GSv4 U3 LP Unit03 Lesson Plans

Lesson Plans
Unit 3
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UNIT 3
Lesson Plans
Using the Lesson Plans
The goal of the GrapeSEED curriculum is to use natural language acquisition methods to
engage students in communication while learning English. Our lesson plans are intended
to help teachers deliver engaging lessons that develop increasing levels of comprehension.
Each lesson is part of a purposeful, natural progression that is designed to meet specific
component objectives.
The Class Overview, provided at the beginning of each set of Lesson Plans, shows how
instruction flows throughout the unit. The Class Overview shows which components are
included in each of the 30 lessons.
The Lesson Plans promote a progression of learning by providing the appropriate number of
exposures for each component. Each component has been intentionally woven into the
lessons to balance variety and movement with support for comprehension. Lesson Plans are
easy to follow and implement. Since the progression of learning builds each day, it is
essential to start with Lesson 1 and teach each lesson in order through Lesson 30.
Lesson Plans are designed for 40-minute classes. At the beginning of each unit, the actual
time listed is approximately 30 minutes to allow time to introduce new content and address
classroom management needs. Throughout the unit, teachers should complete the lesson in
40 minutes.
Each Component includes approximate time allotments, teaching steps to follow, and
information about what to anticipate for student responses.
Questions are used throughout the lessons to engage students. The variety of questions and
language used in different contexts helps students learn to use the language in meaningful
ways. For this purpose, the lesson plans include a variety of questions that induce different
kinds of answers. Repetitive questions that expect language from rote memory do not help
students communicate authentically; in fact, such memorized responses can lead to a false
sense of language acquisition. Exposure to diverse types of questions encourages creative
thinking and different ways of responding. Students are being trained to rapidly form and
utilize their ideas in English.
Questions are not a test. Student responses help teachers identify the degree of student
comprehension and the areas that need more attention. Teachers can use this information
to consider how they can more effectively convey the meaning of the language as they
teach.
Expect a progression with student responses. In the early stage of a unit, students most likely
will not be able to respond to questions. As teachers prepare for the lesson, they will need
to think of ways to help students understand the question when the students do not
respond. At times this may be as simple as pointing to the picture or using gestures while
repeating the question. When students understand and respond with a word or gesture,
teachers should be excited and praise the students. After students attempt to respond to a
question, model the correct full response for the class. In later lessons of the unit, where
students have repeatedly been exposed to the content, encourage students to respond in
complete sentences using the language they have learned.
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Sample student responses are provided for many of the questions in the Lesson Plans.
Answers that are partially or fully underlined may have multiple possible answers, so
teachers should allow for a variety of responses. The student response is on the line following
the question wherever possible. However, with limited space, the response may be on the
same line as the question.
Student responses that may need more support are listed as:
• Ask, What is big and round?

Model, The pumpkin is big and round.
When the recommendation is to “Model,” it is suggested that you pause very briefly
and then model the response. Students may or may not repeat the answer after you.
• Ask, What is big and round?

Help them respond, The pumpkin is big and round.
When the recommendation is to “Help them respond,” it is suggested that you wait
for student response. Students may answer in full or in part. Encourage their response
and help if needed.
Things to remember when using questions:

• Keep the class positive and relaxed.
• Direct questions to the class and allow students to respond spontaneously.
• Avoid putting students on the spot or calling on individuals before they appear to be
ready.
Transitions are activities which involve students moving during learning. To keep students
engaged throughout the lesson, transitions should occur every 5-8 minutes. Every classroom
situation will be different, so teachers should plan for how and where the transition will
happen. Note: Action Activities are a great form of movement and may take the place of
a transition during the lessons.
Planning time should be used to review and understand the lesson plan, learn the main
objectives, prepare materials, and plan transitions. Follow the steps in the teacher column
while keeping in mind the main objective listed in the student column. There is a systematic
review built into the curriculum. Do not expect complete mastery or memorization before
moving on to the next unit. Mastery and comprehension will continue to build throughout
later units.
Key Terms and Abbreviations
AA: Action Activity
BB: Shared Reading Big Book
SD: Story Dictionary
VPC: Vocabulary Picture Card Feedback on the Lesson Plans
PC: Phonogram Card Your feedback is important to us! If
PWC: Phonogram Word Card you have questions or comments
S-T-S: Student-Teacher-Student about a specific lesson plan,
T-S: Teacher-Student please let us know at:
https://tinyurl.com/GSLessons
© 2020 GrapeSEED Media Limited 3

Preparing to Teach a Lesson
Step 1: Read through the lesson plan to learn the content and flow.
• Review the order in which the Components will be taught and their allotted time.
• Review the teaching steps for each component in the Teacher column.
• Underlined words can be substituted.
• Phrases the teachers should say are bold.
• Expected student responses are italicized.
• Quotation marks indicate the letter (e.g., “s”) .
• A slash indicates the specific sound (e.g., /z/).
• The Student column notes the objective.
Step 2: Review and mentally process the questions.
• Note the steps to take for teaching each component (questions to ask, language
expressions to model, or details like the pronunciation focus) and write them on
post-it notes to place on the back of each teaching card for quick reference during
the lesson.
• Think about each question being asked and how to help students understand the
question if they don’t respond.
Step 3: Plan your transitions.
• Notice where each transition falls in conjunction with where each component will be
taught so that the correct direction may be given (front of the room, corner, on the
floor, etc.).
• Consider the space needed to complete the Action Activities.
Step 4: Plan for extra time at the end of the lesson.
• Lesson plans have bonus component suggestions. Have one or two components
prepared to use in case you finish the lesson plan early. Consider using components
or Writers that were not completed in prior lessons.
Step 5: Gather teaching tools.
• Gather the Vocabulary Picture Cards (VPCs) for the lesson using the VPCs Needed
list at the top of each lesson.
• Gather the Teaching Cards for all Components in the lesson.
• In the Related Items column, gather the noted Phonogram Cards (PCs), Phonogram
Word Cards (PWCs), and any props needed.
Step 6: Organize the materials.
• Put teaching materials in the order of the lesson at their designated locations (front,
back, corner, etc.) based on planned transitions.
Step 7: Lesson wrap up.
• Mark any components that were not completed on the lesson plan. These
components may be used when planning for extra time in future lessons.
Step 8: Reflection
• After teaching the lesson, take time to reflect on the lesson.
• Make notes as needed or list questions to discuss with a trainer.

Unit 3 Class Overview

Unit 3 Lesson 1
VPCs Needed: bathroom [3], book [5], card [7], classroom [8], clothes [9], crayon [10], door [11], drink
[12], ground [15], hook [16], inside/outside [17], jungle gym [18], light [21], lunch [22], office [25], pencil
[29], play dough [30], school [35], shake [37], snack [39], song [40], storybook [42], table [44], wall [47],
water [48], pink [51], green [52], brown [54], purple [55], yellow [56], orange [57], white [58]
Component Related Items Teacher Student
Hello, How Are • Sing the song. Listen to identify

You? • Greet the class with, Hello, boys the phrase,
(Song) and girls. How are you? Pause “Hello, how are
2:30-3:00 briefly for the class to respond. you?”
Then say, I'm fine, thank you!
Phonograms U3: e, n, x • Use the current unit PCs. For each Listen to the
1:00-1:15 U2: b, g, l, u PC, hold up the card and say the sounds while
name of the letter. Air-write the air-writing the
phonogram together. Say all letters.
sounds of the phonogram
holding up fingers to indicate
each sound. (2x)
• Air-write and say the sounds
of the U2 PCs together.
Crayons Are crayon • Teach the VPC. (T-S 2x) Listen to the
Fun • Hold up the PC and say the sounds /k/ and
(Poem) PC, PWC: c name of the letter. /s/ while air-
3:00-3:30 • Air-write the PC while saying the writing the letter
first sound. Hold up two fingers as “c”.
you say the second sound. (2x)
• Hold up the PWC, say the sounds, Recognize words
and read the words. using picture
• Point out the letter “C/c” in the clues.
poem. Say the sound and read
the word.
• Read the poem as you track the
words.
• Read the poem using gestures
and point to the pictures the
second time.
Time for a shake • Teach the VPC. (T-S 2x) Recognize words
Story • Model shaking a friend's hand. using picture
(Song) • Have the class stand up and do clues.
3:00-3:30 the actions with you as you sing
and model the actions.
Transition: Stand up. Walk to something in the room that is blue and point to it. (1:00)
Jonny Bear clothes • Teach the VPC. (T-S 2x) Recognize words
Helps His • If available, show the video or use using picture
Mother the cards to tell the story. clues.
(Story Dictionary)
4:00-4:30

Yes, It Is! bathroom, • Teach the VPCs. (T-S 2x) Recognize words
(Chant) card, hook, • For Card 1, use the VPC storybook using picture
3:30-4:00 office, pencil, as you ask the first question to clues.
play dough, help with meaning.
snack, • Point to the pictures and use
storybook, gestures as you say the questions
wall and answers in the chant.
Transition: Jump like a rabbit around your chair. (1:00)
Colors book, brown, • Teach the VPCs. (T-S 2x) Recognize words
Everywhere! green, ground, • Sing the song as you point to the using picture
(Song( light, orange, pictures. (2x) clues.
3:00-3:30 pink, purple, • Using Card 2, ask, What color is
white, yellow the bird? Pause briefly before you
point to it and help students
respond with the color. Model,
The bird is red.
• Do the same for the rest of the
items.
Marvin Goes classroom, • Teach the VPCs. (T-S 2x) Recognize words
to School door, drink, • Tell the story as you point carefully using picture
(Story) inside/outside, to the pictures and use gestures. clues.
3:30-4:00 jungle gym,
lunch, school,
song, table,
water
Count and • Have the class stand up. Show Listen to identify
Shout! them which direction to move in. words for
(Action Activity) • Model the actions while you say numbers 1-10.
3:30-4:00 them.
Extra Time Activity

Show the "Jonny Bear Helps His Mother" Story Dictionary video.

Unit 3 Lesson 2
VPCs Needed: bathroom [3], book [5], card [7], classroom [8], clothes [9], door [11], drink [12], eraser
[13], ground [15], hook [16], inside/outside [17], jungle gym [18], light [21], lunch [22], marker [23], merry-
go-round [24], office [25], paint [27], pencil [29], school [35], shake [37], snack [39], song [40], storybook
[42], table [44], wall [47], water [48], green [52], brown [54], purple [55], yellow [56], white [58]
Colors book, brown, • Teach the VPCs. (T-S 2x) Listen to sounds
Everywhere! eraser, green, • Sing the song as you point to the in words.
(Song) ground, light, pictures. (2x)
3:00-3:30 paint, purple, • Ask the class to listen to the
white, yellow sound /wh/ in everywhere as you
sing.
• Using Card 3, ask, What color is
the paint? Pause briefly before
you point to it and help students
respond with the color.
Model, The paint is red.
• Repeat with all items.
Yes, It Is! bathroom, • Teach the VPCs. (T-S 2x) Listen to identify
(Chant) card, hook, • Holding up a ball, ask, What is the phrases,
3:30-4:00 marker, office, this? Is this a monkey? Model, “What is this? Is
pencil, snack, No, it isn't. It is not. this a ___?” and
storybook, wall • Point to the pictures and use “No, it isn't."
gestures as you say the questions
Prop: ball and answers in the chant.
Count and • Have the class stand up and Listen to identify
Shout! follow the directions. Say the the phrases,
(Action Activity) activity from beginning to end “one time” and
3:30-4:00 while modeling the actions. “___ times.”
Transition: Fly like a bird to the corner. (1:00)
Hello, How • Sing the song. Listen to identify
Are You? • Say, Hello, boys and girls. How are the phrase, “I’m
(Song) you? fine, thank you.”
2:30-3:00 Help them respond, How are
you?
• Say, I’m fine, thank you!
Jonny Bear clothes • Teach the VPC. (T-S 2x) Recognize the
Helps His • Tell the story. meaning of
Mother • Go to Card 2, ask, What color is words and
(Story Dictionary) the sky? Wait for replies. Help phrases from U2.
4:00-4:30 them say, The sky is blue.
Ask, What are all the little bears
doing? If needed, model, The
little bears are playing.
Transition: Stand up tall. Stomp your feet. Raise your hands and put them down. Sit on the
floor. (1:00)

1:00-1:15 U1: d, f, k, m, z PC, hold up the card and say the sounds while
each sound. (2x)
Crayons Are PC, PWC: c • Hold up the PC and say the name Listen to sounds
Fun of the letter. in words.
(Poem) • Air-write the PC together while
3:00-3:30 saying the first sound. Hold up two
fingers as you say the second
sound. (2x)
• Hold up the PWC, say the sounds,
and read the words.
• Point out the /k/ sound in the
the word crayons.
words. (2x)
Time for a shake • Teach the VPC. (T-S 2x) Listen to identify
Story • Have the class stand up and do the directions.
(Song) the actions with you. Sing the
3:00-3:30 song and model the actions.
Marvin Goes classroom, • Teach the VPCs. (T-S 2x) Listen to identify
to School door, drink, • Tell the story as you point to the words about
(Story) inside/outside, pictures and use gestures. school.
4:00-4:30 jungle gym, • Using Card 2, ask, Where are the
lunch, merry- boys and girls?
go-round, Where do they hear a knock?
school, song, Who is there?
table, water Expect only one or two word
responses.
Extra Time Activity


Unit 3 Lesson 3
VPCs Needed: ant [1], bathroom [3], book [5], card [7], classroom [8], clothes [9], crayon [10], door [11],
drink [12], ground [15], hook [16], lunch [22], marker [23], merry-go-round [24], office [25], paint [27],
pencil [29], playground [31], shake [37], snack [39], storybook [42], table [44], wall [47], water [48], pink
[51], green [52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58]
Story • Have the class stand up and do the directions.
(Song) the actions with you as you sing
3:00-3:30 the song and model the actions.
• Sing Card 1 again. Make sure the
students stand up tall.
(Story) lunch, merry- pictures and use gestures. school.
4:00-4:30 go-round, • Using Card 3, ask, Who opens the
playground, door?
table, water What does the teacher say?
What do the boys and girls do?
Is it fun to have a monkey at
school?
each sound together. (2x)
Crayons Are crayon • Teach the VPC. (T-S 2x) Follow words left
Fun • Hold up the PC and say the to right and top
(Poem) PC, PWC: c name of the letter. to bottom.
3:00-3:30 • Air-write the PC together while
saying the first sound. Hold up two
sound. (2x)
and read the words with the
class.
• Point out the /k/ sound in the
the word crayons.
• Tell the class to follow the words
with their eyes as you read the
poem and track the words. (2x)
Transition: Stand up. Clap your hands. Climb like a monkey. Sit down. (1:00)
Hello, How Are • Sing the song. Listen to identify

You? • Say, Hello, boys and girls. How the phrase, “I am
(Song) are you? doing well.”
2:30-3:00 Help them respond and ask, How
are you?
• Respond, I am doing well.

