RFTS A Teacher Book

CONTENT-BASED
ENGLISH LEARNING
Access the world through
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language, literacy, and content
Our Content-based English programs

teach the academic language and
literacy skills multilingual learners
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for the stars need to succeed and support a range
of global standards and frameworks.
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Phonics and early literacy for school readiness
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TEACHER'S BOOK
TEACHER'S BOOK
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Reach for the Stars is a three-module phonics and early literacy
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program that prepares very young learners to study school subjects
in English. It combines best practices for teaching phonics with
real-world photography to help learners read, write, and talk about
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themselves and the world around them.
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The Reach for the Stars Teacher’s Book includes:
• Consistent, research-based Teaching Routines at point of use
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• Daily Review and Preview of vocabulary, phonics, and language
• Formative assessment at point of use, with fix-up strategies
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• Extension ideas to expand on skills
• Social-Emotional Learning lessons
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• Spiral Review of phonics and high frequency words
• Age-appropriate Summative Assessment of phonics,
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ELTNGL.com/reachforthestars
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LEARNING
Bringing the world to the classroom
and the classroom to life
ELTNGL.com
A PA RT OF C EN GAG E
CONTENT-BASED
ENGLISH A
Reach For The Stars Teacher Resources
(including audio, video, assessment, and more):
ELTNGL.com/reachforthestars_teacher
Username: reachforthestars
Password: teacher
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ON THE COVER
A boy at the Expect the Unexpected digital art
exhibition in Qingdao, China
© Yu Fangping/VCG/Getty Images
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for the stars
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Teacher's Book ph
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PROGRAM AUTHOR
Lada Kratky
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LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

Contents
LEARNING
National Geographic Learning, © 2023 Cengage Learning, Inc. Program Overview

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright
Author and Reviewers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM4
herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written Program Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM5
Reach for the Stars Teacher's Book A permission of the copyright owner.
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Author: Lada Kratky
Ready for English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM6
“National Geographic”, “National Geographic Society” and the Yellow Border
Executive Editor: Honor Teoudoussia Ready for School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM7
in
Design are registered trademarks of the National Geographic Society
Senior Development Editor: Mary Whittemore ® Marcas Registradas
Ready for the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM8
Director of Global Marketing: Ian Martin
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Component Line-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM9
Heads of Regional Marketing:
For permission to use material from this text or product,
Charlotte Ellis (Europe, Middle East and Africa) submit all requests online at cengage.com/permissions
Digital Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM10
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Irina Pereyra (Latin America) Further permissions questions can be emailed to Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM11
Justin Kaley (Asia and Greater China) permissionrequest@cengage.com
Suggested Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FM12
Senior Manager, Marketing Operations: Anders
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Bylund
Reach for the Stars Teacher's Book A
Product Marketing Manager: Luciana Wilson
ISBN: 978-0-357-84909-5 Teacher’s Book
Content Project Manager: Ruth Moore
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Media Researcher: Leila Hishmeh
National Geographic Learning
Unit 1 My Family and Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Art Director: Brenda Carmichael 200 Pier 4 Boulevard
Unit 2 Swing with Me!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
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Operations Support: Avi Mednick Boston, MA 02210
USA
Manufacturing Planner: Mary Beth Hennebury
Unit 3 Different Tails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Design: Composure Locate your local office at international.cengage.com/region
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Unit 4 The Playful Bears. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Visit National Geographic Learning online at ELTNGL.com
Visit our corporate website at www.cengage.com Unit 5 Cake, Please! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
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Unit 6 Look at the Ants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Unit 7
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News from the Sea!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
na Unit 8 Eyes and Ears See and Hear. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 9 Run to the Garden. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Unit 10 Inchworms Are Insects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

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Resources
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Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM2

Cumulative Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM6
Song Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM7
©
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM14
Printed in Printed in the United States of America

Print Number: 01 Print Year: 2022
Contents FM3
Author and Reviewers Program Features
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for the stars
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CONTENT-BASED CONTENT-BASED CONTENT-BASED
ENGLISH A ENGLISH B ENGLISH C
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LEARNING LEARNING LEARNING
Access the world through Access the world through Access the world through
A B C
language, literacy, and content language, literacy, and content language, literacy, and content
Our Content-based English programs Our Content-based English programs Our Content-based English programs
teach the academic language and teach the academic language and teach the academic language and
literacy skills multilingual learners literacy skills multilingual learners literacy skills multilingual learners
LADA KRATKY
™
™ ™
Phonics and early literacy for school readiness Phonics and early literacy for school readiness
for the stars for the stars for the stars
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Program Author Reach for the Stars is a three-module phonics and early Reach for the Stars is a three-level phonics and early Reach for the Stars is a three-level phonics and early
for the stars
for the stars
for the stars

literacy program that prepares very young learners literacy program that prepares very young learners literacy program that prepares very young learners
to study school subjects in English. It combines to study school subjects in English. It combines to study school subjects in English. It combines
best practices for teaching phonics with real-world best practices for teaching phonics with real-world best practices for teaching phonics with real-world
photography to help learners read, write, and talk about photography to help learners read, write, and talk about photography to help learners read, write, and talk about
themselves and the world around them. themselves and the world around them. themselves and the world around them.
• Systematic phonics instruction is taught through • Systematic phonics instruction is taught through real- • Systematic phonics instruction is taught through real-
REVIEWERS
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real-world examples and photography. world examples and photography. world examples and photography.
STUDENT’S BOOK
STUDENT’S BOOK
STUDENT’S BOOK
• Songs and chants introduce the language and • Songs and chants introduce the language and • Songs and chants introduce the language and
vocabulary learners need to speak confidently. vocabulary learners need to speak confidently. vocabulary learners need to speak confidently.
• Video and projects help learners develop key • Video and projects help learners develop key social- • Video and projects help learners develop key social-
ASIA
social-emotional skills for school success. emotional skills for school success. emotional skills for school success.
ELTNGL.com/reachforthestars ELTNGL.com/reachforthestars ELTNGL.com/reachforthestars
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Wayne Bradley van der Westhuizen, Curriculum Coordinator/Educator, Kang Chiao International School, China
Juan Du, Academic Director of Beijing Be-linked Online Education, China
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LEARNING LEARNING LEARNING
Yanwei Wang, Manager of Material Development in TAL, China Bringing the world to the classroom
ELTNGL.com
A PART OF C ENGAGE
LEARNING
CONTENT-BASED ELTNGL.com
ENGLISH A PART OF C ENGAGE A LEARNING
CONTENT-BASED ELTNGL.com
ENGLISH A PART OF C ENGAGE B LEARNING
CONTENT-BASED
ENGLISH C
Timothy Sharpe, Principal, Wycombe Abbey School, China
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9780357849064_RFTS_SBA_Cover.indd 1-3 10/14/21 4:05 PM
Cheng Wan, Manager, Research and Development, EYAS Education Group, China
Reach for the Stars is a three-module phonics and early literacy program that
Megan Crosby, NHZ Kindergarten English Program Department Head, Beijing SMIC Private School, China prepares very young learners to study school subjects in English. It combines best
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Jia Acree, Curriculum Coordinator, St. Paul American School, Vietnam practices for teaching phonics with real-world photography to help learners read,
write, and talk about themselves and the world around them.
• Systematic phonics instruction is taught through real-world examples and
MIDDLE EAST
na photography.
Angelique Niewoudt, Abu Dhabi, UAE • Songs and chants introduce the language and vocabulary learners need
to speak confidently.
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LATIN AMERICA • Video and projects help learners develop key social-emotional skills for
school success.
Erika Alessandra Oya, Educational Designer, Casa Thomas Jefferson, Brazil
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Frederico Brull, Colegio Cambridge de Monterrey, Monterrey, Mexico ELTNGL.com/reachforthestars

Azura Garcia Eliza, Bilingual Coordinator, Instituto de Ciencias, Zapopan Jalisco, Mexico
©
UNITED STATES
Allison C. Ellena, EL Specialist, Lombard #44, Lombard, Illinois
Bridget Washko, Lead ESOL Teacher, Socastee Elementary School, Horry County, Myrtle Beach, South Carolina
Sandy Moy, EL Teacher, Lombard #44, Butterfield School, Hoffman Estates, Illinois
Brian Long, Lombard #44, Glenn Westlake Middle School, Lombard, Illinois Reach for the Stars supports Common Core State Standards for English
Foundational Literacy and other global standards and frameworks.
FM4 Author and Reviewers Program Features FM5

Ready for English My Fαmily Ready for School
Here’s my mother.
Here’s my mother.
English proficiency is developed with songs and chants, and theme andThis is Dαd. School readiness is achieved through systematic phonics instruction, letter
school-subject vocabulary practice. There is an emphasis on listening and speaking, formation, decoding, and activities that teach academic English language in school
with online audio and voice recording opportunities. This is Dαd. subjects like literacy, math, science, and social studies.
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Here’s my sister Minα.
Language Systematic Phonics Handwriting
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Vocabulary Unit 1
Here’s my brother
Language Mαrio.
Listen αnd sing. Phonics Letter Hh Print the Letter Hh
My Fαmily αnd Me Frames One letter is taught per Sound/spellings are

TRACK: A1.1
Through songs, chants, Α Trαce the letters. B Print the letter.
provide the structure unit and then letters are Hh Hh Hh Hh Hh Hh Hh reinforced with letter
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and carefully selected Here we αre.for students to talk
My Fαmily
photography, students Here’s my mother. reviewed in each unit to Hh Hh Hh Hh C Sαy the word. Write the letter. formation practice and
Here’s my mother.
assure mastery. phonological awareness
learn over 175 Thematic Here we αre.about family, animals,
This is Dαd.
Chime In! TRACK: A8.2
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This is Dαd.
Vocabulary words. plants, markets, jobs, 1 2

activities.
Here’s my sister Minα.
Tune: “Frére Jαcques” 1. h and 2. ead 3. apkin
senses, food,
Here’s my brother Mαrio.
Here we αre. weather, Word Meaning
feelings, and more.
Here we αre.
Tune: “Frére Jαcques”
Word-picture associations
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This is α house. This is α henhouse.
3 4
Lαnguαge Frαmes
4. orse 5. ouse 6. oon
Here’s my .
build word meaning.
Lαnguαge Frαmes
This is .
I hαve α .
Here’s my . eart ose nkle

This is α hut. This is α home.
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7. 8. 9.
A boy tαking α
fαmily photo, Mexico 82 Unit 8 Hh Eyes αnd Eαrs See αnd Heαr 83
This is .
49064_RFTS_SB_A_U08_080-091.indd 82-83 11/12/21 8:36 AM
4 My Fαmily αnd Me 5
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High Frequency Words
49064_RFTS_SB_A_U01_004-013.indd 4-5 11/12/21 8:31 AM
I hαve α .
Decoding Phonics Blend Sounds and Build Words Word Work Write the Word is
Students learn 1–2 high
Students build words with
Α Sαy the word slowly. Α Trαce αnd write.
is is is is is is is frequency words in each
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m α t h α t
Online flashcards can be the sounds they know. unit, writing them in context
used in class or at home Trαce αnd prαctice.
B
With each new letter

B Build words. 1.
is to reinforce letter formation

to support vocabulary α t This a rose.
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learned, students can 2.
and memorize these non-
instruction. This a nose.
decodable words.
decode more and more. α n 3.
This a bird.
c α n
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4.
This an ear.
c α p 5.
This the sun.

C Reαd the text. 6.
Sαm hαs α cαp. This a boy.

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My Fαmily αnd Me 5 49064_RFTS_SB_A_U08_080-091.indd 84-85 11/12/21 8:36 AM

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Writing School Subjects

Listening Speaking
Interαctive Writing I Sense Fun School Connection Science
11/12/21 8:31 AM
Guided through Shared and Α Listen αnd tαlk. Α Sαy new words.
Each unit connects to school
Each unit has four Students build oral fluency by Interactive Writing Routines,
rαiny snowy sunny
weαther windy
subjects such as math,
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audio tracks with a recording and listening to themselves students write words and B Listen αnd sαy. TRACK: A8.4
science, and social studies,

song, Chime In! story, saying new words and practicing sentences using language and includes 5–6 related
Photo Story, and language. frames and new words vocabulary words.
school subject-related they’ve learned.
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narration.
B Write.
Many listening C Tell αbout the weαther.
Lαnguαge Frαmes
opportunities with the

The weαther is .
It’s .
C Write on your own. I cαn heαr .
Online Practice reinforce I see .

It smells like
It tαstes like
.
.
vocabulary, phonics, and 88 Unit 8 Hh Eyes αnd Eαrs See αnd Heαr 89
comprehension.
49064_RFTS_SB_A_U08_080-091.indd 88-89 11/12/21 8:36 AM
FM6 Ready for English Ready for School FM7

Ready for the World Component Line-Up
Global competency and social-emotional skills are developed with Student Resources
real-world examples, photography, videos, and units based on themes like animal traits,
ecosystems, community, and jobs. CONTENT-BASED
ENGLISH A LEARNING LEARNING LEARNING
A

™ ™ ™
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for the stars for the stars for the stars
Unit 2 Listen αnd sing.
Reach for the Stars is a three-module phonics and early
for the stars
for the stars
for the stars

Swing with Me!
TRACK: A2.1 literacy program that prepares very young learners
to study school subjects in English. It combines
best practices for teaching phonics with real-world
photography to help learners read, write, and talk about
in
• Systematic phonics instruction is taught through
real-world examples and photography.
STUDENT’S BOOK
STUDENT’S BOOK
STUDENT’S BOOK
• Songs and chants introduce the language and
I See You Plαy!

vocabulary learners need to speak confidently.
• Video and projects help learners develop key
Eyes αnd Eαrs

TRACK: A8.1 social-emotional skills for school success.
Up αnd down I see you go,

See you go, see you go.
Up αnd down I see you go
See αnd Heαr Whαt Is It?
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On α seesαw.
LEARNING
Oh, I cαn see the hills with my eyes.

Down αnd down I see you slide,

See you slide on α slide. Oh, I cαn see the hills with my eyes.
ELTNGL.com
A PART O F CENGAGE
LEARNING
CONTENT-BASED
ENGLISH A CONTENT-BASED
ENGLISH B CONTENT-BASED
ENGLISH C
Down αnd down I see you slide, I cαn heαr the birds with my eαrs, 9780357849064_RFTS_SBA_Cover.indd 1-3 10/14/21 4:05 PM
On α slippery slide.
with my eαrs.
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Up αnd up you see me fly. I cαn smell α rose with my nose,
On α swing, see me fly.
See me fly up in the sky.
with my nose.
Student's Books teach the phonics, vocabulary, and Online Practice and Student’s eBook include
See me smiling.
language students need as they learn to read, write, vocabulary flashcards, sing-along songs, read-along
Oh, I cαn tαste honey with my tongue.
Tune: “London Bridge”
Oh, I cαn tαste honey with my tongue.
speak, and understand English. stories and interactive listening, speaking, and phonics
I cαn feel the sun on the skin I αm in.
Lαnguαge Frαmes
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I cαn feel the sun on the skin I’m in.
Whαt do you see?
Tune: “If You’re Hαppy αnd You Know It”
practice.
I see .
You see .
Lαnguαge Frαmes
I cαn see .
Children αt plαy, I cαn heαr .
Hαkone Open Air
Museum, Jαpαn I cαn smell .
I cαn tαste .
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14 Swing with Me! 15 Read on YouR own Book 9 Read on YouR own Book 20 Read on YouR own Book 25
I cαn feel .
49064_RFTS_SB_A_U02_014-025.indd 14-15 11/12/21 8:32 AM Tαking α photo of the

red rocks in Arches Read On Your Own phonics readers
Zig
Nαtionαl Pαrk, Utαh
80 Eyes αnd Eαrs See αnd Heαr 81

reinforce the phonics curriculum and
Zag
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by Lada Josefa Kratky
high frequency words introduced in

49064_RFTS_SB_A_U08_080-091.indd 80-81 11/12/21 8:36 AM
Reach for the Stars.

Photo Story Meet My Family

Listen αnd reαd. TRACK: A1.3
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1 3
RFR_GKU3_98049_MyHat_CVR.indd 3 12/30/11 8:15 AM RFR_GKU6_98155_ISeeYou_CVR.indd 3 3/5/12 2:36 PM RFR_GKU7_98209_ZigZag_CVR.indd 3 1/12/12 8:01 AM
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Cαliforniα, USA
Global Competency
This is my fαmily.
Abu Dhαbi, UAE
This is my fαther.
In engaging photography, students Teacher Resources
see people and places from around
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the world.
CONTENT-BASED
ENGLISH LEARNING LEARNING LEARNING
A

na Phonics and early literacy for school readiness
TEACHER'S BOOK
Reach for the Stars is a three-module phonics and early literacy

program that prepares very young learners to study school subjects
for the stars

TEACHER'S BOOK
™
for the stars

TEACHER'S BOOK
™
for the stars

TEACHER'S BOOK
™
in English. It combines best practices for teaching phonics with

Shαnghαi, Chinα Brαzil real-world photography to help learners read, write, and talk about
This is my mother. Here I αm.

The Reach for the Stars Teacher’s Book includes:
• Consistent, research-based Teaching Routines at point of use
• Daily Review and Preview of vocabulary, phonics, and language
• Formative assessment at point of use, with fix-up strategies
10 Unit 1 Mm My Fαmily αnd Me 11 • Extension ideas to expand on skills
• Social-Emotional Learning lessons
• Spiral Review of phonics and high frequency words
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• Age-appropriate Summative Assessment of phonics,
49064_RFTS_SB_A_U01_004-013.indd 10-11 11/12/21 8:31 AM vocabulary, and language
See αnd Do LEARNING

Video Inchworms and Iguanas Project Grow Seeds

ELTNGL.com
A PA RT OF C ENGAGE
CONTENT-BASED
ENGLISH A CONTENT-BASED
ENGLISH B CONTENT-BASED
ENGLISH C
Social Emotional
9780357849095_RFTS_TB_A_Cover.indd 1-3 11/15/21 9:12 AM
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1 Soαk the beαns. 2 Prepαre the bαg.

Hands-On Projects
Learning Teacher’s Books provide routinized lesson plans with The Classroom Presentation Tool brings together
Students use their newly embedded formative assessment, extension activities digital versions of all core instructional material, including
Young learners watch
acquired language and and daily review and preview activities. the Student’s Book, audio, video, and answer key.
theme-related videos
literacy skills to do theme-
©
that feature Social The Companion Site provides additional Each unit has a set of Summative Assessment
related projects such as
Emotional Learning downloadable resources such as Routines, Read On resources for phonics, high frequency words, vocabulary,
3 Put it in the window. 4 Show αnd shαre.
making a butterfly feeder,
skills such as taking Wαit αnd wαtch.
Your Own lesson plans, Scripts for Letter Formation, listening, and speaking. Students can take assessments
Sociαl Emotionαl Leαrning
comparing sugar and
turns, taking care of Α Look, point, αnd αsk.
Be curious.
Letter Cards, Sound-Spelling Cards, and professional online in the Reach for the Stars assessment tool, or
Whαt is ?
salt, writing a poem, and
Earth, helping others, development resources. assessments can be downloaded and printed. Rubrics are
growing seeds.
B Listen αnd check (✔). VIDEO A5
and being curious. provided for oral assessment.

C Wαtch αgαin. Listen αnd sαy. VIDEO A5 ELTNGL.com/reachforthestars_teacher
112 Units 9–10 See αnd Do 113
49064_RFTS_SB_A_U10_102-113.indd 112-113 11/12/21 8:38 AM
FM8 Ready for the World Component Line-Up FM9

Digitial Delivery Assessment
Student Resources Phonics Phonics Print the Letter Mm

Word Work Word Work Write the Word my
Α Print the letter. Α Trαce αnd write.

High Frequency Word Write the
OBJECTIVES
Phonics: Practice consonant Mm Mm Mm Mm Mm Word my RF.K.3.c my my m y my my
Phonics: Learn high frequency word my Replay the song “My Family” on Track A1.1 and have
B Sαy the word. Write the letter. students sing as they listen. Encourage them to point to the B Trαce αnd prαctice.
Reading: Review the alphabet
words as they sing. Help them identify the word my in the
Resources song. Explain they will be learning to write my.
Audio Tracks ABC1, ABC2, & A1.1
Trace and write. Use the High Frequency Word Routine
Materials
3 box grids and counters
1. m om 2. an 3. ilk to teach the word my.
• Display the word.
1. my mother 2. father
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• Pronounce the word. Listen as I say this word: my.
• Use the word. I say my when something belongs to me.
Warm Up Point and give examples. This is my desk. These are my
Have the students sit in a circle and greet each other with 4. arker 5. outh 6. at shoes. I also say my for people I know. This is my sister. He is 3. sister 4. brother
hellos. Say: I had a good breakfast. Mmmmm! Let’s write my friend.
the letter that makes that sound. Let’s write big M in the air. • Have students say it and spell it. Have students say my
in
Mmmmm. Now we’ll be writing it in our books. aloud. Point to the letters in my as students name them
chorally. Have students say my again.
Phonics Letter Mm L.K.2.C 7. oon 8. arshmallows • Use the word in a sentence. Say a sentence that you can 5. family 6. me
show, for example sit in your chair when you say: This is
Print the letter m. Remind students that the letter they 8 Unit 1 Mm my chair. Point to the word as you say my. My Fαmily αnd Me 9
see at the top of the page is the M. The big one is capital M 49064_RFTS_SB_A_U01_004-013.indd 8 10/28/21 7:43 AM
• Trace and write. Demonstrate how to trace the word my 49064_RFTS_SB_A_U01_004-013.indd 9 10/28/21 7:43 AM
and the small one is small m. Have students trace the letters as you describe how to form the letters.
(Mm) at the top of the page. For the High Frequency Word Routine, see the Companion
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Say the word. Write the letter. Tell students they will Site.
be writing the letter m, the first sound they hear in each of FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT
Trace and practice. Have students identify each family
the words. Introduce man, milk, marker, mouth, mat, moon, Phonics member on the page by answering the question Who is this? Phonics
and marshmallow by pointing to the photos and slowly Watch each student write M or m on the triple-track and using the language frame This is___. Ask the question Have students write my on a small paper. Correct any
saying the words, emphasizing the beginning /m/ sound. worksheets. If a student has difficulty, use the numbered Where is mom? to have students practice the language errors in writing the word. Have every student put their
Have students practice using language frames and the steps on Student Book page 6 to guide them to make frame Here’s mom. Repeat with each family member. “my” paper next to their book and say My book. Approach
photos on page 8 to answer who, where, what questions; for each line separately and then together. Check to see they a student, point to their book and yourself, and ask: My
example, Who is this? (This is mom.) Where is mom? (Here’s are following the order and direction. Have students trace my under the picture of the mother, book? Check that the student says no.
mom.) What is this? (This is a marker.) then point to and read each word. Practice writing my under
Once students have a good m written, ask them to tell the remaining four pictures. In the last box, have them draw
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Say mom. Use a three-box grid, point to each corresponding you what sound the letter m makes. a picture of themselves and read me. Help students read the Wrap Up
box as you say the word slowly. Then point to the first box. words in each box starting at the top, going left to right.
Ask what sound students hear at the beginning of mom. Preview the next lesson. Say: Next time, you will listen to a
(/m/) Review the Alphabet RF.K.1.d
EXTENSION High Frequency Words
story about families. Then ask: Who is in a family? (mother,
mom, father, dad, brother, sister, me) If necessary, point to
Help students write the letter m on the line for item 1 in the Have students turn to the Alphabet pages on Student Have students read the Chime In! story on page 6 and the photo on pages 4–5 of the Student Book to prompt
Student Book. Then have them slide their fingers under Book pages 2–3 and recite the abc’s, pointing to the replace some with my and reread the sentences. (Here’s students.
the word as you read the word. Repeat for all the words and capital letters, the small letters, and saying the word for my macaroni. Here’s my milk.)
then have students say each word slowly and help them each photo: Aa ant, Bb bear, and so on. Then ask students As students are getting ready to leave say: This is my hand.
Formative Assessments
identify the beginning /m/ sound in each. to point to the letter M. Ask what sound they hear at My hand says good bye. Then wave good bye. Have students
the beginning of moon and to point to the letter that
Talk Together Have students work in pairs and practice wave goodbye back.
using the language frame This is my ___., or Here’s my ___ . to
represents that sound.
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talk about the family members they drew for page 5.
The Student’s eBooks are interactive, allowing aligned to tested skills are
students to click on activities, audio, and video at provided for every lesson.
8 My Fαmily αnd Me
point of use in an online version of their books.

Unit 1 Unit 1 My Fαmily αnd Me 9
hi
49095_RFTS_TB_A_U01_004-013.indd 8 12/3/21 11:57 AM 49095_RFTS_TB_A_U01_004-013.indd 9 12/3/21 11:57 AM
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Online Practice for students includes read-alouds
followed by a comprehension check of content,
phonics, high frequency words, and vocabulary. Summative Assessments at the end of
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every unit test comprehension of vocabulary,
phonics, high frequency words, and listening
and speaking.
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Teacher Resources
The Companion Site is the teacher’s hub for
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valuable resources:
• Audio and Audio Scripts
• Video and Video Scripts
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• Best Practices by Program Author Lada Kratky
• Teaching Routines
• Read On Your Own Lesson Plan
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• Phonics Readers
• Flashcards
• Scripts for Letter Formation
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• Letter Cards
• Sound-Spelling Cards
• Stages of Language Acquisition
The Classroom Presentation Tool allows • Language Frames
©
teachers to display, interact with, and annotate the • Assessment

Student’s Book as they conduct their lessons. • Home-School Connection Letters
• Research Bibliography
• Common Core State Standards Correlation
ELTNGL.com/reachforthestars_teacher Assessments can be downloaded and
printed or students can take them online.
FM10 Digital Delivery Assessment FM11

Suggested Pacing Guide
Core Instruction Add On or Practice at Home Core Instruction Add On or Practice at Home
DAY 1 40 minutes
1. Warm Up
10 minutes
• Review a Phonics Reader DAY 4 40 minutes
1. Warm Up
15 minutes
• Online Practice
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2. Concepts of Print 2. Vocabulary Review - Read Photo Story
Unit Opener Photo Story
in
3. Introduce Vocabulary 15 minutes 3. Read Photo Story - Photo Story Comprehension
4. Formative Assessment • Online Practice 4. Formative Assessment Questions
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5. Preview and Wrap-Up 15 minutes
5. Sing a Song - Thematic Vocabulary
6. I ntroduce Read On Your Own • Read Read On Your Own Book
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6. Practice Language Frames - Song
7. Formative Assessment Book
- Listening and Speaking
8. Preview and Wrap Up
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DAY 5 40 minutes 20 minutes
• School Connection
2 40 minutes 15 minutes 1. Warm Up
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DAY 2. Draw and Write 15 minutes
1. Warm Up • Online Practice
Writing • Online Practice
2. Introduce the Letter 3. Share with a Partner
Phonics
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- Read Chime In!
3. Read Chime In! 4. Formative Assessment - School Connection Vocabulary
- Chime In! Comprehension
4. Concepts of Print 5. Wrap Up - Listening and Speaking
Questions
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5. Phonological Awareness 10 minutes
- Sound/Spelling
6. Trace and Write • Reread Read On Your Own Book
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- Letter Game
7. Formative Assessment
8. Review the Alphabet 15 minutes Summative 20–30 minutes
• Thematic Vocabulary Test
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9. Preview and Wrap Up • Phonics Readers
Assessment • Phonics Test
• High Frequency Word Test
3 40 minutes 10 minutes • Listening and Speaking Assessment

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DAY 1. Warm Up • Online Practice
Phonics 2. Blend Sounds and Build Words

2 UNITS 20–30 minutes
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- Word Work
AFTER • Video: Social Emotional Learning
3. Formative Assessment
15 minutes 20–30 minutes
4. High Frequency Word See & Do • Hands-On Project
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5. Review Language Frames • Phonics Readers

20–30 minutes
6. Formative Assessment • Spiral Review: Phonics and High Frequency Words
7. Preview and Wrap Up
©
FM12 Suggested Pacing Guide Suggested Pacing Guide FM13

Unit 1 Warm Up
Greet each student. Say: Hello, [Sue]. I am Mr./Mrs. [Smith].
Sing My Family RF.K.1.a
Use the Listening Routine as you play Track A1.1.
My Fαmily αnd Me Have students sit in a circle and greet them once again.
Have them reply by saying hello to you as well.
• Introduce the song. Point to each word as you read the
title: “My Family.” Point to the first word in the song and
say: This is where the song starts.
Concepts of Print RF.K.1.a • Play the song. Either point to the words as the song
plays or use the Classroom Presentation Tool. Students
OBJECTIVES Resources Have students hold their Student Books with the spine
can use their fingers to track the words in their Student
Thematic Connection: Learn about family Audio Track A1.1 towards them. Ask if they can read the book that way. If
Books as they listen.
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necessary, show the correct way to start reading a book
Concepts of Print: Understand features of text Home-School Connection Letter
and have them show you the correct reading position.
• Check understanding. Point to the photo to show the
in
Vocabulary: Learn brother, dad, family, father, mother, sister mother, dad, sister Mina, and brother Mario. Move your
Hold up a copy of the Student Book open to pages 4–5. arms in wide circles in front of you as you sing: Here we
Listening: Listen to a song about family
Point to 4 in the lower left corner. Allow students time to are.
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Speaking: Talk about family flip the pages to find page 4. Point to each word in the title • Sing the song. After the whole class sings the song once,
Here’s my . This is . I have a . “My Family and Me,” read it, and tell students this is a title. divide them into two groups. Have one group sing lines
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1, 3 and 5, and the other group sing lines 2, 4 and 6. Then
Thematic Vocabulary L.K.6 have everyone sing lines 7 and 8 together.
For the Listening Routine, see the Companion Site.
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brother dad family
father mother sister Talk Together Language Frames SL.K.4
Have each student draw a picture of their family.
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Use the Vocabulary Routine to teach the vocabulary.
Introduce the language frames. Model pointing to and
Unit 1 Listen αnd sing. • Pronounce the word. Say: brother or use the Classroom identifying the family members in the drawings: Here’s
ap
My Fαmily αnd Me
TRACK: A1.1
Presentation Tool to display the flashcard with the word. my ___. This is ___. I have a ___. Then have students identify
• Rate the word. Have students raise their hand if they themselves in the drawing by saying: This is me.
know the word. Ask: What do you know about this word?
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My Fαmily • Define the word. Point to the photo on page 4 or the
Encourage students to share their drawings with a partner,
describing their families using language frames.
Here’s my mother. flashcard and say: This is the brother.
• Repeat the word. Students repeat three times.
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Here’s my mother.
FORMATIVE ASSESSMENT
This is Dαd. Repeat the routine for each vocabulary word. Explain that mom
This is Dαd.
Listening and Speaking
is another word for mother and father is another word for dad.
Ask questions that elicit the language frames. If students
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Here’s my sister Minα. For the Vocabulary Routine, see the Companion Site. do not answer correctly, try Yes/No and Or questions first.
Here’s my brother Mαrio.
Here we αre. • Is this your [father]? Do you have a [brother]? Is this you?
EXTENSION Vocabulary
• Is this your [father] or your [mother]? Is this you or your
na Here we αre.
Teach uncle, aunt, cousin, grandfather, grandmother. Ask
Tune: “Frére Jαcques”
[sister]?
students what words they use for family members, such
as baba, mama, yaya, nana, etc.
• Who is this?
Lαnguαge Frαmes
• Where is your [father]?
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Here’s my .
This is .
I hαve α . FORMATIVE ASSESSMENT
Thematic Vocabulary
Wrap Up
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Check for understanding of the vocabulary by using the Preview the next lesson. Say: Next time, we’re going
flashcards in the Classroom Presentation Tool. to practice the letter M. It stands for the first sound you hear
A boy tαking α
fαmily photo, Mexico
If students don’t know some of the new words, use the in mom and mother. Encourage students to say the words
photo on page 4 of the Student Book. Point to the photo mom and mother.
©
4 My Fαmily αnd Me 5 and say: This is the mother, or mom. Say mom and show me As students leave the classroom, ask them the name of one
the mom. Say mother and show me the mother. Repeat for their family members. Encourage them to answer using a
49064_RFTS_SB_A_U01_004-013.indd 4 10/28/21 7:43 AM 49064_RFTS_SB_A_U01_004-013.indd 5 10/28/21 7:43 AM
dad, father, brother, sister. family word: My sister is Ana. My dad is Enrique.
Hand out the Home-School Connection Letters for
students to take home.
4 Unit 1 My Fαmily αnd Me Unit 1 My Fαmily αnd Me 5

Phonics Phonics Letter Mm
Phonological Awareness Beginning
Beginning Sound m
Sound m RF.K.1.b, RF.K.2.d
Α Trαce the letters. C Sαy the word slowly.
Say the word slowly. Point to the picture of the mom,
OBJECTIVES
Phonics: Learn consonant Mm Mm Mm Mm and say mom. Have students do the same. Using three
counters, demonstrate saying mom slowly, while moving a
counter into each corresponding box.
Reading: Read text together
Concepts of Print: Count words Have students say mom again slowly while pointing to the
1 2
Phonological Αwareness: Identify beginning sound /m/ corresponding sound boxes. Point to the first box with the
g
arrow and ask: What sound do you hear at the beginning of
Resources mom? (/m/) Have students start saying mom and identify
in
Audio Track A1.2 the beginning sound. Repeat for mat. D Circle the m.
Handwriting Scripts on the Companion Site Have students say mom again slowly while pointing to the
rn
My mom mαkes lunch. Here’s some mαcαroni.
/m/m Sound-Spelling card on the Companion Site corresponding sound boxes. As they finish the word, have
3 4 them listen to that final sound. Point to the last box and ask:
Materials What sound do you hear at the end of mom? (/m/)
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counters mom mαt
Phonics RF.K.3.a, L.K.1.a E Trαce αnd write.
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Warm Up
Review the vocabulary by asking students to tell the name B
Here’s some milk.
Count the words.

Mmmmm! More, pleαse. Circle the m. Draw students’ attention to the photo of
the mom and say: mom. Have students point to the photo
in their books and say mom. Say: The word under the photo
mm m mm
M M
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of a family member (brother, dad, father, mother, sister). is mom.
This is my mom.
6 Unit 1 Mm Read the word while sliding your finger under it and My Fαmily αnd Me 7
Phonics Letter Mm
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RF.K.3.a, L.K.1.A matching each sound with the corresponding letter. Point
49064_RFTS_SB_A_U01_004-013.indd 6 10/28/21 7:43 AM
to the first m and explain that the letter m represents the 49064_RFTS_SB_A_U01_004-013.indd 7 10/28/21 7:43 AM
Trace the letters. Point to the Mm on page 6 and say: first sound they hear in mom. Model circling the first m.
This is the letter m. This is capital M. Capital M is big. This is
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small m. Use the Handwriting Scripts to demonstrate how Have students slide their fingers under the word mom, then
to trace the letters following the arrows and numbers.
repeat. Explain that macaroni is a type of noodle. Point point to the first m as they say the sound and then circle it. Wrap Up
to the last illustration and explain that it is polite to say Have them repeat with mat.
Allow students time to trace the letters in their books.
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please when asking for something. Preview the next lesson. Say: Next time, we’re going to write
Use Phonics Routine 1 to connect sound and spelling • Read aloud. Track the print with your finger from left to the letter m. What words do you know that begin with the
EXTENSION Phonics letter m? Have students say words they know with the letter
/m/m. right as you read. You can also play Track A1.2 or display
Have students circle the m in these words with m. If necessary, hold up a copy of the Student Book open
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• Introduce the sound. Say mother, my, and mom slowly, the Chime In! story with the Classroom Presentation Tool.
beginning or final m: may, farm, him, mad, mitten. to page 7 and point to the photos of mom and mat.
emphasizing the /m/ sound. Say: These words all have /m/ • Students repeat or read. Read again, pausing after each
at the beginning. sentence for students to repeat. As students are leaving, have them pretend to hold their
• Listen for the sound. I will say a word. Listen for the sound • Identify sound/spelling /m/m. Have students point to Trace and write. Tell students they will be writing the hands like a bowl. Say Here’s some macaroni. And act out
na small m and the capital M. Remind students that they must
/m/ at the beginning. If you hear /m/, wave your hand. If m words such as mom, macaroni, or milk and say either putting some in each student’s bowl. Have each student say
/m/ or the word. Explain that “Mmmmm” in the story is a start writing the letters with a straight line downwards. Mmmmm! More, please! as they leave the class.
don’t hear /m/, put your hand down. Say: mother, dad, sister,
Mario, me, family sound people make when something tastes good.
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• Introduce the sound/spelling. Display the picture side of • Check comprehension. Ask: Who makes lunch? Students FORMATIVE ASSESSMENT
the Sound-Spelling card on the Companion Site. Name can point to mom, say mom, or say Mom makes lunch. Phonics
the picture: mop. Have students repeat. Then say /m/ and For the Reading Routine, see the Companion Site. Point to words that start with m in the Student Book
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have students repeat the sound. and ask each student: What sound do you hear at the
• Point to the letter. Flip the flashcard. Tell students that beginning of ___? If students do not say /m/, say the word
the letter m stands for the first sound you hear in mop.
Concepts of Print RF.K.1.c and have students repeat; point to the m in the word,
Ask: What is the letter? (m) What is the sound? (/m/) say m and /m/ (the letter name and the sound) and have
Count the words. Read aloud the sentence on page 6:
©
students repeat. Then ask again: What sound do you hear

For Phonics Routine 1, see the Companion Site. This is my mom putting down a block for each word while
at the beginning of ___?
students point to each word count. Have students show
how many words by holding up four fingers.
Read Chime In! RF.K.4
Use the Reading Routine to model how to read.

• Preview. Say: Mom is making lunch. Name the items in
each illustration as you point to them and have students

Phonics Phonics Print the Letter Mm
Word Work Word Work Write the Word my

OBJECTIVES
Phonics: Practice consonant Mm Mm Mm Mm Mm Word my RF.K.3.c my my m y my my
Phonics: Learn high frequency word my Replay the song “My Family” on Track A1.1 and have
words as they sing. Help them identify the word my in the
Resources
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song. Explain they will be learning to write my.
in
Materials
1. m om 2. an 3. ilk to teach the word my.
1. my mother 2. father
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• Pronounce the word. Listen as I say this word: my.
• Use the word. I say my when something belongs to me.
Warm Up
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Point and give examples. This is my desk. These are my
Have the students sit in a circle and greet each other with 4. arker 5. outh 6. at shoes. I also say my for people I know. This is my sister. He is 3. sister 4. brother
hellos. Say: I had a good breakfast. Mmmmm! Let’s write my friend.
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the letter that makes that sound. Let’s write big M in the air. • Have students say it and spell it. Have students say my
Mmmmm. Now we’ll be writing it in our books. aloud. Point to the letters in my as students name them
chorally. Have students say my again.
oon arshmallows • Use the word in a sentence. Say a sentence that you can family me
hi
Phonics Letter Mm L.K.2.C 7. 8. 5. 6.
show, for example sit in your chair when you say: This is
Print the letter m. Remind students that the letter they 8 Unit 1 Mm my chair. Point to the word as you say my. My Fαmily αnd Me 9
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see at the top of the page is the M. The big one is capital M 49064_RFTS_SB_A_U01_004-013.indd 8 10/28/21 7:43 AM
• Trace and write. Demonstrate how to trace the word my 49064_RFTS_SB_A_U01_004-013.indd 9 10/28/21 7:43 AM
and the small one is small m. Have students trace the letters as you describe how to form the letters.
(Mm) at the top of the page. For the High Frequency Word Routine, see the Companion
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be writing the letter m, the first sound they hear in each of FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT
Trace and practice. Have students identify each family
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the words. Introduce man, milk, marker, mouth, mat, moon, Phonics member on the page by answering the question Who is this? Phonics
and marshmallow by pointing to the photos and slowly Watch each student write M or m on the triple-track and using the language frame This is___. Ask the question Have students write my on a small paper. Correct any
saying the words, emphasizing the beginning /m/ sound. worksheets. If a student has difficulty, use the numbered Where is mom? to have students practice the language errors in writing the word. Have every student put their
Have students practice using language frames and the
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steps on Student Book page 6 to guide them to make frame Here’s mom. Repeat with each family member. “my” paper next to their book and say My book. Approach
photos on page 8 to answer who, where, what questions; for each line separately and then together. Check to see they a student, point to their book and yourself, and ask: My
example, Who is this? (This is mom.) Where is mom? (Here’s are following the order and direction. Have students trace my under the picture of the mother, book? Check that the student says no.
mom.) What is this? (This is a marker.) then point to and read each word. Practice writing my under
Once students have a good m written, ask them to tell
na the remaining four pictures. In the last box, have them draw
Say mom. Use a three-box grid, point to each corresponding you what sound the letter m makes. a picture of themselves and read me. Help students read the Wrap Up
box as you say the word slowly. Then point to the first box. words in each box starting at the top, going left to right.
Ask what sound students hear at the beginning of mom. Preview the next lesson. Say: Next time, you will listen to a
tio
(/m/) Review the Alphabet RF.K.1.d

story about families. Then ask: Who is in a family? (mother,
mom, father, dad, brother, sister, me) If necessary, point to
Help students write the letter m on the line for item 1 in the Have students turn to the Alphabet pages on Student Have students read the Chime In! story on page 6 and the photo on pages 4–5 of the Student Book to prompt
Student Book. Then have them slide their fingers under Book pages 2–3 and recite the abc’s, pointing to the replace some with my and reread the sentences. (Here’s
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students.
the word as you read the word. Repeat for all the words and capital letters, the small letters, and saying the word for my macaroni. Here’s my milk.)
then have students say each word slowly and help them each photo: Aa ant, Bb bear, and so on. Then ask students As students are getting ready to leave say: This is my hand.
identify the beginning /m/ sound in each. to point to the letter M. Ask what sound they hear at My hand says good bye. Then wave good bye. Have students
the beginning of moon and to point to the letter that
Talk Together Have students work in pairs and practice wave goodbye back.
using the language frame This is my ___., or Here’s my ___ . to
©
represents that sound.

talk about the family members they drew for page 5.

