This is a one-week excerpt from our 2-volume Teachers Guide.

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Teachers Guide
Things Change Unit 2 - Week 5

Starfall Kindergarten Reading and Language Arts Curriculum incorporating Science, Social Studies and Technology
Opportunities for child-directed learning Target skills that are introduced, then applied, integrated, and practiced throughout the year English language learners and struggling readers learn alongside their peers Interactive technology incorporates visual, auditory, and kinesthetic learning Appropriate for Kindergarten classrooms and homeschoolers Teacher-tested, research based, and meets state standards Motivation for children to learn and have fun at the same time

Starfall Education P.O. Box 359, Boulder, CO 80306 U.S.A.

Phone: 1-888-857-8990 or 303-417-6414

Copyright 2009-2010 by Starfall Education. All rights reserved. Starfall is a registered trademark in the U.S., the European Community and many other countries.

Starfall Education

P.O. Box 359, Boulder, CO 80306 U.S.A.

Senior Authors Joan Elliott: 18 years experience teaching kindergarten in North Carolina and Texas public schools, 12 years teaching in the Department of Education, University of North Carolina at Asheville and University of Texas at Brownsville; recipient of the Christa McAulliffe Teaching Award, recipient of a Fulbright fellowship to Korea Pam Ferguson: 34 year veteran kindergarten teacher, Holy Family Catholic School, St. Petersburg, FL; she has served on the Florida Catholic Conference Accreditation team for the past 10 years Consultant Dr. Karen Cole, Associate Professor of Education, K-6 Program Coordinator, University of NC - Asheville Educators Myrna Estes, 35 years, NYC; Chester, MA; Pittsfield, MA Public Schools Judy Goetze, 35 years, Pittsfield, MA Public Schools Stephanie Riess 15 years Pinellas County, FL Public Schools; 17 years, Diocese of St. Petersburg, FL Heidi Suburu, 25 years, Fruitvale Public School District, Bakersfield, CA, and Elk Hills Public School District, Tupman, CA Additional Contributors to this project: We gratefully acknowledge the contributions of our project team of over 150 kindergarten teachers. This project would not be possible without their help. Senior Editor and Designer Brandi Chase Layout Design Marc Buchannan Senior Artist and Print Designer Faith Gowan Contributing Artists and Designers Matthew Baca, Ric Beemer, Dale Beisel, Kimberly Cooper, Craig Deeley, Catherine George, Stefan Gruber, Heather Hogan, David Lebow, Debby Lee, Frank Lee, Claire Lenth, Gina and Art Morgan of AMGG, Julie Ann Quinsay, Michael Ramirez, Jared Ramos, Scott Stebbins, and Triska Wasser Musicians/Composers Randy Graves, Keith Heldman and Richard James Engineers and Quality Assurance Kerry Dezell, Adam Griff, Tom Meyer, Larry Moiola, Steve Patschke, Troy Tazbaz, and Roger Wilson Starfall gratefully acknowledges the following school districts where the Starfall Kindergarten Program was piloted: Andre Agassi College Preparatory Academy, Las Vegas, NV Boulder Valley School District, Boulder, CO Buncombe County School District, Asheville, NC Catholic Archdiocese of Los Angeles, Thousand Oaks, CA Currituck County School District, Knotts Island, NC Fruitvale School District, Bakersfield, CA Kent City Community Schools, Kent City, MI Los Fresnos Consolidated Independent School District, Los Fresnos, TX Matanuska-Susitna Borough School District, Wasilla, AK Pittsfield School District, Pittsfield, MA Rainbow Dreams Charter School, Las Vegas, NV Salina School District, Salina, OK Screven County School District, Screven, GA South Sarpy School District 46, Springfield, NE Wayne County School District, Jesup, GA Waynesville R-VI School District, Ft. Leonard Wood, MO Special thanks to the Alliance for Catholic Educations English as a New Language Program (ACE-ENL) at the University of Notre Dame for their help with the ELD component of this program. Starfall also wishes to thank: Stephen Schutz, Karen Bidgood, Tad Elliott, and the Purchasing, Customer Service, and Warehouse teams at SPS Studios. Appling County School District, Surrency, GA Briarcliff Manor School District, Briarcliff Manor, NY Buckner-Fanning Christian School, San Antionio, TX Catholic Diocese of St. Petersburg, St. Petersburg, FL Episcopal Diocese of Northwest Texas, All Saints Episcopal School, Lubbock, TX Fullerton School District, Fullerton, CA Livermore Valley Charter School, Livermore, CA Italy Independent School District, Italy, TX Ogden City School District, Ogden, UT Port Jervis City School District, Cuddebackville, NY Rhea County School District, Spring City, TN Saugus Union School District, Valencia, CA Sierra Sands Unified School District, Ridgecrest, CA Vinita Public Schools, Vinita, OK

Kindergarten

Starfall

Unit 2: Things Change

Week 5 Overview
Beginning, Middle, and Ending Sounds Introduce Colors Introduce Characters Introduce Oo /o/ Introduce Syllables Introduce Cc /k/ Introduce High-Frequency Word: can Introduce Mouse Paint Rhyming Words Introduce Caps for Sale Introduce High-Frequency Words: be, he, she, we Introduce At the Park Identify and Discriminate Initial Cc /k/ Celebrate Cap Day! Write about Cap Day Introduce Georges Seurat Rhyming Words Listening and Writing, Page 17 Introduce Wheel of Reading

102
106 106 108 109 110 110 112 113 114 114 116 117 118 118 119 121 122 122 124

Week 5 Overview
Colors
Children will explore the world of color as they learn color words, listen to stories about color, meet Georges Seurat and learn about his unique painting technique, pointillism, and experiment with mixing colors of their own. This week we will: learn about Oo /o/ and Cc /k/. learn about syllables and how to count them in words. discuss primary and secondary colors. discover what happens when colors are mixed together.