Jonny Bear clothes • Teach the VPC. (T-S 2x) Recognize the
Helps His • Tell the story expressively as you meaning of
Mother point to the pictures and use words and
(Story Dictionary) gestures. phrases from
4:00-4:30 • Go to Card 2 and ask, What is U2.
Jonny doing? Wait for replies.
Help them say, He is looking
around.
Who is Jonny looking around for?
Help them say, He is looking
around for his brother and sister.
Transition: Stand up. Walk slowly to your chair. Turn around, turn around, and sit down.(1:00)
Colors ant, book, • Teach the VPCs. (T-S 2x) Listen to identify
Everywhere! brown, blue, • Sing the song while pointing to the phrases,
(Song) green, ground, the pictures. (2x) “What color is
3:00-3:30 orange, paint, • Using Card 4, ask, What color is the ___?”and
pink, purple, the sweater? After students “The ___ is ___.”
white, yellow respond with the color, point to
the item and model, The sweater
is red.
• Do the same for the rest of the
items.
Count and • Tell the class to shout, “One!” Recognize the
Shout! • Have the class stand up and do meaning of
(Action Activity) the actions with you. Give the counting 1-10.
3:30-4:00 directions from beginning to end
while modeling them.
• Help them shout the numbers as
they count during the activity.
Yes, It Is! bathroom, • Teach the VPCs. (T-S 2x) Recognize the
(Chant) card, hook, • For Card 1, when asking the meaning of "No,
3:30-4:00 marker, office, second question about the hook, it isn't."
pencil, snack, touch the wall in your classroom
storybook, wall as you say the word wall. What is
this? Is this a wall? Help students
use gestures and say, No, it isn’t.
No it’s not.
• Point to the pictures and use
gestures as you say the questions
and answers in the chant.
Extra Time Activity


Unit 3 Lesson 4
VPCs Needed: ant [1], bathroom [3], card [7], classroom [8], clothes [9], door [11], drink [12], hook [16],
inside/outside [17], lunch [22], office [25], pencil [29], play dough [30], playground [31], sandbox [34],
school [35], shake [37], snack [39], song [40], storybook [42], table [44], wall [47], water [48], pink [51],
green [52], brown [54], purple [55], yellow [56], orange [57], white [58], black [59]
Hello, How Are • Greet the class with, Let’s have a Listen to identify
You? good day, boys and girls. the phrase,
(Song) • Sing the song. “Have a good
2:30-3:00 day.”
Crayons Are PC, PWC: c • Hold up the PC and say the Listen to the
Fun name of the letter. sounds /k/ and
(Poem) • Air-write the PC together while /s/ while air-
3:00-3:30 saying the first sound. Hold up two writing the letter
fingers as you say the second “c”.
sound. (2x)
and read the words with the
class.
• Point out the letter “C/c” in the
poem, then say the sound and
read the word.
• Pointing to the crayons in the
picture ask, What are these?
words. (2x)
Count and • Have the class stand up and Listen to identify
Shout! follow the directions. Say the the phrase,
(Action Activity) activity from beginning to end, “Now, ___ and
3:30-4:00 pausing briefly before you shout count to ___.”
out the number words.
Transition: Boys, stand up, march to a door, and clap 3 times. Girls, stand up, walk to a
door, and clap three times. Walk back. (1:00 )
(Story) inside/outside, pictures and use gestures. school.
4:00-4:30 lunch, • Using Card 5, ask, What do the
playground, boys and girls do with Marvin?
school, song, Model, The boys and girls slide
table, water with Marvin on the slide.
What do they do on the swings?
They swing on the swings.

Colors ant, black, • Teach the VPCs. (T-S 2x) Listen to identify
Everywhere! brown, green, • Sing the song as you point to the the phrases,
(Song) orange, pink, pictures. (2x) “What color is
3:00-3:30 purple, • Using Card 1, say, I see colors the ___?” and
sandbox, everywhere. I see red, pink, “The ___ is ___.”
white, yellow green, blue, brown, purple,
yellow, orange, white, and black.
the balloon? Pause briefly before
you point to it and help students
respond with the color.
Model, The balloon is purple.
Repeat with all items.
Transition: Stand up. Turn to a friend. Shake your friend’s hand. Say, “How are you?” (1:00)
(Chant) card, hook, • Point to the door and ask, What is meaning of
3:30-4:00 office, pencil, this? Is this a ball? "What is this? Is
play dough, Model, No, it isn't. this a ___?"
snack, • Point to the pictures and use
storybook, gestures as you say the questions
wall and answers in the chant.
Story • Invite two students to shake the directions.
(Song) hands with each other as you say,
3:00-3:30 Shake a friend’s hand.
• Have the class stand up and do
the actions with you as you sing.
Jonny Bear clothes • Teach the VPC. (T-2 2x) Respond to
Helps His • Tell the story as you point to the simple questions.
Mother pictures.
(Story Dictionary) Recognize words
• Hold up the VPC and ask the
4:00-4:30 using picture
class to listen for the word clothes
clues.
in the story.
• Go to Card 5. Point to the
pictures and ask, What do the
little bears take to Mother? Wait
for replies. Help them say,
Clothes.
Extra Time Activity


Unit 3 Lesson 5
VPCs Needed: bag [2], bathroom [3], blocks [4], box [6], classroom [8], crayon [10], door [11], game [14],
hook [16], inside/outside [17], jungle gym [18], left/right [20], marker [23], merry-go-round [24], office [25],
page [26], paper [28], pencil [29], play dough [30], playground [31], sand [33], sandbox [34], school [35],
shake [37], slide [38], swing [43], trash [46], wall [47], window [49], red [50], blue [53], brown [54], purple
[55], yellow [56], orange [57], black [59]
Colors brown, crayon, • Teach the VPCs. (T-S 2x) Recognize words
Everywhere! door, hook, • Sing the song. using picture
(Song) orange, pencil, • Invite the class to sing along with clues.
3:30-4:00 playdough, you the second time.
purple, wall, • Ask, Do you see colors
yellow everywhere?
What colors do you see?
• Point to a few colors in the room
as you say the color together.
• Using Card 3 ask, What color is
the hook? Point to it and model,
The hook is brown. Repeat with
other items.
Phonograms U3: c, e, n • Use the current unit PCs. For each Listen to the
My Toy Box black, blue, • Teach the VPCs. (T-S 2x) Listen to the
(Poem) box, game, • Hold up the PC, say what the sound /ks/ when
3:00-3:30 red letter is. Air-write it while saying its air-writing the
sound. (2x) letter "x".
PC, PWC: x • Hold up the PWC, point out the
sound, and read the words.
• Point out the letter “x” in the
poem. Say the sound /ks/ and
read the word.
words. (2x)
Yes, It Is! bathroom, • Teach the VPCs. (T-S 2x) Listen to identify
(Chant) classroom, • Hold up your hand and ask, Is this the phrase, “Yes,
3:00-3:30 office my hand? Model, Yes, it is. it is."
• Invite the class to say the
questions and answers in the
chant with you as you point to
the pictures.
Transition: Stand up, march to a wall, and march back. (1:00)

Our Day at bag, marker, • Teach the VPCs. (T-S 2x) Recognize words
School paper, sand, • Point to the pictures as you tell using picture
(Story) school, trash the story. clues.
3:00-3:30
Three brown, red • Teach the VPCs. (T-S 2x) Recognize words
(Big Book) • Sing the song as you track the using picture
1:30-2:00 words. clues.
• Sing the song again as you point
to the pictures.
Transition: Stand up tall. Clap your hands 3 times as you count out loud—1, 2, 3! (1:00)
Give it to a left/right • Teach the VPC. (T-S 2x) Recognize words
Friend • Pick two students to come up using picture
(Action Activity) Prop: erasers and demonstrate. Give them clues.
4:00-4:30 both an eraser to use for passing
back and forth when you say,
Give it to a friend.
• Give the directions and model
the actions mirroring left and
right.
Time for a shake • Teach the VPC. (T-S 2x) Recognize the
Story • Have the class stand up and do meaning of
(Song) the actions as you sing. directions.
2:30-3:00 • Pause slightly before you model
the actions to see how much the
students understand.
I Like These blocks, inside/ • Teach the VPCs. (T-S 2x) Recognize words
Things outside, jungle • Point to the pictures as you tell using picture
(Story) gym, merry-go- the story. clues.
3:30-4:00 round, page,
playground,
sandbox, slide,
swing, window
Extra Time Activity

Sing the "Hello, How Are You" Song.
Do the "Count and Shout!" Action Activity if you still have extra time.

Unit 3 Lesson 6
VPCs Needed: bag [2], blocks [4], box [6], crayon [10], door [11], game [14], ground [15], inside/outside
[17], jungle gym [18], left/right [20], marker [23], merry-go-round [24], page [26], paper [28], playground
[31], reach [32], sand [33], school [35], slide [38], song [40], spin [41], swing [43], tape [45], trash [46],
window [49], red [50], blue [53], black [59]
We Say song • Teach the VPC. (T-S 2x) Recognize words

“Please!” • Say, Please help me count the using picture
(Song) boys and girls. After they count, clues.
2:00-2:30 say, Thank you for helping me
count the boys and girls.
• Sing the song while pointing to
the pictures as needed.
Give it to a left/right • Teach the VPC. (T-S 2x) Listen to identify
Friend • Pick two students to come up the words left
(Action Activity) Prop: erasers and demonstrate. Give them and right.
• Tell the class to listen for the words
left and right as you give the
directions.
• Model the actions mirroring left
and right.
My Toy Box black, blue, • Teach the VPCs. (T-S 2x) Listen to sounds
(Poem) box, game, • Air-write the PC together while in words.
3:00-3:30 red saying its sound. (2x)
• Say the sound and read the
PC, PWC: x words on the PWC.
• Point out the /x/ sound in the
poem and read the word box.
words. (2x)
Transition: Fly like a bird around the classroom. Crawl like an alligator to your chair. (1:00)
Three • Count the birds on the cover. Listen to identify
(Big Book) • Point to the title as you read it. the word three.
2:00-2:30 • Sing the book as you track the
words.
• Read the book as you track the
words.

I Like These blocks, inside/ • Teach the VPCs. (T-S 2x) Listen to identify
Things outside, jungle • Tell the story as you point to the the phrase, “I like
(Story) gym, merry-go- pictures. ___.”
4:00-4:30 round, page, • Show the VPCs and let students
playground, point to or name what they like.
slide, swing, Help them say, “I like the ___.”
tape, window
Transition: Everyone sit on the floor and put your hands on your head. Count to three and
put your hands in your lap. (1:00)
Hello, How Are • Greet the class, Hello, boys and Listen to sounds
You? girls. How are you? in words.
(Song) • Repeat the question, How are
2:00-2:30 you? emphasizing the /r/ in are.
• Invite the class to sing along.
Our Day at bag, crayon, • Teach the VPCs. (T-S 2x) Recognize words
School door, marker, • Ask, What do we need to make a using picture
(Story) paper, sand, book? Help them respond, We clues.
3:30-4:00 school, trash need paper, crayons, and
markers.
• Tell the story as you point to the
pictures and use gestures.
Let’s Spin! ground, reach, • Teach the VPCs. (T-S 2x) Recognize words
(Song) spin • Have the class stand up. Facing using picture
3:00-3:30 the students, mirror left and right clues.
as you sing and model the
actions.
Extra Time Activity

Sing the "Colors Everywhere!" Song.
Sing the "Time for a Story" Song if you still have extra time.

Unit 3 Lesson 7
VPCs Needed: bag [2], blocks [4], book [5], box [6], door [11], eraser [13], game [14], ground [15],
inside/outside [17], jungle gym [18], left/right [20], merry-go-round [24], page [26], paper [28], playground
[31], reach [32], sand [33], sandbox [34], school [35], slide [38], song [40], spin [41], swing [43], tape [45],
trash [46], window [49], red [50], blue [53], black [59]
Three • Show the cover. Ask, How many Recognize the

(Big Book) birds do you see? meaning of
2:00-2:30 Model, Three. three.
• Ask students to hold up three
fingers.
• Sing the book as you point to the
words.
• Read the book as you point to
the words.
Phonograms U3: c • Use the current unit PC. Hold up Listen to the
1:00 U2: b, g, l, u the card and say the name of sounds while
the letter. Air-write the air-writing.
phonogram and say the sounds
together. (2x)
Yes? No? PCs, PWCs: e, n • Air-write the “e” PC while saying Listen to the
(Poem) the first sound. (2x) Hold up two sounds while
3:30-4:00 fingers as you say the second air-writing the
sound. letters.
• Hold up the “e” PWC, say the
highlighted sounds, and read the
words.
• Repeat the same two steps with
the “n” PC and PWC.
• Point out the /n/ sound in no,
can, an, elephant, panda, and
snake in the poem.
words.
Let’s Spin! ground, • Teach the VPCs. (T-S 2x) Listen to identify
(Song) left/right, • Have the class stand up. Model the word move.
3:30-4:00 reach, spin how to move to the right, move
to the left, move up, down, and
around and around.
• Facing the students, mirror left
and right as you sing and model
the actions. Help students move
accurately.
Transition: Please sing the “Alphabet Song” as you walk to the corner. (1:00)
Our Day at bag, book, • Teach the VPCs. (T-S 2x) Listen to identify
School door, eraser, • With a pointer hidden, say, I need the phrases, "We
(Story) paper, sand, my pointer. Will you help me look looked for ___"
3:30-4:00 school, trash for it? After you find it, say, We
and "We found
looked for the pointer. We found it
Prop: pointer in my bag. ___."
• Tell the story while pointing to the
pictures and using gestures.

