespin onto different objects or by suspending the butterflies from stringsattached to the ceiling.

Beautiful Butterflies

Kind of Activity: Arts and crafts

Objective: Express concepts being learned through art

Materials: Colored chalk, glue, colored construction paper


Have each student draw the outline of a butterfly with pencil on a large piece of colored construction paper.Then, have the students trace over this penciled outline with glue. When the glue has completely dried (it willtake at least a day to dry), have your students fill in the sections of the butterfly with colored chalk. This makesa beautiful display for a spring bulletin board.

81 The Butterfly (LE, Lesson 10)

Theme: Nature and Animals 6/17/98 — DRAFTLE10-1

The Butterfly

Do you see the green leaf?Do you see the little egg?

Out comes a little caterpillar!

He sees the green leaf.He eats and eats and eats!

Look at the caterpillar now.He is getting bigger and bigger and bigger!

Now he is making a cocoon.Something is happening! Something is happening inside the cocoon!

What is coming out? What is coming out of the cocoon?It's a beautiful butterfly.

Fly! Fly away, butterfly!Bye-bye, butterfly!

The Butterfly (LE, Lesson 10) 82 © 1994, 1993 Computer Curriculum Corporation.


LE10-2

✁ ✁

The Life Cycle of a Butterfly

egg

butterfly

cocoon

caterpillar

© 1994, 1993 Computer Curriculum Corporation. 83 The Butterfly (LE, Lesson 10)

Theme: Nature and Animals 6/17/98 — DRAFTLE10-3

Colorful Butterflies

The Butterfly (LE, Lesson 10) 84 © 1994, 1993 Computer Curriculum Corporation.


Read-Along and Writing Experiences Strand Activities

Words Everywhere

Using the Video


Objectives: Activate prior knowledgeLearn new vocabulary

Vocabulary: bus, don’t walk, green, light, red, school, sign, stop, walk, white, words, yellow


Videotape counter: 22m33s to 25m24sVideodisc, Side B, Frame: 06377 to 11455Videodisc, Side B, Bar codes:

Title

New Words

Preview the vocabulary used in this lesson by asking your students to think about their morning walk, bus ride,or car ride to school. Have them close their eyes and visualize the things they see on their way. Ask them to sharetheir thoughts. Then, ask them to think about words they might see and where they might see them. You mayneed to give them some clues to get started such as “Have you ever seen a word on a red and white sign on thestreet corner?” After your discussion, show the “Learn new words” part of the Words Everywhere lesson. Discusshow your students’ experiences compare and contrast with the video story.

85 Words Everywhere (RE, Lesson 1)



Objectives: Participate in large group choral reading activityAcquire reading and speaking vocabulary


Videotape counter: 25m33s to 27m46sVideodisc, Side B, Frame: 11456 to 15777Videodisc, Side B, Bar code:

Story

Play the story Words Everywhere all the way through. Answer any questions your students have. Rewind thevideo to the beginning of the story and replay it. This time, read the words on the screen with your studentsafter the narrator on the video has read them. (Freeze the video, if possible, so that your students have time toread the text.) Replay the video as many times as needed for your class.


Objective: Use newly acquired vocabulary to express ideas

Materials: Drawing paper, crayons or colored markers, pencils, writing paper

Pass out the drawing paper. Ask your students to draw a picture of their walk or ride to school. Ask them to besure to include the words that they see on their way to school in their drawings. When they have finished theirpictures, ask your students to write or dictate a story about their morning trip to school. You can bind the storiestogether to make a class book.

Using the Activity Sheets

Words Everywhere

Kind of Activity: Choral reading

Objectives: Participate in choral reading activityAcquire reading vocabulary

Materials: Transparency of Words Everywhere (p. 91), overhead projector, copy of the text page for each student

Words Everywhere (RE, Lesson 1) 86


Make and display a transparency of the story Words Everywhere. Tell your students that you are going to readthe story first. Ask them to look carefully at the words as you say them. Point to the words as you read. Readthe story together until your students are very comfortable with it. Then, pass out copies of the text page. Divideyour students into pairs and ask them to practice reading the story to each other. After the students have hadsufficient time to practice reading together, choose volunteers to read the story to the class. Encourage yourstudents to take the story home for extra practice and to share with their families.

Signs and Symbols

Kind of Activity: Pattern writing and creating a booklet about signs

Objectives: Acquire reading and writing vocabularyExpress and organize ideas in writing

Materials: Transparency of Signs and Symbols (p. 92), overhead projector, copy of the activity page for each student, chalkboard or butcher paper, paper with lines for writing and a space for drawing, crayons, pencils

Prewriting: Make and display a transparency of the activity page. Discuss the meaning and colors of each signand symbol (colors can vary). As you do this, record the students’ responses on the board using the followingchart format.

Writing: Write the following writing pattern on the chalkboard:

This is a _________________________________ .It is _____________________________________ .It tells us ________________________________ .

Type of Sign Colors What It Tells Us

Stop sign Red and white To stop when we are in a car or on a bike

Bike Route sign Green and white Where to ride a bicycle

Men’s Room sign Black and white Where to find a restroom for men and boys

Don’t Walk sign Red and black To stop walking and wait for the light to turn green



Tell your students that they are going to make a booklet about the different signs they see. Ask them to look atthe chart to choose their favorite signs. (Depending upon the ages and knowledge of your students, you can askthem to choose from four to 10 signs.) Model how to use the words from the chart to complete each of the sen-tences in the pattern story. For example:

This is a stop sign.It is red and white.It tells us to stop when we are in a car or on a bike.

Ask your students to complete a pattern story and draw a picture for each sign they choose. When they havecompleted the assignment, staple the pages together to make an individual booklet for each student. Encourageyour students to share their booklets with the class.

How Do We Get to School?

Kind of Activity: Graphing and cooperative learning

Objective: Collect and analyze information using a bar graph

Materials: Transparency of How Do We Get to School? (p. 93), copy of the activity page for each student


Preparing the Graph: Make and display a transparency of How We Get to School. Go over the chart with yourclass and then ask your students how they come to school each day. Call on each student and record his or herresponse by placing a check or the student’s name in the appropriate column on the graph. When all yourstudents have responded, count the total number of students in each column and record that number on thechart. Then, pass out the student copies of the activity page and ask your class to copy the information from thetransparency onto their own graphs.

Using the Graph 1: When your students have completed copying the information onto their graphs, you can askthem a number of questions that teach them to interpret the results. For example:

▲ How many students walk to school?▲ How many students take the bus?▲ How many students ride to school in a car?▲ How many students ride a bicycle to school?▲ How do most students come to school? Why do you think this is so?▲ How do the least number of students come to school? Why?▲ How many students walk and take the bus?



Using the Graph 2: After you have posed several question to the class, divide your students into groups of four.Ask each of the groups to look at the class graph and think of questions to ask the other groups. Monitor andprovide assistance to the groups as needed. After the groups have had time to develop their own questions,bring the class together again and have each group pose its questions for the others to answer. Encourage yourstudents to take their graphs home and share the information with their families.

Additional Ideas

Making Signs

Kind of Activity: Creating signs through cooperative work

Objectives: Apply new conceptsDisplay information in simple graphic form

Materials: Poster or drawing paper, crayons or colored markers


Preparation: As a class, brainstorm ideas for signs that could be put up in such different places as the classroom,school, home, library, or playground. Record your students’ responses. After the brainstorming session, yourchalkboard might look like the following:

Making the Signs: Divide your class into groups of four. Assign an area to each group and ask the groups tocreate signs for each of the ideas on the chart. Monitor and provide assistance to the groups as needed. Whenthe groups have had sufficient time to make their signs, ask each group to individually present its work to thewhole class. You can display the signs in the classroom and around the school for other classes to enjoy.

Place Signs

Classroom – Students Working!– THINK!– Don’t lean back on your chair.

Library – Shh! Students Reading!– Have you read a book today?– We Love Books!– Whisper.



Danger Signs

Kind of Activity: Recognizing symbols in the environment

Objectives: Learn the international sign for poisonRecognize common poisonous substances

Materials: An assortment of common household products that contain poisonous ingredients

Content Connection: Health; safety

Bring an assortment of common household products to class that can be hazardous to your health. These prod-ucts could include cleaning fluids, detergents, mothballs, plant food, or hair-care products. Talk about the poi-son symbol on containers or packages and discuss how your students can work with their parents to helpprevent accidents with these substances at home. Ideas could include storing these substances out of the reachof small children or locking them in a special cabinet. Talk about what the products are to be used for and whatthe students should do if there is an accident.

Finding Signs

Kind of Activity: School tour

Objective: Understand the purpose of school and street signs

Materials: None


Take a walk around the perimeter of your school. Ask your students to look for signs and then discuss themeaning and purpose of each one.



RE1-1

Words Everywhere

Mimi and Luis walk to school.They see words everywhere.

Mimi and Luis see a stop sign.It is red and white.

They see the school bus.The school bus is yellow.

Mimi and Luis see a sign.The sign says, “DON'T WALK.”They don't walk.

Now the sign says, “WALK.”They walk.

Mimi and Luis are at school now.There are words everywhere!

© 1994, 1993 Computer Curriculum Corporation. 91 Words Everywhere (RE, Lesson 1)

Theme: School and the Classroom 6/17/98 — DRAFTRE1-2

Signs and Symbols

GreenStoplight

Pedestrian Crossing

HospitalRedStoplightSchool Zone

Yellow Stoplight

Stop Bike Route Bus StopRailroadCrossing

Walk Don’t Walk

First Aid No Smoking Recycle

Men’s RoomWomen’s

Room Handicapped Sad Happy

Left Right Poison No Phone✁

✁

Words Everywhere (RE, Lesson 1) 92 © 1994, 1993 Computer Curriculum Corporation.


RE1-3

How Do We Get to School?N

um

ber

of S

tuden

ts

By Walking By Bus By Car By Bike Other

© 1994, 1993 Computer Curriculum Corporation. 93 Words Everywhere (RE, Lesson 1)

Theme: Family, Home, and Self 6/17/98 — DRAFT

Hoa’s Home

Using the Video



Vocabulary: address, apartment, bear, bed, bedroom, family, father, home, kitchen, live, living room, mother, read, sink, sofa, stove, table, TV, watch

Special Considerations: Some students may be very sensitive about the subject of where they live.



Title

New Words

Preview the vocabulary used in this lesson by showing the “Learn new words” part of the Hoa’s Home lesson.Next, ask your students to think about where they live. Discuss the different types of homes people can have,such as an apartment, house, trailer, motel, or flat. Include in your discussion the fact that not everyone lives inthe same kind of place, but that all homes are special places for families. Ask your students to name some of therooms in their homes as well as some of the furniture and appliances that can be found in these rooms.