Literature Selections

Week 5 OvervieW

Mouse Paint Ellen Stoll Walsh is an author who loves shapes such as circles, squares, ovals and triangles. She also likes colors and numbers, but her most favorite things are books. It all started when her mother would read to the children snuggled in bed. Before long, there were 10 children in all. Ellen was the second-oldest. She loved reading and visiting the public library. Thats when she started helping her mother by telling stories to all the younger children. Later, when she was reading to her three-year-old son Ben, she decided to invent characters of her own and write books. You will find some very clever characters in her books. She was born in Baltimore, Md., and lives near Rochester, N.Y., with her son Ben. Caps for Sale Esphyr Slobodkina (pronounced ess-FEER sloh-BOD-kee-nah, 1908-2002) was an author and artist who liked to paint with scissors and cut-out papers. She began her career by painting lamp shades and giant murals. Later, she illustrated books for other authors and eventually wrote and illustrated her own books. As a child, her favorite activities were making handmade dolls and designing dresses for herself and her sister. As an adult, she had an unusual talent for creating jewelry from tiny parts she found in old typewriters and computers. Many of her art works are more like sculptures. They are frequently collages or constructions of wood, wire, paper cutouts and paint. Her books are famous for their lighthearted verbal and visual patterns of behavior. She was born in Siberia, Russia, and also lived with her family in Manchuria, China. At the age of 29, she moved to New York City to fulfill her dream of becoming an artist. Brown Bear, Brown Bear, What Do You See? Bill Martin, Jr. (prior week)

Starfall Books & Other Media

ABC Rhyme Book At the Park and Georges Seurat Star Writer Melodies Sing-Along

102

UNiT 2

Preparation
Generate an ABC Rhyme practice page for each letter introduced this week. Photocopy one for each child to take home and practice with his or her parents. Inform parents that children will each need to bring a cap or hat to school for Cap Day on Day 4. Be sure to have a cap for Backpack Bear and a few extras in case any children forget theirs. Generate and prepare Vocabulary Word Cards for Week 5. You will use primary, secondary, mix and stir on Day 2, cap, imitate, peddler, and wares on Day 3 and artist, gallery, pointillism and technique on Day 4.

Day 1
I got a new box of crayons. Did you get new crayons fo r school? Love,

Backpack Bear

Day 2
I can clap my nam e: Back-pack-Bear! Can you clap it with m e? Love, Backpack Bear

Day One

Generate and prepare Word Cards: bear, bird, cat, dog, duck, frog, goldfish, horse, sheep.

Day Two

Generate Picture Sound: Oo and Cc Practice Page.

Day Three

Day 3
I played rhyming games last night! Do you know a word that rhymes with bear ? Love, Backpack Bear

Before breaking into small groups and practice groups, show children how to navigate to Its fun to Read: All About Me, Who Am I? and My Body. Children may need to complete Who Am I? before the My Body activity will appear on the index. Use the Word Shape generator to create a two-page Color Words Word Shape practice page with the following words: red, orange, blue, purple (page 1) green, black, yellow, brown (page 2). Photocopy one for each child and staple pages together.

Day 4
Today is Cap Day !I cant wait to see what caps or hats you will wear today! Your friend, Backpack Bear

Remind parents that children will need a hat or cap for Cap Day tomorrow.

Day 5
Caps for Sale is one of my favorite bo oks. I loved the monkeys ! Your pal, Backpack Bear

Day Four
None

Day Five
Prepare the Learning Center Cards and Center Activity Icons as described for Day 5. You may create icons to represent other activities of your choice by taking photos, or drawing pictures of those activities. Generate the Color by Word practice page for Week 5.

UNiT 2 103

Reading
Phonemic Awareness Phonics High-Frequency Words Comprehension Print Concepts

L&W p. 14 Beginning, Middle, End:

L&W p. 15 Syllables

Oo /o/
Aa /a/ Bb /b/ Mm /m/ Tt /t/ Pp /p/ Comprehension Skills: Characters, Main Characters

Cc /c/
HF Words: can (a, am, at, an, is, for, see, me, I, you, the) Comprehension Skills: Determine, Solve

Computer
Week 5 OvervieW

Colors

Colors

Activity Listening & Speaking

Literature Rhymes, Poems & Songs Vocabulary

Starfall Speedway: practice colors Brown Bear, Brown Bear, What Do You See? Oo Ostrich Rhyme Letter March Song Oo Colors

Picture Sound Practice Page: Oo and Cc Mouse Paint Cc Cat Rhyme Letter March Song Cc Vocabulary: Primary, secondary, mix, stir

Writing Social Studies Science

104 UNiT 2

Rhyming Words Predecodable Book 4: At the Park HF Words:

L&W p. 16 Initial Cc /c/

L&W p. 17 Recite Poem

be, he, she, we

Comprehension Skills: Describe, Recall, Share, Relate, Associate, Discuss, Sequence

