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    FIRSTGRADEUNIT

    2011

    Learning Color WordsLiterature Unit

    Kimberly Saylor

    S A Y L O R S L O G . B L O G S P O T . C O M

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    Color Unit for First Grade, but can be adapted for Kindergarten by going

    slower.

    For this unit you will need:

    Other books you might like:

    http://www.amazon.com/White-Seeing-Around-Books-Colors/dp/0736850732/ref=pd_sim_b_9http://www.amazon.com/Black-Seeing-Around-Books-Colors/dp/0736850708/ref=pd_sim_b_8http://www.amazon.com/Brown-Seeing-Around-Books-Colors/dp/0736850716/ref=pd_sim_b_6http://www.amazon.com/Red-Seeing-Around-Books-Colors/dp/0736850686/ref=pd_sim_b_4http://www.amazon.com/Blue-Seeing-Around-Books-Colors/dp/0736850643/ref=pd_sim_b_2http://www.amazon.com/Green-Seeing-Around-Books-Colors/dp/0736850651/ref=pd_sim_b_1http://www.amazon.com/Purplicious-Pinkalicious-Elizabeth-Kann/dp/0061244058/ref=sr_1_5?ie=UTF8&qid=1308931586&sr=8-5http://www.amazon.com/Pinkalicious-Spanish-Elizabeth-Kann/dp/0061799599/ref=sr_1_1?ie=UTF8&qid=1308931586&sr=8-1http://www.amazon.com/Harold-Purple-Crayon-Anniversary-Books/dp/0064430227/ref=sr_1_1?ie=UTF8&qid=1308931565&sr=8-1http://www.amazon.com/Brown-Bear-What-You-Book/dp/1427207267/ref=sr_1_14?s=books&ie=UTF8&qid=1308931678&sr=1-14http://www.amazon.com/Color-His-Own-Leo-Lionni/dp/0375836977/ref=sr_1_8?s=books&ie=UTF8&qid=1308931646&sr=1-8http://www.amazon.com/My-Crayons-Talk-Patricia-Hubbard/dp/0805061509/ref=sr_1_2?ie=UTF8&qid=1308931500&sr=8-2http://www.amazon.com/Crayon-Box-that-Talked/dp/0679886117/ref=sr_1_1?ie=UTF8&qid=1308931500&sr=8-1http://www.amazon.com/Lillys-Purple-Plastic-Purse-Henkes/dp/0688128971/ref=sr_1_1?ie=UTF8&qid=1308931466&sr=8-1http://www.amazon.com/Little-Blue-Yellow-Leo-Lionni/dp/0375860134/ref=sr_1_2?ie=UTF8&qid=1308931439&sr=8-2http://www.amazon.com/Seven-Blind-Mice-Ed-Young/dp/039925742X/ref=sr_1_3?ie=UTF8&qid=1308931408&sr=8-3http://www.amazon.com/Mouse-Paint-Ellen-Stoll-Walsh/dp/0152001182/ref=sr_1_1?ie=UTF8&qid=1308931374&sr=8-1http://www.teachchildren.com/fst-001.html
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    Day 1: (Introductory with 3 colors)

    Read Mouse Paint by Ellen Stoll Walsh

    Review vocabulary: Climbed, dripped, stepped, stirred, hopped, mixed,

    splashed, shouted, and washed.

    Start by showing the cover and asking What do you notice? Why do you

    think the mice are painting? What do you think will happen in thisbook? After the first 2 pages, think aloud. I wonder if the cat will

    catch the mice. Read and say, Oh, good! The cat cant find them.

    What will those mice do with the paint? Turn and read and say, I

    remember getting paint on my feet once. I made a terrible mess. Turn

    and read. Think aloud, Now what are they going to do? I hope they

    clean up that mess, Turn the page and say Look, theyre not cleaning

    up. What are they doing? Continue asking questions like this to the

    end of story. Have the students retell the story using the storiesprops from:http://kizclub.com/stories1.htm

    Sing color songs: Red, Yellow, and Orange.

    Demonstrate the mixing of red and yellow. You will need two clear cups of

    water and an extra clear cup. Put red food coloring in one cup and

    yellow in another. Pour some of each into the empty cup and mix with

    Popsicle stick.

    Staple 11 cheap dinner plates together. On the front write: My Book of

    Colors. Let students decorate the front with all kinds of colors or evena rainbow.

    Have students color the cover.

    Read Books on Red, Yellow, and Orange. I use the ones listed on the previous

    page.

    Make a circle map of things that are red, yellow, and orange. Students will

    write the color word in the middle of the circle and draw at least 10

    things that are that color. Teacher can make large circle maps on

    butcher paper and model how to write the color word and the followingsentences below some of the pictures.

    A ___________ is ____________. on each page of their book.

    http://kizclub.com/stories1.htmhttp://kizclub.com/stories1.htmhttp://kizclub.com/stories1.htmhttp://kizclub.com/stories1.htm
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    Example

    red

    A bu is red.

    My Book

    of Colors

    by John

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    Day 2

    Read Little Blue Little Yellow by Eric Carle

    Show students the cover. Ask them what they think the book is about.

    Record their answers.

    Read the story.Compare student predictions to what really happened.

    After reading ask the following questions:

    What did Little Blue and Little Yellow do for fun in their neighborhood?

    How did Little Blue and Little Yellow become green?

    What happened when Little blue went home green instead of blue?

    How did Little Blue and Little Yellow feel when their parents didnt recognize

    them? Why did they feel that way?

    When did Little Blues mama and papa find out what caused Little Blue toturn green?

    How did the families feel in the end? Why did they feel that way?

    Sing Yellow, Green and Blue songs.

    Using three clear cups, make yellow and blue water. Pour small amounts of

    each into the empty cup and observe.

