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 INTRODUCTION
PHILOSOPHY AND PRINCIPLES

Word Time™ boosts children’s vocabulary, thinking, and speaking skills in a way that elicits
joyful participation. The lessons make learning fun and accessible for all children.

Pre-K Children
Need Developmentally Appropriate Instruction
The Pre-K child is at the center of every lesson in Word Time. The multisensory lessons are
appealing to every child. Each lesson takes into consideration the attention span of the
Pre-K child and maximizes instructional time through quick, active, and hands-on lessons.

Learn by Doing
Pre-K children learn from what they are doing. They need opportunities to learn through play
situations, structured or unstructured, and by engaging in teacher-directed activities.
In Word Time, children learn about the relationship among words by acting out and describing
the words. The program provides you with the opportunity to participate with children, ask
questions, and point them toward discovery.

Use Their Senses

Pre-K children use their senses to discover the world around them naturally. In Word Time, a
multisensory approach allows children to see, hear, touch, and feel the meaning behind a word.

Need Quality Exposure to Vocabulary

Pre-K children need opportunities to engage in conversation, learn rich vocabulary words,
and hear language modeled appropriately. Children should be able to understand and
make connections with the words. Word Time contains words specifically selected to boost
vocabulary, conceptual understanding, and oral language skills.
 Introduction

Pre-K Teachers

Use Strong Teacher Modeling

Pre-K teachers know that modeling is key to effective instruction. You are aware that children will
observe and imitate your words, phrases, intonation, and even your body language. Each lesson
in Word Time will allow you to physically demonstrate speaking, reading, and writing in the
classroom.

Teach Step by Step

Pre-K teachers teach every skill step by step. You guide the children to listen to new words, say
new words, and enjoy learning the relationship among words. Using Word Time, you will help
them make meaningful connections and learn the relationships among things to sort, categorize,
compare, order, and describe.

Provide Rich Content

Pre-K teachers provide a vast array of content to children who are innately curious. You broaden
children’s experiences in many areas. You engage them in different topics. Word Time lessons
expose children to a range of subjects: science, math, social studies, geography, art, music, oral
language, and literacy. These lessons will help you expand their worlds, sparking their curiosity
and creativity with new vocabulary and concepts.

Apply Structure and Flexibility

Pre-K teachers use both structure and flexibility to plan for their students. Structure allows you to
stay organized and accomplished. Flexibility allows you to focus on the part(s) of the lesson that
children need most or to move a block of lessons to another time of year if it fits your teaching
plans better. The lessons and blocks in Word Time allow you to apply structure and flexibility.

© 2020 Learning Without Tears Word Time 1

WORD TIME
Word Time includes word cards, a parrot puppet named Squawker, and an Activity Booklet
which includes a lesson planner for the word cards.

Word Cards
The Word Cards boost vocabulary, conceptual understanding, and oral language skills.
Color illustrations on each card add a visual representation of each word to promote
comprehension. Children learn the words and their meanings, practice using them in
sentences, and using them in conversation.

The Word Cards were designed to be easy to read. An important skill for reading success is
the ability to identify letters in words. The Word Cards use letters that are easy to see from a
distance and can be used to promote left-to-right visual tracking. They are easy to display on
your classroom wall or table.

The Word Cards help you stay organized. They are numbered by lesson and labeled by
theme, so they are easy to find and file. Word Cards for each lesson always use the same
part of speech: Monday (verbs), Wednesday (adjectives), Friday (nouns).

kick march

Theme Theme: My Body 7M

Lesson Number
My Body 7M
We march.

© 2020 Learning Without Tears

2 Word Time © 2020 Learning Without Tears

 Introduction

SQUAWKER, THE PARROT PUPPET

Squawker is a friendly parrot puppet who engages children in saying words and sentences.
He elicits conversation to help children gain meaningful context for their words. We recommend
using Squawker to introduce and help teach lessons. Below are some examples.

Opening
At the beginning of every lesson, engage children by asking them to look for Squawker. You
can place Squawker under a chair, behind a table, or beside a bookcase. You ask, Where is
Squawker? Children answer the questions in a complete sentence, Squawker is on the
chair. Start by having Squawker land on, behind, beside, under, or in front of a chair. Later, have
Squawker land in new places.

Teaching Words
Squawker can start a lesson by asking, What are today’s words? You or a student helper
can show each word to the class. Then you say the word, point to, and say the letters in each
word, and then repeat the word to the class. Squawker and the class repeat the words and
each letter in the words.

Encouraging Conversation
Use Squawker to ask questions to encourage children to talk about their personal experiences
with the words. He can prompt them to speak, especially as they become comfortable with
him. Squawker will become the children’s audience, a friend who waits to hear their thoughts.
Squawker can also be used at other times throughout the day to encourage conversation, such
as during circle time.