Comprehension Skill: Illustrate Starfall Dictionary Starfall Writing Journal

I Spy Rhyming Words Wheel of Reading Starfall Free Day Pointillism pictures

Its Fun to Read: All About Me, Who Am I?, My Body Word Shape Practice pages 1, 2 Caps for Sale At the Park Vocabulary: Peddler, cap, wares, imitate

BpBs Books: Row 4, At the Park Colors; Its Fun to Read: Art Gallery, George Seurat Sequence At the Park Caps for Sale Georges Seurat Star Writer Melodies Vocabulary: Artist, technique, pointillism, gallery

At the Park sequencing activity

Starfall Speedway Game Color by Word practice page for Week 5 Color Words: play dough or magnetic letters Georges Seurat At the Park Five Little Monkeys Colors

Spacing, Kidwriting, Adult Writing, Illustrating Understand how people lived in earlier times Understand that history relates to events, people, and places of other times

UNiT 2 105

Week 5
Day
Reading Blend or segment individual phonemes in simple words

One

Materials

Beginning, Middle, and Ending Sounds

Place three chairs at the front of the room and identify them as beginning, middle and ending chairs.

F Three chairs F Pocket chart F Picture Cards: bat, map F Letter Cards: a, b, m, p, t

Display and identify the Picture Card bat. Children repeat, bat, then use their invisible rubber bands to segment the sounds in the word, /b/-/a/-/t/, bat. Ask: How many sounds are in /b/ /a/ /t/? (3) Place the Letter Cards: a, b, t into the pocket chart in random order. A volunteer chooses the letter that stands for the first sound in bat and sits in the beginning chair. Continue for the middle and ending letters and sounds. Volunteers hold up letters. Class affirms the order or makes suggestions for changing it. Class reads bat. Repeat for map. Say: tap and pat. (repeat procedure)

Materials

Introduce Colors
Reading Match consonant and short-vowel sounds to appropriate letters Read simple onesyllable and highfrequency words Answer questions about essential elements of a text Technology Use technology resources to support learning

F Pocket chart F Crayon box with eight basic colors for each child F Basket or bag F Picture Cards: black, blue, brown, green, orange, purple, red, yellow F Word Cards: black, blue, brown, green, orange, purple, red, yellow F Classroom computer

Ask the following questions: Blue Gray or black A rainbow When you look up in the sky on a sunny day, what color do you see? What color is the sky when theres a storm? When the sun is shining and it is raining, what do you sometimes see in the sky? Yes, a rainbow adds many colors to the sky.

Color it with crayons

After you draw a picture with a pencil, how can you make it colorful?

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

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UNiT 2

Place the Color Word Cards in a basket or bag. Volunteers: select cards. name the colors. place the cards face-up in a column of the pocket chart. Say: Lets see how much you know about colors! For each riddle below: children hold up the crayon that answers the riddle. place the Color Word Card next to the Picture Card in the pocket chart. discuss the letters in the color word. children find the color word on their crayon that matches the Word Card. green blue red yellow orange purple brown black I am the color of grass. I can also be the color of summer leaves and frogs. People often say the sky is my color. My color begins with /b/. I am the color of strawberries. My color name begins with /r/. The sun looks like my color. I am also the color of most bananas. Pumpkins are my color. Sometimes leaves are my color in the fall. I begin with /p/ and end with /l/. Some grapes are my color. Sometimes people call me violet. I am the color of most chocolate. Backpack Bear is my color, too. When it is very dark outside, it looks like my color. My color word begins with /b/ and ends with /k/.

Week 5 Day 1

Starfall Kindergarten

Consider having English learners share color words from their native languages. On the computer, navigate to Colors. Ask children to notice: the menu is made up of colors and color words. which crayon on the menu is not in their box of crayons. (white) which crayon is different or unusual. (rainbow) A volunteer selects a color and navigates through the activity. Repeat for several colors. Say: You will explore this index during computer time!

UNiT 2 107

Week 5 Day 1
Materials

Introduce Characters
Reading Demonstrate an understanding of story elements Listening & Speaking Communicate effectively when sharing ideas

F Story Element Card: Who are the main characters? F Generated Word Cards: bear, bird, cat, dog, duck, frog, goldfish, horse, sheep F Box of eight crayons plus white F Bag or basket F Brown Bear, Brown Bear, What Do You See? F Chart paper (1 per group)

Read the Story Element Card Who are the main characters? and display it in the pocket chart. Explain that a character is a person or animal in a story. Children repeat, character. Display Brown Bear, Brown Bear, What Do You See? Ask: Who is the first main character in this story? (bear) Remind children that sometimes a character is not a person but an animal, and that an author might have animals do things in stories that they cannot do in real life.

Explain that stories often have more than one character. Say: As you listen to the story, raise your hand when a new character is introduced. Well make a list of the characters so we can remember them. As animals are identified, use a black marker to list them in a column on chart paper.

Explain that Bill Martin, Jr., decided what color each of his characters would be. Point to and name each animal on the list. Volunteers identify the colors assigned to animals, and circle the animal names using the appropriate crayons. Place the crayons in a basket or bag. Distribute animal Word Cards. Say: Lets play a game. We will look very closely and match words that have the same letters. Then you will choose a color to go with your animal card. Read the first animal name on the chart paper. The child holding that Word Card places it in the right side of the pocket chart in a column. The child chooses a volunteer to select a crayon from the bag and place it in front of the animal name card in the pocket chart. Chant: Brown Bear, Brown Bear, What Do You See? I see a (animal color) (animal name) looking at me! Repeat for each animal.
Technology Use technology resources to support learning Reading Match consonant and short-vowel sounds to appropriate letters Read simple onesyllable and highfrequency words

Computer
Children explore: Colors

Activity
Mix up the color Picture Cards and Word Cards. Play according to game rules. When all cards have been used, reshuffle to play again.

