Overview T1A. Key Vocabulary. Topics and Themes. Strategies and Skills. Pronunciation. Grammar. Reading and Writing. Content Connections

Transcription

1 1 Topics and Themes classroom objects colors numbers 1 3 shapes Strategies and Skills use prior knowledge predict use picture clues understand concepts of print Pronunciation stress and rhythm intonation of questions /i/ as in green phonemic awareness: a, b, c Overview Grammar simple present: commands simple present: yes/no questions singular and plural nouns Reading and Writing Reading: One, Two, Three Writing: print letters, tracing words awareness activities for development Content Connections Language Arts: nonfiction Math: number activities Music: song, chant Key Vocabulary School Supplies Colors Numbers People book chair crayon glue marker paper pencil scissors blue green red yellow one two three Shape circle children friends teacher T1A

2 Plan Ahead Teaching Resources Class Audio CD Student Book, Unit 1 Phonemic Awareness Sound and Spelling Cards CD-ROM Workbook, Unit 1 Alphabet Practice Tracing Practice Audio CD Picture Cards Images Images and words Posters Unit 1 Teaching Poster Units 1 3 Grammar Poster Teacher s Resource Book DVD and Guide Assessment Package Placement test: pages 3 4 Unit test: page 5 Oral assessment: page 14 Performance assessment: pages v vi Backpack Second Edition ExamView Assessment Suite Classroom Display Bulletin Board Title the bulletin board display Things in Our Classroom. Display realia or pictures of items mentioned in the unit. Include examples of the colors blue, green, red, and yellow and a variety of different-sized circles cut out of colored paper. Invite students to draw their own pictures of these items and post them next to the originals. For another display, invite children to create groupings of one, two, or three things. They may draw pictures or make bundles of crayons, ribbons, or straws. Display their work in three columns entitled 1, 2, 3. You may also write the number words (one, two, three) under each number on the display. Family Connection Home Inventory Make a picture checklist of featured classroom items such as pencils, glue, crayons, paper, markers, and scissors. Have students work with a family member to take an inventory of classroom items they have at home. The next day, review vocabulary as students report what they found. Make sure to point out any items that are blue, green, red, or yellow. Unit 1 T1B

3 Audioscripts Student Book Page 2. Activity 1. Listen and sing. Unit 1 Song. The text of the audio for the song is found on Student Book page 2. Page 2. Activity 2. Listen and point. The text of the audio for this activity is found on page T3. Page 4. Activity 4. Listen and point. Color and say. The text of the audio for this activity is found on page T4. Page 8. Activity 10. Listen and say. Chant. A, B, C Look at this letter. Say its name. A as in cake, for the alphabet game. Look at this letter. Say its name. B as in ball, for the alphabet game. Look at this letter. Say its name. C as in cat, for the alphabet game. Page 8. Activity 11. Listen and say. Which word doesn t have the sound? Circle the number. The text of the audio for this activity is found on page T8. Page 8. Activity 12. Listen to the word parts. Say the word. Point. The text of the audio for this activity is found on page T8. Pages Little Book. The text of the audio for the Little Book is found on Student Book pages Workbook Page 1. Exercise 1. Listen and color. Color the circles. Unit 1 Song. The text of the audio for the song is found on Student Book page 2. Page 3. Exercise 3. Listen and color. Color the circles. red, yellow, green, blue, red, yellow, green, blue Page 4. Exercise 4. Count. Circle and say. Listen and check. 1. two: two markers 3. three: three books 5. one: one teacher 2. one: one crayon 4. one: one bottle of glue 6. three: three pieces of paper Page 7. Exercise 6. Glue. Listen and play Bingo. circle glue marker book teacher crayons pencils scissors paper Page 8. Exercise 7. Listen and chant. Draw a line. Unit 1 Alphabet Cheer. There are three letters that I know. Say them with me! Here we go! A to the a! B to the b! C to the c! A, B, C! T1C

4 Workbook (continued) Page 10. Exercise 11. Listen and circle. 1. crayon 3. teacher 5. two circles 2. pencil 4. scissors Teacher s Edition Page T3. Pronunciation: Intonation of questions. The text of the audio for this activity is found on page T3. Page T6. Pronunciation: /i/ as in green. The text of the audio for this activity is found on page T6. PREPARATORY NOTES Unit 1 T1D

