Calvert Education Services • Lesson 28 109

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Lesson 28Materialsyellow objectpiece of yellow construction paperscissorsmagazines that can be cutpaste or gluecrayons or markersAlphafriends CardsPicture Cards The Music Break: Disc One2 or more telephones (actual, disconnected phones

or toys) chart paper

BooksI Went WalkingPractice Book, Volume 1 Teacher Aids

Student Assignments ❑ DISCUSSION

___Participate in an opening activity___Discuss the color yellow___Name items that are yellow___Complete yellow collage project

❑ MATHEMATICS ___Complete today’s lesson

❑ READING COMPREHENSION___Listen again to pp. 1–31, I Went Walking___Answer comprehension questions in the lesson___Retell story from I Went Walking___Complete p. 77, Practice Book

❑ PHONICS___Listen to “Sammy Seal’s Song”___Discuss /s/ Picture Cards

❑ PHONEMIC AWARENESS ___Play beginning sounds game___Sing “Sammy Seal’s Song” and follow instructions ___Complete Reading Checkpoint

❑ WRITING___Retell story in I Went Walking___Go on an observation walk___Create observation chart

❑ THE MUSIC BREAK ___Complete today’s lesson

❑ GAMES & ACTIVITIES___Role-play a telephone conversation___Discuss good telephone manners

DiscussionColors: Yellow

Today you will work with the color yellow. Begin by placing something yellow in front of your student. Ask your student what color it is; then ask if he can think of other things that are the color yellow.

Next take out a piece of yellow construction paper. Ask your student to think of a yellow object. Cut out the construction paper into the shape of the object he has chosen (for example: sun, lemon, flower). Have your student cut out yellow pictures from a magazine. Tell him to paste or glue these pictures onto the front of the construction paper. (This yellow collage will be used in a later Discussion lesson to make a large color collage.)

Suggested Reading Is It Red? Is It Yellow? Is It Blue?, Tana HobanA Color of His Own, Leo Lionni

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MathematicsComplete Lesson 28 in the Calvert Math Manual.

Reading ComprehensionObjectives: to sequence events; to predict and infer; to identify capital letters at the beginnings of sentences; to identify periods at the ends of sentences; to recognize that sentences are made up of words; to recall important details from a story

Introduction: Today your student will learn about capitalization at the beginnings of sentences and periods at the ends of sentences. In order to do this, it is important that your student understand that sentences are made up of words. Say: Sentences are made up of words.

Say the following sentence, making a mark on a sheet of paper for each word: I love colors, yes I do! Say the sentence again and ask your student to clap for each word. Ask: How many times did you clap? (six) How many words are in the sentence? (six)

Instruction: Review how you made predictions yesterday in Reading Lesson 27 before reading the book. Discuss the following ideas and questions after rereading the appropriate pages in the story. Reread pp. 1–31 of I Went Walking, emphasizing color words. Your student can use the predictability of the text to chime in.

pp. 2–3: Ask: What did the book cover tell us about the story? (Possible answers include: A boy went walking; there is a duck in the book.) Did we read about a boy taking a walk? (yes) Look at the pictures. Can you guess what the boy will see next? (a cat)

pp. 4–5: Ask: Were you right? How did you know the boy would see a cat? (I can see part of the cat in the basket; the basket is now empty; the boy is hugging a black cat.)

pp. 8–11: Remind your student that the events in a story happen in a certain order. This is a good story to figure out what happens next. Say: Can you tell me what animal the boy will see next? (a cow) I will ask you to do this as we read on. Ask: What does the boy have to climb to get on the cow? (a ladder)

pp. 14–15: Ask: What animals has the boy seen so far? (black cat, brown horse, red cow) Point to the sentence on p. 14. Count the words in the sentence. Remind your student that the word I is always spelled with a capital letter. Tell your student that the first word in a sentence also begins with a capital letter. Then point to the end of the sentence. Say: All sentences have end marks. We use a period at the end of a telling sentence. Can you find another period on the next page?

pp. 18–19: Ask: What animal will the boy see next? (pig) How do you know? (I can see part of a pig.)

pp. 20–21: Ask: Is this the same animal you saw on p. 19? (yes) How is it different? (It is cleaner; the boy has washed off the mud.)

