s g 3 j éPunilshed by Alston Publishing House Pee Led 74 arog ta Py 201-07, Seppe 3185 Siesrhcrgtigre am (©2012AsonPblting Howse ead ‘Ais eared Nope of ee pectin ay bo {Sim arty any mean coin potecppag Fix puted 2012 Stendinresson 2013 ‘ble Sin We Chae ora Mn Pong Fj ay aed Mela eang Devonten ces La od Srp rac Prana Mas PGSProgram Overview Teaching Mothoddlogios |About he Book Lolisteps Daly Routine fer fective Leaning Scope ond Sequence ole To Porens| Unita 11 Hoot a's your name? 12 Around ie 13. Iny Poncl cose 1A nity Schock ag Unit 2 21 Coors 22 Colorsin My 809 23. shopes 24 Colors and Shapes. Units 31 my Family 3.2. Happy Fomiy 33 myFeetngs 34 OurFeelings Units AL Ry Tops 42. Numbers and Ts Unit 5 51 fy House 52 8igand small 53 AlMome 54 Home Sweet Home CONTENTS 86 2 8 104 ‘unit 6 61 MyBody 62 MyFace 63 Inthe classroom 64 Althe Playground Unie? 71 ty Clothes 72 My Color Cotes Unies 21 MyPels 82 ZooAnmels 83 FormAninals 84 Animals Everywhere ‘Unit 9 91 Breokast 92 wunch 93 Dinner 94 Food Weta! ‘Unit 10 101 Opposes 102 Opposes Cutouts: Puppets Certificate 10 16 we 18 ‘34 vo Me 12 158, v0 6 2 we 4 29Lalipap is on innovative ond engaging Enh progronorreschoeers main goalie a peepare Students for primary schoo fecvely hough he ‘Send acquslion of the vocabulary ond language sictres Lolipop places great emphasis on daly routes ‘Metrary yersolteachingexprienceat preschool towel hove dovlopedtlisteps seis oftorner slops thal have been proven success In many diferent classoom erirerments. This mehod uses prior knowledge of ‘ocsbtlarylomned Inthe fis! anguage ass basis end laos advontoge ofthe natural Ieaing bis thal young cikren howe in ccquling & ‘second longuoge. Searing In mind that cidren need to be engaged ond constaity ‘alanged inorder To remain Iresod In ening, Lalipep iso offs {Vara of fun aces ond practice lessons ha wil keep the chien ‘molvoled and accelerate the Teaming process. These actles hove been carol selected f help students sat developing the necessary stil for uur sucess In he 21s centr. fxomples ofthe sil nce ‘cl hiking and problem solving, communication, ond cratiy. 1am cetain tht both you ond your students wil fusing Loipop a sweet expetence Patricia Avila Research hos shown thot “ocebury leaming fs cent o language ‘cquian wheter he language fa second or een, ees ins role in socand language leaming has fc reply in recent years ond Specdlstsnowemphoszethensed fa syemoleondprincpled approach ‘vocabulary by bo he eacher and he eam cle url, 2000) Using he Nota Approach andthe Toll hyical Response TPR method, Lalipop emphasizes the importance of vecbulay aeuisiton in aming ‘second language and, more impertanty Is presenta othe stadents sal effecve acqustion con fake placein fe clostoom. Loipop's strategies re in tne wth Sokmen’s 197) princlpes for vocabulary buidng, Sékmen reveals the in exploring, stents engage it ects tha! focus ation on vocabulary and bighghis Several oy pinciples tht incude buldinga large recognition vocabulry, inlegaling new werds wih ld, prowdng @ numberof encounters vl ‘a word, promi a deep level of processing, and achang imaging by using a vary of techniques, Llpop’s mehodologes ore proven fo ‘enhance the acqiston of second language ashen ond Tel 196) fst explored the stoges of second language ‘acquisition mn thelbook, The Notre Appreach They dened free stages ‘hat nee learners have fo go txoush when arquing second longuoge, Stage Pre-prodvetion This isa sien period, ving which sluanls may not speak the new langvoge, bul can respond by using body anguoge or pyscl estes tke poring oan objet, pro, or persn, Thy ean mine gestures ond movements to shove comprehension. The Toll Physical Response TPR ‘method wil werk wel hvoughou is stage. Stage Early production ‘is stage, students con usualy arcuate one to two words or pases, ‘and can demonstale comprehension of new motel by ging shod ‘nswers to simple questionsSage i Speech emergence ‘A his sloge,studens are obo fo anole simple phrases ond senences. thoy wil Undated Se Hse Ses Yad TOTAL PHYSICAL RESPONSE (TPR) Total Physical Responso {TPR Iso mathod veloped by Dr. Jomes Asher for teoching language using physical ovement fo reac! 12 verbelinput talensstedenstoreoctinsincivly ‘nd meoringll to fanguaze without hestaion fond. foctites Tong-etm memory retention of now vocabulary With Lolistops, you il be ‘uid though te noua process of language ‘quisition