We Say song • Teach the VPC. (T-S 2x) Listen to identify

“Please!” • Say, Please help me put the toys the phrase,
(Song) away. After they help, say, Thank “Please ___.”
3:30-4:00 you for helping me put the toys
away.
the pictures.
Transition: Stand up and spin around 5 times. (1:00)
My Toy Box black, blue, • Teach the VPCs. (T-S 2x) Follow words left
(Poem) box, game, • Air-write the PC together while to right and top
2:30-3:00 red saying the sound. (2x) to bottom.
• Point out the /ks/ sound on the
PC, PWC: x PWC and let the class read the
words.
• Point to the letter “x” in the poem
and ask the class what sound it
makes. Read the word.
• Tell the class to follow the words
with their eyes as you read the
poem while tracking the words.
(2x)
I Like These blocks, inside/ • Teach the VPCs. (T-S 2x) Listen to identify
Things outside, jungle • Tell the story pointing to the the phrase, “I like
(Story) gym, merry-go- pictures and using gestures. to ___.”
4:00-4:30 round, page, • Using Card 3, ask, What do you
playground, like to do?
sandbox, slide, Do you like to swing?
swing, tape, Do you like to run?
window Wait for responses. Help them
say, I like to ___.
Give it to a Props: erasers • Teach the VPCs. (T-S 2x) Listen to identify
Friend • Pick two students to come up the words left
(Action Activity) and demonstrate. Give them and right.
directions.
and right.
Extra Time Activity

Read the "Crayons Are Fun" Poem.
Say the "Yes, It Is!" Chant if you still have extra time.

Unit 3 Lesson 8
VPCs Needed: ant [1], bag [2], blocks [4], book [5], door [11], eraser [13], ground [15], inside/outside
[17], jungle gym [18], left/right [20], marker [23], merry-go-round [24], page [26], paint [27], paper [28],
playground [31], reach [32], sand [33], sandbox [34], school [35], shake [37], slide [38], spin [41], swing [43],
tape [45], trash [46], window [49], black [59]
Story • Say, Clap your hands and turn meaning of
(Song) around. directions.
2:00-2:30 • Have the class stand up and do
the actions as you sing. Pause
slightly before you model the
actions to see if students
recognize the directions.
I Like These blocks, • Teach the VPCs. (T-S 2x) Listen to identify
Things jungle gym, • Tell the story as you point to the the phrase, "I like
(Story) merry-go- pictures. Keep eye contact with ___."
4:00-4:30 round, page, the students.
paint, • Say, I like to play with my friends
playground, outside.
sandbox, slide, • Ask, What do you like to do?
swing, tape, Wait for a response. Help them
window say, I like to swing.
Give it to a left/right • Teach the VPC. (T-S 2x) Listen to identify
Friend • Have enough erasers ready to the words left
(Action Activity) Props: erasers hand out to all students. and right.
4:00-4:30 for every • Pair up students and direct them
student to pass it back and forth with the
direction, Give it to a friend.
directions from start to finish.
and right.
Transition: When I'm hungry, I like to eat! Boys and girls eat like a bear! (1:00)
Black ant, black • Teach the VPCs. (T-S 2x) Follow words left
(Big Book) • Go through the book pointing to to right and top
2:30-3:00 and naming the black things. to bottom.
• Sing the book as you point to the
words. (2x)
Our Day at bag, book, • Teach the VPCs. (T-S 2x) Listen to sounds
School door, eraser, • Ask, What do we need to make a in words.
(Story) marker, paper, book? Model, We need paper,
3:00-3:30 sand, school, crayons, erasers, and markers.
trash • Tell the story as you point to the
pictures.
• Using Card 6, emphasize the
sound /t/ in looked, walked, and
skipped.
Transition: Stand up. Walk to something that is black and point to it. (1:00)

Let’s Spin! ground, reach, • Teach the VPCs. (T-S 2x) Listen to identify
(Song) spin • Have the class stand up. Facing the word shout.
3:00-3:30 the students, mirror left and right
as you sing and model the
actions.
• At the end of Cards 2, 4, and 6,
help students to listen and shout,
Yeah!
Phonograms U3: c, x • Use the current unit PCs. For each Listen to the
1:00 U1: d, f, k, m, z PC, hold up the card and say the sounds while
phonogram together as you say letters.
the sounds. (2x)
Yes? No? PCs, PWCs: n, e • Hold up the “n” PC. Ask what the Listen to the
(Poem) letter is. Air-write and say its sound sounds while
3:30-4:00 together. (2x) air-writing the
• Say the sound and read the letters.
words on the "n" PWC.
• Air-write the “e” PC together
while saying the first sound. (2x
• Hold up two fingers as you say the
second sound.
• Say the sounds and read the
words on the "e" PWC.
• Point out the /e/ sound in the
poem.
words. (2x)
We Say • Say, I am your GrapeSEED Listen to identify
“Please!” teacher. Can you say, “Thank you the phrase,
(Song) for teaching”? Help the class say, “Thank you for
2:00-2:30 Thank you for teaching. ___.”
the pictures.
Extra Time Activity

Tell the "Jonny Bear Helps His Mother" Story Dictionary.

Unit 3 Lesson 9
VPCs Needed: ant [1], bathroom [3], classroom [8], game [14], ground [15], hook [16], laugh [19],
left/right [20], marker [23], merry-go-round [24], office [25], play dough [30], reach [32], sand [33], sandbox
[34], school [35], scissors [36], slide [38], song [40], spin [41], swing [43], wall [47], red [50], green [52],
brown [54], orange [57], white [58], black [59]
We Say song • Teach the VPC. (T-S 2x) Listen to identify

“Please!” • Ask, What do you say if you want the phrase, “May
(Song) to play? Model, Please, may we we ___?”
2:30-3:00 play?
the pictures.
Give it to a left/right • Teach the VPC. (T-S 2x) Recognize the
Friend • Pair up students and hand out meaning of left
(Action Activity) Props: erasers erasers. hand and right
4:00-4:30 • Say, Hold it in your left hand. Now, hand.
give it to a friend.
• Say, Hold it in your right hand.
Give it to a friend. Repeat as
needed.
• Say the directions from start to
finish.
and right.
1:00 U2: b, g, l, u PC, hold up the card and say the sounds while
phonogram together as you say letters.
the sounds. (2x)
Yes? No? PCs, PWCs: e, n • Air-write the “e” PC together Follow words left
(Poem) while saying the first sound. (2x) to right and top
3:30-4:00 Hold up two fingers as you say to bottom.
the second sound.
words on the “e” PWC together.
• Repeat the same two steps with
the “n” PC and PWC.
• Point out the /n/ sounds in the
poem.
words.
Transition: Stand up. Walk like an elephant to the chair. Crawl like an alligator around the
room.(1:00)
Marvin Goes merry-go- • Teach the VPCs. (T-S 2x) Recognize the
to School round, sand, • Tell the story as you point to the meaning of
(Story) sandbox, slide, pictures and use gestures. words about
3:30-4:00 swing • Using Card 6, ask, Where do they school.
climb?
Help them respond, They climb
on the jungle gym.
What do they ride on?
They ride on the merry-go-round.

Three brown, red • Teach the VPCs. (T-S 2x) Follow words left
(Big Book) • Read the title. to right and top
2:00-2:30 • Read the book as you track the to bottom.
words.
• Sing the book together as you
track the words.
Let’s Spin! reach, spin • Teach the VPCs. (T-S 2x) Listen to identify
(Song) • Have the class stand up. Facing the word put.
3:00-3:30 the class, mirror left and right as
needed.
• Use Card 3, model the action to
stand on one foot and put it
down again.
• Sing the song and model the
actions.
(Chant) classroom, • Touching a table, ask, What is meaning of “Yes,
3:30-4:00 hook, office, this? Is this a table? Nod your it is."
wall head and respond, Yes, it is.
• Let the class say the first two
cards with you.
• Have the class listen as you say
the rest.
Transition: Stand up. Look to the right. Look to the left. Stomp you r feet and sit down. (1:00)
Black ant, black • Teach the VPCs. (T-S 2x) Recognize words
(Big Book) • Point to and name the black using picture
3:30-4:00 things in the book. clues.
words.
• Sing the book as you track the
words.
We Love game, green, • Teach the VPCs. (T-S 2x) Recognize words
School ground, laugh, • Tell the story as you point to the using picture
(Story) marker, pictures. clues.
2:30-3:00 orange, play • Sing the last card.
dough, school,
scissors, white
Extra Time Activity

Sing the "Colors Everywhere" Song.
Do the "Count and Shout!" Action Activity if you still have extra time.

Unit 3 Lesson 10
VPCs Needed: ant [1], blocks [4], book [5], box [6], classroom [8], crayon [10], game [14], ground [15],
laugh [19], page [26], paint [27], play dough [30], sand [33], school [35], scissors [36], shake [37], tape [45],
trash [46], wall [47], window [49], red [50], green [52], blue [53], orange [57], white [58], black [59]
Hello, How Are • Sing the song together. Listen to sounds

You? • Say, I am fine, thank you! in words.
(Song) • Ask the class to repeat the
2:00-2:30 phrase.
• Help the class pronounce the /n/
in fine.
We Love green, ground, • Teach the VPCs. (T-S 2x) Listen to sounds
School laugh, orange, • Emphasize the sound /s/+/k/ as in words.
(Story) scissors, white you say, I love school.
3:00-3:30 • Ask, Do you love school? After
the class responds, point to you
and the class and say, I love
school. You love school. We love
school.
• Tell the story as you point to the
pictures.
• Sing the last card.
Count and • Have the class stand up and do Recognize the
Shout! the actions as you give the meaning of the
(Action Activity) directions. phrase, "Now, ___
3:00-3:30 • Model only when needed. and count to
___."
Transition: Stand up. Skip to a wall. Laugh as you walk back.(1:00)
Black ant, black • Teach the VPCs. (T-S 2x) Listen to sounds
(Big Book) • Sing the song as you point to the in rhyming words.
3:00-3:30 words.
• Point out the rhyme in ants/pants,
hair/chair, and hats/cats.
Time for a shake • Teach the VPC. (T-S 2x). Recognize the
Story • Say, Raise your hands and put meaning of
(Song) them down. directions.
the actions as you sing.
• Model only as needed.
name of the letter. Air-write the air-writing.
phonogram together. Say all
each sound. (2x)
Transition: Boys and girls, run slowly to your chair. (1:00)

I Like These blocks, book, • Teach the VPCs. (T-S 2x). Recognize the
Things classroom, • Tell the story carefully pointing to meaning of “I like
(Story) crayon, game, the pictures. __.”
3:30-4:00 page, paint, • Using Card 5, say, Marvin says, “I
play dough, like everything in the classroom.”
sand, tape, Do you like everything in the
trash, wall, classroom? Wait for a response.
window Model, Yes, I like everything in
the classroom. I like crayons and
markers.
My Toy Box blue, box, red • Teach the VPCs. (T-S 2x) Recognize words
(Poem) • Hold up the PC and ask, What using picture
2:30-3:00 PC, PWC: x letter is this? Then, have the class clues.
help air-write and say the sound.
(2x)
• Point to the highlighted sound on
the PWC and let the class say the
sound and read the words.
• Point to the box in the picture
and ask what it is.
• Point to the /ks/ sound in the
the word.
• Invite the class to read the poem
with you.
Transition: Stand up. Look up. Look down. Clap your hands. Sit down. (1:00)
Writer Pages 2-3 • Using Page 2, show the page and Produce the
10:00-12:00 point to the letter as you say, This sounds /k/ and /
Writers, pencils, is the letter “C/c”. s/ while writing
a few erasers • Have the class trace the letters the letter “C/c”.
NOTE: Make with their fingers while saying the
sure to write /k/ and /s/ sounds. Then, have Listen to sounds
student’s the class trace the letters with a in words.
name on the pencil while saying the sounds.
back cover. • Using Page 3, have the class write
the letters and say the /k/ and /s/
sounds as you walk around and
listen. Point to the pictures and
ask the class to listen as you say
the beginning sound in each
word.
Extra Time Activity

Tell the "Our Day at School" Story.

Unit 3 Lesson 11
VPCs Needed: bag [2], bathroom [3], box [6], card [7], crayon [10], door [11], eraser [13], game [14],
hook [16], laugh [19], left/right [20], light [21], marker [23], office [25], paper [28], pencil [29], play dough
[30], reach [32], sand [33], school [35], scissors [36], snack [39], song [40], spin [41], storybook [42], swing
[43], table [44], trash [46], wall [47], pink [51], blue [53], brown [54], purple [55], yellow [56], orange [57]
We Say song • Teach the VPC. (T-S 2x) Listen to sounds

“Please!” • Sing the song while pointing to in words.
(Song) the pictures.
2:00-2:30 • Have the class look at your mouth
as you emphasize the /th/ in
thank you in the song.
• Model, We thank you!
each sound. (2x)
Crayons Are PC, PWC: c • Point out the crayons in the Recognize and
Fun picture. name the upper
(Poem) • Hold up the PC and say the and lowercase
2:00-2:30 name of the letter. letter "C/c".
• Air-write the PC together while
saying the first sound. Hold up two
sound. (2x)
• Let the class say the sounds and
read the words on the PWC.
• Point out the letter "C/c" in the
poem and ask the class to say
the name of the letter.
• Read the poem.
• Invite the class to read along with
you the second time.
Friend • Hand out erasers as you pair up meaning of left
(Action Activity) Prop: erasers students. hand and right
3:30-4:00 • Direct them to hold it in their left hand.
hand and give it to a friend. Then
hold it in their right hand and give
it to a friend. Repeat as needed.
• Say the directions from start to
finish as you model the actions
mirroring left and right.

Yes, It Is! bathroom, • Teach the VPCs. (T-S 2x) Listen to sounds
(Chant) card, hook, • Hold up a pencil and say, What is in words.
3:30-4:00 office, pencil, this? Emphasize the sound /wh/ in
snack, what.
storybook, wall Model, This is a pencil. Emphasize
the sound /s/ in pencil.
• Hold up Card 4. Point to the
picture and say, This is an office.
Emphasize the sound /s/ in office.
• Invite the class to say the
questions and answers in the
chant with you as you point to
the pictures.
Transition: Boys, stand up. Skip to the wall. Girls, stand up. Walk to the wall. Now, boys, walk
back. Girls, skip back. (1:00)
Our Day at bag, door, • Teach the VPCs. (T-S 2x) Listen to identify
School eraser, paper, • Act out the story as you tell it, the phrases, “We
(Story) sand, swing, emphasizing the phrases, “We looked for __,”
4:00-4:30 trash looked for ___” and “We found and “We found
___.” ___.”
Three • Sing the book together as you Listen to sounds
(Big Book) track the words. in words.
1:30-2:00 • Tell the class to listen to the
sounds /th/ in three and /ow/+/n/
in brown and down.
words.
Let’s Spin! reach • Teach the VPC. (T-S 2x) Recognize the
(Song) • Have the class stand up. Facing meaning of
3:00-3:30 the class, mirror left and right as move.
you sing and model the actions.
• Help students move accurately if
needed.
Transition: Hop like a rabbit and count to three. Then, sit on the floor. (1:00)
We Love crayon, game, • Teach the VPCs. (T-S 2x) Listen to identify
School laugh, marker, • Tell the story as you point to the the phrase, “We
(Story) play dough, pictures. Sing the last card. love ___.”
3:00-3:30 school, scissors, • Use gestures and facial
spin expressions as you model, We
love school! We love it every day.
Colors blue, box, • Teach the VPCs. (T-S 2x) Recognize words
Everywhere! brown, light, • Sing the song as you point to the using picture
(Song) orange, pink, pictures. (2x) clues.
3:00-3:30 purple, table, • Ask, What do you see
yellow everywhere? Point to some
colors and model, I see colors
everywhere.
the umbrella? After students
respond with the color, point to
the item and model, The
umbrella is pink.
• Repeat with other items.