© 2020 Learning Without Tears Word Time 3

THEMES
Word Time consists of 36 weeks of lessons. The lessons are organized in six-week blocks.
Each block has a theme. The themes are as follows:

1. Get Set for School

2. My Body
3. Community & Play
4. Earth
5. Machines
6. Animals

Lesson Planner
The Lesson Planner is a record of the words and sentences. There are 216 words used over 36
weeks. The lesson planner will tell you the words and the sentences suggested to use along with
the words. Use real props, pictures, and experiences to support the sentences and bring the
words to life for children.

Props
Props bring your lessons to life. They give meaning to the words and enable every child to
understand and participate in the lessons. We suggest using items you already have or can
easily get, and there is lots of room for creativity!

If the words are empty and full, use a basket or bin from the classroom. Model filling it with
toys, so it is full, then dumping them out so it is empty. Ask for volunteers to do the same,
while the class names if the basket is empty or full. If the words are sun and star, show students
pictures of the sun and the stars. Discuss how the sun is a star. If the words are scoop and dump,
have students take turns filling and dumping sand from a container.

4 Word Time © 2020 Learning Without Tears

 Introduction

Enhancing Lessons with Multisensory Activities

Pre-K children use their senses to discover the world around them naturally. A multisensory
approach allows children to see, hear, touch, and feel the meaning behind a word.
Incorporating props or actions into Word Time lessons can help students gain a deeper
understanding of a word and to foster each child’s natural curiosity.

Word Helper
Use a word helper to assist you with finding Squawker’s location at the beginning of the lesson,
displaying the word cards and demonstrating the word meanings. Children love to rotate
through this special job.

WORD TIME LESSONS

Opening
At the beginning of the lessons, have children look for Squawker. Place him in different positions.
Ask children Where is Squawker? Have them answer the questions in complete sentences,
Squawker is under the chair. Start by having Squawker land on, behind, beside, under, or in
front of a chair.

Closing
Sing Letters, Words, and Sentences together (to the tune of "Hickory, Dickory, Dock").
Lyrics: Letters together make words. We learn new words each day. We put the words together
and have a new sentence to say.

© 2020 Learning Without Tears Word Time 5

LESSON DESIGN
Each weekly set of lessons are designed to be given over three days: Mondays (verbs),
My Body
Wednesdays (adjectives), and Fridays (nouns). For five day programs, we have included
NUMBERS & MATH
suggestions for additional activities called Tuesday/Thursday Opportunities (p. 9).
Materials: Objective: Children learn math by coloring, counting, building, rhyming, singing
and playing using I Know My Numbers.
Monday is the day for action sentences. All the verbs are action verbs. Action verbs are those that
• GSS Digital Resource (Wet-Dry-Try)
• Slate Chalkboard (one per child)
children canBitsexperience physically. Grouping:
– Little Chalk On Mondays, children
Whole group, experience the verbs by acting them out.
small group
– Little Sponge Cubes
– Little Cups of Water Learn 1 using I Know My Numbers
– Paper Towel Pieces
Lesson Plan
– Capital Formation Chart (A Click Away) Multisensory Introduction: Review 1 with
• I Know My Numbers Booklet 7 Wet-Dry Try on the Slate (pp. xx) Say directions:
(one per child) Big Line down.
1. Look Look at the Word Cards. Say each word, the letters in the word, and then repeat the word.
• Objects to Count
• Flip Crayons 1. Review 1 and count 1 object that begin
Children repeat letters andwith
words.
L. Both words are always the same part of speech.
We’re Learning:
2. Give each child I Know My Numbers Booklet
2. Do Doing an action or
Demonstrate active listening skills activity 1.
brings meaning to words. Everyone
Look how the slate is on the front
can understand and participate.
Match one-to-one correspondence, cover. Make a connection to number 1.
Verbally count seven 3. Chose what pages you want to complete with children. Use real objects to count. Sing
3. Say 
Use art asHelp
a form children say the two nursery
of creative expression sentences
rhymes for
and the
songs.lesson. Each sentence is complete and

grammatically correct. Saying complete sentences

Use same hand consistently to hold
crayons, Hold a crayon with proper
4. Children count 1. Children color thealoud develops
pages. Children tracechildren’s
number 1. speaking skills.

grip to write, Use helping hand to

stabilize paper
Check for Understanding: Observe as children use the booklet. Do they make a
connection to number 1?
4. Talk Squawker encourages children to talk more about the words introduced. Classroom talk
Vocabulary Support/ELL: Use real objects to make a connection to 1. Count 1 head, 1 nose, 1 mouth.
time helps children makeEnrichment:
personalHave
connections with the words.
children air trace 1.
count, one, color names

SAMPLE LESSON PLANS

Materials: Objective: Children will learn two action verbs, say them in sentences, and use
• Squawker them in conversation.
• Word Cards: Meet/Shake

shake
• Select a Word Helper Grouping: Whole group

Action Verbs: Meet/Shake m e et

We’re Learning:
Name body parts
Listen/follow directions
Understand print has meaning
Repeat words, Say sentences
Vocabulary
meet, shake, people, friends, places
1. Look Say the words with Squawker.
When people meet each other, they shake hands.
To shake is to move something up and down or back and forth.
2. Do Have Squawker say hello to Helper, Hello, I’m Squawker. It’s nice to
meet you. Have Helper shake hands with Squawker (hand to wing).
Have children shake hands with a child near them.
3. Say We meet.
We shake hands.
4. Talk Squawker says: We can meet new people at school. Where else can
we meet people? We can shake hands. What other parts of your
body can you shake?
Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as the class says the words. Do they repeat
the sentences?
Support/ELL: Have children repeat the words while viewing pictures of people meeting/
shaking hands.
Enrichment: Explain how in Japan, people often bow instead of shaking hands.