Hoa’s Home (RE, Lesson 2) 94

Theme: Family, Home, and Self6/17/98 — DRAFT





Story

Play the story Hoa’s Home all the way through. Rewind the video to the beginning of the story and replay thevideo. This time, read the words on the screen with your students after the narrator on the video has read themfirst. (Freeze the video, if possible, so that your students have time to read the text.) Replay the video as manytimes as needed for your class.


Objectives: Recall detailsUse newly acquired vocabulary to express ideas

Materials: Drawing paper, crayons or colored markers, pencils, writing paper

Videotape counter: 29m46s to 30m47sVideodisc, Side B, Frame: 19307 to 21047

Recall Details: Ask your students to think about the story and remember the rooms in Hoa’s Home. Have themname the rooms and the things Hoa talked about in each one. Record your students’ responses on the board.When you have collected from your students all the information that you can, read the data back with the classand ask the students if they want to make any changes or additions. Then, replay the video once more to checkif the students can remember all the details.

Draw Your Favorite Room: Pass out the drawing paper. Ask your students to draw a picture of their favoriteroom in their home. Ask them to be sure to include the furniture and appliances that are in the room. When theyfinish drawing, ask the students to label the room and each of the items or people in it, including any familymembers.

Extension: To extend the drawing activity, you could ask students who are ready to write a story explainingwhy the room in their drawing is their favorite place in the house. Other students may wish to dictate theirstories and then copy them. Encourage your students to share their work with the rest of the class.

95 Hoa’s Home (RE, Lesson 2)



Hoa’s Home



Materials: Transparency of Hoa’s Home (p. 100), overhead projector, copy of the text page for each student

Choral Reading: Make and display a transparency of the story Hoa’s Home. Tell your students that you are goingto read the story first. Ask them to look carefully at the words as you say them. Point to the words as you read.Continue to read the story together until your students are very comfortable with it. Then, pass out copies ofthe text page. Divide your students into pairs and ask them to practice reading the story to each other. Afteryour students have had sufficient time to practice reading together, choose volunteers to read the story to theclass.

Word Search: Once your students are very familiar with the story, select some words for them to locate on theirtext page. For example, ask them to find the word home. Tell them to point to the word when they find it. Next,ask them to circle the word every time it appears on the page. Follow this procedure for the other words aboutrooms as well as for the words about furniture and appliances. When you have completed the activities, encour-age your students to take the story home for extra practice and to share with their families.

The Home

Kind of Activity: Labeling objects with words

Objective: Acquire reading and speaking vocabulary about the home

Materials: Transparency of The Home activity page (p. 101), overhead projector, copy of the text page for each student, crayons, scissors, glue

Introduction: Make and display a transparency of the activity page. Discuss the names of each room and all ofthe items pictured. Then, read the word labels with the class and ask your students to find the correspondingpictures.

Using the Activity Page: Pass out the student copies of the activity page and ask your students to color eachroom. Then, ask them to carefully cut out the word labels. Tell your students to place each word label on thematching item in the house. When you have checked your students’ work to be certain that they have correctlymatched each label with the appropriate item, have them glue the labels in place.



Additional Ideas

The House I Live In

Kind of Activity: Pattern writing—MY HOME book

Objectives: Use a story to express and organize ideasCategorize household items

Materials: Chalkboard or butcher paper, writing paper, pencils, drawing paper, crayons or colored markers

Special Considerations: Some students’ homes may not be equipped with all the furniture and appliances mentioned in the chart.

Prewriting Activity: Ask your students to think of the rooms that can be found in a house. List the rooms on thechalkboard. Next, ask the students to tell you what furniture, objects, and appliances can be found in each room.List the responses next to the appropriate rooms. Finally, ask them to tell you what activities they can do in eachroom. When you finish, your chalkboard might look like the following:

Alternatively, you can draw pictures with word labels for your students in the chart.

Room Furniture Appliances for Household Objects Activities

Kitchen tablechairshighchair

refrigeratorstovemicrowavesink

eat my lunchcook dinnerbake cookies

Bedroom beddressermirrordeskchairlamp

alarm clockTVradio

sleepdo my homeworkread a bookwatch TV

Living room sofachairtablelamp

TVradiostereo

watch TVlisten to musicread a book

Bathroom bathtubsinktoiletradioshower

take a bathtake a showerbrush my teeth



Writing: Write the following story or part of it on the board:

I am ____________. This is my bedroom.I live at ____________ I have a ________ and a ________.I live at ____________. I also have a ___________.

I like to _________ in the bedroom.This is my home.My family lives here. This is my living room.We like our home. There is a _______ and a ________.

There is a _________ too.This is my kitchen. I like to ____________ in the living The ________is in the kitchen. room.There is a ________ too. I like my home.I can _________ in the kitchen.

Depending on your students’ reaction, you may want to shorten the story. Read the story with the class. Modelfor your students how they can take the ideas from the prewriting chart and fill in the blank lines of the story.Have your students complete each section of the story and illustrate their ideas. When they have completedtheir story and their illustrations, staple the pages together to make a book. Ask for volunteers to share theirbooks with the class. Keep the books in the class library and encourage your students to read them during silentreading time.

Everything But the Kitchen Sink!

Kind of Activity: Writing and publishing a kitchen book

Objectives: Acquire speaking and reading vocabularyUnderstand the functions of kitchen appliances

Materials: Photographs of a kitchen (including the stove, sink, refrigerator, cabinets, and counter); kitchen appliances (including a blender, food processor, microwave oven, can opener, toaster, toaster oven, clock, and electric mixer); an assortment of any of the appliances listed above; five 6×6-inch squares of drawing paper; videotape or videodisc


New Words

Special Considerations: For younger students, you may just want to use illustrations for the book.Some students’ kitchens may not be as well-equipped as that shown in the video.



Vocabulary Development: Cue the video of Hoa’s Home to the section showing the kitchen in the “Learn newwords” section. Tell your students that they are going to be talking about the kitchen and all the things that canbe found there. Show the kitchen segment of the video. Talk about all the kitchen items your students see andtheir uses. List students’ responses in chart form on the board. Next, show and discuss the pictures that youhave gathered. Talk about the items and their uses. (If you brought in real items, use them first and talk abouttheir functions). Add the vocabulary from these discussions to the chart. When you have finished your discus-sions, your chalkboard might look like this:

Making the book: Staple five pieces of 6×6-inch drawing paper together to make a book for each student. Passthe books out. Tell your students that they are going to make a book about the kitchen. Ask them to write thewords “My Kitchen Book” on the front in big letters. Then, ask them to choose nine kitchen items from the charton the board. Have your students draw one item on each page and complete the following pattern sentencesfor each one:

This is a __________________ ____________________ .I can use it to _____________ ____________________ .

Model for your students how they can use the vocabulary from the chart to complete the sentence patterns.Monitor the students’ work and provide assistance as many times as needed. When your students have com-pleted the assignment, ask for volunteers to read and share their books with the class. Then, ask your studentsto exchange their books with a friend and take turns reading each other’s sentences. Encourage them to take thebooks home to share with their families.

Name of Kitchen Item What We Use It For

sink wash dishes, fruits, and vegetables

refrigerator keep food cold

toaster toast bread

cabinet hold food and dishes

can opener open cans



RE2-1

Hoa’s Home

I am Hoa.I live at 515 Second Street.

I live in Apartment 8B.

This is the kitchen.The stove is in the kitchen.There is a sink too.

This is my bedroom.There is my bed.

My big bear is on the bed.

This is the living room.There is a sofa and a chair.There is a TV too.

My father and I sit on the sofa.My mother reads a book.We like our home.

This is my home.My family lives here.We like our home.

© 1994, 1993 Computer Curriculum Corporation. 100 Hoa’s Home (RE, Lesson 2)

Theme: Family, Home, and Self 6/17/98 — DRAFTRE2-2

toilet

stov

e

sin

k

bed

sofa

chai

r

TV

bea

r

hom

e✁

Th

e H

om

e

Hoa’s Home (RE, Lesson 2) 101 © 1994, 1993 Computer Curriculum Corporation.


Old MacDonald’s Farm



Kind of Activity: Choral reading experience


Materials: Overhead transparency of Old MacDonald’s Farm (p. 106), overhead projector, copy of text page for each student

Display the overhead transparency of the story song Old MacDonald’s Farm. Point to the animals on the text pageand ask your students to tell you their names and the sounds that they make. Tell the class that you are goingto read the story song out loud once. Ask the students to look carefully at the words as you read them. Point tothe words as you read. Then, read the story together with your students until they are very comfortable with it.Choose volunteers to lead the story song. Pass out copies of the story song to each student for extra practice andto share with their families.

Finger Puppets: Old MacDonald’s Farm


Objectives: Participate in small group dramatizationUse the language of a song to entertain

Materials: Copy of the Finger Puppets: Old MacDonald’s activity page (p. 107) for each student, scissors, glue, crayons or colored markers

Pass out copies of the activity page. Ask your students to color and cut out the puppets. Show your studentshow to glue the ends of the bottom tabs together. (You can make the puppets sturdier by gluing them on tag-board or construction paper before cutting them out.) After they have made the puppets, divide your studentsinto pairs. Ask each pair to use the finger puppets and practice retelling the Old MacDonald’s Farm story song.Monitor the groups and give assistance as many times as needed. You can encourage students to create theirown skits after they have mastered retelling the story song. Have the pairs perform the original or their ownversions of the story song for the class.

Old MacDonald’s Farm (RE, Lesson 3) 102


E-I-E-I-O!

Kind of Activity: Pattern writing

Objectives: Express ideas in writingParticipate in group story writing

Materials: Overhead transparency of the E-I-E-I-O! activity page (p. 108), overhead projector, student copies of the activity page, chalkboard or butcher paper, pencils, crayons or colored markers

Content Connection: Social studies; science

As a class, talk about other animals that might be found on Old MacDonald’s farm and the sounds that theymight make. Write your students’ responses on the board. Next, display the overhead transparency of the E-I-E-I-O! activity page. Show your students how they can create their own written version of the chant by usingthe ideas from the board. Choose an animal and its sound from the board. Write the name of the animal and itssound in the appropriate blanks on the overhead of the activity sheet. Then, ask your students to read the newversion along with you. Finally, pass out copies of the activity page. Ask your students to create their own verseby using an original or class-generated idea from the board. The students can illustrate their verses and sharethem with the class or with friends.

Additional Ideas

Old MacDonald Sing-Along

Kind of Activity: Singing; pattern writing

Objectives: Acquire reading vocabularySing aloud for enjoyment

Materials: A pocket chart, sentence strips containing the words to the song Old MacDonald, blank 3×5-inch index cards, marker

Content Connection: Music

Write the words to the Old MacDonald song on sentence strips with blank spaces for the animal names andsounds. Display the sentence strips on a pocket chart. Read the words of the song to your students. As you read,ask your students what words they think might belong in the blank spaces. After they understand the patternof the song, ask them to think of the names of different farm animals and the sounds that they make. Write theirresponses on 3×5-inch index cards. Ask a volunteer to choose an animal card and its corresponding sound cardand display them in the blank spaces on the pocket chart. Then, sing the verse all the way through, using thechosen animal. Repeat this process with all of the animal cards.