Unit 3 Lesson 12
VPCs Needed: box [6], classroom [8], crayon [10], door [11], drink [12], game [14], inside/outside [17],
jungle gym [18], laugh [19], lunch [22], marker [23], merry-go-round [24], paper [28], play dough [30],
playground [31], sandbox [34], school [35], scissors [36], shake [37], slide [38], spin [41], swing [43], table
[44], water [48], red [50], blue [53]
10:00-12:00 point to the letter as you say, This sounds /e/ and
Writers, pencils, is the letter “E/e”. /ē/ while writing
erasers • Have the class trace the letters the letter “E/e”.
with their fingers while saying the
/e/ and /ē/ sounds. Then, have Listen to sounds
the class trace the letters with a in words.
pencil while saying the sounds.
• Using Page 5, have the class write
the letters and say the /e/ and
/ē/ sounds as you walk around
and listen. Point to the pictures
and ask the class to listen as you
say the beginning sound in each
word.
Transition: Stand up. Wiggle like a snake. Wiggle like a worm. Let’s wiggle and then, sit
down. (1:00)
Hello, How Are • Sing the song together. Listen to sounds
You? • Ask the class to listen to the /m/ in in words.
(Song) I’m and I am.
2:00-2:30 • Exchange greetings with the
class.
• Help them respond, I'm fine,
thank you. I am doing well.
Count and • Let the class stand up and do the Recognize the
Shout! actions as you give the meaning of
(Action Activity) directions. “Now, ___ and
3:00-3:30 • Watch and help them follow count to ___.”
along accurately.
Phonograms U3: c • Use the current unit PC. Hold up Listen to the
1:00 U1: d, f, k, m, z the card and say the name of sounds while
the letter. Air-write the air-writing the
phonogram together and say letters.
the sound(s). (2x)
Transition: Let's tiptoe like a cat to the corner. (1:00)

We Love crayon, laugh, • Teach the VPCs. (T-S 2x) Recognize the
School marker, play • Tell the story as you point to the meaning of “We
(Story) dough, red, pictures. Sing the last card. love to ___.”
3:00-3:30 sandbox, • Have a few markers out. Say, We
school, scissors, love to use markers.
spin
Prop: markers

Yes? No? PCs, PWCs: n, e • Air-write the “n” PC together as Listen to sounds
(Poem) you say its sound. (2x) in words.
3:00-3:30 • Say the sound and read the
words on the “n” PWC together.
• Air-write the “e” PC together
while saying the first sound. (2x)
Hold up two fingers as you say the
second sound. (2x)
poem and read the words.
words.
• Invite the class to read along the
second time.
Story • Tell the class to be very quiet. meaning of
(Song) • Have the class stand up and do directions.
2:30-3:00 the actions as you sing.
• Help the class with the directions
if needed.
• End with, Let's be very quiet,
please.
Transition: Everyone sit on the floor and put your hands on your head. Count to three and
put your hands in your lap. (1:00)
My Toy Box blue, box, • Teach the VPCs. (T-S 2x) Recognize and
(Poem) game • Hold up the PC and ask, What name the upper
2:30-3:00 letter is this? and lowercase
PC, PWC: x • Air-write and say the /ks/ sound letter “X/x”.
with the class. (2x)
• Say the PWC with the class.
• Point out the letter “X/x” in the
poem. Have the class say the
sound and read the word.
with you.
Marvin Goes classroom, • Teach the VPCs. (T-S 2x) Recognize the
to School door, drink, • Tell the story as you point to the meaning of
(Story) inside/outside, pictures and use gestures. words about
4:00-4:30 jungle gym, • Using Card 7, ask, Where do they school.
lunch, merry- play?
go-round, Model, They play in the sand in
paper, the sandbox.
playground, Do you play in the sandbox?
slide, swing, Who yells?
table, water Help them respond, The boys and
girls yell.
Can Marvin Monkey yell?
Marvin Monkey cannot yell.
Who is quiet?
Marvin is quiet.
Extra Time Activity

Unit 3 Lesson 13
VPCs Needed: ant [1], blocks [4], book [5], classroom [8], clothes [9], crayon [10], game [14], ground
[15], left/right [20], light [21], marker [23], page [26], paint [27], play dough [30], reach [32], sand [33],
sandbox [34], song [40], spin [41], tape [45], trash [46], wall [47], window [49], pink [51], green [52], blue
[53], purple [55], yellow [56], orange [57], white [58]
We Say song • Teach the VPC. (T-S 2x) Listen to sounds

“Please!” • Tell the class to listen to the /z/ in words.
(Song) sound as you say, Please, may I
2:00-2:30 get a drink? Have the class
repeat.
the pictures as needed.
Phonograms U3: x • Use the current unit PC. Hold up Listen to the
1:00 U2: b, g, l, u the card and say the name of sounds while
the letter. Air-write the air-writing the
phonogram together and say the letters.
sound. (2x)
Crayons Are PC, PWC: c • Air-write the PC together while Recognize words
Fun saying the first sound. Hold up two using picture
(Poem) fingers as you say the second clues.
2:00-2:30 sound. (2x)
read the words on the PWC
pointing out the picture of the
crayon.
• Read the poem together. (2x)
Transition: Everyone stand up. Now, spin around, around, and around. Tiptoe around the
chair. (1:00)
Jonny Bear clothes • Teach the VPC. (T-S 2x) Respond to
Helps His • Read the story. simple questions.
Mother • Go to Card 5. Point to the pic-
(Story Dictionary) tures and ask, Is Mother going to
4:30-5:00 wash the clothes?
Wait for replies. If needed, say,
Yes. Yes, she is.
Colors ant, blue, • Teach the VPCs. (T-S 2x) Recognize the
Everywhere! green, light, • Sing the song together pointing at meaning of
(Song) orange, paint, the pictures. (2x) "What color is the
3:00-3:30 pink, purple, • Using Card 2, ask, What color is ___?" and "The
sandbox, the door? If they answer "green," ___ is ___."
white, yellow help them respond, The door is
green.
3:00-3:30 • Go through the whole activity, hand.
pausing briefly before you model
the actions. Watch and help if
students are confusing left and
right.

Transition: I see colors everywhere! Stand up. Walk to something that is red and point to it.
Now, walk to something that is green and point to it. (1:00)
I Like These blocks, book, • Teach the VPCs. (T-S 2x) Listen to sounds
Things classroom, • Tell the story as you point to the in words.
(Story) crayon, game, pictures.
3:00-3:30 marker, page, • Then, using cards 4, 5, 9, 10, and
play dough, 11, tell the class to listen to the
sand, tape, /ing/ sound as you the words.
trash, wall, • Point to the pictures and empha-
window size the /ing/ as you say, playing,
everything, painting, reading,
making, marking, and drawing.
Yes? No? PCs, PWCs: e, n • Air-write the “e” PC together Listen to review
(Poem) while saying the first sound. (2x) sounds in words.
3:00-3:30 Hold up two fingers as you say the
second sound. (2x)
• Repeat both steps with the “n”
PC and PWC.
• Point out the /b/ sound in baby,
but, and the /d/ sound in panda,
and said in the poem and read
the words.
• Read the poem.
• Then, have class say it with you
the second time.
Let’s Spin! ground, reach, • Teach the VPCs. (T-S 2x) Recognize the
(Song) spin • Say, Raise your right hand and put meaning of put.
2:30-3:00
it down. Raise your left hand and
put it down.
• Have the class stand up. Facing
them, mirror left and right as you
sing pausing briefly before you
model the actions.
Three • Ask the class to show you three Recognize the
(Big Book) fingers. meaning of
1:00-1:30 • Ask, What's the name of this big three.
book?
• Invite the class to read along with
you as you track the words.
track the words.
Extra Time Activity

Tell the "Marvin Goes to School" Story.
Show the "Yes, It Is!" Chant video.

Unit 3 Lesson 14
VPCs Needed: ant [1], bag [2], book [5], classroom [8], door [11], drink [12], eraser [13], inside/outside
[17], jungle gym [18], lunch [22], merry-go-round [24], paper [28], playground [31], sand [33], shake [37],
slide [38], swing [43], table [44], trash [46], water [48], black [59]
Hello, How Are • Listen to the class sing and help Recognize the
You? with pronunciation. meaning of
(Song) • Greet the class with, Hello, how “Hello, how are
2:00-2:30 are you (today)? you?,” “I’m fine,
• Respond to their greetings, I'm thank you.”
fine, thank you!
each sound. (2x)
My Toy Box PC, PWC: x • Ask, Do you have a toy box? Listen to sounds
(Poem) What color is your toy box? in words.
2:00-2:30 After the students respond,
model, My toy box is blue.
• Air-write and say the PC with the
class. Then, listen to them say the
PWC. (2x)
• Read the poem together.
• Ask the class to clap on the
sound /ks/ as you read the poem
again.
Transition: Stand up tall. Stomp your feet. Raise your hands and put them down. Then, sit
down. (1:00)
Time for a shake • Teach the VPC. (T-S 2x) Respond to
Story • Have the class stand up and do directions with
(Song) the actions as you sing. Surprise actions.
2:00-2:30 them by switching the order of
the last direction in Card 1 to say,
Stomp your feet and stand up tall.
• Watch the class do the actions as
you sing.
Marvin Goes classroom, • Teach the VPCs. (T-S 2x) Recall
to School drink, • Tell the story as you point to the information
(Story) inside/outside, pictures and use gestures. provided and
4:00-4:30 jungle gym, • Using Card 8, ask, Who is thirsty? from experience
lunch, merry- Model, Marvin is thirsty. to answer
go-round, What does he do? He gets a drink questions.
playground, of water.
slide, table, Then where do they go? They go
water inside the classroom.
Where do the boys and girls sit?
They sit down in their chairs.
Where does Marvin sit?
Marvin sits on the table.
Do you sit on the table?
Is that a nice thing to do?

Transition: Stand up. Hold your left hand up. Hold your right hand up. Spin around two
times. Then, sit down. (1:00)
Our Day at bag, book, • Teach the VPCs. (T-S 2x) Recognize the
School door, eraser, • Tell the story as you point to the meaning of “We
(Story) paper, sand, pictures. looked for ___”
3:30-4:00 swing, trash • Hide a ball before class. Say, and “We found
Where is the ball? I cannot find it. ___.”
Prop: ball Will you help me look for it?
• After you find it, say, We looked
for the ball. We found it on the
desk.
Black ant, black • Teach the VPCs. (T-S 2x) Listen to identify
(Big Book) • Ask the class to listen to the word the word black.
2:00-2:30 black.
• Tell them to point to something
black in the classroom.
• Invite the class to sing along as
you point to the words.
Count and • Give the directions in reverse Listen to sounds
Shout! order from the ending to the in words.
(Action Activity) beginning.
3:00-3:30 • Tell the class to listen to the
sounds /ch/ in touch and march,
and /t/+/s/ in that’s.
10:00 -12:00 point to the letter as you say, This sound /n/ while
Writers, pencils, is the letter “N/n”. writing the letter
erasers • Have the class trace the letters “N/n”.
/n/ sound. Then, have the class Listen to sounds
trace the letters with a pencil in words.
while saying the sound.
the letters and say the /n/ sound
as you walk around and listen.
Point to the pictures and ask the
class to listen as you say the
beginning sound in each
word.
Extra Time Activity

Tell the "We Love School" Story.

Unit 3 Lesson 15
VPCs Needed: bag [2], bathroom [3], blocks [4], book [5], box [6], card [7], classroom [8], crayon [10],
door [11], eraser [13], game [14], hook [16], inside/outside [17], laugh [19], left/right [20], light [21], marker
[23], office [25], page [26], paint [27], pencil [29], play dough [30], sand [33], sandbox [34], scissors [36],
snack [39], spin [41], storybook [42], swing [43], tape [45], trash [46], wall [47], window [49], green [52],
purple [55], yellow [56], orange [57], white [58]
Colors box, eraser, • Teach the VPCs. (T-S 2x) Respond to

Everywhere! hook, light, • Sing the song together as you simple questions.
(Song) orange, paint, listen and help with
3:00-3:30 play dough, pronunciation.
purple, white, • Using Card 3, ask, What color is
yellow the pencil? Point to the picture
and model, The pencil is yellow.
sound(s). (2x)
Yes? No? PCs, PWCs: n, e • Air-write the “n” PC and and say Listen to sounds
(Poem) its sound together. (2x) in words.
2:30-3:00 • Use the “n” PWC, say the sound,
and read the words together.
• Hold up the "e" PC and ask the
class what letter it is. Air-write it
together while saying the first
sound. (2x) Hold up two fingers as
you say the second sound. (2x)
• Use the “e” PWC, say the sounds
sound and read the words
elephant and yes.
with you.
Transition: I see colors everywhere! Stand up. Walk to something that is blue and point to it.
Now, walk to something that is yellow and point to it.(1:00)
Yes, It Is! bathroom, • Teach the VPCs. (T-S 2x) Listen to and
(Chant) card, office, • Listen to the class say the first two participate in
3:30-4:00 pencil, snack, cards. conversations.
storybook, wall • Then, say the rest together as you
point to the pictures.
• Let the class walk around and ask
each other questions about
objects in the room using, What is
this? Is this a __?