and be shown whan and how io use Trin cass, ENGAGE, STUDY, ACKIVATE (ESA) Thengage-Sud-Actvte ESA) model Harmer, 1996 consis of tree learing phases, which ‘when used n order, inreak siden Isr ‘alention spans vanng he ally ype inthe assroam. AND Aa ‘Our min fons an ico patio ond ind ‘maps ae fended fo floathat though pate. Research has proven tht hey oe bend in Several ways. Mind maps are creative Woys of nol faking hal cambine wards and visual ues, ‘which cn edo easier may reteien. en Buzan has az claimed thd mind maps enable ‘ne fo Top Ino oth let ond igh pris of he bran and alow ene fo vrlsash ones unused mental polenol ond “spool” inion, Lalipopinegrates mind mops 1 help chen roc ees, ce renonber Who! thoy ve ler, PATRICIA’S FAQ ‘When and how much should se the Fst Language |W) with young learnors? Thsis aquest of greet concemtomanyeochors The ‘net language should avays lo precedence overhe {Wo void over dependence on he However. fo shoul be used fo rlfrce he mearing of ne vd hol studenls can remember he new vocabulary relation the some wed ne move fir There a leciniue, ald "sondhiching” th, 198), thal enables he Teacher fo do this ond very vel in a coss of vory young chien. Went ying 0 oid or expression in English, then saying tho some ‘word in the Und then again English. Thee, you have Sondviched it With ts method, you Use more {English than he while rooting he Engish er nthe Uknovdedge hal he stedens have The chances ore, ‘hoy willbe able fo remember he werd much Bern thelongeen. Wn should sande"? Iisa good Koa Yo “sero the begining of the sco! yea oii dscpe, se dss ks, preset ne lpi, explain anew actly. st be eansstnt Once you se thal you ston con ‘se crn express, be fem Do not ft fern {5 the Ufo express theses, OF cause, os he School yer prootesse, his aceiqe shoud bs vad ies fle and ene dpacod cs tho sods cq enough vocobln flea olen te newt longuoge \Wihn shold and how do evaluate sudan? Inthe Teachers Gude, you wi ind ches for {sessing nda suds lhe oe ery eso aes wl help you echo he sage o he tein process yur students re tnd ge you the tes to check he progres of our does REFERENCES: Cole-Huci, Morne, ed. Teaching ‘English asa Second or ‘Feeign Language (ard edfon Boston Heinle |& Hanlehompson learning, 200 Harmer, remy. How fo Teoch English Hovtow:ngman, 1998 Kzashon Stephon D, and Teel, acy D.. The Natural Approach. Oxted: Pergamon, 1983, Roth, Gereviove. Teaching Vary Young Chien. Richmond Handbooks for English Teochors. London: Rehnond Publishing 1998 Sikmen, fla J "Curent Trends li Teoching Second "Language ocabun."in Vocabulary: Descrton, cqusion and Pedagogy, eed by IN Schmit an M,MeCarthy, 237-257 England: Combrige Universi Press, 97.ABOUT THE BOOK Lolpop is ded ino ten os. och units ido theres. ach ot ort dos todevl sls suths cic hinkng skill, toe ‘motor sks ond penmanship. Inston forthe ass ‘cts are ely soled,och section Fs basnd on the Engoge- Study: Alva SA model A. 8 BB: ENGAGE this sho pat nthe icaching sequence where the feacher engages late conton Berner Hew ond ‘onto Nr l . vocabulary of srcues oe prsaned ugh E i far or nteresing sence, ie a } BN a ie © 8 Di stuoy. Ho, axis focus on z iat hey learned preiousy, Athles may oso ec indude Racing and moti, penmanship, and ‘ring errs. E. 8g F: ACIWATE te intcxtve and bn {cvs inthis socton redesigned fo enerce tnd octvae concepts erred. Students Use the longuage ore rey anccommuniotelLOLLISTEPS: DAILY ROUTINE FOR ‘Lipo vou Kow? ‘The cen of is first tp find out Ifthe students know the concept behind word et donot now the conceplin tor ownlonguag ‘hs exercise should not be presented. For example: Teaches "Whos s?Guién es? Whos his?” sandwiching mtd) Studer: "ama" Teacher "Yes! Masher” 2 eepeny area wey toad the siudens in a choral repebfon dl, Euncile each word ‘arouly cn get the students otepod! oer you. kaise tht each ‘Word i repeated no more than ea mes io voi boredom, ‘B)uer's LooK ror This so choral il where studens are asked to Wently «vocabulary lem kom several flashcards For xomple: Pulte flashcards forthe vocabulary tems that were presented In your honds.Foce the siudens and soy: "Letslook fr. mother™ Show the students a Hesheerd hat rat The ened one and os" thiemother™ ‘Sludens should answer Nor” ‘Change the eshard ond ask agaln°s ths mother ‘Again students should answor: “No” This dellconinves vl he Bashcardfor"motherunsup nd students ‘newer Yes™ @suow me ut some flashcards en the ledge ofthe boord and ask indie ‘seis to cme tothe fon, Ask ho sdent o pol othe Hoshcard ‘you mentioned. For example, ay. "Shaw me mother” The shunt wil ‘only ned fo point to the correc shear. 