NOTE: The lesson plan can also be found in the Get Set for School Teacher’s Pre-K
© 2020 Learning Without Tears
Guide.
Teacher’s Guide: Introduction 63

6 Word Time © 2020 Learning Without Tears

 Materials: Objective: Children learn math by coloring, counting, building, rhyming, singing
and playing using I Know My Numbers.
• GSS Digital Resource (Wet-Dry-Try)
• Slate Chalkboard (one per child)
Lesson Design
– Little Chalk Bits
Grouping: Whole group, small group
– Little Sponge Cubes
– Little Cups of Water Learn 1 using I Know My Numbers
– Paper Towel Pieces
– Capital Formation Chart (A Click Away) Multisensory Introduction: Review 1 with
• I Know My Numbers Booklet 7 Wet-Dry Try on the Slate (pp. xx) Say directions:
Wednesday is the day for
(one per child) describing sentences.
Big Line down. Adjectives describe
how something looks, feels,
smells, sounds, or tastes. Sensory experiences
• Objects to Count
• Flip Crayons
bring adjectives to
1. Review 1 and count 1 object that begin life. On Wednesdays, children
experience adjectives with their senses and learn to describe people, places, and things.
We’re Learning:
with L.
2. Give each child I Know My Numbers Booklet
Demonstrate active listening skills 1. Look how the slate is on the front
Match one-to-one correspondence, cover. Make a connection to number 1.

new
Verbally count seven
Use art as a form of creative expression
Use same hand consistently to hold
crayons, Hold a crayon with proper
grip to write, Use helping hand to
stabilize paper
old
3. Chose what pages you want to complete with children. Use real objects to count. Sing
nursery rhymes and songs.
4. Children count 1. Children color the pages. Children trace number 1.
Check for Understanding: Observe as children use the booklet. Do they make a
connection to number 1?

Vocabulary Support/ELL: Use real objects to make a connection to 1. Count 1 head, 1 nose, 1 mouth.
Enrichment: Have children air trace 1.
count, one, color names

SAMPLE LESSON PLANS

Materials: Objective: Children will learn two adjectives, say the words in sentences, and use
• New and Old Books them in conversation.
• Squawker
• Word Cards: New/Old Grouping: Whole group, small group
• Select Word Helper
• Sing, Sound & Count With Me Album¸ Adjectives: New/Old
“Letters Together Makes Words” 1. Look Say the words with Squawker. New and old are opposites. New describes
something just bought or made. Old describes something you have had
We’re Learning: for a long time.
2. Do Have a Student Helper show a new book. Then have helper show an old book.
Cooperate with other children 3. Say Books are new. Books are old.
4. Talk Squawker says: We can buy a new book and read it for the first time. What else
Sort objects
can be new?We can read a favorite old book many times. What else can
be old?
Closing: Sing “Letters Together Make Words.”
Vocabulary

new, old, opposites  Check for Understanding: Observe as children discuss new and old books.
Does every child attempt to answer?
Support/ELL: Provide visual prompts to children and assist with physical prompts
as needed.
Enrichment: Discuss other categories of new and old items.

© 2020 Learning Without Tears Pre-K Teacher’s Guide: Introduction 63

© 2020 Learning Without Tears Word Time 7

 with L.
We’re Learning:
2. Give each child I Know My Numbers Booklet
Demonstrate active listening skills 1. Look how the slate is on the front
Match one-to-one correspondence, cover. Make a connection to number 1.
Verbally count seven 3. Chose what pages you want to complete with children. Use real objects to count. Sing
Use art as a form of creative expression nursery rhymes and songs.
Use same hand consistently to hold 4. Children count 1. Children color the pages. Children trace number 1.
crayons, Hold a crayon with proper
Friday
grip toiswrite,
theUseday forhand
helping asking
to and 
answering
Check for questions.
Understanding: Friday questions
Observe usethequestion
as children use booklet. Do words,
they make a
what, where, or who to ask about subjects. On Fridays, children learn to answer questions with
stabilize paper connection to number 1?