103 Old MacDonald’s Farm (RE, Lesson 3)


Animal “Talk” Around the World

Kind of Activity: Learn the names in other languages for sounds that animals make

Objectives: Compare and contrast languagesAcquire reading vocabularyRead for enjoyment

Materials: A pocket chart, sentence strips containing the words to the story song Old MacDonald, butcher paper or chalkboard

Content Connection: Music; social studies

On the chalkboard or a piece of butcher paper, make a chart with the names of the farm animals in the OldMacDonald story song and the names of the languages that your students in your class speak as shown below.

Ask your students to help you fill in the chart. Compare and contrast the sounds from the various languages.When you have completed the chart, sing Old MacDonald using animal sounds from around the world!

Visit to a Farm

Kind of Activity: Field trip to a farm or children’s zoo

Objective: Study farm animals and the products we get from them

Materials: Butcher paper or chalkboard


Animal “Talk” Around the World

Animal English Spanish Cantonese Tongan

Pig

Cow

Goat

Chicken

Horse

Old MacDonald’s Farm (RE, Lesson 3) 104


Take your class on a field trip to a local farm or children’s zoo. Observe the farm animals and talk about the products we get from them. For example, we use sheep’s wool to make yarn for sweaters, we use the cow’s skin to make leather for shoes, and we drink milk from the cow. Talk about the foods that the animals eat and the kinds of structures that they live in. For example, a pig lives in a pen, and a cow and a goat live in a barn. When you get back to the classroom, create a class chart containing the information that your students gathered on their field trip. Compare and contrast the information about the various animals.

Ask the students to use the information on the chart to create a class story or individual student reports aboutthe farm.

Farm Animal Friends

Kind of Activity: Cooperative learning

Objective: Study farm animals and the products we get from them

Materials: An assortment of magazines, scissors, glue, poster paper


Gather an assortment of magazines for the class to look through and cut apart. Divide your students into coop-erative groups of four. Ask each group to look for pictures in the magazines that show products such as leather,wool, milk, beef, etc. that come from farm animals. Have your students cut the pictures out and arrange themon a piece of poster paper to create a collage showing the products we get from farm animals. Then, ask thegroups to talk about the things they placed in their collages and tell why they selected the items. Monitor thegroups and give assistance as many times as needed. When you feel that the groups are ready, ask each groupto present its poster to the entire class.

Animal Where It Lives What It Eats Products

Cow

Pig

Chicken

Goat

Sheep

105 Old MacDonald’s Farm (RE, Lesson 3)

Theme: Nature and Animals 6/17/98 — DRAFTRE3-1


Old MacDonald had a farm. E-I-E-I-O!And on his farm he had a cow. E-I-E-I-O!With a “Moo, moo!” here,and a “Moo, moo!” there. E-I-E-I-O!

And on his farm he had a duck. E-I-E-I-O!With a “Quack, quack!” here,and a “Quack, quack!” there. E-I-E-I-O!

And on his farm he had a cat. E-I-E-I-O!With a “Meow, meow!” here,and a “Meow, meow!” there. E-I-E-I-O!

And on his farm he had a dog. E-I-E-I-O!With a “Woof, woof!” here,and a “Woof, woof!” there. E-I-E-I-O!

And on his farm he had a pig. E-I-E-I-O!With an “Oink, oink!” here,and an “Oink, oink!” there. E-I-E-I-O!

Old MacDonald’s Farm (RE, Lesson 3) 106 © 1994, 1993 Computer Curriculum Corporation.


RE3-2

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Puppet

s: O

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ald

© 1994, 1993 Computer Curriculum Corporation. 107 Old MacDonald’s Farm (RE, Lesson 3)

Theme:

Nature and Anim

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DRAFTR

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-I-E-I-O!


(RE, Lesson 3)108

© 1994, 1993 Com

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E-I-E-I-O!

Old MacDonald had a farm. E-I-E-I-O!

With a “ , !” here,

And on his farm he had a . E-

and a “ , !” there. E

Theme: Clothing6/17/98 — DRAFT

Sandy Is Wearing Her Blue Jeans





Vocabulary: black, blue, brown, dress, green, jacket, jeans, pink, purple, shirt, shoes, socks

Materials: Overhead transparency of Sandy Is Wearing Her Blue Jeans text page (p. 114), overhead projector, student copies of text page, crayons

Activity 1: Display the overhead transparency of the chant Sandy Is Wearing Her Blue Jeans. Read the chant andpoint to the words as you read. As your class becomes more comfortable with the chant, choose volunteers tolead it.

Activity 2: Pass out copies of the chant. Ask your students to find Sandy. Then, ask them to think about thechant and tell you what special clothing Sandy is wearing. Have them color Sandy’s jeans blue. Follow this pro-cedure for each verse of the chant, until your students have colored each piece of the character’s special clothingthe appropriate color.

Activity 3: Ask your students to look at the words of the chant on their text page. Tell them to read the first verseand look for a “clothing” word. Choose a volunteer to read the word (jeans) and point to it on your overheadtransparency. Ask your students to underline the word jeans on their text page everywhere they see it in the firstverse. Do the same on your overhead transparency. Follow this procedure for each verse of the chant until allthe clothing words have been underlined. Do the same with the color words. Finally, let your students take thechant home for extra practice and to share with their families.

109 Sandy Is Wearing Her Blue Jeans (RE, Lesson 4)

Theme: Clothing 6/17/98 — DRAFT

Clothing

Kind of Activity: Making a clothing booklet

Objectives: Acquire reading/writing vocabularyDescribe objectsLearn singular and plural forms of articles of clothing

Materials: Overhead transparency of Clothing activity page (p. 115), overhead projector, student copies of activity page, crayons or colored markers, scissors, glue, individual student sets of 6×6-inch white construction paper squares, chalkboard

Prepare the Book: Ask your students to color the clothing on the page using the colors of their choice, cut theindividual squares of clothing out, and glue each square onto a separate piece of 6×6-inch paper.

Prewriting: Display the overhead transparency of the activity page. Review the name of each article of clothingon the page and write these names on the chalkboard. As you write, put all the singular examples of clothing(shirt, jacket, hat, etc.) in one column and all the plural examples (jeans, pants, shorts, shoes, socks, etc.) inanother column. Explain why some clothing is always expressed in the plural form. For example, pants, shorts,and jeans have two legs. Leave the columns on the board for the next section of the lesson.

Writing: Write the following sentence patterns on the board.

This is a ___________________ ____________________ .These are__________________ ____________________ .

Model the steps for completing the sentence patterns. Hold up a sample of a student’s completed clothingsquare containing a singular article of clothing. Ask your class what color it is and write the color word in thefirst blank in the first sentence pattern. Then, ask what piece of clothing it is and write that word in the secondblank. Next, hold up an example of clothing in the plural form (shoes, socks, jeans, shorts, or pants) and modelhow to use the second sentence pattern. Ask your students to write sentences for each of their clothing squaresusing the two columns on the chalkboard. Tell them to use the first sentence pattern if their word is written inthe first column and the second pattern if their word is in the second column. Ask your students to write abouttheir picture using these sentence patterns for each picture of clothing. Staple the pictures together to make abooklet that your students can read to the rest of the class or share with friends.

All Day Long


Objectives: Use a story to express and organize ideasDisplay information in simple graphic formUse possessive pronounsPractice gender-pronoun agreement

Materials: Overhead transparency of All Day Long activity page (p. 117), overhead projector, student copies of activity page, crayons or colored markers, 8 ×11-inch drawing paper1

2

Sandy Is Wearing Her Blue Jeans (RE, Lesson 4) 110


Warm-Up: Display the overhead transparency of the activity page. Demonstrate how your students will use thestory shown in the activity page to write their own verse to the chant Sandy Is Wearing Her Blue Jeans. Choose astudent to name one piece of clothing that you are wearing and its color. Then, write your name on the firstblank line of the verse in the space for name. Write the word her or his on the next blank line. Explain that thegirls will write the word her on that line and that the boys will write the word his. Next, write the color of theclothing named by your volunteer student on the following blank line. The article of clothing goes on the blankline next to it. Repeat this step for the next two sets of blank lines. Fill in the blank lines for the last line of theverse, asking your students what words they think belong on each blank line as you read. Finally, read the newverse together with your class.

Writing: Pass out copies of the activity sheet. Ask your students to fill in the blanks to create their own versesto the chant. Monitor your class and give assistance as many times as needed. When the students have com-pleted their verses, give each student a piece of drawing paper. Ask the students to draw a self-portrait to gowith their chant. (Make sure to tell them to hold the drawing paper horizontally so that it matches the activitysheet.) Put your students’ chant-verses and self-portraits together to make a class book. Read the book withyour class and encourage your students to read it with friends during class reading time.

Find Someone Who Is Wearing . . .

Kind of Activity: Playing a clothing treasure-hunt game

Objectives: Practice reading newly acquired sight vocabularyDemonstrate comprehension of sight vocabulary

Materials: Overhead transparency of activity page (p. 118), overhead projector, student copies of activity page (p. 118), pencils

Special Considerations: Some students may be sensitive about the condition of their clothing.

Display the overhead transparency of the Find Someone Who Is Wearing . . . activity page. Read the page withyour students and model the way your students are to fill it in. Tell your students that they are to look at theirclassmates and find someone who is wearing an article of clothing written on their activity page. When theyfind someone, they can fill in the person’s name or ask that person to sign his or her name on the appropriateline. Each student can sign another student’s page only once—that is, a different student must be found for eacharticle of clothing. Pass out copies of the activity sheet and have your students begin the process of filling intheir sheets. Allow them to continue the process until all or most of your students have finished. Then, ask yourclass to sit in a circle and share the names of the people they found for each article of clothing. Each student thatis named can stand and demonstrate that he or she is, indeed, wearing the described clothing.



Clothing Bingo

Kind of Activity: Playing a game

Objective: Demonstrate comprehension of vocabulary

Materials: Copies of Bingo page (p. 116) and Clothing activity page (p. 115), tagboard, Bingo counters

Before class make several copies of the blank Bingo page (p. 116) and the Clothing activity page (p. 115). Pastethe copies to tagboard and cut out the squares from the Clothing activity page. Then, paste a clothing square ineach one of the squares on the Bingo pages, making several different Bingo cards. Remember to save one set ofclothing squares for the game. In class, divide your students into working groups of five or six students each,or play the game as a whole class. Give each group a copy of the completed Bingo page and a set of Bingocounters. Then, play Bingo with your class. When you finish the game, your students may color each square.You may use the blank Bingo page for any other special Bingo game you may want to play with your class basedon the Discover English lessons (for example, the Signs and Symbols activity page—p. 92).