Photo Story Photo Story Meet My Family
Wrap Up
Preview the next lesson. Say: Next time, we’re going to draw
our families and write about them. Then ask: Do you like to
1 3
OBJECTIVES draw? Do you like to write? Ask the questions again. This time
have students respond in another way; for example, have
Reading: Read texts
them respond by saying their answers louder, softer, by
Resources raising their hands, by standing up, jumping, and so on.
Home-School Connection Letter As you prepare to say good bye for the day, ask: Where is
Audio Track A1.3 [Sue]? Have that student answer: Here I am. Say: Good bye,
g
Read On Your Own Books: Mmmmm! and Man in the Moon Cαliforniα, USA
[Sue]. Students respond: Good bye, [Mr./Ms. Sanchez]. Repeat
in
with each student as they leave the room.
Materials
Abu Dhαbi, UAE
This is my fαmily. This is my fαther.

12 blank cards
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2 4
Warm Up
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Say hello to students and have them greet you back. Have
students share which Home-School Connection activities
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they have worked on with family members.
Vocabulary Review L.K.6 Shαnghαi, Chinα Brαzil
hi
Have six volunteers draw pictures of the vocabulary words This is my mother. Here I αm.
on cards and six more volunteers write the vocabulary 10 Unit 1 Mm My Fαmily αnd Me 11
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words on cards (brother, dad, family, father, mother, sister). 49064_RFTS_SB_A_U01_004-013.indd 10 10/28/21 7:43 AM 49064_RFTS_SB_A_U01_004-013.indd 11 10/28/21 7:43 AM
Use the cards to play a memory game. Turn all the picture
cards face down in two rows. Turn all the word cards face
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down in two rows below the picture cards. Partners can • Identify known words. Have students point to the high
take turns playing. One turns over a picture card and a word frequency word my and m words such as mother. Have FORMATIVE ASSESSMENT
card to see if they match, keeping them if they do. If they
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students point to and repeat other words they have Phonics
don’t match, they turn the cards back over. Students try to learned such as family, father, and the language frame Have students read the second sentence of the Photo
remember where pictures and words are to make matches. READ ON YOUR OWN BOOKS
This is my ___. Story together. Point to and read This is then pause to
• Check comprehension. Ask: Which words say This is my Preview Mmmmm! and Man in the Moon. Students can
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have the student read my as you point to it. Then read
Read Meet My Family RF.K.1.a, RF.K.1.b, RF.K.4 family? Students can point to or read aloud the text under mother aloud and ask what sound students hear at read these books on their own to practice m words and
photo 1. Then have students find the picture that shows the beginning. (/m/) Ask: What letter spells /m/? (m) If the high frequency word my.
Listen and read. Use the Reading Routine to model the family, the mother, and the father. possible, have students read other words or even the
how to read.
na whole sentence.
Read on YouR own Book 1
Mmmmm! is about different foods like

For the Reading Routine, see the Companion Site. pizza and fruit that make people say,
• Preview. This Photo Story is about family. It is called Meet If students cannot read my, have them look at their work
Partner-Read Photo Story Have students work with a "Mmmmm!!"
My Family. Point to each photo, read the caption, and tell on Student Book page 9. Say: Listen to the word: my. as
tio
students where each family is from. partner to practice reading behaviors. Remind them how
you point to it. Have them point to and read each my
to hold their books correctly. Tell one partner to hold the
• Concepts of print. Point to numbers 1–4 and explain that

NGReach.com Phonics Games Word Builder Alphachant MP3s
on the page. If students cannot identify that mother

you will read 1 first then 2 and then you will move to page book. Ask the other partner to raise their hand when they
starts with the sound/letter /m/m, say: mmmm, mother;
see the book in the correct position. Switch and repeat so
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11 and read 3 and then 4. Track the print with your finger mmmm, mom; mmmm, mat; mmmm, moon and then
RFR_GKU1_97967_Mmmmmm_CVR.indd 3 3/5/12 2:34 PM
from left to right as you read. both partners have a chance. Read on YouR own Book 2
Man in the Moon is a book about

mmmm, fffffather? (no) Then ask again what sound and
• Read aloud. You can also play Track A1.3 or display the Tell students to take turns running their finger from left to letter they hear and see at the beginning of mother. making an art project of a moon
face made with macaroni hair and
Photo Story with the Classroom Presentation Tool. right under the text. One partner should watch the other
and then switch roles. marshmallow eyes.
©
• Repeat or read. Read again, pausing after each word or

sentence (or parts of sentences) for students to repeat. As
students begin to decode, they can read parts or whole

sentences themselves. RFR_GKU1_97974_ManMoon_CVR.indd 3 2/29/12 10:07 AM

Shared Writing Shαred Writing My Family
School Connection School Connection Math
Α Drαw αnd write. Α Sαy new words.

OBJECTIVES This is Min-jun’s fαmily. Vocabulary Math one two three
Writing: Write about family Say new words. Use the Vocabulary Routine to teach four five six
Speaking: Talk about family the vocabulary.

B Listen αnd count.
• Pronounce the word. Say: one or use the Classroom
TRACK: A1.4
Here’s my fαmily.
Math: Learn number words: one, two, three, four, five, six
Presentation Tool to display the flashcard with the word. Cαnαdα
Resources
g
• Rate the word. Have students raise their hand if they
Audio Track A1.4 know the word. Ask: What do you know about this word?
in
Materials • Define the word. Use the flashcard or hold up one finger,
Large sheet of paper, marker then two fingers, and so on until six. Say: One. Two. Three.
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Four. Five. Six.
• Repeat the word. Say the word and have students repeat
Warm Up the word three times.
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Repeat the routine for each vocabulary word.
Greet students with hellos and ask: How are you? Draw a
happy face and say: I am fine. Have students draw a happy For the Vocabulary Routine, see the Companion Site.
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face and ask: How are you? Have students show the happy
face and answer: I am fine. Lαnguαge Frαmes
Listening and Speaking SL.K.4
Lαnguαge Frαmes
B Shαre with α pαrtner. Here’s my .
C Tell your fαmily story. This is .
This is .
Listen and count. Use the Listening and Speaking Here’s my .
hi
Write My Family SL.K.1, SL.K.5, SL.K.6, W.K.2 I hαve α . Count .
Routine as you play Track A1.4.
Draw and write. Use the Shared Writing Routine to 12 Unit 1 Mm
• Listen. Tell students they are going to listen to learn
My Fαmily αnd Me 13
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guide students to generate ideas to write about and then to 49064_RFTS_SB_A_U01_004-013.indd 12 10/28/21 7:43 AM about a big family with six people in it. 49064_RFTS_SB_A_U01_004-013.indd 13 10/28/21 7:43 AM
write a letter, word, or several words. • Listen for known words. Play the audio a second time,
• Display an image. Have students look at the image but first tell students to listen for words they know like
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on Student Book page 12. Read the sentence: This is Share with a partner. Have students share their family, mom, dad, brother, sister. After they listen, ask Tell your family story. Have students repeat the
Minjun’s family. Have students use the language frames drawing and writing with a partner, using the language students to share some of the words they heard. language frames in their Student Books. Remind them of
and vocabulary to talk about the image, for example: This •
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frames: Here’s my ___. This is ___. I have a ___. Listen for new words. Play the audio a third time, but how the frames were used in the audio.
is the father. Here’s the brother. I have a sister. first tell students to listen for the new words: one, two,
• Model. Think aloud as you write a sentence for students three, four, five, six. Tell them to raise their hands when Ask students to look at the picture they drew of their family
EXTENSION Speaking in the Shared Writing lesson. Have them count their family
to see: We see a mom in the photo. I have a mom, too. I’m they hear one of the new words.
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going to write I have a mom. Ask students to identify what Have students sing the song on Student Book page members aloud, pointing at each person. If they have
5 along with you, this time using their own pictures to • Check understanding. Play the audio one more time.
sound/letter starts and ends mom. more than six, help them add more numbers. Students can
identify the family members. Have students look at the photo on page 13 and ask: Is
• Dictation. Ask students about their families, reinforcing practice before sharing their pictures and their family story,
this a big family? (yes) How many people are in the family?
the language frames and vocabulary. As students talk,
na (six)
using the language frames.
write their words, phrases, and sentences on the large • Students ask questions. Have partners practice asking
piece of paper. Point out that the beginning of a sentence each other How many people are in your family? Wrap Up
tio
starts with a capital letter.
Observe students talking with their partners about their For the Listening and Speaking Routine, see the Companion Tell students that they have completed the unit and learned
• Connect writing and phonics. Display letter Mm and the
Site.
families to determine if further practice with language about family, m words, the word my, and counting. Ask
word my. Remind students of the m words they know that
frames is necessary. Some students will be able to them what family and counting words they learned. Ask
they could try to write such as mom. Have them say the Audio Script
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describe their families with ease. Some students will be them to call out m words. Have students use my to say
sound of the beginning letter as they write mom or my. This is my family.
hesitant or not speak at all. Encourage students to talk by something like, “My marshmallow!” or “My macaroni!”
• Draw and write. Have students draw and then write It’s a big family! Tell students that next they will learn the letter s. Make an
asking: Who is this? and praise their participation.
about their families. They can label their picture or write This is my mom and dad. “sssss” sound like a snake.
a few words or a complete sentence under the picture. Here’s my brother.
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Encourage them to copy letters, words, phrases, or And here are my sisters. SUMMATIVE ASSESSMENT
sentences from the dictation. Count my sisters; one,…two!
Count the people in my family. Administer the Unit 1 assessment.
For the Shared Writing Routine, see the Companion Site.
One, two, three, four, five, six!
Six people in my family!

Unit 2 Warm Up can use their fingers to track the words in their Student
Talk to students about what you see in the room. Say: Here’s • Check understanding. Point to the photo to show the
Swing with Me! my [desk]. Here’s my [chair]. Have students take turns telling
you what they see in the room, starting with Here’s my…
children swinging and playing. Point up and down as you
sing: Up and down I see you go. Have students point up or
down with you as you sing up or down.
Concepts of Print RF.K.1.a • Sing the song. After the whole class sings the song once,
sing each line and have the students repeat the line back
OBJECTIVES Resources Have students look at their Student Books. Point to the title to you. Then sing the song together one more time.
Thematic Connection: Learn about play Audio Track A2.1 of the book. Say: This is the title. Have students repeat title.
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Then have students open the book. Point them to the page For the Listening Routine, see the Companion Site.
numbers at the bottom. Display the number 14 and help
in
Vocabulary: Learn go down, go up, play, seesaw, slide, swing students use it to find page 14 in their books. Talk Together Language Frames SL.K.4
Listening: Listen to a song about play
Have each student draw a picture of their favorite place to
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Speaking: Talk about play Thematic Vocabulary L.K.4 play.
What do you see? I see ___. You see ___.
Introduce the language frames: What do you see? I see ___.
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go down go up play
You see ___. Point to a student as you say you, your eyes as
seesaw slide swing you say see, and yourself as you say I. Display the photo on
page 14 as you model using the frames: What do you see?
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Use the Vocabulary Routine to teach the vocabulary. I see a swing. I see children. I see them play. Then have
students identify each part of their drawings by saying:
• Pronounce the word. Say: go down and go up or use the I see ___. Circulate and repeat what the student said using
Classroom Presentation Tool to display the flashcards the third frame: You see ___.
hi
with the words.
• Rate the word. Have students raise their hands if they Have partners share their drawings and practice asking
What do you see? and answering I see ___. Have the partner
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Swing with Me!
TRACK: A2.1
then repeat what the other sees using this frame: You
• Define the word. Point up and down while saying up and
see ___.
down. Demonstrate going up and down stairs or jumping
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I See You Plαy! up and down.
• Repeat the words. Students repeat three times. FORMATIVE ASSESSMENT
Up αnd down I see you go,
Speaking and Listening
See you go, see you go. Repeat the routine for each vocabulary word. Note that
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Up αnd down I see you go Ask questions about students’ drawings or objects in the
seesaw, slide, and swing can be used as both nouns and verbs.
On α seesαw. classroom that elicit the language frames. If students do
Down αnd down I see you slide,
For the Vocabulary Routine, see the Companion Site. not answer correctly, try Yes/No and Or questions first.
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See you slide on α slide.
• Do you see a [swing]? Do you see a [seesaw]?
Down αnd down I see you slide, FORMATIVE ASSESSMENT
On α slippery slide. • Do you see a swing or a slide?
Thematic Vocabulary
• I see a [slide]. What do you see?
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Up αnd up you see me fly. Check for understanding of the vocabulary by using the
On α swing, see me fly.
flashcards in the Classroom Presentation Tool. • What do you see [on the playground]? What do you see
See me fly up in the sky. [in the classroom]?
See me smiling. If students don’t know some of the new words, point to
tio
Tune: “London Bridge”
the seesaw, slide, and swing in the illustrations on page
Lαnguαge Frαmes
16. Ask students if they have ever played on these. Then Wrap Up
say seesaw, slide, and swing and ask if they go up or go
Whαt do you see? Preview the next lesson. Say: Next time, we’re going to
down on each one. (up and down on seesaw and swing;
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I see .
practice the letter S. It stands for the first sound you hear in
You see . down on slide)
seesaw and slide and swing. Encourage students to say the
words seesaw, slide, and swing.
Children αt plαy,
Hαkone Open Air Sing: I See You Play! RF.K.1.a As students leave the classroom, have them ask you: What
©
Museum, Jαpαn
Use the Listening Routine as you play Track: A2.1. do you see? Respond with the I see ___. frame and have
14 Swing with Me! 15
students repeat your answers as: You see ___.
title: “I See You Play!” Point to the first word in the song and
say: This is where the song starts. students to take home.
• Play the song. Either point to the words as the song
14 Unit 2 Swing with Me! Unit 2 Swing with Me! 15
Phonics Phonics Letter Ss
Beginning Sound s
Sound s RF.K.1.b, RF.K.2.d
Say the word slowly. Point to the picture of the sun and
OBJECTIVES
Phonics: Learn consonant Ss Ss Ss Ss say sun. Have students do the same. Using three counters,
demonstrate saying sun slowly, while moving a counter into
each corresponding box.
Concepts of Print: Count words Have students say sun again slowly while pointing to the
1 2
Phonological Αwareness: Identify beginning sound /s/ corresponding sound boxes. Point to the first box with the
g
Resources sun? (/s/) Have students start saying sun and identify the
in
Audio Track A2.2 beginning sound. Repeat for Sam. Point out that the photo D Circle the s.
Handwriting Scripts on the Companion Site is of a boy, and his name is Sam. Tell students that, just
like they write their own names, Sam’s name starts with a
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I see you on α seesαw. I see you on α slide.
/s/s Sound-Spelling card on the Companion Site capital S.
3 4
Materials Have students say Sam again slowly while pointing to the
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counters corresponding sound boxes. As they finish the word, have sun Sαm
them listen to that final sound. Point to the last box and ask:
What sound do you hear at the end of Sam? (/m/) E Trαce αnd write.
Warm Up
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Review the vocabulary by asking students to tell what they
I see you on α swing. But do I see you hide?
Phonics RF.K.3.a, L.K.1.a ss s s s s s s s
SSSSSSS
see on a playground. B Count the words.
hi
Circle the s. Draw students’ attention to the photo of the
See me fly. sun and say: sun. Have students point to the photo in their
Phonics Letter Ss RF.K.3.a, L.K.1.a 16 Unit 2 Ss
books and say sun. Say: The word under the photo is sun. Swing with Me! 17
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Trace the letters. Point to the Ss on page 16 and say: 49064_RFTS_SB_A_U02_014-025.indd 16 10/28/21 7:44 AM
Read the word while sliding your finger under it and 49064_RFTS_SB_A_U02_014-025.indd 17 10/28/21 7:44 AM
This is the letter s. This is capital S. Capital S is big. This is matching each sound with the corresponding letter. Point
small s. Use the Handwriting Scripts to demonstrate how • Read aloud. Track the print with your finger from left to to the first s and explain that the letter s represents the first
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to trace the letters following the arrows and number. Allow right as you read. You can also play Track A2.2 or display sound they hear in sun. Model circling the first s.
students time to trace the letters in their books. the Chime In! story with the Classroom Presentation Tool. FORMATIVE ASSESSMENT
• Students repeat or read. Read again, pausing after each Have students slide their fingers under the word sun, then
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Use Phonics Routine 1 to connect sound and spelling /s/s. point to the first s as they say the sound and then circle it. Phonics
sentence for students to repeat. Point to words that start with s in the Student Book and
• Introduce the sound. Say seesaw, slide, swing, and see Have them repeat with Sam.
• Identify sound/spelling /s/s. Have students point to s ask each student: What sound do you hear at the beginning
slowly, emphasizing /s/. Say: These words all have /s/ at the words and say either /s/ or the word. of ___? If students do not say /s/, say the word and have
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beginning. EXTENSION Phonics
• Check comprehension. Ask: What do you see? Students students repeat; point to the s in the word, say s and
• Listen for the sound. I will say a word. Listen for /s/ at the can point to swing, say swing, or say I see a swing. Have students circle the s in these words with beginning /s/ (the letter name and the sound) and have students
beginning. If you hear /s/, wave your hand. If don’t hear /s/, s: see, sing, start, stop. repeat. Then ask again: What sound do you hear at the
The words seesaw, swing, and slide are used as nouns in the
put your hand down. Say: go, see, seesaw, up, down, swing,
na beginning of ___?
slide, sister. Chime In!, but they can also be used as verbs. Demonstrate
the difference by pointing to the seesaw and saying: the Trace and write. Tell students they will be writing the
• Introduce the sound/spelling. Display the picture side small s and the capital S. Remind students that they write
seesaw (emphasize the). Then mime going up and down
Wrap Up
tio
of the Sound-Spelling card on the Companion Site. the lowercase letters with a curve up to the middle line,
on a seesaw and say: I seesaw. Repeat with swing and slide.
Name the picture: seed. Have students repeat. Then say / then a curve around, then a curve down, and another curve
Have students repeat the seesaw while pointing to the Preview the next lesson. Say: Next time, we’re going to write
s/ and have students repeat the sound. around. Start the uppercase letters above the middle line. Or
Chime In! picture and repeat I seesaw while acting out the letter s. What words do you know that begin with the letter
• Point to the letter. Flip the flashcard to see the letter s. Tell tell them an s looks like a snake.
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seesawing. s? Have students say words they know with the letter s. If
students that the letter s stands for the first sound you hear necessary, hold up a copy of the Student Book open to
in seed. Ask: What is the letter? (s) What is the sound? (/s/) For the Reading Routine, see the Companion Site.
page 17 and point to the photos of sun and Sam.
For Phonics Routine 1, see the Companion Site.
As students are leaving, have them mime playing on
Concepts of Print RF.K.1.c
©
a seesaw, slide, or swing. Say: I see you on a [seesaw]. and

Read Chime In! RF.K.4 Count the words. Read aloud the sentence on page act out hopping up and down as if you are on the other
16: See me fly., putting down a block for each word while end from the student. Have each student say I see you on
students point to each word. Have students show how a [seesaw] too. as they leave the class.
• Preview. Say: I see you on a seesaw. Name the items in many words by holding up three fingers.
each illustration as you point to them and have students
repeat. Point to the last illustration and explain that when
you hide, I can’t see you.
Phonics Phonics Print the Letter Ss
Word Work Word Work Write the Word a

OBJECTIVES
Phonics: Practice consonant Ss Ss Ss Ss Ss Ss Ss Word a RF.K.3.c aaaaaaaaaa
Phonics: Learn high frequency word a Replay the song “I See You Play” on Track A2.1 and have
words as they sing. Help them identify the word a in the
Resources
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song. Explain they will be learning to write a.
Trace and write. Use the High Frequency Word
in
Materials
1. s un 2. am 3. an Routine to teach the word a.
1. a school 2. stool
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• Pronounce the word. Say: Listen as I say this word: a.
• Use the word. I say a for one thing. Point and give
Warm Up
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examples. This is a chair. That is a desk. I see a cloud.
Have students sit in a circle and greet each other with 4. oap 5. lide 6. ilk • Have students say it and spell it. Have students say 3. sister 4. sock
hellos. Say: I like to play soccer. Soccer starts with an ssss a aloud. Point to the a as students name it chorally. Have
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sound. Let’s write the letter that makes that sound. Let’s write students say a again.
big S in the air. Ssss. Now we’ll be writing it in our books. • Use the word in a sentence. Say a sentence that you can
show, for example point to something in the classroom:
wings eesaw oon sack snack
hi
Phonics: Letter Ss L.K.2.c 7. 8. 9. This is a book. Emphasize the word as you say a. 5. 6.
• Trace and write. Demonstrate how to trace the word a as
Print the letter s. Remind students that the letter they 18 Unit 2 Ss
you describe how to form the letters. Encourage students Swing with Me! 19
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see at the top of the page is the S. The big one is capital S 49064_RFTS_SB_A_U02_014-025.indd 18 10/28/21 7:44 AM
to trace the word with their fingers and then write with a 49064_RFTS_SB_A_U02_014-025.indd 19 10/28/21 7:44 AM
and the small one is small s. Have students trace the letters pencil, starting with a curve to the left.
Ss at the top of the page. For the High Frequency Word Routine, see the Companion
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be writing the letter s, the first sound they hear in each of FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT
Trace and practice. Have students identify the item in
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the words. Introduce sun, Sam, soap, slide, seesaw, swings Phonics the first photo by answering the question What do you see? Phonics
by pointing to the photos and slowly saying the words, Watch each student write S or s on the triple-track and using the language frame I see ___. (I see a school.) Point to and say the words for singular and plural objects,
emphasizing the beginning /s/ sound. Have students worksheets. If a student has difficulty, suggest that they Repeat with each photo. like pen, pens; book, books; shoe, shoes. Have students say
practice using language frames and the photos on page 18 draw a centipede with many attached Cs. This will help
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a with the singular objects (a pen, a book, a shoe). Then
to say I see ___. statements; for example, I see soap. I see a them learn the motion of drawing a curve. Demonstrate Have students trace a under the picture of the school, then have them choose an object and say its name with a. If
slide. I see the swings. how to turn the centipede upright so you have many point to and read each word. Practice writing a under the they choose a plural object, correct them by showing
Cs vertically. Draw a c next to one of theirs and then a remaining five pictures. Help students read the words in one of the objects and saying its name with a.
Say see. Using a three-box grid, point to each corresponding
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backwards C connected under it. Trace over it to make S. each box starting at the top, going left to right.
box as you say the word slowly. Then point to the first box.
Have students try it.
Ask what sound students hear at the beginning of see. (/s/)
EXTENSION High Frequency Words Wrap Up
Once students have a good s written, ask them to tell you
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Help students write s on the line for item 1 in the Student Have students read the Chime In! story on page 16 and
what sound the letter s makes. Preview the next lesson. Say: Next time, you will listen
Book. Then have them slide their fingers under the word as reread the sentences, clapping each time they say a. to a story about playing. Then ask: What do you see on a
you read the word. Repeat for all the words and then have
playground? (swings, slide, seesaw) If necessary, point to the
students say each word slowly and help them identify the Review the Alphabet Talk Together Have students work in pairs and practice
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RF.K.1.d photo on pages 14–15 or the illustrations on page 16 of the

beginning /s/ sound in each. using the language frame I see a ___. to talk about what Student Book to prompt students.
Have students listen to Tracks ABC1 and ABC2 while
they see in the photos on page 19.
looking at the Alphabet pages on Student Book pages As students are getting ready to leave ask: Where will you
2–3. They can then recite the abc’s, pointing to the capital play today? Then invite students to tell you where they will
©
letters, the small letters, and saying the word for each play. Encourage them to say a before the place they play.
photo: Aa ant, Bb bear, and so on. Then ask students to
point to the letter S. Ask what sound they hear at the
beginning of sun and to point to the letter that represents
that sound.
Photo Story Photo Story On the Playground
1 3
OBJECTIVES
Reading: Read texts
Resources
Home-School Connection Letter
Audio Track A2.3
g
Read On Your Own Book: My Sister
in
Belize Hα Giαng, Vietnαm
Materials
I see you slide. I see you go up.
chart paper
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2 4
Warm Up
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Ask students if they played today. Ask where they played
and what they did. Have students share which Home-
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School Connection activities they have worked on with
family members.
South Koreα Chiαng Mαi, Thαilαnd
hi
Vocabulary Review L.K.6
I see you swing. I see you go down.
Display the six vocabulary words. Act out each word and 20 Unit 2 Ss Swing with Me! 21
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have students guess what you are acting out. Accept 49064_RFTS_SB_A_U02_014-025.indd 20 10/28/21 7:44 AM 49064_RFTS_SB_A_U02_014-025.indd 21 10/28/21 7:44 AM
reasonable answers, but encourage students to guess

based on the list of words on the board. Then have a few Tell students to take turns running their fingers from left to
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volunteers each act out one of the words from the list. right under the text. One partner should watch the other
Encourage students to speak to each other using the words • Identify known words. Have students point to the high and then switch roles.
and the language frames. frequency word a and s words such as see. Have students
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point to and repeat other words they have learned such
as slide, swing, and the language frame I see a ___.
Read On the Playground RF.K.1.a, RF.K.1.b, RF.K.4
• Check comprehension. Ask: Which words say I see you Phonics
Have students read the second sentence of the Photo
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Listen and read. Use the Reading Routine to model swing? Students can point to or read aloud the text
under photo 2. Then have students find the pictures that Story together. Point to and read I see you then pause to
how to read. have the student say swing as you point to it. Ask what
show slide, swing, up, and down. Note that in this story,
• Preview. Say: This Photo Story is about play. It is called On the words are used as verbs instead of nouns. Remind sound students hear at the beginning of the word. (/s/)
the Playground. Point to each photo, read the caption,
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students of the Chime In! lesson in which they practiced, Ask: What letter spells /s/? (s) If possible, have students
and tell students about the activity in each photo. Tell the slide and I slide, for example. read other words or even the whole sentence.
students where each photo is taken.
For the Reading Routine, see the Companion Site. If students cannot identify that swing starts with /s/s, say:
• Concepts of print. Point to numbers 1–4 and explain that
tio
I sssee you ssswing, emphasizing the s sound. Ask what
you will read 1 first then 2 and then you will move to page Partner-Read Photo Story Have students work with sound a snake makes. Then ask what letter looks like a
21 and read 3 and then 4. Track the print with your finger a partner to practice reading behaviors. Remind them to snake. The answer to both is /s/s. Tell students they can
from left to right as you read. read from left to right and from up to down. Have them use this idea to remember that S looks like a snake and READ ON YOUR OWN BOOK
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• Read aloud. You can also play Track A2.3 or display the start with one page before moving to the next. Have makes an ssss sound.
partners share with each other the order they will read each Preview My Sister. Students can read these books on
Photo Story with the Classroom Presentation Tool.
numbered sentence. their own to practice s words and the high frequency
sentence (or parts of sentences) for students to repeat. As Wrap Up word a.
©
students begin to decode, they can read parts or whole Preview the next lesson. Say: Next time, we’re going to draw Read on YouR own Book 3
My Sister is about two sisters who play
sentences themselves. where we play and write about it. Then ask: Do you play at on a playground.
school? Do you play at home? Do you play at the park? Where
else do you play? Not only do they play on the swings,

slide, and seesaw, they also play on the
As students leave the classroom, say either Go up! Or Go monkey bars, in the sandbox, and they
down! very quickly and challenge them to jump or lift a even play soccer!
hand up or squat or put a hand down as fast as they can. RFR_GKU2_97981_MySis_CVR.indd 3 3/5/12 1:53 PM
Shared Writing Shαred Writing Let’s Play!
School Connection School Connection Science
OBJECTIVES I see α slide. Vocabulary Science down fαst pull

Writing: Write about play Say new words. Use the Vocabulary Routine to teach push slow up
Speaking: Talk about play the vocabulary.

B Listen αnd sαy.
• Pronounce the word. Say: push or use the Classroom
TRACK: A2.4
Here’s where I plαy.
Science: Learn motion words: down, fast, pull, push, slow, up
Presentation Tool to display the flashcard with the word.
Resources
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• Rate the word. Have students raise their hands if they
in
Materials • Define the word. Use the flashcard or mime pushing
Large sheet of paper, marker someone on a swing or pushing the air forward.
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the word three times.
Warm Up
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Greet students with hellos. Give them a few m and s words, For the Vocabulary Routine, see the Companion Site. United Kingdom
such as mom, macaroni, swing, and snake and have them tell
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you whether each word starts with an m or an s. Listening and Speaking SL.K.4
C Tαlk αbout the plαyground.
Lαnguαge Frαmes Lαnguαge Frαmes
B Shαre with α pαrtner.
Write Let’s Play! SL.K.1, SL.K.5, SL.K.6, W.K.2
Whαt do you see? Listen and say. Use the Listening and Speaking I see . So I pull .
hi
I see . Routine as you play Track A2.4. I like . It moves .
You see . So I push .
Draw and write. Use the Shared Writing Routine to • Listen. Tell students they are going to listen to learn
22 Unit 2 Ss 23
guide students to generate ideas to write about and then to about how swings move.
Swing with Me!
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write a letter, word, or several words. 49064_RFTS_SB_A_U02_014-025.indd 22 10/28/21 7:44 AM
• Listen for known words. Play the audio a second time, 49064_RFTS_SB_A_U02_014-025.indd 23 10/28/21 7:44 AM
• Display an image. Have students look at the image on but first tell students to listen for words they know like Audio Script
Student Book page 22. Read the sentence: I see a slide. I see, swing, up, down. After they listen, ask students to
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Have students use the language frames and vocabulary I see you on a swing. What do you like?
Share with a partner. Have students share their drawing share some of the words they heard.
to talk about the image, for example: I see swings. Remind I like to go up high!
and writing with a partner, using the language frames: What • Listen for new words. Play the audio a third time, So I push the swing. It moves fast! You go high up!
them that when they swing they go up and they go
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do you see? I see ___. You see ___. but first tell students to listen for the new words: fast, I see you on a swing. What do you like?
down. push, pull, slow. Tell them to raise their hands when they I like to go slow.
• Model. Think aloud as you write a sentence for students EXTENSION Speaking hear one of the new words. Use objects in the classroom So I pull the swing a little. It moves slowly. You stay down
to see: There is a playground near my home. It has swings. and demonstrate how pulling gently makes a small,
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Have students sing the song on Student Book page low.
I’ll write I see swings. Ask students to identify what sound/ slow movement and how pushing hard makes a big,
letter starts and ends swings. 15 along with you, this time using their own pictures to
fast movement. Point at the children in the photo being Talk about the playground. Have students repeat the
identify how they play.
• Dictation. Ask students about their favorite place to pushed or pulled in the swings and ask: Push or pull? Slow language frames in their Student Books. Remind them of
play, reinforcing the language frames and vocabulary. As
na or fast? how the frames were used in the audio.
students talk, write their words, phrases, and sentences
FORMATIVE ASSESSMENT • Check understanding. Play the audio one more time.
on the large piece of paper. Point out that the beginning Have students talk about swings, seesaws, and slides using
Have students look at the photo on page 23 and ask: How
Listening and Speaking the language frames. Ask them to act out an activity and
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of a sentence starts with a capital letter. do you make the swing go fast and high? (push) How do you
• Connect writing and phonics. Display letter Ss and the Observe students talking with their partners about where have a partner guess what they are doing.
make the swing go low and slowly? (pull a little)
they play to determine if further practice with language
word slide. Remind students of the s words they know • Students ask questions. Have partners practice asking
frames is necessary. Encourage students to talk by asking:
that they could try to write such as slide, seesaw, and Wrap Up
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each other about swinging: What do you like? Partners

swings. Have them say the sound of the beginning letter What do you see? and praising their participation.
should answer using the frame: I like ___. (I like to go high.
as they write slide or swings. Tell students that they have completed the unit and learned
I like to go slowly. I like to push. I like to pull.)
about play, s words, the word a, and pushes and pulls (forces
• Draw and write. Have students draw and then write For the Listening and Speaking Routine, see the Companion of motion). Ask them what play and movement words they
about their play places. They can label their picture or
©
Site. learned. Ask them to call out s words. Have students use a
write a few words or a complete sentence under the
to say something like I see a swing! Tell students that next
picture. Encourage them to copy letters, words, phrases,
they will learn the letter t. Make a /t/ sound.
or sentences from the dictation.
For the Shared Writing Routine, see the Companion Site. SUMMATIVE ASSESSMENT
Administer the Unit 2 assessment.
See and Do
See αnd Do
At the Playground Make a Family Balloon
Video
Video Project
Project
1 Drαw αnd color. 2 Cut out.
OBJECTIVES
Project Make a Family Balloon
Viewing: Watch for information in a video Prepare for this project by gathering materials and
Listening: Listen for information in a video • inflating balloons (one per student but have some extras
g
Speaking: Ask and answer questions about information in case some pop).
• cutting yarn in different lengths for hair.
in
in a video
Social Emotional Learning: Take turns • cutting face-sized circles (you could skip this step if you
want students to draw faces directly on the balloons).
rn
Kinesthetic: Hands-on project
Speaking: Talk about taking turns USA
Tell students they will make the face of someone in their 3 Pαste αnd drαw. 4 Show αnd shαre.
family on a balloon. Demonstrate all the steps.
Sociαl Emotionαl Leαrning
Tαke turns.
Resources
ea
Α Look αnd circle. I see α …
1 Draw and color. Each student will draw and color a
Video A1
nose, mouth, and eyes on a paper circle or directly on
Materials a sheet of paper. As they draw, circulate and ask about
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B Wαtch αnd number. VIDEO A1
the family members they are drawing to help them
balloons in different colors markers
recall eye color, facial features, and so on.
yarn in different colors child-friendly scissors
unlined paper glue stick 2 Cut out. Help students cut out the paper circle or the
hi
C Wαtch αgαin. Listen αnd sαy. VIDEO A1
facial features they drew. Remind them not to cut too
crayons tape
24 Units 1–2
close to the lines. See αnd Do 25
ap
49064_RFTS_SB_A_U02_014-025.indd 24 10/28/21 7:44 AM
3 Paste and draw. Help students glue the eyes, nose, 49064_RFTS_SB_A_U02_014-025.indd 25 10/28/21 7:44 AM
Video At the Playground SL.K.2 and mouth to their balloons and encourage them to
draw other features like freckles, glasses, a beard, etc.
Watch again. Listen and say. Tell students they will
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Look and circle. Have students look at the photo on You might want to have them tape the yarn hair on
watch again to see when the children in the video take
Student Book page 24 and circle what they see. Ask what their balloons.
turns. They should listen to the words that talk about taking
they know about slides, using vocabulary they’ve learned
turns. After they watch again, ask questions to check on 4 Show and share. Have each student present their
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such as play, slide, go up, go down, push, pull, slow, and fast.
comprehension: Are they at the playground or the school? completed balloon and introduce their balloon family
Watch and number. Introduce the video: This video will Who shares the swing? (Sue) Who shares the slide? (Sam) Who member using some of these language frames:
be about taking turns at the playground. You will see swings, shares the seesaw? (Sue and Sam) What words do you use for Here’s my ___. This is ___. I have a ___. You see ___.
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slides, and seesaws. Have students watch the video once sharing? (It’s your turn; It’s my turn). I like ___.
for fun. Then tell students they will view the video again to
watch and pay attention to what they see first (put up one EXTENSION Listening and Speaking
finger), second (put up two fingers), and third (put up three Have students act out playing and taking turns at the
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fingers)—the slide, seesaw, or swing. Tell them to raise their playground. Other students can guess what they are
hands while watching the video when they see the slide, doing by calling out: You are on the swing! You are on the
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seesaw, and swing. Then have students do activity B in their slide! You could also give commands for students to act
Student Books. Check their answers (1. slide; 2. swing; out: Show me how you take turns with [student’s name].
Spiral Review
3. seesaw)
PHONICS Sound/Spelling WORD WORK High Frequency Words
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Video Script
Social Emotional Learning I like to share! I share the slide, Review the sound/spelling for /m/m and /s/s using the Have partners work together to count how many times
Teach the Social Emotional Learning concept of taking I like to share! With my brother, Sam. Sound-Spelling cards on the Companion Site. Have they see my on page 5 of their Student Books (7) and
turns. Say: In the video, the children share and take turns. At the playground, It’s your turn, Sam! students find the m and s letter cards to have as reference how many times they find a on page 15. (4) They can work
©
Demonstrate by having several students get in line to I like to share! It’s your turn, Sam! in their hands. together, or one student can count my and one can count
receive a book or something. Say: First [student’s name] gets See Sam slide! a then they can switch and check each other’s counts. Ask
I share the swing, Students work in pairs to look through their Student
a book. Then [second student’s name] gets a book. Then [third students to then spell each word orally.
With my sister, Sue. I share the seesaw, Books Units 1 and 2 for m and s words, such as macaroni,
student’s name] gets a book. They take turns. One student at a It’s your turn, Sue! With Sue and Sam. marshmallows, mom, milk, moon, swing, slide, seesaw, and
time gets a book, not all of the students together. It’s your turn, Sue! It’s my turn now! soap. Have students choose their favorite m word and s
See Sue swing! It’s my turn now! word and share with the class by pointing to it in their
Up and down! books and saying it.
Unit 3 Warm Up
Have students sit in a circle and take turns telling their
Sing: Long or Short? RF.K.1.a
Different Tails favorite animal.
Concepts of Print RF.K.1.a

title: “Long or Short?”
• Play the song. Either point to the words as the song plays
or use the Classroom Presentation Tool. Students can
Have students open their Student Books. Point out the
use their fingers to track the words as they listen.
OBJECTIVES Resources page numbers. Ask if there is anything they notice about the
Thematic Connection: Learn about tails Audio Track A3.1 page numbers. Elicit that the numbers go in order and every
g
number is only used once. Tell students to find page 27. monkey’s tail as you sing: A long tail.
Concepts of Print: Understand features of text Home-School Connection Letter • Sing the song. After the whole class sings the song once,
in
Vocabulary: Learn long, short, tail, thin, wide Hold up a copy of the Student Book open to pages 26–27. have them act out the animals, by growling as a tiger,
Point to 27 in the lower right corner. Allow students time scratching ribs as a monkey, hiding head in arms as a
Listening: Listen to a song about tails ABOUT THE PHOTO
to flip the pages to find page 27. Point to each word in the turtle, saying gobble, gobble as a turkey, saying baaa as a
rn
Speaking: Talk about tails The photo shows a monkey with a long tail. The song title “Long or Short?” Read the title aloud and tell students
talks about many different tails—long and short, but the sheep. Show hidden by pretending to hide something in
A ___ has ___. It has ___. See ___. See ___? Is it ___? It’s ___. this is a title. Then point to the words under the title. Make a
sheep’s tail is “hiding” because it’s short and covered by your hand.
sweeping gesture from right to left across the page and ask:
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wool. Show students a photo of a sheep with its short tail Do we read this way? (no) Sweep from left to right and ask For the Listening Routine, see the Companion Site.
either visible or covered up. again. (Yes, we read books in English left to right.)
Talk Together Language Frames SL.K.4
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Thematic Vocabulary L.K.6 Have each student pick a line from the song and draw
a picture of the animal described. Have them draw the
long short tail animal’s tail and describe what the tail looks like. Students
hi
can look at pages 33–34 to see more animals.
thin wide
Introduce the language frames. Model pointing to and
ap
Different Tαils
TRACK: A3.1
Use the Vocabulary Routine to teach the vocabulary. identifying the animal’s tail in the drawings: A ___ has
a ___. It has ___. See ___. See ___? Is it ___? It’s ___. Then have
• Pronounce the word. Say: long or use the Classroom students use the frames to describe their pictures: A tiger
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Long or Short? Presentation Tool to display the flashcard with the word. has a long tail. See the long tail? Is it thin? It’s thin.
Oh, α tiger hαs α long tαil. • Rate the word. Have students raise their hand if they
Encourage students to share their drawings with a partner,
You cαn see it very well. know the word. Ask: What do you know about this word?
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describing their animals using language frames.
But α turtle hαs α short one, • Define the word. Point to the monkey’s tail, stretch your
And it’s hidden in its shell.
arms wide, and say long. Then use your two fingers to
Oh, α turkey hαs α wide tαil. show short. Ask if the monkey’s tail is short. (No, it is long.) FORMATIVE ASSESSMENT
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You cαn see it very well.
• Repeat the word. Students repeat three times. Listening and Speaking
But α monkey hαs α thin one,
Point to the photos on pages 33–34 and ask questions
Thin αnd long, αs you cαn tell. Repeat the routine for each vocabulary word.
that elicit the language frames. If students do not answer
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See the sheep’s tαil. Is it hiding? For the Vocabulary Routine, see the Companion Site. correctly, try Yes/No and Or questions first.
Is it short or is thαt wrong?
Cαn you see it? Cαn you tell me? • See [the tiger]’s tail? See [the turtle]’s tail?
Is it short or is it long? EXTENSION Vocabulary
• Is the tail long or short?
tio
Teach brown, furry, soft, and thick and have students
•
Tune: “Oh, My Dαrling Clementine”
Is the tail wide or thin?
describe more animal tails.
Lαnguαge Frαmes
• What kind of tail does a [tiger] have? Is it [long]?
A hαs . See ?
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It hαs . Is it ? FORMATIVE ASSESSMENT

See . It’s .
Thematic Vocabulary
Wrap Up
Check for understanding of the vocabulary by using the Preview the next lesson. Say: Next time, we’re going to
flashcards in the Classroom Presentation Tool.
Blαck-fαced spider monkey, Peru
practice the letter T. It stands for the first sound you hear in tail.
©
Encourage students to say the word tail.