Vocabulary Support/ELL: Use real objects to make a connection to 1. Count 1 head, 1 nose, 1 mouth.
complete sentences.
Enrichment: Have children air trace 1.
count, one, color names

SAMPLE LESSON PLANS

Materials: Objective: Children learn two nouns while asking and answering questions.
• Squawker
• Word Cards: Friends/People
• Pictures of People Grouping: Whole group
peopl e
f ri e n d s
• Sing, Sound & Count With Me Album¸
“Letters Together Makes Words” Q & A with Nouns: Friends/People
Select a Word Helper.
1. Look Say the words with Squawker. Friends are people we know and like. People
can be adults, children, and babies of all sizes and shapes.
We’re Learning: 2. Do Have a student helper stand with three friends. Have helper hold a picture of people.
3. Say What are friends? Friends are people.
Take turns, Notice how people are the
4. Talk Squawker says: You can share your toys with friends. What else can you do
same and different
with friends? People can be old or young. What else do you know
Listen/follow directions about people?
Closing: Sing “Letters Together Make Words.”
Understand print has meaning

Repeat words, Say sentences

Check for Understanding: Observe as children talk. Do they understand the
differences with people?

Support/ELL: Have children repeat each word and sentence.

Enrichment: Discuss. All people look different. What color are your eyes and hair?
Vocabulary

friends, people, young, old, children, babies

© 2020 Learning Without Tears Pre-K Teacher’s Guide: Introduction 63

General Information
Word Order
In questions, the subject comes after the verb. In answers, the subject comes before the
verb. Children learn to rephrase questions to form answers in complete sentences.

Present Tense
All lessons use present tense. Present tense is important when speaking about animals,
nature, the physical world, and growing things.

Verbs have tense. Present tense means present time. The verb shows that action is happening
now, at the lesson, or that the action happens continually. The sun shines. Seeds sprout.
When subjects are being described, the linking verb "to be" should be in the present tense
form of the verb, is or are.

8 Word Time © 2020 Learning Without Tears

 Lesson Design

TUESDAY/THURSDAY OPPORTUNITIES

Tuesday and Thursday are optional activity days. Here are some engaging, active, and
social opportunities.

Activities
1. Act It Out!
Reinforce the action verbs children learn on Mondays. Divide the class into two groups.
Read the word to one group. Have children in that group act out the verb. Have the other
group guess which verb is being acted out. Take turns.

2. Describe Me
Help children describe the props that they learned about on Wednesdays. Place some props in a
brown bag. Have one child pick out a prop. Have children describe the prop in as many ways as
they can.

3. What Am I?
Reinforce facts that children learned on Fridays. Use two or three facts to describe a person,
place, or thing. For example, I am a part of your body, and I hold your brain.
What am I? Have children take turns guessing. The child who answers correctly with "head"
will choose the next person to guess.

4. Match the Letter

Help children recognize letter names. Have children take turns picking a Word Card from a
brown bag. For example, a child may pick people. Ask the class to say the first letter in the
word. Next hold up two Word Cards, such as please and friends. The child should choose
the word that has the same first letter as the word that he or she is holding.

5. Picture Game
Help children speak in complete sentences. Use pictures of people, places, or things related to a
block’s theme, e.g., animals or body parts. Place pictures in a brown bag. Have children pull out
a picture and say a sentence about it. For example, "The truck is yellow."

© 2020 Learning Without Tears Word Time 9

TUESDAY/THURSDAY OPPORTUNITIES

6. Fill in the Blank

Reinforce new vocabulary by having children fill in the blank. Say a sentence on a topic children
have learned in a Word Time block. For example, A _________ works with cars. Give them
three choices: mechanic, firefighter, or chef. Have children choose the word that best
completes the sentence.

7. Squawker Says...
Reinforce prepositions that children have learned with Squawker. For example, say, Squawker
Says, sit on your chair. Continue giving directions. Children should only do the activity if
you begin your direction with Squawker Says.

8. Can You Say More?

Review a Monday or Wednesday sentence. Then ask questions to encourage children to say
longer sentences.
We march. When do we march? We march. Where do we march?
We march. Why do we march? We march. How do we march?

9. Change the Subject

Review a sentence from the previous day. Perhaps: Apples are delicious. Ask, What other
foods are delicious? Have children suggest different possibilities. Say each new sentence,
Bananas are delicious.

10. Rhyme the Words

Have children take turns picking a word from the brown bag. For example, a child may pick
meet. Ask the class to say the word. Then ask the child, What rhymes with meet?
Say two words, one that rhymes, e.g., feet, and one that is from the Word Card list, e.g.,
shake. Have children choose the word that rhymes with the Word Card they are holding.

11. How Many Syllables?

Have children take turns picking a Word Card from a brown bag. Clap each syllable while
saying the word. Have children join you to say and clap together: re/mem/ber. Ask,
How many syllables are in remember?

12. The Word Connection

Use the list of additional words related to the topic. Use a question/answer format similar to
the Friday question and answer lessons. Where does a gorilla live? A gorilla lives in a
tropical forest. Use pictures or props to help children understand the words. Continue the
discussion around the new words.

10 Word Time © 2020 Learning Without Tears

 Curriculum Overview

LESSON PLANNER
THEME: GET SET FOR SCHOOL

1M meet/shake We meet.
We shake hands.
Week 1

Books are new.

1W new/old
Books are old.