Materials
F Starfall Speedway and game pieces F Picture Cards and Word Cards: black, blue, brown, green, orange, purple, red, white, yellow

108

UNiT 2

Week 5 Day 1
Materials

Introduce Oo /o/
Read the rhyme Oo Ostrich, p.33.

F Picture Card: ostrich F Letter Cards: O, o F Wall Card: Ostrich Oo F Whiteboards/markers F ABC Rhyme Book F L&W, p.14 F Pencils/crayons Reading Recognize and produce words that rhyme Writing Write lowercase letters of the alphabet independently

Introduce /o/ in the initial position

Display the Picture Card ostrich. Say: This is a picture of an ostrich. (Children say, ostrich.) The word ostrich begins with the sound /o/. Watch my mouth: /o/. Now you say /o/. The words ostrich and Olive begin with the same sound: /o/. (Children repeat, /o/.) I will read the rhyme again. Listen for the sound /o/ in ostrich and Olive. Read the rhyme again, then repeat it in unison.

Oo Ostrich Olive Ostrich went out one day, Stuck her head in the sand And stayed that way!

Children stand. Say: I will say some words. If you hear the sound /o/ at the beginning of a word, give a thumbs up! Ready?

Discriminate /o/ in the initial position

ox

pizza

man

octopus

cow

Display the Wall Card at the end of the lesson.

Teach children the ASL sign for Oo. Children sing The Letter March with the ASL sign for o, and sound /o/. Display the Letter Card o. Say: This is the lowercase letter o. The letter o stands for the sound /o/. Each time I touch the letter o, say, /o/. Touch o several times. Demonstrate the letters formation as you write o on the board. Children skywrite o several times. Distribute whiteboards and markers. Children write o on their whiteboards. Say: Lets play a game. Ill say a word. If it begins with the sound /o/, touch the o on your whiteboard and say /o/. If it doesnt, shake your head no. Ready?

Connect /o/ to the spelling Oo

otter
Starfall Kindergarten

ostrich

bike

operation

banana

Display the Letter Card O. Say: This is the uppercase letter O. The uppercase letter O and the lowercase letter o stand for the sound /o/. Demonstrate the letters formation as you write O on the board. Children skywrite O several times. A volunteer locates Oo on the Alphabet Chart. Ask: Are the letters O and o near the beginning, middle, or end of the alphabet? (middle) Distribute L&W, p. 14. Complete as with similar pages. The sound /o/ does not exist in Mandarin. Be sure to emphasize this sound for children who speak Mandarin. UNiT 2 109

Week 5
Day
Reading Count syllables in words

Two

Materials

Introduce Syllables

F None

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

Materials

Introduce Cc /k/
Reading Discriminate initial phonemes in words Writing Write uppercase and lowercase letters of the alphabet independently

F Picture Card: cat F Letter Cards: C,c F Wall Card: Cat Cc F Whiteboards/markers F ABC Rhyme Book F L&W, p. 15 F Pencils/crayons Cc Cat Cozy cat, cozy cat, Come and play with me. Well have lots of fun, Just you wait and see!

Introduce /k/ in the initial position

Read the rhyme Cc Cat, p.9. Display the Picture Card cat. Say: This is a picture of a cat. (Children say, cat.) The word cat begins with the sound /k/. Watch my mouth: /k/. Now you say /k/. The words cat, cozy and come begin with the same sound: /k/. (Children repeat, /k/.) I will read the rhyme again. Listen for the sound /k/ in cat, cozy and come. Read the rhyme again. Children repeat in unison.

Children stand. Say: I will say some words. If you hear the sound /k/ at the beginning of a word, give a thumbs up! Ready?

Discriminate /k/ in the initial position

cup

bowl

cage

color

apple

couch

Teach children the ASL sign for Cc. Sing The Letter March with the ASL sign for c, and sound /k/.

Connect /k/ to the spelling Cc

110

UNiT 2

Display the Letter Card c. Say: This is the lowercase letter c. The letter c stands for the sound /k/. Each time I touch the letter c, say /k/. Touch c several times. Demonstrate the letters formation as you write c on the board. Children skywrite c several times. Children write c on their whiteboards. Say: Lets play a game. Ill say a word. If it begins with the sound /k/, hold up your whiteboard and say /k/. If it doesnt, do nothing. Ready?

Week 5 Day 2

car

pencil

blue

cut

green

coat

Display the Wall Card at the end of the lesson.

Display the Letter Card C. Say: This is the uppercase letter C. The uppercase letter C and the lowercase letter c stand for the sound /k/. Demonstrate the letters formation as you write C on the board. Children skywrite C several times. A volunteer locates Cc on the Alphabet Chart. Ask: Are the letters C and c near the beginning, middle, or end of the alphabet? (beginning) Distribute and complete L&W, p. 15.