26 Different Tαils 27 If students don’t know some of the new words, use the
photo on page 26 of the Student Book. Point to photo As students leave the classroom, ask them to describe the
and say: This is the monkey’s tail. It is long and thin. Say tail of an animal they know. Encourage them to answer by
tail and show me the tail. Work with students to identify pretending to be the animal and then describing the tail: A
classroom objects that can be described using the other tiger has a long, thin tail.
words. For example: Show me something long. Show me
the short pencil. Show me the wide table.
26 Unit 3 Different Tails Unit 3 Different Tails 27

Phonics Phonics Letter Tt
Phonological Awareness Beginning and
Beginning and Ending Sound t
Ending Sound t RF.K.1.b, RF.K.2.d
Say the word slowly. Point to the picture of the tub and
OBJECTIVES
Phonics: Learn consonant Tt Tt Tt Tt Tt say tub. Have students do the same. Using three counters,
demonstrate saying tub slowly, while moving a counter into
Phonological Αwareness: Clap the word parts; Identify Have students say tub again slowly while pointing to the
1 2
beginning and ending sound /t/ corresponding sound boxes. Point to the first box with the
g
Resources tub? (/t/) Have students start saying tub and identify the
in
Audio Track A3.2 beginning sound. Repeat with hat. Point to the last box D Circle the t.
Handwriting Scripts on the Companion Site and ask: What sound do you hear at the end of hat? (/t/) Have
students say hat and identify the ending sound.
rn
/t/t Sound-Spelling card on the Companion Site See α tαdpole. It hαs α tαil.
3 4
Materials
Phonics RF.K.3.a, L.K.1.a
ea
counters
Circle the t. Draw students’ attention to the photo of the
tub hαt
tub and say: tub. Have students point to the photo in their E Trαce αnd write.
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books and say tub. Say: The word under the photo is tub.
Warm Up
Review the vocabulary by asking students to describe the B Clαp the word pαrts.
See α toαd. It hαs no tαil.
Read the word while sliding your finger under it and
matching each sound with the corresponding letter. Point
ttt
TTT TT
hi
tail of any animal (long, short, tail, thin, wide). to the first t and explain that the letter t represents the first
tαdpole toαd sound they hear in tub. Model circling the first t.
28 Unit 3 Tt Different Tαils 29
Phonics Letter Tt
ap
RF.K.3.a, L.K.1.a Have students slide their fingers under the word tub, then
49064_RFTS_SB_A_U03_026-035.indd 28 10/28/21 7:46 AM
point to the first t as they say the sound and then circle it. 49064_RFTS_SB_A_U03_026-035.indd 29 10/28/21 7:46 AM
Trace the letters. Point to the Tt on page 28 and say: This Have them repeat with hat, circling the final t.
is the letter t. This is capital T. Capital T is big. This is small t. Use
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the Handwriting Scripts to demonstrate how to trace the
letters following the arrows and numbers. Allow students Read Chime In! RF.K.4 EXTENSION Phonics Wrap Up
time to trace the letters in their books. Remind them to Say a few words and have students identify if the words
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Use the Reading Routine to model how to read. have a beginning or final t: table tell, ten, tub, two, mat, Preview the next lesson. Say: Next time, we’re going to write
follow the dots (starting points) and arrows (direction) in the letter t. What words do you know that being with the
the first example. • Preview. Ask: See a tadpole? Name the items in each pat, pot.
illustration as you point to them and have students repeat. letter t? If necessary, hold up a copy of the Student Book
Use Phonics Routine 1 to connect sound and spelling /t/t. open to page 29 and point to the photos of tub and hat.
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Explain that a tadpole is the name of the animal that will Trace and write. Tell students they will be writing the
• Introduce the sound. Say tail, tiger, and turkey slowly, turn into a toad after it grows legs and loses its tail. small t and the capital T. Remind students that they must As students are leaving, encourage them to pretend to be
emphasizing /t/. Say: These words all have /t/ at the • Read aloud. Track the print with your finger from left to start writing the letters with a straight line downwards, an animal that starts with t, such as a tiger, turtle, turkey,
beginning. right as you read. You can also play Track A3.2 or display then a line across the top for the capital T or a line across or toad. Have them make the sounds or motions of that
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• Listen for the sound. I will say a word. Listen for /t/ at the the Chime In! story with the Classroom Presentation Tool. the middle for the small t. animal, then say I am a ___.
beginning. If you hear /t/, wave your hand. If don’t hear /t/, • Students repeat or read. Read again, pausing after each
put your hand down. Say: tiger, tail, play, slide, turkey. sentence for students to repeat. FORMATIVE ASSESSMENT
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• Introduce the sound/spelling. Display the picture side of • Identify sound/spelling /t/t. Have students point to t Phonics
the Sound-Spelling card on the Companion Site. Name words such as tadpole, toad, or tail and say either /t/ or Point to words that start with t in the Student Book and
the picture: tiger. Have students repeat. Then say /t/ and the word. ask each student: What sound do you hear at the beginning
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have students repeat the sound. • Check comprehension. Ask: See a toad? Students can of ___? If students do not say /t/, say the word and have
• Point to the letter. Flip the flashcard to see the letter t. point to the picture and say toad or I see a toad. students repeat; point to the t in the word, say t and
Tell students that the letter t stands for the first sound you For the Reading Routine, see the Companion Site. /t/ (the letter name and the sound) and have students
hear in tiger. Ask: What is the letter? (t) What is the sound? repeat. Then ask again: What sound do you hear at the
©
(/t/) beginning of ___? Repeat for words that end with the /t/
Phonological Awareness RF.K.2.b sound.
Clap the word parts. Read aloud the words on page 28:
tadpole, toad, clapping once on each syllable (tad-pole,
toad). Repeat and have students clap with you this time.
Point out that tadpole has two word parts and toad has one.

Phonics Phonics Print the Letter Tt
Word Work Word Work Write the Word see

High Frequency Word Write the Word
OBJECTIVES
Phonics: Practice consonant Tt Tt Tt Tt Tt Tt see RF.K.3.c See See See
Phonics: Learn high frequency word see Replay the song “Long or Short?” on Track A3.1 and have B Trαce αnd prαctice.
B Sαy the word. Write the letter. students sing as they listen. Encourage them to point to the
Reading: Review the alphabet 1.
words as they sing. Help them identify the word see in the
Resources See
g
song. Explain they will be learning to write see. a tiger.
Trace and write. Use the High Frequency Word 2.
in
Materials
3-box grid and counters
1. t ub 2. able 3. po Routine to teach the word see.
a tiger’s tail.
rn
3.
• Pronounce the word. Say: Listen as I say this word: see.
• Use the word. I say see when I look at something. Point
a monkey.
Warm Up
ea
4.
to your eyes and then to different objects and give
Have students sit in a circle and greet each other with 4. iger 5. oon 6. en examples. I see a desk. I see a poster. a monkey’s tail.
hellos. Say: How many animals can you think of that start with • Have students say it and spell it. Have students say see 5.
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a t sound? Have students make suggestions like tiger and aloud. Point to the letters in see as students name them
turtle. Let’s write the letter that makes that sound. Let’s write chorally. Have students say see again. a turkey.
6.
big T in the air. Now we’ll be writing it in our books. • Use the word in a sentence. Say a sentence that you
wings wo ma a turkey’s tail.
hi
7. 8. 9. can show, for example point to a student and say: I see
Phonics: Letter Tt L.K.2.c
[student’s name]. Do you see [student’s name]? Point to your
30 Unit 3 Tt eye as you say see. Different Tαils 31
ap
Print the letter t. Remind students that the letter they 49064_RFTS_SB_A_U03_026-035.indd 30 10/28/21 7:46 AM
• Trace and write. Demonstrate how to trace the word 49064_RFTS_SB_A_U03_026-035.indd 31 10/28/21 7:46 AM
see at the top of the page is the T. The big one is capital T see as you describe how to form the letters. Encourage
and the small one is small t. Have students trace the letters students to trace the word with their fingers and then
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Tt at the top of the page. write with a pencil, starting with a curve to the left for the
letter s. FORMATIVE ASSESSMENT
Say the word. Write the letter. Tell students they will FORMATIVE ASSESSMENT
For the High Frequency Word Routine, see the Companion
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be writing the letter t, the first sound they hear in each of Phonics Phonics
the words. Introduce table, pot, ten, and two by pointing Site. Say the names of objects in the classroom that students
Watch each student write T or t on the triple-track
to the photos and slowly saying the words, emphasizing worksheets. If a student has difficulty, use the numbered Trace and practice. Have students identify each animal can see and some that they cannot see. Call on students
the beginning or ending /t/ sound. Have students practice
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steps on Student Book page 28 to guide them to make or tail, saying See [a tiger]. Repeat with each photo. to say see and spell see if they see the object. If students
using a familiar language frame and the photos on page 30 each line separately. Check to see they are following the have trouble spelling see, display the word, point to
to ask each other See ___? and answering Yes, I see ___. For order and direction. Have students trace See beside the picture of the tiger, and each letter, say it, and have students repeat. If students
example: See a tub? Yes, I see a tub. then point to and read each of the following words. Practice don’t understand see, cover your eyes and say: See? No.
Once students have a good t written, ask them to tell you
na writing See next to the remaining five pictures. Point out Uncover your eyes, open them wide, and say: See? Yes.
Point out that students will be using the letters t, m, or s to what sound the letter t makes. that See begins with a capital letter here because it’s the
complete the words. Tell them to watch for the two places first word of a sentence. Help students read the words in
where the words end in t (pot and mat). Wrap Up
tio
each sentence starting with number 1.
Say tub. Using a three-box grid, point to each
Review the Alphabet RF.K.1.d
Preview the next lesson. Say: Next time, you will listen to a
corresponding box as you say the word slowly. Then point Have students listen to Tracks ABC1 and ABC2 while EXTENSION High Frequency Words
story about tails. Then ask: What animals have tails? (tiger,
to the first box. Ask what sound students hear at the looking at the Alphabet pages on Student Book pages 2–3. Work with students to make another sentence using
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turtle, turkey, dog, cat, etc.) Does a fish have a tail? (no)
beginning of tub. (/t/) Say: Show me the letter T and have students point to the T the word see. Have them use a frame like ___ see a ___ .
on the page. Ask what picture they see that starts with a t. and have them complete the statement with classroom As students are getting ready to leave say: What will you
Help students write the letter t on the line for item 1 in the
Ask what sound they hear at the beginning of tiger. objects. For example, I see a chair. You see a pencil. see tonight? Listen to students as they answer to make sure
Student Book. Then have them slide their fingers under
they are using the word correctly. For example, I will see my
the word as you read the word. Repeat for all the words,
©
Talk Together Have students work in pairs and practice brother. I will see a TV show.
and then have students say each word slowly and help
them identify the beginning or final /t/ sound in each. using the language frame See ___. Is it ___? to talk about
Some words use m and s from the previous units. Review m their favorite animals and their tails.
and s with students if needed.

Photo Story Photo Story Tails
1 3
OBJECTIVES
Reading: Read texts
Resources
Audio Track A3.3
g
Read On Your Own Book: See
in
Rαjαsthαn, Indiα
Materials
A tiger hαs α long tαil. See this tαil? It’s very long.
chart paper
rn
markers 2 4
ea
Warm Up
Say hello to students and have them greet you back. Ask
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students if they saw any interesting tails. Have students
share which Home-School Connection activities they have
worked on with family members. Montαnα, USA
hi
A turtle hαs α short tαil. See this tαil? It’s very wide.
Vocabulary Review L.K.6 32 Unit 3 Tt Different Tαils 33
ap
Display vocabulary words (long, short, tail, thin, wide). 49064_RFTS_SB_A_U03_026-035.indd 32 10/28/21 7:46 AM 49064_RFTS_SB_A_U03_026-035.indd 33 10/28/21 7:46 AM
Arrange students in small groups and give each group

chart paper and a marker. Have each group choose a word
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without telling the other groups what it is. Have the groups
• Identify known words. Have students point to the high
work together to draw a picture that represents the word. FORMATIVE ASSESSMENT
frequency word see and t words such as tiger and tail.
Then have the other groups try to guess the word.
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Have students point to and repeat other words they have Phonics
learned such as long and the language frame See ___? Have students read the third sentence of the Photo Story
Read Tails RF.K.1.a, RF.K.1.b, RF.K.4 • Check comprehension. Ask: Which words say See this together. Point to and read See this then pause to have
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tail? Students can point to or read aloud the text under the student read tail as you point to it. Ask what sound
Listen and read. Use the Reading Routine to model students hear at the beginning. (/t/) Ask: What letter spells
photos 3 and 4. Then have students find the pictures that
how to read.
show the short tails and the long tails. Ask: Which animal /t/? (t) Then point to the fourth photo. Point to the word
• Preview. Say: This Photo Story is about animal tails. It is has a long tail? Which has a short tail? Which has a very long See and have students say the word together.
called Tails. Point to each photo, read the sentence, and tail? Which has a wide tail?
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If students cannot read see, have them look at their work
have students identify the animal in each photo. Tell
For the Reading Routine, see the Companion Site. on Student Book page 31. Say: Listen to the word: see as
students where the monkey and turkey are from.
you point to it. Have them point to and read each see on
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• Concepts of print. Point to numbers 1–4 and explain that Partner-Read Photo Story Have students work with
the page. If students cannot identify that tail starts with
you will read 1 first then 2 and then you will move to the a partner to practice reading behaviors. Have them point
the sound/letter /t/t, say: T, tiger; T, turtle; T, tub and then
next page and read 3 and then 4. Track the print with your to the photos and text in the order they would read them,
T, mmmonkey? (no) Then ask again what sound and letter
finger from left to right as you read. tracking the print with their finger as you read a loud. READ ON YOUR OWN BOOK
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they hear and see at the beginning of tail.

• Read aloud. You can also play Track A3.3 or display the Partners should take turns to sound out and identify letters/
sounds and words they recognize like tiger, turtle, tail, wide, Preview See. Students can read this book on their own
• Repeat or read. Read again, pausing after each word or see, and so on. Wrap Up to practice t words and the high frequency word see.
sentence (or parts of sentences) for students to repeat. As Have pairs talk about the story, especially the tails shown in See is about different animals and their
©
Read on YouR own
Preview the next lesson. Say: Next time, we’re going to draw
Book 4
students begin to decode, they can read parts or whole the story using the language frame See ___? (See this tiger? tails.
animals and write about them. Then ask: What is your favorite
sentences themselves. See this tail?) animal? What does it look like? Have students describe the
On one page readers see a tail and
animal in terms of size (big, small, short, long, heavy, light).
guess which animal it belongs to. On
As you prepare to say good bye for the day, ask students if by Lada Josefa Kratky
the next page, the animal is revealed.
they have a pet and if so what kind and what is its name. If Readers find the tails of a tiger, mouse,
not, ask if they want a pet. If so, what kind. monkey, and even a dragon!
RFR_GKU2_97998_See_CVR.indd 3 3/5/12 2:34 PM

Shared Writing Shαred Writing My Animal
School Connection School Connection Math
OBJECTIVES This is α turtle. Vocabulary Math big heαvy light

Writing: Write about animals Say new words. Use the Vocabulary Routine to teach long short smαll
Speaking: Talk about animals the vocabulary.

B Listen αnd αnswer.
• Pronounce the word. Say: big or use the Classroom
TRACK: A3.4
See my αnimαl.
Math: Learn size words: big, heavy, light, long, short, small
Resources
g
• Rate the word. Have students raise their hand if they
in
Materials • Define the word. Use the flashcard or gestures to
Large sheet of paper, marker demonstrate each word. For example, hold your hands
rn
far apart to demonstrate big and close together to
demonstrate small.
Warm Up • Repeat the word. Say the word and have students repeat
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Tell each student to ask a partner what is their favorite Repeat the routine for each vocabulary word.
animal. They can ask in their home language. Have some
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of the students tell you their partner’s answer. Provide the For the Vocabulary Routine, see the Companion Site.
English word is necessary. Lαnguαge Frαmes Lαnguαge Frαmes
B Shαre with α pαrtner. C Plαy Whαt is it?
A hαs . See ?
It is
It hαs
.
.
hi
Write My Animal
It hαs . Is it ?
SL.K.1, SL.K.5, SL.K.6, W.K.2 See . It’s .
Listen and answer. Use the Listening and Speaking
Draw and write. Use the Shared Writing Routine to 34 Unit 3 Tt Routine as you play Track A3.4. Different Tαils 35
ap
guide students to generate ideas to write about and then to 49064_RFTS_SB_A_U03_026-035.indd 34 10/28/21 7:46 AM • Listen. Tell students they are going to listen to learn 49064_RFTS_SB_A_U03_026-035.indd 35 10/28/21 7:46 AM
write a letter, word, or several words. about an animal.

• Display an image. Have students look at the image on • Listen for known words. Play the audio a second time,
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It has four legs.
Student Book page 34. Read the sentence: This is a turtle. Share with a partner. Have students share their drawing but first tell students to listen for words they know like It has two small eyes… and no ears that we can see.
Have students use the language frames and vocabulary to and writing with a partner, using the language frames: tail, long, short. After they listen, ask students to share It has a small body and a short tail.
talk about the image, for example: See the turtle? A turtle some of the words they heard.
eo
See ___? It has a ___. It’s ___. It is light!
has a tail. Is it short? It’s short. • Listen for new words. Play the audio a third time, but
• Model. Think aloud as you write a sentence for students EXTENSION Speaking first tell students to listen for the new words: big, small, Play What Is It? Have students repeat the language
to see: My favorite animal is a turkey. Ask students to heavy, light. Tell them to raise their hands when they hear frames in their Student Books. Remind them of how the
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identify what sound/letter starts the word turkey. Have students write their own Photo Story. They can use
one of the new words. frames were used in the audio.
the text on Student Book pages 32–33, but put their
• Dictation. Ask students about their favorite animals, • Check understanding. Play the audio one more time.
own animals in. Have them read aloud their Photo Story. Have students use the four images on page 35 to play What
reinforcing the language frames and vocabulary. As Have students look at the photos on page 35 and solve
Ask them a question about their Photo Story.
students talk, write their words, phrases, and sentences
na the riddle in the audio. Ask: Do you see the big, heavy
is it? Explain that students will choose an animal but must
not reveal which one it is. Encourage students to ask the
on the large piece of paper. Remind them that the animal? What is it? (tiger) Do you see the small, light
question and say at least one sentence with It is ___. and
beginning of a sentence starts with a capital letter. FORMATIVE ASSESSMENT animal? What is it? (turtle) Check comprehension of four
one with It has ___. for their friends to guess the animal.
tio
• Connect writing and phonics. Display letter Tt and the Listening and Speaking legs, big eyes, small ears, long body, and so on, by having
word tail. Remind students of the t words they know that Observe students talking with their partners about their students point and repeat as you say the phrases.
they could try to write such as tail, tiger, and turtle. Have animals to determine if further practice with language • Students ask questions. Have partners practice asking Wrap Up
them say the sound of the beginning letter as they write each other What animal do you see?
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frames is necessary. Encourage participation by asking: Tell students that they have completed the unit and learned
tail. Who drew an animal with a long tail? Who drew an animal For the Listening and Speaking Routine, see the Companion about animals, t words, the word see, and size (length or
• Draw and write. Have students draw and then write with a short tail? Encourage students to show you their Site. weight). Ask them what animal and size words they learned.
about their animals. Encourage them to show the animal’s drawings if it matches your question. Ask them to call out t words. Have students use see to say
tail if it has one. They can label their picture or write a Audio Script
©
something like “I see a tiger!” or “See the turtle?” Tell students

few words or a complete sentence under the picture. What is it? that next they will learn the letter p. Make a “pop” sound.
Encourage them to copy letters, words, phrases, or It has four legs.
sentences from the dictation. It has big eyes and small ears. SUMMATIVE ASSESSMENT
For the Shared Writing Routine, see the Companion Site. It has a long body, and a long tail, too!
It is heavy.

Unit 4 Warm Up
Ask students what they know about bears. Allow them to
Sing Pan Pan the Panda RF.K.1.a
The Playful Bears share in their home languages, but then show the photo on
page 36 and ask if anyone knows any English words to talk
about what they see.
title: “Pan Pan the Panda.” Point to the first word in the
song and say: This is where the song starts. This is the top.
Concepts of Print RF.K.1.a plays or use the Classroom Presentation Tool. Students
OBJECTIVES Resources can use their fingers to track the words in their Student
Thematic Connection: Learn about bears Audio Track A4.1 Have students open their Student Books. Review page
g
numbers with them and point out the page numbers at the
bottom of the pages. Tell them to turn their books to page 37
in
Vocabulary: Learn bamboo, bear, black, cub, panda, white and have them tell what number is on the page that comes pandas and the bamboo. Tilt your head or mime rolling as
before and the page that comes after. you sing: See the panda rolling ’round.
Listening: Listen to a song about bears ABOUT THE PHOTO
• Sing the song. After the whole class sings the song once,
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Speaking: Talk about bears Pan Pan the Panda (1985–2016), who is not shown in this Hold up a copy of the Student Book open to pages 36–37.
photo, was a giant panda who lived in the Giant Panda divide them into two groups. Have one group sing the
The ___ is ___ing. The ___ are _____ing. See the ___. Point to the song words, sweep your finger down the page,
Protection and Research Center in Chengdu, China. “Pan first verse and one group sing the second.
and say: We read from top to bottom. Point to the top and
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Pan” means hope in Chinese. Pan Pan had several children say: top. Have students point to the top of the song in their For the Listening Routine, see the Companion Site.
and now has many grandchildren that live all over the world. books and say top. Repeat for bottom.
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Thematic Vocabulary L.K.6 Have each student act out a line or two from the song.
Introduce the language frames. Point to one panda in photo
bamboo bear black
hi
and say: The panda is rolling. Hold up one finger and repeat,
cub panda white emphasizing the panda is. Then sweep your finger over all
the pandas and say: The pandas are rolling. Ask how many
ap
The Plαyful Beαrs
TRACK: A4.1
Use the Vocabulary Routine to teach the vocabulary. pandas they see. (3) Hold up three fingers and repeat the
frame, emphasizing the pandas are. Repeat with the The
• Pronounce the word. Say: bamboo or use the Classroom panda is playing. The pandas are playing. Then ask: What is
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Pαn Pαn the Presentation Tool to display the flashcard with the word. the panda doing? What are the pandas doing? Encourage
• Rate the word. Have students raise their hands if they students to act out what pandas do as they answer.
Pαndα know the word. Ask: What do you know about this word?
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Pαn Pαn wαs α pαndα grαndpα. • Define the word. Point to the plants in the background FORMATIVE ASSESSMENT
He hαd mαny grαnd cubs. of the photo on pages 36–37 or the flashcard and say: This Speaking and Listening
Α bαby pαndα is α cub, plant is bamboo.
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Αnd Pαn Pαn, he hαd plenty. • Repeat the word. Students repeat three times. do not answer correctly, try Yes/No and Or questions first.
See the pαndα chomp chomp chomp, Repeat the routine for each vocabulary word. When you
Chomping on bαmboo shoots. define cub, explain “grand cubs” from the song. Pan Pan is
• Is this a panda?
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See the pαndα rolling 'round a “grandpa,” or grandfather. He is the grandpa to his grand • Is this white? Is this black?
Αnd now he’s upside down! cubs, or grand babies. • Is the panda playing or eating?
•
Tune: “Yαnkee Doodle”
For the Vocabulary Routine, see the Companion Site. Are the pandas rolling or sleeping?
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Lαnguαge Frαmes
• Do you see [bamboo]? Show me.
The is ing.
The αre ing.
Thematic Vocabulary Wrap Up
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See the .
Check for understanding of the vocabulary by using the
Preview the next lesson. Say: Next time, we’re going to
practice the letter P. It stands for the first sound you hear in
Three pαndαs plαying αt the
If students don’t know some of the new words, use the panda. Say the p sound and have students repeat.
©
Wolong Nαture Reserve, Chinα photo on pages 36–37 of the Student Book. Point to
As students leave the classroom, have them say something
36 The Plαyful Beαrs 37 photo and say: These are black and white bears. Say bear
they learned today such as: A panda is a bear. Pandas are
and show me the bears. Say black and show me the black
black and white. Pan Pan is a grandpa.
part of the bears. Repeat for bamboo, cub, panda, white.

36 Unit 4 The Playful Bears Unit 4 The Playful Bears 37
Phonics Phonics Letter Pp
Phonological Awareness Beginning and
Beginning and Ending Sound p
Ending Sound p RF.K.1.b, RF.K.2.d
Say the word slowly. Point to the picture of the pen and
OBJECTIVES
Phonics: Learn consonant Pp Pp Pp Pp Pp say pen. Have students do the same. Using three counters,
demonstrate saying pen slowly, while moving a counter into
Phonological Αwareness: Blend word parts; Identify Have students say pen again slowly while pointing to the
1 2
beginning and ending sound /p/ corresponding sound boxes. Point to the first box with the
g
Resources pen? (/p/) Have students start saying pen and identify the
in
Audio Track A4.2 beginning sound. D Circle the p.
Handwriting Scripts on the Companion Site Repeat with the word cap. This time, point to the last box
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/p/p Sound-Spelling card on the Companion Site See the polαr beαr. See the polαr beαr plαy.
and ask: What sound do you hear at the end of cap? (/p/)
3 4
Materials
Phonics
ea
counters RF.K.3.a, L.K.1.a
pen cαp
Circle the p. Draw students’ attention to the photo of the
E Trαce αnd write.
pen and say: pen. Have students point to the photo in their
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Warm Up
B
See the polαr beαr pounce.
Blend word pαrts.

See the polαr beαr pαt
the cub.
books and say pen. Say: The word under the photo is pen.
Read the word while sliding your finger under it and pp p pppp
Review the vocabulary by asking partners a question about matching each sound with the corresponding letter. Point
P PPP
hi
pandas and then allowing them to repeat your question or pαn-dα bαm-boo to the first p and explain that the letter p represents the first
make up their own to ask their partner. For example: What 38 Unit 4 Pp sound they hear in pen. Model circling the first p. The Plαyful Beαrs 39
ap
color is a panda? (A panda is black and white.) What are the Have students slide their fingers under the word pen, then
pandas doing? (The pandas are rolling.) What do pandas eat?
point to the first p as they say the sound and then circle it.
(bamboo) Who is Pan Pan? (a grandpa panda) Have them repeat with cap, but this time have them identify
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• Preview. Explain that there are different kinds of bears. the sound at the end of the word.
Phonics Letter Pp RF.K.3.a, L.K.1.a Say: You know panda bears. These are polar bears. They
Wrap Up
EXTENSION Phonics
eo
Trace the letters. Point to the Pp on page 38 and say: are all white. They play like pandas. And they have cubs like Preview the next lesson. Say: Next time, we’re going to write
pandas. Have students circle the p in these words with beginning the letter p. What words do you know that begin with the letter
This is the letter p. This is capital P. Capital P is big. This is small
• Read aloud. Track the print with your finger from left to or final p: pen, pop, pan, hop, tap p? Have students say words they know with the letter p. If
p. Use the Handwriting Scripts to demonstrate how to
right as you read. You can also play Track A4.2 or display necessary, hold up a copy of the Student Book open to
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trace the letters following the arrows and numbers. Allow
students time to trace the letters in their books. the Chime In! story with the Classroom Presentation Trace and write. Tell students they will be writing the page 39 and point to the photos of the pen and cap.
Tool. small p and the capital P. Remind students that they must
Use Phonics Routine 1 to connect sound and spelling /p/p. As students are leaving, have them pretend to put on a cap
• Students repeat or read. Read again, pausing after each start writing the letters with a straight line downward.
on their way out the door. Have them say Good day! or Good
• Introduce the sound. Say panda and polar bear slowly, sentence for students to repeat.
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night!
emphasizing the /p/ sound. Say: These words have /p/ at • Identify sound/spelling /p/p. Have students point to p FORMATIVE ASSESSMENT
the beginning. words such as panda, polar, play, pounce, or pat and say Phonics
tio
• Listen for the sound. I will say a word. Listen for the sound /p/ either /p/ or the word. Point to words that start with p in the Student Book
at the beginning. If you hear /p/, wave your hand. If don’t hear • Check comprehension. Ask: What bears do you see? and ask each student: What sound do you hear at the
/p/, put your hand down. Say: panda, bear, black, polar, white. Students can point to the polar bear, say polar bear, or say beginning of ___? If students do not say /p/, say the word
• Introduce the sound/spelling. Display the picture side of
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I see a polar bear. and have students repeat; point to the p in the word,
the Sound-Spelling card on the Companion Site. Name say p and /p/ (the letter name and the sound) and have
For the Reading Routine, see the Companion Site.
the picture: pizza. Have students repeat. Then say /p/ and students repeat. Then ask again: What sound do you hear
have students repeat the sound. at the beginning of ___?
• Point to the letter. Flip the flashcard to see the letter p. Tell Phonological Awareness RF.K.2.b
©
students that the letter p stands for the first sound you hear Blend word parts. Read aloud the words on page 38: pan-
in pizza. Ask: What is the letter? (p) What is the sound? (/p/) da, bam-boo, counting each syllable on your fingers. Have
For Phonics Routine 1, see the Companion Site. students show how many word parts there are by holding
up two fingers for each word. Point out that they can blend
the word parts together to make one word. Model by
emphasizing the sounds at the beginning and end of each
Use the Reading Routine to model how to read. word part in panda and bamboo.
Phonics Phonics Print the Letter Pp
Word Work Word Work Write the Word the

OBJECTIVES
Phonics: Practice consonant Pp Pp Pp Pp Pp Pp the RF.K.3.c the the the the
Phonics: Learn high frequency word the Replay the song “Pan Pan the Panda” on Track A4.1 and
B Sαy the word. Write the letter. have students sing as they listen. Encourage them to point B Trαce αnd prαctice.
to the words on page 37 as they sing. Help them identify the
Resources
g
word the in the song. Explain they will be learning to write
Audio Tracks ABC1, ABC2, & A4.1 the.
in
Materials
3-box grid and counters
1. p en 2. ock 3. cu Trace and write. Use the High Frequency Word Routine
to teach the word the.
1. the pencil 2. pen
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• Pronounce the word. Say: Listen as I say this word: the.
Warm Up
ea
• Use the word. I say the when I talk about something I can
As students enter, say: Pizza! Pizza! Pizza! Ask each student: 4. ie 5. izza 6. oad point to. Point and give examples. This is the desk. That is 3. paper 4. paint
Do you like pizza? If students say simply yes or no, give them the chair. That is the panda. I read the book.
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the complete sentence to repeat: I like pizza! I do not like • Have students say it and spell it. Have students say the
pizza! Then ask what sound they hear at the beginning of aloud. Point to the letters in the as students name them
pizza. (/p/) chorally. Have students say the again.
ark ma eople • Use the word in a sentence. Say a sentence that you can paws panda
hi
7. 8. 9. 5. 6.
Phonics: Print the Letter Pp L.K.2.c

show, for example write the on a piece of paper and say: I
40 Unit 4 Pp write the on the paper. Circle the word as you say the (two The Plαyful Beαrs 41
ap
Print the letter. Remind students that the letter they see 49064_RFTS_SB_A_U04_036-047.indd 40 10/28/21 7:50 AM
times). 49064_RFTS_SB_A_U04_036-047.indd 41 10/28/21 7:50 AM
at the top of the page is the P. The big one is capital P and • Trace and write. Demonstrate how to trace the word
the small one is small p. Have students trace the letters Pp at the as you describe how to form the letters. Encourage
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the top of the page. students to trace the word with their fingers and then
FORMATIVE ASSESSMENT write with a pencil, starting with a straight line for the FORMATIVE ASSESSMENT
Say the word. Write the letter. Tell students they
letter t.
eo
will be writing the letter p, the first or last sound they hear Phonics Phonics
in each of the words. They may also need to write letters Watch each student write P or p on the triple-track For the High Frequency Word Routine, see the Companion Have students write the on a small paper. Correct any
they have already learned, like s and t. Introduce pen, sock, worksheets. If a student has difficulty, use the numbered Site. errors in writing the word. Have every student put their
cup, pie, pizza, toad, park, map, and people by pointing to steps on Student Book page 38 to guide them to
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Trace and practice. Have students identify each item in “the” paper on an item in the classroom and say: the
the photos and slowly saying the words, emphasizing the make the first line and the curve. Check to see they are the photos. Use the sentence frame See the . As you book, the desk, and so on. Approach a student and ask:
beginning or ending /p/ sounds. Have students practice following the order and direction. point to each photo. See the pencil. See the pen. Do you see the desk? Check that the student points to the
using language frames, such as See the ? and the correct object.
photos on page 40 to say words with the /p/ sound. Once students have a good p written, ask them to tell
na Have students trace the under the picture of the pencil, then
you what sound the letter p makes. point to and read each word. Practice writing the under the
Say pen. Use a three-box grid, point to each corresponding remaining five pictures. Help students read the words below Wrap Up
box as you say the word slowly. Then point to the first box.
tio
each photo starting at the top, going left to right.
Ask what sound students hear at the beginning of pen. (/p/) Review the Alphabet RF.K.1.d Preview the next lesson. Say: Next time, you will listen to a
story about bears. Then ask: What bears have you learned
Help students write the letter to complete the word. Then Have students listen to Tracks ABC1 and ABC2 while EXTENSION High Frequency Words
about so far? (pandas, polar bears) If necessary, point to the
have them slide their fingers under the word as you read looking at the Alphabet pages on Student Book pages Point to the first line of the second verse of the song
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photo on page 36 and the illustrations on page 38 of the

the word. Repeat for all the words and then have students 2–3. They can then recite the abc’s, pointing to the capital on page 37 or write See the panda. Have the children Student Book to prompt students.
say each word slowly and help them identify the beginning letters, the small letters, and saying the word for each identify see and the as high frequency words they have
or ending /p/ sound in each, where applicable. If there is no photo: Aa ant, Bb bear, and so on. Then ask students to point already learned. Then have them point to each word as As students are getting ready to leave say: Where do you go
/p/ sound in the word, have students identify the beginning to the letter P. Ask what sound they hear at the beginning of they repeat the sentence. after school? Encourage them to use the in their response,
©
sound they hear. panda and to point to the letter that represents that sound. such as I go to the playground or I go to the park.
Talk Together Have students work in pairs and practice
using the language frame See the . to talk about the
items in the photos on page 41.
Photo Story Photo Story Bears
1 3
OBJECTIVES
Reading: Read texts
Resources
Audio Track A4.3
g
Read On Your Own Book: The Picnic
in
Chinα Chinα
Materials
The pαndα beαr is blαck αnd white. The pαndα cub is plαying.
6 blank cards
rn
small empty boxes 2
The Arctic
4
ea
Warm Up
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Cαnαdα
hi
Vocabulary Review L.K.6 The polαr beαr is white. The polαr beαr cub is plαying, too.
42 Unit 4 Pp The Plαyful Beαrs 43
Have six volunteers write the vocabulary words (bamboo,
ap
bear, black, cub, panda, white) on cards. Use the boxes to 49064_RFTS_SB_A_U04_036-047.indd 42 10/28/21 7:50 AM 49064_RFTS_SB_A_U04_036-047.indd 43 10/28/21 7:50 AM
create categories. Label one Animals, one Colors, and the

last Plants and tell students which box is which. Then have
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volunteers take each card and put it in the right box. If the
• Identify known words. Have students point to the high Phonics
volunteer struggles, invite the class to suggest which box
frequency word the and p words such as panda. Have
the word belongs in. Continue until all six words have been Have students read the third sentence of the Photo Story
eo
students point to and repeat other words they have
sorted. together. Point to and read The panda cub is playing.
learned such as polar bear and cub and the language
First, emphasize the word the. Then read panda and
frame The ___ is ___ing. Students will start working with
Read Bears playing aloud and ask what sound students hear at the
present participles, which they’ll be developing in future
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RF.K.1.a, RF.K.1.b, RF.K.4
beginning. (/p/) Ask: What letter spells p? (p) If possible,
units. If your students are ready, explain that verbs that
Listen and read. Use the Reading Routine to model end with -ing show the action is happening now.
have students read other words or even the whole
how to read. sentence.
• Check comprehension. Ask: Which words say The panda
• Preview. Say: This Photo Story is about bears. It is called cub is playing? Students can point to or read aloud the
na If students cannot read the, have them look at their work
Bears. Point to each photo and read the sentence. text under photo 3. Then have students find the pictures on Student Book page 41. Say: Listen to the word: the
• Concepts of print. Point to numbers 1–4 and explain that show the panda and the polar bear. as you point to it. Have them point to and read each
tio
that you will read 1 first then 2, and then you will move For the Reading Routine, see the Companion Site. the on the page. If students cannot identify that panda
to page 43 and read 3 and then 4. Point to number 1 and and polar bear start with the sound/letter /p/p, make a p
ask: Top or bottom? (top) Repeat with number 2. (bottom) Partner-Read Photo Story Have students work with a sound, and say: panda, pop, polar, pen and then p, bear?
Track the print with your finger from left to right as you partner to practice reading behaviors. As they read, have (no) Then ask again what sound and letter they hear and
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read. Encourage students to count the word parts in each them point to and say the together. see at the beginning of panda. READ ON YOUR OWN BOOK
word as you read. Ask: Which words have 2 parts? (panda, Tell students to take turns pointing to the photos and saying Preview The Picnic. Students can read the book on
playing) what the animal is doing. One partner should watch the Wrap Up their own to practice p words and the high frequency
• Read aloud. You can also play Track A4.3 or display the other and then switch roles.
©
word the.
Photo Story with the Classroom Presentation Tool. Preview the next lesson. Say: Next time, we’re going to draw K Read on YouR own
Unit 2 My Family and Me
SkillS
Book 5 Read on YouR own Book 5
pandas and write about them. Then ask: What letter will you The Picnic The Picnic is a book about a family
▸ Letter and Sound p

▸ High Frequency Word the
Read More
write to start panda? who has a picnic in a park. Readers will

Read on YouR own Book 3 Read on YouR own Book 4

learn about all the yummy food they


RFR_GKU2_97998_See_CVR.indd 3 3/5/12 1:32 PM
As you prepare to say goodbye for the day, ask: See the
RFR_GKU2_97981_MySis_CVR.indd 3 3/5/12 1:26 PM
Clap,
The Picnic Clap,
eat like pizza, pasta, and pie. And how

Clap
sentences themselves.
[door]? Have students answer: I see the [door]. Say: Goodbye,

they play with a piñata!
RFR_GK_U2_98018_Clap_CVR.indd 3 3/5/12 1:34 PM
[Sue]. Students respond: Goodbye, [Mr./Ms. Sanchez]. Repeat

888-915-3276
www.NGSP.com
ISBN 978-0-7362-9800-1
with each student as they leave the room. RFR_GKU2_98001_Picnic_CVR.indd 2-3 2/25/17 2:15 PM
Shared Writing Shαred Writing My Panda
School Connection School Connection Literacy

OBJECTIVES The pαndα is plαying. Vocabulary Literacy toes nose bαck
Writing: Write about bears Say new words. Use the Vocabulary Routine to teach blαck teeth underneαth
Speaking: Talk about bears the vocabulary.