5 1 TRACK A3 1 Listen and sing. Colors! Colors! See the colors! Yellow! Yellow! Show me yellow. Red! Red! Show me red. Red! Red! Show me red. TRACK A4 2 Listen and point School supplies; colors

6 Unit Warm Up Objectives to understand commands to identify the colors red and yellow to identify classroom items to sing a song to use stress, rhythm, and intonation to answer yes/no questions to use the simple present Vocabulary nouns: book, colors, crayon, glue, marker, paper, pencil, scissors, teacher verbs: be (is), see, show pronouns: it, me adjectives: red, yellow Materials CD player Class Audio CD pictures and/or realia of classroom items Creating Interest Do one or more of the following to build students curiosity about the unit. Pretend. Prepare a box containing the following items: a crayon, a small book, a marker, a piece of paper, a pencil, a pair of scissors, and a bottle of glue. Shake the box and invite a volunteer to close his or her eyes and choose something from it. Then as you and the student hold up the item, gesture for the rest of the class to pretend to use it. Repeat with other volunteers until all the items have been used. Set the box aside for later. Then ask students to guess what this unit might be about. Stand up. Walk around the room and tap all students who have something yellow. Direct each one to stand by saying and gesturing Stand up. Ask the class what these students have in common. If necessary, give them a hint by pointing to the yellow items. Repeat for the colors blue, green, and red. Poster. Display the Unit 1 Poster. Invite students to name everything they can, and to ask for the names of words they don t know. TRACK A3 1 Listen and sing. 1. Say to the class Show me yellow. Pretend to look around and then gesture to something yellow as you smile and say yellow. Repeat the action and say red. Then invite the class to participate by saying Show me yellow. Students can point to something they are wearing or something they have in their desks. Repeat for red. 2. Say Listen and point to your ear or pretend to put on earphones. Then introduce the word sing by singing. Repeat several times in a game-like manner, encouraging student participation. 3. Direct students attention to the picture on pages 2 3. Have them use picture clues to guess what the song might be about. (In the picture, the children are each showing something red or yellow.) With books closed, play the song once so students can listen. The text of the song is on Student Book page Play the song a second time, inviting students to point to something yellow or red at appropriate times in the song. Play the song again if necessary. 5. When students feel comfortable, invite them to sing the song. You may have groups alternate so the first group sings while the second group follows their directions and points to something yellow, then to something red. Then they switch. Unit 1 T2

7 TRACK A4 2 Listen and point. 1. Distribute pictures or realia of classroom items to students so everyone has one thing. Bring out the box of items from Creating Interest. Invite a volunteer to pick from the box. Guide him or her to hold up the item for the class to see by saying Hold up the pencil. You might model this the first few times. Then repeat the command for students at their desks: Hold up the pencil. Students with pencils (or pictures of them) should hold them up. Repeat for all the items in the box. 2. Point out the picture dictionary at the bottom of pages 2 3. Play the audio or read aloud the names of the items a few times and have students point to each one and repeat each time. Audioscript: 1. book 2. crayon 3. glue 4. marker 5. paper 6. pencil 7. scissors 8. teacher 3. Say the name of each item again and ask students to point to an example of each in the big picture. Repeat the activity as needed. Language presentation. Direct students attention to the Backpack mascot and her speech balloon. Point to something yellow as you read aloud the question Is it yellow? Nod your head yes as you answer Yes, it is. Then point to something that is not yellow as you ask Is it yellow? Shake your head no as you answer No, it isn t. Point to other items in the classroom and invite students to respond together. Some may feel more comfortable using one-word answers yes or no. Then repeat the yes/no question to talk about the color red and classroom items. You can ask the following questions. Eventually, students may produce the questions on their own. WB 1. Is it yellow? 2. Is it red? 3. Is it a book? 4. Is it a crayon? 5. Is it a marker? 6. Is it a pencil? 7. Yes, it is. 8. No, it isn t. Assign page 1 now. Audioscript is on page T1C. Answers are on page T112. Enrichment A5 Pronunciation: Intonation of questions. Ask the question Is it yellow? Have students repeat. Then say It s yellow. Draw students attention to the different intonation used for questions and answers. Yes/no questions end with a rising intonation. Then play the audio or read aloud the questions below. Have students repeat as necessary. Is it yellow? Is it red? Is it a book? Is it a marker? Grammar point. To ask about the vocabulary word scissors, you will need to alter the question form: Are they scissors? To ask about the vocabulary word teacher, you will need to alter the question form: Is she/he a teacher? If you feel this additional language is too much of a burden for your students, it s okay to practice these words using only simple commands, such as Show me the scissors. Point to the teacher. T3