I Like These blocks, book, • Teach the VPCs. (T-S 2x) Recognize the
Things classroom, • Tell the story as you point to the meaning of "I like
(Story) crayon, game, pictures. to ___."
3:30-4:00 marker, page, • Model, I like to play with my
sand, tape, friends outside.
trash, window • Ask, What do you like to do? Wait
for a response. Model, I like to
sing and dance.
Black • Point to the black things in the Recognize the
(Big Book) book and have the class name color black and
2:00-2:30 them. name it.
• Tell the students to clap when
they hear the word black as you
read the book.
• Point out the sounds /r/ in color
and hair, and /b/+/l/ in black.
track the words.
Transition: Stand up tall and stomp your feet. Raise your hands and put them down. Then, sit
on the floor. (1:00)
We Say inside/outside • Teach the VPC. (T-S 2x) Recognize the
“Please!” • Ask, If you want your friend to meaning of
(Song) open the door, what do you say? “Please ___.”
2:00-2:30 Model, Please, open the door.
• Invite the class to sing along while
you point to the pictures as
needed.
We Love green, laugh, • Teach the VPCs. (T-S 2x) Recognize the
School sandbox, • Tell the story as you point to the meaning of "We
(Story) scissors, spin pictures. Sing the last card. love ___."
2:30-3:00 • Say, We love our school. Ask the
class to raise their hand if they
love school.
• Ask, What do you love? Model,
We love playing.
2:30-3:00 • Go through the whole activity, hand.
pausing briefly before you model
the actions. Watch and help
students who are confusing left
and right.
Our Day at bag, door, • Teach the VPCs. (T-S 2x) Listen to sounds
School swing • Tell the story as you point to the in words.
(Story) pictures.
3:00-3:30 • Emphasize the sound /n/+/d/ in
and, find, around, found, and
sand.
Extra Time Activity

Read the "My Toy Box" Poem.
Sing the "Let's Spin" Song if you still have extra time.

Unit 3 Lesson 16
VPCs Needed: classroom [8], clothes [9], crayon [10], door [11], game [14], ground [15], inside/outside
[17], jungle gym [18], laugh [19], left/right [20], lunch [22], merry-go-round [24], paper [28], playground
[31], reach [32], shake [37], slide [38], spin [41], table [44], water [48]
Hello, How Are • Sing as a call and response. You Recognize the
You? start and the class responds. Sing meaning of “I
(Song) the last part together. am doing well”
2:30-3:00 • Exchange greetings with the and “Have a
class. Help them respond, I am good day.”
doing well. Have a good day!
Phonograms U3: e, n • Use the current unit PCs. For each Listen to the
each sound. (2x)
My Toy Box PC, PWC: x • Air-write and say the PC with the Listen to review
(Poem) class. sounds in words.
2:30-3:00 • Then, say the PWC together. (2x)
words.
• Point to the /m/ sound in the
poem. Have the class help say
the sound and read the words my
and games.
• Read the poem with the class.
Count and • Have the class stand up and do Listen to sounds
Shout! the actions. Give the directions at in words.
(Action Activity) a slightly faster pace.
2:30-3:00 • Emphasize the sound /t/ in count,
shout, pat, elephant, eight, and
rabbit.
Transition: Stand up. Now climb like a monkey and count to nine. (1:00)
Jonny Bear clothes • Say the VPC. (S-T-S) Communicate
Helps His NOTE: Transition to Student- information
Mother Teacher-Student (S-T-S) with this about the story.
(Story Dictionary) lesson for all VPCs.
4:30-5:00 • Tell the story as you point to the
pictures.
• Then, go to Card 6. Point to the
pictures and ask, Is Jonny tall or
short? Wait for replies. Model,
Jonny is short.
Ask, Can he touch the line? Wait.
Model if needed, No.
Ask, Who says, I will help you?
Wait. Model if needed, His sister.

Let’s Spin! ground, • Say the VPCs. (S-T-S) Listen to sounds

(Song) left/right, • Have the class stand up. Facing in words.
3:00-3:30 reach, spin them, mirror left and right as you
sing pausing briefly before you
model the actions.
• Emphasize the sound /k/ in look
and /v/ in move.
Three • Sing the book together as you Listen to and
(Big Book) track the words. participate in
1:30-2:00 • Showing the picture ask, What do conversations.
you see up in the sky? Wait for
replies. Model, I see three birds up
in the sky.
Ask, How many birds are red?
How many are brown?
• After they respond, model, One is
red. Two are brown.
words.
Transition: Hop like a rabbit and count to eight. Now, jump like a tiger and count to three.
(1:00)
Time for a shake • Say the VPC. (S-T-S) Respond to
Story • Have the class stand up and do directions with
(Song) the actions as you sing. Surprise actions.
2:00-2:30 them by switching the order of
the last directions on Card 2 to
say, Clap your hands and turn
around.
• Watch the class do the actions as
you sing.
Marvin Goes classroom, • Say the VPCs. (S-T-S) Listen to sounds
to School crayon, door, • Invite the class to say the story in words.
(Story) game, along with you quietly. Emphasize
3:30-4:00 inside/outside, the /th/ sound in the, there, then,
jungle gym, and they.
laugh, lunch, • Using Card 4, ask, Who does
merry-go- Marvin Monkey eat lunch with?
round, paper, Model, Marvin Monkey eats lunch
playground, with the boys and girls.
slide, table, Then, where do they go?
water They go outside to the
playground.
Crayons Are PC, PWC: c • Air-write the PC together while Listen to review
Fun saying the first sound. Hold up two sounds in words.
(Poem) fingers as you say the second
3:00-3:30 sound. (2x)
• Point to the /b/ sound in the
the sound and read the word.
• Have the class listen as you read
the poem.
• Read the poem again together.

Unit 3 Lesson 17
VPCs Needed: bag [2], book [5], door [11], eraser [13], inside/outside [17], laugh [19], left/right [20],
marker [23], paper [28], play dough [30], sand [33], sandbox [34], school [35], scissors [36], shake [37],
song [40], swing [43], trash [46]
10:00-12:00 point to the letter as you say, This sound /ks/ while
Writers, pencils, is the letter “X/x”. writing the letter
erasers • Have the class trace the letters “X/x”.
/ks/ sound. Then, have the class Listen to sounds
trace the letters with a pencil in words.
while saying the sound.
the letters and say the /ks/ sound
as you walk around and listen.
Point to the pictures and ask the
class to listen as you say the
beginning sound in each
word.
Transition: When I'm thirsty, I like to drink milk! Drink your milk and sing, “This is the way I
drink my milk…” (1:00)
We Say book, • Say the VPCs. (S-T-S) Recognize the

“Please!” inside/outside • Have a few toys on the floor. Ask meaning of
(Song) a student to help you clean up. “Thank you for
1:30-2:00 • Model, Thank you for helping. ___.”
• Sing the song with the class while
pointing to the pictures as
needed.
We Love laugh, • Say the VPCs. (S-T-S) Recognize the
School play dough, • Tell the story as you point to the meaning of “We
(Story) sandbox, pictures. Sing the last card. love __.”
2:30-3:00 school, scissors, • Showing a picture of your family/
song friends, model, I love my family. I
love my friends.
• Ask, Who do you love? Help them
respond.
Give it to a left/right • Say the VPC. (S-T-S) Listen to sounds
Friend • Emphasize the /l/ in left, and the in words.
(Action Activity) prepare /r/ in right as you say the VPC
3:00-3:30 erasers (S-T-S).
• Pair up students as you hand
them an eraser.
• Do the activity facing the class.
sound(s). (2x)
Transition: What color do you like today? Let’s sing red is the color of many things and walk
to the chairs. (1:00)

Yes? No? PCs, PWCs: e, n • Air-write the “e” PC while saying Recognize and
(Poem) the first sound. (2x) Hold up two name the upper
2:00-2:30 fingers as you say the second and lowercase
sound. (2x) letter “N/n”.
• Hold up the “e” PWC, let the class
say the sounds and read the
words.
• Hold up the "n" PC and ask what
the letter is.
• Air-write and say its sound
together twice.
• Use the "n" PWC, say the sound,
• Point to the letter “N/n” in the
the sound and read the words.
with you.
Time for a shake • Say the VPC. (S-T-S) Respond to
Story • Sing the song at a slightly faster directions with
(Song) pace as you watch the students actions.
1:30-2:00 do the actions.
Our Day at bag, door, • Say the VPCs. (S-T-S). Listen to sounds
School eraser, marker, • Tell the story while pointing to the in words.
(Story) paper, sand, pictures.
3:30-4:00 swing, trash • Emphasize the sound /r/ in other,
door, under, paper, more, mark-
er, and our.
• Using Card 2, ask questions. Help
them respond and model as
necessary. Ask, What do we want
to make?
We want to make a book.
What do we need?
We need paper, crayons, and
markers.
What do we have?
We only have erasers.
Black • Point to the black things in the Respond to
(Big Book) book and have the class name simple questions.
2:00-2:30 them.
• Ask, What things are black in the
book? Help them respond using
words from the book.
• Have the class listen as you read
and track the words.
• Sing the book together.
Extra Time Activity

Tell the "I Like These Things" Story.

Unit 3 Lesson 18
VPCs Needed: ant [1], bathroom [3], blocks [4], box [6], card [7], crayon [10], drink [12], eraser [13],
game [14], ground [15], hook [16], laugh [19], light [21], office [25], page [26], paint [27], paper [28],
pencil [29], play dough [30], reach [32], snack [39], song [40], storybook [42], table [44], tape [45], wall [47],
water [48], window [49], red [50], pink [51], green [52], brown [54], purple [55], yellow [56], orange [57],
white [58], black [59]
Let’s Spin! ground, reach • Say the VPCs. (S-T-S) Recognize the
(Song) • Have the class stand up. Facing meaning of
2:30-3:00 them, mirror left and right as you shout.
sing. Pause briefly before you
model the actions.
• As you sing the word, shout, have
them shout, Yeah!
(Poem) class. (2x) Say the PWC together. sounds in words.
2:00-2:30 • Read the poem together.
• Point to the letter “d”. Have the
class help say the sound and
read the words red and and.
Phonograms U3: e, n • Use the current unit PCs. For each Listen to the
each sound. (2x)
Yes, It Is! bathroom, • Say the VPCs. (S-T-S) Listen to sounds
(Chant) card, hook, • Hold up Card 1. Point to the in words.
3:00-3:30 office, pencil, picture and say, This is a card.
play dough, Emphasize the sound /k/ in card.
snack, • Listen to the class say the chant
storybook, and help with the sounds /k/ in
wall card, and classroom, and /s/ in
pencil and office.
Transition: Stand up, take three steps (back), and sit on the floor. (1:00)
Marvin Goes crayon, drink, • Say the VPCs. (S-T-S) Recall
to School game, laugh, • Tell the story as you point to the information
(Story) song, water pictures and use gestures. provided and
4:00-4:30 • Using Card 9, ask questions. Help from experience
them respond and model if to answer
necessary. Ask, What do the boys questions about
and girls do? school.
The boys and girls sing a song.
Can Marvin Monkey sing?
Marvin cannot sing.
Can you sing?

Colors ant, box, • Say the VPCs. (S-T-S) Listen to and

Everywhere! brown, green, • Sing the song together pointing to participate in
(Song) light, orange, the pictures. (2x) conversations.
2:30-3:00 pink, purple, • Using Card 4, ask, What color is
white, yellow the umbrella?
Model, No, it isn't. The umbrella is
pink.
• Continue to ask questions as you
point to the objects. Model the
response if needed.
Transition: Stand up. Swim like a fish to your chair. (1:00)
Hello, How Are • Sing as a call and response with Recognize the
You? the class starting and you meaning of "I'm
(Song) responding. Sing the last part fine, thank you,"
2:30-3:00 together. and "I am doing
• Exchange greetings with the well."
class. Help them respond, I'm fine,
thank you. I am doing well.
Crayons Are PC, PWC: c • Air-write the PC together while Listen to review
Fun saying the first sound. Hold up two sounds in words.
2:00-2:30 sound. (2x)
• Point out the /f/ sound in the
sound and read the word.
• Ask, Are crayons fun?
Do you like crayons?
Transition: Stand up. Let’s air-write the letter f. (1:00)
I Like These black, blocks, • Say the VPCs. (S-T-S) Recognize the
Things eraser, paint, • Tell the story as you point to the meaning of "I like
(Story) page, paper, pictures. ___."
3:30-4:00 red, table, • Model, I like playing with balls
tape, window and balloons. Ask, What do you
like playing with? Wait for a
response, then model, I like
playing with blocks and toys.
Count and • Ask the class to clap one time. Recognize the
Shout! Then, ask them to clap three meaning of "one
(Action Activity) times. time, ___ times."
the actions as you give the
directions at a slightly faster pace.
Extra Time Activity

Read the "Yes? No?" Poem.
Sing or read the "Three" Big Book if you still have extra time.

Unit 3 Lesson 19
VPCs Needed: ant [1], bag [2], book [5], eraser [13], game [14], ground [15], inside/outside [17],
laugh [19], left/right [20], marker [23], paper [28], play dough [30], sand [33], sandbox [34], school [35],
scissors [36], shake [37], song [40], spin [41], swing [43], trash [46], black [59]
Black ant, black • Say the VPCs. (S-T-S) Match spoken

(Big Book) • Point out the sounds /r/ in color words to print.
1:30-2:00 and hair and /b/+/l/ in black.
point to match spoken words to
print.
sound(s). (2x)
Time for a shake • Say the VPC. (S-T-S) Listen to sounds
Story • Invite the class to sing along with in words.
(Song) you as you point to the pictures
1:30-2:00 and stress the sound /z/ in the
words raise, friends, and please.
Our Day at bag, book, • Say the VPCs. (S-T-S) Listen to and
School eraser, paper, • Tell the story as you point to the participate in
(Story) sand, swing, pictures. conversations.
3:30-4:00 trash • Say, There are tables and chairs
in the room. Model, I see a table
and chairs.
• Ask, What do you see in the
room? Help them respond if
needed.
We Say inside/outside, • Say the VPCs. (S-T-S) Recognize the
“Please!” song • Sing the song together as you meaning of
(Song) point to the pictures as needed. “May we ___?”
2:00-2:30 • Ask, If you want to play, what do
you say?
Model, Please, may we play?
Transition: Boys and girls, stand up. Shake your head and say, "No, it isn't." (1:00)
Give it to a left/right • Say the VPC. (S-T-S) Recognize the
Friend • Tell the class to raise their left/right meaning of left
(Action Activity)
Prop: erasers
hand. Mirror left/right if needed. hand and right
3:30-4:00 • Pair up students as you hand hand.
them an eraser.
• Go through the whole activity
giving the directions and
modeling as you mirror left and
right.
• Watch and help with accuracy.