    Read: Books on green and blue.

    Complete the circle maps on the colors following the same procedure asyesterday. Students will write the color word in the middle of the

    circle and draw at least 10 things that are that color. Teacher can

    make large circle maps on butcher paper and model how to write the

    color word and the following sentences below some of the pictures.

    A ___________ is ____________. on each page of their book.

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    Day 3

    Sing: Brown, White, Black

    Read Aloud: Read: Seven Blind Mice by Ed Young.

    Introduce Vocabulary: sturdy, supple, wide, sharp, breezy, and stringy.

    Students will try to think of a sentence that will go with each wordusing similes:

    _________ is as sturdy as a (house)

    _________ is as supple as a (ballerina, gymnast)

    _________ is as wide as a (barn)

    _________ is as sharp as a (pin)

    _________ is as breezy as an (air conditioner)

    _________ is as stringy as (cheese)

    Read the story. Retell the story using story props from:

    http://kizclub.com/stories5.htm. Use the ordinal number, days of the

    week, and color cards to retell the story.

    Give students the color simile sheet: A _____ is as (COLOR) as a ______.

    Heres an example: A snowflake is as white as a cloud. or A Hersheys

    Kiss is as brown as a dog.

    Call the students attention to the number of mice. Ask them different

    combinations we could use to get seven. Give them seven mice and let

    them explore the different combinations of seven.

    Read books on Brown, White and Black. Complete the circle maps on the

    colors following the same procedure as yesterday. Students will write

    the color word in the middle of the circle and draw at least 10 things

    that are that color. Teacher can make large circle maps on butcherpaper and model how to write the color word and the following

    sentences below some of the pictures.

    A ___________ is ____________. on each page of their book.

    http://kizclub.com/stories5.htmhttp://kizclub.com/stories5.htmhttp://kizclub.com/stories5.htm
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    first

    second

    third

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    fourth

    fifth

    sixth

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    seventh

    Sunday

    Monday

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    Tuesday

    Wednesday

    Thursday

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    Friday

    Saturday

    white

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    red

    green

    yellow

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    purple

    orange

    blue

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    Name ________________________________

    A __________ is as ________

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    as a ____________________.

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  • 8/6/2019 Color Unit

    17/23

    Day 4:

    Sing: Pink and Purple

    Read Pinkalicious or other book on Pink.

    Read: Lilys Purple Plastic Purse by Kevin Henkes.

    What rule did Lily break? Why did she break it? Why was Lily mad at her teacher?How did her feelings towards her teacher change when she got home? DO you

    think Lily will make the same mistake in the future?

    Students will make retelling cards using the words first, then, next, and last. Have

    students retell the story using the story cards. Students will then make their

    own purse to carry the cards and movie star glasses to act like Lilly. Discuss

    the different ways Lilly felt during the story and how her feelings changed.

    Encourage students to use the following ideas as they complete their

    writing/drawing on 3 x 5 index cards.

    First Lily took her purple plastic purse to school with coins and glasses in it. (picture

    of purse, glasses and coins)

    Then, Lily is noisy and her teacher takes her purse. (purse on teachers desk)

    Nest, Lily is mad and draws a mean picture. (picture)

    Finally, after finding a note from her teacher, Lily says she is sorry and gives the

    teacher a snack. (bag of cheese balls).You can differentiate this by the amount of writing or drawing you have students do

  • 8/6/2019 Color Unit

    18/23

    To make a purple purse. Take a 6 by 12 inch piece of purple paper. Fold it into thirds

    Glue the bottom third to the second third by gluing only on the sides. Cut a

    curve on the top third so that when it is folded down it looks like a purse. If

    desired tape purple yarn to the sides to make a strap.

  • 8/6/2019 Color Unit

    19/23

    Day 5: Final Day

    Read The Crayon Box That Talked by Shane De Rolf

    If you had been in the toy store, what would you have bought? Why?

    If you overheard the crayons talking, what would you have said to them?

    How did the crayons feel when the girl took them home?What did the crayons tell the little girl?

    Write all the colors of the crayons in the box. Use the crayon that matches that

    color.

    Things You Will need

    For each middle or high student: pre made bridge maps (3 Tiers). I write it out on

    sentences strips before giving it to the students. A bridge map looks like this:

    red ^ blue ^ green ^ orange ^ yellow ^ purple black^ brow

    apple bird grass sun duck grapes road candy ba

    ^ ^ ^ ^ ^ ^ ^

    strawberry pants lime gold fish lemon crayon shirt dirt

    Relating Factor ___ is the color of ______ .

    You will not put any words just the blank bridge map on the sentence strip:

    ^ ^ ^ ^ ^ ^ ^

    ^ ^ ^ ^ ^ ^ ^

    RF: is the color of

    For lower students: 1 ws attached to this lesson

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    Tell students they will have options depending up their level. (Sorry I didnt take

    pictures when I did this last year. I will try to explain it clearly.)

    Students who are struggling will draw an object, a color crayon and write the color

    name using the ws that follows. They will not use a bridge map. Theirs will look like

    this:

    red ______

    green ______

    Regular students will trace the words, cut them out and glue them on the top row of

    the bridge map and then drawing pictures on the bottom two rows.

    Higher students will complete all three parts on their own.

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    Name _______________________

    We are a class of students,Each one of us unique.But when we get together...The picture is complete!

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    Name ____________________________

    red ______

    green ______black ______

    brown______

    blue ______yellow ______

    orange ______white ______

    pink______

    purple ______

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    red

    greenblackbrown

    blueyellow

    red

    greenblackbrown

    blueyellow

    red

    greenblackbrown

    blueyellow

    orangewhitepink

    purpleGive one column to eachstudent.

    orangewhitepink

    purple

    orangwhitepink

    purpl