Starfall Kindergarten

Our focus is on the sou nd-spelling /k/ Cc. Children will soon dis cover the sound /k/ can be represented by Cc, Kk or ck and that the let ter c, when followed by e, rep resents the sound /s/ as in race and cent. When children ask ab out this, it is important that they understand that a sound can be repres ented by several spellings, and that a letter or gro up of letters can repres ent several sounds. It is paramount that you do not tell children that a letter has borrowe d a sound from anothe r letter. In this way, ch ildren will begin to rec ognize predictable spelling pat terns and not be confus ed by exceptions.

UNiT 2 111

Week 5 Day 2
Materials

Introduce High-Frequency Word: can

Reading Match consonant sounds to appropriate letters Read simple onesyllable and highfrequency words

F Pocket chart F Two of each High Frequency Word Card: a, am, at, an, is, for, see, me, I, you, the, can F Whiteboards/markers F Starfall Dictionaries F Backpack Bear

Arrange High-Frequency Word Cards face-down in the pocket chart. Explain that a new High-Frequency Word Card is hidden in the Concentration Game. A volunteer tries to find a match. If successful, he or she leaves the cards exposed and chooses the next volunteer. Say: When we find our new high-frequency word, (can) Backpack Bear will hold it for us until we finish matching all the words.

Explain that the new high-frequency word can is also decodable, which means they can sound it out. Children decode the word using their invisible rubber bands (/k/ /a/ /n/ can). Say: Listen for the word can in these sentences. I can jump. What can you do? Volunteers make up other sentences using the word can. Model writing can in your own dictionary before children enter the word in their dictionaries. Distribute whiteboards and markers. Say: I will say a sentence using our new highfrequency word can. You will write a sentence on your whiteboard. Use your dictionaries to help you. Dictate: I can see. Remind children that see is in their dictionaries. Children hold up their whiteboards when they finish. Repeat for, Can you see me? I can see the cat. The cat can see me.

Computer
Technology Use technology resources to support learning Reading Match initial sounds to appropriate letters

Children explore: Colors

Activity
Children will: trace over the upper and lowercase Oo and Cc. cut apart the pictures at the bottom of the page and glue them in the correct boxes according to the beginning sounds.

Materials
F Picture Sound practice page with Oo and Cc F Pencils/crayons F Scissors/glue stick

112

UNiT 2

Week 5 Day 2
Materials

Introduce Mouse Paint

Display Mouse Paint. Review print concepts (title, author/ illustrator). Children predict what the story is about. Say: Look at the illustrations in this book. Ellen Stoll Walsh created the illustrations the same way Eric Carle and Lois Ehlert created theirs, by cutting or tearing and then pasting papers. Do you remember what this type of illustration is called? (collage)

F Mouse Paint by Ellen Stoll Walsh F Three clear plastic cups with red, yellow, and blue food coloring F Container of water F Three extra clear plastic cups F Demonstration table F Vocabulary Word Cards: mix, primary, secondary, stir Reading Identify title, author and illustrator Answer questions about essential elements of a text Use pictures and context to make predictions about story content Relate new vocabulary to prior knowledge Listening & Speaking Communicate effectively when sharing ideas

Picture-walk through the book. Say: Lets read to find out what happens when mice use paint! Pause after the first two pages, and ask: Why cant the cat find the mice? (The mice are white and the paper is white.) Introduce vocabulary words stir (p. 10) and mix (p. 12) as you encounter them. stir mix

When you stir something, you swirl it around. Children pretend they are stirring something. Children repeat, stir. To mix something is to combine or put things together, usually by stirring them. Children pretend to mix colors together in a bowl.
When mixin g colors, rem ember to always p our the darker colo r into the lighter color.

Say: Red, yellow, and blue are called primary colors. When you mix primary colors in a certain way you make the colors orange, green, and purple. These colors are called secondary colors. Lets try an experiment. Pour some water into the clear plastic cups with food coloring in them. Ask children to identify the type of colors. (primary colors) Pour some yellow water into an empty cup. Children predict what color the water will become when the yellow water is mixed with red. (orange) Demonstrate. Starfall Kindergarten Repeat for blue and yellow (green); blue and red (purple). As you mix each new color, say: This is a secondary color because we mixed two primary colors together to create it. Review primary colors red, blue, and yellow, and secondary colors green, orange, and purple.

UNiT 2 113

Week 5
Day

Three

Materials

Rhyming Words

F Picture Cards: key, tree F Pocket chart

Reading Recognize and produce words that rhyme Distinguish rhyming and non-rhyming words

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

key/ door

key/me tree/sun

tree/he

be/she

we/me

Materials

Introduce Caps for Sale

Reading Describe common objects in both general and specific language Answer questions about essential elements of a text Listen attentively to fiction read-alouds and demonstrate understanding Use new vocabulary that is introduced and taught directly Social Studies Understand how people lived in earlier times Listening & Speaking Communicate effectively when retelling stories heard

F Caps for Sale by Esphyr Slobodkina F Five types of hats or caps F Vocabulary Word Cards: cap, imitate, peddler, wares

Children sit in a semicircle on the floor. Place the five hats in a straight line. Say: Today we are going to read a story about caps. Caps are special kinds of hats. Children discuss how each hat is used and who might wear it. Encourage complete sentences when sharing. Children compare and contrast the hats.