1s preferable tht he numberof shards sedis itd so tha he ‘rise remains swift and fun. Let mare studens paripae nis ‘cty by inting each sdent fe answering nly onc, Bewao/ war is ress? Hold the flashcards in your hands. Shc her othe students one by ‘one, Ask horn: Who Is his? oe" Whatis his” The shades wl han fnrwer. Th sa choral el. @hwaoswrar is massive? ul the flshcordson the ledge fhe board an reo the words vith ‘he siden. ‘ak th students o cover ho eyes th remove ono th shards ‘Ask the sudens "Look! Who is missing?” The students should then ‘Sud the Hosheords carey ond ane,‘Pinee vou 2 ‘Ask one student fo come up o the front Ask he res o lose th tyes. As he sluden choose a flashcard shoving someone he or sho les the most or scmeone tha the student would ke fo be. The student hides the fashad. Sy, "Ready" One aa time, the students wil ow ty fond out which Nshcard the student chose For example: Student Are you father Student 2 the ane holng he lshcard "Wo ‘Shudent 8: Are you ser” ‘Student 2-No" ‘Student 4 “re you moor” Slodent 2: Yes ‘The tuna! guesses corel wilcome upto the front andchoose ‘he non shear. 8).er's coroe! Tis step conslotes fe lering cco presented up fil no. the same drains a thaxe on the flashcards cre used in the book in order ores he ocabulr aught You may say: “Color nates dress blue” oF simply, “Color mother” The sludenls oe free ecole the drawings accordng fo instvcons given. le the students are busy colaing, mono the clas acy You may osk indvivel sudan: “Whos this?” to ensue they Understand the concept behind the werd, You may continue vith the ‘errcise by changing th sirveionso "Now, clr aber end soon. CLOSING ROW TOE: EMNG WTR ME Tocarplet the oe, reser song thal ves he vocabulary pesened, REFERENCE Roth, Gonovave. Toaching Very Young Can. ikhnond Handbooks for nglh Teachers London: Remand Publishing, 198,score AND SEQUENCE ~ LEVEL 1 Unit 1 u a Hallo! What's your rame? p21 ‘Around Ne lp 8) In ty Pend Cose (14) ‘nm Schoo a (9201 Unit 2 ar 22 23. 2a 31 32 33 34 f | | | Colts p26) Colts in My Ba 32) shapes p38) Colors and Shopas p44) Unit 3 ‘My Fy (p50) Hoppy Family 656, ‘ny Footings ip.62) ‘04 Fetings (p68) Functions Irvoducing oneslland others Greatngs Idontting schol objects deniing colors denting cols in schol cbjcts dentying shapes ond colors ‘ontying family members Describing felngs Expressing felings Dezitng how mambars na ony Functional Language Hellot Whar’ your name? my name's tm ‘Wha’ ths fs a crayon. Isthis a croyon? Yes. No, Isthis a croon ora penis « pencl Whos color if Re The apples ed. The unis yolow, What's this? fs aed ie \Whot coors he square? Ble. Isthe booked orbie? Ble. Isthe poncl reer? No. ‘Who hs? Motes, Isthis str Yes, she's Isths brother or her Father Istotner sad? ves How Ismathor Hopp 'sbrother ongy oad? Sa. How do you feo Hop. Vocabulary _cajon pape pend, book, uo, rose, css, shapene, penclcose tad, lv, green, yotow, cele, ‘square, tangle, rectangle woke faes, sister, brother, ‘mppy, so, ted, angryUnit 4 4 My Tops Ip74) 42 Numbers and Toys (p80) Unit 5 51. My House fp 52. Blgandsmallip92) 53. AlHome (098) 54 Home Sweet Home (2104) Unit 6 61. MyBody ipo 62 myFaceipe) 63 Inthe Clssroom fp.12) 64 Alte Poysround (20) Unit 7 71 ty oes pio 72 My Cob Cates pe) Functions denying ops Counting eneto tive Counting ys Up to fe Identying pats of house Comparing sizes of rooms Describing ahouse Locating famiymombers at home dentihing pnts ofthe body entitying pats of he face xpresing abies ‘dentifying clothes ond colors Describing whot boys and gts wear Describing coos of dotbes Describing what «porsonis wearing Functional Language Who hs? dot (sthisa bol? No tse How many dol are hee? Four dos, Isis he bedroom? Yes. Whats hie tha chen, Itsabig batlvoom. Isthe bedroom big or smal Smal ‘Thisis my house thas a smltchen, ‘Where's father? Fhe inthe kitchen, Wiha hs? Nose Isthis a knee or ahead? knee, Isthis hood? Yes. {Whos con aty do Sho con wa can sho sing? Yo, seco. TWisisa blouse. ‘shiz blouse ora shit? A shit. lsthia sk? Yes |stho sk yoow? No. Is Poly wearing a ski? Yes. '5 Tony wearing a blouse? No Vocabulary ‘kon, dl ba, bike, one, wo, thee, fou, ve hows chen, bathroom, bbdtoom, ving