B Listen αnd sαy.
• Pronounce the word. Say: toes or use the Classroom
TRACK: A4.4
See my pαndα.
Math: Learn rhyming words: back, black, nose, toes, teeth,
underneath Presentation Tool to display the flashcard with the word.
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Resources know the word. Ask: What do you know about this word?
in
Audio Track A4.4 • Define the word. Use the flashcard or point toward your
Materials own toes, or to the toes of the panda in the photo on
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Large sheet of paper, marker page 45.
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Warm Up Repeat the routine for each vocabulary word.
Greet students with hellos and ask: How are you? What are For the Vocabulary Routine, see the Companion Site.
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you doing? Have students practice saying what they are
Lαnguαge Frαmes
doing using the frame I am ing. For example, I am B Shαre with α pαrtner. SL.K.3
Chinα
The is ing.
walking. I am sitting. The αre ing.
Listen and say. Use the Listening and Speaking
hi
Lαnguαge Frαmes
See the . C Tαlk αbout the poem. rhymes with .
Write My Panda SL.K.1, SL.K.5, SL.K.6, W.K.2 44 Unit 4 Pp The Plαyful Beαrs 45
• Listen. Tell students they are going to listen to a poem
ap
Draw and write. Use the Shared Writing Routine to 49064_RFTS_SB_A_U04_036-047.indd 44 10/28/21 7:50 AM about panda bears. 49064_RFTS_SB_A_U04_036-047.indd 45 10/28/21 7:50 AM
guide students to generate ideas to write about and then to • Listen for known words. Play the audio a second time, White face, White back,
write a letter, word, or several words. but first tell students to listen for words they know like White teeth, Black back,
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• Display an image. Have students look at the image on Share with a partner. Have students share their drawing black, white, eyes, and ears. Review what the words mean. White underneath! All white and black!
Student Book page 44. Read the sentence: The pandas and writing with a partner, using the language frames: The After they listen, ask students to share some of the words
they heard.
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are climbing. Have students use the language frames and panda is ing. The are ing. See the . For
vocabulary to talk about the image, for example: See the example, have them ask, What is your panda doing? Elicit: • Listen for new words. Play the audio a third time, but Talk about the poem. Have students repeat the
pandas. The pandas are eating. My panda is eating/sleeping/playing. first tell students to listen for the new words: toes, nose, language frame in their Student Books. Read the poem
• Model. Think aloud as you write a sentence for students paws, claws, teeth, underneath. Read the words aloud.
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and pause to allow students to complete the rhyme in
to see: I see the pandas in the photo on page 36. I like when EXTENSION Speaking Work with students to understand rhyming words. Say: each stanzas. For example, read: Black eyes / Black nose / Big
the pandas play and roll. I will write The pandas are rolling. What sounds—tap your ear—like black? Listen and tell me. furry . Students say toes! Have students point to the
Have students look at their own pictures and come up
Ask students to identify what sound/letter starts panda. Black–sharp, black–claws, black–back, black–nose. When appropriate part of the panda in the photo in the Student
with a name for their pandas. Encourage them to pick a
• Dictation. Ask students about pandas, reinforcing the
na two words sound the same, they rhyme. Books as you do this activity.
name that starts with a p. Ask them to tell you why they
language frames and vocabulary. As students talk, write chose that name. • Check understanding. Play the audio one more time. Say
their words, phrases, and sentences on the large piece of a series of pairs of words and have students stay seated if
Wrap Up
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paper. Point out that the beginning of a sentence starts the words don’t rhyme (sharp–nose) and stand and repeat
with a capital letter. FORMATIVE ASSESSMENT if they do (claws–paws). Tell students that they have completed the unit and learned
• Connect writing and phonics. Display letter Pp and the Listening and Speaking • Students ask questions. Have partners practice asking about bears, p words, the word the, and rhyming words. Ask
word the. Remind students of the p words they know that each other Where are your toes? them what bear body words they learned. Ask them to call
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Observe students talking with their partners about bears

they could try to write such as panda. Have them say the For the Listening and Speaking Routine, see the Companion out p words. Have students use the to say something like
to determine if further speaking practice is needed.
sound of the beginning letter as they write panda. Site. “the panda!” or “the polar bear!” Tell students that next they
Point to student drawings and ask: What is the panda
• Draw and write. Have students draw and then write will learn the letter c. Make a /k/ sound for hard c.
doing? For students who struggle to say much, ask a few
about pandas. They can label their picture or write a Audio Script
©
easy follow up questions, such as Is your panda sleeping?

few words or a complete sentence under the picture. Is your panda playing? Panda Bear Poem SUMMATIVE ASSESSMENT
Encourage them to copy letters, words, phrases, or Black eyes, Black ears, Administer the Unit 4 assessment.
sentences from the dictation. Black nose, Black paws,
For the Shared Writing Routine, see the Companion Site. Big furry toes! Very long claws!
See and Do
See αnd Do
Up a Tree! Make Handprint Animals
Video
Video Project
Project Sociαl Emotionαl Leαrning
Help eαch other.

Indiα
1 Pαint. 2 Print.
OBJECTIVES
Project Make Handprint Animals
Listening: Listen for information in a video • pouring the paint onto paper plates to avoid waste.
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Speaking: Ask and answer questions about information in • allowing children to choose what animal they want to
in
a video make.
Social Emotional Learning: Help each other • having students work in pairs to practice the Social
Emotional Learning skill: Help each other.
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Speaking: Talk about animals
• telling students they are working together and helping 3 Color αnd drαw. 4 Show αnd shαre.
each other so they have to share, take turns, choose who
Resources
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Α Look, point, αnd sαy. will do each part, and help each other make their animals.
Video A2 I cαn see α … It hαs α … It’s … Social Emotional Learning Teach the Social Emotional
Materials B Wαtch αnd check (✔). Learning concept of helping each other. Say: When we do
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VIDEO A2
projects, we can help each other. Have pairs of volunteers

acrylic paints in different colors paint brushes
come up to the front and act out how they would help each
colored pencils or crayons paper towels other. Prompt students by giving them suggestions for what
white construction paper bowls of water to act out. Say: Show how you help your friend find something.
hi
C Wαtch αgαin. Listen αnd sαy. VIDEO A2
white paper plates Show how you can help them put on their coat. Show how you
46 Units 3–4 can help them write the letter p. Show how you can help them See αnd Do 47
ap
reach something high. Show how you can work together to
carry something heavy. And so on.
3 Color and draw. Have students work together to

Video Up a Tree SL.K.2
EXTENSION Listening and Speaking Tell students they will work together to make an animal decorate their animals by talking about what they will
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Look and circle. Have students look at the photo on Have students act out what the animals did in the video. using their handprint. Demonstrate all the steps with add. They can share ideas and practice drawing before
Student Book page 46 and say what they see. Ask what Other students can guess what they are doing by calling a student volunteer to emphasize how they will work they add anything to the prints.
out: You are sleeping! You are eating! You could also give together and help each other.
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they know about tigers, pandas, and monkeys, using 4 Show and share. Have each pair introduce their
vocabulary they’ve learned such as tail, tiger, black, long, commands for students to act out: Show me how the tiger 1 Paint. One student in each pair will cover their partner’s animals using language frames: This is my (tiger/turkey).
short, bamboo. Model talking about the photo: Can you see a sleeps. Show me how the monkey jumps. palm and fingers in paint using a paintbrush. It has a (long/wide) tail. It’s (orange and black). It’s looking
tiger? It has a short tail, yes or no? Is it climbing a tree? Look at at me/eating. Before sharing, they can practice with
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other images in the unit if needed. Have students turn and 2 Print. The student with the painted hand should put each other.
Video Script their hand on the paper. The partner can gently press
talk to their neighbors about the photo. For example: I see a
tiger. It has a long tail. It has long legs. It’s sleeping. It’s orange Look! Look! What can you see? Look! Look! What can you their partner’s hand down to get the paint onto the After pairs share, ask them how they helped each other.
A sleepy, sleepy tiger, see? They can answer in their home language if necessary.
and black.
na paper.
Up a tree! A happy, happy monkey,
Watch and check (✔). Introduce the video: This video It has a long, thin tail. Up a tree! Partners should switch and repeat steps 1 and 2 so each
will be about animals up a tree. You will see tigers, pandas, It’s swinging free! It has long, thin legs, student has an animal print.
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and monkeys. Have students watch the video once for fun. And big, green eyes, It’s jumping, see?
Then tell students they will watch the video again and pay Looking at me! And small, black eyes,
attention to what they see first (put up one finger), second Looking at me! Spiral Review RF.K.3.a, RF.K.3.c
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(put up two fingers), and third (put up three fingers)—the Look! Look! What can you see?
tiger, the panda, and the monkey. Tell them to raise their A hungry, hungry panda, PHONICS Sound/Spelling WORD WORK High Frequency Words
hands while watching the video when they see the tiger, Up a tree!
panda, and monkey. Then have students do activity B in It has big, black paws, Review sound/spelling for /m/m, /s/s, /t/t, and /p/p using Write or post my, a, see, the. Elicit an oral sentence from
their Student Books. Check their answers (1. tiger; 2. panda; It’s eating bamboo! the Sound-Spelling cards on the Companion Site. students with each word. Point to the words, have
©
3. monkey). And small, black eyes, Students can find the letter cards as reference. Write a list students read slowly at first and then increase speed each
Looking at you! of m, s, t, and p words and encourage students to look for time. Have students read the words ten times as you point
Watch again. Listen and say. Tell students they will the words in their Student Book. Ask students to read to each. Vary the order and increase speed.
watch again to see what the animals are doing. After they and say each word.
watch again, ask questions to check on comprehension:
What is the tiger doing? (The tiger is sleeping.) What is the
panda doing? (The panda is eating.) What is the monkey
doing? (The monkey is jumping.)
Unit 5 Warm Up
Introduce the idea of celebration. Say: My birthday is in
Sing Candles on the Cake RF.K.1.a
Cake, Please! [month]. Then I celebrate! Have students cheer. Ask a few
students when their birthdays are. Cheer with the students
and say: Celebrate!
title: “Candles on the Cake.” Ask a student to point out
where the song starts.
Concepts of Print RF.K.1.a plays or use the Classroom Presentation Tool. Students
OBJECTIVES Resources can use their fingers to track the words in their Student
Thematic Connection: Learn about celebration Audio Track A5.1 Remind students that we start reading from the top of a
g
page and when we get to the bottom of the page, we ?
Allow students to try to answer. (turn the page) Say: Then
• Check understanding. For each line of the song, ask
in
Vocabulary: Learn balloons, celebrate, happy, people, presents, we do it again. Read from the top to the bottom, go to the next students if they see it in the photo. For example: Do
thank you page, and read from the . Allow students to answer. you see cookies? (no) Do you see a cake? (yes) Do you see
candles? (yes) Do you see games? (no)
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Listening: Listen to a song about celebration (top to the bottom). Then we go to . Allow students to
answer. (next page) • Sing the song. After the whole class sings the song once,
Speaking: Talk about celebration
divide them into five groups. Have each group sing two
There is ___. There are ___. I can see ___. Thank you.
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lines from the song.
Thematic Vocabulary L.K.6
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balloons celebrate happy
people presents thank you
Have students pair up and act out being at a party or
celebration. Encourage them to use the vocabulary words.
hi
They can act out celebrating, cheering, opening presents, or
• Pronounce the word. Say: balloons or use the Classroom
Unit 5 Listen αnd sing. blowing up balloons, for example.
ap
Cαke, Pleαse!
TRACK: A5.1
• Rate the word. Have students raise their hands if they Teach the difference between There is and There are by
pointing out there are in the song. Say: There are cookies.
There are people. There are shows more than one. There is
• Define the word. Point to a balloon in the photo on
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Cαndles on pages 48–49 or the flashcard and say: This is a balloon.
shows only one. Say: There is a cake. Have students practice
using There is and There are .
the Cαke • Repeat the word. Students repeat three times.
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There αre cookies Repeat the routine for each vocabulary word. Explain that FORMATIVE ASSESSMENT
And cαndles on the cαke. people means more than one person. For person, say: I am a Speaking and Listening
There αre fun gαmes, person. You are a person. A panda is not a person. A panda is
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For each student, point to one thing in the photo of their
And presents αnd bαlloons. an animal.
There αre hαppy people
Student Book, such as the cake, and ask: Can you see a
For the Vocabulary Routine, see the Companion Site. cake? Make sure students respond using a singular noun
Clαpping.
and its matching verb. (Yes, I can see a cake.) Repeat with
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There αre hαppy people
plural nouns in the photo such as candles, balloons, etc.
Smiling.
I cαn see them Teach other polite phrases to use at a party such as If students don’t understand the difference between
please, you are welcome, and May I have ? Have singular and plural nouns, demonstrate with blocks or
tio
And I wαnt to celebrαte!
Tune: “She’ll be Coming ‘round the Mountαin”
students role-play being a guest or the host of a party objects, showing one and saying: There is a block. There is
and using the phrases. a pencil. There is a book. Then add more and say the plural
Lαnguαge Frαmes frame: There are blocks. There are pencils. There are books.
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There is . Have students repeat.

Children celebrαte α birthdαy There αre . FORMATIVE ASSESSMENT
in Indiα I cαn see . Thematic Vocabulary
Thαnk you.
Check for understanding of the vocabulary by using the Wrap Up
©

48 Cαke, Pleαse! 49 practice the letter C. It stands for the first sound you hear in
If students don’t know some of the new words, use the
photo on pages 48–49 of the Student Book. Point to the cookies and cake. Encourage students to say the word cake.
photo and say: She is happy. People smile when they are As students leave the classroom, say: Thank you for coming
happy. Repeat for the other words. to class today! Encourage them to thank you for something.
48 Unit 5 Cake, Please! Unit 5 Cake, Please! 49

Phonics Phonics Letter Cc
Beginning Sound Hard c
Sound Hard c RF.K.1.b, RF.K.2.d
Tell students that there are two ways to say the letter c:
OBJECTIVES
Phonics: Learn consonant Cc Cc Cc Cc Cc Cc a soft c like in celebrate, which sounds like /s/ or a hard c.
This lesson is about the hard c, which sounds like /k/ in
candy, card, and cake.
Concepts of Print: Count words Say the word slowly. Point to the picture of the cat and
1 2
Phonological Αwareness: Identify beginning sound /k/c say cat. Have students do the same. Using three counters,
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demonstrate saying cat slowly, while moving a counter into
Resources each corresponding box.
in
Audio Track A5.2 Have students say cat again slowly while pointing to the D Circle the c.
Handwriting Scripts on the Companion Site corresponding sound boxes. Point to the first box with the
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I cαn see α cαrd. I cαn see cαndy.
/k/c Sound-Spelling card on the Companion Site arrow and ask: What sound do you hear at the beginning of
3 4 cat? (/k/) Have students start saying cat and identify the
Materials beginning sound. Repeat for cap.
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counters cαt cαp
Phonics RF.K.3.a, L.K.1.a E Trαce αnd write.
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Warm Up
B
I cαn see α cαke.
Count the words.

Clαp, clαp, clαp! Circle the c. Draw students’ attention to the photo of the
cat and say: cat. Have students point to the photo in their
books and say cat. Say: The word under the photo is cat.
cc c c c c c c c
CCCCCC
hi
Review the vocabulary by asking students to name things
they might see at a party. (balloons, presents, people) I cαn see the cαt. Read the word while sliding your finger under it and
50 Unit 5 Cc matching each sound with the corresponding letter. Point Cαke, Pleαse! 51
ap
to the beginning c and explain that the letter c represents
Phonics Letter Cc RF.K.3.a, L.K.1.a 49064_RFTS_SB_A_U05_048-057.indd 50 10/28/21 7:53 AM
the first sound they hear in cat. Model circling the first c. 49064_RFTS_SB_A_U05_048-057.indd 51 10/28/21 7:53 AM
Trace the letters. Point to the Cc on page 50 and say: Have students slide their fingers under the word cat, then
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This is the letter c. This is capital C. Capital C is big. This is small point to the beginning c as they say the sound and then
c. Use the Handwriting Scripts to demonstrate how to Read Chime In! RF.K.4 circle it. Have them repeat with cap. Wrap Up
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Use the Reading Routine to model how to read. Preview the next lesson. Say: Next time, we’re going to write
students time to trace the letters in their books. EXTENSION Phonics
• Preview. Say: I can see a card. Name the items in each the letter c. What words do you know that begin with the
Use Phonics Routine 1 to connect the sound and spelling Have students circle the c in these words with beginning letter c? Have students say words they know with the letter
illustration as you point to them and have students repeat.
hard /c/c. c: cookies, cake, candles, candy, clap. c and the sound /k/. If necessary, hold up a copy of the
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Point to the last illustration and invite students to clap
• Introduce the sound. Say card, candy, and cake slowly, with you. Student Book open to page 51 and point to the photos of
Trace and write. Tell students they will be writing the cat and cap.
emphasizing the hard c, or /k/ sound. Say: These words all • Read aloud. Track the print with your finger from left to
small c and the capital C. Remind students that they must
have /k/ at the beginning. right as you read. You can also play Track A5.2 or display As students are leaving, have them ask you for something
na start writing the letters with a curve up and around.
• Listen for the sound. I will say a word. Listen for the sound the Chime In! story with the Classroom Presentation that starts with /k/, like cookies or candy. Act out handing it
/k/ at the beginning. If you hear /k/, wave your hand. If Tool. to them as they walk out.
don’t hear /k/, put your hand down. Say: cake, camel, tiger, • Students repeat or read. Read again, pausing after each
tio
candles, father, card. sentence for students to repeat. Phonics

• Introduce the sound/spelling. Display the picture side of • Identify sound/spelling /k/c. Have students point to c Reread the Chime In! In on page 50 and pause after you
the Sound-Spelling card on the Companion Site. Name words such as card, candy and cake say either /k/c or the read each word. Tell students to raise their hands when
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the picture: candle. Have students repeat. Then say /k/ and word. they hear a word that starts with a /k/.
have students repeat the sound. • Check comprehension. Have students find the cat in
• Point to the letter. Flip the flashcard to see the letter c. each illustration and tell what the cat sees. (1. card;
Tell students that the letter c stands for the first sound you 2. candy; 3. cake; 4. people clapping)
©
hear in candle. Ask: What is the letter? (c) What is the sound?
(/k/)
Count the words. Read aloud the sentence on page 50:

I can see the cat., putting down a block for each word. Have
students show how many words by holding up five fingers.

Phonics Phonics Print the Letter Cc
Word Work Word Work Write the Word I

High Frequency Word Write the Word I
OBJECTIVES
Phonics: Practice consonant Cc Cc Cc Cc Cc Cc RF.K.3.c I I I I I I I
Phonics: Learn high frequency word I Replay the song “Candles on the Cake” on Track A5.1 and
B Sαy the word. Write the letter. have students sing as they listen. Encourage them to point B Trαce αnd prαctice.
to the words as they sing. Help them identify the word I in
Resources
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the song. Explain they will be learning to write I.
in
Materials
5–box grid and counters
1. c amel 2. ard 3. anda to teach the word I.
1. I can play. 2. can push.
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• Pronounce the word. Say: Listen as I say this word: I.
• Use the word. I say I to talk about me. Point to yourself
Warm Up
ea
and give examples. I am a teacher. I like cookies. I have a red
Have students sit in a circle and greet each other with 4. oat 5. ake 6. eople shirt. 3. can slide. 4. can smile.
hellos. Say: I am getting ready to celebrate something. What • Have students say it and spell it. Have students say I
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should I bring to the party? Invite students to suggest things aloud. Point to the letter in I as students name it chorally.
to bring that start with any of the letters they have learned Have students say I again.
so far (m, s, t, p, c). • Use the word in a sentence. Say a sentence that you can
ark at oad can clap. can celebrate.
hi
7. 8. 9. show, for example: I jump. Then jump. 5. 6.
Phonics: Print the Letter Cc L.K.2.c • Trace and write. Demonstrate how to trace the word I as
52 Unit 5 Cc Cαke, Pleαse! 53
you describe how to form the letters. Encourage students
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Print the letter. Remind students that the letter they see 49064_RFTS_SB_A_U05_048-057.indd 52 10/28/21 7:53 AM
to trace the word with their fingers and then write with a 49064_RFTS_SB_A_U05_048-057.indd 53 10/28/21 7:53 AM
at the top of the page is the C. The big one is capital C and pencil, starting with a straight line.
the small one is small c. Have students trace the letters Cc at For the High Frequency Word Routine, see the Companion
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the top of the page. Site.
Say the word. Write the letter. Tell students they will be FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT
Trace and practice. Have students say things they can do
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writing the letter c, the first sound they hear in each of the Phonics using the word I. Encourage them to use the frame I can . Phonics
words. Introduce camel, coat, cat by pointing to the photos Have students make a C out of small objects like coins, Have students write name tags that say I am [name].
and slowly saying the words, emphasizing the beginning beads, or counters. Then have them write the letter C. If Have students trace I under the picture of the girl playing Correct any errors—make sure the I and their names are
/k/ sound. Point out that some words start with other letters a game, then point to and read each word. Have them
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a student has difficulty, use the steps on Student Book capitalized and there is a period. Have them hold their
students have already learned (panda, people, park, toad). page 50 to guide them to draw a curve up and around. practice writing I under each picture and then help them name tags up and you approach each student, point
Tell students they should sound out each word and then Check to see they are following the order and direction. say the whole sentence. to their card, and ask: Who are you? Encourage them to
choose which sound starts the word. Ask: What sound does respond by saying, I am [Carl].
camel start with? Continue as needed with the other words. Once students have a good c written, ask them to tell you
na EXTENSION High Frequency Words
what sound the letter c makes.
Say camel. Use a five-box grid, pointing to each Display all the high frequency words students have
learned so far: my, a, see, the, I. Have students say Wrap Up
corresponding box as you say the word slowly. Then point
tio
to the first box. Ask what sound students hear at the Review the Alphabet RF.K.1.d sentences using these words. For example, I see a blue Preview the next lesson. Say: Next time, you will listen to
beginning of camel. (/k/) shirt. My pencil is on the desk. a story about a party. Then ask: What do you do at a party?
Have students listen to Tracks ABC1 and ABC2 while (eat, drink, open presents, celebrate) If necessary, point to
Help students write the letter to complete the word. Then looking at the Alphabet pages on Student Book pages Talk Together Have students work in pairs and practice
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the photo on pages 48–49 of the Student Book to prompt

have them slide their fingers under the word as you read the 2–3. They can then recite the abc’s, pointing to the capital using the language frame I can . to talk about the things students.
word. Repeat for all the words and then have students say letters, the small letters, and saying the word for each they can do.
each word slowly and help them identify the beginning /k/ photo: Aa ant, Bb bear, and so on. Then ask students to point As students are getting ready to leave say: I had fun today.
sound in each. to the letter C. Ask what sound they hear at the beginning I will see you tomorrow. Emphasize the I. Have students wave
©
of cake and to point to the letter that represents that sound. goodbye back and respond using a statement that starts
with I.

Photo Story Photo Story A Party
1 3
OBJECTIVES
Reading: Read texts
Resources
Audio Track A5.3
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Read On Your Own Book: Clap, Clap, Clap
in
United Stαtes Chinα
I see mαny presents. I cαn see α tiger.

Warm Up
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2 4
ea
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Vocabulary Review L.K.6
Ask yes/no questions to encourage students to use the

vocabulary words and to confirm their comprehension. Spαin Spαin Mexico
hi
Do you like cake? Do you want to celebrate? Encourage I cαn see α pαndα. I see my cαke αnd my fαmily! Thαnk you!
students to ask questions using the vocabulary words to
54 Unit 5 Cc Cαke, Pleαse! 55
each other as well.
ap
Read A Party RF.K.1.a, RF.K.1.b, RF.K.4
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Listen and read. Use the Reading Routine to model • Check comprehension. Ask: Which words say I can see
how to read. a panda? Students can point to or read aloud the text FORMATIVE ASSESSMENT
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• Preview. Say: This Photo Story is about a party. It is called under photo 2. Then have students find the picture that Phonics
A Party. Point to each photo and ask students to tell what shows presents, a tiger, and a cake. Have students read the second sentence of the Photo
they see. Story together. Point to the first word and then pause
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• Concepts of print. Point to each sentence and invite to have the student read I as you point to it. Then read
students to count the words in each sentence. There are Partner-Read Photo Story Have students work with can aloud and ask what sound students hear at the
two sentences for the last photo. a partner to practice reading behaviors. beginning. (/k/) Ask: What letter spells /k/? (c) If possible,
• Read aloud. You can also play Track A5.3 or display the have students read the whole sentence.
Have each partner pick their favorite photo and tell their
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Photo Story with the Classroom Presentation Tool. partner why they like it. Have them try to read the words, If students cannot read I, have them look at their work on
• Repeat or read. Read again, pausing after each word or identifying any words they see in the photo. Student Book page 53. Say: Listen to the word: I. as you
sentence (or parts of sentences) for students to repeat. As point to it. Have them point to and read each I on the
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students begin to decode, they can read parts or whole page. Have students read the last two sentences in the
sentences themselves. story. Ask them to identify any familiar words (such as
• Identify known words. Have students point to the high high frequency word my).
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frequency word I and c words such as cake. Have students READ ON YOUR OWN BOOK
point to and repeat other words they have learned such
as presents, tiger, and panda, and the language frame
Wrap Up Preview Clap, Clap, Clap. Students can read the book
I see ___. Preview the next lesson. Say: Next time, we’re going to on their own to practice c words and the high frequency
©
draw and write a thank you note. Then ask: Does your family word I.
Clap,
celebrate special holidays? Have students take turns sharing Clap, Clap, Clap is about using a
any holidays they celebrate with their families. Clap,
calendar and cards to plan a birthday
Clap
As you prepare to say goodbye for the day, say: Thank you by Lada Josefa Kratky party. The birthday party has a clown,
for coming to class. Have each student say thank you for piñata, candles, and a cake!
something as they leave the room.
RFR_GK_U2_98018_Clap_CVR.indd 3 3/5/12 2:35 PM

Shared Writing Shαred Writing Thank You!
School Connection School Connection Social Studies
OBJECTIVES Thαnk you, Mom αnd Dαd. Vocabulary Social Studies celebrαtion dαnce drαgon
Writing: Write about celebration Say new words. Use the Vocabulary Routine to teach holidαy music New Yeαr
Speaking: Talk about celebration the vocabulary.

B Listen αnd αnswer.
• Pronounce the word. Say: celebration or use the
TRACK: A5.4
Thαnk you.
Social Studies: Learn words: celebration, dance, dragon,
holiday, music, New Year Classroom Presentation Tool to display the flashcard
g
with the word.
Resources
in
Materials • Define the word. Use the flashcard or act out the words if
rn
Large sheet of paper, marker you can. Say: celebration and act out celebrating. Explain
that celebrate is an action, but a celebration is a thing. Say
sentences to explain the difference. I celebrate at a party.
ea
A party is a celebration.
Warm Up
• Repeat the word. Have students repeat the word three times.
Mαcαu, Chinα
Greet students with hellos and sing the “Happy Birthday” Repeat the routine for each vocabulary word.
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song in English. Invite students to share how they sing the
Lαnguαge Frαmes Lαnguαge Frαmes
song in their home language. B Shαre with α pαrtner. There is .
For the Vocabulary Routine, see the Companion Site. C Plαy Yes or No gαme. It’s .
There αre . I cαn see .
hi
Write Thank You! SL.K.1, SL.K.5, SL.K.6, W.K.2
I cαn
Thαnk you.
.
There is
There αre
.
.
Draw and write. Use the Shared Writing Routine to 56 Unit 5 Cc Listen and answer. Use the Listening and Speaking Cαke, Pleαse! 57
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guide students to generate ideas to write about and then to 49064_RFTS_SB_A_U05_048-057.indd 56 10/28/21 7:53 AM
Routine as you play Track A5.4. 49064_RFTS_SB_A_U05_048-057.indd 57 10/28/21 7:53 AM
write a letter, word, or several words. • Listen. Tell students they are going to listen to learn about Play Yes or No game. Have students repeat the language
• Display an image. Have students look at the image on Chinese New Year. frames in their Student Books. Remind them of how the
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Student Book page 56. Read the sentence: Thank you, Share with a partner. Have students share their drawing • Listen for known words. Play the audio a second time, frames were used in the audio.
Mom and Dad. Have students use the language frames and writing with a partner, using the language frames: There but first tell students to listen for words they know like
and vocabulary to talk about the image, for example: I can There is, six, tail, people, and I. After they listen, ask students Have students look at the photo on page 57. Ask questions
eo
is . There are . I can . Thank you. like, Is it a birthday celebration? (No. It’s Chinese New Year.)
see a boy drawing. There is a picture. There is a mom. There is to share some of the words they heard.
a dad. There are hearts. Can you see a dragon? (Yes. I can see a dragon.)
EXTENSION Speaking • Listen for new words. Play the audio a third time, but
• Model. Think aloud as you write a sentence for students first tell students to listen for the new words: celebration, Tell students to think of a celebration they have with their
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to see: I had a nice surprise. I received flowers from a friend Have students pretend to call a friend to thank them
dance, dragon, holiday, music, New Year. Tell them to raise families. Ask them or have partners ask each other:
yesterday. I will write: Dear friend, Thank you for the flowers. for something. Encourage students to be specific about
their hands when they hear one of the new words. • Is there music? • Is there candy?
Your friend, [Name]. Ask students to identify what they can what they are thanking their friend for.
• Check understanding. Play the audio one more time. • Is there cake? • Do you clap?
say before thank you.
na Have students look at the photo on page 57 and ask:
• Dictation. Ask students what they would write in a Thank • Do you dance? • Are there balloons?
FORMATIVE ASSESSMENT Do you see the dragon? (yes) What else do you see? (people,
you note. As students talk, write their words, phrases, and a dance, a celebration) • Is it a holiday? • Are people happy?
Listening and Speaking • •
tio
sentences on the large piece of paper. Point out that the • Students ask questions. What do you see? Are there candles? Do you say Thank you?
beginning of a sentence starts with a capital letter. Have students swap drawings and tell each other about
what they see in the drawing, using a language frame For the Listening and Speaking Routine, see the Companion
• Connect writing and phonics. Display letter Cc and
like I see ___. Circulate and encourage students who Site. Wrap Up
the word I. Remind students of the c words they know
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that they could try to write such as cake. Have them say are reluctant to speak to tell you what they see in their Tell students that they have completed the unit and learned
partner’s drawings. Praise everyone’s participation.
Audio Script
the sound of the beginning letter as they write mom or about celebration, c words, the word I, and holidays. Ask
Today is a holiday! them what celebration words they learned. Ask them to call
present. It’s Chinese New Year. out c words. Have students use I to say something like “I can
• Draw and write. Have students draw and then write It’s a happy celebration.
©
see a dragon!” or “I can see balloons!” Tell students that next

about the person they want to thank. They can label There is music…and there is a dragon dance! they will learn the letter a. Make a short a or ah sound.
their picture or write a few words or a complete sentence I can see a long dragon!
under the picture. Encourage them to copy letters, words, It has a big head,… and it has big eyes!
phrases, or sentences from the dictation. There are six people under the dragon. SUMMATIVE ASSESSMENT
For the Shared Writing Routine, see the Companion Site. I can see the dragon’s tail. And I can see people’s legs! Administer the Unit 5 assessment.
I like the dragon dance!
What a special holiday!

Unit 6 Warm Up ants in each verse, adding one student, two students, etc.,
up to five in the second verse.
Greet each student. Have students sit in a circle. Have them
Look at the Ants

vote on their favorite song they have learned so far. Then
lead them in a class sing-along.
Thematic Vocabulary L.K.6 Work with students to understand the difference between
It’s (referring to one) and They’re (referring to more than
OBJECTIVES Resources one). Explain that we use different words to talk about one
ant cut find
Thematic Connection: Learn about ants Audio Track A6.1 or more than one. When we talk about more than one, we
g
Vocabulary: Learn ant, cut, find food, go, walk, work go walk work add an s to the end of the word. Use the annotation tools in
in
Listening: Listen to a song about ants the Classroom Presentation Tool to show adding s to the
Use the Vocabulary Routine to teach the vocabulary. word ants to make it show more than one.
Speaking: Talk about ants
• Pronounce the word. Say: ant or use the Classroom
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___ is ___ing. It’s ___ing. Explain that contractions are shortened forms of words.
___ are ___ing. They’re ___ing. Presentation Tool to display the flashcard with the word. It’s is short for it is. To form It’s, take out the second i and
• Rate the word. Have students raise their hands if they put an apostrophe in its place to make one word. Use the
ea
know the word. Ask: What do you know about this word? annotation tools in the Classroom Presentation Tool
• Define the word. Point to the photo on pages 58–59 or to show forming the contraction. Repeat for they’re and
the flashcard and say: This is an ant. Point to and count all reiterate that they’re refers to more than one.
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three ants and say: These are ants. We add s to ant to talk Point to the photo on pages 58–59 and ask: If I want to talk
about more than one ant. about the ants, should I use It’s or They’re? (They’re) Elicit
• Repeat the word. Students repeat three times. that students should say They’re ing. to describe what
hi
Repeat the routine for each vocabulary word. Explain that to multiple ants are doing. Encourage students to use the It’s
talk about more than one ant, we add s. But food stays the ing. frame to respond.
same no matter how much food you are talking about.
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Look αt the Ants
TRACK: A6.1
For the Vocabulary Routine, see the Companion Site.
Ask questions that elicit the language frames such as:
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Little Ants FORMATIVE ASSESSMENT
One little αnt is going out.
Thematic Vocabulary • What is this ant doing?
Check for understanding of the vocabulary by using the • What are the ants doing?
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One little αnt is finding food.
One little αnt is cutting leαves. flashcards in the Classroom Presentation Tool. • Where is the ant going?
Look αt the αnt! It’s wαlking bαck. If students don’t know some of the new words, use the • Where are the ants going?
photo on pages 58–59 of the Student Book. Point to
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Two little αnts αre going out. If students do not answer correctly, try Yes/No and Or
Two little αnts αre finding food.
photo and say: This is an ant. Say ant and show me the ant. questions first.
What is the ant doing? The ant is walking. The ant is finding
Two little αnts αre cutting leαves.
food. Repeat for go and work.
• Is the ant [going out/finding food/cutting leaves/walking
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Look αt the αnts! They’re wαlking bαck.
Tune: “Five Little Ducks”
back]?
• Are the ants [going out/finding food/cutting leaves/
Lαnguαge Frαmes
Sing Little Ants RF.K.1.a walking back]?
tio
is ing.
• Is this ant walking or running?
It’s ing.
• Are these ants finding food or water?
αre ing. • Introduce the song. Point to each word as you read
They’re ing. the title: “Little Ants.” Have all the students point to the
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beginning of the song in their Student Books. Circulate Wrap Up

to check everyone is pointing to One in the first line.
• Play the song. Either point to the words as the song Preview the next lesson. Say: Next time, we’re going to
practice the letter A. It stands for the first sound you hear in ant.
Ants cαrrying seeds from
Encourage students to say the word ant.
©
α mimosα tree
can use their fingers to track the words in their Student
58 59
Look αt the Ants
Books as they listen. As students leave the classroom, ask them to tell you what
• Check understanding. When playing the song, have they are doing. Encourage them to answer using an -ing
students use their fingers to count the ants, up to five by word: I am walking. I am leaving.
the last line of the song. Hand out the Home-School Connection Letters for
• Sing the song. After the whole class sings the song once, students to take home.
divide them into two groups. Have volunteers act as the
58 Unit 6 Look at the Ants Unit 6 Look at the Ants 59
Phonics Phonics Short Aa
Phonics Print the Letter Aa RF.K.3.b, L.K.1.a,
Print the Letter Aa
L.K.2.c
Α Trαce the letters. B Print the letter.
Print the letter. Remind students that the letter they see
OBJECTIVES
Phonics: Learn short Aa Aa Aa Aa at the top of the page is the A. The big one is capital A and
the small one is small a. Have students trace the letters Aa
starting at the dots.
Aa Aa Aa
Concepts of Print: Count word parts
Phonological Αwareness: Identify beginning sound /æ/;
Aa Aa Aa Aa Say the word. Write the letter. Tell students they will
be writing the letter a, the first sound they hear in many of
C Sαy the word. Write the letter.
g
Segment words into syllables Chime In! TRACK: A6.2
the words. Introduce ant, ankle, alligator, apple, and angry
1 2 by pointing to the photos and slowly saying the words,
in
Resources emphasizing the beginning /æ/ sound. Have students
Audio Track A6.2 practice by asking: What is this? (This is an ant.) 1. a nt 2. nkle 3. at
rn
Handwriting Scripts on Companion Site Explain that a is a special letter so instead of putting a
/æ/a Sound-Spelling card on the Companion Site before it, we put an. Display a ant and show how it is
difficult to say a ant. Add an n and show how it is easier to
ea
Some αpples αre red. Some αpples αre yellow.
3 4 say, an ant. Have students try it. Explain that we always use
Warm Up an instead of a before a word that starts with a. Point out 4. lligator 5. onkey 6. pple
that some words start with letters students have already
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Review the vocabulary by asking students to tell you about learned.
what ants do.
Say ant slowly, emphasizing the beginning /æ/. Ask what
sound students hear at the beginning of ant. (/æ/) Help
Phonics Short Aa
hi
RF.K.3.a, L.K.1.a Some αpples αre green, like this limα beαn.
them write the letter to complete the word. Then have 7. un 8. ngry 9. anda
Trace the letters. Point to the Aa on page 60 and say: 60 Unit 6 Aa them slide their fingers under the word as you read the Look αt the Ants 61
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This is the letter a. This is capital A. Capital A is big. This is word. Repeat for all the words and then have students say
small a. Use the Handwriting Scripts to demonstrate how to
49064_RFTS_SB_A_U06_058-069.indd 60 10/28/21 8:08 AM
each word slowly and help them identify the beginning /æ/ 49064_RFTS_SB_A_U06_058-069.indd 61 10/28/21 8:08 AM
trace the letters following the arrows and numbers. Allow sound in each. Tell students to look carefully at the picture. Review the Alphabet RF.K.1.d
Some words start with letters other than a.
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students time to trace the letters in their books.
• Read aloud. Track the print with your finger from left to Have students listen to Tracks ABC1 and ABC2 while
Use Phonics Routine 1 to connect sound and spelling /æ/a. looking at the Alphabet pages on Student Book pages
right as you read. You can also play Track A6.2 or display Phonological Awareness RF.K.2.b 2–3. They can then recite the abc’s, pointing to the capital
eo
• Introduce the sound. Say apples slowly, emphasizing the the Chime In! story with the Classroom Presentation
/æ/ sound. Say: This words has /æ/ at the beginning. Tool. Say ant and clap one time. Say ankle in two clear parts letters, the small letters, and saying the word for each
(an-kle) and clap two times, once per syllable. Have students photo: Aa ant, Bb bear, and so on. Then ask students to point
• Listen for the sound. I will say a word. Listen for the sound • Students repeat or read. Read again, pausing after each
name each of the nine photos on Student Book page 61 to the letter A. Ask what sound they hear at the beginning
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/æ/ at the beginning. If you hear /æ/, wave your hand. If sentence for students to repeat.
while you clap the syllables. Repeat with students naming of ant and to point to the letter that represents that sound.
don’t hear /æ/, put your hand down. Say: ant, tiger, apple, • Identify sound/spelling /æ/a. Have students point to a
panda, cat. and clapping syllables.
words such as apple and say either /æ/ or the word. Wrap Up
• Introduce the sound/spelling. Display the picture side of • Check comprehension. Ask: What is red? Students can
na FORMATIVE ASSESSMENT
the Sound-Spelling card on the Companion Site. Name point to the apple in the first image. Preview the next lesson. Say: Next time, we’re going to make
the picture: apple. Have students repeat. Then say /æ/ and Phonics words with a and the other letters we’ve learned. What letters
have students repeat the sound. Watch each student write A or a on the triple-track do we know? (m, s, t, p, c) Students can look at the Alphabet
tio
• Point to the letter. Flip the flashcard to see the letter a. worksheets. If a student has difficulty, use the numbered page in their Student Books.
Tell students that the letter a stands for the first sound Concepts of Print RF.K.1.b steps on Student Book page 60 to guide them to make As students are leaving, say: Give me a word with a! Students
you hear in apple. Ask: What is the letter? (a) What is the each line of the capital A separately and then together. can call out words they’ve learned like ant, apple, alligator,
Count the words parts. Have each student find and
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sound? (/æ/) They can practice making an open circle and then a line ankle, and so on.
put their finger on the word apple in the Chime In! in
For Phonics Routine 1, see the Companion Site. for the small a. Check to see they are following the order
their Student Books. Say the word clearly separating the
and direction.
syllables (ap-ple), and have the students repeat as a whole
class while you clap the two syllables. Have the whole class Once students have a good a written, ask them to tell you
©
say apple while they clap the two syllables. Repeat for bean, what sound the letter a makes.
Use the Reading Routine to model how to read. yel-low, green, and red.
• Preview. Say: Some apples are red. Name the items in each
Point out that the first three images show apples, but the
last one shows a lima bean.
Phonics Phonics Blend Sounds and Build Words
Word Work Word Work Write the Word Look

OBJECTIVES
Phonics: Blend and build words with /æ/ α m α t Look RF.K.3.c Look Look Look
Phonics: Learn high frequency word look Replay the song “Little Ants” on Track A6.1 and have B Trαce αnd prαctice.
students sing as they listen. Encourage them to point to the
Materials B Build words. 1.
words as they sing. Help them identify the word Look in the
α t Look
g
Letter cards for: a, m, s, t, p, c song. Explain they will be learning to write Look. at the hat.
Trace and write. Use the High Frequency Word Routine 2.
in
to teach the word Look.
at the cat.
Blend Sounds and Build Words RF.K.2.e, F.K.3.a s α t • Display the word.
rn
3.
Use Phonics Routine 2 to demonstrate how to blend • Pronounce the word. Listen as I say this word: look.
• Use the word. Point to your eyes and a student as you
at the can.
sounds and build words.
c α t
ea
4.
• Identify known sound/spellings. Have students put say: I look at you. Look is like see. Point and give examples.
their fingers on the arrow under a on Student Book Look at the bird outside. Look at the poster. I look at the at the cap.
page 62. Say the letter and the sound. Students repeat. p α t clouds. 5.
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Repeat for the m. Tell students that look is often followed by at and then
• Build a word. If you are using letter cards, have students the thing you are looking at, such as Look at the hat. When at the mat.
C Reαd the text. look is followed by for, it means to search for. 6.
find the a and m. Think aloud as they look: The first sound
I αm Sαm. at the man.
hi
is /æ/ so let’s put the letter a on the table. The last sound is • Have students say it and spell it. Have students say look
/m/ so let’s put m next to a. aloud. Point to the letters in look as students name them
62 Unit 6 Aa 63
• Model reading the word. Move your finger right to cue chorally. Have students say look again.
Look αt the Ants
ap
each sound as you read. Read the word once slowly and 49064_RFTS_SB_A_U06_058-069.indd 62 10/28/21 8:08 AM • Use the word in a sentence. Say a sentence that you can 49064_RFTS_SB_A_U06_058-069.indd 63 10/28/21 8:08 AM
then read it a second time at a natural pace. Do not isolate show, for example walk to the window and look outside
the sounds but rather say the sounds together like the and say: I look outside. I look at [the playground]. Point to
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word is pronounced. your eye as you say look.
Dictation Say some or all of these decodable words and
• Students read the word. Chorally read the word. have students write them: cat, at, man, Sam, tap, pat, an. • Trace and write. Demonstrate how to trace the word FORMATIVE ASSESSMENT
• Replace or add a letter. Repeat the routine to make a
eo
Repeat with high frequency words: my, a, see, the, I, look. Look as you describe how to form the letters. Encourage Phonics
new word. Continue replacing beginning, ending, and students to trace the word with their fingers and then Have students act out and say sentences using the word
middle letters as indicated in the Student Book. write with a pencil, starting with a straight line. look, such as: I look for the door. I look for my pencil. I look
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For the High Frequency Word Routine, see the Companion in my lunch bag. If students struggle, demonstrate I look
Phonics
Site. for page 10. by turning to page 10. Have them repeat
Have each student run a finger under one of the words
Say the word slowly. Have students try on their own to what you did by saying I look for page 10. as they look for
on the Student Book page and read it. If students isolate Trace and practice. Have students identify each object in
say each word slowly while running their finger under it. page 10 in their own books.
sounds rather than reading as a complete word, model
na the photos. Have students trace Look next to the picture of
And then say it at natural speed. how to blend the sounds by slowly saying the word and the hat, and then point to and read each word. Have them
Build words. Have students use letter cards or look at the
then saying it at natural speed: pppaaattt … pat. Have practice writing Look next to the remaining pictures. Help Wrap Up
students repeat and then try another word. students read the words in each sentence starting at the
tio
letter tiles in their books to build and read words. Preview the next lesson. Say: Next time, you will listen to a
top, reading left to right.
Read the text. Either point to each word and have the story about ants. Then ask: What does an ant look like? Elicit
whole class read the words aloud or call on individual EXTENSION High Frequency Words that they are very small. If necessary, point to the photo on
Na
students to read each word. Then call on students to read pages 58–59 of the Student Book to prompt students.
Have students play I Spy, in which they give clues about
the whole sentence: I am Sam. As students are getting ready to leave, rapidly give them
things they see in the classroom but have them use the
word look. Have the first student say, Look for [something a list of things to look for. Say: Look at your toes! Look at the
EXTENSION Phonics red]. When a student makes a guess, have them say I see door! Look at [Anna]! Invite students to tell you to look at or
©
Have students work in pairs or with a partner to build [the red shirt]. Have students take turns describing what for something.
more words with short a using the letter cards a, m, s, t, they see around the room, using the word look.
p, c. After each partner makes a couple words, they read
each other’s words. (map, mat, sat, sap, cat, cap) Talk Together Have students work in pairs and practice
using Look at . to talk about the illustrations on
page 60.
Photo Story Photo Story Amazing Ants
1 3
OBJECTIVES
Reading: Read texts
Resources
g
Audio Track A6.3
Read On Your Own Book: Look!
in
Materials
Look αt the αnt on α flower. Look αt the αnt on αn αpple.
rn
chart paper
2 4
ea
Warm Up
As students come in, say: Look at my [ankle/cap/mat/apple].
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Now you try. Have students point to something they know
the English word for and say: Look at [my shoes]. Have
hi
See the αnt on α leαf. See the αnt on α tree.
64 Unit 6 Aa Look αt the Ants 65
Vocabulary Review
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L.K.6
Divide students into groups of 3–4. Display the vocabulary

words. Have each group choose a key word (without telling FORMATIVE ASSESSMENT
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the other groups which word they chose). Then have the Phonics
groups decide how best to draw a picture to show the Have students read the third sentence of the Photo
word’s meaning. Have them choose one member of the Story together. Point to the first word and pause while
eo
group to create the drawing on chart paper. After students students read look and then the rest of the sentence. Ask:
create the drawings, have the groups take turns sharing What sound do you hear at the beginning of ant? (/æ/)
their drawings and invite the other groups to guess what • Identify known words. Have students point to the
What letter spells a? (a) If possible, have students read
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they drew. high frequency word look and a words such as ant. Have
other words or even the whole sentence.
students point to and repeat other words they have
learned such as apple. If students cannot read look, have them look at their
Read Amazing Ants RF.K.1.a, RF.K.1.b, RF.K.4 • Check comprehension. Ask: Which words say Look at the work on Student Book page 63. Say: Listen to the word:
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Listen and read. Use the Reading Routine to model how ant on the flower? Students can point to or read aloud the look. as you point to it. Have them point to and read each
to read. text under photo 1. Then have students find the picture look on the page. If students cannot identify that ant and
that shows the leaf, the apple, and the tree. apple start with the sound/letter /æ/a, say: /æ/, apple;
• Preview. Say: This Photo Story is about ants. It is called
tio
/æ/, ant and then /æ/, leaf? (no) Then ask again what
Amazing Ants. Point to each photo and ask students what For the Reading Routine, see the Companion Site.
sound and letter they hear and see at the beginning of
they see. Partner-Read Photo Story Have students work with a apple.
• Concepts of print. Have students tell you in which order partner to practice reading behaviors. Have students count
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to read. (top to bottom, then to next page and top to the words under each photo. If a word has more than one READ ON YOUR OWN BOOK
bottom; in number order) Track the print with your finger part, have them clap the word parts. Wrap Up
from left to right as you read. Preview Look! Students can read this book on their own
Have students ask their partners questions like, What is the Preview the next lesson. Say: Next time, we’re going to look to practice a words and the high frequency word look.
• Read aloud. You can also play Track A6.3 or display the at a picture of a garden and write about it. Then ask: Have you
©
ant doing? Encourage students to answer with the language

Photo Story with the Classroom Presentation Tool. ever been to a garden? Did you like it? Encourage students to
Look! is about a dog named Sam who
It’s ing.
tell you what they know about gardens. looks at his friends Pam the chicken
and Tam the duck on the farm. Then a
As you prepare to say goodbye for the day, have students cat comes near Tam! But Sam saves the
tell you something they are curious to know about ants. day when he sees the cat.
They can share in their home language. If you don’t speak Look!
their language, record their statement and try to get it
translated later. RFR_GK_U3Bk7_98025_CVR.indd 3 12/9/11 2:37 PM
Interactive Writing Interαctive Writing In the Garden
Α Listen αnd tαlk. Α Sαy new words.
OBJECTIVES
Vocabulary Social Studies cαrry community help
Writing: Write about a garden Say new words. Use the Vocabulary Routine to teach live together work
Speaking: Talk about a garden the vocabulary.

