lesson 1

Let’s TapGenre: PoetryConsonant “m”

Day 1

Objective: To respond appropriately to oral communication

QUESTION OF

THE DAY

Think of ways you can move. For example, you can jump. What are some other ways you

can move?

On my signal, you will turn and talk with your partner to complete the following stem:

I can _____________________.

Fix this sentence:

i have a cat

Objective: To listen to a story for enjoyment

Today we are going to read the story Go, Go, Go! Before we read I would like for us to look at the title

and the author of the book. Remember the title is the name of

the book and the author is the person who wrote the book. By looking at the cover of the book

what do you think our story will be about today?

a

the

go

who

like

Word Wall

Now let’s put these words in alphabetical order.

Objective: To recognize individual words in a sentence

WORD SEGMENTATIONToday we are going to segment, or break apart, sentences. We want to know how many words are in each sentence. On the

next slide we have some sentences. I want you to listen as I read the sentences. Put up

one finger for each word you hear.

I like my bike.The dog barks.I like to jump.

My cat likes toast.Drive to the store.

Wake up!I ran.

My hat is blue.Sam is nice.

My dad cooks.The chair is red.What day is it?

Recite the alphabet.

What letter is this?

What letter is this?

The words at, after,

and act all begin

with the /a/ sound.

T-36 Which words

have the /a/ sound?

PhonicsIntroduce the short sound a

transparency R98

If you hear a word that begins with short A give me a thumbs up. If the word does

not begin with short A, give me a thumbs down.

atan

inchacheaddownoxam

Now we are going to listen for the short A sound in the middle of the word. If you here the short A in the

middle, give me a thumbs up. If you do not hear the short A in the middle, give me a thumbs down.

cathambedhatrainfan

tapetapact

backsattagantpataskdad

Lesson 1 Let’s Tap

Spelling Words Practice

Directions: Click the mouse only once to move to the

next slide. Read the spelling word on the slide, then

click once to spell the word. After you have spelled the word, read the

word again. Click the mouse once to move on to the

next slide. Ready? Click the mouse one time to begin.

Have fun!

The End!Great Work!

Focus Skill: Comprehension

Read TagLook at the picture. Let’s read to find out how the game begins.What’s the boys name?Where are Sam and his friends?Point to and read the word that tells what Sam did. Now read the sentence.

Who are the two boys on these pages?

What can they both do? How do you think Sam and Dan feel? How do you know? What is the same about the names

Sam and Dan?

Comprehension Pages 18-19

I see Sam on page 21. Let’s read to find out who the other children are.

Who are the other children on these pages?

What can they both do? What is the same about the names Pam

and Pat?

Tag in this story means to touch someone in a game. What are some other meanings for tag?

Comprehension pages 20-21

Let’s read to find out how the story ends.

Does anyone tag Dan? Point to the word that names the person and read it aloud.

How does everyone feel at the end of the story? How do you know?

Would you like to play tag? Why or why not?

Comprehension Pages 22-23

Read Jamaica Tag-Along

Genre Study Realistic Fiction

Read-Aloud Anthology

The word fiction means “not true” or “not real”. What does fiction mean? In a realistic fiction story, the author creates people and places that seem very real.This story is realistic fiction, so the people act he way real people do. Think about how brothers and sisters act in real life. Do you thin Jamaica’s brother likes it when Jamaica tags along after him?

You are going to listen to an expository nonfiction selection about young people who are inventors.

Expository nonfiction explains true information. It tells the events in time order and often uses headings.

One person invented the popsicle and the other invented ear muffs.

Remember that the headings in an expository nonfiction selection tells what each section is about.

Listening Comprehension

bothered

Robust Vocabulary

A woman told Berto to leave Jamaica alone because “big kids don’t like to be bothered by little kids.” If you are bothered, you are upset or unhappy. The word is bothered. What is the word?

Day 1: I’m bothered when someone has the TV on too loud. Which noise would bother you—soft music or thunder? Why? Complete this sentence: I am bothered when ______.

Robust Vocabulary

Distance

Robust Vocabulary

Distance: If you are at a distance from someone or something, you are far away, not close. The word is distance. What is the word?

Day 1: We can see a cloud at a distance. What can you see at a distance—a treetop or my desk? Why? Would you like to see a dinosaur up close or at a distance? Why (Draw a picture about your answer.)