room, bi, small hed, shoulders, knees, toes, eye, nose, mouth, ers, wl, cusing, olor, pay, rn, jump, mach bows, skit, socks, shi, pons, shoesUnit 8 a 82 83 aa 2 92 93 oa MyPots (p46) 200 Animal 152), Farr Animals (0.1581 Animas Everywhere fp.68) Unit 9 Beko fp.170) tunel.) ‘tone fp.182) Food Wo Ea ip 188) ‘Unit1z0 on Opposites tip.194) 102 Opposites ip. 200) Function deniying pet anes denying farm animols ‘denifying zoo cnimals ‘Associating animals wth where they ihe ‘entiying breaklest food ‘ening lunch food ‘ening dnner food cassyag oo esto neh, ening and describing opposites Funefional Language fac. Isita cow ora shoop? Acow. Isthis ig? No, Winer does fon fve?In he 200, Wino fis? Cereal When do you hove o slag? Lunch, Isthiemil Yes. Isthis chicken or mea? Meat, 'o you have fish for brooks No. have fh for nna. Isths up or down? down. Isthis open? Yes. ins lean Vocabulary 09, cal hamster, bd, ger, fen, elephnart, bor, com, sheep, horse, donkey, hore, 20, fam rik, coral, read, eogs, sandwich, wot, soa, soup, hicken, sh, meat, juice, beaks, lunch, dinnerNOTE TO PARENTS Welcome to Llipop 1! Your cid is ‘bout To embark on o new Eagish program whore he/she wil lear Engish os 0 second ianguaye ina fun ‘ond easy way. This program is based on taliseps 0 satis ofleaer slp and the Engoge- Stdy-Aetvate FEA modal. Lollstops, wa the oid of flshcards, ave boon proven success fo. enable very young learners To acquire vocabulary ‘of @ foreign fonguoge in @ nail fond. pleasont way. To consoldale learning, proce exerses re Provided thcughou the book. These ‘cites, which ofr opporanits for veaious sls developmen, ilo the seme tne, ake your chi hough the progressive poses offering outned bythe £58 mode Complete wih boovtl images, Lolpop promizes to be o delhi ‘nd sweet experience for yur hid as bershe begisthe ourney leaning a ‘wlanguage. To onsure greoter sucioss wih Lolipop here are onsivesfoirequerily csked questions on how, os parents, y9U can lp your child by crooting © condocie. loaning enireament cethome, FAQ How con help myc wit his/her omework It do not know oF speck English? !Nisot necessary for you tobe fair wth tho fanguage for you fo help your child. You Just ‘eed fo ghe your Kl soppon when your chid request How can give supporto my child? Be 100% postive! you hove a pose tude foword fearing Englsh, your child wil so ‘odopt the same aftvde that wil make the Tearing eriroemen eal and elec, How should | help my child with tisthor homework? ‘You should supenise your child wien hose s ‘ding ismerhomevark and be hero prvide ‘al the materials necessary to accompish the took Thi wil ensure ofr suppor am you at ‘homer whats been fought at choot, hen the homewerk is done, bo sure fo remind your ‘ilo tke tis book olong forthe net esson To-ensue continu in cass How much homework wil here ba? Ais lve, here wl be homework at most fencaa weak Thetask convey ram alring hwo pages rom aunt taking o class photos of your family, 1 nding cippings of various themes, What alge con do at home to hap my child? I you olow your child fo wolch T, encourage hier to woich age-appropite TV progroms fr movies In English. kducatonal computer Software in Engish can aso oid the faring process. hen themes road fo objcs found ‘ot home, suc os pars ofa house, tes, and toys, ore lnodvced to your chi, make abel ‘nd toc them to the ms in question. For ‘example, wre the word “rain” on label and ‘ac it fo your chido rain, Eoch tne your lil tokes th ty or walks near skh ‘epeatthe word aud Toking advange ofsuch vial ois you may have reed at home, your hid wl have omple eppertnies for language practic in an every content This wil make 0 Sloncotleag memento home. How il | know what my chief earning ot school? Wien your child bigs home this book, you vil be able fo see he theme of vacobulry fo 'be covered tht wook The teacher wl leo be ble to assess your chld’s performance ond ‘ecomplshmons | assure you that Lllpep vil ectip your chi with the fundamental bosiesrequred for cking ister fest slops Toward grasping tho English language. However, you hove more questions, ‘Tam meve than hop to answor tem, lease {ool fro Yo contact me via the Fublsher of enquiy@astonpuistinghouse.com. | would lento hea kom you, | om certain thot. together with your chic Yu wil be wory pleated to have ast” ond ‘xpatenced the Lalipap program. Most sincere, Patricia Avila7 6 Sig This book belongs to