Additional Activities

Word Scramble

Kind of Activity: Sequencing words in a sentence pattern

Objectives: Practice noun phrase-predicate word orderPractice adjective-noun word orderAcquire basic sight reading vocabulary

Materials: Pocket chart, word cards for each word to the chant Sandy Is Wearing Her Blue Jeans

Scramble and display the words to the first verse of the chant on the pocket chart. Have your students read thewords with you. Ask them if the words make sense. Tell them that the words are all “scrambled up” but thatthey are the words to the first verse of the chant Sandy Is Wearing Her Blue Jeans. Then, choose a volunteer tounscramble the words and put them in their correct order. Read the words in order. Display the second verse ofthe chant in a scrambled order. Choose another volunteer to unscramble the words and then read the verse inits entirety. Continue this procedure until you and your students have scrambled and unscrambled all theverses to the chant.

Sandy Is Wearing Her Blue Jeans (RE, Lesson 4) 112


Are You Wearing? Game

Kind of Activity: Playing a game

Objectives: Practice asking and answering questionsPractice gender-pronoun agreement

Materials: None

Teach your students to sing the following songs to the tune of Are You Sleeping?

Are you wearing, are you wearingA red dress? A red dress?Tell us the answer! Tell us the answer!Yes, I am! Yes, I am!

and

Is she wearing, is she wearingA red dress? A red dress?Tell us the answer! Tell us the answer!Yes, she is! Yes, she is!

Have your class sit in a circle. Choose a student for your class to sing to. Tell your students you are going to askthat student about some clothing he or she is wearing. For example, you could ask a student who is wearing ablue skirt to stand. Tell your class that you are going to ask her, in the song, if she is wearing a blue skirt. Then,sing the following verse:

Are you wearing, are you wearingA blue skirt? A blue skirt?Tell us the answer! Tell us the answer!

The student to whom you are all singing would answer with the following:

Yes, I am! Yes, I am! (or No, I’m not! No, I’m not!)

Next, ask your class to sing the second version of the song:

Is she wearing, is she wearingA blue skirt? A blue skirt?Tell us the answer! Tell us the answer!Yes, she is! Yes, she is! (or No, she isn’t! No, she isn’t!)

Continue to select students to whom the class can pose its musical questions. Be sure to ask some students ifthey are wearing things for which they can answer, “No, I’m not.”


Theme: Clothing 6/17/98 — DRAFTRE4-1

Sandy is wearing her blue jeans,blue jeans, blue jeans.

Sandy is wearing her blue jeans all day long.

Luis is wearing his green shirt,green shirt, green shirt.

Luis is wearing his green shirtall day long.

Hoa is wearing her yellow sweater,yellow sweater, yellow sweater.Hoa is wearing her yellow sweater all day long.

Nicky is wearing his red shorts,red shorts, red shorts.Nicky is wearing his red shorts all day long.


Mimi is wearing her brown shoes,brown shoes, brown shoes.

Mimi is wearing her brown shoesall day long.

Bing is wearing his purple jacket,purple jacket, purple jacket.Bing is wearing his purple jacketall day long.

Christina is wearing her pink dress,pink dress, pink dress.Christina is wearing her pink dressall day long.

Sandy Is Wearing Her Blue Jeans (RE, Lesson 4) 114 © 1994, 1993 Computer Curriculum Corporation.


RE4-2

Clothing

Shoes Socks Boots Sneakers T-Shirt

Shirt Jeans Coat Jacket Sweater

Shorts Overalls Bathing Suit Cap Hat

Dress Tie Skirt Pajamas Scarf

Gloves Vest Blouse Pants Sweats

© 1994, 1993 Computer Curriculum Corporation. 115 Sandy Is Wearing Her Blue Jeans (RE, Lesson 4)


Free



RE4-4

All D

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is w

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all day

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,

© 1994, 1993 Computer Curriculum Corporation. 117 Sandy Is Wearing Her Blue Jeans (RE, Lesson 4)


Find someone whois wearing . . .

(1) jeans.

(2) sneakers.

(3) a dress.

(4) a t-shirt.

(5) a belt.

(6) a jacket.

(7) a sweater.

Name



Theme: Time6/17/98 — DRAFT

Nicky’s Week

Using the Video



Vocabulary: blackboard, car, cleans, cuts, family, grass, help, library, picnic, play, soccer, wash, week, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday


Videotape counter: 30m48s to 32m55sVideodisc, Side B: 21198 to 24999Videodisc, Side B, Bar codes:

Title

New Words

Preview the vocabulary used in this lesson by showing the “Learn new words” part of the Nicky’s Week lesson.Next, ask your students to name the days of the week. Say the days together a few times. Then ask your studentsif they have any special things to do or places to go during their week. For example, some students may have aspecial class to attend on a certain day or may visit family members on the weekend.

119 Nicky’s Week (RE, Lesson 5)

Theme: Time 6/17/98 — DRAFT




Videotape counter: 32m56s to 35m15sVideodisc, Side B: 25011 to 29131Videodisc, Side B, Bar code:

Story

Play the story Nicky’s Week all the way through. Replay the video from the beginning of the story. This time,have your students read the words on the screen after the narrator on the video has read them first. Rewind andreplay the video as many times as needed for your class.

Kind of Activity: Integrating and applying new concepts and vocabulary



Videotape counter: 32m56s to 35m15sVideodisc, Side B: 25011 to 29131Videodisc, Side B, Bar code:

Story

Recalling Details: Ask your students to remember the days of the week and the things that Nicky has to do oneach day. Record their responses on the board. When you have collected all the information from your students,read their responses with the class and ask if they want to make any changes or additions. Then, replay thevideo to check if they remembered all the details.

Illustrate Nicky’s Week: Pass out the drawing paper. Show your students how to fold their paper into foursquares. Tell your students that they are going to use both sides of the drawing paper. Write the words Nicky’sWeek on the chalkboard and ask the class to copy them in the first square. Next, ask your students to write thename of one day of the week in each of the remaining seven squares. Ask them to draw a picture of Nicky doinghis special activity for each day of the week. Remind your students to refer to the chalkboard if they forget anactivity or one of the days of the week.

Nicky’s Week (RE, Lesson 5) 120



Nicky’s Week



Materials: Transparency of Nicky’s Week (p. 125), overhead projector, copy of the text page for each student

Choral Reading: Make and display a transparency of the story Nicky’s Week. Tell your students that you aregoing to read the story. Ask them to look carefully at the words as you say them. Point to the words as you read.Read the story together with your students until they are very familiar with it. Then, pass out copies of the textpage. Divide your students into pairs and ask them to practice reading the story to each other. After the studentshave had sufficient time to practice reading together, choose volunteers to read the story to the class.

Word Search: Once your students are very familiar with the story, select some words for them to locate on theirtext page. For example, ask your students to find the word helps. Tell them to point to the word when they findit. Next, ask them to circle the word every time it appears on the page. Follow this procedure for the otherwords. Be sure to include the days of the week. When you have completed the activity, encourage your studentsto take the story home for extra practice and to share with their families.



My Week

Kind of Activity: Pattern writing—MY WEEK

Objective: Express and organize ideas in writing

Materials: Transparency of My Week (p. 126), overhead projector, copy of the activity page for each student, pencils, crayons

Prewriting: Tell your students that they are going to write a story about their week. Ask them to think abouttheir week and the special things they do each day. Record their responses on the chalkboard in chart form.When you finish your discussion, your chalkboard might look like the following:

Pattern Writing: Make and display a transparency of the activity page. Then, read the sentence patterns on thetransparency with the class. Tell your students that they are to complete the sentences by writing down theirspecial activities for each day. Model for your students how they can take the ideas from the prewriting chartand use them to complete the sentence patterns. Then, tell them that after they have completed a sentence theywill draw a picture of their activity in the empty space above the sentence. Pass out copies of the activity page.Monitor the class and provide assistance as many times as needed. When your students have completed theassignment, ask for volunteers to share their stories.

Sunday – have a picnic with my family– help clean the house– visit my grandmother

Monday – help wash the dishes– help cut the grass– practice the piano

Tuesday – help take care of the baby– practice my spelling– do my homework

Wednesday – play soccer– help wash the clothes– take the garbage out



Word Search: Days of the Week

Kind of Activity: Word Search puzzle

Objective: Acquire reading vocabulary

Materials: Transparency of Word Search: Days of the Week (p. 127), overhead projector, copy of activity page for each student

Make and display a transparency of the activity page. Demonstrate for your students how to find and circle thenames of the days of the week by locating one or two days in the word search. Pass out copies of the activitysheet. Have your students work independently as you monitor the class and provide assistance as many timesas needed.

Additional Ideas

Study the Calendar

Kind of Activity: Using a calendar

Objectives: Acquire reading and speaking vocabularyDevelop an understanding about the functions of a calendarCompare and contrast uses of and different types of calendars

Materials: A school calendar of the current month, a personal calendar of the current month

As a class, look at a school calendar for the current month. Recite the days of the week and talk about the currentmonth and year. Count how many days and weeks are in this month. Look at each day on the calendar and talkabout the various school and classroom events such as scheduled library days, assemblies, the lunch menu, andthe music program. Be sure to include in your discussion the reasons why calendars are important and the manyways people use them. Ask your students to think of the ways their parents use a calendar. Bring a calendarfrom home to the classroom and show the students the kind of information you write down on your home cal-endar, such as doctors’ appointments, meetings, and expected visitors. Compare what you have written on yourpersonal calendar with what is written on the school calendar. You can ask your students to bring a calendarfrom home to school. Then, you can compare and contrast the different types of calendars that people use.



Make a Calendar

Kind of Activity: Making a calendar for the current month

Objective: Use acquired knowledge to create a calendar

Materials: A school calendar of the current month, a blank master calendar page

Make copies of a page from a blank calendar. Help students fill in the name of the month, the names of the daysof the week, and the dates. Refer to the school calendar to find important dates such as a field trip or a holidayand ask your students to write them on their calendars. Then, ask the students to think about the month anddraw a picture for their calendar that reflects the time of year. Examples could include flowers for a springmonth or pumpkins for a month in the fall. Have your students keep their calendars in their desks and refer tothem every morning as you go through your regular calendar routine. Ask the class to add important events asthey come up.


Theme: Time6/17/98 — DRAFTRE5-1

Nicky’s Week

Nicky has a busy week.He does something every day.

On Sunday, Nicky and his family go out.

They have a picnic in the park.

On Monday, Nicky plays soccer.Nicky is at the playground.

On Tuesday, Nicky helps in the yard.He cuts the grass.

On Wednesday,Nicky helps his father.Nicky helps wash the car.