B Listen αnd point.
• Pronounce the word. Say: carry or use the Classroom
TRACK: A6.4
Social Studies: Learn community words: carry, community,

help, live together, work Presentation Tool to display the flashcard with the word.
g
Resources
in
Audio Track A6.4
• Define the word. Use the flashcard or demonstrate carry
Materials by carrying a book or bag.
rn
Large sheet of paper, marker • Repeat the word. Say the word and have students repeat
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Warm Up B Write.
Have students retell what they read in the Photo Story
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yesterday. They may only remember a word, phrase, or
sentence. If they cannot recall, ask if they remember the Listening and Speaking SL.K.3
pictures. C Write on your own.
Listen and point. Use the Listening and Speaking C Tαlk αbout αn αnt community.
Lαnguαge Frαmes
Ants live .
hi
Write In the Garden SL.K.1, SL.K.6, W.K.3
• Listen. Tell students they are going to listen to learn more
They αre ing.
66 Unit 6 Aa Look αt the Ants 67

about ant communities.
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Listen and talk. Use the Interactive Writing Routine to
guide students to collaboratively write a sentence. 49064_RFTS_SB_A_U06_058-069.indd 66 10/28/21 8:08 AM
• Listen for known words. Play the audio a second time, 49064_RFTS_SB_A_U06_058-069.indd 67 10/28/21 8:08 AM
• Display an image. Have students talk about the image on but first tell students to listen for words they know like
push, pull, ants. After they listen, ask students to share
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Student Book page 66 using language and vocabulary
such as: I see apples. Look at the leaves. Write. Have students copy the class sentence in their books some of the words they heard. Talk about an ant community. Have students repeat
• Plan the writing. Think aloud: We just learned about ants. for activity B. • Listen for new words. Play the audio a third time, but the language frames in their Student Books. Remind them
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Where do you think they are in the garden? What else do you first tell students to listen for the new words: live together, of how the frames were used in the audio.
Write on your own. Students can write more about the carry, help, work. Tell them to raise their hands when they
see in the garden? Point out that apples are growing in the image or words they have learned in this unit for activity C. Have students talk about ants using the language frames
garden. Invite students to tell you what color apples they hear one of the new words.
Ants live in . They are ing. They can refer to the
• Check understanding. Play the audio one more time.
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see. Say: Look at those red apples. Yum! Share with a partner. Have students share their photo on page 67 or other photos of ants in the unit.
• Discuss with students and have them choose one sentence or words with a partner. Have students look at the photo on page 67 and ask:
sentence to write. For example: Look at the red apples. Are the ants working together? (yes) What are they doing?
• EXTENSION Speaking (working, pulling, helping) Wrap Up
Connect writing and phonics. Display the letter Aa and
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the word look. Remind students of a words they know and Have students write another sentence about a garden • Students ask questions. Have partners practice asking
Tell students that they have completed the unit and learned
how to use look. and then present it by reading it and telling how they each other What are the ants doing? about ants, a words, the word look, and community words.
• Write letters. Repeat the sentence: Look at the red apples. wrote it. For example: My sentence is The ants are finding For the Listening and Speaking Routine, see the Companion Ask them what words they learned. Ask them to call out a
tio
Have students count the words. Repeat the first word food in the apples. I started with a capital I. I put s on ant Site. words. Have students use look to say something like “Look
several times with students. Have students identify the because there are many ants. I used are to go with many at the ants!” Tell students that next they will learn the letter
ants. I put s on apple too because there are many apples. Audio Script n. Wag your finer and say no, no, no with an exaggerated
first letter. Have one volunteer write the letter on the class
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paper. Remind students to capitalize the first letter of a Ants live together in a community. “nnnnn” sound.
sentence. Many, many ants live together.
FORMATIVE ASSESSMENT What are these ants doing?
• Write words. Invite a new volunteer to write the first SUMMATIVE ASSESSMENT
Listening and Speaking They are carrying. They are pushing and pulling.
letter of the next word on the class paper: a. Have another Administer the Unit 6 assessment.
They are helping each other.
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student write the next letter until the word is complete. Have students read aloud something they wrote to a
They are working together.
Repeat for all the words in the sentence. partner and have their partner retell what they heard.
They are making a home for their community!
• Read. Read the sentence pointing to each word the Listen to the exchange and provide corrective feedback
students wrote: Look at the red apples. Have students to the speaker or listener.
chorally read the sentence.
For the Interactive Writing Routine, see the Companion Site.
See and Do
See αnd Do
World Celebrations Make a Butterfly Feeder
Video
Video Project
Project
1 Mαke α hαndle. 2 Add flowers.
OBJECTIVES
Project Make a Butterfly Feeder
Listening: Listen for information in a video • placing a cotton ball in the cap hole of the bottle top.
g
Speaking: Ask and answer questions about information in • gathering some short-stemmed flowers (any wild variety,
in
a video no need for expensive ones, or use plastic flowers).
• mixing the sugar water solution.
Mαdeirα Flower Festivαl,
Social Emotional Learning: Say thank you Portugαl
• putting students into groups of two to work together.
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3 Mix butterfly food. 4 Show αnd shαre.
Speaking: Talk about celebrations Sociαl Emotionαl Leαrning
Tell students they will make a butterfly feeder. Give students
Sαy thαnk you. a few facts about butterflies. Like ants, they are always
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Resources Α Look αnd check (✔). I cαn see α … looking for food. Butterflies rely on flowers and feeders like
Video A3 the ones the students will make for food. Demonstrate all
the steps.
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Materials B Wαtch αnd circle.
1 Make a handle. Students will use rubber bands to add
VIDEO A3
empty plastic bottles flowers (real or a handle to their bottles.

artificial)
rubber bands (4-5 per bottle)
2 Add flowers. Student pairs will attach the flowers to
hi
yarn
cotton balls (1 per bottle) C Wαtch αgαin. Listen αnd sαy. VIDEO A3
the bottle using the rubber bands.
sugar water
68 Units 5–6 See αnd Do 69
3 Mix butterfly food. Help students mix and pour the
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49064_RFTS_SB_A_U06_058-069.indd 68 10/28/21 8:08 AM already prepared sugar water solution into the bottles. 49064_RFTS_SB_A_U06_058-069.indd 69 10/28/21 8:08 AM
Video World Celebrations SL.K.2 Watch again. Listen and say. Tell students they will 4 Show and share. Have student pairs show their feeders
watch again to listen for the words about celebrating and using some of these language frames: Here’s my .
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Look and check (✔). Have students look at the photo saying thank you. After they watch again, ask questions This is . It has . You see . I like .
on Student Book page 68 and check the flowers they see. to check on comprehension: What are some ways people
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Ask what they know about celebrations, using vocabulary celebrate? (with family, friends, and food; by dancing or
they’ve learned such as celebrate, family, happy, people, food, playing music; by clapping) Does saying thank you make
music, and dance. people happy? (Yes.)
Spiral Review
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Watch and circle. Introduce the video: This video will RF.K.3.a, RF.K.3.b
be about world celebrations that people have to say thank EXTENSION Speaking and listening
you. You will see dancing, music, colorful clothes, and many Have students retell a time they said Thank you.
PHONICS Sound/Spelling WORD WORK High Frequency Words
people. Have students watch the video once for fun. Then Encourage them to tell details about who they thanked,
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tell students they will view the video again and to pay what they thanked them for, where they were, and so on. Review the sound/spellings /m/m, /s/s, /t/t, /p/p, /k/c, and Post sentences using the high frequency words, like This is
attention to what they see—a dancer, cake, drummers. Tell /æ/a using the Sound-Spelling cards on the Companion my dad. I see a tiger. The ant is on the apple. I see my cat. This
them to raise their hands while watching the video if they Video Script Site. Have students find the letter cards to have as is a cap. Have students read each sentence, pointing to the
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see any of these things. Then have students do activity B in reference in their hands. high frequency words.
Why do people celebrate? Thank you for food.
their Student Books. Check their answers. (Circle all three Around the world people celebrate. Saying thank you Make six groups of students and assign one of the sound/
images.) makes people happy! spellings to each group. Have each group look through
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Social Emotional Learning Teach the Social Emotional They celebrate to say thank you. their Student Books for words that start or end with their
Learning concept of saying thank you. Say: In the video, Thank you for family. sound/spelling. Have the group choose a couple favorite
people celebrate to say thank you for family, friends, and Thank you for friends. words and share with the class by saying the word and
food. We can say thank you to one another for sharing things. Thank you for food. showing some pictures of words that begin with the
©
Demonstrate by having several students come to the front. sound.

Have one of them hand you a book or something similar. People dance to celebrate.
Say: [Anna] gave me something, so I will say thank you. People play music to celebrate.
Thank you, [Anna]. Explain that when someone gives you People clap, clap, clap.
something or they do something special for you, you say They celebrate to say thank you.
thank you. Have students share something and say thank
you to each other. Thank you for family.
Thank you for friends.
Unit 7 Warm Up • Play the song. Either point to the words as the song plays
Ask students what they know about animals that live in the use their fingers to track the words in their books.
News from the Sea! sea. Encourage them to imitate what fish do (moving their
hands to swim or making fish faces).
school of needlefish. Ask students why they think the
needlefish is called by that name. Elicit that it looks like a
Thematic Vocabulary L.K.6 needle. Show them the photo of a needle and ask them
to compare it to the fish. Also, point out that we use both
OBJECTIVES Resources ocean and sea to refer to the large bodies of salt water
beak fish looks like
Thematic Connection: Learn about the sea Audio Track A7.1 found on the Earth.
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Vocabulary: Learn beak, fish, looks like, narrow, shine, silver Home-School Connection Letter narrow shine silver • Sing the song. After the whole class sings the song once,
in
divide them into two groups. Have one group sing the
Listening: Listen to a song about the sea Materials Use the Vocabulary Routine to teach the vocabulary. first verse and the other group sing the second verse.
Speaking: Talk about the sea a needle or picture of a needle
• Pronounce the word. Say: beak or use the Classroom For the Listening Routine, see the Companion Site.
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This is ___. It’s a ___. It looks like ___. ___ looks like ___.
It has a ___. Presentation Tool to display the flashcard with the word.
• Rate the word. Have students raise their hands if they Talk Together Language Frames SL.K.4
ea
• Define the word. Point to the photo on pages 70–71 or Point to the fish in the photo on pages 70–71, say each
language frame, and pause for students to complete the
the flashcard and say: This is a beak. A beak is a mouth. Birds
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frames. If they get stuck, point to and sing words in the
have beaks. Some fish, like these, have beaks. There are many
song. You say the words in blue and students respond with
teeth in a needlefish beak.
the words in black.
This is a needlefish!
hi
It’s a needlefish!
Unit 7 Listen αnd sing. Explain that narrow and silver are adjectives, or words that It looks like a needle!
ap
tell what something looks like. Have students use these and
News from the Seα!
TRΑCK: A7.1
A needlefish looks like a needle!
other adjectives they’ve learned such as long, short, wide, It has a beak!
white, and black to talk about the photo.
Have students speak to a partner about what they see in the
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The Needlefish For the Vocabulary Routine, see the Companion Site. photo using the language frames.
It’s α long αnd nαrrow fish.
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It hαs α long αnd nαrrow beαk. FORMATIVE ASSESSMENT
It’s αll silver αnd it shines. Teach fins, stripes, gold, bright, and flat. Have students use Speaking and Listening
Tell me, whαt is this? these words to describe fish.
Ask questions that elicit the language frames.
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Α needle’s long αnd nαrrow, too.
• What is this? (This is a needlefish. It’s a needlefish.)
Α needle’s silver αnd it shines. FORMATIVE ASSESSMENT • What does the needlefish look like? (The needlefish looks
Yes, α needle, it looks like this.
Thematic Vocabulary like a needle.)
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It’s α needlefish.
• What does the needlefish have? (It has a beak. It has
Tune: “Jimmy Crαck Corn” Check for understanding of the vocabulary by using the
flashcards in the Classroom Presentation Tool. narrow beak.)
Lαnguαge Frαmes
If students don’t know some of the new words, use If students do not answer correctly, try Yes/No and Or
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This is .
It’s α . examples to help explain. For narrow, draw a thin, narrow questions first, for example: Is this a [fish]? Is the needlefish
It looks like . line and a thick, wide line. Point to the narrow line and narrow or wide?
A school of needlefish, looks like . say narrow. Point to the wide line and ask: Narrow? (no)
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αlso cαlled cornetfish,

It hαs α .
in the Red Seα neαr Egypt For looks like, show two of the same object such as two Wrap Up
copies of the Student Book and say: This book looks like
this book. Point to a different book and ask: Does this book Preview the next lesson. Say: Next time, we’re going to
look like this book? (no) practice the letter N. It stands for the first sound you hear in
©
narrow and needle. Encourage students to say the words

70 News from the Seα! 71 narrow and needle.
Sing The Needlefish RF.K.1.a
49064_RFTS_SB_A_U07_070-079.indd 70 10/28/21 8:10 AM 49064_RFTS_SB_A_U07_070-079.indd 71 10/28/21 8:10 AM As students leave the classroom, encourage them to
Use the Listening Routine as you play Track A7.1. pretend to swim like a needlefish out the door.
• Introduce the song. Point to each word as you read the Hand out the Home-School Connection Letters for
title: “The Needlefish.” Ask students to tell you which word students to take home.
starts the song. (It’s)
70 Unit 7 News from the Sea! Unit 7 News from the Sea! 71
Phonics Phonics Letter Nn
Phonics Print the Letter Nn RF.K.3.a, L.K.1.a,
Print the Letter Nn
L.K.2.c
OBJECTIVES
Phonics: Learn consonant Nn Nn Nn Nn at the top of the page is the N. The big one is capital N and
the small one is small n. Have students trace the letters Nn
Nn Nn Nn Nn
Concepts of Print: Exclamation point
Phonological Αwareness: Identify beginning sound /n/;
Nn Nn Nn Nn Say the word. Write the letter. Tell students they will
be writing the letter n, the first sound they hear in each of
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Match beginning sound /n/ Chime In! TRΑCK: A7.2
the words. Review noodles, napkin, nose, nine, and needle
in
Resources emphasizing the beginning /n/ sound. Ask students where
Audio Track A7.2 they heard or read these words. Have students find needle 1. n oodles 2. apkin 3. oat
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Handwriting Scripts on the Companion Site in the song on page 71 and noodles and napkin in the Chime
In! on page 72 of their Student Books.
/n/n Sound-Spelling card on Companion Site
Say noodles slowly, emphasizing the beginning /n/. Ask
ea
Noodles, pleαse. Mmmmm! Noodles
αre nice.
3 4 what sound students hear at the beginning of noodles. (/n/)
Warm Up Help them write the letter to complete the word. Then have 4. ose 5. encil 6. ine
them slide their fingers under the word as you read the
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Review the vocabulary by asking students to tell the name word. Repeat for all the words and then have students say
of an animal that lives in the sea, like a fish. Then ask them each word slowly and help them identify the beginning /n/
to describe what the animal looks like. sound in each. Tell students to look carefully at the picture.
hi
Mmmmm! I nibble I need α nαpkin, pleαse. Some words start with letters other than n, like c, p, a, or t. 7. nkle 8. eedle 9. able
on noodles.
Phonics Letter Nn RF.K.3.a, L.K.1.a 72 Unit 7 Nn News from the Seα! 73
Phonological Awareness
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RF.K.2.b
Trace the letters. Point to the Nn on page 72 and say: 49064_RFTS_SB_A_U07_070-079.indd 72 10/28/21 8:10 AM 49064_RFTS_SB_A_U07_070-079.indd 73 10/28/21 8:10 AM
This is the letter n. This is capital N. Capital N is big. This is Have students match the beginning sounds of words by
small n. Use the Handwriting Scripts to demonstrate how to comparing images in the first two rows on page 73. Say: Wrap Up
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trace the letters following the arrows and numbers. Allow Noodles, napkin, coat—which two are the same? For more Preview the next lesson. Say: Next time, we’re going to make
students time to trace the letters in their books. practice repeating the sound, point to three more images words with n and the other letters we’ve learned. What letters
• Read aloud. Track the print with your finger from left to on this page, have students identify them, and then have do we know? (m, s, t, p, c, a) Students can look at these letters
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Use Phonics Routine 1 to connect sound and spelling /n/n. right as you read. You can also play Track A7.2 or display them select the two that have the same first sound. on the Alphabet pages in their Student Books.
• Introduce the sound. Say needle, noodle, and napkin the Chime In! story with the Classroom Presentation
slowly, emphasizing the /n/ sound. Say: These words all Tool. As students are leaving, ask: What are you going to eat for
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have /n/ at the beginning. • Students repeat or read. Read again, pausing after each dinner? Encourage students to answer with Noodles, please!
Phonics or something similar.
• Listen for the sound. I will say a word. Listen for the sound sentence for students to repeat.
Watch each student write N or n on the triple-track
/n/ at the beginning. If you hear /n/, wave your hand. If don’t • Identify sound/spelling /n/n. Have students point to n
worksheets on pages 114–119 of the Student Book. If
hear /n/, put your hand on your desk. Say: needle, news, words such as noodles, nibble, and napkin, and say either
na
narrow, turtle, noodle, panda. a student has difficulty, use the steps on Student Book
/n/ or the word.
page 72 to guide them to make each line of the capital N
• Introduce the sound/spelling. Display the picture side of • Check comprehension. Ask: Does the girl like her noodles? separately and then together. They can practice making
the Sound-Spelling card on the Companion Site. Name
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How do you know? Students can point to the pictures and three lines. Check to see they are following the order and
the picture: nose. Have students repeat. Then say /n/ and answer. Possible answer: Yes, because she says the noodles direction.
have students repeat the sound. are nice and says Mmmmm!
• Point to the letter. Flip the flashcard to see the letter n. Tell Once students have a good N written, ask them to tell
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students that the letter n stands for the first sound you hear you what sound the letter n makes.
in nose. Ask: What is the letter? (n) What is the sound? (/n/)
Exclamation point. Point to the exclamation points
©

under images 2 and 3 on page 72. Tell students that an Have students listen to Tracks ABC1 and ABC2 while
exclamation point shows that someone is excited about looking at the Alphabet on Student Book pages 2–3. They
Use the Reading Routine to model how to read. something. It can end a sentence or come after a word like can then recite the abc’s, pointing to the capital letters, the
• Preview. Say: Noodles, please. Name the items in each Mmmmm. Encourage students to say Mmmmm! and then small letters, and saying the word for each photo: Aa ant, Bb
illustration as you point to them and have students repeat. follow up with something they are excited to eat. bear, and so on. Then ask students to point to the letter N.
Remind students that it is polite to say please when asking Ask what sound they hear at the beginning of noodles and
for something. have them point to the letter that represents that sound.
Word Work Word Work Write the Word this

OBJECTIVES
Phonics: Blend and build words with /æ/ α n m α n this RF.K.3.c this this this this
Phonics: Learn high frequency word this Replay the song “The Needlefish” on Track A7.1 and have B Trαce αnd prαctice.
words as they sing. Help them identify the word this in the
Letter cards for: m, s, t, p, c, a, n
α n Look at this nose.
g
song. Explain they will be learning to write this.
2.
in
to teach the word this. Look at mouth.
Blend Sounds and Build Words RF.K.2.e, m α n • Display the word.
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3.
F.K.3.a • Pronounce the word. Say: Listen as I say this word: this.
Look at head.
Use Phonics Routine 2 to demonstrate how to blend c α n • Use the word. I say this for something I can point to. Point 4.
ea
sounds and build words. and give examples. This is my chair. I like this book. This is
• Identify known sound/spellings. Have students put their
my friend. Look at arm.
fingers on the arrow under a on Student Book page 74. c α t • Have students say it and spell it. Have students say this 5.
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aloud. Point to the letters in this as students name them
Say the letter and the sound. Students repeat. Repeat for
chorally. Have students say this again. Look at leg.
the n. C Reαd the text. 6.
• Build a word. If you are using letter cards, have students
• Use the word in a sentence. Say a sentence that you can
I see α cαt. Look at boy.
hi
show, for example lift a book and say: This book is great.
find the a and n. Think aloud as they look: The first sound is
Write this book and point to the word as you say this.
/æ/ so let’s put the letter a on the table. The last sound is /n/ 74 Unit 7 Nn
• Trace and write. Demonstrate how to trace the word News from the Seα! 75
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so let’s put n next to a. Repeat for man.
• Model reading the word. Move your finger right to cue 49064_RFTS_SB_A_U07_070-079.indd 74 10/28/21 8:10 AM
this as you describe how to form the letters. Encourage 49064_RFTS_SB_A_U07_070-079.indd 75 10/28/21 8:10 AM
students to trace the word with their fingers and then

each sound as you read. Read the word once slowly and
write with a pencil, starting with a straight line for the
then read it a second time at a natural pace. Do not isolate
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letter t.
the sounds but rather say the sounds together like the Dictation Say some or all of these decodable words and
word is pronounced. have students write them: can, an, man, cat, tap, pat, nap. For the High Frequency Word Routine, see the Companion FORMATIVE ASSESSMENT
Site.
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• Students read the word. Chorally read the word. Repeat with high frequency words: my, a, see, the, I, look, this. Phonics
• Replace or add a letter. Repeat the routine to make a Trace and practice. Have students look at each photo on Have students draw a picture of something in the sea
new word. Continue replacing beginning, ending, and FORMATIVE ASSESSMENT page 75. Say: Look at this nose. Ask the question What do you and have them share what they drew. Encourage them
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middle letters as indicated in the Student Book. Phonics see? to have students practice the language frame Look at to talk about the picture using the language frame
For Phonics Routine 2, see the Companion Site. . Repeat with each photo. This is a .
Have each student run a finger under one of the words
Say the word slowly. Have students try on their own to on the Student Book page and read it. If students Have students trace this next to the picture of the nose,
say each word slowly while running their finger under it. isolate sounds rather than reading as a complete word,
na then point to and read each word. They can practice writing Wrap Up
And then say it at natural speed. model how to blend the sounds by slowly saying the this next to the remaining pictures. Help students read the
word and then saying it at natural speed: mmmman … words in each line. Ask which direction they should read, or Preview the next lesson. Say: Next time, you will listen to a
Build words. Have students use letter cards or look at the story about animals in the sea that look like other things. Then
tio
man. Have students repeat and then try another word. which word they should read after Look. (at)
letter tiles in their books to build and read words. ask: What lives in the sea? (fish) If necessary, point to the
EXTENSION High Frequency Words drawings students made to prompt them.
Read the text. Either point to each word and have the
whole class read the words aloud or call on individual Have students look for this on other pages of the As students are getting ready to leave, press your palms
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students to read each word. Then call on students to read Student Book, such as in the Chime In! on page 60. Have together and move them forward swaying left and right to
the whole sentence. students circle the word and read the whole sentence. show how a fish swims through water. Say: This is a fish! Have
students copy you as they leave.
EXTENSION Phonics Talk Together Have students work in pairs and practice
©
Have students work in pairs to build more words with asking each other What is this? and responding This is
n using the letter cards m, s, t, p, c, a. After each partner a . Students can discuss classroom objects, like This is
makes a couple words, they read each other’s words. a chair, This is my desk, and so on.
(man, can, cat, cap, pan, pat)
Photo Story Photo Story Look-alikes
Wrap Up
Preview the next lesson. Say: Next time, we’re going to write
Listen αnd reαd. TRΑCK: A7.3
about things we see under the sea. Then ask: What do you like
1 3
OBJECTIVES about fish? Invite students to talk about what fish look like or
how they move.
Reading: Read texts
As you prepare to say goodbye for the day, hold up an
Resources object or a photo and say: What does this look like? Have
Home-School Connection Letter students answer: This looks like . Repeat with each
Audio Track A7.3 student as they leave the room.
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Read On Your Own Book: Tap, Nan, Tap
in
Austrαliα
This stαrfish looks like α stαr. This needlefish looks like α needle.
Warm Up
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2 4
Point to a student and ask Who is this? Have them practice
ea
the language frame This is . by responding This
is [Marco]. Have students share which Home-School
Connection activities they have worked on with family
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members.
Vocabulary Review L.K.6 Red Seα, Egypt
hi
Have a volunteer come to the front of the room. Whisper This lionfish looks like α lion. This eel looks like α noodle.
one of the vocabulary words in that student’s ear. Have 76 Unit 7 Nn News from the Seα! 77
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them act out the word and invite the other students to
guess what the word is. Alternately, divide students into two 49064_RFTS_SB_A_U07_070-079.indd 76 10/28/21 8:10 AM 49064_RFTS_SB_A_U07_070-079.indd 77 10/28/21 8:10 AM
teams. Each team takes turns having a volunteer act out a

word and whichever team guesses correctly gets the point.
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• Check comprehension. Ask: Which words say This starfish
Read Look-alikes RF.K.1.a, RF.K.1.b, RF.K.4 looks like a star? Students can point to or read aloud the
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text under photo 1. Then have students find the picture Phonics
Listen and read. Use the Reading Routine to model that shows the sea animal that looks like a lion, like a Have students read the third sentence of the Photo
how to read. needle, and like a noodle. Story. They should recognize this as the high frequency
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• Preview. Say: This Photo Story is about sea animals that For the Reading Routine, see the Companion Site. word, needlefish and needle as words starting with n from
look like other things. It is called Look-alikes. Ask students the song, and ___ looks like ___. as one of the language
what they think “look-alike” means. Remind them of the Partner-Read Photo Story Have students work with
frames they’ve learned in this unit.
vocabulary phrase “looks like.” Point to each photo and a partner to practice reading behaviors. Have one partner
point to a photo and the other partner find the word for it
na If students cannot read this, have them look at their work
invite students to tell you what each sea creature looks
like. in the text. They can take turns, identifying starfish, lionfish, on Student Book page 75. Say: Listen to the word: this as
needlefish, and eel. Extend the activity by having them use you point to it. Have them point to and read each this
• Concepts of print. Ask students in what order should you
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the frame looks like . They can suggest what else on the page. If students cannot identify that needle and
read the text. (Follow the numbers 1–4). Track the print
the animals look like. For example, The needlefish looks like a noodle start with /n/, say: nnnn. ssssun? (no)
with your finger from left to right as you read.
pen. The eel looks like a rope. nnnn. nnnneedle? (yes) nnnn. ccccake? (no)
• Read aloud. You can also play Track A7.3 or display the nnnn. nnnnoodle? (yes)
Na

•
READ ON YOUR OWN BOOK
Repeat or read. Read again, pausing after each word or
sentence (or parts of sentences) for students to repeat. As Preview Tap, Nan, Tap. Students can read the book on
students begin to decode, they can read parts or whole their own to practice words with beginning /n/ and the
©
sentences themselves. high frequency word this. Read on YouR own Book 8
• Identify known words. Have students point to the high Tap, Nan, Tap is about a goat named
frequency word this and n words such as noodle. Have by Lada Josefa Kratky Nan who lives on a farm. She taps a
students point to and repeat other words they have man who taps a pan to call all the other
learned such as looks like, and the language frame farm animals for dinner. Students will
___ looks like ___. read words that begin and end with n
RFR_GKU3_98032_Tap_CVR.indd 3 12/15/11 9:41 AM
like man, nap, Nan, and pan.
Interactive Writing Interαctive Writing Under the Sea
School Connection School Connection Geography
OBJECTIVES
Vocabulary Geography blue cold green lαnd
Writing: Write about the sea Say new words. Use the Vocabulary Routine to teach mαp wαrm wαter
Speaking: Talk about the sea the vocabulary.

B Listen αnd sαy.
• Pronounce the word. Say: blue or use the Classroom
TRACK: A7.4
Geography: Learn descriptive words: blue, cold, green, land,

map, warm, water Presentation Tool to display the flashcard with the word.
g
Resources
in
Audio Track A7.4
• Define the word. Use the flashcard or point to a blue area
Materials on the map on page 79. Say: This is blue. Blue is a color. Blue
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Large sheet of paper, marker means water on this map. Point to green on the map: This is
green. Green means land on this map.
• Repeat the word. Say each word and have students
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Warm Up B Write. repeat the word three times.
Greet students with hellos and ask: What do you know about Repeat the routine for each vocabulary word.
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what lives in the sea? Invite students to tell you what they
For the Vocabulary Routine, see the Companion Site. C Plαy the Yes or No gαme.
Lαnguαge Frαmes
know about fish and other things that live in water. Mαps show .
C Write on your own. Some oceαns αre .
Write Under the Sea Listening and Speaking SL.K.3 live in wαter.
hi
SL.K.1, SL.K.6, W.K.3 live on .
Listen and say. Use the Listening and Speaking

Listen and talk. Use the Interactive Writing Routine to 78 Unit 7 Nn Routine as you play Track A7.4. News from the Seα! 79
ap
guide students to collaboratively write a sentence.
• Listen. Tell students they are going to listen to learn
• Display an image. Have students talk about the image on
about maps.
Student Book page 78 using language and vocabulary
• Listen for known words. Play the audio a second time,
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such as: This ___ looks like ___. (This pufferfish looks like a
balloon. This striped fish looks like a zebra.) Write on your own. Students can write more about the but first tell students to listen for words they know Narwhals live in cold water.
image or words they know that start with n for activity C. like map, polar bears, and starfish. After they listen, ask Polar bears live on land and in cold waters.
• Plan the writing. Think aloud: We just learned about
students to share some of the words they heard.
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animals that live in the sea that look like other things. What Some oceans are warm.
Share with a partner. Have students share their writing • Listen for new words. Play the audio a third time, but first Starfish live in warm water.
are some other things that some fish look like? Discuss with with a partner, using the language frames: This is ___.
students and have them choose one sentence to write. tell students to listen for the new words: blue, cold, green, Turtles live on land and in warm waters.
It’s a . It looks like . It has a . land, warm, and water. Tell them to raise their hands when
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For example: This fish looks like a balloon.
they hear one of the new words. Play the Yes or No game. Have students repeat the
• Connect writing and phonics. Display the letter Nn and EXTENSION Speaking language frames in their Student Books. Remind them of
the word this. Remind students of words that start with n
• Check understanding. Have students look at the photo
Have students look back at the photos in the Photo on page 79 and have them identify the colors of the how the frames were used in the audio.
that they know and how to use this.
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Story on pages 76–77. Have students write an additional ocean and the land on the map. Tell students that oceans
• Write letters. Repeat the sentence. Have students count Give students some examples of true sentences (Maps
sentence and then ask and answer questions with a around the world have different names but they are all show oceans in blue. Narwhals live in cold water.) and false
the words. Repeat the first word several times with partner. They can choose an animal from a previous connected, making one great big ocean. Play the audio sentences (Maps show oceans in green. Narwhals live in
students. Have students identify the first letter as T. Have
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unit to write a sentence and then talk with their partner one more time and ask children where turtles live (on land warm waters). Have students say yes if the sentence is true
one volunteer write the first letter on the class paper. about what it looks like. and in warm waters). and no if the sentence is false.
Remind students to capitalize the first letter.
• Students ask questions. Have partners practice asking
• Write words. Repeat the last step for the next letter in the
each other Where do polar bears live? (Polar bears live on
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word with a new volunteer writing h on the class paper FORMATIVE ASSESSMENT
land and in cold waters.) Wrap Up
until This is written out. Repeat for all the words in the Listening and Speaking
sentence. For the Listening and Speaking Routine, see the Companion Tell students that they have completed the unit and learned
Observe students talking with their partners about the Site. about the sea, words with n, the word this, and geography.
• Read. Read the sentence pointing to each word the photos from the Photo Story to determine if further Ask them what words they learned. Ask them to call out
©
students wrote: This fish looks like a balloon. Have students practice with language frames is necessary. Have Audio Script words with n. Have students use this to say something like
chorally read the sentence. students make a quick drawing of an animal they have This is a map. “this noodle” or “this napkin!” Tell students that next they
For the Interactive Writing Routine, see the Companion learned about recently. Encourage students to talk to a Maps show places like oceans and land. will learn the letter h. Make a “ha” sound like laughing.
Site. partner by asking: What is this? Students should respond You can see the oceans in blue.
by saying, This is a . Or It’s a . And you can see the land in green. SUMMATIVE ASSESSMENT
Write. Have students copy the class sentence in their books
Some oceans are cold. Administer the Unit 7 assessment.
for activity B.
Unit 8 Warm Up the song are. (“Oh, I can see…”)
• Play the song. Either point to the words as the song plays
Greet each student. Say: Hello, [Marco]. What did you eat for
Eyes and Ears See and Hear

breakfast? Introduce the senses by having students sit in use their fingers to track the words in their Student Books
a circle and take turns telling you what they ate. Provide as they listen.
words that describe what their meals may have looked, • Check understanding. As you play the song, point to
smelled, and tasted like.
your eyes, ears, nose, tongue, and skin when the words
are mentioned.
OBJECTIVES Resources Thematic Vocabulary L.K.6 • Sing the song. After the whole class sings the song once,
Thematic Connection: Learn about senses Audio Track A8.1 have them sing the song and point to their own eyes, ears,
g
Vocabulary: Learn ears, eyes, feel, hear, nose, see, skin, smell, Home-School Connection Letter ears eyes feel hear nose nose, tongue, and skin as they are named in the song.
in
taste, tongue For the Listening Routine, see the Companion Site.
see skin smell taste tongue
Listening: Listen to a song about senses
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Speaking: Talk about senses
Use the Vocabulary Routine to teach the vocabulary. Talk Together Language Frames SL.K.4
I can see ___. I can hear ___. I can smell ___. I can taste ___.
I can feel___. • Pronounce the word. Say: ears or use the Classroom Model the language frames using the photo on pages
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Presentation Tool to display the flashcard with the word. 80–81. Ask: What can you see? Elicit answers such as: I can see
• Rate the word. Have students raise their hands if they a rainbow. I can see a girl. I can see a camera. Have students
know the word. Ask: What do you know about this word? imagine what they would feel, hear, and smell if they were
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• Define the word. Point to the photo on pages 80–81 or in Arches National Park, Utah and practice using the other
point to your own ears and say: These are ears. Teach ears language frames.
with hear; eyes with see; skin with feel; nose with smell;
tongue with taste. FORMATIVE ASSESSMENT
hi
• Repeat the word. Students repeat the word three times. Speaking and Listening
Repeat the routine for each vocabulary word. Listen as one student asks another What can you see/
ap
Eyes αnd Eαrs
TRACK: A8.1
hear/feel/taste/smell? If the student’s response indicates
For the Vocabulary Routine, see the Companion Site. they don’t understand word meaning or language
See αnd Heαr

structure, use corrective feedback. You may need to point
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Whαt Is It? EXTENSION Vocabulary to your eyes and have students repeat eyes. Say: eyes see
Have students list things they see, hear, feel, smell, and and have students repeat. Ask: What can you see? I can see
taste. They can write each word on a card or dictate the desk. Have students repeat.
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them for you to write. They can put the cards in a pile
I cαn heαr the birds with my eαrs,
and take turns choosing a word and making a sentence
with my eαrs.
with it and one of the senses. For example: I hear music. Wrap Up
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I cαn smell α rose with my nose,
I taste soup. I smell soup. Preview the next lesson. Say: Next time, we’re going to
with my nose.
practice the letter H. It stands for the first sound you hear in the
Oh, I cαn tαste honey with my tongue. words hear and hand. Encourage students to say the words
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Oh, I cαn tαste honey with my tongue. hear and hand.
I cαn feel the sun on the skin I αm in. Thematic Vocabulary
I cαn feel the sun on the skin I’m in. Check for understanding of the vocabulary by using the As students leave the classroom, ask them to tell you one
Tune: “If You’re Hαppy αnd You Know It”
flashcards in the Classroom Presentation Tool. thing they see. Encourage them to answer using the frame:
tio
I can see .
Lαnguαge Frαmes If students don’t know some of the new words, point to
I cαn see . and pair each body part with a sense: ear–hear, eye–see, Hand out the Home-School Connection Letters for
I cαn heαr . tongue–taste, skin–feel, nose–smell. Have students point students to take home.
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I cαn smell . to their own ears, eyes, tongues, skin, and noses and tell
I cαn tαste .
you which sense goes with each.
I cαn feel .
Tαking α photo of the

red rocks in Arches
Sing What Is It?
©
Nαtionαl Pαrk, Utαh RF.K.1.a

80 Eyes αnd Eαrs See αnd Heαr 81
• Introduce the song. Point to each word as students try to
read the title: “What Is It?” Ask what the first four words in
80 Unit 8 Eyes and Ears See and Hear Unit 8 Eyes and Ears See and Hear 81
Phonics Phonics Letter Hh
Phonics Print the Letter Hh RF.K.3.a, L.K.1.a,
Print the Letter Hh
L.K.2.c
OBJECTIVES
Phonics: Learn consonant Hh Hh Hh Hh at the top of the page is the H. The big one is capital H and
the small one is small h. Have students trace the letters Hh
Hh Hh Hh Hh
Concepts of Print: Identify high frequency words
Phonological Αwareness: Identify beginning sound /h/
Hh Hh Hh Hh Say the word. Write the letter. Tell students they will
be writing the letter h, the first sound they hear in each of
g
the words. Introduce hand, head, horse, house, and heart
Resources 1 2 by pointing to the photos and slowly saying the words,
in
Audio Track A8.2 emphasizing the beginning /h/ sound. Have students
Handwriting Scripts on the Companion Site practice by asking: What is this? (This is a hand.) 1. h and 2. ead 3. apkin
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/h/h Sound-Spelling card on the Companion Site Say hand slowly, emphasizing the beginning /h/. Ask what
sound students hear at the beginning of hand. (/h/) Help
them write the letter to complete the word. Then have
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This is α house. This is α henhouse.
3 4 them slide their fingers under the word as you read the
Warm Up word. Repeat for all the words and then have students say 4. orse 5. ouse 6. oon
each word slowly and help them identify the beginning /h/
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Review the vocabulary by asking students to tell you
sound in each. Tell students to look carefully at the pictures.
something they see, feel, hear, taste, and smell.
Some words start with letters other than h like n, m, or a.
Phonics Letter Hh
hi
RF.K.3.a, L.K.1.a This is α hut. This is α home.
Phonological Awareness RF.K.2.b 7. eart 8. ose 9. nkle
Trace the letters. Point to the Hh on page 82 and say: 82 Unit 8 Hh
Once students complete the activity, have them close Eyes αnd Eαrs See αnd Heαr 83
ap
This is the letter h. This is capital H. Capital H is big. This is
their eyes and listen as you say each word on page 83. Tell
small h. Use the Handwriting Scripts to demonstrate how to 49064_RFTS_SB_A_U08_080-091.indd 82 10/28/21 11:52 AM 49064_RFTS_SB_A_U08_080-091.indd 83 10/28/21 11:52 AM
students to raise their hands when they hear a word that the small letters, and saying the word for each photo:
begins with the beginning /h/ sound. If students hear /h/ Aa ant, Bb bear, and so on. Then ask students to point to
students time to trace the letters in their books.
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correctly, invite a volunteer to take your place and say two the letter H. Ask what sound they hear at the beginning of
• Read aloud. Track the print with your finger from left to
Use Phonics Routine 1 to connect sound and spelling /h/h. words, one that starts with /h/ and one that doesn’t. The horse and have them point to the letter that represents that
right as you read. You can also play Track A8.2 or display rest of the students keep their eyes closed and raise their
• Introduce the sound. Say hill, honey, and hear slowly, sound.
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the Chime In! story with the Classroom Presentation hands when they hear /h/. Ask the caller if the students are
emphasizing the /h/ sound. Say: These words are in the Tool.
song on page 81. They all have /h/ at the beginning. • Students repeat or read. Read again, pausing after each
correct. Wrap Up
• Listen for the sound. I will say a word. Listen for the sound
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sentence for students to repeat. Preview the next lesson. Say: Next time, we’re going to make
/h/ at the beginning. If you hear /h/, wave your hand. If don’t FORMATIVE ASSESSMENT
• Identify sound/spelling /h/h. Have students point to h words with h and the other letters we’ve learned. What letters
hear /h/, put your hand on the desk. Say: heart, home, cap, Phonics
words such as house, henhouse, hut, or home and say either do we know? (m, s, t, p, c, a, n) Students can look at these
hand, father, noodle. Watch each student write H or h on the triple-track
/h/ or the word. letters on the Alphabet page in their Student Books.
na worksheets on pages 114–119 of the Student Book.
• Check comprehension. Ask: Where do the hens live? As students are leaving, ask: Can you tell me two words that
the Sound-Spelling card on the Companion Site. Name If a student has difficulty, use the numbered steps on
Students can point to the henhouse. begin with the /h/ sound? Challenge students to tell you
the picture: hand. Have students repeat. Then say /h/ and Student Book page 82 to guide them to make two
tio
have students repeat the sound. vertical lines and connect them with a horizontal line. three, four, or even five words if they can. (house, hen,
They can practice making a line and a curve for the home, hut, hill, hear)
• Point to the letter. Flip the flashcard to see the letter h.
Tell students that the letter h stands for the first sound you Concepts of Print RF.K.1.c
lowercase h. Check to see they are following the order
and direction.
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hear in hand. Ask: What is the letter? (h) What is the sound?
(/h/) Find high frequency words. Have students look at the
text on page 82 and circle words they recognize, like This Once students have a good h written, ask them to tell
For Phonics Routine 1, see the Companion Site. and a. you what sound the letter h makes.
©