Name Class RSPersonal and social skills development Hello! m Miss Michelle. name? What's your ©. a E 6 < fem ] ° ~ “ : TR $ EX Z 2 3 = RAI Y (} PS em) 3 Cay Lo hee Shake hands, greet, and presen! yourself Instructions” Everyday communication (greating) Hello! What’s your name? el I'm Tony. eDS Instructions Say “Hello!” and say your name. \ cece & 7f~Bee Hello! What's your name? iEveryday conmmunicaton (el introduction) ’ Hello! What's your name? I'm Paty. You’re Tony. I'm Tony. You’re Paty. L) \\ Lis » Instructions ur friend's name. | 4 Say your name and your fie ( )poring personal entity Hello! What's your name? Instructions | | oew yourself and write your name,: ) Everyday communication (scial courtesy) i y ~ Hello! What’s your name? LY Insteuctionne i Around Me a 3% crayon paper pencil Tollisteps: Instructions 2 22-3 eo 5 \ Listen, point, and repeat> Lallistope book D2 B+ a5 ED _—— Around Me | | ‘ Vocabulary foi context) glue Instructions } Listen, poin’, and repeat. & ae | a Z( ee : y Around Me N=) crayon pencil N=) pencil crayon Laliseope: Instructions pL Bik 5 +s | trace, match, and colar. f \ pee odLallsteps: paper paper 3+ +58 ‘Matching and top-to-bottom sequencing Around Me book Instructions Trace, match, and color. | wnt NN” J Around Me Aa/ Bs book N=) Tllisteps: crayon @ pencil Fina motor sieLollirtope } oy A : ee glue 3+ 4+5+6+'8 Around Me paper Instructions | Uisten, repeat, trace, and color, | errr Fine motor sls | % = \Tollisteps: 2p pencil case bei 23 Vocabulary tamiliae context) In My Pencil Case Q eraser Instructions y i point, and repeat.uy sharpener = 22344 Vocabulary familar context) In My Pencil Case i scissors Instructions Listen, point, and lie G)Matehing and oft +o-ght sequencing ( In My Pencil Case © & eraser scissors | scissors eraser Sollistope Instructions ] 3+ 5-6-8 race, match, and color. |Lallistops: pencil case 2) sharpener 3+5+6+ 8 Matching and top-to-bottom sequencing In My Pencil Case 2) sharpener pencil case Instructions \ | Trace, maich, and color. es a ide ~ J In My Pencil Case ~~ OD of eraser scissors Tolsteps ES ptr Jona ) 6-78 Trace, colar, and soy. | = \ eSIn My Pencil Case Fine motor skills A a Ww Y sharpener pencil case Seis Trace, color, and say. | | i)| Coes In My School Bag So N=) pencil crayon Q instructions Listen, point, and repeat. | ———& La <= A glue paper 2+3+4+5 Vocabulary fair context o In My School Bag ck scissors Instructions listen, point, and repeat es( | Ustening skits we “In My School Bag scissors eraser { Vallistens: Instructions i+! 516 +8 Listen cirle, and color. (2) Lf + etaL ine tee eed ine aot iat cs “Lolliatope In My School Bag He) crayon paper a (\ glue pencil case Instructions Bo 56 +8 Listen, cite, and color, stoning sls (28) oe In My School Bag pencil sharpener book eraser Lotistepe: Invtrections ' aw) (BB | isten,eut,and paste. | 2 {eee( Fine motor skits \ e In My School Bag crayon glue scissors pencil case ‘Lollistops: Instructions: | Bes listen, cut, and paste. } ) ) ) } ) ) } ) ) ) ) ) ) ) ) ) )‘Vocabulary (high frequency words) Colors red blue olistepe Instructions Bl 2 iS ok Bw Listen, repeat, and color oo) | 26 > Lo‘ollietepe green L243 +48 Colors Vocabulary (high frequency werd) yellow instructions \ Listen, repeal, and color. |( ne ” y Colors red _— Instructions Ay *>5>-6>'8 yp? | Listen, color, and say. |(HMO PARE R EERE RARE ERE RA Lallistope green t~5+6>8 Colors Labating by attribute yellow Instructions: Listen, color, and say. y | | 4 ()} Creatity ond ant experionest yo Colors tatoo astrvctions |] s 5>+6+8 | corandsay | a , ae\ } VYocabuiary familar conto) # y Colors in My Bag green yellow a) Bt B+ 778 yp? Listen, color, and soy.Lallistope Vocabulary font context) Colors in My Bag Ll y green (L he 57> B of blue wy red instructions ) Listen, color, and say. } (33 )ee Colors in My Bag Hsp ‘Aa| Bo / oy red crayon blue book yo! G9), Cs green pencil yellow glue #) ho 5 7 8 7 Trace, color, and soy. |DRESS 6A oe Se OM eM ee ( Tellistope vA ane a DT yellow paper b green eraser bo 5+ 7 > 8 Langrage practice and penmanship Colors in My Bag CO blue scissors | ig red sharpener inseruetions race, color,and say. | yy) are ieioan Colors in My Bag a Tlistops: instructions — | og) BB 7 8 | Colorand say. 7 Re| cetera Colors in My Bag ) ) } ) ) ) “alistape Instructions 4 bo 57 8 | cored( eo Shapes circle square Lallietope: Instructions ) L+2+ 3/8 Listen, poi, and repeattriangle ao 3 22S ; , Vocabulary (math) rectangle Inatevetions y | tfsten, point and repeat. | \ = ——Penmanship ond matching by attribute Shapes circle circle square square ‘Lollisteps: Instructions ) 5 +678 | » { Mich and color. 