On Thursday, Nicky goes to the library.He checks out books.

On Friday, he stays after school.He helps the teacher.He cleans the board.

On Saturday, he feels very happy.He rides his skateboard.

© 1994, 1993 Computer Curriculum Corporation. 125 Nicky’s Week (RE, Lesson 5)

Theme: Time 6/17/98 — DRAFTRE5-2

My Week

On Monday, I ____________

_________________________.

On Wednesday, I __________

_________________________.

On Friday, I ____________

_________________________.

On Sunday, I ____________

_________________________.

On Tuesday, I ____________

_________________________.

On Thursday, I ___________

_________________________.

On Saturday, I ____________

_________________________.

Wha

t do you do each day?

Name

Nicky’s Week (RE, Lesson 5) 126 © 1994, 1993 Computer Curriculum Corporation.

Theme:

Time

6/17/98 — DRAFT

RE

5-3

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

© 1994, 1993 Com


127N

icky’s Week

(RE, Lesson 5)

Word Search: Days of the Week

W U A L T H U R S D A Y

S U P E U R A Y B E H X

A X K W P D S N D A T M

T O I Y S B N E S D A O

U S U N D A Y T E S Z N

R T A S A F W L R F O D

D I U E Y S A U H T Y A

A R S W E D N E S D A Y

Y A D U T A S C M A C F

X F R I D A Y K I N Y R

W L O I G H J O B P L I

T H U S D O N W E S I D

Theme: Health and Safety 6/17/98 — DRAFT

Bing Goes to the Doctor

Using the Video



Vocabulary: doctor, ear, eye, heart, mother, nose, nurse, office, tall, teeth, thank you, weigh



Title

New Words

Preview the vocabulary used in this lesson by showing the “Learn new words” part of the Bing Goes to the Doctorlesson. Next, ask your students to think about a time when they went to visit the doctor. Talk about the thingsthat they saw and did there.

Bing Goes to the Doctor (RE, Lesson 6) 128

Theme: Health and Safety6/17/98 — DRAFT





Play the story Bing Goes to the Doctor all the way through. Answer any questions your students have. Replay thevideo from the beginning of the story. This time, read the words on the screen with your students after thenarrator on the video has read them first. (Freeze the video, if possible, so that your students have time to readthe t ex t . ) Rep lay the s tory as many t imes as many t imes as needed for your c lass .

Kind of Activity: Language Experience


Materials: Drawing paper, crayons or colored markers, pencils, writing paper, videotape or videodisc


Recalling Details: Ask your students to think about the story and remember the things that happened to Bingat the doctor’s office. Record their responses on the board. Read the data back with the class and ask your stu-dents if they want to make any changes or additions. Then, replay the video to check if they remembered all thedetails.

Draw a Scene from the Story: Pass out the drawing paper. Ask your students to draw a picture of one part ofBing’s visit to the doctor’s office.

Extension: To extend the drawing activity, you could ask students who are ready to write a story about theirpicture. Other students may wish to dictate their stories and then copy them. Encourage your students to sharetheir work with the rest of the class.

129 Bing Goes to the Doctor (RE, Lesson 6)






Materials: Transparency of Bing Goes to the Doctor (p. 133), overhead projector, copy of the text page for each student

Make and display a transparency of the story Bing Goes to the Doctor. Tell your students that you are going toread the story first. Ask them to look carefully at the words as you say them. Point to the words as you read.Then, read the story with your students until they are very comfortable with it. Pass out copies of the text pageand divide your students into pairs. Ask the students to practice reading the story to each other. After they havehad sufficient time to practice reading together, choose volunteers to read the story to the class. Encourage yourstudents to take the story home for extra practice and to share with their families.

My Heartbeat


Objective: Learn how to take a heartbeat

Materials: Transparency of My Heartbeat activity page (p. 134), overhead projector, copy of the activity page for each student, a watch or clock with a second hand

Content Connection: Physical education; health

Preparation: Teach your students how to take their pulse. First, demonstrate how they can find their pulsepoint on the wrist. Make sure you have them use their index or middle fingers to feel the pulse. Once thestudents have located their pulse, ask them to count the number of beats they can feel for approximately 10seconds. Next, display the transparency of the activity page. Show your students where to write their name. Tellthem that they are going to count the number of heartbeats they can feel at their wrist for one minute. Look atthe four pictures on the activity page and explain that they will take and record their heartbeat after sitting,walking, kicking a ball, and running. Ask them to predict whether they will have the same or a different numberof heartbeats after each activity.

Count and Record the Heartbeats: Have your students do the four actions outlined on the activity page forapproximately one minute, counting and recording their heartbeats after completing each action. Make sureyou have the students do the actions in the order shown on the activity page. When they have finished, make aclass chart that shows what each student’s pulse rate was after each action. Compare the various heartbeat ratesand ask the class to think of reasons why the rates were different.



All About Me

Kind of Activity: Cooperative learning

Objectives: Display information in simple graphic formDevelop self-awareness

Materials: Transparency of All About Me activity page (p. 135), overhead projector, copy of the activity page for each student, a bathroom scale, tape measure, a clock with a second hand

Content Connection: Health; science

Special Considerations: You may have some students in your class who are sensitive about their height or weight

Preparation: Make and display a transparency of the activity page. Read and discuss the pictures and sen-tences. Tell your students that they are going to work with a partner to take and record their personal measure-ments. Then, choose a student to be your partner and model for the class how everyone can find and record theinformation requested on the activity page.

Find and Record the Information: Divide your students into pairs and ask them to find and record the informa-tion requested on the activity page. When they have completed the activities, bring the class together to sharetheir personal information.

Healthy, Happy Me!

Kind of Activity: Pattern writing—HEALTHY, HAPPY ME! book

Objective: Use a story to express and organize ideas

Materials: Transparency of Healthy, Happy Me! activity page (p. 136), overhead projector, copy of activity page for each student, six pieces of 5×5-inch squares of drawing paper for each student, scissors, glue, chalkboard or butcher paper

Content Connection: Health; science

Prewriting Activity: Ask your students to think of all the things they do to keep their bodies healthy. Have themfocus on their heart, teeth, eyes, and weight by listing these categories in a prewriting chart on the board. Recordyour students’ responses under the appropriate categories. When you finish, your chart might look like thefollowing:

131 Bing Goes to the Doctor (RE, Lesson 6)


Writing: Display the transparency of the Healthy, Happy Me! activity page. Model for your students how theycan take the ideas from the prewriting chart and fill in the blank lines on the activity page. Tell them that the lastbox on the page has a coupon that you will fill out once they have completed the assignment. Pass out copiesof the activity page for your students to complete. Monitor and provide assistance as many times as needed.

Making the Book: Staple the six pieces of 5×5-inch drawing paper together for each student to make a book.Pass the books out. Ask your students to cut the six boxes out of the activity page and glue one box per pageinto the books. Be sure to tell them that the box with “Healthy, Happy Me!” is for the cover page and that thebox containing the coupon is for the last page of the book. When they have completed the assignment, youshould fill out the coupon on the last page. Coupon ideas might include a hug, free time, or a healthy snack. Askfor volunteers to read and share their books with the rest of the class. Encourage your students to take the bookshome to share with their families.

Additional Ideas

Simon Says


Objective: Reinforce vocabulary about the body

Materials: None

Play “Simon Says” to reinforce the names of various parts of the body. Model and play the game a few times.Then, choose volunteers to be the leader. Play the game as many times as appropriate for your class.

Heart Teeth Eyes Weight

eat healthy food brush after I eat visit the eye doctor eat vegetables

exercise visit the dentist wear my glasses don’t eat junk food

get lots of sleep floss after I eat wear sunglasses snack on fruits

walk drink milk use a reading light exercise



RE6-1


Bing is at the doctor’s office.Bing is not sick.He is having a checkup.

The nurse is weighing Bing.She sees how tall he is too.

The doctor islooking in his ears. She looks inside with a little light.

Bing opens his mouth wide.The doctor is looking at his throat.

The doctor listens to Bing’s heart.Bing is sitting quietly.

The doctor says,“Bing, you are fine.”“Thank you,” say Bing and his mother.

© 1994, 1993 Computer Curriculum Corporation. 133 Bing Goes to the Doctor (RE, Lesson 6)

Theme: Health and Safety 6/17/98 — DRAFTRE6-2

My Heartbeat

Name

Bing Goes to the Doctor (RE, Lesson 6) 134 © 1994, 1993 Computer Curriculum Corporation.


RE6-3

All About Me

Name

I am tall.

I weigh .

I have eyes.

I have hair.

I have top teeth.

I have bottom teeth.

My heartbeat at rest is .

05

© 1994, 1993 Computer Curriculum Corporation. 135 Bing Goes to the Doctor (RE, Lesson 6)

Theme:

Health and Safety6/17/98 —

DRAFTR

E6-4

y teeth

upon for

your teacherke a healthy, ppy you!

Bing Goes to the Doctor(RE, Lesson 6)

136©


Corporation.

Da title goes here

Healthy, Happy Me!

by

For m

For my eyes For my weightCo

from to ma

ha

05

I I

I I

For my heart

Theme: Weather and Seasons6/17/98 — DRAFT

“Rain” by Robert Louis Stevenson





Vocabulary: around, falls, field, here, rain, raining, sea, ships, tree, umbrellas

Materials: Transparency of “Rain” by Robert Louis Stevenson (p. 141), overhead projector, copy of the text page for each student

Display the transparency “Rain” by Robert Louis Stevenson. Read the poem out loud. Point to the words as youread. Then, read the poem with your students until they are familiar with it. As the class becomes more com-fortable with the poem, choose volunteers to lead the reading. Pass out copies of the poem to your students toshare with their families.

All About Rain


Objectives: Express ideas in writingUse metaphors in writing

Materials: Transparency of All About Rain (p. 142), overhead projector, copy of activity page for each student, chalkboard or butcher paper, pencils


Prewriting: As a class, discuss how rain looks, feels, smells, sounds, and tastes. Make a chart on the board torecord your students’ responses. After the discussion, your chalkboard might look like the following:

137 “Rain” by Robert Louis Stevenson (RE, Lesson 7)

Theme: Weather and Seasons 6/17/98 — DRAFT

Writing: Display the transparency of All About Rain. Show your students the umbrella at the top of the pageand ask them to find the pictures of the eye, nose, hand, ear, and mouth. Tell them that these are the symbolsfor our senses of sight, smell, touch, sound, and taste. Ask your students to look at the class chart about rain andchoose their favorite ideas from each category to record under the appropriate sense on the umbrella. Modelthis step for your students on the transparency. Then, ask your students to look at the pattern sentences at thebottom of the page. Model how to use the words from the umbrella to complete each of the sentences. Pass outcopies of the activity page and ask your students to complete the pattern sentences. Monitor and give assistanceas many times as needed. When the students have completed the assignment, encourage them to share theirstories with the rest of the class.