Have students listen to Tracks ABC1 and ABC2 while
• Preview. Say: This is a house. Name the items in each looking at the Alphabet pages on Student Book pages 2–3.
illustration as you point to them and have students repeat. They can then recite the abc’s, pointing to the capital letters,
Say: Each picture shows a place to live.
Word Work Word Work Write the Word is

OBJECTIVES
Phonics: Blend and build words with /æ/ m α t h α t is RF.K.3.c is is is is is is is
Phonics: Learn high frequency word is Replay the Chime In! on Track A8.2 and have students read B Trαce αnd prαctice.
along on page 82 as they listen. Encourage them to point to
the words as they read. Help them identify the word is and
Letter cards for: m, s, t, p, c, n, h
α t This is a rose.
g
circle the word. Explain they will be learning to write is.
2.
in
to teach the word is. This a nose.
Blend Sounds and Build Words RF.K.2.e, α n • Display the word.
rn
3.
F.K.3.a • Pronounce the word. Say: Listen as I say this word: is.
This a bird.
Use Phonics Routine 2 to demonstrate how to blend c α n • Use the word. I say is to tell about one person, place, or 4.
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sounds and build words. thing. Point and give examples. This is [Juan]. This is my
• Identify known sound/spellings. Have students put
shirt. My shirt is red. This an ear.
their fingers on the arrow under m on Student Book page c α p • Have students say it and spell it. Have students say is 5.
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aloud. Point to the letters in is as students name them
84. Say the letter and the sound. Students repeat. Repeat
chorally. Have students say is again. This the sun.
for the a and t. C Reαd the text. 6.
• Use the word in a sentence. Say a sentence that you
Sαm hαs α cαp. This a boy.
hi
can show, for example point to a student or a classroom
find the m, a, and t. Think aloud as they look: The first
object and describe it: This is Fatima. This is the table.
sound is /m/ so let’s put the letter m on the table. The next
sound is /æ/, so let’s put down the a. The last sound is /t/ so
84 Unit 8 Hh
• Trace and write. Demonstrate how to trace the word is as Eyes αnd Eαrs See αnd Heαr 85
ap
let’s put t next to a. Repeat for hat. 49064_RFTS_SB_A_U08_080-091.indd 84 10/28/21 11:52 AM
you describe how to form the letters. Encourage students 49064_RFTS_SB_A_U08_080-091.indd 85 10/28/21 11:52 AM
• Model reading the word. Move your finger right to cue to trace the word with their fingers and then write with
a pencil, starting with a straight line for the i. Remind
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students how to write an s.
then read it a second time at a natural pace. Do not isolate Dictation Say some or all of these decodable words and
the sounds but rather say the sounds together like the have students write them: hat, mat, pat, cat, cap, sap, tap, For the High Frequency Word Routine, see the Companion FORMATIVE ASSESSMENT
Site.
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word is pronounced. map. Repeat with high frequency words: my, a, see, the, I, Phonics
• Students read the word. Chorally read the word. look, this, is. Trace and practice. Have students identify what each Have each student choose an object to show you, like
• Replace or add a letter. Repeat the routine to make a photo shows. Ask: What is this? and emphasize the is. Have a pencil. Have them tell you what it is using the frame
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new word. Continue replacing beginning, ending, and FORMATIVE ASSESSMENT students respond using the frame This is . Repeat with This is . If students do not correctly use is, ask: Is
middle letters as indicated in the Student Book. each picture. this a pencil? If students cannot answer, give the answer
Phonics
For Phonics Routine 2, see the Companion Site. and have them repeat. Then allow them to try again to
Have each student run a finger under one of the words Have students trace is next to the picture of the rose, then answer: Is this a pencil?
Say the word slowly. Have students try on their own to
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on the Student Book page and read it. If students isolate point to and read each word in the sentence. Have students
sounds rather than reading as a complete word, model practice writing is in the sentences next to the remaining
say each word slowly while running their finger under it.
And then say it at natural speed.
how to blend the sounds by slowly saying the word and five pictures. Help students read the words in each line. Wrap Up
then saying it at natural speed: hhhaaattt …hat. Have
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Build words. Have students use letter cards or look at the students repeat and then try another word. Preview the next lesson. Say: Next time, you will listen to a
letter tiles in their books to build and read words. story about what you can see, hear, smell, and feel outside.
Have students look back at the photo on pages 80–81. Then ask: What can you see outside? Encourage answers with
Read the text. Either point to each word and have the Have them identify objects in the photo by saying This is
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I can see . (a field, the sun, trees, the sky, and so on)
whole class read the words aloud or call on individual . They can identify the object or use an adjective to
students to read each word. Then call on students to read describe what it looks like: This is a rock. This is brown. This As students are getting ready to leave say: Where is your
the whole sentence. is a rainbow. This is pretty. hand? (emphasizing the /h/ sound) As students lift up their
hands, have them wave goodbye.
©
EXTENSION Phonics Talk Together Have students work in pairs and practice
Have students work in pairs to build more words with using the language frame This is . to talk about the
short a using the letter cards m, s, t, p, c, n, and h. Then pictures on page 85.
have students sort the words into -an, -am, -at, -ap piles.
(man, tan, pan, can; Sam, Pam, ham; mat, sat, pat, cat,
hat; map, sap, tap, cap)
Photo Story Photo Story What Do You Notice?
1 3
OBJECTIVES Brαzil
Reading: Read texts

Resources
Audio Track A8.3
g
Read On Your Own Book: My Hat, My Cap
in
Sumαtrα, Indonesiα
Materials
This is α house. I cαn see α house. This is α flower. I cαn smell α flower.
10 blank cards
rn
2 4
Centrαl Americα
ea
Warm Up
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they have worked on with family members. Ukrαine
hi
Vocabulary Review L.K.6 This is α bird. I cαn heαr α bird. This is the sun. I cαn feel the sun.
86 Unit 8 Hh Eyes αnd Eαrs See αnd Heαr 87
Have ten volunteers each write one of the vocabulary words
ap
on a card (you should have one card for each vocabulary 49064_RFTS_SB_A_U08_080-091.indd 86 10/28/21 11:52 AM 49064_RFTS_SB_A_U08_080-091.indd 87 10/28/21 11:52 AM
word).
Use the cards to play a matching game. Mix up the cards.
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Turn all the word cards face down in two rows. Partners can • Repeat or read. Read again, pausing after each word or
take turns playing. One turns over two cards to see if the sentence (or parts of sentences) for students to repeat. As FORMATIVE ASSESSMENT
eo
word that describes a body part (ear, eye, nose, skin, tongue) students begin to decode, they can read parts or whole Phonics
matches the word that describes that sense (hear, see, smell, sentences themselves. Point to the first photo of the Photo Story and the two
feel, taste), keeping them if they do. (For example, if they • Identify known words. Have students point to the sentences under it. Have students read the sentences
get ear and hear, they keep the cards.) If they don’t match,
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high frequency word is and h words such as house. Have aloud.
they turn the cards back over. Students try to remember students point to and repeat other words they have
where cards are to make matches. If students cannot read the sentences, then review the
learned such as see, smell, hear, and feel, and the language high frequency words with them. Say: Listen to these
frames I can see ___. I can smell ___. I can hear ___.
na words: this, is, see as you point to the words. Have them
Read What Do You Notice? RF.K.1.a, RF.K.1.b, RF.K.4 I can feel ___. point to and read each is on the page. If students cannot
• Check comprehension. Ask: Which words say This is a identify that house starts with the sound/letter /h/h, have
Listen and read. Use the Reading Routine to model flower? Students can point to or read aloud the text under them sound out the word. Break down the sentence
tio
how to read. photo 3. Then have students find the picture that shows into individual words, then have students put them all
• Preview. Say: This Photo Story is called What Do You the house, the bird, the flower, and the sun. together.
Notice? Explain that notice means to see, but it can also be For the Reading Routine, see the Companion Site.
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used to talk about what you smell, hear, or feel. Point to

each photo and ask students questions about what they Partner-Read Photo Story Have students work with Wrap Up READ ON YOUR OWN BOOK
see, or notice. a partner to practice reading behaviors. Have students
Preview the next lesson. Say: Next time, we’re going to write Preview My Hat, My Cap. Students can read the book on
• Concepts of print. Have students count the number of practice sounding out each word as they read. Remind them
about having fun. Give an example: I like to sing for fun. Then their own to practice h words and the high frequency
to look at the photos for help determining what the word is.
©
words in each sentence. Remind students that words are ask: What do you like to do for fun? Encourage students to word is.
separated by spaces.
Encourage students to use the frames I can see ___. and take turns telling you. My Hat, My Cap is about hats and caps
• Read aloud. You can also play Track A8.3 or display the This is___. to talk about the photos.
from all around the world. A globe on
As you prepare to say goodbye for the day, ask: What do you
hear? Provide English words if necessary. Repeat with each each page indicates the country where
student as they leave the room. the children in the photos are from.
RFR_GKU3_98049_MyHat_CVR.indd 3 12/30/11 8:15 AM
Interactive Writing Interαctive Writing I Sense Fun
OBJECTIVES
Vocabulary Science rαiny snowy sunny
Writing: Write about senses Say new words. Use the Vocabulary Routine to teach weαther windy
Speaking: Talk about senses the vocabulary.

B Listen αnd sαy.
• Pronounce the word. Say: snowy or use the Classroom
TRACK: A8.4
Science: Learn weather words: rainy, snowy, sunny, weather,

windy Presentation Tool to display the flashcard with the word.
g
Resources
in
Audio Track A8.4
• Define the word. Point to the snow on page 89 and say:
Materials This is snow. When there is snow, we say it is snowy.
rn
Large sheet of paper, marker • Repeat the word. Say the word and have students repeat
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Go through the Vocabulary Routine for windy, rainy, and
Warm Up B Write. sunny, and then define weather as what it is like outside—
Ask each student to recall what they told you about having windy, rainy, snowy, sunny. Model how to ask: How is the Lαnguαge Frαmes
weather? Have students respond The weather is . using Tell αbout the weαther.
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C
fun after the last lesson. Ask if they can add something. The weαther is .
one of the new weather words. It’s .
C Write on your own. I cαn heαr .
Write I Sense Fun SL.K.1, SL.K.6, W.K.3 For the Vocabulary Routine, see the Companion Site. I see .
hi
It smells like .
Listen and talk. Use the Interactive Writing Routine to It tαstes like .
guide students to collaboratively write a sentence. 88 Unit 8 Hh

Eyes αnd Eαrs See αnd Heαr 89
ap
• Display an image. Have students talk about what they 49064_RFTS_SB_A_U08_080-091.indd 88 10/28/21 11:52 AM
Listen and say. Use the Listening and Speaking 49064_RFTS_SB_A_U08_080-091.indd 89 10/28/21 11:52 AM
see on Student Book page 88 using language frames and Routine as you play Track A8.4.
vocabulary such as: I can see fireworks. I can see people. This • Listen. Tell students they are going to listen to learn
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is a celebration.
about weather.
• Plan the writing. Think aloud: We just learned about the Write on your own. Students can write more about the I can hear the rain!
image and senses for activity C. • Listen for known words. Play the audio a second time, I see the sun.
senses. What would you smell, taste, or hear if you were
but first tell students to listen for words they know like see,
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there? Focus on what they notice using the senses. Discuss It’s big and yellow.
Share with a partner. Have students share their writing hear, taste, smell. After they listen, ask students to share It smells like flowers, and it tastes… like berries!
with students and have them choose one sentence with a partner, using the language frames: This is a . some of the words they heard.
to write. For example: I can hear loud pops! Encourage I can see . • Listen for new words. Play the audio a third time, but Tell about the weather. Have students repeat the
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students to imitate the sounds they would hear.
first tell students to listen for the new words: rainy, snowy, language frames in their Student Books. Remind them of
• Connect writing and phonics. Display the letter Hh and EXTENSION Speaking how the frames were used in the audio.
sunny, weather, windy. Tell them to raise their hands when
the word is. Remind students of h words they know and
Have students look at the photo and imagine they are they hear one of the new words.
how to use is. Ask students to talk about the weather using their five
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going to buy some food at this celebration. Have them • Check understanding. Play the audio one more time.
• Write letters. Repeat the sentence. Have students count senses. Encourage them to talk about what they feel, see,
tell what they might see, smell, feel, hear, and taste when Have students look at the photo on page 89 and ask: What hear, taste, and smell when it is rainy. Have them go back to
the words. Repeat the first word several times with they get their food. weather do you see? (snow) What does it taste like? (water) other photos in the unit, such as those in the Photo Story,
students. Have students identify the first letter as I. Have
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one volunteer write the first letter on the class paper.

• Students ask questions. Have partners practice asking and describe what they see: I can see the sun. The weather is
Remind students to capitalize the first letter. each other What weather do you like? sunny.
• Write words. Repeat the last step for the first letter of Listening and Speaking For the Listening and Speaking Routine, see the Companion
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the next word with a new volunteer writing c on the class Observe students talking with their partners about
Site. Wrap Up
paper. Finish writing can. Repeat for all the words in the things they might experience through their senses at Audio Script Tell students that they have completed the unit and learned
sentence. a celebration with fireworks to determine if further
The weather is cold. about senses, h words, the word is, and weather. Ask them
• Read. Read the sentence, pointing to each word the practice with language frames is necessary. Encourage
It’s snowy and windy. what sense and weather words they learned. Ask them to
©
students wrote: I can hear loud pops! Have students shy students to talk by asking funny questions to prompt
I can hear the wind! call out h words. Have students use is to say something like
chorally read the sentence. them: Can you hear pop, pop, pop? Can you hear kaboom?
I see the snow. “The weather is windy!” or “The sky is blue!” Tell students
For the Interactive Writing Routine, see the Companion Site. It’s soft and white! that next they will learn the letter r. Make an /r/ sound or roll
Write. Have students copy the class sentence in their books Snow feels cold, and it tastes…like water! an r to show the sound.
for activity B.
Now the weather is warm. SUMMATIVE ASSESSMENT
It’s sunny and rainy. Administer the Unit 8 assessment.
See and Do
See αnd Do
Our Ocean A Senses Experiment: Salt or Sugar?
Video
Video Project
Project
1 See. 2 Smell.
OBJECTIVES
Project A Senses Experiment: Salt or
Viewing: Watch for information in a video Sugar?
Listening: Listen for information in a video Prepare for this project by gathering materials and
g
Speaking: Ask and answer questions about information in • setting up the bowls with sugar and salt
in
a video • if needed, have a pair of bowls per small group of 3-4
Social Emotional Learning: Take care of Earth students if your class is large
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Kinesthetic: Hands-on project Tell students they will use their senses to tell what is in each
3 Feel. 4 Tαste.
Speaking: Talk about senses Sociαl Emotionαl Leαrning
bowl. Tell students not to taste what is in the bowls until
Tαke cαre of Eαrth. they are told to. Demonstrate all the steps.
Resources
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Α Look αnd circle. The beαch is
Video A4 1 See. Have students look in each bowl and tell you what
cleαn. not cleαn. they see. Ask questions to prompt responses: What can
Materials you see? What color is it? Are they the same or different?
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Two bowls, each filled with an equal amount of salt and B Wαtch αnd check (✔). VIDEO A4 (It’s white. It’s small. They look the same.)
white sugar, labeled 1 and 2
2 Smell. Have students smell each bowl and describe
Teaspoons for tasting what they smell. Ask questions to get more information:
hi
C Wαtch αgαin. Listen αnd sαy. VIDEO A4 What can you smell? What does it smell like? (It has no
90 Units 7–8 smell. It smells like cookies/cake.) See αnd Do 91
ap
Video Our Ocean SL.K.2
49064_RFTS_SB_A_U08_080-091.indd 90 10/28/21 11:52 AM 3 Feel. Have students touch the contents of each bowl 49064_RFTS_SB_A_U08_080-091.indd 91 10/28/21 11:52 AM
and describe what they feel. Ask: What does it feel like?
Look and circle. Have students look at the photo on Ask students what questions they have about the video.
Allow them to discuss in their home language and then help Do they feel the same? (It feels like sand at the ocean. It
Student Book page 90 and talk about what they see. Have
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them translate some of their questions into English. feels sticky.)
them circle clean or not clean. (The beach in the photo is clean.)
4 Taste. Have students use the spoons to taste the
Watch and check. Introduce the video: This video will be
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EXTENSION Listening and Speaking contents of each bowl. Encourage them to taste just
about taking care of Earth. Explain that Earth is our planet,
Have students talk about what they might see in the sea. a little bit. Ask: What does it taste like? (It tastes salty. It
where we live. Have students watch the video once for fun.
Encourage them to describe the sea using all five senses. tastes sweet.) Finally, have students tell you what is in
Then tell students they will watch the video again and pay
each bowl: Bowl 1 is (salt/sugar). Bowl 2 is (salt/sugar).
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attention to what they see. For activity B, students can make What do they think fish feel like? What do they think
a check mark in their books next to each of the images they ocean water tastes like? Encourage them to ask each
see in the video. Check their answers (Students should see other questions about the sea.
all three.)
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Video Script
Social Emotional Learning Agustina Besada is a National Geographic explorer.
She studies how to take care of the sea. Spiral Review
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RF.K.3.a, RF.K.3.c
Teach the Social Emotional Learning concept of taking care She cares about the animals in the sea.
of the Earth. Say: In the video, Ms. Besada is worried we are not This is something she doesn’t like to see.
taking care of the sea. We can help by keeping the sea clean.
Phonics Blend with short a WORD WORK High Frequency Words
So let’s take care of our world like Agustina does.
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Talk about things students can do to make sure less trash Let’s keep the sea clean. Review sound/spelling for short a. Students gather letter Play Bop. Post my, a, see, the, I, look, this, and is on the wall.
gets in the sea, like recycling or using less plastic. Discuss Let’s take care of the sea. cards for m, s, t, p, c, n, h, and a. Model building words Point to each word and have students spell them. Work
why it is important to take care of the sea. Elicit that all of So the animals can swim free using the cards. Have students build sat, pat, cat, hat. Then with students to put each word in a sentence. Play a Bop
these interesting animals they saw in the video live in the have them build cap, tap, sap, nap. Encourage students to relay race: divide students into two teams. Each gets a
sea, and trash that ends up in the ocean can hurt them.
©
We need to keep the sea clean So let’s take care of the build as many short a words as they can, correcting any cardboard tube. Say a high frequency word. One person
For the fish that look like needles sea like Agustina does. that are not actual words. Students can then sort words from each team runs to the wall, bops the word, then runs
Watch again. Listen and say. Tell students they will
For the fish that look like stars Let’s keep the sea clean into piles such as all words that start with p, or all words back to their team. The first one back (if the correct word
watch the video again and listen to the words about
For the fish that look like lions like Agustina does. that end in -at, or all words that are clothing, verbs, or was bopped) wins.
keeping the sea clean. Then ask questions to check
For the fish that look like balloons The sea is part of our animals.
comprehension: What lives in the sea? (fish that look like
And for the narwhal that looks world.
other things, narwhals) Remind students that sea and ocean
like a unicorn with a long horn! And our world is our
usually mean the same thing. What is it important to do?
For it is their home, you see. home, you see.
(Take care of the world.) Why ? (It’s our home.)
Unit 9 Warm Up • Check understanding. Point to the photo to show and
explain that flowers are plants. Point to the visible parts of
Greet each student. Say: Hello, [Kayla]. Do you like flowers? the flowers, like the stems in the girl’s hand.
Run to the Garden Have students tell you what they know about flowers as
they get ready to start the day.
• Sing the song. After the whole class sings the song once,
divide them into two groups. Have one group sing the
first verse and the other sing the second verse. Then sing
Thematic Vocabulary L.K.6 the whole song again as a group.
OBJECTIVES Resources
grow need plant rain
Thematic Connection: Learn about plants Audio Track A9.1
g
Vocabulary: Learn grow, need, plant, rain, root, seed, stem, sun Home-School Connection Letter root seed stem sun Talk Together Language Frames SL.K.4
in
Listening: Listen to a song about plants Have students talk to each other about taking care of
Use the Vocabulary Routine to teach the vocabulary. something, such as a plant or a pet.
Speaking: Talk about plants
• Pronounce the word. Say: plant or use the Classroom
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First, ___. Then, ___. They will need___. You will see___. Introduce the language frames. Model using the frames that
Presentation Tool to display the flashcard with the word. show order: First, . Then, . Then model the frames
• Rate the word. Have students raise their hands if they that provide more information: They will need . You will
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know the word. Ask: What do you know about this word? see . Work with students to say sentences like, They will
• Define the word. Point to the photo on pages 92–93 or need food. First, put the food in a bowl.
the flashcard and say: Flowers are plants. This is a plant. Encourage students to talk with a partner about a pet or
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• Repeat the word. Students repeat three times. plant using the language frames.
For the Vocabulary Routine, see the Companion Site. FORMATIVE ASSESSMENT
hi
Unit 9 Listen αnd sing. EXTENSION Vocabulary Ask questions that elicit the language frames.
ap
Run to the Gαrden
TRACK: A9.1
Teach soil, the verb to water, the noun weed, and verb to • How do you take care of a plant?
weed. Have students talk about taking care of a garden • What do you do first?
with these words.
• What do you do next?
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Rows αnd Rows • What does a plant need?
of Flowers FORMATIVE ASSESSMENT
If students do not answer correctly, try Yes/No and Or
eo
First, you plαnt the little seeds. Thematic Vocabulary questions.
They will need sun αnd rαin. Check for understanding of the vocabulary by using the
Then, the seeds will stαrt to grow. flashcards in the Classroom Presentation Tool. • Do plants need water?
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Stems αnd roots αnd leαves. • Do plants need sun?
If students don’t know some of the new words, use the
You will see the flowers grow, photos on pages 98–99 of the Student Book. Point to • Do plants need rain or milk?
Pinks αnd reds, rows αnd rows. the seeds, rain, sun, stem, and plant. Have students draw
na each one and say the word for it.
Hurry, run, αnd pick them αll.
Wrap Up
The rαbbits like them, too!
Tune: “Mαry Hαd α Little Lαmb”
Sing Rows and Rows of Flowers RF.K.1.a
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practice the letter R. It stands for the first sound you hear in rain
Lαnguαge Frαmes
Use the Listening Routine as you play Track: A9.1. and root. Encourage students to say the words rain and root.
First, .
Then, . • Introduce the song. Point to each word as you read the As students leave the classroom, ask them about the
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They will need .

title: Rows and Rows of Flowers. Point to the first word in weather. Encourage them to answer using a new word: I like
You will see .
the song and say: This is where the song starts. rain. I like the sun.
• Play the song. Either point to the words as the song Hand out the Home-School Connection Letters for
A girl runs in α
plays or use the Classroom Presentation Tool. Students students to take home.
©
field of flowers. can use their fingers to track the words in their Student
92 Run to the Gαrden 93 Books as they listen.
92 Unit 9 Run to the Garden Unit 9 Run to the Garden 93
Phonics Phonics Letter Rr
Phonics Print the Letter Rr RF.K.3.a, L.K.1.a,
Print the Letter Rr
L.K.2.c
OBJECTIVES
Phonics: Learn consonant Rr Rr Rr Rr Rr at the top of the page is the R. The big one is capital R and
the small one is small r. Have students trace the letters Rr
Rr Rr Rr Rr
Concepts of Print: Find known high frequency words
Phonological Αwareness: Identify beginning sound /r/;
Rr Rr Rr Rr Rr Say the word. Write the letter. Tell students they will
be writing the letter r, the first sound they hear in each of
g
Blend onset and rime Chime In! TRACK: A9.2
the words. Introduce rose, rake, rabbit, ram, radish, and rain
in
Resources emphasizing the beginning /r/ sound. Have students
Audio Track A9.2 practice by asking: What is this? (This is a rose.) 1. r ose 2. ake 3. abbit
rn
Handwriting Scripts on the Companion Site Say rose slowly, emphasizing the beginning /r/. Ask what
/r/r Sound-Spelling card on the Companion Site sound students hear at the beginning of rose. (/r/) Help
them write the letter to complete the word. Then have them
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I like red roses. I like white rice.
3 4 slide their fingers under the word as you read the word.
Warm Up Repeat for all the words and then have students say each 4. am 5. adish 6. nt
word slowly and help them identify the beginning /r/ sound
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Review the vocabulary by asking students to name the parts in each. Tell students to look carefully at each picture. Some
of plants (root, stem, seed, flower). words start with letters other than r like a, c, or h.
hi
Phonics Letter Rr RF.K.3.a, L.K.1.a
I like ripe rαdishes, both red αnd white.
Phonological Awareness RF.K.2.b 7. amel 8. orse 9. ain
94 Unit 9 Rr 95
Trace the letters. Point to the Rr on page 94 and say: This Blend onset and rime with words that start with /r/. Model: Run to the Gαrden
ap
is the letter r. This is capital R. Capital R is big. This is small r. Use 49064_RFTS_SB_A_U09_092-101.indd 94 10/28/21 8:19 AM
I will say the beginning sound and the rest of the sounds in a 49064_RFTS_SB_A_U09_092-101.indd 95 10/28/21 8:19 AM
the Handwriting Scripts to demonstrate how to trace the word. Then I will say the word. Listen: /r/, /ayn/, rain. Say it with
letters following the arrows and dots. Allow students time me: /r/, /ayn/, rain. Repeat with the words rose, rake, and ram. Review the Alphabet RF.K.1.d
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to trace the letters in their books. • Read aloud. Track the print with your finger from left to Have students listen to Tracks ABC1 and ABC2 while
right as you read. You can also play Track A9.2 or display FORMATIVE ASSESSMENT looking at the Alphabet pages on Student Book pages
Use Phonics Routine 1 to connect sound and spelling /r/r.
2–3. They can then recite the abc’s, pointing to the capital
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the Chime In! story with the Classroom Presentation Phonics
• Introduce the sound. Say rose, rice, ripe, and radish slowly, letters, the small letters, and saying the word for each
Tool. Watch each student write R or r on the triple-track
emphasizing the /r/ sound. Say: These words all have /r/ at photo: Aa ant, Bb bear, and so on. Then ask students to point
• Students repeat or read. Read again, pausing after each worksheets on pages 114–119 of the Student Book.
the beginning. to the letter R. Ask what sound they hear at the beginning of
If a student has difficulty, use the numbered steps on
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• Listen for the sound. I will say a word. Listen for the sound sentence for students to repeat.
Student Book page 94 to guide them to make each rabbit and to point to the letter that represents that sound.
/r/ at the beginning. If you hear /r/, wave your hand. If don’t • Identify sound/spelling /r/r. Have students point to r
line and the curve of the capital R separately and then
hear /r/, put your hand down. Say: root, rose, house, apple, words such as red, roses, rice, ripe, or radishes and say either
together. They can practice making a line and a curve for Wrap Up
/r/ or the word.
rice, radish.
na the small r. Check to see they are following the order and
• Check comprehension. Ask: Which of these are red? Preview the next lesson. Say: Next time, we’re going to make
• Introduce the sound/spelling. Display the picture side of direction.
Students can point to roses (or radishes), say roses, or say words with r and the other letters we’ve learned. What letters
the Sound-Spelling card on the Companion Site. Name
Roses are red. Once students have a good r written, ask them to tell you do we know? (m, s, t, p, c, a, n, h, r) Students can look at these
the picture: red. Have students repeat. Then say /r/ and
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what sound the letter r makes. letters on the Alphabet page in their Student Books.
have students repeat the sound. For the Reading Routine, see the Companion Site.
• Point to the letter. Flip the flashcard to see the letter r. As students are leaving, say: Tell me some things that are red!
Encourage them to use the word red followed by any word.
Tell students that the letter r stands for the first sound you Concepts of Print
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RF.K.1.b
hear in red. Ask: What is the letter? (r) What is the sound? Red rose! Red radish!
(/r/) Find known high frequency words. Ask students
For Phonics Routine 1, see the Companion Site. if they see any words in the Chime In! they already know.
Point to I and ask if students know what the word means.
©

• Preview. Say: I like red roses. Name the items in each
Word Work Word Work Write the Word like

OBJECTIVES
Phonics: Blend and build words with /æ/ m α t r α t like RF.K.3.c like like like like
Phonics: Learn high frequency word like Replay the Chime In! on Track A9.2 and have students read B Trαce αnd prαctice.
along on page 94 as they listen. Encourage them to point
to the words as they sing. Help them identify the word like.
Letter cards for: a, m, s, t, p, c, n, h, r
r α t I like noodles.
g
Explain they will be learning to write like.
2.
in
to teach the word like. I rice.
Blend Sounds and Build Words RF.K.2.e, r α m • Display the word.
rn
3.
F.K.3.a • Pronounce the word. Say: Listen as I say this word: like.
I the rain.
Use Phonics Routine 2 to demonstrate how to blend r α n • Use the word. I say like to talk about something I think is 4.
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sounds and build words. good. Point and give examples. I like plants. I like kittens.
Do you like balloons? Remind students that like can also be I the sun.
their fingers on the arrow under m on Student Book page c α n used as in the phrase looks like as they learned in Unit 7 to 5.
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describe things that look alike.
96. Say the letter and the sound. Students repeat. Repeat
• Have students say it and spell it. Have students say like I to run.
for the r. C Reαd the text. 6.
aloud. Point to the letters in like as students name them
The rαm rαn. chorally. Have students say like again. I to swim.
hi
find the m and r. Think aloud as they look: For the first
word, the first sound is /m/ so let’s put the letter m on the 96 Unit 9 Rr show, for example display a sentence and then lift up a Run to the Gαrden 97
table. The next sound is /æ/, so let’s put a on the table. The
ap
book and say: I like books. I like to read. Point to the word as
last sound is /t/ so let’s put t next to a. 49064_RFTS_SB_A_U09_092-101.indd 96 10/28/21 8:19 AM 49064_RFTS_SB_A_U09_092-101.indd 97 10/28/21 8:19 AM
you say like.

• Model reading the word. Move your finger right to cue
• Trace and write. Demonstrate how to trace the word
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like as you describe how to form the letters. Encourage
then read it a second time at a natural pace. Do not isolate Dictation Say some or all of these decodable words and students to trace the word with their fingers and then FORMATIVE ASSESSMENT
the sounds but rather say the sounds together like the have students write them: at, rat, cat, hat, ham, ram, am, write with a pencil, starting with a straight line.
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word is pronounced. Sam. Repeat with high frequency words: my, a, see, the, I, Phonics
• Students read the word. Chorally read the word. look, this, is, like. For the High Frequency Word Routine, see the Companion Have students tell you one thing they like and one thing
• Replace or add a letter. Repeat the routine to make Site. they do not like. Ask follow-up questions to check for
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a new word. Continue replacing beginning and ending FORMATIVE ASSESSMENT Trace and practice. Have students practice using the understanding, such as Do you like flowers? (yes) Do you
letters as indicated in the Student Book. word like by saying things they like. Have them use the like garbage? (no)
Phonics
For Phonics Routine 2, see the Companion Site. Have each student run a finger under one of the words frame I like .
Wrap Up
Say the word slowly. Have students try on their own to
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on Student Book page 96 and read it. If students isolate Have students trace like next to the picture of the noodles,
sounds rather than reading as a complete word, model then point to and read each word in the sentence. Have
say each word slowly while running their finger under it. Preview the next lesson. Say: Next time, you will listen to
how to blend the sounds by slowly saying the word and students practice writing like next to the remaining five
And then say it at natural speed. a story about a garden. Then ask: What can you find in a
then saying it at natural speed: rrrraaattt …rat. Have
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pictures. Help students read the words next to each picture.
Build words. Have students use letter cards or look at the students repeat and then try another word. garden? (plants, flowers) If necessary, point to the photo on
letter tiles in their books to build and read words. pages 92–93 of the Student Book to prompt students.
Read the text. Either point to each word and have the Have students ask each other questions about movies or As students are getting ready to leave say: I like you.
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whole class read the words aloud or call on individual games they like, using the frames Do you like ? I like Encourage students to respond with: I like you.
students to read each word. Then call on students to read . I do not like .
the whole sentence.
Talk Together Have students work in pairs and practice
©
EXTENSION Phonics using the language frame I like . to talk about the photos
Have students work in pairs to build more words with on page 95.
short a using the letter cards a, m, s, t, p, c, n, h, r. After
each partner makes a couple words, they read each
other’s words. (rap, sat, pat, cat, can, ran)
Photo Story Photo Story A Gift from the Garden
Wrap Up
Preview the next lesson. Say: Next time, we’re going write
about something found in a garden. Then ask: Is there
1 3
OBJECTIVES a garden near your house? What grows there? Talk with
students about the different kinds of plants that can grow in
Reading: Read texts
a garden, like vegetables and flowers.
Resources As you prepare to say goodbye for the day, ask: What would
Home-School Connection Letter you pick from a garden? Have students answer mime picking
Audio Track A9.3 something and then telling you what they picked. Such as,
g
Read On Your Own Book: Like a Ram I picked a sunflower. I picked a radish.
in
Materials
The seeds need sun. The seeds grow sunflowers.
chart paper
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2 4
ea
Warm Up
Challenge students to name as many words related to
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plants as they can. (sun, water, stem, roots, seeds, rain,
rows, and so on.) Have students share which Home-School
Connection activities they have worked on with family
hi
members.
The seed needs rαin. It grows α stem αnd roots. I like the sunflower seeds.
98 Unit 9 Rr Run to the Gαrden 99
Vocabulary Review
ap
L.K.6
Divide students into two groups. Have each group work

together to tell about how plants grow. They should use as
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many vocabulary words as possible. (For example: Plants
need rain and sun. First, seeds grow into roots. Then roots FORMATIVE ASSESSMENT
frequency word like and r words such as rain and roots.
grow stems.) After they discuss and practice, they can
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Have students point to and repeat other words they have Phonics
record themselves or dictate for you to write their words.
learned such as seed, sun, and stem. Ask students what Have students read the last sentence of the Photo Story
The group who used the most vocabulary words is the
they notice about seed and need. (They rhyme/are spelled together. Point to and read I like the sunflower seeds.
winner!
the same except for the first letter.)
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Reread the sentence, this time pausing before you say
• Check comprehension. Ask: Which words say The seeds like. Have students read the word with you. Then read
Read A Gift from the Garden RF.K.1.b, RF.K.4 grow sunflowers. Students can point to or read aloud sunflower seeds aloud and ask what sound students hear
the text under photo 3. Challenge students to name the at the beginning of both words. (/s/) Ask: What letter
Listen and read. Use the Reading Routine to model
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two words in sunflower. (sun and flower) Ask if they think spells /s/? (s) Have students look for any r words, such as
how to read.
sunflower is a good name for this flower and why. (Yes, rain or roots, and read them to you.
• Preview. Say: This Photo Story is about plants. It is called A because the flower looks like the sun.) If students cannot read like, have them look at their work
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Gift from the Garden. Point to each photo, have students
For the Reading Routine, see the Companion Site. on Student Book page 97. Say: Listen to the word: like.
look at the text below the photo, and count the number
as you point to it. Have them point to and read each like
of words in the sentence. Partner-Read Photo Story. Have students work with
on the page. If students cannot identify that root starts
• Concepts of print. Point out that there are two sentences a partner to practice reading behaviors. Have them point to
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with the sound/letter /r/r, say: Rrrrrr, root; rrrrr, rain; rrrrr,
under photo 2. Draw students’ attention to the capital and circle any words that start with r.
red; rrrrr, seed? (no) Then ask again what sound and letter READ ON YOUR OWN BOOK
letter at the beginning and the period at the end of As students reread the story, have them point to each photo they hear and see at the beginning of root. Preview Like a Ram. Students can read the book on
each sentence. Have students count the words in each and the main word below that describes the photo. their own to practice r words and the high frequency
sentence.
©
word like.
• Read aloud. You can also play Track A9.3 or display the Read on YouR own Book 10
Photo Story with the Classroom Presentation Tool. by Lada Josefa Kratky
Like a Ram is about rams that look alike,
• Repeat or read. Read again, pausing after each word or rats that do not look alike, two cats that
sentence (or parts of sentences) for students to repeat. As look alike, and finally two cats that do
students begin to decode, they can read parts or whole not—a house cat and a tiger!
RFR_GKU3_98056_LikeRam_CVR.indd 3 1/20/12 7:24 PM
Interactive Writing Interαctive Writing Red Radishes
OBJECTIVES
Vocabulary Social Studies food need to grow
Writing: Write about plants Say new words. Use the Vocabulary Routine to teach toy wαnt wαter
the vocabulary.
Speaking: Talk about plants
B Listen αnd sαy.
• Pronounce the word. Say: food or use the Classroom
TRACK: A9.4
Social Studies: Learn words: food, need, to grow, toy, want,

water Presentation Tool to display the flashcard with the word.
g
Resources
in
Audio Track A9.4
• Define the word. Use the flashcard or display the word.
Materials Remind students of the many kinds of food they have
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Large sheet of paper, marker learned about like macaroni, noodles, honey, cake,
cookies, and radishes.
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Warm Up B Write. the word three times.
Greet students with hellos and ask: What do you see that Repeat the routine for each vocabulary word.
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is red? Now think about fruits and vegetables that grow in a
garden. Can you think of any that are red? (apples, radishes,
C Tαlk αbout whαt you wαnt αnd need.
beets, tomatoes, peppers, strawberries). C Write on your own.
Listening and Speaking SL.K.3 Lαnguαge Frαmes
hi
Do you need ? I need .
Write Red Radishes SL.K.1, SL.K.6, W.K.3 Listen and say. Use the Listening and Speaking Routine Do you wαnt ? I wαnt .
100 Unit 9 Rr as you play Track A9.4. 101

Listen and talk. Use the Interactive Writing Routine to Run to the Gαrden
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guide students to collaboratively write a sentence. 49064_RFTS_SB_A_U09_092-101.indd 100 10/28/21 8:19 AM • Listen. Tell students they are going to listen to learn about 49064_RFTS_SB_A_U09_092-101.indd 101 10/28/21 8:19 AM
the difference between wants and needs.