Introduce Caps for Sale. Locate and discuss the title, author, and illustrator. After reading the subtitle, say: peddler. (Children repeat, peddler.) Long ago, peddlers walked from town to town carrying items to sell. Part of the word, ped, actually means foot! The items peddlers sold were called wares. (Children repeat, wares.) Look at the cover. What kind of wares is this peddler selling? (hats) Yes, he is selling specific kinds of hats called caps. Picture-walk through the book. Read the story and discuss the following: How would you describe the peddlers caps? Where do you think the peddler is going? What is he doing? Why did the peddler decide to go to the country? How would you walk if you had many caps on your head? Is anything different about the peddler when he wakes up? How many monkeys do you see?

114

UNiT 2

Week 5 Day 3 What else might the peddler have done to get his hats back? What are the monkeys doing at the end of the story? Say: The monkeys imitated the peddlers action. (Children repeat, imitate.) When we imitate others, we copy what they do. Did the monkeys understand what the peddler was saying? (No) What did the peddler do first to try to get his caps back? (He shook his finger at the monkeys.) What else did the peddler do? Children imitate each of the peddlers actions in sequence: He shook two hands, stomped one foot, stomped both feet, and threw his hat down on the ground. Ask: What finally caused the peddler to get his caps back? (The monkeys imitated the man throwing his cap on the ground.) How did the story end? (The peddler continued to try to sell his caps.) Read the story again. This time, encourage children to interact by leaving out key words for them to supply. Partner the children to discuss the part of the story that surprised them the most, or that they found the funniest. Children share their responses with the class. Review the new vocabulary words cap, peddler, wares, and imitate. Then children close their eyes and imagine the following story: One day long ago, you were a peddler. You had a cap to keep the sun out of your eyes during your long day of walking. You placed it on your head as you prepared to sell your wares. You gathered some apples in a basket and started walking to town shouting, Apples, apples for sale, ten cents an apple! People on the street stopped to buy your apples. After a long day you walked back home, took off your cap, and read a good book. The next day, you peddled your wares again! Children discuss the following: What wares did you sell? How much were your apples? What did you do when you got home? What are some examples of other wares you might sell? (candy, toys, clothes, etc.) Starfall Kindergarten

UNiT 2 115

Week 5 Day 3
Materials

Introduce High-Frequency Words: be, he, she, we

Reading Understand that as letters of words change, so do the sounds Read simple onesyllable and highfrequency words Recognize and produce words that rhyme Listening & Speaking Communicate effectively when sharing ideas

F Whiteboards /markers F High-Frequency Word Cards: be, he, she, we F Pocket chart F Starfall Dictionaries F Pencils

Say: We will learn four new high-frequency words today. All of these words rhyme with the word me! Write me on the board and identify the word. Children repeat, me. Distribute whiteboards. Children copy me on their whiteboards.

Say: Lets change the /m/ to /b/ and see what happens. (Do this.) I just changed this word from me to /b//e/, be. Children repeat, be, then change me to be on their whiteboards. Use be in a sentence, such as: I want to be a peddler. Volunteers create other sentences using the word be. Say: Lets make another word by changing the b to an h. (Do this.) We just made another word that rhymes with me and be, /h//e/, he. Children repeat, he, then change b to h on their whiteboards. Say: What if I change the h to sh? (Do this.) When s and h are together, they stand for the sound /sh/. (Children repeat, /sh/.) Weve made another word to rhyme with me, be and he: /sh//e/, she. Children repeat, she, then change h to sh on their whiteboards. Say: Lets change the sh to w. This word rhymes with me, be, he, and she, /w//e/, we. Children repeat, we, then change she to we on their whiteboards. Place the high-frequency words face-down in the pocket chart. A volunteer reveals one word. The class: reads the word. identifies the letter at the beginning of the word. determines if that letter is at the beginning, middle or end of the alphabet. locates the letter in their Starfall Dictionary and enters the word. Repeat until be, he, she, and we have all been entered in the childrens dictionaries. Partner children to play I Spy using words entered in their dictionaries.

116

UNiT 2

Week 5 Day 3

Computer
Its Fun to Read: All About Me, Who Am I? and My Body
Technology Use technology resources to support learning Reading Match consonant and short-vowel sounds to appropriate letters Read simple onesyllable and highfrequency words

Activity
Read the words in the Word Bank together. Children: copy the words in the appropriate configuration boxes. write the words on the handwriting line. trace over the words with appropriate crayons.

Materials
F Color words F Word Shape practice pages 1 and 2 F Box of 8 crayons for each child F Pencils

To help children recognize and read the color words, suggest that they match the labels on their crayons to the words in the Word Bank.
Materials

Introduce At the Park

Backpack Bear whispers that he needs to speak to you privately. Upon returning, say: Backpack Bear says he has trouble remembering all the high-frequency words. He wants to know if we can review them. They are in his backpack! A volunteer selects a Word Card from Backpack Bears backpack. The child shows the word; the class reads it together.