Robust Vocabulary

formIf you form something, you make it or shape it.

The young people are forming a pyramid.

Jamaica used some wet sand to form a wall. If you form something, you make it or shape it. The word is form. What is the word? I can use clay to form an animal shape. What could you use to form the letters in your name—a ruler or a pencil? Why? Use some clay to form an animal or an object. Ask your partner to guess what you formed.

Robust Vocabulary

You are going to learn about sentences.

Jamaica followed her brother. Ossie played baskeball. Jamaica and Berta made a sand castle.

A sentence tells a complete thought or idea. Dan and Pat ran. This sentence has two parts. It has a part

that tells who it is about-Dan and Pat. Dan and Pat ran. It has part that tells what they did-ran. Dan and Pat ran. This is a sentence because it is a complete

thought.

Predictions

Predictions

http://player.discoveryeducation.com/index.cfm?guidAssetId=4AC9C8CA-C1B4-4695-B56E-9A6EE373E7EC&blnFromSearch=1&productcode=US

The bag is tan. This sentence has a part that tells who

or what it is about. The bag is tan. It tells something about the bag. The bag is tan.

Sentences

Objective: To understand that print conveys meaning; To understand that a label names someone or something; to develop a list of criteria for writing

labels

Labels•A label names someone or something.•A label is short. It has one or two words.•Words in labels should be spelled correctly.

•Names in labels should begin with a capital letter.

What are some things we could label in our classroom?

Writing Prompt

Draw a friend and label the picture with his or her name.

Writing

Let’s Tap

Genre: Poetry

Day 2

Objective: To participate in a discussion; to respond appropriately to oral communication

Question of

theDay

What makes you happy?

On my signal you will turn and talk with your partner to complete the

following stem

I am happy when ________________.

Fix this sentence:

this is for pam

Objective: To participate in singing a traditional song

Today we are going to sing a song I think all of you know. We are

going to be singing “If your happy and you know it .” I will sing the song once and then I would like you to help me on the second

time. Make sure that you show me how this song makes you feel.

we

this

you

she

for

go

Word Wall

Say a word and have students point to it. Point to the words and have them read.

Objective: To recognize individual words in sentences

I am going to read some sentences. I want you to listen the first time. When I read the sentence again I would like for you to clap

once for each word you hear.

The dog sits.It is a hot day.

My pen is blue.Catch the ball.Matt sat down.He hit the ball.

I tip my hat.Shut the door!

I jump.I have a cat.

a

Word Building

mtc nrm






Have fun!

The End!Great Work!

Look at my map. I have a cat.The man ran one lap. I can tap my bat. I am Max.

botheredIf you are bothered, you are upset or unhappy.

The little girl is bothering her brother.

bothered– If you are bothered, you are upset or unhappy.

If you missed your favorite tv program, would you be bothered? Why or Why not.

What are some things that have bothered you? What did you do to make things better?

Would you be bothered if it rained every day for a month? Why or Why not?

Robust Vocabulary

distanceIf you are at a distance from someone or

something, you are far away,

not close.

The boat is a long distance from the sun.

Distance: If you are at a distance from someone or something, you are far away, not close.

If you saw a mountain from a distance, would the mountain look big or small? How would it look if you were near it?

If friend lives at a long distance from you, how could you talk to your friend? How could you visit your friend?

If you walked from here to the gym, would that be a long distance for you? Do you think it would be a long distance for n ant? Why or why not?

Form: If you form something, you make it or shape it.

How could you fold a sheet of paper to form a triangle?

If a group of people like to read, they might form a book club. What kind of club would you and you and our friends like to form?

Listen to this direction: Let’s stand and form a circle. What would we do to follow the direction?

Predictions: Jamaica Tag-Along

At the beginning of the story, Jamaica followed Ossie because she wanted to play with him and his friends. You predicted what would

probablyHappen. You used what you know about how

brothers and sisters sometimes act. You predicted that Ossie would not like Jamaica tagging along-and that I what happened.

Read aloud Student Edition page 24 and 25.

Prediction activity

http://teach.fcps.net/TALK/activities/sniffy_fluffy/MakingPredictions/picturewalkpage.htm

let’s help now

Words to Know

l e t ‘ s

h e l p

Read “Let’s Tap!”

My teacher can jump up and down.