• Display an image. Have students talk about the image on <adult> Do you need a toy to grow?
• Listen for known words. Play the audio a second time,
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Student Book page 100 using language and vocabulary <child> No. I just want a toy.
such as: I see radishes. They are red. Write on your own. Students can write more about the but first tell students to listen for words they know like <adult> That’s right! You want a toy. What do you need?
image or other words that start with r for activity C. need, plants. After they listen, ask students to share some <child> I need water! And I need food!
• Plan the writing. Think aloud: We have learned about
of the words they heard.
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gardens. Radishes are plants that grow in gardens. You can <adult> Yes!
Share with a partner. Have students share their writing • Listen for new words. Play the audio a third time, but first
eat them. What do you know about radishes? Discuss with with a partner, using the language frames: This is a .
students and have them choose one sentence to write. tell students to listen for the new words: to grow, toy, want, Talk about what you want and need. Have students
I like . They will need . water. Tell them to raise their hands when they hear one repeat the language frames in their Student Books.
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For example: Radishes need rain to grow.
of the new words. Remind them of how the frames were used in the audio.
• Connect writing and phonics. Display the letter Rr and EXTENSION Speaking
the word like. Remind students of r words they know and
• Check understanding. Play the audio one more time.
Ask students to look at the photo on page 101 and talk
Have students retell the Photo Story but replace the Have students look at the photo on page 101 and ask: Do
how to use like.
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sunflowers with radishes. Ask if they can add anything you see things you want in a store? (yes) Do you see things
about times when they’ve gone to a store or market with
• Write letters. Repeat the sentence. Have students count else.
someone. Have them talk about things they wanted,
you need in a store? (yes) Does the boy want or need a toy?
the words. Repeat the first word several times with like toys, and things they needed, like food, using the
(He wants it.)
students. Have students identify the first letter as R. Have language frames.
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one volunteer write the first letter on the class paper.

• Students ask questions. Have partners practice asking
Remind students to capitalize the first letter. about things they want versus things they need.
For the Listening and Speaking Routine, see the Companion
Wrap Up
• Write words. Repeat the last step for the next letter in the Observe students talking with their partners about plants
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word with a new volunteer writing a on the class paper. Site. Tell students that they have completed the unit and learned
to determine if further practice with language frames is
Finish writing Radishes. Repeat for all the words in the necessary. Encourage students to talk by asking: What do about plants, r words, the word like, and wants and needs.
Audio Script Ask them what words they learned. Ask them to call out
sentence. you know about plants? What do plants need?
<child> I need a new toy! r words. Have students use like to say something like I like
• Read. Read the sentence, pointing to each word the
<adult> No. You want a new toy.
©
students wrote: Radishes need rain to grow. Have students roses. or I like rice! Tell students that next they will learn the
<child> What do you mean? letter i. Make a short i sound.
chorally read the sentence.
<adult> What does a plant need to grow?
For the Interactive Writing Routine, see the Companion Site. <child> Water and sun! SUMMATIVE ASSESSMENT
Write. Have students copy the class sentence in their books <adult> Yes! What happens if a plant does not have water
for activity B. and sun?
<child> It does not grow!
Unit 10 Warm Up • Play the song. Either point to the words as the song
Greet each student. Replay the song about ants from Unit 6 can use their fingers to track the words in their Student
Inchworms Are Insects (Audio Track A6.1, page 59). After the class listens to the
song, discuss what kind of animal ants are. (Bugs, insects.)
Encourage students to describe what they look like. (They
• Check understanding. Show students how long an
inch is. Point to the inchworm, bend your finger like the
are very small, they have many legs.) Say: In this unit, we will inchworm, and tell students that the inchworm moves
learn about another kind of insect. by bending and straightening over and over. This is also
OBJECTIVES Resources called scooting. Have a student demonstrate scooting and
Thematic Connection: Learn about insects Audio Track A10.1 Thematic Vocabulary L.K.6 find the word in the song.
g
Vocabulary: Learn flowers, fruit, leaf, leaves, look for, move Home-School Connection Letter • Sing the song. After the whole class sings the song once,
in
flowers fruit leaf do a call and response with students. Sing the first line,
Listening: Listen to a song about an insect
then have students sing the first line, then sing the next
Speaking: Talk about insects leaves look for move line, and so on.
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What does it do? It moves ___. It ___ and ___.
It looks for ___. For the Listening Routine, see the Companion Site.
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• Pronounce the word. Say: flowers or use the Classroom Talk Together Language Frames SL.K.4
• Rate the word. Have students raise their hands if they Remind students that it is used for one thing, like one
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know the word. Ask: What do you know about this word? inchworm. Ask what the inchworm in the song does.
• Define the word. Point to the flowers on pages 92, 94, or (moves, scoots, looks, eats) Then model the language
frames and have students repeat. It moves. It moves and
95 in Unit 9 or the flashcard and say: This is a flower.
scoots. It looks for food.
hi
Repeat the routine for each vocabulary word. Explain that FORMATIVE ASSESSMENT
leaf is a special word. One is a leaf, but two or more are
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Inchworms
TRACK: A10.1
leaves.
Are Insects
do not answer correctly, try Yes/No and Or questions.
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Inch by Inch EXTENSION Vocabulary • What does an inchworm do?
Look αt the inchworm
Teach crawl, fly, slither, jump, and hop. Have students use
• How does an inchworm move?
eo
Scooting αlong.
these words to talk about how insects move. • What does an inchworm look for?
Inch αfter inch
• Does an inchworm scoot?
It moves on αnd on.
• Does an insect scoot or hop?
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This little green inchworm FORMATIVE ASSESSMENT
Knows whαt to do.
Thematic Vocabulary
It eαts αll there is
Check for understanding of the vocabulary by using the Wrap Up
Then, it looks for more food.
na Tune: “Rock-α-bye Bαby”
If students don’t know some of the new words, use practice the letter I. It stands for the first sound you hear in
Lαnguαge Frαmes
various photos or illustrations in the Student Book to insect and inchworm. Encourage students to say the words
Whαt does it do?
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It moves .
provide visuals. For example, for the word fruit, show an insect and inchworm.
apple, as on pages 60 and 61. Flowers can be shown on
It αnd .
As students leave the classroom, ask them to demonstrate
It looks for . pages 92, 95, and 99. A leaf and leaves can be found on
an action they learned today, such as scooting, moving, or
pages 94 and 98. Have students find more. Demonstrate
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looking for.
the verbs look for and move.
Sing Inch by Inch RF.K.1.a
©
Boy looking αt αn inchworm
102 Inchworms Are Insects 103

title: “Inch by Inch” Count the lines of the song. Say: This
song has eight lines. Encourage students to say the high
frequency word Look.
102 Unit 10 Inchworms Are Insects Unit 10 Inchworms Are Insects 103
Phonics Phonics Short Ii
Phonics Print the Letter Ii RF.K.3.a, L.K.1.a, L.K.2.c
Print the Letter Ii
Α Trαce the letters. at the top of the page is the I. Have students trace the letters B Print the letter.
Ii Ii Ii Ii Ii Ii Ii Ii Ii Ii Ii Ii Ii
OBJECTIVES Ii starting at the dots.
Phonics: Learn short Ii Say the word. Write the letter. Tell students they
Reading: Read text together will be writing the letter i, the first sound they hear in
Concepts of Print: The final period
Phonological Αwareness: Identify beginning sound /ɪ/;
Ii Ii Ii Ii Ii Ii Ii each of the words. Introduce inchworm, iguana, and igloo
by pointing to the photos and slowly saying the words,
emphasizing the beginning /ɪ/ sound. Have students
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Match final sounds Chime In! TRACK: A10.2
1 2 practice by asking: What is this? (This is an igloo.)
in
Resources
Audio Track A10.2
Say igloo slowly, emphasizing the beginning /ɪ/. Ask what
sound students hear at the beginning of igloo. (/ɪ/) Help 1. i nchworm 2. guana 3. ose
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Handwriting Scripts on the Companion Site them write the letter to complete the word. Then have them
/ɪ/i Sound-Spelling card on the Companion Site slide their fingers under the word as you read the word.
Repeat for all the words and then have students say each
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Iguαnαs eαt leαves. Iguαnαs eαt fruit.
word slowly and help them identify the beginning /ɪ/ sound
3 4
in each. Tell students to look carefully at the pictures. Some 4. gloo 5. oat 6. nt
Warm Up words start with letters other than i like r, c, a, h, or n.
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Review the vocabulary by calling out commands for Have students look back at page 19 where they learned
students to act out: Move like an inchworm! Look for a leaf! the high frequency word a. Tell them that words that
Look for leaves! Eat fruit! Pick a flower! start with vowels like i do not have a but instead have an.
hi
Iguαnαs eαt flowers, but they do not eαt insects.
Pronounce a igloo, emphasizing that it is difficult to say. 7. ouse 8. at 9. ose
Then pronounce an igloo to show how it flows better.
Phonics Short li RF.K.3.a, L.K.1.a 104 Unit 10 Ii Inchworms Are Insects 105
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Trace the letters. Point to Ii on page 104 and ask 49064_RFTS_SB_A_U10_102-113.indd 104 10/28/21 8:27 AM
Phonological Awareness RF.K.2.b
49064_RFTS_SB_A_U10_102-113.indd 105 10/28/21 8:27 AM
students which one they think is capital and which one

Say: I will say a word. Listen to the sound at the end: cat. What
is small. Have them explain why. Use the Handwriting
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Scripts to demonstrate how to trace the letters following • Read aloud. Track the print with your finger from left to sound did you hear? (/t/) Then say the following words from Have students listen to Tracks ABC1 and ABC2 while
the arrows and numbers. Allow students time to trace the the Student Book and have students hold up a finger each looking at the Alphabet pages on Student Book pages
right as you read. You can also play Track A10.2 or display
letters in their books. time they hear a final /t/: rose, coat, ant, cat, nose. Ask how 2–3. They can then recite the abc’s, pointing to the capital
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the Chime In! story with the Classroom Presentation
many words ended with /t/. (3) letters, the small letters, and saying the word for each
Use Phonics Routine 1 to connect sound and spelling /ɪ/i. Tool.
photo: Aa ant, Bb bear, and so on. Then ask students to point
• Students repeat or read. Read again, pausing after each
• Introduce the sound. Say iguana and insect slowly, FORMATIVE ASSESSMENT to the letter I. Ask what sound they hear at the beginning of
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sentence for students to repeat.
emphasizing the short /ɪ/ sound. Say: These words have Phonics iguana and to point to the letter that represents that sound.
/ɪ/ at the beginning. • Identify sound/spelling /ɪ/i. Have students point to i
Say the following words that begin with i: inchworm,
• Listen for the sound. I will say a word. Listen for the sound words such as iguana and insects and say either /ɪ/ or the
igloo, iguana, in. Tell students to write a small i each time
Wrap Up
word.
/ɪ/ at the beginning. If you hear /ɪ/, stand up. If don’t hear
na they hear an i word. Check that they have four i’s. Then
• Check comprehension. Ask: What does an iguana eat? Preview the next lesson. Say: Next time, we’re going to make
/ɪ/, sit down. Say: inchworm, panda, noodle, insect, iguana, have them write four capital I’s. If a student has difficulty,
Students can point to leaves, fruit, and flowers, or say words with i and the other letters we’ve learned. What letters
house. use the numbered steps on Student Book page 104 to
Iguanas eat leaves, fruit, and flowers. do we know? ( m, s, t, p, c, a, n, h, r, i ) Students can look at
tio
guide them. these letters on the Alphabet page in their Student Books.
the Sound-Spelling card on the Companion Site. Name For the Reading Routine, see the Companion Site.
the picture: insect. Have students repeat. Then say /ɪ/ and Have students point to and say all the Ii’s they’ve written. As students are leaving, say: What is something that starts
Correct as needed. with i? Students can call out words they’ve learned like
have students repeat the sound. Concepts of Print
Na
L.K.2.b
• Point to the letter. Flip the flashcard to see the letter i. Tell iguana, insect, and inchworm.
students that the letter i stands for the first sound you hear Find the final period. Tell students that sentences end
in insect. Ask: What is the letter? (i) What is the sound? (/ɪ/) with a period. Read the first sentence and point to the final
period. Then have students find the other two final periods
©
shown in the Chime In! (Under images 2 and 4.) Explain that
the words under images 3 and 4 go together to make one
Read Chime In! RF.K.4 sentence.
• Preview. Say: Iguanas eat leaves. Name the items in each
Word Work Word Work Write the Word and

OBJECTIVES
Phonics: Blend and build words with /ɪ/ i n i t and RF.K.3.c and and and and
Phonics: Learn high frequency word and Replay the song “Inch by Inch” on Track A10.1 and have B Trαce αnd prαctice.
words as they sing. Help them identify the word and in the
Letter cards for: m, s, t, p, c, a, n, h, r, i
p i n a hat and a coat
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song. Explain they will be learning to write and.
2.
in
p
to teach the word and. a house a door
Blend Sounds and Build Words RF.K.2.e, i t • Display the word.
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3.
F.K.3.a • Pronounce the word. Say: Listen as I say this word: and.
a dog a cat
Use Phonics Routine 2 to demonstrate how to blend s i t • Use the word. I say and when I talk about two or more 4.
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sounds and build words. things. Point and give examples. I have a pen and paper.
I like books and movies. paper a pencil
their fingers on the arrow under i on Student Book page h i t • Have students say it and spell it. Have students say and 5.
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aloud. Point to the letters in and as students name them
106. Say the letter and the sound. Students repeat.
chorally. Have students say and again. a leaf an ant
• Build a word. If you are using letter cards, have students C Reαd the text. 6.
find the i and n. Think aloud as they look: The first sound is
I see α cαt in α pit. a mom a dad
hi
/ɪ/ so let’s put the letter i on the table. The last sound is /n/ so show, for example choose two objects and say I have a hat
and a coat. Display and and point to it as you say it.
let’s put n next to i. Do the same for it.
•
106 Unit 10 Ii
• Trace and write. Demonstrate how to trace the word Inchworms Are Insects 107
ap
Model reading the word. Move your finger right to cue
and as you describe how to form the letters. Encourage
each sound as you read. Read the word once slowly and 49064_RFTS_SB_A_U10_102-113.indd 106 10/28/21 8:27 AM 49064_RFTS_SB_A_U10_102-113.indd 107 10/28/21 8:27 AM
students to trace the word with their fingers and then

then read it a second time at a natural pace. Do not isolate
write with a pencil, making a loop for a lowercase a.
the sounds but rather say the sounds together like the
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word is pronounced. Dictation Say some or all of these decodable words and For the High Frequency Word Routine, see the Companion
• Students read the word. Chorally read the word. have students write them: it, sit, pit, nip, hit, rim, in, pin, tin, Site. FORMATIVE ASSESSMENT
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• Replace or add a letter. Repeat the routine to make a tip, rip, him, hip, sip. Repeat with high frequency words: my, Trace and practice. Have students identify the objects Phonics
new word. Continue replacing beginning and ending a, see, the, I, look, this, is, like, and. in each photo. Point out that each photo has at least two Have students write and on a small piece of paper.
letters as indicated in the Student Book. things in it. Correct any errors in writing the word. Have every
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For Phonics Routine 2, see the Companion Site. FORMATIVE ASSESSMENT student pick two objects (like a book and a pencil) and
Have students trace and next to the picture of the hat and place them on a desk. Have them place the word and in
Phonics the coat, then point to and read each word in the phrase.
Say the word slowly. Have students try on their own to the middle to connect the objects. Approach a student,
Read a simple sentence aloud and have students write it Practice writing and next to the remaining five pictures.
say each word slowly while running their finger under it. point to their objects, and ask: What does this show? Have
And then say it at natural speed.
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as you talk. Say: I like ham. If students struggle to spell the Help students read the words next to each photo starting students use the frame This is and . to tell you
words, help them sound out each letter and then say the at the top and moving down, reading left to right. Note in what they are showing. This is a book and a pencil. Make
Build words. Have students use letter cards or look at the sounds together to help them write the correct letters to 4 that we don’t say a paper and a pencil. Usually we just say sure students are using the word correctly.
letter tiles in their books to build and read words. spell the word.
tio
paper or a sheet of paper.
Read the text. Either point to each word and have the
whole class read the words aloud or call on individual EXTENSION High Frequency Words Wrap Up
students to read each word. Then call on students to read Have students read the Chime In! story on page 104
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Preview the next lesson. Say: Next time, you will listen to
the whole sentence. again. Have them say what iguanas eat, this time using a story about what animals eat. Then ask: What do you
the word and: Iguanas eat flowers, fruit, and leaves. know about what iguanas eat? (flowers, leaves, and fruit)
EXTENSION Phonics If necessary, point to the Chime In! on page 104 of the
Talk Together Have students work in pairs and practice Student Book to prompt students.
©
Have students work in pairs to build more words with

short a and short i using the letter cards m, s, t, p, c, a, n, using the language frame This is and . to talk about
two things they find in their books or see in the classroom. As students are getting ready to leave, ask: What are two
h, r, i. After each partner makes a couple words, they read things you did today? Then have students respond using and.
each other’s words. (him, hip, tip, sip, sit) Students may We sang and learned.
also make short sentences. I am Pam. I can sit.
Photo Story Photo Story Chomp, Chomp, Chomp
1 3
OBJECTIVES Virginiα, USA Wolong Vαlley, Chinα
Reading: Read texts

Resources
Audio Track A10.3
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Read On Your Own Book: Look at Nan!
in
This is αn inchworm. It eαts leαves. This is α pαndα. It eαts leαves.
Warm Up
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2 4
Brαzil
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Vocabulary Review
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L.K.6
Have students play a quick game to review the vocabulary

words. Divide students into two teams. Have a volunteer
hi
from each team draw or act out one of the vocabulary This is αn iguαnα. It eαts leαves. And this is α rαbbit. It eαts αnd eαts
αnd eαts leαves.
words or draw it on chart paper. The team that guesses
108 Unit 10 Ii Inchworms Are Insects 109
correctly gets the point.
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Read Chomp, Chomp, Chomp RF.K.1.a, RF.K.1.b,
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RF.K.4
Listen and read. Use the Reading Routine to model Phonics
frequency word and and i words such as inchworm and
how to read. Have students read the sentences under the second
eo
iguana. Have students point to and repeat other words
• Preview. Say: This Photo Story is about animals eating. It they have learned such as panda and rabbit, and the photo of the Photo Story together. Point to and read This
is called Chomp, Chomp, Chomp. Point to each photo, language frame This is a ___. is an then pause to have the student read iguana as you
read the text below it, and have students tell you what • Check comprehension. Point out that the text says “eats” point to it. Then ask what sound students hear at the
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each animal is eating. As you read the sentences, point beginning of iguana. (/ɪ/) Ask: What letter spells /ɪ/? (i)
one time for the inchworm, iguana, and panda, but three
out that some words name one of something and some Then read the sentences under the fourth photo. As you
times for the rabbit. Ask students why they think the text
name more than one. Words that name one are singular, read, pause for students to read each and.
says “eat” three times for the rabbit. (to show a rabbit eats
and words that name more than one are plural. To make a lot)
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If students cannot read and, have them look at their work
a word plural, we often add an s. Some words need a on Student Book page 107. Say: Listen to the word: and
little more change to be plural. Point out the differences as you point to it. Have them point to and read each
tio
between leaf and leaves and explain that this is a special Partner-Read Photo Story Have students work with and on the page. If students cannot identify that iguana
case. a partner to practice reading behaviors. Use the language starts with the sound/letter /ɪ/i, say: inchworm, iguana,
• Concepts of print. Have students look at each sentence frames on Student Book page 103. Have students talk to igloo and then ask: Does the beginning of panda sound the
and identify the period at the end. Have them count how each other about the photo using the frames: What does it same? (no) Then ask again what sound they hear and see
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many periods they see in the story. (eight) do? It eats leaves. at the beginning of iguana. READ ON YOUR OWN BOOK
• Read aloud. You can also play Track A10.3 or display the For practice with singular and plural, have students point to Preview Look at Nan! Students can read the book on
and circle words that name one and words that name more Wrap Up their own to practice i words and the high frequency
than one. For example, there is one inchworm, but there are
©
word and.
sentence (or parts of sentences) for students to repeat. As many leaves. Preview the next lesson. Say: Next time, we’re going to
K Read on YouR own Book 11 Read on YouR own Book 11
Unit 4 All Kinds of Plants
Look at
SkillS
▸ Letter and Sound i
Nan the goat makes trouble nipping at

▸ High Frequency Word and
students begin to decode, they can read parts or whole write about inchworms. Then ask: Do you remember what Read More
Nan!
sentences themselves. inchworms do? If needed, play the inchworm song from
everything! But then a clever boy gives
page 103 (audio Track A10.1). Nan a sip of water. She stops nipping
and starts napping instead.
As students are getting ready to leave, have them tell you NGReach.com Phonics Games Word Builder Alphachant MP3s
888-915-3276
www.NGSP.com
who eats leaves and who eats the most leaves!

ISBN 978-0-7362-9806-3 2
RFR_GKU4_98063_LookNan_CVR.indd 2-3 6/19/12 1:30 PM
Interactive Writing Interαctive Writing Hungry Little Inchworm
OBJECTIVES
Vocabulary Science pond rαinforest
Writing: Write about insects Say new words. Use the Vocabulary Routine to teach desert grαsslαnds
Speaking: Talk about insects the vocabulary.

B Listen αnd sαy.
• Pronounce the word. Say: pond or use the Classroom
TRACK: A10.4
Science: Learn habitat words: desert, grasslands, pond,

rainforest Presentation Tool to display the flashcard with the word.
g
Resources
in
Audio Track A10.4
• Define the word. Use the flashcard or point to the photos
Materials on page 111. Say: A pond is water. It is not huge like the
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Large sheet of paper, marker ocean, but it can be big. Tell students about a local pond if
possible.
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Warm Up B Write. the word three times.
Greet students with hellos and ask: How are you? Then ask Repeat the routine for each vocabulary word.
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students to act out being an inchworm as they slowly move
into the room. Lαnguαge Frαmes
C Tαlk αbout plαces.
C Write on your own. A is .
Write Hungry Little Inchworm Listening and Speaking SL.K.3 A hαs .
hi
SL.K.1, SL.K.6, W.K.3 hαve .
Listen and say. Use the Listening and Speaking live in .
Listen and talk. Use the Interactive Writing Routine to 110 Unit 10 Ii Routine as you play Track A10.4. Inchworms Are Insects 111
ap
guide students to collaboratively write a sentence.
• Listen. Tell students they are going to listen to learn about
• Display an image. Have students talk about the image on Talk about places. Have students repeat the language
different kinds of places, called habitats. Explain that living

Student Book page 110 using language and vocabulary frames on page 111. Remind them of how the frames were
things need water, air, and resources from the land, and
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such as: I see an inchworm on a leaf. An inchworm moves used in the audio. Students can practice talking about the
they live in places that have the things they need.
inch by inch. Write on your own. Students can write more about the places, or habitats, using the language frames.
image or any I words they know for activity C. • Listen for known words. Play the audio a second time,
• Plan the writing. Think aloud: What do you see in the With the class, point to the pond and say: A pond is ….
but first tell students to listen for words they know like
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photo? What do we know about inchworms? How do they Share with a partner. Have students share their writing Allow students to say water. Then ask What lives in a pond?
fish, insects, flowers, plants, iguanas. After they listen, ask
move? Are they fast or slow? Discuss with students and with a partner. Encourage them to work together to try (Fish, frogs, and insects!) Repeat for each place. Check
students to share some of the words they heard.
have them choose one sentence to write. For example: An other verbs in place of scoot, such as eats and eats; moves understanding at the end by asking what lives in a pond, a
• Listen for new words. Play the audio a third time, but first
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inchworm scoots and scoots. and moves. Have them discuss their new sentence using the rainforest, a desert, and grasslands (insects).
tell students to listen for the new words: desert, grasslands,
• Connect writing and phonics. Display the letter Ii and language frames: What does it do? It and . pond, rainforest. Tell them to raise their hands when they Ask students if they have ever been to a pond, desert,
the word and. Remind students of i words they know and
hear one of the new words. rainforest, or grassland. Ask which one is similar to where
how to use and. EXTENSION Speaking
na • Check understanding. Play the audio one more time. they live.
• Write letters. Repeat the sentence. Have students identify Have students sing the song on Student Book page Have students look at the photos on page 111 and ask:
the first letter as A. Remind students to capitalize the first 103, but replace inchworm with another insect or animal. Which of these is a [desert]? Have students point. Repeat for
letter. Ask students to recall why we use an instead of a. Wrap Up
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Challenge them to change other words as well like each new vocabulary word.
(because the word following starts with a vowel) scooting and little green to match their new animal. Have • Students ask questions. Have partners practice asking Tell students that they have completed the unit and learned
• Write words. Repeat the last step for the next letter in the them explain why they chose their replacement words. about insects, i words, the word and, and different types
each other What is a [desert] like? (A desert is hot and dry.)
word with a new volunteer writing n on the class paper. of places where animals live. Ask them what words they
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Remind students to put spaces between each word. For the Listening and Speaking Routine, see the Companion
Site. learned. Ask them to call out i words. Have students use and
Repeat for all the words in the sentence. Tell them to write FORMATIVE ASSESSMENT
to say something like “iguanas and inchworms!” or “leaves
a period at the end of the sentence Listening and Speaking and fruit!”
Audio Script
• Read. Read the sentence pointing to each word the Observe students talking with their partners about
A pond is water. A rainforest has trees, flowers, and
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students wrote: An inchworm scoots and scoots. Have inchworms to determine if they are correctly using the Tell students that they finished Book A! Ask which book they
Fish live in ponds. plants. think comes after Book A. (Book B). Tell students that next
students chorally read the sentence. vocabulary and language frames, forming singular and
Insects live in ponds. Monkeys live in the rainforest. they will learn the letter f. Make an “fffff” sound.
For the Interactive Writing Routine, see the Companion Site. plural nouns, and pronouncing i words. Revisit concepts
Insects live in rainforests.
as needed.
Write. Have students copy the class sentence in their books SUMMATIVE ASSESSMENT
for activity B. A desert is hot and dry. Grasslands have a lot of grass. Administer the Unit 10 assessment.
Iguanas live in deserts. Lions live in grasslands.
Insects live in deserts. Insects live in grasslands.
See and Do
See αnd Do
Inchworms and Iguanas Grow Seeds
Video
Video Project
Project
1 Soαk the beαns. 2 Prepαre the bαg.
OBJECTIVES
Project Grow Seeds
Listening: Listen for information in a video • dividing students into pairs or small groups.
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Speaking: Ask and answer questions about information • soaking the seeds, or letting students help you soak the
in
in a video beans.
Social Emotional Learning: Be curious • preparing chart paper or something similar so that
students can keep a class journal as they observe the
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seeds. 3 Put it in the window. 4 Show αnd shαre.
Speaking: Talk about inchworms and iguanas
Tell students they will see what happens when they water Wαit αnd wαtch.
Resources
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Sociαl Emotionαl Leαrning the beans. Demonstrate all the steps.
Be curious.
Video A5 Α Look, point, αnd αsk. 1 Soak the beans. Help students put a few beans in
Whαt is ?
Materials a cup and add water. Leave beans to soak for a little
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B Listen αnd check (✔). VIDEO A5 while. (You might want to do this step at the start of the
Dried beans Paper towels day or even a day ahead of time.)
Clear plastic cups Water
2 Prepare the bag. Help students put a damp paper
hi
Clear plastic zipper baggies Tape C Wαtch αgαin. Listen αnd sαy. VIDEO A5 towel and their soaked beans (water drained off) in the
blank cards for Spiral Review 112 Units 9–10
baggie, as shown in the photo. See αnd Do 113
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49064_RFTS_SB_A_U10_102-113.indd 112 10/28/21 8:27 AM
3 Put it in the window. Wait and watch. Help students 49064_RFTS_SB_A_U10_102-113.indd 113 10/28/21 8:27 AM
tape their bags to the window so that the paper towel

Video Inchworms and Iguanas SL.K.2 questions about. Encourage students to come up with
is closest to the window and the beans are visible in the
their own questions about anything they see in the video.
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Look, point, and ask. Have students look at the photo room.
After they watch again, have students ask their questions
on Student Book page 112 and point to what they see. to each other. Then check comprehension by asking: What 4 Show and share. Keep a class journal where
Ask what they know about inchworms and iguanas, using
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do you do if you are curious? (ask questions) What do iguanas students can tell you about and you can record their
vocabulary they’ve learned such as insects, leaves, fruit, and eat? (leaves, fruit) What other questions do you have about observations over the next few days. Spend a few
flowers. As students look at the photo, ask the question What iguanas? minutes each class asking students what they see, what
is ? (What is that? What is the boy doing?) they wonder, and what they want to know. Encourage
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EXTENSION Speaking and Listening students to be curious. In the journal, include the date
Listen and check. Introduce the video: This video is about
they put the beans in the bags. Once the beans have
being curious about insects and animals. Have students watch Have students flip through their books and say what
germinated and sprouts begin to grow, have students
the video once for fun. Then tell students they will view the they are curious about. What questions do they have?
na present their bags of sprouted seeds.
video again to pay attention to what they see. Tell them to How could they find the answers?
watch for an inchworm, an iguana, or a butterfly. Then have
students check the images they see in the video in activity B Video Script Spiral Review
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RF.K.3.a, RF.K.3.c
in their Student Books. Check their answers (inchworm and Tell me, tell me! Tell me, tell me!
iguana). I want to know! I want to know!
I want to learn, I want to learn, PHONICS Build and sort words WORD WORK High Frequency Words
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Social Emotional Learning And I want to grow! And I want to grow!

Play Bop. Post my, a, see, the, I, look, this, is, like, and on the
Review the sound/spellings for short a and short i. Have
Teach the Social Emotional Learning concept of being students gather letter cards for m, s, t, p, c, n, h, r, and i. wall. Point to each word and have students spell them.
What do inchworms look like? What do big iguanas eat?
curious. Say: When you want to know more about something, Model building and blending to read it and in. Repeat After spelling each word as a group, ask a volunteer to say
Tell me, please! Tell me, tell me, please!
you are curious. Demonstrate by looking at the photo on with short a, building am and an. Divide students into a sentence using the word.
©
They move slowly, They move slowly,

page 112 and asking: What is this animal? What does it eat? In the trees. In the trees. four groups. Group one will use the letter cards to make
Where does it live? Explain that asking questions is one way -it words like pit, hit, sit. Group two will make -in words
to be curious. Another way is to look carefully at something, Inchworms are thin, Iguanas eat fruit, like tin, pin, fin. Group three will make -am words like ram,
like the children in the photo are doing. When students are They’re green, brown, or black. And flowers. Yum, yum! Sam, Pam, ham. Group four will make -an words like can,
curious to know more, they learn and grow. They have a lot of legs, They love to eat leaves. pan, man. Then have the groups write each word on a
And a bendy back! But insects? Not them! card. Mix all the cards on the table and have students sort
Watch again. Listen and say. Tell students they will them into rhyming piles.
watch the video again to listen for what the speaker asks
Scope & Sequence
= tested
Phonics Phonics Phonological Concepts Listening Themαtic School

Vocαbulαry Awareness of Print Speaking Vocαbulαry Reαding Writing Connection
mαcαroni, Identify • Hold book • Language Frames brother, dαd, • Word Work: my • Handwriting Math: Counting Video:
mαn, mαrker, beginning sound correctly. Here’s my . fαmily, fαther, • Phonics Story: Mm • Write Letters and one, two, three, four, At the Playground
1 Mm
mαrshmαllows, milk /m/. • Find page This is . mother, sister • Photo Story: Words five, six
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mαt, mom, moon, numbers. I hαve a . Meet My Fαmily • Shared Writing: My Social Emotional
My Fαmily /m/ mother, mouth • Count the • Song: My Fαmily • Read On Your Own: Family Learning: Take turns.
αnd Me
in
words. Mmmmm! and Man in
the Moon Project:
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Make a Family Balloon
sαck, Sαm, school, Identify • Read the title. • Language Frames go down, go up, • Word Work: a • Handwriting Science: Pushes
seesαw, sister, slide, beginning sound • Find page What do you see? plαy, seesαw, • Phonics Story: Ss • Write Letters and and Pulls Spiral Review:
ea
2 Ss
smiling, snαck, soαp,
sock, stool, sun,
/s/. numbers.
• Count the
I see
You see
.
.
slide, swing • Photo Story :
On the Playground
Words
• Shared Writing:
down, fαst, pull,
push, slow, up
• Sound/Spelling: /m/m, /s/
Swing with • High Frequency Words:
/s/ swing words. Let’s Play!
• Song: I See You Plαy! • Read On Your Own: my, a
Me!
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My Sister
hi
tαble, tαdpole, tαil, Clap the word • Find page • Language Frames long, short, tαil, • Word Work: see • Handwriting Math: Size Video:
tell, ten, tiger, toad, parts. numbers. A hαs α . thin, wide • Phonics Story: Tt • Write Letters and big, heαvy, light, Up a Tree!
3 tub, turkey, turtle, • Follow words It has . • Photo Story: Tails Words long, short, smαll
ap
Tt two, hat, mαt, pot Identify left to right. See . • Read On Your Own: • Shared Writing: My Social Emotional
Different /t/ beginning and See ? See Animal Learning: Help each other.
Tαils ending sound Is it ?
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/t/. It’s . Project:
• Song: Long or Short? Make a Handprint Tiger
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pαint, pαndα, pαper, Identify • Find page • Language Frames bαmboo, beαr, • Word Work: the • Handwriting Literacy: Rhyme
Spiral Review:
pαrk, pαt, pαws, beginning and numbers. The is ing. blαck, cub, pαndα, • Phonics Story: Pp • Write Letters and black, back, paws,
• Sound/Spelling: /m/m,
4 pen, pencil, people, ending sound • Follow words The αre ing. white • Photo Story: Beαrs Words claws, toes, nose,
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Pp /s/s, /t/t, /p/p
pie, pizzα, plαy, /p/. top to bottom. See the . • Read On Your Own: • Shared Writing: My teeth, underneath
The Plαyful /p/ • High Frequency Words:
pounce, cup, mαp • Song: Pan Pan the Panda The Picnic Panda
Bears na my, a, see, the
cαke, cαmel, cαn, Identify • Follow words • Language Frames bαlloons, • Word Work: I • Handwriting Social Studies: Video:
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5 Cc
cαndles, cαndy, cαp,
cαrd, cαt, clαp, coαt,
beginning sound
/k/.
page to page.
• Count the
There is
There αre
.
.
celebrαte, hαppy,
people, presents,
•
•
Phonics Story: Cc
Photo Story: A Pαrty
• Write Letters and
Words
Holidays
celebrαtion, dαnce,
World Celebrations
Cake, /k/ cookies words. I cαn . thαnk you • Read On Your Own: • Shared Writing: drαgon, holidαy, Social Emotional
Please!
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Thαnk you. Clap, Clap, Clap Thank You! music, New Yeαr Learning: Say thank you.
• Song: Candles on the Cake
Project:
αlligαtor, αm, αngry, Clap the word • Follow words • Language Frames αnt, cut, find, go, • Word Work: look • Handwriting Social Studies:
Make a Butterfly Feeder
αnkle, αnt, αpple, αt parts. top to bottom. is ing. wαlk, work • Phonics Story: Aα • Write Letters and Communities
©
• Follow words It's ing. • Photo Story: Words cαrry, community,

6 Spiral Review:
Decodαbles: am, at, Identify page to page. are ing. Amαzing Ants • Interactive Writing: help, live together,
Aα • Sound/Spelling: /m/m,
Look at cap, cat, mat, pat, beginning sound They're ing. • Read On Your Own: In the Garden work
/æ/ /s/s, /t/t, /p/p, /k/c, /æ/a
the Ants Sam, sat /æ/. • Song: Little Ants Look! • High Frequency Words:
my, a, see, the, I, look
Segment words
into syllables.
BM2 Scope & Sequence Scope & Sequence BM3

Scope & Sequence
= tested
Phonics Phonics Phonological Concepts Listening Themαtic School

Vocαbulαry Awareness of Print Speaking Vocαbulαry Reαding Writing Connection
nαpkin, nαrwhαl, Identify • Exclamation • Language Frames beαk, fish, looks • Word Work: this • Handwriting Geography: Maps Video:
need, needle, beginning sound Point This is . like, nαrrow, shine, • Phonics Story Nn • Write Letters and blue, cold, green, Our Ocean
needlefish, nibble, /n/. It's a . silver • Photo Story: Words lαnd, mαp, wαrm,
7
g
nice, nine, noodles, It looks like . Look-alikes • Interactive Writing: wαter Social Emotional
Nn
News from nose Match beginning looks like . • Read On Your Own: Under the Sea Learning:
in
/n/
sound /n/. It has a . Tap, Nan, Tap! Take care of Earth.
the Sea!
• Song: The Needlefish
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Project:
A Senses Experiment: Salt
or Sugar?
ea
hαnd, heαd, heαr, Identify • Identify known • Language Frames eαrs, eyes, feel, • Word Work: is • Handwriting Science: Weather
heαrt, henhouse, beginning sound high frequency I can see . heαr, nose, see, • Phonics Story: Hh • Write Letters and rαiny, snowy, sunny, Spiral Review:
home, horse, house, /h/. words. I can hear . skin, smell, tαste, • Photo Story: Words weαther, windy • Blend with Short a
8
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hut I can smell . tongue What Do You Notice? • Interactive Writing:
Hh • High Frequency Words:
Eyes and Ears I can taste . • Read On Your Own: I Sense Fun
/h/ my, a, see, the, I, look,
See and Hear I can feel . My Hat, My Cap this, is
hi
• Song: Whαt Is It?
ap
rαbbit, rαdish, rαin, Identify • Identify known • Language Frames grow, need, plαnt, • Word Work: like • Handwriting Social Studies: Video:
rαke, rαm, rαn, red, beginning sound high frequency First, . rαin, root, seed, • Phonics Story: Rr • Write Letters and Needs and Wants Inchworms and Iguanas
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rice, ripe, root, rose, /r/. words. Then, . stem, sun • Photo Story: Words food, need, to grow,
9 Rr
run
Blend onset and
They will need . A Gift from the Gαrden • Interactive Writing:
Red Radishes
toy, wαnt, wαter Social Emotional
Learning: Be curious.
Run to the You will see . • Read On Your Own:
eo
/r/
rime. • Song: Rows and Rows of Like a Ram
Gαrden
Flowers Project:
Grow Seeds
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Spiral Review:
igloo, iguαnα, inch, Identify • Period • Language Frames flowers, fruit, leαf, • Word Work: and • Handwriting Science: Habitats • Build and Sort Words
inchworm, insects, beginning sound
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What does it do? leαves, look for, • Phonics Story: Ii • Write Letters and desert, grαsslαnds, • High Frequency Words:
is, it /ɪ/. It moves . move • Photo Story: Words pond, rαinforest my, a, see, the, I, look,
10 Ii
It and . Chomp, Chomp, Chomp • Interactive Writing:
this, is, like, and
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Inchworms Decodαbles: him, Match ending It looks for . • Read On Your Own: Hungry Little
/ɪ/
hip, hit, in, it, nip, sounds. • Song: Inch by Inch Look at Nan! Inchworm
Are Insects
pin, pit, rim, rip, sip,
sit, tin, tip
Na
©
BM4 Scope & Sequence Scope & Sequence BM5

Cumulative Word List Song Scripts
KEY
angry (C10) drum (C9) happy (A5) peace (C4) soft (C8) highlight = phonics words blue = high frequency word green = thematic vocabulary underscore = language frame
ant (A6) dog (B8) hatch (B5) people (A5) sorry (C10)
anteater (C8) dog walker (B9) hear (A8) pets (B8) start (C2)
Unit 1 Unit 2
anthill (C8) dolphin (B6) hide-and-seek (C1) places (C6) stem (A9)
g
artists (C9) down (B6) hot (B3) plane (C7) study (B9)
My Family I See You Play!
in
ate (B1) draw (C9) how to (B10) plant (A9) sun (A9)
baker (C6) ears (A8) hungry (B1) play (A2) sunny (B3) Up and down I see you go,
Here’s my mother.
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balloons (A5) eat up (B1) chew (C4) presents (A5) swim (B6) See you go, see you go.
Here’s my mother.
bamboo (A4) egg (B5) inventor (C6) pups (B1) swing (A2) Up and down I see you go
This is Dad.
ea
beak (A7) explorer (C6) jam (C3) quickly (C5) tag (C1) On a seesaw.
This is Dad.
bear (A4) eyes (A8) job (B9) quiet (C5) tail (A3)
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bike (C7) family (A1) joke (C1) rain (A9) take a breath (C10) Down and down I see you slide,
bird (B8) far (C7) kick (C1) rainy (B3) taste (A8) Here’s my sister Mina.
See you slide on a slide.
black (A4) far away (B2) kite (C1) rest (B2) teach (B10) Here’s my brother Mario. Down and down I see you slide,
hi
boots (B4) farm (C3) laugh (C10) rock (B5) thank you (A5) Here we are. On a slippery slide.
ap
bread (C6) fast (C7) leaf (A10) root (A9) thin (A3) Here we are.
brother (A1) father (A1) leafy (B2) run away (C5) time (C2)
Up and up you see me fly.
bush (C5) feel (A8) leap (B6) saw (C5) tongue (A8 & C8)
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On a swing, see me fly.
buy (B7) field (C4) learn (B10) scooter (C7) train (C7)
See me fly up in the sky.
calf (B10) find (A6) leaves (A10) score (C1) trike (C7) Unit 3
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See me smiling.
carrots (C3) fine (C10) little (B5) sea (B6) very (C8)
cat (B8) fish (A7) long (A3) see (A8) wait for (B5) Long or Short?
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celebrate (A5) flowers (A10) look for (A10) seed (A9) wake (C2)
Oh, a tiger has a long tail.
choose (B7) follow me (B10) looks like (A7) seesaw (A2) walk (A6)
You can see it very well.
close (C8) food (A6) love (C3) sell (B7) walking (B2) Unit 4
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But a turtle has a short one,
cloudy (B3) found (B1) market (B7) seller (B9) watch out (B10)
coat (B4) fox (B1) morning (C2) shine(A7) wear (B4)
And it’s hidden in its shell.
Pan Pan the Panda
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cold (B3) friends (B8) mother (A1) shirt (B4) went (B1)
Oh, a turkey has a wide tail. Pan Pan was a panda grandpa.
come (C2) frightened (C10) move (A10) shop (B7) white (A4)
You can see it very well. He had many grand cubs.
Na
cool (B3) fruit (A10) narrow (A7) short (A3) wide (A3)
But a monkey has a thin one, A baby panda is a cub,
corn (C3) gardener (B9) need (A9) silver (A7) work (A6)
Thin and long, as you can tell. And Pan Pan, he had plenty.
cub (A4) go (A6) nest (B2) sing (C9)
©
cut (A6) go down (A2) new (C6) sister (A1)

dad (A1) go up (A2) nose (A8) sitter (B9) See the sheep’s tail. Is it hiding? See the panda chomp chomp chomp,
dance (C9) got away (C5) outside (B4) skin (A8) Is it short or is that wrong? Chomping on bamboo shoots.
day (C2) graze (C4) pals (B8) slide (A2) Can you see it? Can you tell me? See the panda rolling 'round
deep (B6) groom (B2) panda (A4) smell (A8) Is it short or is it long? And now he’s upside down!
dive (B6) grow (A9) pants (B4) snout (C8)
BM6 Cumulative Word List Song Scripts BM7

Song Scripts
KEY KEY
highlight = phonics words blue = high frequency word green = thematic vocabulary underscore = language frame highlight = phonics words blue = high frequency word green = thematic vocabulary underscore = language frame
Unit 5 Unit 6 Unit 9
g
Unit 8
in
Candles on the Cake Little Ants What Is It? Rows and Rows
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There are cookies One little ant is going out. Oh, I can see the hills with my eyes. of Flowers
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And candles on the cake. One little ant is finding food. Oh, I can see the hills with my eyes. First, you plant the little seeds,
There are fun games, One little ant is cutting leaves. I can hear the birds with my ears, They will need sun and rain.
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And presents and balloons. Look at the ant! It’s walking back. with my ears.
Then, the seeds will start to grow
There are happy people I can smell a rose with my nose,
Stems and roots and leaves.
Clapping. Two little ants are going out. with my nose.
hi
There are happy people Two little ants are finding food. You will see the flowers grow,
Oh, I can taste honey with my tongue.
ap
Smiling. Two little ants are cutting leaves. Blues and reds, rows and rows.
Oh, I can taste honey with my tongue.
I can see them Look at the ants! They’re walking back. Hurry, run, and pick them all.
I can feel the sun on the skin I am in.
gr
And I want to celebrate! The rabbits like them, too!
I can feel the sun on the skin I’m in.
eo
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Unit 7 na Unit 10
The Needlefish Inch by Inch

tio
It’s a long and narrow fish. Look at the inchworm

It has a long and narrow beak. Scooting along.
Na
It’s all silver and it shines. Inch after inch

Tell me, what is this?
It moves on and on.
This little green inchworm
©
A needle’s long and narrow, too.

