Dear Zoo-Friends,

This week’s playful and physical lessons will real heroes this week! We will use our S.T.R.E.A.M.S. format.

S.T.R.E.A.M.S.:Science – all aspects of our physical worldTechnology - looking up topics online, viewing pictures and videosRecreation - movement and fitness – free and structured physical activitiesEngineering - little hands building with blocks, Legos®, scissors, stirring, transferring, lacing, cooking – anything that uses arms, hands and fingersThe Arts - literature, art and musicMath – sorting, adding, subtracting, subitizing, measuring, time, comparing sizes/weights, etc.Socialization - learning about self, family, community, world

Every Day!

1) Zoo-phonics: Signal and sound the “a – z’s” every day. Don’t forget Safari Sid on YouTube! Older children can prac-tice their word lists. Signal and sound! Play different games with the Lowercase Animal Alphabet Cards.

2) Literature: Read a wonderful literature book aloud every day!

3) Technology: Go online to find information on present day and past heroes from all over the world. (There are soooooooo many!). When there is trouble (hurricanes, earthquakes, pandemics, fires, etc.) you will find people help-ing other people.

4) Signal and Sound: Remember, as you share the lessons, remember to Signal the first letter in key words. Watch for underlined letters below.

Thursday’s Lessons:

1) Socialization: Talk to your child about things s/he can do daily to help others. This is also being a hero. What things did you plan with your child to help others? Fill out a “You Are a Hero!” Star (see below) each time your child and others in your family (and friends) do something helpful and kind. This will tell them that you know that they do kind things to help others.

2) Engineering (“busy hands”), Sensory Motor & Music: First, put on some “dreamy” classical music for this lesson! (Talk about the title and the composer.) In keeping with your lesson on the American Flag yesterday, play with red, white and blue shaving cream. Preparation: In three separate bowls, have your child (if they can) squirt a large glob of shaving cream. Next, have your child drop red food coloring into one bowl of shaving cream and then the blue into the next bowl of shaving cream. (Leave the white shaving cream alone!) Now, your child will use a fork or spoon to mix each color - s/he’ll have to stir, stir, stir to mix the colors! Now, put a big “blob” of shaving cream from each bowl (your child can do this too!) onto a cooking sheet (or the table top). Your child can use one or both hands to pull the different colors of shaving cream together to make a pretty mixture! Make sure your child wipes up the table when s/he is done! (Shaving cream will clean your table, too!)

3) Enjoy a Zoo-phonics Mini-Book! “Umber and His Pal” is a tiny story about a “pal” saving his friend Umber Um-brella Bird from a rainstorm. The pal invited Umber into his home so he could sit by the fire, warm up, and dry off. (The lesson plan, included, can be used with children of various ages.)

May 28 2020

68

Lesson Plan Book #29

Vocabulary Words:Vocabulary Words:Vocabulary Words:Vocabulary Words:Vocabulary Words:

Notes and Observations:

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1. Umber 2. gets* 3. wet 4. pal 5. is* 6. not* 7. sits* 8. in* 9. his*10. log11. hut

* High Frequency Words

“Umber and His Pal” (Focus: Mixed vowels, VC/CVC words)“Umber and His Pal” (Focus: Mixed vowels, VC/CVC words)“Umber and His Pal” (Focus: Mixed vowels, VC/CVC words)“Umber and His Pal” (Focus: Mixed vowels, VC/CVC words)“Umber and His Pal” (Focus: Mixed vowels, VC/CVC words)

This Mini-Book is comprised of VC/CVC words, a Blend (“nd”), and the name, “Umber.”

a. Write the vocabulary words on the board for all to see. Discuss any unfamiliar vocabulary withyour students.

Spell out the vocabulary words with the AACs prior to reading this Mini-Book.

b. Today, ask your students to take turns reading a sentence or a page aloud. Break into buddy-groups and then have each student read independently (SVR).

Observe how students approach text. Do they still need to Signal the VC/CVC words? Who isbecoming fluent? For those who need more of a challenge, skip some of the basic Mini-Booksand move onto more challenging ones.

c. Ask these questions: What is happening on page 1? Tell your students to look carefully at thepicture after they have read the text. (Umber is flying and is all wet.) Where do you think he isgoing? (To the little cabin in the woods.) What does it say on page 2? (That in the cabinUmber’s friend is dry.) Look at page 3. Read the text again and describe the picture. (Umber’spal is sitting near a fireplace reading the newspaper. He looks comfortable.) Where does he live?(In a log hut.) Can you tell if that is Umber or Umber’s pal on page 4? (It is Umber because hisumbrella is turned inside out and it is wet.) Is Umber more comfortable now? (The text says heis not wet. The picture shows him drinking a hot beverage. He is covered with a blanket.)

Optional: Have each child bring a small blanket and get all cozy. Serve some camomile tea.Make a pretend fireplace in the classroom with orange construction paper (fire) and brownpaper logs. Sit around the fireplace and listen to a good book as you sip your tea!

d. Discuss the punctuation at the end of sentences. Discuss the use of the apostrophe. Can they useapostrophes easily now? Give the students a list of names (Ed, Ted, Ned, Dan, Fran, Jan, Tom,Nell, etc.) with a list of nouns (bat, hat, pin, mat, pig, dog, cat, net, etc.) and have them useapostrophes. “The net is Ed’s,” or “This is Ed’s net.”

e. Don’t forget to use this as a sequencing activity.

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#29