8 Is it yellow? School supplies; colors; numbers Unit 1 3

9 3 Trace and color. Say. Circle! TRACK A6 4 Listen and point. Color and say. Blue circle, green circle... 4 Shapes; colors

10 Presentation Objectives to understand commands to identify and trace circles to identify the colors blue, green, red, and yellow Vocabulary noun: circle adjectives: blue, green, red, yellow Materials CD player Class Audio CD paper circle blue and green crayons Get Ready Find the circle. Create a paper circle. Hold it up and say circle. Then invite a group of volunteers to stand in different areas of the room. Have the rest of the class put their heads on their desks so they can t see. Give the circle cutout to one of the volunteers and give the other volunteers plain pieces of paper. Have them all hide their papers behind their backs. Then ask the class to pick up their heads and try to guess which standing student has the circle. Students can take turns gesturing toward a standing volunteer and asking Is it a circle? The student then shows his or her paper. If it s not the circle, everyone says no. If it is the circle, then everyone says yes. 3 Trace and color. Say. 1. Draw students attention to Activity 3. Read aloud the directions. Make sure students know to trace the circles and color them yellow and red. 2. When they have finished tracing and coloring, invite students to point to their circles, follow the mascot s model, and say circle (or yellow/ red circle). TRACK A6 4 Listen and point. Color and say. 1. Play and sing the Unit 1 Song and invite students to show objects around the room that are red or yellow. Then sing the song again, substituting the colors blue and green. Model showing something blue and then something green as you sing. Gradually invite students to join in. 2. Draw students attention to Activity 4. Read aloud the directions. Students will listen to the audio and point to the colored circles as the colors are named. Then they will finish coloring the circles by following the pattern (blue, green). 3. When they have finished, invite students to name the colors as they point to their work. Audioscript: blue circle, green circle, blue circle, green circle WB Assign page 3 now. Audioscript is on page T1C. Answers are on page T112. Enrichment Musical chairs. Set up eight chairs, back to back in two rows of four. Tape a blue, green, red, or yellow circle to each one. Ask eight volunteers to each stand by a chair. Lead the rest of the class in singing the unit song. As the class sings, have the volunteers walk around the chairs. Remove one of the chairs, leaving seven chairs. Then stop the audio and signal for everyone to stop singing. At this cue, the volunteers all find a seat. There will be one student who doesn t have a seat. Help this student name the color shown on each chair. Then have him or her take a seat with the rest of the class. Repeat the game until you have one student left. Students can substitute blue and green for yellow and red when they sing. Unit 1 T4

11 Presentation/Practice Objectives to count to three to identify numbers 1 3 to trace the numbers 1 3 to use stress, rhythm, and intonation to understand commands Vocabulary verbs: count, draw, trace adjectives: one, two, three Get Ready Counting chant. Use gestures as you sing the following chant over and over: One, two, three! (Count on your fingers.) Count with me! Invite students to join in when they are ready. Then invite three students to stand up. Count the students as the rest of the class counts along with you. 5 Count and trace. Say. 1. Draw students attention to Activity 5. Ask them to count each group of crayons with you and to trace the number that is by each group. 2. Have students take turns pointing to the crayons and telling how many there are. 6 Count and draw a line. 1. Draw students attention to Activity 6. Read the directions and make sure students know they will count each group of items and draw a line to the number that tells how many. Point out that the first one has been done for them. 2. Ask students to complete this activity on their own. You might invite them to check their work with a partner. 3. Challenge students to name the items in the pictures: glue, paper, markers. WB Assign page 4 now. Audioscript is on page T1C. Answers are on page T112. Enrichment Practice number concepts. Clap three times, counting as you do so. Have students copy you. Then jump two times, counting as you do so. Have students copy you. Then snap one time, counting as you do so. Have students copy you. Continue in this way, alternating the action and number. Other actions you can do include shaking or nodding your head, tapping your foot, raising your hand, and touching your toes. Review vocabulary. 1. Refer to pages 2 3 of the Student Book. Draw students attention to the numbers and dots on the blackboard. Encourage students to identify and say each. 2. Count the tables, the number of children sitting at each table, and the teacher. 3. Have students identify the colors they know in the picture. Plurals. Hold up a pencil and say pencil. Then hold up two pencils and say pencils, emphasizing the final s. Repeat with other classroom objects. You might use a chant like the following to provide extra practice: One pencil, one. (Hold up one pencil.) Two pencils, two. (Hold up two pencils.) By myself I m one. (Point to yourself and then hold up one finger.) When I m with you, we re two! (Put your arm around a student and hold up two fingers.) For more review of plurals, display the Grammar Poster for Units 1 3. T5