Rainy Day Fun

Kind of Activity: Class discussion and writing

Objectives: Use a story to express and organize ideasDisplay information in a simple graphic formExpress preferences

Materials: Transparency of Rainy Day Fun (p. 143), overhead projector, copy of the activity page for each student, chalkboard or butcher paper, pencils

Brainstorming: Ask your students to think about the things they like to do on a rainy day. First, brainstormabout things they like to do when they are outside while it is raining. Then, brainstorm about things they liketo do when they are inside while it is raining. Record the students’ responses. When you have finished yourbrainstorming, your class idea chart might look like the following:

Rain Looks Like Rain Feels Like Rain Smells Like Rain Sounds Like Rain Tastes Like

diamonds a cold shower grass splashing sky juice

sparkles tears the sea pinging water

tears a gentle tap perfume tapping fountain waters

What I Like To Do On Rainy Days

Inside Outside

watch the rain drops on the windows try to catch the rain drops

stay warm and dry get all wet

listen to the rain on the roof listen to the rain on my umbrella

bake cookies with my mom splash in the puddles

“Rain” by Robert Louis Stevenson (RE, Lesson 7) 138


Writing: Display the transparency of Rainy Day Fun. Model how to use the ideas from the prewriting brain-storm activity to complete the pattern sentences. Pass out copies of the activity sheet and ask your students tocomplete the pattern sentences. Monitor and give assistance as many times as needed. When the students havecompleted the assignment, encourage them to share their stories with the rest of the class or with friends.

Additional Ideas

“The Sounds of Rain” Bulletin Board Display

Kind of Activity: Cooperative class art project

Objective: Use descriptive language

Materials: 4×4-inch squares of light blue construction paper, chalkboard or butcher paper, scissors, 9×12-inch drawing paper, crayons or colored markers, umbrella pattern


Preparation: Cut out enough raindrop shapes using the light blue construction paper so that each of yourstudents can have at least two raindrops.

Brainstorming: Ask your students to think about the different sounds that rain makes. Encourage them to thinkabout the kinds of sounds they hear when they are in different places. For example: What does rain sound likewhen it hits the window? What does rain sound like when you are sitting inside your car? What does the rainsound like when it hits your umbrella? What does it sound like when it falls in a puddle or in the ocean? Recordyour students’ responses. When you and the students have finished brainstorming about all the sounds you canthink of, read the responses back with the class. Next, pass out two or three of the premade raindrops to eachstudent. Ask the students to copy a specific rain sound on each drop. You can assign the sounds to your studentsor you can ask them to select the sounds themselves.

Art: Give each student a sheet of 9×12-inch drawing paper. Ask older students to draw an umbrella. Foryounger students, you may want to provide a pattern of an umbrella to trace. Have your students color and cutout their umbrellas. Display the umbrellas and the raindrops on a bulletin board. When you have finished, youshould have a colorful display of umbrellas and raindrops!

139 “Rain” by Robert Louis Stevenson (RE, Lesson 7)

Theme: Weather and Seasons 6/17/98 — DRAFT

Chant Time

Kind of Activity: Learning classic rain chants

Objectives: Participate in choral reciting activitiesAcquire reading/speaking vocabulary

Materials: Rain chants

Teach the children any of the following rain chants:

Rain, rain, go away! It’s raining, it’s pouring,Come again another day! The old man* is snoring.Little Sally* wants to play. Bumped his head when he went to bedRain, rain, go away! And won’t get up ‘til the morning!

So let it rain tree-toads and frogs, Rain on the green grass,Muskets and pitchforks, kittens and dogs! Rain on the tree,Dash away! Plash away! Who’s afraid? Rain on the housetop,Here we go, the Umbrella Brigade! But not upon me!

The thunder crashed, Que llueva, que llueva,The lightning flashed, el sapo está en la cueva,And all the world was shaken; los pajaritos cantan,The little pig curled up his tail las nubes se levantan.And ran to save his bacon. ¡Que sí! ¡Que no!

¡Que caiga un chaparrón!

You can display the chants on the overhead, a pocket chart or the chalkboard and make copies for each student.After your students have learned the chants, encourage them to practice saying them while jumping rope atrecess!

*NOTE: You can substitute your students’ names in this chant.

“Rain” by Robert Louis Stevenson (RE, Lesson 7) 140


RE7-1


The rain is raining all around,

It falls on field and tree,

It rains on the umbrellas here,

And on the ships at sea.

© 1994, 1993 Computer Curriculum Corporation. 141 “Rain” by Robert Louis Stevenson (RE, Lesson 7)

Theme: Weather and Seasons 6/17/98 — DRAFTRE7-2

All About Rain

Rain looks like

Rain smells like

Rain feels like

Rain sounds like

Rain tastes like

.

.

.

.

.

by

“Rain” by Robert Louis Stevenson (RE, Lesson 7) 142 © 1994, 1993 Computer Curriculum Corporation.


RE7-3

Rainy Day Fun

Name

,

,

I like rainy days.When I'm inside I like to

and

.

,

,

.

When I'm outside I like to

and

I like rainy days!

© 1994, 1993 Computer Curriculum Corporation. 143 “Rain” by Robert Louis Stevenson (RE, Lesson 7)



(Read-Along Experiences Lesson)





Vocabulary: bed, bumped, called, doctor, head, jumping, monkeys, more, no, one, papa, said, three, two

Materials: Transparency of Three Little Monkeys Jumping on the Bed (p. 56), overhead projector, copy of text page for each student

Display the overhead transparency of the chant Three Little Monkeys Jumping on the Bed. Read the chant out loud.Point to the words as you read. Then, read the chant together until your students are familiar with it. As theclass becomes more comfortable with the chant, choose volunteers to lead it. Pass out copies of the chant. Divideyour students into pairs and have them read the chant together. Let your students take a copy of the chant homefor extra practice and to share with their families.

My Chant

Kind of Activity: Writing and publishing

Objectives: Use a story to express and organize ideasDisplay information in simple graphic form

Materials: Transparency of My Chant (p. 148), overhead projector, copy of activity page for each student, chalkboard or butcher paper, pencils, crayons or colored markers


Three Little Monkeys Jumping on the Bed (RE, Lesson 8) 144


Brainstorming: As a class, discuss what small animals besides monkeys could get into trouble. List your stu-dents’ responses. Next, ask your students what the small animals could jump on to get into trouble. Record theresponses. Finally, ask your students who might get angry with the small animals and call the doctor if they gothurt. Again record the responses. When you have finished eliciting responses, your class idea chart might looklike the following:

Modeling: Display the overhead transparency of the activity sheet. Model how the students can take the infor-mation from the class idea chart and make up their own versions of the chant using the activity sheet story.Choose an animal from the chart. For example, you might choose rabbits. At the top of the transparency write“Three Little Rabbits.” Write the word rabbits again in the first blank space on the first line of the activity sheet.Then, find the word on the class idea chart that shows what the rabbits might jump on. Write that word on thesecond blank line in the first sentence. Then, look at the chart to see who would call the doctor and copy thatword on the blank space in the third line of the activity sheet. Ask your students to look at the last line of thechant and tell you what words they think would go into the last two blank spaces. Write them on the transpar-ency. Finally, read the new version of the chant along with the class.

Writing: Pass out copies of the activity page. Have your students write their own chants. Monitor the class andgive assistance as many times as needed. When your students have completed their chants, ask the students toillustrate them in the space provided on their activity sheet. You can put your students’ chants together to makea class book. Read the book with the class and encourage your students to read it with a friend during class read-ing time. Invite another class to your room to hear your class’s versions of the chant.

Don’t Monkey Around

Kind of Activity: Writing about personal characteristics

Objective: Acquire idiomatic language

Materials: Transparency of Don’t Monkey Around (p. 149), overhead projector, copy of the activity page for each student, crayons or colored markers, pencils, chalkboard or butcher paper


Brainstorming: Teach your students the idiomatic expression “monkeying around.” Ask the class to think ofways that they “monkey around” and the consequences. Record their responses on the chalkboard or butcherpaper.

Prewriting: Display the overhead transparency of the activity page. Show your students where to write theirnames. Model how to fill in the sheet, using the ideas listed on the chalkboard or butcher paper.

Little Animals What They Jump On Who Calls the Doctor

mice table the teacher

squirrels chair papa

rabbits sofa mama

cats piano grandma

145 Three Little Monkeys Jumping on the Bed (RE, Lesson 8)


Writing: Pass out copies of the activity sheet. Ask each student to fill out the activity sheet. Monitor the classand give assistance as many times as needed. When the students have finished writing, ask them to illustrateone way they monkey around and the consequences. Ask your students to share their activity sheets with theentire class.

Additional Activities

Three Little Monkeys Chant-Along

Kind of Activity: Read-aloud and read-along

Objectives: Acquire a basic sight-reading vocabularyRead orally for enjoyment

Materials: A pocket chart, sentence strips containing the words to the chant, Three Little Monkeys, blank 3×5-inch index cards, the class book of the students’ versions of the chant, Three Little Monkeys

Write the words to the Three Little Monkeys chant on sentence strips with blank spaces for the animal names,where they jump, and who calls the doctor. Display the sentence strips on a pocket chart. Read the words of astudent’s chant. Ask the class which words can go in the blank spaces. As you elicit responses, write them onthe blank index cards. Call on a volunteer to choose cards to fill in the pocket chart and read the new chantaloud. Then, ask the volunteer to lead the class in a group reading of the chant. Repeat this process as much astime allows.

“Playing It Safe” at Home

Kind of Activity: Cooperative problem-solving

Objectives: Learn about home safetyPractice problem-solving skillsWork cooperatively within a small group

Materials: Chalkboard or butcher paper, poster paper, crayons, paint or colored markers


Warm-Up: Ask the class to think about the ways they can play safely at home. Discuss why jumping on the bedcan be a dangerous thing to do. Then, ask your students to think about other activities they might do at homethat could be dangerous. Such activities might include playing near boiling water, lighting a match, playingwith knives, or jumping off a couch. Record the class’s ideas.

Three Little Monkeys Jumping on the Bed (RE, Lesson 8) 146


Problem-Solving: Divide your class into cooperative groups of four. Ask the groups to think of ways they canplay safely at home and prevent accidents. Monitor the groups and give assistance as many times as needed.When you feel the students have had enough time, call the class together and ask the groups to share their ideas.Record the responses on the board.

Wrap-Up: Pass out the poster paper. Ask your students to choose an idea from the board and create a poster toillustrate home safety.

147 Three Little Monkeys Jumping on the Bed (RE, Lesson 8)

Theme: Imagination and Fantasy 6/17/98 — DRAFTRE8-1

Three little _____________ jumping on the _____________.

One fell off and bumped his head.