F Predecodable Book 4: At the Park, for each child F Cover Card, Sentence Strips, Word Cards: At the Park F High-Frequency Word Cards: a, an, at, can, for, he, I, is, see, she, the, you, we F Pocket chart F Backpack Bear

Listening & Speaking Relate an experience in a logical sequence Reading Read simple onesyllable and highfrequency words Identify sequence of events in a story Technology Use technology resources to support learning

The child places the card in the pocket chart and chooses the next volunteer. Continue until all the cards have been removed from the backpack. Say: Heres a story you and Backpack Bear will enjoy. It uses many of these words and it reminds us of summer! Navigate to Backpack Bears Books: Row 4, At the Park. Children interact with and discuss the online story and High-Frequency Word Game. Volunteers take turns navigating through the story and games. Give each child a copy of At the Park. Children read their books aloud. Display and discuss the Cover Card, then work together to order the Sentence Strips according to the story. Say: You are such good readers that you are ready to read this story with partners. One person listens while the other reads, then you switch!
Collect the book again on Days 4 and 5. s. You will use them
Backpack Bear
4 At the Park

Starfall Kindergarten

Place the H ighFrequency Word Card s in Backpac k Bears backpack w hen he requests to speak with you pri vately!

is at the
Backpack BearBear Bear Bear Bear Backpack Backpack Backpack Backpack
4 4 4 4 4 4 44 4 4 4 4 4

.
Starfall
com
4

is the the isisat atthethe .. . . . at isatisatthe

parkpark park park park
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

Cards to go with with Cards to go with go with Cards toCards to go with go Cards to 4 At the At the 4 Park 4 At the strips. strips. sentence strips. At theAt the Park sentencesentence strips.sentence st sentence Park 4 Park Park

Cut Cut along the whitealong the white along the white lines Cut along thelines. lines. the white lines. Cut Cut white along lines.

UNiT 2 117

Week 5
Day
Writing Write uppercase and lowercase letters independently, attending to form and proper spacing Match consonant sounds to appropriate letters

Four

Materials

Identify and Discriminate Initial Cc /k/

Distribute L&W, p. 16. Children point to the picture in the center and say the name after you (cat). They write c in the blank to complete the word. Children point to the pictures around the cat and name each item after you (cake, octopus, can, camel, cow, car, tree, banana). If the picture begins with the sound /k/, they draw a line from that picture to the cat. If it does not, they make an X on the picture.

F L&W, p. 16 F Pencils

Review the pictures beginning with the sound /k/: cake, can, camel, cow, car.

Materials

Celebrate Cap Day!

Reading Describe common objects in both general and specific language Listening & Speaking Communicate effectively when sharing ideas

F Caps for Sale F Childrens caps F Backpack Bear and his cap

Backpack Bear whispers, I am so excited about Cap Day and I want to hear all about your caps. If Backpack Bear wore a cap, have him tell about his cap first. Children and Backpack Bear put on their caps and sit together on the floor. They: describe Backpack Bears cap. stand in turn and describe their own caps. explain their choices for Cap Day.

Children march in a Cap Day Parade around the classroom and/or school! When you return, say: Because youre all wearing hats or caps, you remind me of the monkeys in the story Caps for Sale! Lets read that story again. Designate one child to be the peddler, the other children will be the monkeys.

118

UNiT 2

Week 5 Day 4
Materials

Write about Cap Day

Say: Lets write about Cap Day in our journals to remember the fun we had. Distribute writing journals and dictionaries. Children open their journals to the next available page.

F Childrens caps/hats F Starfall Writing Journals/Dictionaries F Pencils F Star Writer Melodies

Writing Use letters and phonetically spelled words to write about experiences Write by moving from left to right and from top to bottom Write uppercase and lowercase letters independently, attending to the form and proper spacing of letters

Children remove their caps in order to observe them for this activity. Write My cap on the board. Children recall that we leave a space between words so we know where one word ends and another begins. Track and read My cap; children repeat. Say: Now were ready to write in our journals. Children put their fingers on the star at the beginning of the first line. Remind them the star indicates where they will begin writing. Children write My. Say: Before we can write cap we need to leave a finger space. Place your index finger after the word My. (Verify this before continuing.) Listen to the sounds in cap, /c/ /a/ /p/. What letter stands for the sound /c/? /a/? /p/? Write the word cap after your finger. Isnt that an easy way to leave a space between words? Children draw pictures of themselves wearing their caps in the blank space above the words My cap. Play the Star Writer Melodies CD quietly as children write. (This should not interfere with the Activity Center.) As you circulate, ask children to read what they have written and describe what they are drawing. Provide adult writing for children who have written additional sentences. Challenge children who are ready to write a sentence describing their caps to do so using kidwriting and their dictionaries. Provide dotted lines to trace, or Word Cards to copy, for children who have difficulty copying from the board. If children struggle to use their fingers to leave spaces between words, give them craft sticks.

Starfall Kindergarten

UNiT 2 119

Week 5 Day 4

Computer
Technology Use technology resources to support learning

Backpack Bears Books: Row 4, At the Park Colors

Activity
Children use At the Park books to sequence the story by placing the Sentence Strips and individual Word Cards in story order.

Materials
F Predecodable Book 4, At the Park, for each child F Cover Card, Sentence Strips, Word Cards: At the Park F Pocket chart
Starfall
com

Reading Read simple onesyllable and highfrequency words Identify sequence of events in a story

Backpack Bear
4 At the Park

is at the
Backpack BearBear Bear Bear Bear Backpack Backpack Backpack Backpack
4 4 4 4 4 4 44 4 4 4 4 4

.
4

is the the isisat atthethe .. . . . at isatisatthe

parkpark park park park
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

Cards to Cards to go with with Cards to go with go with Cards toCards to go with go 4 At the At the 4 Park 4 At the strips. strips. sentence strips. At theAt the Park sentencesentence strips.sentence strips. sentence Park 4 Park Park

Cut Cut along the whitealong the white along the white lines. Cut along thelines. lines. the white lines. Cut Cut white along lines.