Knows what to do.
A needle’s silver and it shines.
It eats all there is
Yes a needle, it looks like this.
Then, it looks for more food.
It’s a needlefish.
BM8 Song Scripts Song Scripts BM9

Index
KEY
TBA = Teacher Book A
Cumulative Words List TBA BM6; TBB BM6;
TBC BM6
5, 12, 15, 22, 27, 34, 37, 44, 49, 56, 59, 66, 71,
78, 81, 88, 93, 100, 103, 110
P
TBB = Teacher Book B Phonics TBA 7, 8, 11, 21, 33, 43, 55, 65, 77, 87, 99, Pacing Guide, Suggested TBA FM12; TBB
FM12; TBC FM12
TBC = Teacher Book C
D 109; TBB 11, 21, 33, 43, 55, 65, 77, 87, 99, 109;
TBC 11, 21, 33, 43, 55, 65, 77, 87, 99, 109 Phonetic Symbols Chart see Companion Site
g
Phonics
A Digital Access (How to Load Multiple Books in Vocabulary TBA 5, 15, 27, 37, 49, 59, 71, 81, 93,
in
OLP an Account) see Companion Site 103; TBB 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; Assessment see Companion Site
Assessment see Companion Site TBC 5, 15, 27, 37, 49, 59, 71, 81, 93, 103 Blend Sounds and Build Words TBA 62, 73,
rn
Audio 84, 96, 106; TBB 8, 18, 30, 40, 52, 62, 74, 84,
Songs TBA 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; E 96, 106; TBC 8, 18, 30, 40, 52, 62, 74, 84,
TBB 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; H 96, 106
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Extension
TBC 5, 15, 27, 37, 49, 59, 71, 81, 93, 103 High Frequency Words TBA 9, 19, 31, 41, 53, 63, b/b/ TBB 28, 29, 30
Handwriting TBA 6, 7, 8, 9, 16, 17, 18, 19, 28, 29,
Chime In! TBA 6, 16, 28, 38, 50, 60, 72, 82, 94, 75, 85, 97, 107; TBB 9, 19, 31, 41, 53, 63, 75, 85, 30, 31, 38, 39, 40, 41, 50, 51, 52, 53, 60, 61, 63, c/k/ TBA 50, 51, 52
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104; TBB 6, 16, 28, 38, 50, 60, 72, 82, 94, 104; 97, 107; TBC 9, 19, 31, 41, 53, 63, 75, 85, 97, 107 72, 73, 75, 82, 83, 85, 94, 95, 97, 104, 105, 107; d/d/ TBB 60, 61
TBC 6, 16, 28, 38, 50, 60, 72, 82, 94, 104 Listening and Speaking TBA 24, 46, 68, 90, 112; TBB 6, 7, 9, 16, 17, 19, 28, 29, 31, 38, 39, 41, 50, f/f/ TBB 6, 7, 8
Photo Story TBA 10, 20, 32, 42, 54, 64, 76, 86, 98, 51, 53, 60, 61, 63, 72, 73, 75, 82, 83, 85, 94, 95, g/g/ TBB 16, 17
TBB 24, 46, 68, 90, 112; TBC 24, 46, 68, 90, 112
hi
97, 104, 105, 107; TBC 6, 7, 9, 16, 17, 19, 28, 29,
108; TBB 10, 20, 32, 42, 54, 64, 76, 86, 98, 108; Phonics TBA 6, 7, 9, 11, 16, 19, 21, 28, 31, 33, 38, 31, 38, 39, 41, 50, 51, 53, 60, 61, 63, 72, 73, 75, h/h/ TBA 82, 83
TBC 10, 20, 32, 42, 54, 64, 76, 86, 98, 108 41, 43, 50, 53, 55, 60, 63, 65, 72, 75, 77, 82, 85, 82, 83, 85, 94, 95, 97, 104, 105, 107 j/j/ TBB 94, 95
ap
School Connections TBA 13, 23, 35, 45, 57, 67, 87, 94, 97, 99, 104, 107, 109; TBB 6, 9, 11, 16, 19, High Frequency Words TBA 9, 19, 31, 41, 53, 63, k/k/ TBC 6, 7
79, 89, 101, 111; TBB 13, 23, 35, 45, 57, 67, 79, 21, 28, 31, 33, 38, 41, 43, 50, 53, 55, 60, 63, 65, 75, 85, 97, 107; TBB 9, 19, 31, 41, 53, 63, 75, 85, l/l/ TBB 50, 51
89, 101, 111; TBC 13, 23, 35, 45, 57, 67, 79, 89, 97, 107; TBC 9, 19, 31, 41, 53, 63, 75, 85, 97, 107 m/m/ TBA 6, 7, 8
gr
72, 75, 77, 82, 85, 87, 94, 97, 99, 104, 107, 109;
101, 111 Home-School Connection Letters see n/n/ TBA 72, 73
TBC 6, 9, 11, 16, 19, 21, 28, 31, 33, 38, 41, 43, 50, Companion Site
see also Companion Site 53, 55, 60, 63, 65, 72, 75, 77, 82, 85, 87, 94, 97, p/p/ TBA 38, 39, 40
eo
Audio Scripts 99, 104 107, 109 q/qw/ TBC 50, 51
School Connections TBA 13, 23, 35, 45, 57, 67, Speaking and Listening TBA 5, 15, 27, 37, 49, 59, L r/r/ TBA 94, 95
lG
79, 89, 101, 111; TBB 13, 23, 35, 45, 57, 67, 79, 71, 81, 93, 103; TBB 5, 15, 27, 37, 49, 59, 71, 81, s/s/ TBA 16, 17, 18
Language Frames TBA 5, 12, 13, 15, 22, 23, 27,
89, 101, 111; TBC 13, 23, 35, 45, 57, 67, 79, 89, 93, 103; TBC 5, 15, 27, 37, 49, 59, 71, 81, 93, 103 34, 35, 37, 44, 45, 49, 56, 57, 59, 66, 67, 71, 78, t/t/ TBA 28, 29, 30
101, 111 Speaking TBA 12, 22, 34, 44, 56, 66, 78, 79, 81, 88, 89, 93, 100, 101, 103, 110, 111; v/v/ TBB 72, 73
Songs TBA BM7; TBB BM7; TBC BM7
na TBB 5, 12, 13, 15, 22, 23, 27, 34, 35, 37, 44, 45, w/w/ TBB 104, 105
88, 100, 110; TBB 12, 22, 34, 44, 56, 66, 78, 88,
see also Companion Site 49, 56, 57, 59, 66, 67, 71, 78, 79, 81, 88, 89, 93, x/ks/ TBC 50, 51
100, 110; TBC 12, 22, 34, 44, 56, 66, 78, 88, 100, 101, 103, 110, 111; TBC 5, 12, 13, 15, 22,
100, 110 y/y/ TBC 28, 29
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23, 27, 34, 35, 37, 44, 45, 49, 56, 57, 59, 66, 67,
z/z/ TBC 38, 39
B Thematic Vocabulary TBA 5, 27, 49, 71, 81, 93,
103; TBB 5, 15, 27, 37, 49, 59, 71, 81, 93, 103;
71, 78, 79, 81, 88, 89, 93, 100, 101, 103, 110, 111
see also Companion Site short a/æ/ TBA 60, 61
Best Practices see Companion Site short e/ɛ/ TBB 82, 83
Na
TBC 5, 15, 27, 37, 49, 59, 71, 81, 93, 103 Letter Cards see Companion Site
Listening and Speaking short i/ɪ/ TBA 104, 105
Language Frames TBA 5, 15, 27, 37, 49, 59, 71, 81, short o/ɑ/ TBB 38, 39
C F 93, 103; TBB 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; short u/ʌ/ TB 16, 17
©
Common Core State Standard Correlation see Flashcards see Companion Site TBC 5, 15, 27, 37, 49, 59, 71, 81, 93, 103 long a/eɪ/ TBC 60, 61
Companion Site Formative Assessment School Connections TBA 13, 23, 35, 45, 57, 67, long e/aɪ/ TBC 104, 105
Concepts of Print TBA 5, 6, 15, 16, 27, 37, 49, Listening and Speaking TBA 5, 12, 15, 22, 27, 34, 79, 89, 101, 111; TBB 13, 23, 35, 45, 57, 67, 79, long i/o ʊ/ TBC 72, 73
50, 60, 72, 82, 94, 104; TBB 28, 38; TBC 6, 16, 28, 89, 101, 111; TBC 13, 23, 35, 45, 57, 67, 79, 89, long o/iː/ TBC 82, 83
38, 50, 60, 72, 82, 94, 104 37, 44, 56, 49, 59, 66, 71, 78, 81, 88, 93, 100,
103, 110; TBB 5, 12, 15, 22, 27, 34, 37, 44, 49, 101, 111 long u/uː/ TBC 94, 95
Cumulative High Frequency Word List see
Companion Site 56, 59, 66, 71, 78, 81, 88, 93, 100, 103, 110; TBC Assessment see Companion Site Phonics Readers see Companion Site
BM10 Index Index BM11

Index
Phonological Awareness short u/ʌ/ long u/uː/ TBC 94 Listening TBA 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; Spiral Review TBA 25, 47, 69, 91, 113; TBB 25,
Beginning sound short e/ɛ/ long e/aɪ/ TBC 105 TBB 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; TBC 5, 47, 69, 91, 113; TBC 25, 47, 69, 91, 113
/æ/ TBA 61 Vowel sounds, review 15, 27, 37, 49, 59, 71, 81, 93, 103
/k/ TBA 51 TBC 17 Phonics Routine 1 TBA 6, 10, 16, 20, 28, 32, 38, T
/f/ TBB 7 Preview TBA 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; 42, 50, 54, 60, 64, 72, 76, 82, 86, 94, 98, 104,
g
TBB 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; TBC 5, Teaching Routines see Companion Site
/h/ TBA 83 108; TBB 6, 10, 16, 20, 28, 32, 38, 42, 50, 54,
in
15, 27, 37, 49, 59, 71, 81, 93, 103
/ɪ/ TBA 105 60, 64, 72, 76, 82, 86, 94, 98, 104, 108; TBC 6,
/m/ TBA 7
Projects TBA 25, 47, 69, 91, 113; TBB 25, 47, 69,
91, 113; TBC 25, 47, 69, 91, 113 10, 16, 20, 28, 32, 38, 42, 50, 54, 60, 64, 72, 76, V
rn
/n/ TBA 73 82, 86, 94, 98, 104, 108
Video TBA 24, 46, 68, 90, 112; TBB 24, 46, 68, 90,
/r/ TBA 95 Reading Routine TBA 6, 16, 28, 38, 50, 60, 72, 82, 112; TBC 24, 46, 68, 90, 112
R
ea
/s/ TBA 17 94, 104; TBB 6, 16, 28, 38, 50, 60, 72, 82, 94, see also Companion Site
/y/ TBC 29 104; TBC 6, 16, 28, 38, 50, 60, 72, 82, 94, 104 Video Scripts TBA 24, 46, 68, 90, 112; TBB 24,
Read On Your Own Books TBA 11, 21, 33, 43,
Beginning and ending sound Shared Writing Routine TBA 12, 22, 34, 44, 56 46, 68, 90, 112; TBC 24, 46, 68, 90, 112
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55, 65, 77, 87, 99, 109; TBB 11, 21, 33, 43, 55,
/t/ TBA 29 65, 77, 87, 99, 109; TBC 11, 21, 33, 43, 55, 65, Vocabulary Routine TBA 5, 13, 15, 23, 27, 35, 37, see also Companion Site
/p/ TBA 39 77, 87, 99, 109 45, 49, 57, 59, 67, 71, 79, 81, 89, 93, 101, 103, Vocabulary, review TBA 10, 20, 32, 42, 54, 64,
/z/ TBC 39 Read On Your Own Lesson Plan see 111; TBB 5, 13, 15, 23, 27, 35, 37, 45, 49, 57, 59, 76, 86, 98, 108; TBB 10, 20, 32, 42, 54, 64, 76,
hi
Blend sounds Companion Site 67, 71, 79, 81, 89, 93, 101, 103, 111; TBC 5, 13, 86, 98, 108; TBC 10, 20, 32, 42, 54, 64, 76, 86,
Reading 98, 108
TBB 105 15, 23, 27, 35, 37, 45, 49, 57, 59, 67, 71, 79, 81,
ap
Chime In! TBA 6, 16, 28, 38, 50, 60, 72, 82, 94, Vocabulary, School Connection TBA 13, 23,
Blend word parts 89, 93, 101, 103, 111 35, 45, 57, 67, 79, 89, 101, 111; TBB 13, 23, 35,
TBA 38 104; TBB 6, 16, 28, 38, 50, 60, 72, 82, 94, 104; see also Companion Site 45, 57, 67, 79, 89, 101, 111; TBC 13, 23, 35, 45,
gr
TBB 83 TBC 6, 16, 28, 38, 50, 60, 72, 82, 94, 104 57, 67, 79, 89, 101, 111
Clap words parts Photo Story TBA 10, 20, 32, 42, 54, 64, 76, 86, 98, Vocabulary, High Frequency Words TBA 9, 19,
108; TBB 10, 20, 32, 42, 54, 64, 76, 86, 98, 108; S 31, 41, 53, 63, 75, 85, 97, 107; TBB 9, 19, 31, 41,
eo
TBA 28, 61
TBC 10, 20, 32, 42, 54, 64, 76, 86, 98, 108 53, 63, 75, 85, 97, 107; TBC 9, 19, 31, 41, 53, 63,
TBB 51, 73 School Connections 75, 85, 97, 107
TBC 7 Research Bibliography see Companion Site Geography TBA 79 Assessment see Companion Site
lG
Match beginning sound Review Literacy TBA 45; TBC 45, 101 Vocabulary, Thematic TBA 5, 15, 27, 37, 49, 59,
TBA 73 Alphabet TBA 8, 18, 30, 40, 52, 61, 73, 83, 95, Math TBA 13, 35; TBB 57, 79; TBC 57, 67 71, 81, 93, 103; TBB 5, 15, 27, 37, 49, 59, 71, 81,
TBB 39 105; TBB 7, 17, 29, 39, 51, 61, 73, 83, 95, 105; 93, 103; TBC 5, 15, 27, 37, 49, 59, 71, 81, 93, 103
Science TBA 23, 89, 111; TBB 23, 45, 101, 111;
na
Match ending sound TBC 7, 17, 29, 39, 51, 61, 73, 83, 95, 105 Assessment see Companion Site
TBC 13, 89
TBA 105 Spiral Review TBA 25, 47, 69, 91, 113; TBB 25, 47, Social Studies TBA 57, 67, 101; TBB 13, 35, 67, 89;
69, 91, 113; TBC 25, 47, 69, 91, 113
tio
TBB 29, 95
Onset and rime Vocabulary TBA 10, 20, 32, 42, 54, 64, 76, 86, 98,
TBC 23, 35, 79, 111
Scope and Sequence TBA BM2; TBB BM2; TBC
W
TBA 95 108; TBB 10, 20, 32, 42, 54, 64, 76, 86, 98, 108; BM2 Writing
TBC 10, 20, 32, 42, 54, 64, 76, 86, 98, 108
Na
Rhyming words Scripts for Letter Formation see Companion Site Interactive TBA 66, 78, 88, 100, 110; TBB 12, 22,
TBB 17 Routines, Teaching Social Emotional Learning TBA 24, 47, 68, 90, 34, 44, 56, 66, 78, 88, 100, 110; TBC 12, 22, 34,
Segment into phonemes High Frequency Word Routine TBA 9, 19, 31, 41, 112; TBB 24, 47, 68, 90, 112; TBC 24, 47, 68, 90, 44, 56, 66, 78, 88, 100, 110;
53, 63, 75, 85, 97, 107; TBB 9, 19, 31, 41, 53, 63, 112
TBB 61, 104 Shared TBA 12, 22, 34, 44, 56
©
75, 85, 97, 107; TBC 9, 19, 31, 41, 53, 63, 75, 85, Songs TBA 5, 15, 27, 37, 49, 59, 71, 81, 93, 103;
TBC 51 TBB 5, 15, 27, 37, 49, 59, 71, 81, 93, 103; TBC 5,
Vowel sounds, short and long 97, 107 15, 27, 37, 49, 59, 71, 81, 93, 103
short a/æ/ long a/eɪ/ TBC 61 Interactive Writing Routine TBA 66, 78, 88, 100,
short i/ɪ/ long i/o ʊ/ TBC 73 110; TBB 12, 22, 34, 44, 56, 66, 78, 88, 100, 110;
short o/ɑ/ long o/iː/ TBC 83 TBC 12, 22, 34, 44, 56, 66, 78, 88, 100, 110
BM12 Index Index BM13

Credit
CREDITS Barbhuiya/EyeEm/Getty Images, (bl) William Andrew/Photodisc/ Stock/Alamy Stock Photo, (cl) ZUMA Press Inc/Alamy Stock Photo, (bl2) wonry/iStock/Getty Images; 86 (t) Pawel Opaska/Alamy
Getty Images, (br) Dado Photos/Shutterstock.com; 20 (t) © Cindy (cr) klublu/Shutterstock.com, (bl) Shin Taro/Moment/Getty Stock Photo, (b) © Robert Harding Library; 87 (t) Thais Ceneviva/
PHOTOGRAPHY Miller Hopkins/DanitaDelimont, (b) LeoPatrizi/E+/Getty Images; Images, (br) Sasiistock/iStock/Getty Images; 54 (t) Lucky Business/ iStock/Getty Images, (b) Serg_Velusceac/iStock/Getty Images;
Cover VCG/Getty Images. FM04 © Cengage 2021; FM11 Can 21 (t) Vietnam Stock Images/Shutterstock.com, (b) Sasi Shutterstock.com, (b) Westend61/Getty Images; 55 (t) STR/AFP/ 88 Katsumi Murouchi/Moment/Getty Images; 89 Cultura Creative
Yesil/Shutterstock.com. Ponchaisang/EyeEm/Getty Images; 22 Stor24/Shutterstock.com; Getty Images, (b) Sollina Images/The Image Bank/Getty Images; Ltd/Alamy Stock Photo; 90 (t) Iakov Kalinin/Shutterstock.com, (cl)
23 SolStock/E+/Getty Images; 24 (t) kali9/E+/Getty Images (bl) 56 LeoPatrizi/E+/Getty Images; 57 Yaacov Dagan/Alamy Stock Yassmin Ka/Alamy Stock Photo, (cr) Maksym Irkha/Alamy Stock
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iv (U1) aldomurillo/E+/Getty Images; (U2) © Masaki Koizumi/
Interplay Design; (U3) Thomas Marent/Minden Pictures; (U4) Sergiy Kuzmin/Shutterstock.com (bc) milezaway/Shutterstock. Photo; 58–59 (spread) © Eko Adiyanto; 61 (tl) © Alex Wild Photo, (bl) dottedhippo/iStock/Getty Images, (bc) Isselee/
in
Katherine Feng/Minden Pictures; (U5) Imagesbazaar/Getty com (br) LightSecond/Shutterstock.com (bl) Sergiy Kuzmin/ Photography, (tc) DimaBerlin/Shutterstock.com, (tr) vvvita/ Dreamstime.com, (br) snpolus/iStock/Getty Images; 91 (tl) (tr) (bl)
Images. v (tr1) iStock.com; (tr2) © Cengage; (tr3) (cr) (br1) (br2) Shutterstock.com; 25 (tl) (tr) (bl) (br) Composure Graphics; Shutterstock.com, (cl) Scott Leslie/Minden Pictures, (c) Artem (br) Composure Graphics; 92–93 (spread) Menahem Kahana/AFP/
iStock.com; vi (U6) © Eko Adiyanto; (U7) Georgette Douwma/ 26–27 (spread) Thomas Marent/Minden Pictures; 29 (tr) (br) Verkhoglyad/Shutterstock.com, (cr) U. J. Alexander/iStock/Getty Getty Images; 95 (tl) Enn Li Photography/Moment/Getty Images,
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Science Source; (U8) CampPhoto/iStock/Getty Images; (U9) vitaliy_73/Shutterstock.com, (tl) (bl) wuttichaijangrab/iStock/ Images, (bl) Cammeraydave/Dreamstime.com, (bc) Juanmonino/ (tc) Praymantis Images/Alamy Stock Photo, (tr) Juniors Bildarchiv
Menahem Kahana/AFP/Getty Images; (U10) Pattarawat Getty Images; 30 (tl) wuttichaijangrab/iStock/Getty Images, (tc) iStock/Getty Images, (br) Leungchopan/Shutterstock.com; 63 (tl1) GmbH/Alamy Stock Photo, (cl) Klein & Hubert/Nature Picture
Yuliya Pauliukevich/Alamy Stock Photo, (tr) Roman Samborskyi/ vitaliy_73/Shutterstock.com, (tl2) vvvita/Shutterstock.com, (cl1) Library, (c) Westend61/Getty Images, (cr) © Alex Wild
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Loharnchoon/Shutterstock.com. vii (tr1) (tr2) (br1) © Cengage;
(cr) (br2) iStock.com; 2–3 (spread bg) Tim Graham/ Stone/Getty Shutterstock.com, (cl) PhotocechCZ/Shutterstock.com, (c) Michael Burrell/iStock/Getty Images, (cl2) Niik Leuangboriboon/ Photography, (bl) Cheryl Bronson/Moment/Getty Images, (bc) ©
Images; 2 (tl) Makedonskii/iStock/Getty Images, (tc) Joe SonerCdem/iStock/Getty Images, (cr1) fs(t)123/E+/Getty Images, Shutterstock.com, (bl1) Peter Dazeley/The Image Bank/Getty Robert Postma/Robert Harding Library, (br) FamVeld/Shutterstock.
(cr2) Peter Dazeley/The Image Bank/Getty Images, (bl) BaLL Images, (bl2) AlenD/Shutterstock.com; 64 (t) ver0nicka/ com; 97 (tl1) GOLFX/Shutterstock.com, (tl2) KK Tan/Shutterstock.
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McDonald/The Image Bank/Getty Images, (tr) Betsie Van der
Meer/DigitalVision/Getty Images, (cl1) Ed Stalley/EyeEm/Getty LunLa/Shutterstock.com, (bc) Christina Hemsley/Shutterstock. Shutterstock.com, (b) Adisak Mitrprayoon/iStock/Getty Images; com, (cl1) Evgeny Atamanenko/Shutterstock.com, (cl2) Sergey
Images, (cl2) sondem/Shutterstock.com, (c1) Anna_Andres/ com; 31 (tl1) Ronald Wittek/Photographer's Choice RF/Getty 65 (t) avilledorsa/Shutterstock.com, (b) Andrey Pavlov/ Novikov/Shutterstock.com, (bl1) FamVeld/Shutterstock.com, (bl2)
RooM/Getty Images, (c2) yipengge/E+/Getty Images, (cr1) Geraint Images, (tl2) Robert McGouey/Wildlife/Alamy Stock Photo, (cl1) Shutterstock.com; 66 Constant/Shutterstock.com; 67 ka pong26/ Studio 1One/Shutterstock.com; 98 (t) RomoloTavani/iStock/Getty
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Rowland Photography/Moment/Getty Images, (cr2) James Artem Verkhoglyad/Shutterstock.com, (cl2) Anup Shah/Minden Shutterstock.com; 68 (t) Grafissimo/iStock Unreleased/Getty Images, (b) Anna Grigorjeva/Alamy Stock Photo; 99 (t) Serenko
Warwick/The Image Bank/Getty Images, (bl1) Serg_Velusceac/ Pictures, (bl1) Peter Waechtershaeuser/Minden Pictures, (bl2) Images, (cl) New Africa/Shutterstock.com, (cc) RaspberryStudio/ Natalia/Shutterstock.com, (b) ArtistGNDphotography/E+/Getty
iStock/Getty Images, (bl2) RapidEye/iStock/Getty Images, (bc) Jeffengeloutdoors.com/iStock/Getty Images; 32 (t) Klein & Shutterstock.com, (cr) Patchareephoto/Shutterstock; (bl) Jose Gil/ Images; 100 Photology1971/Alamy Stock Photo; 101 Eyal
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Brett Terry Photography/Moment/Getty Images, (br) Suparat Hubert/Nature Picture Library, (b) Oleksandr Bespaliy/Alamy Stock Shutterstock; (bc) Saddako/Shutterstock.com; (br) Anna Nahmias/Alamy Stock Photo; 102–103 (spread) Pattarawat
Malipoom/EyeEm/Getty Images; 3 (tl) Javier Fernández Sánchez/ Photo; 33 (t) Anup Shah/Minden Pictures, (b) Donald M. Jones/ Jurkovska/Shutterstock.com; 69 (tl) (tr) (bl) (br) Composure Loharnchoon/Shutterstock.com; 105 (tl) Thomas Marent/Minden
Moment Open/Getty Images, (tc) Ayzenstayn/ Moment/Getty Minden Pictures; 34 Leonard Rue Enterprises/Animals Animals; Graphics; 70–71 (spread) Georgette Douwma/Science Source; 73 Pictures, (tc) Jeremy Christensen/Shutterstock.com, (tr) Enn Li
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Images, (tr) TatianaMironenko/iStock/Getty Images, (cl1) 35 (cl) Donald M. Jones/Minden Pictures, (cr) Lynn M. Stone/ (tl) Mint Images/Cavan Images, (tc) Iuliia Syrotina/Shutterstock. Photography/Moment/Getty Images, (cl) Guido Vrola/
Westend61/Getty Images, (cl2) Felix Cesare/Moment/Getty Minden Pictures, (bl) robertharding/Alamy Stock Photo, (br) com, (tr) OlgaGi/Shutterstock.com, (cl) Nick Dolding/Stone/Getty Dreamstime.com, (c) OlgaGi/Shutterstock.com, (cr) © Alex Wild
Images, (c1) eeqmcc/iStock/Getty Images, (c2) GOLFX/iStock/ Georgette Douwma/Nature Picture Library; 36–37 (spread) Images, (c) hxdbzxy/Shutterstock.com, (cr) Frank Straub/EyeEm/ Photography, (bl) Sabena Jane Blackbird/Alamy Stock Photo, (bc)
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Getty Images, (cr1) Mike Hill/Stone/Getty Images, (cr2) Dumitru Katherine Feng/Minden Pictures; 39 (tl) (cl) IB Photography/ Getty Images, (bl) DimaBerlin/Shutterstock.com, (bc) Marc vvvita/Shutterstock.com, (br) Nick Dolding/Stone/Getty Images;
Ochievschi/iStock/Getty Images, (bl) csheezio/E+/Getty Images, Shutterstock.com, (tr) (cr) Michael Burrell/iStock/Getty Images; Mcdermott/EyeEm/Getty Images, (br) Yuliya Pauliukevich/Alamy 107 (tl1) Karkas/Shutterstock.com, (tl2) Peter Scholey/
(bc) W6/iStock/Getty Images, (br) Adria Photography/Moment/ 40 (tl) IB Photography/Shutterstock.com, (tc) Towfiqu Barbhuiya/ Stock Photo; 75 (tl1) Nick Dolding/Stone/Getty Images, (tl2) Photographer's Choice RF/Getty Images, (cl1) Rita_Kochmarjova/
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Getty Images; 4–5 (spread) aldomurillo/E+/Getty Images; 7 (tl) (cl) EyeEm/Getty Images, (tr) Heller Joachim/Shutterstock.com, (cl) PhotoAlto/Milena Boniek/Getty Images, (cl1) damircudic/E+/ Shutterstock.com, (cl2) sstop/E+/Getty Images, (bl1) Zen Rial/
Aleksandr Kuzmin/Tetra images/Getty Images, (tr) (cr) Peter Say-Cheese/iStock/Getty Images, (c) AGB Photo Library/Alamy Getty Images, (cl2) berezandr/Shutterstock.com, (bl1) Maria Moment/Getty Images, (bl2) Panther Media GmbH/Alamy Stock
Dazeley/The Image Bank/Getty Images; 8 (tl) Aleksandr Kuzmin/ Stock Photo, (cr) Svitlana Tkach/Shutterstock.com, (bl) Edgar Lee Sbytova/Shutterstock.com, (bl2) Volurol/Shutterstock.com; 76 (t) Photo; 108 (t) MEDFORD TAYLOR/National Geographic Image
Espe/Shutterstock.com, (bc) YAY Media AS/Alamy Stock Photo; Gary Bell/Oceanwide/Minden Pictures, (b) lilithlita/iStock/Getty Collection, (b) Tony Heald/Nature Picture Library; 109 (t) Konrad
Tetra images/Getty Images, (tc) AlenD/Shutterstock.com, (tr)
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NaturalBox/Shutterstock.com, (cl) Zoonar RF/Getty Images, (c) (br) Megapress/Alamy Stock Photo; 41 (tl) hxdbzxy/Shutterstock. Images; 77 (t) blickwinkel/Alamy Stock Photo, (b) Shur_ca/iStock/ Wothe/Minden Pictures, (b) mashabuba/E+/Getty Images;
PhotoAlto/Milena Boniek/Getty Images, (cr) Peter Dazeley/The com, (cl) Michael Burrell/iStock/Getty Images, (cr) Paul Doyle/ Getty Images; 78 Paul Springett A/Alamy Stock Photo; 79 YAY 110 Andy Sands/Nature Picture Library; 111 (cl) cjmckendry/Getty
Image Bank/Getty Images, (bl) SonerCdem/iStock/Getty Images, Alamy Stock Photo, (bl) Janet Horton/Alamy Stock Photo, (br) Media AS/Alamy Stock Photo; 80–81 (spread) CampPhoto/iStock/ Images; (cr) pxhidalgo/iStock/Getty Images, (bl) James O'Neil/The
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(bc) Yellow Cat/Shutterstock.com; 9 (tl) (tr) (cl) (cr) (bl) Hill Street Leungchopan/Shutterstock.com; 42 (t) Minden Pictures, (b) Getty Images; 83 (tl) Pongsatorn Singnoy/Shutterstock.com, (tc) Image Bank/Getty Images, (br) Dubicki Photography/Moment/
Studios/DigitalVision/Getty Images; 10 (t) National Geographic Hoberman Collection/Universal Images Group/Getty Images; damircudic/E+/Getty Images, (tr) Iuliia Syrotina/Shutterstock.com, Getty Images; 112 (t) Dragon Images/Shutterstock.com, (bl) Ernie
Image Collection, (b) John Stanmeyer/National Geographic Image 43 (t) Minden Pictures, (b) Eric Baccega/Minden Pictures; 44 VCG/ (cl) © Robert Postma/Robert Harding Library, (c) Sabena Jane Cooper/Shutterstock.com, (bc) reptiles4all/Shutterstock.com, (br)
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Collection; 11 (tc) MoMo Productions/Stone/Getty Images, (bc) Getty Images; 45 Ingo Arndt/Nature Picture Library; 46 (t) Blackbird/Alamy Stock Photo, (cr) SonerCdem/iStock/Getty PrinPrince/iStock/Getty Images; 113 (tl) (tr) (bl) (br) Composure
DaniloAndjus/E+/Getty Images; 12 DEX IMAGE/Getty Images; guenterguni/E+/Getty Images, (bl) Eric Isselee/Shutterstock.com, Images (bl) Pao Laroid/Shutterstock.com, (bc) Nick Dolding/ Graphics.
13 FatCamera/E+/Getty Images; 14–15 (spread) © Masaki (bc) GlobalP/iStock/Getty Images, (br) Iakov Filimonov/ Stone/Getty Images, (br) DimaBerlin/Shutterstock.com; 85 (tl1)
Koizumi/Interplay Design; 17 (tl) (bl) Cammeraydave/Dreamstime. Shutterstock.com; 47 tl) (tr) (bl) (br) Composure Graphics; Enn Li Photography/Moment/Getty Images, (tl2) Nick Dolding/ ILLUSTRATION
48–49 (spread) Imagesbazaar/Getty Images; 51 (tl) (bl) vvvita/ Stone/Getty Images, (cl1) Guy Edwardes/Minden Pictures, (cl2) All illustrations are owned by © Cengage. 6, 16, 28, 38, 50, 60, 72,
©
com, (tr) (br) Cavan Images/Getty Images; 18 (tl) Cammeraydave/

Dreamstime.com, (tc) Cavan Images/Getty Images, (tr) AlenD/ Shutterstock.com; (tr) (br) Michael Burrell/iStock/Getty Images; Ninell/Shutterstock.com, (bl1) Cammeraydave/Dreamstime.com, 82, 94, and 104 (tl) (tr) (bl) (br) © Mateja Lukezic.
Shutterstock.com, (cl) Pixel-Shot/Shutterstock.com, (c) Ratchanee 52 (tl) Cheryl Bronson/Moment/Getty Images, (tc) CatLane/E+/
Sawasdijira/Shutterstock.com, (cr) NaturalBox/Shutterstock.com, Getty Images, (tr) Leungchopan/Shutterstock.com; (cl) OlgaGi/
(bl) BaLL LunLa/Shutterstock.com, (bc) Soundaholic studio/ Shutterstock.com, (c) Alexander_DG/Shutterstock.com; (cr)
Shutterstock.com, (br) SonerCdem/iStock/Getty Images; 19 (tl) Megapress/Alamy Stock Photo; (bl) Edgar Lee Espe/Shutterstock.
ccahill/E+/Getty Images, (tr) yanukit/iStock/Getty Images, (cl) com; (bc) vvvita/Shutterstock.com; (br) Svitlana Tkach/
Sathish_Photography/Moment/Getty Images, (cr) Towfiqu Shutterstock.com; 53 (tl) Kzenon/Shutterstock.com, (tr) Erickson
BM14 Credits Credits BM15

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RFTS A Teacher Book

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CONTENT-BASED

Access the world through

Our Content-based English programs

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

National Geographic Learning, © 2023 Cengage Learning, Inc. Program Overview

Unit 9 Run to the Garden. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Unit 10 Inchworms Are Insects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM2

Printed in Printed in the United States of America

for the stars

for the stars

for the stars

ELTNGL.com/reachforthestars ELTNGL.com/reachforthestars ELTNGL.com/reachforthestars

Frederico Brull, Colegio Cambridge de Monterrey, Monterrey, Mexico ELTNGL.com/reachforthestars

FM4 Author and Reviewers Program Features FM5

My Fαmily αnd Me Frames One letter is taught per Sound/spellings are

Through songs, chants, Α Trαce the letters. B Print the letter.

Vocabulary words. plants, markets, jobs, 1 2

Here’s my . eart ose nkle

is is is is is is is frequency words in each

With each new letter

is to reinforce letter formation

This the sun.

Sαm hαs α cαp. This a boy.

My Fαmily αnd Me 5 49064_RFTS_SB_A_U08_080-091.indd 84-85 11/12/21 8:36 AM

Writing School Subjects

science, and social studies,

opportunities with the

Online Practice reinforce I see .

FM6 Ready for English Ready for School FM7

Access the world through

Our Content-based English programs

for the stars

for the stars

for the stars

Unit 8 Listen αnd sing.

I See You Plαy!

• Video and projects help learners develop key

Eyes αnd Eαrs

Up αnd down I see you go,

Oh, I cαn see the hills with my eyes.

Down αnd down I see you slide,

49064_RFTS_SB_A_U02_014-025.indd 14-15 11/12/21 8:32 AM Tαking α photo of the

80 Eyes αnd Eαrs See αnd Heαr 81

high frequency words introduced in

by Lada Josefa Kratky

Reach for the Stars.

Photo Story Meet My Family

RFR_GKU3_98049_MyHat_CVR.indd 3 12/30/11 8:15 AM RFR_GKU6_98155_ISeeYou_CVR.indd 3 3/5/12 2:36 PM RFR_GKU7_98209_ZigZag_CVR.indd 3 1/12/12 8:01 AM

Access the world through

Our Content-based English programs

Reach for the Stars is a three-module phonics and early literacy

for the stars

for the stars

for the stars

in English. It combines best practices for teaching phonics with

This is my mother. Here I αm.

See αnd Do LEARNING