12 5 Count and trace. Say Count and draw a line. 1 2 School supplies; numbers 3 Unit 1 5

13 7 Cut page 117. Glue and say. It s a blue crayon. 6 Classroom supplies; numbers

14 Practice Objectives to identify colors to identify school items to use the simple present to identify and pronounce /i/ as in green Vocabulary nouns: book, crayon, desk, pencil verb: be (is) adjectives: blue, green, yellow pronoun: it Materials scissors glue CD player Class Audio CD 7 Cut page 117. Glue and say. 1. Point out the picture on page 6 and the cutouts on page 117. Read aloud the directions and make sure students know they will cut out the pictures from page 117 and glue them on the desk on page Direct students to cut out the pictures on page 117 and name each one (green book, yellow pencil, blue crayon). Have students glue the cutouts onto the boy s desk on page Point out the photograph of the student holding up his work. Read aloud the speech bubble It s a blue crayon. Invite students to talk about their own work following this model: 1. It s a blue crayon. 2. It s a green book. 3. It s a yellow pencil. Search the classroom. Point out and name other items in the picture on page 6, such as boy, chalk, and chalkboard. Have students find the same items in your classroom. Play the Please game. It is grammatically correct to say Show me the book. However, it is more polite to say Show me the book, please or Please show me the book. You might introduce the word please and play a game to reinforce its use. To play the game, students should respond to commands only when the word please is included. Start by using commands students already know, such as Show me the book (pencil, scissors, paper), please. Then give a command without saying please. Students who follow the command are out for the rest of the game. Use the word please regularly to model polite language use, and encourage students to use the word please when they ask for things. WB Assign pages 5 and 7 now. Audioscript is on page T1C. Answers are on pages T112 T113. Enrichment A7 Pronunciation: /i/ as in green. Write the words green, see, and me on the board. Say each word and ask students if they notice a common sound (/i/). Play the audio or say the following, emphasizing the /i/ in each word. Invite students to repeat as necessary. /i/ /i/ /i/ green teacher see This is green! (Point to something green.) This is me! (Point to yourself.) Green, me, green, me! (Point back and forth.) Tell me what do you see? (Gesture to the audience and then to your eyes.) Unit 1 T6

15 Practice Objectives to draw a classroom to identify classroom objects to identify and count numbers 1, 2, and 3 Vocabulary nouns: alphabet; book, crayon, glue, marker, paper, pencil, scissors, teacher Materials index cards clay or play dough crayons or pencils with erasers 8 Draw 1 blue thing, 1 green thing, or 1 yellow thing found in your classroom. Say. Read the directions and make sure students understand that they will draw a picture of one thing in their classroom. They may choose a blue object, a green object, or a yellow object to draw and color. Prepare for the activity by brainstorming the things they might choose for their drawings. When students have finished, invite them to present their work to the class. They can follow the example on page 6 as a model: It s a blue crayon. Enrichment Color sort. You may want your students to group themselves according to the color of the object they drew for Activity 8. Have all the students who drew a blue object stand together in a corner, all the students who drew a green object stand together in another corner, and all the students who drew a yellow object stand together in another corner. Encourage them to identify the objects their group members drew: It s a blue crayon. It s a blue book. It s a blue pencil. Wall mural. Have ready a long strip of drawing paper from a roll, or use the blank back side of a roll of old wallpaper. Help students point to and name the common objects in their classroom. Then explain that they will draw a mural of their classroom. Allow students to choose colors to work with and then assign different parts of the classroom to different students to draw. You may want to label some of the objects in the finished mural and display it on the classroom wall. 9 Count and circle. Say the number. 1. Draw students attention to Activity 9. Read aloud the directions and make sure students understand that they will count the grouped items and then circle the number that tells how many items are in each group. 2. Ask students to complete this activity on their own. When they have finished, invite volunteers to say the number of items in each circle: three scissors, two books, one pencil. 3. Challenge students to find these items around the classroom and hold them up as they repeat the names. Enrichment Paper bag sort. Put students into pairs or groups of three. Have ready a paper bag or box for each pair or group. In each bag or box, place a number of crayons, pencils, markers, and small squares or circles of paper in the colors red, yellow, blue, and green. When you give the signal, students will empty their bags or boxes and then group their objects on desks or a table according to their colors. Encourage students to say sentences such as these for each color: Red. It s a red crayon. It s a red pencil. It s a red marker. Three red things. T7