_____________ called the doctor.

And the doctor said,

“No more _____________ jumping on the _____________!”

My ChantName

Three Little Monkeys Jumping on the Bed (RE, Lesson 8) 148 © 1994, 1993 Computer Curriculum Corporation.


RE8-2

Don’t monkey around!

Don’t ________________________

______________________________

_____________________________!

Don’t Monkey Around!

Name

© 1994, 1993 Computer Curriculum Corporation. 149 Three Little Monkeys Jumping on the Bed (RE, Lesson 8)


Months of the Year


Months of the Year



Vocabulary: cold, fun, hot, month, nights, summer, January, February, March, April, May, June, July, August, September, October, November, December

Materials: Transparency of Months of the Year (p. 154), overhead projector, copy of the text page for each student

Display the overhead transparency of the poem Months of the Year. Read the poem out loud. Point to the wordsas you read. Then, read the poem with your students until they are familiar with it. As the class becomes morecomfortable with the poem, choose volunteers to lead it. Pass out copies of the poem to your students to sharewith their families.

The Four Seasons

Kind of Activity: Categorizing and classifying

Objectives: Learn the names of the four seasonsLearn the names of the months in each seasonCompare and contrast the seasons

Materials: Transparency of The Four Seasons, (p. 155), overhead projector, copy of the activity page for each student, scissors, glue, crayons


The Seasons: Display the overhead transparency of The Four Seasons and ask your students to look at each ofthe four pictures. Ask them to think about how the pictures are alike and how they are different. Allow yourstudents enough time to consider your questions. Then, have a class discussion about the four seasons. (If youlive in a part of the country where the seasons do not match the “traditional” model, talk about what the seasonslook like where you live.) Pass out copies of the activity sheet and ask your students to color the pictures.

Months of the Year (RE, Lesson 9) 150


The Months: Ask the class to look at the transparency and direct their attention to the names of the months ofthe year. Read the months together. Have your students find the labels of the months on their activity sheetsand cut them out. Ask them to arrange the labels of the months on their desks so that they can easily see them.Show your students the three empty word boxes under each picture of a season. Beginning with the picture boxof winter, ask your students to name the months that go with the season. Write December, January, and Februaryin the word boxes on your transparency. Then, have your students find and place the month labels on theiractivity sheets. Check that your students have placed the correct labels in the boxes. Show them how to glue thelabels in place. Follow the procedure with each of the other seasons.

My Favorite Month

Kind of Activity: Writing and sharing stories

Objectives: Use a story to express and organize ideasDisplay information in a simple graphic form

Materials: Transparency of My Favorite Month (p. 156), overhead projector, copy of the activity page for each student, chalkboard or butcher paper, pencils, crayons or colored markers

Prewriting: Write the name of each month of the year on the board. Beginning with January, ask the class toname things that they feel go with each month. For example, encourage the students to think about things theymight see, do, hear, or celebrate. When you finish, your chalkboard might look like this:

Writing: Display the transparency of My Favorite Month. Select a month from the prewriting activity class chartand model how to use the words from the chart to complete the story. Pass out copies of the activity page andhave your students write their pattern story. Monitor and give assistance as many times as needed. When thestudents have completed their stories, ask them to draw a picture to illustrate their ideas. Encourage them toshare their stories with the rest of the class.

January February March April May

Super Bowl President’s Day wind blowing spring vacation sunshine

snow ice-skating kites flying baby animals pretty flowers

New Year’s Day snowflakes cloudy days beginning of spring birds singing

cold days ice hockey snow melting baseball green grass

bears sleeping valentines tulips rain falling picnics

151 Months of the Year (RE, Lesson 9)


Word Search: Months of the Year

Kind of Activity: Word search puzzle

Objective: Develop sight-word vocabulary

Materials: Transparency of Word Search: Months of the Year (p. 157), overhead projector, copy of activity page for each student, pencils

Display the overhead transparency of Word Search: Months of the Year. Read the names of the months of the yearwith your students and then tell them that the words are hidden in the rows of the activity sheet. Model for yourstudents how to find the names of the months by circling one or two of them on the transparency. Then, askyour students to work independently to complete the word search. Monitor and provide assistance as manytimes as needed.

Additional Ideas

A World of Months and Seasons

Kind of Activity: Sharing cross-cultural experiences

Objectives: Learn the names for the months and seasons of year inEnglish and in other languages

Materials: A large picture calendar


Display a large picture calendar to show sequence and have the class recite the months and seasons of the year.Then, ask students from the various countries represented in your classroom to teach the class the names of themonths and seasons in their languages. Discuss what the seasons are like in each of the countries and comparethem with the seasons in your part of the United States.

Months of the Year (RE, Lesson 9) 152


A Year of Birthdays

Kind of Activity: Graphing

Objective: Make a class birthday graph



Special Considerations: Some students may not know the date of their birthday. You can get the information ahead of time from the student data cards.

Make a class birthday graph showing the months of the year in which each student was born.

153 Months of the Year (RE, Lesson 9)


January and February,we see snow!

March and April,feel the wind blow!

May and June,there's lots of sun!

July and August,have summertime fun!

October and November—the days are cool.

Next comes September—it's back to school!

Last is December with lots of pretty lights.

Cold, cold daysand cold, cold nights!

Months of the Year

Months of the Year (RE, Lesson 9) 154 © 1994, 1993 Computer Curriculum Corporation.

Theme:

Time

6/17/98 — DRAFT

RE

9-2

January

February

March

April

May

June

July

August

September

October

November

December

ng

l

✃
©

Corporation.155

Months of the Year

(RE, Lesson 9)

The Four Seasons

Winter Spri

Summer Fal

✃

✁✁


��

is .

is .

is .

My favorite month is .

My Favorite Month

I like .

Name

Months of the Year (RE, Lesson 9) 156 © 1994, 1993 Computer Curriculum Corporation.

Theme: Time6/17/98 — DRAFTRE9-4

��

Word Search: Months of the Year

January

February

March

April

May

June

July

August

September

October

November

December

S

E

P

T

E

M

B

E

R

J

A

N

U

A

R

Y

F E B R U A R Y

P

R

I

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M

A

R C H

A

U

G U S T

J

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© 1994, 1993 Computer Curriculum Corporation. 157 Months of the Year (RE, Lesson 9)


We’re Going on a Lion Hunt(Read-Along Experiences Lesson)





Vocabulary: afraid, cave, dark, door, going, grass, hunt, lion, lock, look, mud, not, over, run, tall, through, under, we’re, yucky

Materials: Transparency of We’re Going on a Lion Hunt (p. 75), overhead projector, copy of text page for each student

Display the overhead transparency of the chant We’re Going on a Lion Hunt. Tell your class that you are going toread the chant. Ask your students to look carefully at the words as you say them. Point to the words as you read.Read the chant with your students until they are very familiar with it. Choose volunteers to lead it. Pass outcopies of the chant. Divide your students into pairs and ask them to read the chant together. Encourage yourstudents to take the chant home for extra practice and to share with their families.

Over, Under, Through 1


Objective: Learn spatial prepositions: over, under, through, in front of, behind, in back of, next to

Materials: Copy of the Over, Under, Through 1 (p. 162) activity page for each student, scissors, crayons

Activity 1: Pass out copies of the Over, Under, Through 1 activity page. Ask your students to color in and cut outthe lion and the tire. Show them how to carefully cut the center out of the tire. Then, model the followingcommands:

Put the lion over the tire. Put the lion in front of the tire.Put the lion under the tire. Put the lion in back of the tire.Put the lion through the tire. Put the lion next to the tire.

We’re Going on a Lion Hunt (RE, Lesson 10) 158


As you model the commands with your lion and tire, have your students copy your actions.

Activity 2: Use your lion and tire to demonstrate the prepositions from Activity 1. As you model each preposi-tion, ask the class, “Where is the lion?” Call on volunteers to respond,

“The lion is _________________________ the tire.”

Activity 3: Write the prepositions from Activity 1 on the board and read them along with the class. Point to apreposition and ask your students to model a response by using their lions and tires. Call on a volunteer to tellyou where the lion is located. For example, point to the preposition over. The students would respond by placingtheir lions over their tires. A volunteer would then say, “The lion is over the tire.”


Kind of Activity: Cloze

Objectives: Practice the prepositions over, under, and throughAcquire reading/writing vocabulary

Materials: Transparency of Over, Under, Through 2 (p. 163), copy of the activity page for each student, scissors, crayons

Write the prepositions over, under, and through on the chalkboard. Read the words with your students. Displaythe transparency of the Over, Under, Through 2 activity sheet. Show your students how to fill in their names.Then, model how to complete the sentences for each picture by using the prepositions written on the board. Passout copies of the activity sheet and ask your students to complete the sentences. Monitor and provide assistanceas many times as needed. Encourage your students to take the activity sheets home to share with their families.

I’m Going on a Lion Hunt


Objectives: Use a story pattern to express and organize ideasDisplay information in a simple graphic form

Materials: Transparency of I’m Going on a Lion Hunt activity page (p. 164), overhead projector, copy of the activity page for each student, crayons or colored markers

Prewriting: Ask your students to remember the Lion Hunt chant and recall all the places the children in thechant had to go through. Then, tell them that they are going to write their own Lion Hunt chant by making uptheir own places for the children in their stories to get through. Discuss the kinds of places your students wouldlike the characters to encounter, such as deep water, big rocks, or a dark forest. Write their responses on theboard. When all the students who want to give responses have done so, read the list back with the class. Askyour students if they want to make any changes or additions.

159 We’re Going on a Lion Hunt (RE, Lesson 10)


Using the Story: Display the transparency of the I’m Going on a Lion Hunt activity sheet and read it with yourstudents. Tell the students that the blank lines are spaces for them to write the names of the places they wantthe children in their story to go though and that the empty boxes are places for them to draw their ideas. Modelhow they are to fill in the activity sheet. Select three ideas from the prewriting activity. Write them on the blanklines and then read the new version of the chant with the class. Pass out a copy of the activity sheet to each stu-dent and have students create their own versions of the chant. When the students have completed their stories,ask for volunteers to read them to the class.

Additional Ideas

Animal Face Art

Kind of Activity: Drawing and coloring

Objectives: Complete a facial patternObserve symmetry in an animal’s face

Materials: An assortment of magazines, glue, drawing paper, scissors, crayons or colored markers


Preparation: Gather an assortment of magazines containing various animals for your students to cut up. Goodsources include Zoo News, Ranger Rick, National Geographic World, and Your Big Backyard.

Art Activity: Ask your students to find an animal face in a magazine and cut it out. Then, ask them to cut theanimal face in half. Pass out the drawing paper. Have each student glue one half of their animal face to one edgeof the paper. Then, ask the students to complete the animal face by drawing in the other half. When they havefinished drawing, ask them to color the whole page.