4) ) “allstops triangle rectangle 5-6 >7>'8 Matching by attribute Shapes rectangle triangle Instructions | | Match and color. ) A ereFine moter sls * vy ‘ 1 : t ' : ‘ 7 : \ ‘ ' : t t : ! i t : i ! ' ' : t i ' t i circle squore Tolstep: : (B+/h-(5 +6 8 aes |i Fi iii cineca Hie niin Shed “alison: triangle (B+ B+ B+ 6+ Shapes Fine motor ss rectangle ~Yamcructions | Traceand color, ey ho &) -) Language prate ~ Colors and Shapes red circle blue square Instructions ) k-~ 5 +7 +8 Listen, repeat, and color. | Lolisteps: Ce eeLanguage practice Colors and Shapes ) green triangle yellow rectangle } } ) elton Gnavractions \ = ko 57+ 8 Uslen, repeal ond color) , “ 4 ee ee) ight Colors and Shapes “OA red circle green triangle green triangle red circle Tollisteps: Inctructions pp 5+ 6-8 Maich and color.we yellow rectangle Lallistepe blue square |__| 5+6+8 Penmenthip end matching by attribute Colors and Shapes blue square |_| yellow rectangle Instructions | Match and color &) ee Ao \ \| Soe wr ~~ Colors and Shapes “ » 6 2 triangle 7 circle hae oo } “) t+ 5+ 6>'8 | Listen, trace, ond color. |Pe Colors and Shapes | rectangle square circle triangle ‘alliateps: instructions } kb +68 | tisten, trace, and color. 4 Lf)a } Fanta end sommuny eal entonment eg oS My Family mother father qe oe g, JZ Instructions Listen, poirt, and repeat, » -bulary high frequoney words) brother My Family Lolistops a + a + a + a& — My Family ) mother [ totstps: Instructions ee 358 | Match, trace, and color, | he‘Lellistops: 3-4 5+ 6 My Family ‘Matching by athibuta and penmanehip sister Instructions | ‘Match, trace, and color. | ( 53 MdMy Family Croatuly and ort experiences Instructions Draw hair on father and mother. Color. |Creathity ond art experioncos a My Family ) ) ) p ) = ) OQ ) sister brother } ) Tatts ieee 6 +.7 +8 | Draw their faces and color. £5) eee eeeTlistope \ecabulory (high frequency words) Instructions Listen, point, and repeat. |Happy Family 2 @ BR / yay = GE (aN) . th ) allietope InstructionsFemly and community values = E 5 ir > a 2 5 <= Instructions Cutand paste. Point and soy. |Happy FamilyMy Feelings happy sad Loliseeps: ad, Instructions 7 Q 22+ 3>8 | Uisten, poi, and repect aTllecope: “ exe —) tired 123+ \Voeabulary (personal experiences) My Feelings angry Instructions | listen, point, and repeat 4 2 \} Penmanship and matching by atibute ( oe — My Feelings angry angry A x A OS)... CxS) oS oS tired tired Lollistops: Instructions } 647 +8 | roca mach, and color | rence“Lallstape happy sad 5 Hes My Feelings [Matehing by aribute sad happy Instructions Trace, match, and color. er MidLanguage practiceTallietops: 5+6>7+8 My Feelings A Language practice Instructions } Trace, color, and soy. |( ) Uamovote pce end lees nck eo ~ Our Feelings SS AR ie =) : Oe S Qo father tired happy Lollistepe y Tmwcroctions Food BeieiB | listen trace, and say. ALenguoge practice and laf-o-ight sequencing Our Feelings sad ; ; brother angry ) ‘ << Sa ) 2k 5 Listen, trace, and say. \ , ) rtd ;( ) igo we v Our Feelings Zz ~~ qm S| exe a o father tired brother angry ‘ollistope Instructions = oe‘allietops sister 2-135 Our Feelings A ‘Matching by attibute happy sad cae } Listen, match, and say. } co)e Our Feelings (tT | Mother is happy. Father is tired. Lolisteps: Instructions | ey 5+ 6>'8 Listen and draw. Color and say. py? ee} Language practice in everyday context Our Feelings IS wy, 7 Sister is sad. Brother is angry. tolinop: Fneeructions y 56+ 8 | isten and draw. Colorand say. | A ec nermcermerene 73)x y My Toys & & 6 GP Instructions ) Tallistope: : 2+ 2+ 3 +e | Usten, point andrepeat. | a me ae 4 \we — My Toys OR & & ball doll train bike “oltrtaps: Bb 5 67'S | ae ‘ | Usten, circle, and color. | j he Tnseructions~ 7 My Toys ed 1} Se & O doll train bike ball tatstps Taeerwetions b+ 5+ 6+ 7 > 8 | Usten, cre, and coor 4 Se: we yo My Toys ep. ‘ollistope: ko 57 : ball bike we “OBR a. we( | Format Ged aden ering apeonent ed "Numbers and Toys voll 32 a3 two three PH 090 5 Loltstopssellietops: one L+2+3+4 Numbers and Toys two three four five ‘Vocabulary moth) y Instructions | Usten and trace, Gn A eee w \Language practice J Numbers and Toys bike oe @ee three dolls “alliseop Inseruetions a 5 +67 Listen, race, and say. | - a .ole: be 5+ 6+7Formation a elearning envionment (ath) Numbers and Toys one : 3 é : two 9S 3 PE Chiko three 2 a) ota B 8 [ance | Aenean f-) ee Numbers and Toys 4 HPS ~ | Sree five | O O oO kB 8 i OF A es ¢ dVoccibuary familar context ; i | et } ye a My House the bedroom | the living room Toistops: Instructions y be 2+ 3-4 | listen, point, and repeat. aN Aer 4Matehing and visual lscrimintion My House the kitchen “ : the bathroom Soe the bathroom the kitchen {allistes Instructions 2+ B+ +8 ey) Listen and repeat. Match and color. | ft {2 pea. Nektondcabt, |the bedroom 9 (ey) the living room ‘ollacope 2+3+4+38 Matching end visual discrimination the bedroom oe, @ CG Ae LT O—GNs, (fe - ce the living room My House Instructions ) Listen and repeat. Match and color, j se?)Llistops the bedroom 5+ 6+'7 My House | Logleal thinking skis the living room Instructions \ cutand paste, | — ee &Lallstepe ecabuiary high reency words Big and Small Instructions | isten, repeat, and color.Lolkistope: aie big living room + 5>6>8 Vocabulary (tamlar content wr y Big and Small ov bt. Na small bedroom eg) small living room Listen, repeat, and color. | es —— 4‘Matching by tibute Big and Small! s . J Big and Small ‘Matching by attribute small bedroom “allistope 3-85 8 Se E238) big living room small living room Instructions : | Usten, match, and trace. \ 4 95 ee } iG aVisual thinking and learning 7 Big and Small Gas bathroom ! bedroom ' aS coe (4 AaB My House 98% kitchen ving ro room + 5+ 6+'8 Listen, traze, and color. | Sonaslistope bedroom kitchen b> 5+ 6+'8 Fre te sis Big and Small bathroom living room seeeattions | , and color. I ee J © 7 Aay J At Home cs in the kitchen in the living room Instructions tsps ] 2-r!B eh 5 | Uist, pon and repeat. | 9 eee eerin the bedroom Telistope 2 Bre 5s| oe in the living room Lallitope Instructions | <0) 33> ko 5 L Listen, trace, and match,language practice At Home in the bedroom 2 I sister in the bathroom {olliteps Instructions 3-4-5 Lis ‘and match, | s oven 101 } 5Language peocice in everyday content At Home Father is in the Mother is in the kitchen. living room. Instructions . Listen and repeat tace-and color |Language practice in everyday context At Home I Brother is in the Sister is in the t bedroom. bathroom. eae : Tacorections } Daa BoB 6 +8 listen ond repeat, Trace and.color, | 103 | Medancaen eae Home Sweet Home ‘m in the JL living room.Ustoning sls Home Sweet Home I\\ & cS (Cry Es “Instructions ' Listen, cut andpaste, | 107 MkLocal and rel hing ils Home Sweet Home Instructions | Match, color, and say.Lapial and erica thinking sills Home Sweet Home uf on =iFamiliar and community learning envionment head Tlietopa: Instructions [2a BT Listen, touch, and repeal, | acon mcmeromt‘Vocabulary (familar context fr shoulders \ “Zs knees Tllstope Did 57Fine motor sls 2 coe B+ + 5-8 tien irae ondeolor |Language practice my shoulders my knees “ollistape 3+ B48Matching by attribute shoulder toes ; Instructions 5+ 6-7-8 ‘race, match, and color, eeeProblem-soving sll My Body (tomtatope ae | 56 17'S Cut and paste. Peint and say. “nsTllistope Famllor and commanty learning envionment nose mouth Inntructions +263 + 8-5 Listen, fouca, and repeat,Laltscepe mouth D2 3b 5 ears Vecabulary tamil contextMatching by etiibute ~) so nose ‘ eyes instructions Match and color.‘Matehing by attibute ® Vv 5 ue > = ne) 3-4-5 steps: Instruction’ ‘Match ond say.stoning sks Instructions listen and color, | 4 nceurehallisteps: 3+ 58 Exploring personal dently Instructions Draw your face and color. | fi) TakFamiliar and commu ity loarning environment In the Classroom Bi Ky DAZ Ese S/ PNG “i Ln‘Matching by atbute In the Classroom alistepe: Instructions | a5 68Tllisteps: Fi motor sil In the Classroom sing cut = > 5>6>'8 Cut, paste, and say.familar and emmunitylorning environment At the PlaygroundMatching by attribute At the Playgroundinstxuccions Listen, circle andcolor, | itoring sill 131 ) AkUstening sis At the Playground Lalliscope Instruesions © Big igs ___ tate, il, and aorLallateps play At the Playground jumpTolistope blouseMy Clothes shoes Instructionsskirt My Clothes Language practiceLalistepe Instructions Listen, cile, and color. Logical thinking skisFamiar and community learning environment My Colorful Clothes yellow blouse green skirt red socks Instreations ais Listen, color, and say.Language