16 8 Draw 1 blue thing, 1 green thing, or 1 yellow thing found in your classroom. Say. 9 Count and circle. Say the number Classroom supplies; counting; numbers Unit 1 7

17 TRACK A8 10 Listen and say. Chant. a b c TRACK A9 11 Listen and say. Which word doesn t have the sound? Circle the number Listen to the word parts. Say the word. Point. TRACK A10 8 Phonemic awareness: a, b, c

18 Application Objectives to listen and chant for enjoyment to associate sounds and letters to associate sounds, words, and images to discriminate sounds to review the alphabet (A, B, C ) Materials CD player Class Audio CD TRACK A8 10 Listen and say. Chant. 1. Play the first part of the audio. Have students repeat each letter they hear. 2. When students are familiar with the letters, have them listen to the Alphabet Chant. The text of the audio of the chant is on page 18 of the Teacher s Resource Book. 3. Play the chant again and invite students to chant along. Hold up pictures of each of the key words as you chant. 4. Direct students attention to Activity 10. Say the letter, sound, and word for the picture of cake. The second time, ask students to repeat after you. Do the same for the other two words in the activity. 5. To check for understanding, randomly call out the three letters and have students hold up their books and point to the corresponding letter. You can do the same with the pictures. TRACK A9 11 Listen and say. Which word doesn t have the sound? Circle the number. To familiarize students with this kind of discrimination activity, do the following: 1. Display pictures or images of a balloon, a pencil, and a book. Say the words. Then say /b/, /b/. Ask students Which word doesn t have the /b/ sound? (You might need to translate the question into students native language.) Have students point to or touch the picture that doesn t have the /b/ sound. Repeat the same actions with other examples. 2. When students are ready, draw their attention to Activity 11. Play the audio while they listen. Play it again and have students repeat what they hear. Audioscript: 1. A /e/ cake red say 2. B /b/ book ball yellow 3. C /k/ glue cat color 3. After reading the directions aloud, play the audio a third time as you do the first item with the class as a group. Go over the answers to make sure everyone understands. 12 Listen to the word parts. Say the word. Point. 1. Play the audio while students listen. TRACK A10 Audioscript: B /b/ - /ɑl/ ball C /k/ - /æt/ cat A /k/ - /ek/ cake 2. Play the audio again and say the words. Point to the pictures as you say each word. If students have trouble blending the sounds into words, practice the /e/, /b/, and /k/ sounds with different words. WB Assign page 8 now. Audioscript is on page T1C. Answers are on page T113. Unit 1 T8

19 coconut TRACK A11 1 Copyright by Pearson Education, Inc. All rights reserved. 4 All new friends. One, Two, Three by Yoko Mia Hirano One teacher. One child.