We Love game, ground, • Say the VPCs. (S-T-S) Listen to and

School laugh, marker, • Tell the story as you point to the participate in
(Story) play dough, pictures. Sing the last card. conversations.
3:30-4:00 sandbox, • Say, We sing many songs
school, together. Name some songs they
scissors, spin know. Ask, What songs do you
love? Help them respond and
model if needed.
Yes? No? PCs, PWCs: e, n • Say the name of the letter without Match spoken
(Poem) showing the PCs. Watch the class word to print.
3:00-3:30 air-write and say its sound(s).
• Listen to the class say the sounds
and read the words on the PWCs.
• Model pointing to each word as
you read the poem. Pick a
student to come up and point to
each word as you read the poem
with the class.
with you.
Transition: Stand up. Walk to a friend. Shake the friend’s hand. Say, “Hello, how are
you?” (1:00)
Writer Pages 10-11 • Using Page 10, show the stroke Produce the
10:00-12:00 order to trace the numbers 1-5. number words
Writers, pencils, • Then, have the class trace the while writing 1-5.
erasers numbers with their fingers while
saying the number words.
• Using Page 11, have the class
trace the numbers with a pencil
while saying the number words as
you walk around and listen.
Extra Time Activity

Do the "Count and Shout!" Action Activity.

Unit 3 Lesson 20
VPCs Needed: bag [2], bathroom [3], box [6], card [7], classroom [8], door [11], eraser [13], game [14],
ground [15], hook [16], laugh [19], left/right [20], lunch [22], marker [23], office [25], paper [28], pencil [29],
play dough [30], reach [32], sand [33], sandbox [34], school [35], scissors [36], snack [39], storybook [42],
swing [43], table [44], trash [46], wall [47], red [50], pink [51], green [52], blue [53], brown [54], purple [55],
yellow [56], orange [57], white [58], black [59]
Hello, How Are • Listen to the class sing and model Respond to
You? accurate pronunciation as simple questions.
(Song) needed.
2:00-2:30 • Exchange greetings with the
class. Ask, Are you having a good
day? Wait for a reply. Model if
needed.
Our Day at bag, eraser, • Say the VPCs. (S-T-S) Recall
School marker, paper, • Tell the story as you point o the information
(Story) sand, swing, pictures. provided to
4:00-4:30 trash • Using Card 3, ask, Where did we answer
look? Help them respond. questions.
Model, We looked in the trash.
We looked out the door.
• Show Card 8 and ask, Where did
we find our crayon? Help them
respond.
Model, We found it under the
swing.
Transition: When I'm thirsty, I like to drink water! Now, drink like Marvin Monkey. (1:00)
Phonograms U3: c, e, n • Use the current unit PCs. Air-write Produce the
1:00 U1: d, f, k, m, z the phonogram and say the sounds when
sound(s) with the class. (2x) shown the letter.
(Poem) class. (2x) Say the PWC together. sounds in words.
1:30-2:00 • Read the poem together.
• Point out the /l/ sound in the
poem and have the class help
read the words.
We Love game, ground, • Say the VPCs. (S-T-S) Listen to and
School laugh, • Tell the story as you point to the participate in
(Story) sandbox, pictures. Sing the last card. conversations.
3:30-4:00 scissors • Ask questions to mimic a simple
conversation. Help them respond
and model if necessary.
What do you love?
I love to sing songs. Respond, I
love to sing songs, too!
Then, ask, Do you love school?
We love school!
Do you love English?
Let’s Spin! left/right, • Say the VPCs. (S-T-S) Respond to
(Song) reach • Have the class perform the directions with
2:30-3:00 actions as you sing the song. If actions.
needed, stop and do the actions
with them.

Yes, It Is! bathroom, • Say the VPCs. (S-T-S) Respond to

(Chant) card, hook, • Ask the questions on the chant simple questions.
3:00-3:30 office, pencil, and listen to the class answer.
play dough, • Holding up an eraser ask, Is this a
snack, ball? Help them respond, No, it
storybook, isn't.
wall • After the class responds ask, Is this
an eraser? Help them respond,
Yes, it is.
Three • Read the book together as you Respond to
(Big Book) track the words. simple questions.
1:30-2:00 • Using the cover, How many birds
are up in the sky? Help them
respond, Three birds are up in the
sky.
• Invite the class to sing as you
track the words.
Transition: Stand up tall and stomp your feet. Now, raise your hands and put them down.
Please, sit down. (1:00)
Marvin Goes classroom, • Say the VPCs. (S-T-S) Recall
to School door, lunch, • Invite the class to help say Cards information
(Story) school, table 1-7. Have them listen to you say provided or from
4:00-4:30 the rest of the story. experience to
• Using Card 9, ask questions. Help answer
them respond and model if nec- questions.
essary. Ask, Who plays a game?
The boys and girls play a game.
Can you play games?
Does Marvin Monkey know how
to play the game?
No, Marvin does not know what
to do.
Colors black, blue, • Say the VPCs. (S-T-S) Listen to and
Everywhere! box, brown, • Listen to the class sing and help as participate in
(Song) green, orange, needed. conversations.
3:00-3:30 pink, purple, • Looking around the room, point
red, white, to familiar objects.
yellow • Model the sentence, The book is
blue.
• Prompt students to speak by
asking, What color is the door?
• Help them respond, The door is
white.
Give it to a Prop: erasers • Pair up students as you hand Respond to
Friend them an eraser. directions with
(Action Activity) • Go through the whole activity actions.
2:30-3:00 giving the directions. Watch and
model the actions only when
needed.
Extra Time Activity

Read and sing the "Black" Big Book.

Unit 3 Lesson 21
VPCs Needed: ant [1], blocks [4], book [5], box [6], clothes [9], drink [12], inside/outside [17], light [21],
paint [27], page [26], paper [28], song [40], table [44], tape [45], window [49], red [50], pink [51], green
[52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58], black [59]
Writer Pages 12-13 • Using Page 12, show the stroke Produce the
10:00-12:00 order to trace the numbers 6-10. number words
Writers, pencils, • Then, have the class trace the while writing 6-10.
erasers numbers with their fingers while
saying the number words.
• Using Page 13, have the class
trace the numbers with a pencil
while saying the number words as
you walk around and listen.
Transition: Stand up tall and pat your head. Now, rub your stomach. Please walk to the floor
and sit down.(1:00)
We Say, book, inside/ • Say the VPCs. (S-T-S) Recognize the
“Please!” outside, song • Say, Please, sing the song with meaning of
(Song) me today. "Please ___" and
2:30-3:00 • Sing the song together gradually, "May we___?"
singing quieter so you can hear
the class and know which
phrases they need to work on the
most.
• Ask, What do you say if you want
to go outside and play?
Model, Please, may we go
outside to play?
Phonograms U3: e, n, x • Use the current unit PCs. Air-write Produce the
1:00 U2: b, g, l, u the phonogram and say the sound(s) when
sound(s) with the class. (2x) shown the letter.
Crayons Are PC, PWC: c • Air-write the PC together while Match spoken
Fun! saying the first sound. Hold up two words to print.
1:30-2:00 sound. (2x)
• Listen to the class say the sounds
and read the words on the PWC.
• Model pointing to each word as
you read the poem. Pick a
student to come up and point to
each word as you read the poem
with the class.
I Like These black, blocks, • Say the VPCs. (S-T-S) Listen to sounds
Things drink, paint, • Tell the story as you point to the in words.
(Story) page, paper, pictures. Emphasize the sounds
3:00-3:30 red, table, /z/ chairs, games, scissors, walls,
tape, window windows, crayons, pencils,
markers, and erasers and the /s/
in books, blocks, and storybooks.

Black ant • Say the VPC. (S-T-S) Listen to sounds

(Big Book) • Read it together as you in words.
1:30-2:00 emphasize the /t/+/s/ in boots,
ants, pants, hats, and cats.
track the words.
Transition: Hop like a rabbit and count to three. Then, sit on your chair. (1:00)
Colors blue, box, • Say the VPCs .(S-T-S) Listen to and
Everywhere! brown, green, • Sing the song together. (2x) participate in
(Song) light, orange, • Using Card 3, ask, What color is conversations.
2:00-2:30 pink, purple, the paint? Point to the picture
white, yellow and model, The paint is red.
• Invite a student to come up. Using
Card 3, point to a picture, ask,
What color is the ___? After they
respond, model the complete
sentence.
Count and • Give the directions from Recognize the
Shout! beginning to end. When using meaning of "one
(Action Activity) Card 1, watch to make sure time, ___ times."
3:00-3:30 students know how many times
they should count and shout.

Helps His • Tell the story as you point to the information
Mother pictures. about the story.
(Story Dictionary) • After reading Card 7, stop.
4:30-5:00 • Point to the pictures. Ask the class
the following questions. Help
them respond if needed. Is
Mother Bear happy?
Yes.
What does she say to her little
bears?
Thank you.
What do the little bears answer?
You are welcome, Mother.
• Read the rest of the story.
Extra Time Activity

Do the "Yes, It Is!" Chant.

Unit 3 Lesson 22
VPCs Needed: bag [2], bathroom [3], book [5], card [7], door [11], eraser [13], ground [15], hook [16],
jungle gym [18], left/right [20], lunch [22], merry-go-round [24], office [25], paper [28], pencil [29], play
dough [30], play ground [31], reach [32], sand [33], sandbox [34], school [35], slide [38], snack [39], spin
[41], storybook [42], swing [43], trash [46], wall [47]
Three • Help the class hear the sound /r/ Listen to sounds
(Big Book) in Three as you read the title. in words.
2:00-2:30 • Listen to the class sing and help
as needed.
• Invite the class to read the with
you as you follow the words.
Phonograms U3: c, e, n, x • Use the current unit PCs. Air-write Produce the
1:00-1:30 U1: d, f, k, m, z the phonogram and say the sound(s) when
sound(s) with the class. (2x) shown the letters.
My Toy Box PWC: x • Have the class say the PWC. Listen to sounds
(Poem) • Point out the /ks/ sound in the in words.
1:30-2:00 poem as you say the sound. Ask
the class to read the word box. Match spoken
• Model pointing to each word as word to print.
you read the poem.
• Have a student come up and
point to each word as you read
the poem with the class.
Let’s Spin! ground, • Say the VPCs. (S-T-S) Listen to sounds
(Song) left/right, • Sing the song as the class does in words.
2:30-3:00 reach, spin the actions. Watch and help as
needed.
• Emphasize the /n/+/d/ in ground
and around.
Hello, How Are • Sing as a call and response Listen to and
You? between teacher and class. participate in
(Song) • Have students pair up and conversations.
2:00-2:30 exchange greetings with each
other.
Yes, It Is! bathroom, • Say the VPCs. (S-T-S) Listen to and
(Chant) card, hook, • Touching the door, ask, What is participate in
3:30-4:00 office, pencil, this? Help them respond, This is a conversations.
play dough, door.
snack, • Let the class ask the questions in
storybook, the chant and you answer them.
wall
Transition: Stand up. Stomp your feet 5 times. March to the corner. Walk back. (1:00)

Time for a • Give the directions mixing up the Respond to

Story order as students do the actions. directions with
(Song) actions.
2:00-2:30
Our Day at bag, book, • Say the VPCs. (S-T-S) Recall
School door, eraser, • Tell the story as you point to the information
(Story) paper, sand, pictures. provided to
4:30-5:00 school, swing, • Using Card 4, ask, Where did we answer
trash look for our markers? Help them questions.
respond, Under the chairs.
• Using Card 6, ask, Where did we
find our markers? Help them
respond, Down in the sand.
Transition: Stand up and walk to the window. Look outside. Then, look to the left. Look to the
right. Skip to your chair. (1:00)
Give it to a Prop: erasers • Pair up students as you hand Respond to
Friend them an eraser. directions with
(Action Activity) • Go through the activity giving the actions.
3:00-3:30 directions. See if students can
perform the actions accurately
without seeing them modeled.
Marvin Goes jungle gym, • Say the VPCs. (S-T-S) Listen to sounds
to School lunch, merry- • Invite the class to say the story in words.
(Story) go-round, along with you in a small voice.
3:30-4:00 playground, • Listen and help with the sound /z/
sandbox, slide in is, opens, says, boys, girls,
please, hands, and swings, and
/s/ in sits, puts, gets, makes, and
it’s.
Extra Time Activity

Sing the "We Say 'Please!'” Song.
Tell the "I Like These Things" Story if you still have extra time.

Unit 3 Lesson 23
VPCs Needed: bathroom [3], box [6], card [7], clothes [9], drink [12], eraser [13], game [14], hook [16],
inside/outside [17], laugh [19], light [21], office [25], paint [27], paper [28], pencil [29], play dough [30],
school [35], scissors [36], snack [39], song [40], spin [41], storybook [42], table [44], tape [45], wall [47],
red [50], pink [51], green [52], brown [54], purple [55], yellow [56], orange [57], white [58], black [59]
Colors box, brown, • Say the VPCs. (S-T-S) Listen to and

Everywhere! green, light, • Listen to the class sing the song. participate in
(Song) orange, pink, (2x) conversations.
2:30-3:00 purple, table, • Using Card 4, ask, What color is
white, yellow the ___? Praise students who
respond.
• Invite two students up. One will
ask, What color is the ___? The
other will reply, The ___ is ___.
(Story Dictionary) • Go to Card 8. Point to the
4:30-5:00 Listen to and
pictures. Ask questions and help
participate in
them respond if needed.
conversations.
Is Jonny sleepy?
Yes.
What does he rub?
He rubs his eyes.
What does he do with the
toothbrush?
He brushes his teeth.
When it's time to go to bed, do
you brush your teeth?
Count and • Give the directions mixing up the Respond to
Shout! numbers. directions with
(Action Activity) actions.
3:00-3:30
Transition: Stand up. Walk like an elephant to the corner. Crawl like an alligator back.
(1:00)
Yes, It Is! bathroom, • Say the VPCs. (S-T-S) Respond to
(Chant) card, hook, • Touching a chair, ask, Is this a simple questions.
3:30-4:00 office, pencil, chair? Help them respond, Yes, it
snack, is.
storybook, • Say the chant asking or
wall answering every other question
with the class.
We Love game, laugh, • Say the VPCs. (S-T-S) Listen to sounds
School play dough, • Read the title of the story. in words.
(Story) school, scissors, Emphasize the sound /v/ in love.
3:00-3:30 spin • Invite the class to say the first 2
cards with you.
• Stop and ask them to listen as you
point to the pictures and say the
rest of the story.