120

UNiT 2

Week 5 Day 4
Materials

Introduce Georges Seurat

Say: Georges Seurat was an artist whose paintings are well known. He lived long ago, but his paintings are still displayed in art galleries and museums around the world. (Children repeat, Georges Seurat.) Define artist and gallery. Children repeat these words after you. artist

F Georges Seurat for each child F Word Cards: artist, gallery, pointillism, technique F World map F Navigate to Its Fun to Read: Art Gallery, Georges Seurat Reading Describe common objects and events in both general and specific language Relate new vocabulary to prior knowledge Identify a reading selection as fiction or nonfiction by using background knowledge, supporting details, or other sources Social Studies Understand that history relates to events, people and places of other times Technology Use technology resources to support learning

gallery

F Backpack Bear someone who draws or paints pictures (Explain that children are artists when they take time to draw or color pictures.) place where artists paintings and drawings are displayed (People visit galleries to look at the artwork.)

Explain that like many well-known artists, Seurat lived in Europe. Say: Lets find Europe on a map. Maps show us many places. Indicate Europe on the map. This is a group of countries called Europe. Georges Seurat lived in Europe in a country called France. Indicate France and its proximity to the United States. Ask: Can you guess what Seurats three favorite colors were? (yellow, blue, red) Seurat knew that he could create new colors by mixing his three favorite colors together! We call these three colors, yellow, blue, and red, primary colors. Recall that children learned about primary colors in the story Mouse Paint. Explain that Seurat had a special technique or way of drawing. Children repeat, technique. Navigate to Its Fun to Read: Art Gallery, Georges Seurat. Children describe Seurats special technique, pointillism (painting with little dots of color). Say: Pointillism is a good name for Seurats technique because he used the point, or tip, of his brush to make the dots. Children repeat, pointillism. Give children their copies of Georges Seurat. They follow along as you read. Children determine whether the book is fiction or nonfiction and explain the reasons for their choices.

Starfall Kindergarten

You will us

Collect the

e them again on Day 5.

books.

UNiT 2 121

Week 5
Day

Five

Materials

Rhyming Words
Play Sing-Along Track 9, Five Little Monkeys. Five children come to the front of the room and imitate the monkeys as the class sings. As the song is sung, one child at a time pretends to fall off the bed. They get back in bed at the end of the song. Repeat until all children have a turn. Review the rhyming words, bed, head, said.

F Sing-Along Track 9

Listening & Speaking Recite a short poem

Five Little Monkeys Five little monkeys, Jumping on the bed, One fell off and bumped his head. Mother called the doctor and the doctor said, No more monkeys jumping on the bed. Four little monkeys Three little monkeys Two little monkeys One little monkey, Jumping on the bed, He fell off and bumped his head. Mother called the doctor and the doctor said, Get those monkeys back to bed!

Materials
Reading Identify initial phonemes in CVC words Recognize and produce words that rhyme

Listening and Writing, Page 17

F L&W, p. 17 F Pencils/crayons

Children listen for beginning sounds, then point to pictures and repeat their names after you (sat, mop, cot, top, pot, bat). Then, they write the missing letter to complete each word and trace over the remaining letters. Play I Spy with rhyming words:

mop (top)
Color the pictures.

pot (cot)

sat (bat)

as children pages of their choice, they are previewing skills. It is not necessary to limit the pages to which they can navigate. navigate to the

learning center,

In the Starfall

Free Day

122

UNiT 2

Week 5 Day 5

Computer
Starfall Free Day Children navigate to any Starfall online activity.

Technology Use technology resources to support learning

Pointillism Pictures
Children sketch pictures of a park, then apply the pointillism technique to add color. Children reference Georges Seurat to generate ideas.

Materials
F Georges Seurat books from Day 4 F Drawing paper F Colored pencils/crayons Reading Connect life experiences to the information and events in texts

At the Park Sequencing Activity

Children reference At the Park to sequence Sentence Strips and Word Cards in story order.

Materials
F Each childs copy of At the Park F Cover Card, Sentence Strips, Word Cards for At the Park F Pocket chart Reading Read simple onesyllable and highfrequency words Identify sequence of events in a story

Starfall Speedway
Children name the Picture Cards and identify the beginning sounds to advance on the game board.

Materials
F Starfall Speedway and game pieces F Picture Cards: apple, ball, bus, can, cap, cat, map, moon, mop, ostrich, pig, pop, pot, purple, sad, sock, sun, ten, top, tub

Reading Distinguish orally stated one-syllable words and separate into beginning sounds Identify initial phonemes in words

Starfall Kindergarten

Color by Word
Children practice high-frequency words by completing the practice page.

Materials
F Week 5 Color by Word practice page F Pencils/crayons

Reading Read simple onesyllable and highfrequency words

Form Color Words

Children reference Color Word Cards to reproduce color words from play dough or magnetic letters.

Materials
F Color Word Cards F Play dough or magnetic letters Reading Identify and sort common words into basic category: colors

UNiT 2 123

Week 5 Day 5
Materials

Introduce Wheel of Reading

Reading Recognize and name uppercase and lowercase letters of the alphabet Demonstrate understanding of concepts about print

F Classroom whiteboard F Pocket chart F Color Word Cards

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

e y, initiate th If necessar ll children ca rule that if not d when it is out the wor r the teache their turn, ly wins! automatical

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r
124 UNiT 2