A Lion Hunt

Kind of Activity: Cooperative research

Objectives: Learn about lion behaviorWork in cooperative groupsUse reference materials to gather information

Materials: Resource books about lions, Lion Charts (see below), pencils, large drawing paper, crayons or colored markers


Special Considerations: For older students; enrichment activity

We’re Going on a Lion Hunt (RE, Lesson 10) 160


Preparation: Make a Lion Chart like the one below and duplicate enough copies so that you have one chart forevery four students in your class.

Gather an assortment of magazines and books about lions from the public and school library.

Cooperative Learning: Divide your students into cooperative groups of four. Pass out one copy of the Lion Chartto each group. Ask the groups to look through the reading material you have gathered to fill in the chart. Whenyour students have completed the chart, they can use drawing paper to illustrate the information they havelearned about lions. Ask each group to present its information to the class.

Lion Chart

What do lions eat?

Where do they live?

What do they look like?

How long do they live?

In which countries can they be found?

Are they endangered?

161 We’re Going on a Lion Hunt (RE, Lesson 10)

Theme: Imagination and Fantasy 6/17/98 — DRAFTRE10-1

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I’m Going on a Lion Hunt

I’m going on a lion hunt!I’m going on a lion hunt!I’m not afraid!I’m not afraid!Oh, look!

______________________.Can’t go over it.Can’t go under it.Got to go through it.

I’m going on a lion hunt!I’m going on a lion hunt!I’m not afraid!I’m not afraid!Oh, look!

______________________.Can’t go over it.Can’t go under it.Got to go through it.

I’m going I’m going I’m not afI’m not afOh, look!

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Name

6/17/98 — DRAFT

Books to Read Aloud

School and the ClassroomLE, Lesson 1—Nicky’s Friends and School

Burningham, J. (1975). The School. New York: Harper & Row.Cohen, M. (1982). So What? New York: Greenwillow Books.Ehrlich, A. (1987). Leo, Zack and Emmie Together Again. New York: Dial Books.Scarry, R. (1969). Richard Scarry’s Great Big Schoolhouse. New York: Random House.Turner, E. (1989). Walking to School. New York: Ochard Books.Wells, R. (1981). Timothy Goes to School. New York: Dial Books.Yashima, T. (1976). Crow Boy. New York: Penguin (Viking Books).

LE, Lesson 7—Sandy’s Puppet

Bursill, H. (1967). Hand Shadows to Be Thrown Upon the Wall. New York: Dover Publications.Mendoza, G. (1974). Shadowplay. New York: Holt, Rinehart and Winston.Numeroff, L. J. (1991). If You Give a Moose a Muffin. New York: Harper Collins.

RE, Lesson 1—Words Everywhere

Crews, D. (1984). School Bus. New York: Greenwillow Books.Hoban, T. (1983). I Read Symbols. New York: Greenwillow Books.Maestro, B., & Maestro, G. (1981). Traffic: A Book of Opposites. New York: Crown.

FriendsLE, Lesson 2—Sandy and Mimi Make Friends

Cohen, M. (1989). It’s George! New York: Greenwillow Books.Heine, H. (1982). Friends. New York: Macmillan (Alladin).Hopkins, L. (1986). Best Friends. New York: Harper & Row.Maestro, B. & Maestro, G. (1987). Where Is My Friend? New York: Crown.

LE, Lesson 4—At the Playground: Learning About Feelings

Clements, A. (1990). Big Al. Saxonville: Picture Book Studio.Hill, S. (1985). Go Away Bad Dreams. New York: Random House.Kitamura, S. (1987). Lily Takes A Walk. New York: Dutton.Kline, S. (1988). Do Not Touch! New York: Puffin Books.Vail, V. (1987). Scaredy Cat. New York: Scholastic Inc.Viorst, J. (1987). Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York: Macmillan.

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Family, Home, and SelfLE, Lesson 3—Bing’s Family

Bradman, T. (1990). This Little Baby. New York: Putnam Publishing Group.Brown, M. (1985). Five Little Babies—Hand Rhymes. New York: Dutton.Cooney, B. (1981). Tortillitas Para Mamá and Other Nursery Rhymes. New York: Holt.Hoban, R. (1976). A Baby Sister for Frances. New York: HarperCollins Children’s Books.Mayer, M. (1986). Just Me and My Little Sister. New York: Western Publishers (Golden Books).Mayer, M. (1985). The New Baby. New York: Western Publishers (Golden Books).Zolotow, C. (1958). Do You Know What I’ll Do? New York: HarperCollins Children’s Books.

RE, Lesson 2—Hoa’s Home

Brown, P. (1981). A Dark, Dark Tale. New York: E. P. Dutton (Dial Books).Le Sieg, T. (1972). In a People House. New York: Random House.Seuss, Dr. (1987). Hop on Pop. New York: Random House.Underhill, L. (1987). This Is the House That Jack Built. New York: Henry Holt.Wood, A. (1984). The Napping House. New York: Harcourt, Brace, Jovanovich.

ClothingRE, Lesson 4—Sandy Is Wearing Her Blue Jeans

Barrett, J. (1984). Animals Should Definitely Not Wear Clothing. New York: Atheneum.Emberley, E. (1968). Green Says Go. Boston: Little, Brown and Company.Martin, B. Jr. (1983) Brown Bear, Brown Bear, What Do You See? New York: Holt, Rinehart & Winston.Peek, M. (1985). Mary Wore Her Red Dress and Henry Wore His Green Sneakers. New York: Clarion Books.

Health and SafetyRE, Lesson 6—Bing Goes to the Doctor

Hankin, R. (1985). I Can Be a Doctor. Chicago: Children’s Press.LeMaster, L. J. (1984). Your Heart and Blood. Chicago: Children’s Press.Rey, H. A., & Rey, M. (1978). Curious George Goes to the Hospital. Boston: Houghton Mifflin.Rockwell, A., & Rockwell, H. (1985). Emergency Room. New York: Macmillan.Rockwell, H. (1973). My Doctor. New York: Macmillan.

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Life PassagesLE, Lesson 5—Luis’s Birthday

Blocksma, M. (1984). The Best-Dressed Bear. Chicago: Children’s Press.Brown, M. (1991). Arthur’s Birthday. Boston: Little, Brown.Hoban, R. (1976). A Birthday for Frances. New York: HarperCollins Children’s Group.Oxenbury, H. (1983). The Birthday Party. New York: Dial Books.Patz, N. (1990). No Thumpin, No Bumpin, No Rumpus Tonight. New York: Macmillan.

Community and PeopleLE, Lesson 8—Christina Borrows a Book

Brandenberg, A. (1986). How a Book Is Made. New York: Harper & Row.Freeman, D. (1969). Quiet! There’s a Canary in the Library. San Carlos: Golden Gate Junior Books.Gibbons, G. (1988). Check It Out! The Book About Librarians. San Diego: Harcourt, Brace, Jovanovich.Johnson, J. (1989). Librarians A to Z. New York: Walker Publishers.Little, M. (1975). ABC for the Library. New York: Atheneum.Rockwell, A. (1977). I Like the Library. New York: Dutton.

Imagination and FantasyLE, Lesson 6 and RE, Lesson 8—Three Little Monkeys

Berenstein, J., & Berenstein, S. (1969). Bears on Wheels. New York: Random House.Brown, M. (1976). One, Two, Three: An Animal Counting Book. Boston: Little, Brown and Company.Christelow, E. (1990). Five Little Monkeys Jumping on the Bed. Boston: Houghton Mifflin.Cutler, D. S. (1991). One Hundred Monkeys. New York: Simon & Schuster.Peek, M. (1981). Roll Over: A Counting Song. Boston: Houghton Mifflin.Rey. H. (1973). Curious George. Boston: Houghton Mifflin.Thaler, M. (1991). Seven Little Hippos. New York: Simon & Schuster.

LE, Lesson 9 and RE, Lesson 10—We’re Going on a Lion Hunt

Browne, A. (1980). Bear Hunt. New York: Atheneum.Rosen, M. (1989). We’re Going on a Bear Hunt. New York: Margaret K. McElderry Books.

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Nature and AnimalsLE, Lesson 10—The Butterfly

Carle, E. (1989). The Very Hungry Caterpillar. New York: Philomel.Hooker, Y. (1982). The Little Green Caterpillar. New York: Putnam Publishing Group.Howe, J. (1987). I Wish I Were a Butterfly. San Diego: Harcourt, Brace, Jovanovich.McKissack, P., & McKissack, F. (1988). Bugs! Chicago: Childrens.

RE, Lesson 3—Old MacDonald’s Farm

The Farmer in the Dell. (1978). Boston: Little, Brown and Company.Galdone, P. (1984). Henny Penny. Boston: Houghton Mifflin (Clarion Books).Hutchins, P. (1971). Rosie’s Walk. New York: Macmillan.Pearson, T. C. (1984). Old MacDonald Had a Farm. New York: Dial Books.Provensen, A., & Provensen, N. (1984). Our Animal Friends at Maple Farm. New York: Random House.Spier, P. (1961). The Fox Went Out on a Chilly Night. New York: Doubleday.Windsor, M. (1984). Baby Farm Animals. Washington, DC: National Geographic Society.

TimeRE, Lesson 5—Nicky’s Week

Anholt, C. (1991). Good Days, Bad Days. New York: Putnam.Domanska, J. (1985). Busy Monday Morning. New York: Greenwillow Books.Lasker, J. (1977). Lentil Soup. Chicago: A. Whitman.Shulevitz, U. (1962). One Monday Morning. New York: Macmillan (Charles Scribner).Ward, C. (1988). Cookie’s Week. New York: Putnam.

RE, Lesson 9—Months of the Year

Ets, M. (1978). Gilberto and the Wind. New York: Penguin.Gibbons, G. (1984). The Seasons of Arnold’s Apple Tree. New York: HBJ.Goennel, H. (1986). Seasons. Boston: Little, Brown and Company.Keats, E. (1976). The Snowy Day. New York: Penguin.Sendak, M. (1986). Chicken Soup with Rice. New York: Scholastic.Tafuri, N. (1983). All Year Long. New York: Greenwillow Books.Wood, A. (1990). The Horrible Holidays. New York: Dial Books.Zolotow, C. (1983). Summer Is . . . New York: Harper & Row.

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Weather and SeasonsRE, Lesson 7—“Rain” by Robert Louis Stevenson

Aardema, V. (1981). Bringing the Rain to Kapiti Plain. New York: Dial Books.Barrett, J. (1985). Cloudy with a Chance of Meatballs. New York: Live Oak Media.Branley, F. (1985). Flash, Crash, Rumble and Roll. New York: Harper & Row (Thomas Y. Crowell).Frost, R. (1978). Stopping by the Woods on a Snowy Evening. New York: E. P. Dutton.Webster, V. (1982). Weather Experiments. Chicago: Children’s Press.

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