Phonograms U3: x • Use the current unit PCs. Air-write Produce the
1:00 U2: b, g, l, u the phonogram and say the sound(s) when
sound with the class. (2x) shown the letters.
Yes? No? PCs: e, n • Air-write and say the PCs with the Listen to review
(Poem) class. (2x) sounds in words.
3:00-3:30 • Ask the class to listen to the /k/
and /l/ sounds in the poem.
• Point to /k/ in snake, asked, can,
and crawl as you say the sound
and read the words.
• Point out the /l/ in elephant,
crawl, and little.
• Read the poem.
• Then, listen to the class read the
poem.
Transition: Stand up. Wiggle like a snake. Wiggle like a worm. Let’s wiggle and then, sit
down. (1:00)
We Say, inside/outside, • Say the VPCs. (S-T-S) Respond to
“Please!” song • Ask, What do you say if I give you simple questions.
(Song) an eraser? Hand a student an
1:30-2:00 eraser and help the student say,
Thank you.
• Sing the song together while
pointing to the pictures as
needed.
Crayons Are PC, PWC: c • Say the name of the letter without Listen to review
Fun! showing the PC. Watch the class sounds in words.
(Poem) air-write and say its sounds. (2x)
2:30-3:00 • Let the class say the sounds and
read the words on the PWC. Help
as needed.
• Point out the letter "u" in the
the sounds and read the words
/u/ fun and /ū/ use.
I Like These black, drink, • Say the VPCs. (S-T-S) Recall
Things eraser, paint, • Tell the story as you point to the information
(Story) paper, red, pictures. provided and
3:30-4:00 tape • Showing Card 8, say, Marvin likes from experience
to drink when he is thirsty. to answer
• Ask, What do you like to do when questions.
you are hungry or thirsty? Help
them respond if needed.
Extra Time Activity

Sing the "Let’s Spin" Song.
Read or sing the "Three" Big Book if you still have extra time.

Unit 3 Lesson 24
VPCs Needed: blocks [4], card [7], crayon [10], drink [12], game [14], ground [15], jungle gym [18],
laugh [19], left/right [20], lunch [22], page [26], paint [27], paper [28], pencil [29], reach [32], scissors [36],
slide [38], snack [39], song [40], spin [41], storybook [42], tape [45], water [48], window [49]
Hello, How Are • Divide the class in half. The first Listen to and
You? half sings the first four sentences. participate in
(Song) The second half sings the next conversations.
3:00-3:30 four sentences. Sing the last part
of the song together.
• Have students greet a friend by
name and ask how they are.
Give it to a Prop: erasers • Have the class raise their left Respond to
Friend hand and their right hand. directions with
(Action Activity) • Say, Make a circle. actions.
4:00-4:30 • Give clear instructions about
which direction you are passing
the eraser. Practice passing it in
that direction a few times first as
you say, Give it to a friend on your
left/right.
• Go through the activity in a circle.
(It is better not to mirror left and
right when doing it in a circle.)
Phonograms U3: c, e, n • Use the current unit PCs. Have Produce the
1:00 U1: d, f, k, m, z the class stand up and say the sound(s) when
sound(s) as you air-write the shown the letters.
phonograms together. (2x)
Transition: Stand up. Touch your head, shoulders, knees, and toes. (1:00)
Time for a • Listen to the class sing and do the Listen to sounds
Story actions as you point to the in words.
(Song) pictures for Cards 1-3.
2:30-3:00 • Say Card 4 while stressing the
sound /kwh/ in quiet.
I Like These blocks, card, • Say the VPCs. (S-T-S) Listen to and
Things page, paint, • Invite the class to say Cards 1-5 participate in
(Story) pencil, scissors, with you. Have them listen to you conversations.
3:30-4:00 slide, snack, say the rest.
storybook, • Ask, What color paint do you like?
tape, window Help them respond, I like blue
paint.
What color markers do you like?
I like black markers.
Three • Read the book together as you Match spoken
(Big Book) point to each word. words to print.
1:30-2:00 • Point to the birds in the picture.
Ask, How many birds are red and
how many are brown?
Model, One is red and two are
brown.
• Have a student come up and
point to each word as you sing
with the class.

My Toy Box! PC: x • Hold up the PC and invite the Produce the
(Poem) class to air-write the letter as they sound /ks/ when
1:30-2:00 say the sound. (2x) shown the letter
• Point out the X/x in the poem and “X/x”.
have the class say the sound and
read the word.
• Have the class read the poem
with you.
• Listen to the class read.
Marvin Goes crayon, drink, • Say the VPCs. (S-T-S) Listen to and
to School game, jungle • Tell the story as you point to the participate in
(Story) gym, laugh, pictures and use gestures. conversations.
3:30-4:00 lunch, paper, • Using Card 10, ask, What can a
song, water monkey do? Help them respond.
A monkey can mark with a
crayon.
Can you mark with a crayon?
Let’s Spin! ground, • Say the VPCs. (S-T-S) Respond to
(Song) left/right, • Ask the class to point to the right directions with
2:00-2:30 reach, spin or left. Watch and mirror the actions.
action.
• Sing while students do the
actions. Watch and help as
needed.
Transition: Stand up. Marvin Monkey is quiet. He cannot yell. Let’s climb like Marvin being
quiet. (1:00)
Writer Pages 14-15 • Using Pages 14-15, have the class Produce the
11:00-11:30 trace the letters with a pencil sounds while
Writers, pencils, while saying the sounds as you writing the letters.
erasers walk around and listen.
• Using Page 15, have the class Produce the
trace the numbers with a pencil number words
while saying the number words as while writing the
you walk around and listen. numbers 1-10.
Extra Time Activity

Read or sing the "Black" Big Book.
Tell the "Our Day at School" Story if you still have extra time.

Unit 3 Lesson 25
VPCs Needed: ant [1], bag [2], bathroom [3], box [6], card [7], door [11], eraser [13], ground [15],
hook [16], inside/outside [17], laugh [19], light [21], marker [23], office [25], paper [28], pencil [29],
play dough [30], sand [33], sandbox [34], school [35], scissors [36], snack [39], song [40], spin [41],
storybook [42], swing [43], trash [46], wall [47], pink [51], green [52], blue [53], brown [54], purple [55],
yellow [56], orange [57], white [58]
We Say, inside/outside, • Say the VPCs. (S-T-S) Listen to sounds

“Please!” song • Ask, Can you teach me how to in words.
(Song) swim like a snake? After students
2:00-2:30 do the motions say, Thank you for
teaching me how to swim like a
snake.
• Point to the pictures and use
gestures as you listen to the class
sing. Help with the /t/ sound in
today, put, outside, to, letting,
and teaching.
Phonograms U3: x • Use the current unit PCs. Have Produce the
1:00 U2: b, g, l, u the class stand up and say the sounds when
sound as you air-write the shown the letters.
Crayons Are PC, PWC: c • Air-write and say the PC with the Approximate
Fun! class. (2x) reading with
(Poem) • Listen to the class say the PWC. purpose and
2:00-2:30 • Ask, Do you see the letter “C/c”? understanding.
Point to it and have the class say
the sound and read the word.
• Read the poem together, then
listen to the class read and help
as needed.
Colors ant, blue, box, • Say the VPCs. (S-T-S) Listen to and
Everywhere! brown, green, • Listen to the class sing. (2x) participate in
(Song) light, orange, • Using Card 2, ask, What color is conversations.
2:00-2:30 pink, purple, the sandbox? Promote responses
white, yellow in complete sentences.
• Ask students to turn to a partner.
One will ask, What color is the
___? The other will reply, The ___ is
___.
Transition: Stand up. Reach up high in the sky and fly with your hands. (1:00)
Our Day at bag, door, • Say the VPCs. (S-T-S) Recognize the
School eraser, paper, • Put your pointer somewhere on meaning of "We
(Story) sand, school, the floor. looked for ___"
3:30-4:00 swing, trash • Say the title of the story. and "We found
• Have the class say the story with ___."
you as you point to the pictures.
• Say, Help me find the pointer.
After finding it, ask, What did we
look for? Pause for response and
then model, We looked for the
pointer.
Where did we find it?
We found it on the floor.

Black • Read the book as you track the Listen to and

(Big Book) words. participate in
2:00-2:30 • Ask, Do you see something conversations.
black? Help them respond, My
bag is black.
track the words.
Transition: Stand up. Point to your nose. Point to your ears. Now wiggle your toes and sit
down. (1:00)
Hello, How Are • Play the song as you sing the Listen to and
You? song together. participate in
(Song) • Model greeting a student using conversations.
2:30-3:00 any of the language from the
song.
Hello, how are you?
I am doing well. How are you
today?
I’m fine, thank you. Have a good
day!
• Then, have students greet a
friend.
Yes? No? PCs: e, n • Listen to the class say the sound(s) Listen to review
(Poem) as you air-write the PCs together. sounds in words.
1:30-2:00 (2x)
• Ask the class if they see the /u/
sound. Point it out in but and read
the word.
• Read the poem.
• Then, listen to the class say the
poem.
Count and • Give the directions mixing up the Respond to
Shout! order of the animals. directions with
3:00-3:30
Transition: Stand up tall and stomp your feet. Raise your hands and put them down. Then, sit
on the floor. (1:00)
We Love ground, laugh, • Say the VPCs. (S-T-S) Listen to sounds
School marker, play • Emphasize the sound /ks/ in in words.
(Story) dough, sandbox.
2:00-2:30 sandbox, • Tell the story as you point to the
scissors, spin pictures and keep eye contact
with your students.
Yes, It Is! bathroom, • Say the VPCs. (S-T-S) Listen to sounds
(Chant) card, hook, • Listen to the class say the first in words.
3:30-4:00 office, pencil, card. Say the rest together. Listen
snack, and help with the sound /n/+/t/ in
storybook, isn’t and /t/+/s/ in it’s.
wall • Let a few volunteers ask the class
a question. Help them respond.
Extra Time Activity

Do the "Give it to a Friend" Action Activity.
Tell the "Jonny Bear Helps His Mother" Story Dictionary if you still have extra time.

Unit 3 Lesson 26
VPCs Needed: ant [1], book [5], clothes [9], crayon [10], drink [12], eraser [13], game [14], jungle gym
[18], laugh [19], left/right [20], light [21], lunch [22], marker [23], paint [27], paper [28], play dough [30],
playground [31], reach [32], sandbox [34], school [35], scissors [36], slide [38], song [40], spin [41], water
[48], pink [51], blue [53], brown [54], purple [55], yellow [56], orange [57]
Time for a • Let the class sing along with you Respond to
Story as they do the actions and you directions with
(Song) point to the pictures. actions.
1:30-2:00
Marvin Goes crayon, drink, • Say the VPCs. (S-T-S) Recall

to School game, jungle • Invite the class to say the story information
(Story) gym, laugh, with you as you point to the provided to
3:00-3:30 lunch, paper, pictures. answer
playground, • Using Card 10, ask, What does questions.
slide, song, Marvin do with the crayon?
water He marks with the crayon.
What are his marks like?
His marks are funny.
Phonograms U3: e, n • Use the current unit PCs. Have Produce the
1:00 U1: d, f, k, m, z the class stand up and say the sounds when
sound(s) as you air-write the shown the letter.
(Poem) class. (2x) sounds in words.
2:30-3:00 • Say the PWC together.
• Point out the /b/ sound in the
poem and have the class read
the words.
with you.
Transition: Everyone stand up. Walk around the classroom. Now, stop! Tiptoe to the corner.
Swim back to your table. (1:00)
Three • Listen to the class say the book. Listen to and
(Big Book) Help as needed. participate in
1:30-2:00 • Using Pages 2-3, ask, What do you conversations.
see? After they respond, model, I
see three birds.
What color are they?
One is red and two are brown.
• Listen to the class sing as you
track the words.
(Story Dictionary) • Go back to Card 8. Point to the
4:30-5:00 pictures and ask, What do Brother
and Sister do? Wait. Then help
them respond, Brother washes his
face with water. Sister uses a
comb to comb her hair.
• Read the rest of the story.
Transition: Stand up and wiggle. Wiggle like a snake. Wiggle like a worm. Sit down. (1:00)

Give it to a left/right • Say the VPC. (S-T-S) Respond to

Friend • Review left and right. Then, get in directions with
(Action Activity) Prop: erasers a circle and practice giving to a actions.
3:30-4:00 friend in the same direction.
• Begin the activity when students
understand what to do.
Crayons Are PC: c • Say the sounds of the letter Listen to review
Fun without showing the PC and have sounds in words.
(Poem) the class air-write and tell you
1:30-2:00 what the letter is.
• Point out the /l/ sound in the
the word.
with you as you track the words.
(2x)
Let’s Spin! reach, spin • Say the VPCs. (S-T-S) Respond to
(Song) • Ask the class to look to the right or directions with
2:30-3:00 left. Watch to ensure they follow actions.
accurately.
• Sing while students do the
actions. Watch and help as
needed.
Transition: Stand up. Hold up your left hand. Hold up your right hand. Spin around and
shout, "Yeah!" Please sit down. (1:00)
Colors ant, blue, • Say the VPCs. (S-T-S) Listen to and
Everywhere! book, brown, • Play the song as you sing the participate in
(Song) eraser, light, song together. conversations.
2:30-3:00 orange, paint, • Using Card 3, ask, What color is
pink, purple, the ___? Help students respond as
yellow needed.
• Invite partners to walk around the
classroom and ask each other
questions using, What color is the
___? and The ___ is ___.
We Love marker, play • Say the VPCs. (S-T-S) Recall
School dough, • Invite the class to say the story information
(Story) sandbox, with you as you point to the provided to
3:00-3:30 school, pictures. answer
scissors • Ask, What do we love? Help them questions.
respond, We love school.
Extra Time Activity

Sing the "We Say 'Please!’" Song.
Do the "Count and Shout" Action Activity if you still have extra time.