What is your name?
1F name/_______
My name is _______.
We look at Squawker.
2M look/listen
We listen to Squawker.
Week 2

Squawker is being polite.

2W polite/rude
Squawker is being rude.
What are manners?
2F manners/respect
Manners show respect.
We pass crayons.
3M pass/share
We share crayons.
Week 3

I have a few crayons.

3W few/many
We have many crayons.
What are friends?
3F friends/people
Friends are people we like.
We cut paper.
4M cut/paste
We paste paper.
Week 4

The line is curved.

4W curved/pointed
The corner is pointed.
What is a triangle?
4F triangle/shape
A triangle is a shape.
We wait.
5M wait/start
We start.
Week 5

We wait a long time.

5W long/short
We wait a short time.
What is a turn?
5F turn/time
A turn is your time to go.
We point to words.
6M point/say
We say words.
Week 6

This is a capital letter.

6W capital/lowercase
This is a lowercase letter.
What is A?
6F A/letter A is a letter.

© 2020 Learning Without Tears Word Time 11

 THEME: MY BODY
7M kick/march We kick.
We march.
Week 7

7W high/low My hands are high.

My hands are low.

7F knee/leg Where is your knee?

Your knee is on your leg.

8M reach/bend We reach with our arms.

We bend our body.
Week 8

8W straight/bent My elbow is straight.

My elbow is bent.
Where is your elbow?
8F elbow/arm
Your elbow is on your arm.

9M think/remember We think.
We remember.
Week 9

My bones are hard.

9W hard/soft
My hands are soft.
Where is your brain?
9F brain/head
Your brain is in your head.

10M brush/floss We brush our teeth.

We floss our teeth.
Week 10

Our teeth are shiny.

10W shiny/sharp
Our teeth are sharp.
What are teeth?
10F teeth/mouth
Teeth are part of your mouth.
We inhale air.
11M inhale/exhale
We exhale air.
Week 11

The basket is empty.

11W empty/full
The basket is full.
Where are your lungs?
11F lungs/chest
Your lungs are inside your chest.
We sneeze.
12M sneeze/cough
We cough.
Week 12

We are sick.
12W sick/well
We are well.
What is the flu?
12F flu/illness
The flu is an illness.

12 Word Time © 2020 Learning Without Tears

 Curriculum Overview

THEME: COMMUNITY & PLAY

13M wear/decorate We wear clothes.
We decorate for a party.
Week 13

13W plain/fancy My clothes are plain.

My costume is fancy.

13F costume/clothing What is a costume?

A costume is a kind of clothing.
We stop.
14M stop/go
We go.
Week 14

I am first in line.
14W first/next
My friend is next in line.
What is a relay?
14F relay/game
A relay is a game.
We build a tower.
15M build/dress up
We dress up in a costume.
Week 15

This story is pretend.

15W pretend/real
This story is real.
What is a crown?
15F crown/prop
A crown is a prop.

16M invite/visit We invite friends.

We visit friends.
Week 16

Some people are young.

16W young/senior
Some people are senior.
What is a grandma?
16F grandma/relative
A grandma is a relative.
We sing songs.
17M sing/play
We play instruments.
Week 17

The song is lively.

17W lively/sad
The song is sad.
What is a tune?
17F tune/music
A tune is music.
We peel fruit.
18M peel/chop
We chop vegetables.
Week 18

Eggs are raw.

18W raw/cooked
Eggs are cooked.
Where does a chef work?
18F chef/restaurant A chef works in a restaurant.

© 2020 Learning Without Tears Word Time 13

 THEME: EARTH
19M pour/strain We pour water.
We strain water.
Week 19

19W clear/cloudy The sky is clear.

The sky is cloudy.

19F stream/river What is a stream?

A stream is a small river.

20M dig/cover We dig a hole.

We cover the seeds.
Week 20

Holes are deep.

20W deep/shallow
Holes are shallow.
What is a tree?
20F tree/plant
A tree is a plant.

21M shine/reflect A light can shine.

A mirror can reflect.
Week 21

Day is bright.
21W bright/dark
Night is dark.
What is the sun?
21F sun/star
The sun is a star.
We separate bottles and cans.
22M separate/recycle
We recycle.
Week 22

Cans are metal.

22W metal/glass
Some jars are glass.
What is a bottle?
22F bottle/container
A bottle is a container.
We blow air.
23M blow/evaporate
We make water evaporate.
Week 23

Clouds are white.

23W white/gray
Clouds are gray.
What is a breeze?
23F breeze/wind
A breeze is a light wind.
Airplanes take off.
24M take off/land
Airplanes land.
Week 24

The ride is bumpy.

24W bumpy/smooth
The ride is smooth.
Where is the airplane?
24F airplane/clouds
The airplane is in the clouds.

14 Word Time © 2020 Learning Without Tears

 Curriculum Overview

THEME: MACHINES
25M shovel/haul We shovel sand.
We haul a pail.
Week 25

25W rocky/sandy The ground is rocky.

My ground is sandy.

25F backhoe/machine What is a backhoe?