20 2 One table. Two chairs. Two chairs. Three children. 3

21 Application Objectives to listen and read for enjoyment to make predictions to follow a pattern to identify concepts of print Vocabulary nouns: chair, child, children, friends, table verb: see adjectives: one, two, three Summary One, Two, Three: Three children don t have enough chairs. The teacher helps them solve their problem. Materials CD player Class Audio CD Get Ready Grab bag. Prepare a number of paper slips or index cards with pictures of one, two, or three classroom items on each one. Place them in a paper bag. Model taking out a picture and saying (two crayons) or (one teacher). Invite students to take out pictures and identify them in the same way. Before Reading 1. Have students take out pages 9 10 from their books. Model how to make a Little Book by folding the pages in half. Make sure all the books are ready before continuing. 2. Invite three students to the front of the room. Have them sit down. Say Show me one child. Gesture for one child to stand as you say I see one child. Repeat with two and three children. Then divide the whole class into groups of three and repeat the activity. Make sure that within each group, the right number of children are standing based on your command. 3. Repeat the above activity asking for chairs. Say to a volunteer Show me one chair. Gesture for the volunteer to point to one chair and say I see one chair. 4. Preview the pictures for the first three pages of the story, commenting on each page and encouraging students to participate. For example, ask and answer: What do you see? I see a teacher. How many children do you see? I see one child. Don t show the last page. 5. Reading strategy awareness: Making a prediction. After students comment on the third page, ask if they see a problem (there are three children, but only two chairs). Students can use the facial expressions of the characters as a clue that there is a problem. Invite students to predict how the teacher and children will solve the problem. A11 During Reading 1. Invite students to listen quietly as you play the audio or read the story to them. Use gestures and point to the pictures to help with meaning. Tell them that they can ask questions and talk about the story when you read or play it again. The text of the Little Book is on Student Book pages Read the story or play the audio a second time. This time, encourage students to use gestures and point to pictures, just as you did the first time. Students may also ask questions and comment on the story. Help them understand the new word friends. 3. Reading development: Understanding concepts of print. As you read or play the story a second time, focus on the concepts of print, such as the parts of a book and directionality. Point to the title and author s name on page 1. Name each and read these aloud. Then invite students to repeat. As you read, model tracking the print from left to right to reinforce the directionality of print. 4. Compare students original predictions with what actually takes place in the story. Did they correctly predict how the problem was solved? T9

22 5. Echo read. To help students develop oral reading skills, echo read the book with them. Play the audio or read aloud the first sentence. Have students repeat after you as they track the print in the story. Repeat with each sentence. Guide students to imitate the stress, rhythm, and intonation patterns of each sentence. After Reading Check comprehension. To check students comprehension, ask questions such as the ones below. Remind students to use the illustrations and any familiar words to help them answer the questions. Make sure you point to a picture when you ask a question, and have students point when they answer. How many children are there? How many chairs do you see? Three children and two chairs: is it okay? Who helps? Color the frame. Return to page 1 of the Little Book and note the pattern of colors on the frame. Display page 2. Help students decide what colors are needed to fill in the frame. Follow the same procedure for the bottom of page 3. Then have students color the frame on page 4 in the same pattern as the other pages. Family connection. After reading the story several times, encourage students to take their Little Books home and share One, Two, Three with their families and friends. To ensure success reading aloud for those students who need more support, provide rehearsal time. Play the audio of the text, (1) sentence by sentence, pausing for students to repeat each sentence; (2) one page at a time, pausing for students to repeat each page; (3) entirely, without pausing. Role play. Role play the story by assigning roles for a narrator, a teacher, and three children. The narrator retells the story as the others act it out. WB Assign page 9 now. Answers are on page T113. Enrichment Focus on number. Focus on plural nouns by using concrete objects. Say one chair, two chairs, three chairs as you point to one, then two, then three chairs. Emphasize the -s ending when you say chairs. Repeat with pencils, markers, and tables. Then repeat the activity having a volunteer point to the items while you write the correct number on the board. Have students copy the three numbers onto index cards. Repeat the activity by either saying (one chair), or pointing to (one chair) and having students hold up the correct number. Draw and label. Demonstrate how to draw simple tables and chairs on the blackboard. Then encourage students to draw their own. Assist them in adding captions, such as two tables, one chair. Teach a rhyme. Use pictures and gestures to clarify meaning as you teach the following rhyme: The circle is a shape that s easy to be found. It has no corners on it, it goes round and round and round. Encourage students to form circles with their fingers and arms, or draw them in the air. Enrichment Start a class Alphabet Book. For more practice with words and sounds, print the letters Aa on a sheet of construction paper. Glue pictures of objects that start with A. Do the same for Bb and Cc. Some ideas follow: ant, apple, backpack, book, cookie, crayon. Add to the Alphabet Book as students learn more words and letters throughout the year. Unit 1 T10