Unit 3 Lesson 27
VPCs Needed: bag [2], bathroom [3], blocks [4], book [5], card [7], door [11], eraser [13], hook [16],
inside/outside [17], laugh [19], marker [23], office [25], page [26], paper [28], pencil [29], play dough [30],
sand [33], sandbox [34], school [35], scissors [36], snack [39], song [40], spin [41], storybook [42],
swing [43], tape [45], trash [46], wall [47]
Hello, How Are • Have students greet a friend and Listen to and
You? ask how they are. participate in
(Song) • Sing in a call and response conversations.
2:30-3:00 manner with student pairs facing
each other.
We Love laugh, marker, • Say the VPCs. (S-T-S) Recall
School play dough, • Say, The boys and girls in the story information from
(Story) sandbox, spin love school! We love school, too! experience to
3:00-3:30 Tell me what you love at school. answer
Help them respond, We love to questions.
___. Or, I love to ___.
• Say, I love to listen to stories.
Please say the story.
• Then, listen as they say the story.
Help as needed.
Phonograms U3: c • Use the current unit PCs. Have Produce the
1:00 U2: b, g, l, u the class stand up and say the sounds when
sound(s) as you air-write the shown the letters.
Yes? No? PC, PWC: n • Hold up the "n" PC. Ask, What Produce the
(Poem) letter is this? Watch and listen to sound /n/ when
1:30-2:00 the class air-write and say its shown the letter
sound. (2x) “n”.
• Have the class clap on the /n/
sound as you read the poem
together.
• Point out the letter "n" in the
poem and have the class say
the /n/ sound.
• Read the poem.
• Then, listen to the class say the
poem.
Transition: When I'm thirsty, I like to drink water! Drink your water and sing, “This is the way I
drink my water…” (1:00)
I Like These blocks, card, • Say the VPCs. (S-T-S) Listen to and
Things page, pencil, • Tell the story as you point to the participate in
(Story) scissors, snack, pictures. conversations.
3:30-4:00 storybook, • Ask, Where do you like to play
tape games?
Do you like playing games
outside?
• Help them respond if needed.

Transition: Stand up tall and pat your head. Now, rub your stomach. Please walk to the floor
and sit down.(1:00)
(Chant) hook, office, • Point to a table and ask, What is participate in
3:00-3:30 wall this? Is this a chair? Help them conversations.
respond, No it isn't. It is a table.
• Say the first two cards together.
• Listen to the class say the last two
cards. Help as needed.
We Say, inside/outside, • Say the VPCs. (S-T-S) Listen to and
“Please!” song • Ask, What do you say if you want participate in
(Song) me to count the windows? After conversations.
2:00-2:30 they respond, model, Please help
us count the windows.
What do you say after I help?
After they respond, model, Thank
you for helping us count.
• Listen to the class sing. Help with
pronunciation as needed.
My Toy Box PC: x • Hold up the PC. Ask, What letter is Produce the
(Poem) this? Watch and listen to the class sound /ks/ when
2:00-2:30 air-write and say the sound. (2x) shown the letter
• Point out the /ks/ sound in the “x”.
the word.
with you.
Count and • Give the directions changing the Respond to

Shout! body parts. directions with
3:00-3:30
Transition: Stand up. Fly like a bird and count to ten. Count and shout: 1, 2, 3, 4, 5, 6, 7, 8, 9,
10. (1:00)
Our Day at bag, book, • Say the VPCs. (S-T-S) Listen to and
School door, eraser, • Invite the class to say the story participate in
(Story) paper, sand, with you as you point to the conversations.
4:00-4:30 school, swing, pictures.
trash • Use phrases from the story as you
look for supplies in your classroom.
Let the class help you. Ask, What
did you look for?
What did you find? Help them
respond only if needed.
Time for a • Watch the class do the motions Respond to

Story as you sing the song. directions with
(Song) actions.
1:30-2:00
Extra Time Activity

Read or sing the “Black” Big Book.

Unit 3 Lesson 28
VPCs Needed: bag [2], bathroom [3], card [7], classroom [8], door [11], eraser [13], game [14],
ground [15], hook [16], inside/outside [17], laugh [19], left/right [20], light [21], lunch [22], office [25],
paper [28], pencil [29], play dough [30], reach [32], sand [33], sandbox [34], school [35], scissors [36],
snack [39], song [40], storybook [42], swing [43], table [44], trash [46], wall [47], red [50], pink [51],
green [52], blue [53], brown [54], purple [55], yellow [56], orange [57], white [58]
We Say, inside/outside, • Say the VPCs. (S-T-S) Listen to and

“Please!” song • Ask, What do you say if you want participate in
(Song) me to sing with you? conversations.
2:00-2:30 Model, Please sing a song with us.
• Play the song as you sing
together.
• Say, Thank you for singing with
me.
Phonograms U3: e, n, x • Use the current unit PCs. Listen to Produce the
1:00 U1: d, f, k, m, z the class say the sound(s) as you sound(s) when
air-write the phonograms shown the letters.
together. (2x)
Crayons Are PC, PWC: c • Hold up the PC. Ask, What letter is Produce the
Fun! this? Watch and listen to the class sounds /k/ and
(Poem) air-write and say the PC and /s/ when shown
2:00-2:30 PWC. (2x) the letter “c”.
• Point to each letter in the word
fun as you say the sounds /f/ /u/
/n/. Have the class read the
word.
• Listen to the class say the poem.
• Then, read the poem together as
you track the words.
Transition: Stand up. Look around the classroom. Look on the floor. Look under your foot.
Look out the window. (1:00)
Our Day at bag, eraser, • Say the VPCs. (S-T-S) Recall
School paper, sand, • Invite the class to say the story information
(Story) swing, trash with you. provided to
4:00-4:30 • Using Card 5, ask, Where did we answer
look? Help them respond only if questions.
needed.
Can we find our paper? Help
them respond only if needed.
Give it to a left/right • Say the VPC. (S-T-S) Respond to
Friend • Pair up students and give them directions with
(Action Activity) Prop: erasers an eraser. actions.
2:30-3:00 • Facing the class, do the activity
with the students as you mix up
the order of the directions. Watch
and help if needed.

Marvin Goes classroom, • Say the VPCs. (S-T-S) Recall

to School door, game, • Tell the story as you point to the information
(Story) lunch, school, pictures and use gestures. provided to
3:30-4:00 table • Using Card 11, ask questions. Help answer
them respond and model if questions.
necessary. Ask, What time is it
now? It's time to go home.
What do the boys and girls do?
They wave goodbye to Marvin.
Was it fun to have a monkey at
school? Yes, it was fun to have a
monkey at school.
Three • Read the book together. Listen to and
(Big Book) • Listen to the class sing the book. participate in
2:30-3:00 • Using Page 4 and 5, ask, Where conversations.
are the birds. Wait for replies. Then
model, The birds are in the sky.
Ask, Are the birds high or low?
Wait for replies. Model, The birds
are very high.
(Chant) card, hook, • Have class say the chant with participate in
3:30-4:00 office, pencil, you. Listen and help with conversations.
snack, accuracy.
storybook, • Looking around the classroom,
wall ask, What is this? Is this an office?
Encourage and praise responses
in complete sentences.
Let’s Spin! ground, reach • Say the VPCs. (S-T-S) Respond to
(Song) • Invite the class to sing with you as directions with
2:30-3:00 they do the actions. actions.
Transition: Clap your hands 5 times. Then, stand up and hop like a rabbit around your chair.
(1:00)
We Love laugh, play • Say the VPCs. (S-T-S) Recall
School dough, red, • Say the story together as you information from
(Story) sandbox, point to the pictures. experience to
3:30-4:00 scissors • Pair students up. Say, Tell your answer
friend what you love to do at questions.
school? Walk around and help as
needed.
Colors blue, brown, • Say the VPCs. (S-T-S) Respond to

Everywhere! green, light, • Sing the song with the class. (2x) simple questions.
(Song) orange, pink, • Then, using Card 2, ask, I see
3:30-4:00 purple, white, colors everywhere I look. What
yellow colors do you see outside? Help
students respond only if needed.
• Using Card 3, ask, What colors do
you see inside the school? Help
students respond only if needed.
• Using Card 4, ask, What colors are
inside the house? Help students
respond only if needed.

Unit 3 Lesson 29
VPCs Needed: blocks [4], box [6], clothes [9], card [7], merry-go-round [24], page [26], paint [27],
pencil [29], playground [31], scissors [36], slide [38], snack [39], storybook [42], tape [45]
Time For a • Play the song. Have the class sing Respond to
Story and do the actions as you point directions with
(Song) to the pictures. actions.
1:30-2:00
We Love • Invite the class to say the story Listen to and

School with you. participate in
(Story) • Ask, What do you love to do in conversations.
3:00-3:30 school? Help them respond, We
love to ___.
Ask, What do you love to do at
home?
We love to ___. Help only if
needed.
Phonograms U3: c • Use the current unit PCs. Listen to Produce the
1:00 U2: b, g, l, u the class say the sound(s) as you sounds when
together. (2x)
My Toy Box box • Say the VPC. (S-T-S) Approximate
(Poem) • Air-write the letter without reading with
2:30-3:00 PC, PWC: x showing the PC. Have the class purpose and
say its sound. (2x) understanding.
• Listen to class say the PWC.
• Invite the class to read the poem.
• Ask half the class to read the first
sentence and the other half read
the second sentence.
• Then, read the poem together.
Transition: Stand up. Walk to something that is pink and point to it. Walk to something that is
black and point to it. (1:00)
Black • Read the book together as you Approximate
(Big Book) track the words. singing with
2:00-2:30 • Listen to the class sing as they purpose and
follow the words. understanding.
• Have students point to the black
things they see in the classroom.
(Story Dictionary) • Go back to Card 5. Ask questions,
4:30-5:00 but wait for their response before
helping. Ask, When you give your
clothes to your mother to wash,
do you take the things out of your
pockets?
After they put the clothes on the
line, what will they make?
Can you help your mother make
something very nice to eat?

Hello, How Are • Sing the song together. Listen to and

You? • Have the students greet a friend participate in
(Song) and tell them to “Have a good conversations.
2:30-3:00 day.”
Count and • Give the directions in random Respond to
Shout! order. directions with
2:30-3:00
Yes? No? PCs: e, n • Hold up the "e" PC. Ask, What Produce the
(Poem) letter is this? Watch and listen to sounds /e/ and
2:30-3:00 the class air-write and say each /ē/ when shown
sound. (2x) the letter “e”.
• Point out the many different /e/
sounds in the poem. Have the
class say each sound and repeat
the words.
as you listen.
Transition: Stand up. Walk like an elephant around the classroom. Now, crawl like an
alligator to your chair. (1:00)
I Like These blocks, card, • Say the VPCs. (S-T-S) Recall
Things merry-go- • Invite the class to say the story Information
(Story) round, page, with you as you point to the from experience
3:30-4:00 paint, pencil, pictures. to answer
playground, • Ask, What do you like in this story? questions.
scissors, slide, Do you like reading under the
snack, table? Help them respond if
storybook, needed.
tape Where do you like to read
storybooks? Help them respond if
needed.
Extra Time Activity

Sing the "Let's Spin!" Song.
Read or sing the "Three" Big Book if you still have extra time.

Unit 3 Lesson 30
VPCs Needed: none
Colors • Listen to the class sing. Make sure Listen to and

Everywhere! they're pronouncing ending participate in
(Song) sounds. (2x) conversations.
3:00-3:30 • Let the class walk around and ask
each other questions about
colors in the room using, What
color is the ___? and The ___ is ___.
Yes, It Is! • Listen to the class say the first two Listen to and
(Chant) cards. Say the last two together. participate in
3:30-4:00 • Pointing to a window, ask, What is conversations.
this? Is this a hook? Help them
respond, No it isn't. This is a
window.
• Invite the class to ask you a
question.
Let’s Spin! • Play the song. Watch the class do Respond to

(Song) the actions as they sing. directions with
2:00-2:30 actions.
Marvin Goes • Let the class say the story with you Recall
to School as you point to the pictures. information
(Story) • Ask, Where are the boys and provided to
3:30-4:00 girls? answer
The boys and girls are at school. questions.
Who is knocking?
Marvin Monkey.
What does the teacher do?
The teacher opens the door.
Transition: Stand up. Spin around slowly. Spin around fast. Stop. Spin around slowly. (1:00)
Three • Invite the class to read the book Approximate

(Big Book) with you as you track the words. singing with
1:30-2:00 • Listen to the class sing as you purpose and
track the words. understanding.
Phonograms U3: x • Use the current unit PCs. Listen to Produce the
1:00 U1: d, f, k, m, z the class say the sound as you sounds when
together. (2x)
Crayons Are PC, PWC: c • Watch and listen to the class air- Approximate
Fun! write and say the PC and PWC. reading with
(Poem) (2x) purpose and
2:00-2:30 • Have half the class read the first understanding.
sentence and the other half read
the rest of the poem.
• Ask, Are crayons fun? Do you like
crayons?

Give It to a Prop: erasers • Pair up students and hand them Respond to

Friend an eraser. directions with
(Action Activity) • Facing the class, do the activity actions.
2:30-3:00 together, mixing up the order of
the directions at a slightly faster
pace. Watch and help as
needed.
Transition: Everyone sit on the floor. Put your hands on your shoulders and pat. Put your
hands in your lap. (1:00)
Our Day at • Let the class say the story with you Recall
School as you point to the pictures. information
(Story) • Using Card 9, ask, What did we provided to
3:30-4:00 look for? answer
We looked for the things to make questions.
our book.
What did we find?
Some paper, a crayon, and a
marker.
Help them respond if needed.
We Say, • Ask, What do you say if you want Listen to and
“Please!” me to dance with you? participate in
(Song) Model, Please dance with us. conversations.
2:00-2:30 Ask, What do you say after I
dance with you?
Model, Thank you for dancing
with us.
• Stand up and do the actions as
you sing together.
Yes? No? PCs, PWCs: e, n • Have the class say the PCs and Approximate
(Poem) read the PWCs together. (2x) reading with
3:00-3:30 • Listen to the class say the poem. purpose and
• Ask half the class to say the understanding.
question and the other half to say
the reply.
Extra Time Activity

Tell the "I Like These Things" Story.

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• Ask, What is big and round?

• Ask, What is big and round?

Things to remember when using questions:

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Hello, How Are • Sing the song. Listen to identify

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Extra Time Activity

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Extra Time Activity

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Hello, How Are • Sing the song. Listen to identify

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Extra Time Activity

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Extra Time Activity

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Extra Time Activity

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We Say song • Teach the VPC. (T-S 2x) Recognize words

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Extra Time Activity

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Three • Show the cover. Ask, How many Recognize the

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We Say song • Teach the VPC. (T-S 2x) Listen to identify

Extra Time Activity

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Extra Time Activity

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Component Related Items Teacher Student

We Say song • Teach the VPC. (T-S 2x) Listen to identify

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Extra Time Activity

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Hello, How Are • Sing the song together. Listen to sounds

Transition: Boys and girls, run slowly to your chair. (1:00)

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Extra Time Activity

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We Say song • Teach the VPC. (T-S 2x) Listen to sounds

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Transition: Let's tiptoe like a cat to the corner. (1:00)

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Component Related Items Teacher Student

We Say song • Teach the VPC. (T-S 2x) Listen to sounds