A backhoe is a machine.

26M drive/ride Adults drive buses.

We ride in buses.
Week 26

26W wide/narrow The path is wide.

The path is narrow.
Where is the truck?
26F truck/highway
The truck is on the highway.

27M scoop/dump We scoop the sand.

We dump the sand.
Week 27

The hill is steep.

27W steep/level
The floor is level.
What is a bridge?
27F bridge/road
A bridge can be part of a road.
We push the cart.
28M push/pull
We pull the wagon.
Week 28

My hands are together.

28W together/apart
My hands are apart.
Where is the train?
28F train/tracks
The train is on the tracks.
We row the boat.
29M row/steer
We steer the boat.
Week 29

The water is calm.

29W calm/rough
The water is rough.
Where is the boat?
29F boat/lake
The boat is on the lake.
We lift the box up.
30M lift/lay
We lay the box down.
Week 30

The log is vertical.

30W vertical/horizontal
The log is horizontal.
What is a house?
30F house/building
A house is a building.

© 2020 Learning Without Tears Word Time 15

 THEME: ANIMALS
31M dive/surface Whales dive.
Whales surface.
Week 31

31W huge/tiny Elephants are huge.

Ants are tiny.

31F whale/ocean Where does a whale live?

A whale lives in the ocean.

32M pounce/leap We pounce.

We leap.
Week 32

Lions are wild.

32W wild/tame
Dogs are tame.
Where does a lion live?
32F lion/grassland
A lion lives in the grassland.

33M slither/jump We slither.

We jump.
Week 33

The dog’s nose is moist.

33W moist/slippery
The fish is slippery.
Where does a frog live?
33F frog/pond
A frog lives in a pond.
Some birds perch.
34M perch/paddle
Some birds paddle.
Week 34

Some birds have clawed feet.

34W clawed/webbed
Some birds have webbed feet.
Where does a parrot live?
34F parrot/rainforest
A parrot lives in the rainforest.
We move toy animals.
35M move/count
We count toy animals.
Week 35

We have more.
35W more/less
We have less.
What is two?
35F two/number
Two is a number.
We find animals.
36M find/sort
We sort animals.
Week 36

This animal is solid.

36W solid/striped
This animal is striped.
What is red?
36F red/color
Red is a color.

16 Word Time © 2020 Learning Without Tears

 Curriculum Overview

INSTRUCTIONAL SCOPE
PRINT AWARENESS
Reads from left to right
Identifies lowercase and capital letters
Distinguishes between capital and lowercase letters
Distinguishes between letters and words
Recognizes a word as a unit of print
Understands that print conveys meaning

ORAL LANGUAGE
Vocabulary
Demonstrates understanding of word meanings
Uses category labels to understand how words/objects relate to each other
Demonstrates understanding of multiple meaning words

Phonological Awareness
Segments words into syllables
Recognizes rhyming words

Word Usage
Says common and proper nouns in sentences
Says singular and plural nouns in sentences
Says present tense action verbs in sentences
Says present tense be linking verbs in sentences
Says common adjectives and articles a and an
Says prepositions to talk about positions of objects in space

Sentence Formation
Says complete sentences with action verbs
Says sentences with subject/verb agreement in the present tense
Says describing sentences with linking verbs and adjectives
Asks complete questions verbally using question words

LISTENING AND SPEAKING

Speaks in complete sentences
Waits for turn to speak
Listens to and looks at the person who is speaking

SOCIAL-EMOTIONAL DEVELOPMENT
Appropriately handles materials during activities
Remains engaged during group activities
Participates successfully as a member of a group
Shows respect for the teacher, Word Helper, and other classmates

© 2020 Learning Without Tears Word Time 17

 THE BOOK CONNECTION
What You Need to Know
We recommend reading related books to expand on the lesson concepts. Each book on the list
is engaging with simple text and clear illustrations. The books are the appropriate length for
Pre-K read alouds.

Each time you read, explicitly teach children concepts about print. Learning concepts about
print will help children develop the early literacy skills they will need for success in literacy.

Explicitly teach students how to:

• Locate the front and back of book. Children should be able to hold the book with the cover
facing them the correct way. Guide children to locate the title, author, and illustrator. Ask
children what the author and illustrator do.
• Read pages and print from left to right. Children should know that the left page is read
before the right page. Point to the print as you read from left to right.
• Distinguish between print and pictures. Children should know that print is read and that
print carries meaning. Ask children to show you where to start reading.

GET SET FOR SCHOOL

I LOVE SCHOOL! by Philemon Sturges. Illustrated by Shari Halpern.
What do you love about school? Using rhyming text, children learn about all the things they love or like about school from
making friends to caring for a classroom pet.

MAISY GOES TO PRESCHOOL by Lucy Cousins.

Maisy has a busy day at preschool. Through Maisy’s activities, children learn about what happens during story time, snack time,
quiet time, and noisy time!

MY PRESCHOOL by Anne Rockwell.