Tell me a sentence that tells ways you can move.

Type the child’s name before the sentence they dictate.

Copyone of these.

Objective: To understand that a sentence is a group of words that tells a complete idea or thought; To understand that a sentence begins with a capital letter and ends with a period

Remember that sentences have two parts – one part tells who it is about and the other

part tells what they did. Also remember that sentences begin with a capital letter and end

with a period. Let’s look at the following sentences and see if they are correct.

Sandro can race.Emma likes to skip.

Tran likes to hop because it is fun.

Objective: To understand that print conveys meaning; To understand that a label names someone or something; to develop a list of criteria for writing labels

Labels• A label names someone or something.• A label is short. It has one or two words.•Words in labels should be spelled correctly.

•Names in labels should begin with a capital letter.

What are some foods we could draw and label.

Draw an apple on one side of a sheet of paper. Write the word apple under the picture.

On the other side of the paper, draw and label an ice cream cone.

Shared writing

apple Ice cream cone

Let’s Tap

Genre: Poetry

Day 3

Objective: To respond appropriately to oral communication

Question Of TheDay

How do you show you’re happy?

On my signal, you will turn and talk with your partner to complete the

following sentence.

When I am happy, I __________________.

Fix this sentence:

i can help you

Read the Poem “If You’re Happy and You Know It” on page 50 (Big Book of Rhymes and Poems.)

What do you think the dancers in “Let’s Tap!” might

do to show they are happy?

This time when we sing the song, we are going to identify rhyming words.

Read Aloud: to listen for a purpose

If You’re Happy and You Know It

If you’re happy and you know it, Clap your hands. (clap, clap)

If you’re happy and you know it,Clap your hands. (clap, clap)

If you’re happy and you know it, Then you really ought to show it.

If you’re happy and you know it,Clap your hands. (clap, clap)

Now let’s change the lyrics to make a new verse to the song.

If You’re Happy and You Know It

If you’re happy and you know it, Tap your toes. (tap, tap)

If you’re happy and you know it,Tap your toes. (tap, tap)

If you’re happy and you know it, Then you really ought to show it.

If you’re happy and you know it,Tap your toes. (tap, tap)

let’s

help

now

this

go

like

for

you

Word Wall

Say a word and have students point to it. Point to the words and have them read.

Objective: To recognize individual words in sentences

I am going to say some sentences. I want you to tap your toes one time for each word you hear in the

sentences.

We have fun.Where is it?Dad is back.

Line up.I am six.

The car is red.Let’s read.Pat is tall.

A bug is on the rug.Kat has two sisters.

The dog is black.The fish is gold.

r

Word Building

a gbt pnr pcl b

Read the words in red

Dan Cat has a bat.

Pam Cat has a van.

Sam Cat has a bag.

Pat Cat has a mat.

Pat Cat has a nap.






Have fun!

The End!Great Work!

attention

Robust Vocabulary

Imagine that you want to cross the street. What should you pay attention to? Why?

What is something you might NOT want to pay attention to? Explain why.

If you were giving a class presentation and no one was paying attention, how would you feel? Tell why.

Robust Vocabulary

Perform

Robust Vocabulary

If you were about to perform in a play on a stage, how would you feel?

Tell about something you would NOT want to perform.

Have you ever seen someone perform? If so, what did he or she perform? How did you feel about it?

Robust Vocabulary

supportive

Robust Vocabulary

If you are supportive of your best friend, how do you think that makes him or her feel?

Name someone who is supportive of you. How do you know he or she is supportive?

If someone were not supportive of you, how would you feel?

Robust Vocabulary

let’s help now

Words to Know

l e t ‘ s

h e l p

________ Tap!

Which word goes into the blank spot? help let’s now

Words To Know

I can ________ you.


Words To Know

________ let’s tap!


Words To Know

It is important to read words correctly so that a story makes sense.

Think Aloud

I’m going to begin reading the story. If I come to a word I’m not sure about, I will think about the story and try to figure out what word would make sense. Them I will read the sentence again more smoothly.

Review

Making predictions is using what you learn from the story and what you know from your own experiences. Think of a prediction that makes sense.

Display the Big Book cover Go, Go, Go! The title of this book is Go, Go, Go!

The author is Stephen Swinburne. I read this book to you earlier. What can help you predict what this book will be about?