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pp. 24–25: Ask: What does the dog do to show he is friendly? (licks the boy) Would you like to have a dog like this? Why or why not? (Answers will vary.) What will happen next? How do you know? (He will keep walking and see more animals; this is the pattern of the story.)

pp. 28–29: Ask: How does the story end? (The boy looks back to see all the animals following him.)

Application: Use the following prompts to help your student retell the story.

• What did the boy do at the beginning of the story?

• What animals did the boy see during his walk?

• How does knowing what will happen next help you to remember the story?

• How was the ending different from the rest of the story?

• If the book continued, what other animals might the boy see? What color would these animals be?

Assist your student in completing p. 77 of the Practice Book.

PhonicsObjective: to review the /s/ sound

Introduction: Read aloud the lyrics to “Sammy Seal’s Song” from Phonics Lesson 26, and have your student echo-rhyme it line for line. Have him listen for the /s/ words.

Tell your student that you will read the song again slowly. Say: This time, if you hear a word that begins with /s/ raise your hand. If you hear another /s/ word, put your hand down. You will raise and lower your hands each time you hear an /s/ word. Let’s practice with the first line. As you say the first line, model raising and lowering your hand alternately for /s/ words. Then say the entire song, having your student just raise and lower his hand for /s/ words.

Instruction: Display the Alphafriend Card Sammy Seal and have your student name the letter on the picture. (s) Ask: What letter stands for the sound /s/, as in seal? (s) Who can help you remember the sound /s/? (Sammy Seal) Write seal on a sheet of paper, underlining the s. Ask: What is the first letter in the word seal? (s) Seal starts with /s/, so s is the first letter I write for seal.

Application: Write Ss on a sheet of paper and circle it. Then write Ss, circle it, and draw a line through it to show “not s.” Display your choice of /s/ Picture Cards and three to five Picture Cards that do not start with /s/. Ask your student to name the picture, say the beginning sound, and place the Picture Card under the correct category.

Phonemic Awareness Objective: to recognize beginning sounds

Introduction: Continue to discuss beginning sounds.

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Instruction: Say: Let’s listen for beginning sounds. I will say two words, and you tell me which word begins with Sammy Seal’s sound, /s/. Listen: seven, eight. Say the words with me: seven, eight. Ask: Which word begins with /s/? (seven) Seven begins with /s/.

Continue with the following words: sun, me; fish, sea; sock, mitten; rock, sand; north, see; dance, sing; and sack, bag.

Application: Sing “Sammy Seal’s Song.” As you sing, have your student take one step forward each time he hears a word that begins with the /s/ sound. You may substitute another action such as jumping or hopping. Demonstrate this for your student the first time, and then repeat, having him join you.

Complete Reading Checkpoint

WritingObjective: to create a color observation chart

Introduction: Display the illustrations in I Went Walking and have your student retell the story in his own words using complete sentences.

Instruction: Explain that you will go on an observation walk together. After the walk your student will write his own “I went walking” story. Take your student on a brief walk around his neighborhood. As you walk, point out the colors of different objects.

Application: When you return from your observation walk, ask your student to share his observations. Record all of his observations on a sheet of paper to create an observation chart. See the following example.

© Houghton Mifflin 2007

Our Walk

The Music Break Listen to “This Old Man,” “Button Button,” and “Down by the Station,” found

on Tracks 10–12 of The Music Break: Disc One.

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Games & Activities Telephone Talk

Say: We are going to practice using the telephone. Begin by modeling a telephone conversation with your student. Include the following appropriate behaviors.

• Identify yourself.

• Politely ask to speak to the other person.

• Speak clearly and briefly.

• Thank the other person.

• Say good-bye and hang up.

After pointing out these good telephone manners, give your student an opportunity to practice while you watch. Then say: Let’s talk about how you used good telephone manners. I will make a list. What are some good telephone manners? (Possible answers include speaking clearly in complete sentences, using please and thank you and a pleasant greeting and ending, not eating while talking, etc.) Write the list on chart paper and save it for later use.

Looking Forward: In Games & Activities Lesson 29, you and your student will be making pretzels and will need to gather the following ingredients: 1 package dry yeast, 1 ½ cups of water, 1 egg, 4 cups of flour, 1 teaspoon of salt, and coarse salt (optional). See the lesson for additional materials.

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