Preschool is Fred’s favorite place. By observing Fred as he starts and ends his day, children learn about saying goodbye to
parents, playing with friends, listening to stories, and, in the end, going home.

SCHOOL DAYS by B.G. Hennessy. Illustrated by Tracey Campbell Pearson.

What happens in a school day? Using simple rhymes and detailed illustrations, children learn about circle time, recess, alphabet,
numbers, and more.

MAT MAN SHAPES by Jan Olsen. Illustrated by Molly Delaney.

Mat Man’s body changes into different shapes! Mat Man, a friendly hero, opens students’ minds to shapes, rhyming verse,
imagination, exploration, and community.

EMILY’S MAGIC WORDS: PLEASE, THANK YOU, AND MORE by Cindy Post Senning, Ed.D. and Peggy Post.
Illustrated by Leo Landry.
Emily can do magic with words. By using magic words, such as please, thank you, hello, and excuse me, children learn that Emily
can do magic, such as opening doors and making smiles appear.

HOW DO DINOSAURS PLAY WITH THEIR FRIENDS? by Jane Yolen and Mark Teague.
A dinosaur can be a good friend. Through rhythmic text and child-friendly humor, children learn how a dinosaur can be a good
friend by sharing his toys, taking turns on his bike, and much more.

18 Word Time © 2020 Learning Without Tears

 SAY HELLO by Jack and Michael Foreman.

BEHAVIOR
Being left out is no fun. Through the use of repetitive phrases and a simple story line, children learn that when someone feels left
out, “it doesn’t take much to say...Hello!”

APPENDIX
SHARING TIME by Elizabeth Verdick. Illustrated by Marieka Heinlein.
Sharing is fun, and sharing is hard. Using different situations, children learn what it means to share and how to share with others.

Also by Elizabeth Verdick: Manners Time, Words Are Not for Hurting.

SOCIAL
MY BODY
HANDS CAN by Cheryl Willis Hudson. Photographs by John Francis Bourke.
What can hands do? Through simple text and photographs, children learn that hands are able to do many things from planting
seeds to fixing things.

HERE ARE MY HANDS by Bill Martin Jr., John Archambault. Illustrated by Ted Rand.
Here are my…hands, feet, elbows, and more! By featuring a body part on each page, children
learn more about their body parts and what each body part can do.

LOOK AT YOU! A BABY BODY BOOK by Kathy Henderson. Illustrated by Paul Howard.
A body can do many things. Using babies to explore the body, children learn about how bodies
wiggle, wave, kick, and do so many other wonderful things.

MY BODY, YOUR BODY by Mick Manning and Brita Granström.

All bodies are special. Using comparisons and interesting facts, children learn about how their
body parts function and how their body may be similar to and/or different from animals.

GERMS ARE NOT FOR SHARING by Elizabeth Verdick. Illustrated by Marieka Heinlein.
What are germs? Using different examples of how germs spread, children learn what to do when
they sneeze, blow their noses, or have coughs.

I AM SICK by Patricia Jensen. Illustrated by Johanna Hantel.

What happens when you get sick? Through a simple story about a girl who is sick, children learn what to do when they are sick
and how they can get better.

MY DENTIST by Harlow Rockwell.

Dentists take care of teeth. Children learn about what a dentist does and what types of equipment a dentist may use to care for
their teeth.

COMMUNITY & PLAY

A CHEF by Douglas Florian.
A chef works with food. Children learn about how a chef prepares a meal from shopping at the market to preparing a dish for
customers to enjoy.
Also by Douglas Florian: An Auto Mechanic.

FIREFIGHTERS TO THE RESCUE by Kersten Hamilton. Illustrated by Rich Davis.

Firefighters fight fire. Children learn what happens when the alarm sounds, and firefighters must head off into the busy streets to
rescue people.

MAT MAN HATS by Jan Z. Olsen. Illustrated by Molly Delaney.

Mat Man wears many hats! Mat Man, a friendly hero, takes children on a journey from space to land to sea. Through his journey,
Mat Man tries on different hats and takes on different roles in the community.

WORK by Ann Morris.

People work all over the world. Through photographs of people working around the world, children learn that work means
different things to different people.

© 2020 Learning Without Tears Word Time 19

 ELLA SARAH GETS DRESSED by Margaret Chodos-Irvine.
Ella Sarah knows what she wants to wear! Repetitive phrases illustrate that point. Ella Sarah
is going to dress up her way. When her friends arrive, she finds that they are dressed just
like her!

LET’S MAKE MUSIC by Deborah Lock and Penny Smith.

What are some things that can make music? Through informational text and photographs,
children learn that everyday objects, musical instruments, and body parts can all make music.

LET’S PLAY BASEBALL! by Charles R. Smith, Jr. Illustrated by Terry Widener.

A boy’s baseball wants to play: “Catch me, Pitch me!” Using the baseball to tell its story, children learn about all the things they
can do with a baseball.

THE TORTOISE AND THE HARE by Janet Stevens.

The tortoise and the hare decide to race each other. In this playful adaptation of a classic tale, children learn how the
tortoise wins.