practice My Colorful Clothes S SB ted shirt blue pants yellow shoes Tolistope: inseractions 3a Bis listen, eloMy Colorful Clothes 2 4 © ; mw 3 :Ustening sls My Colorful Clothes Instructions Listen, citcle, and color.Creathity and art experiences My Colorful Clothes : 2@ Ay ve eeepc ¥ Instructions 7 join the dolgColorandsay. |g ©)hamster Tollneope Loi 234Tollistepe: Inptructions ey Bo 5+ 6-7 >'8 Listen, trace, and color. | 4P. SIE ‘ollistepe: bw 5 +67 +8 hamster Penmanship bird Instructions y listen, race, and color | eta patra‘Matching by atibute Oo a Cy yi bird cat hamster _ dog 8 : Y, a] SBE ow bird cat hamster dog —<- Instructions 150 } i516 +7 +8 Listen and match pe . GenesEA “SE oS hamster alletops Visual thinking an teorning Gd LP ¥ b ie Instructions Listen, trace, and color.Penmanship Zoo Animals lion tiger —_ es ) Big 6 7-8 Listen rece, and color.Penmanship Tollisteps: 42-5-+6>7>8‘Matching by otibuta Zoo Animals lion elephant tiger bear if Wllistepe: Instructions: 45-16-78 listen and match. Trace and colorVisual thinking and loarning bear atop Tnsteuctions BBs +78 Usten, trace, and color. ¢ NeherFarm AnimalsIngtructionscow sheep ae Instructions AB 67> 8 ind color,Penmanship Instructions Lsten, trace,“oltistope: 162. bi 5+ 6-7 > 8 Matching by atibute ©. sheep SB & co sheep donkey Ineeructions Listen and match. Nace and color.donkey horse Farm Animals eal _ = fei< = —<——— = 0 4 yb + a | w Q 4 ° s in 4 oH i 2Sorting end classifying Animals Everywhere Tales: Instructions bo 5 +6 7+ B Listen, maich, and color.Penmanship Instructions Animals Everywhere 2 a nN : © in + at Tallirtopaegere ane or "> Animals Everywhereme - fuera. Lister We \Y ies \E2s 2 o £ 2 e o > uu #2 3 £ S 4(/ Talliatepe: bob +67 Animals Everywhere Instructions: Circle, Pets+red; Zoo animals-~blue; Farm ar Sorting and classiyingstructionsbread eggs Tolistapa Instructions Le 23+ Listen, point,and repeat, | 4 Se cullListening and fre mater sks Breakfast SY MILK ! ug milk (iste ace . bo 56> 7 8 ‘race and color. Listen and circle pe oeLUstning and ine motor sls Breakfast bread eggs olistepe: Instructions B+ 5+ 6-7 +8 race and color. Listen and circle. e Nar sacecacasebaraceite AtPe 7 Breakfast milk cereal eggs bread Be 2s © CRE? a 8. | CEREAL . / : i SS ep ERE Cte milk SZ eggs bread Lollisteps: Instructions 7 oN BoB 678 Listen and match, Trace and color.Visual thinking and learning Breakfast bread k eggs bi 7 totietepe: Instructions i | f to 5+ 6+ 7 +8 Usen, race, andcolor, | Actes ed| (ae | no tunchLunch Lollistepe: ve sandwich wb. 6+ 748 Penmanthip Instructions Listen, trace, and color. |Tellirtopa bi 5 + 6-7-8 Lunch soup Instructions Listen, trace, and color. 1, Penmanship (09)sandwich sandwich Qa water cas ro water Ialitepe B+ B46 7+ 8 Penmanship salad salad | Instructions Listen and match. Trace and color.Visual thinking and learning sandwich soup Instructions Lollisteps:, ” 25+ 6517-8 Lislen, race, and color, | 4 otgqorg See 1 ey oo Dinner Lollseope Instructions Lea 3k Listen, point, and repeat. 183 | aenmonshin Dinnerenmanehip 1 1 meat juice Toliatepe: Yoatractions Pad BiB 67 +8 Listen, trace, and calor. Ri eeeMatching by ati Dinner juice fish chicken meat i @® &S @& VU Sa) fish juice meat chicken allatope Tnstructio Gh BABS e+ i748 Listen and fee Trace and color.Fine motor sls Dinner chicken Lollstepe: Instructions 45+ 6-78 je Gi othe‘Vocabulary femanti association) Food We Eat bread EES ~ = soup dinner eaeeeerace ~ingeructions Listen, moich, andicalor. | |‘Vocabulary tzemontie association) Food We Eat rr cereal sandwich dinner breakfast Tallistops Instructions ~5+6>+ 7+ 8 Listen, match, and color. (189Be CD kes | Histops: 4 | ) B16 7 PpFood We EatSorting and classying Food We Eat ct 2 & S © o © © oi Instructions oi 5 +67 Circe. seoste tunch-*blue; Dinner-»green g= 4 - lgOpposites tops: bo 2- 3-4PeninansNp Opposites wee ean Listen, trace, and color. |Fine motor sls Opposites F tallistepe: Instructions j ao 5+ 68 listen, match, andcolor |i NecroVieul thinking and learning Opposites Instructions | face andeotsr, |/olstepe B+ 6+ 78 Opposites LUstoning and ne motor skis Instructions race and color, listen and circle. '8 Listen, match, and color, | £2) Neecteettetrcemememertin ALangeage practic in everyday content Opposites‘Matching by otibute Opposites Talley Instructions 5+ 6-7-8 ‘Match and color hi reenter 205@Va(6.3F) ~ a5 a ‘eae(2 io %,(9.3F) Yoos gia@fers or