23 Application Objectives to follow specific directions to play a game to identify numbers to count to three Vocabulary nouns: die/dice, game verbs: fold, play, roll, tape Materials several dice scissors tape paper counters, plastic cubes or marbles Get Ready Roll the dice. Pass a pair of dice around so students can hold and roll them. After students have had a chance to experience the dice, say Show me a die. If students are unsure of what to do, model holding up a die and saying Here s a die! Encourage students to repeat. Project: One, Two, Three Cut and play. 1. Direct students attention to the project picture. Relate the project to the rest of the unit by reminding students that they learned the numbers one, two, and three, and now they are going to each make a die with those numbers on it. 2. Read aloud the directions and make sure students know that they will cut out the die, then fold and tape it to make a die that looks like the one on the page. 3. Model doing this one step at a time and have students follow along. First, to make it easier to cut out the die, tear the entire page out of the book. Then cut along the dotted lines. (Some students may need assistance cutting neatly.) Finally, fold the cutout along the lines and tape the edges together to make a die. 4. Show students how to play a game by rolling the die and saying the number. Then count that number of some item in the classroom. Guide students to play this game with a partner. Add language by having the partner who rolls direct his or her partner: Show me (one). The other partner then points to (one) thing and says I see one (pencil). 5. For another game, you can have both partners roll at the same time. The partner who gets the higher number has to name the number and find that number of items in the classroom. If the partners roll the same number, they both write it down on a slip of paper. At the end of the game, collect the papers and make a tally of which numbers students rolled most often. 6. For another game, each pair will need twenty plastic cubes, marbles, or counters. As each student rolls the die, he/she takes that number of cubes from the pile. When all the cubes are gone, have students compare their numbers. 7. Monitor students language as they play. Note errors to review later. WB Assign page 10 now. Audioscript is on page T1D. Answers are on page T113. Enrichment See and point. Point to the corners on a die and say corner. Have students repeat it. Find and identify corners on other objects in the classroom. Point to something round and show that circles have no corners! Play a guessing game. Review some or all the actions learned in this unit: clap, color, count, cut, draw, find, give, glue, listen, point, say, show, sing, sit, sort, stand, trace, write. Encourage individuals to do an action as the audience guesses what it is. T11 T12

24 One, Two, Three Cut and play. Math Project Content connection: math Unit 1 11

25 Review Outcomes can demonstrate knowledge of unit targets can play a game Vocabulary nouns: book, chair, crayon, desk, glue, marker, paper, pencil, scissors, table adjectives: blue, green, red, yellow; one, two, three Materials dice students made for the project unit assessment materials Performance Assessment The activity on page 13 may be used for performance assessment and review. See pages v vi of the Assessment Package for more information on this type of informal assessment. Know It? Show It! Look and say. 1. Direct students attention to the game board on page Guide students as they identify the colors of the desks and the pictures on each. 3. Show where to start and end the game. Then explain that the arrows show how to move around the board. 4. Demonstrate rolling the die, moving in the direction of the arrows, and saying the name of the object on each desk. Explain that students will follow your example and move the number of spaces they roll, naming the item on each desk as they do so. 5. Then roll again, but this time make a mistake and misname one of the items. Move back to your last spot. If students make a mistake or can t name an item, they should go back to their last spot on the board. 6. Students should play the game in pairs, or groups of three. They take turns after each roll of the die. 7. As students play the game, walk around the room and monitor their language. Note errors to review after the game is finished. Now I Can! Students should feel confident that they know the following: school vocabulary; the numbers 1 3; the colors blue, green, red, and yellow; the shape circle; the sounds /e/, /b/, and /k/. Students should also feel confident producing and responding to commands, questions, and statements based on the following language: Is it yellow? It s a red book. Show me three. Once students are comfortable and have demonstrated success with these targets, discuss with them how much they ve learned and what they can do now. I can do it! Students have now completed Unit 1. After formal assessment (see the Assessment Package, pages vii viii), invite students to mark their growth in celebration of the successful completion of the unit. Provide each of them with the Unit 1 Now I Can! sticker from the back of the Student Book and have them place it in the outlined space. Enrichment Start a portfolio. Collect each student s work in a portfolio. Include your observations and assessments. Add to the portfolio throughout the year. For information about portfolios, see pages vi vii of the Assessment Package. T13

26 Know It? Show It! Look and say. Review Performance assessment See Assessment Package pp. 1 2, 5, Unit 1 13