EARTH
HAVE YOU SEEN TREES? by Joanne Oppenheim. Illustrated by Jean and Mou-Sien Tseng.
There are lots of different types of trees. Rhythmic text and detailed illustrations help children learn about fall, winter, spring, and
summer trees.

I LOVE OUR EARTH by Bill Martin Jr. and Michael Sampson. Photographs by Dan Lipow.
Our Earth has so much to offer. Through photographs of varied landscapes and changing seasons, children learn to observe and
describe the beauty of our earth from blue oceans to brown deserts.

PLANTING A RAINBOW by Lois Ehlert.

Every year a mother and child plant a rainbow. Using the colors of the rainbow, children learn how to plant and take care of
different types of flowers.

THE SURPRISE GARDEN by Zoe Hall. Illustrated by Shari Halpern.

“Can you guess what we will grow?” Children learn how to plant and take care of
seeds. As children watch their seeds grow, they discover what they planted in their
surprise garden.

LITTLE CLOUD by Eric Carle.

Watch as Little Cloud changes into something familiar, such as a tree or a rabbit.
Through bold illustrations, children learn to use their imaginations when they
see clouds.

THE RAINY DAY by Anna Milbourne and Sarah Gill.

Rainy days are fun for everyone. Using educational and engaging text, children learn
how rain is formed and how people, animals, and plants can benefit from the rain.

THE WIND BLEW by Pat Hutchins.

The wind blew and took everything with it! Through clean visuals of wind blowing
objects in the air, children learn that wind is a flow of air that comes and goes.

SUNSHINE, MOONSHINE by Jennifer Armstrong. Illustrated by Lucia Washburn.

The sun and the moon shine on many things. Using different scenarios, children learn how the sun and the moon shine on just
about everything as they go about their busy days.

GROWING VEGETABLE SOUP by Lois Ehlert.

A father and child grow vegetables to make a soup. Using lively illustrations, children learn about how to plant seeds and care
for vegetables as they grow.

20 Word Time © 2020 Learning Without Tears

 BEHAVIOR
MACHINES
AIRPLANES by Byron Barton.

APPENDIX
Airplanes fly high in the sky. Using the same jet plane on every page, children follow
along and learn about what other types of planes are used for, such as dusting crops,
writing a message, or loading trucks.
Also by Byron Barton: Boats and Trucks.

SOCIAL
HARBOR by Donald Crews.
What happens in a harbor? Through simple words and detailed illustrations, children
learn about different types of boats (e.g., tugboats, ferryboats, fireboats) and what they
do in a harbor.

I LOVE TRAINS! by Philemon Sturges. Illustrated by Shari Halpern.

Trains “hoot, roar, and rumble.” Through a little boy’s eyes, children learn about all the
different parts of a train and how they are used.
Also by Philemon Sturges: I Love Planes! I Love Trucks!

LITTLE TRUCKS WITH BIG JOBS by Robert Maas.

Little trucks have big jobs. Through informational text and photographs,
children learn what little trucks (e.g., mail trucks, street sweepers, and plane
tugs) do and how they help us.

BUILDING WITH DAD by Carol Nevius. Illustrations by Bill Thomson.

Dad is building a new school. Lifelike illustrations show how machines such as
the bulldozers, dump trucks, and backhoes work to build the school.

MACHINES AT WORK by Byron Barton.

Machines have a lot of work ahead of them. Using specific examples of what
machines do, children learn how machines knock down buildings, load trucks,
mix cement, and more.

ROADWORK by Sally Sutton. Illustrations by Brian Lovelock.

How do you make a road? Children learn how to construct a road from
marking it on a map to putting up road signs.

TOOLBOX TWINS by Lola M. Schaefer. Illustrated by Melissa Iwai.

Vincent and his dad are the toolbox twins. Using their tools, the toolbox twins
help children learn about how to use tools, such as hammers, nails, pliers,
and wrenches to fix things around the house.

ANIMALS
HOP JUMP by Ellen Stoll Walsh.
What can frogs do? Through playful words, children learn about how frogs can do many things such as hop, jump, and dance!

IF YOU WERE A PARROT by Katherine Rawson. Illustrated by Sherry Rogers.

Parrots do a lot in a day. Using the phrase, “If you were a parrot,” children learn how to describe a parrot, what parrots like to
eat, and what they like to do for fun.

MAMMAL ANIMAL by Corkey Hay DeSimone.

What are mammals? Using riddles and vivid illustrations, children learn about the different characteristics of these animals.
Also by Corkey Hay DeSimone: Panda Promise!

WE’RE GOING ON A LION HUNT by David Axtell.

Two sisters go on a lion hunt. Using a rhythmic pattern of words to describe the hunt, children learn about the different places a
lion can be found in the African savanna.

© 2020 Learning Without Tears Word Time 21

 t hi n k i ng g
v o ca b u la ry speakin

Word Time™ is an innovative teaching tool from

Get Set for School® that builds oral language,
vocabulary, and other early literacy skills.

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