Making Predictions

Look at the photograph. What are the children doing? What do you think the sentence will be about?

Page 22: Look at the sentence. What can help you predict that the sentence asks a question? What can help you predict what the question is about?

Page 33: What did you learn from this book? What are some of the ways kids can move?

Making Predictions

A sentence tells a complete thought or idea.

The cat. Who is this about? Is it a sentence?

Why or why not?

The cat ran. The word ran tells what the cat did.

Now it is a complete sentence. The sentence begins with a capital and ends with a period.

Grammar

the dog (Is this a complete sentence? What words can we add to make this a complete

sentence?)

The crayon is red. (Is this a complete sentence? What words can we add to make this a complete

sentence?)

wags his tail (Is this a complete sentence? What words can we add to make this a complete

sentence?)

jumps high (Is this a complete sentence? What words can we add to make this a complete

sentence?)

i play with my friends (Is this a complete sentence? What words can we add to make this a complete

sentence?)

Grammar

A label names someone or something. A label is short. It has one or two

words. Words in labels should be spelled

correctly. Names in labels should begin with a

capital letter.

Labels

Draw a picture about a place that you have chosen.

Give the students cards to write labels for their pictures.

Labels

What are some places you have visited recently? Think about people or things you saw that you might want to include in a picture.

Teacher writes the ideas on a sheet of paper and save for Friday.

Independent Writing

Let’s Tap

Genre: Poetry

Day 4

Objective: To listen and to respond appropriately to oral communication

Do you like to dance?

On my signal, you will turn and talk with your partner to complete the following

sentence

I like to dance because ______________________.

Fix this sentence:

let’s go there

Objective: To participate actively in a traditional song and dance; to recall and sing words to a song; to follow directions to perform a

dance

We’re going to review a song that we introduced yesterday. Remember

that you are looking for words that have rhythm. I will read it first and then you can read with me the

second time.

You put your right foot in.

You put your right foot out.

You put your right foot in,

And you shake it all about.

You do the Hokey-Pokey,

And you turn yourself around.

That’s what it’s all about!

Objective: To read high frequency words

let’s

do

now

up

down

a

the

go

who

like

Objective: To recognize and identify individual words in sentences

Today we will work on sentences again. I will tell you a sentence and

you will tell me the number of words you

hear. I also want you to tell me the last word in

the sentence.

I am thirsty.

Do you ride a bike?

That is a tall tree.

My dog has spots.

The cat jumps.

Dad is glad.

The crayon is green.

You are my friend.

I like to swim.






Have fun!

The End!Great Work!

attention

Robust Vocabulary

Imagine that you want to cross the street. What should you pay attention to? Why?

What is something you might NOT want to pay attention to? Explain why.

If you were giving a class presentation and no one was paying attention, how would you feel? Tell why.

Robust Vocabulary

Perform

Robust Vocabulary

If you were about to perform in a play on a stage, how would you feel?

Tell about something you would NOT want to perform.

Have you ever seen someone perform? If so, what did he or she perform? How did you feel about it?

Robust Vocabulary

supportive

Robust Vocabulary

If you are supportive of your best friend, how do you think that makes him or her feel?

Name someone who is supportive of you. How do you know he or she is supportive?

If someone were not supportive of you, how would you feel?

Robust Vocabulary

let’s help now

Words to Know

l e t ‘ s

h e l p

The word hat is a root word.

hat

I can add –s to hat to make the word hats.

hats

Root Words and Endings

Call students up to the computer to add an s to the following words. Have them read the words

before adding the s and after adding the s.

cappanmapwantlikehelp

Root Words and Endings

cap + s = caps

pan + s = pans

map + s = maps

want + s = wants

like + s = likes

help + s = helps

Give the students their weekly assessments at this point.

It is time to see what you remember.

Let’s Tap

Genre: Poetry

Day 4






Have fun!

The End!Great Work!

attention

Robust Vocabulary

Perform

Robust Vocabulary

supportive

Robust Vocabulary

bothered

Robust Vocabulary

Distance

Robust Vocabulary

Spelling Test am cat ran map a at can man tap the Bonus: fat Sentences: I can tap. The man ran. Total Points for sentences: 10

Spelling Test

lesson 1

Entertainment & Humor

word doesnot

isthe word

real people

spelling words

realistic fiction story

individual words

people andplaces

dan feel