Calvert Education Services • Lesson 2388

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Lesson 23Materialspaintscrayons or markersLetter Cards crayonsThe Music Break: Disc Oneseveral small objects that will float plastic plate (Optional)cardboardscissorspitcher of water or garden hose

BooksHere Are My Hands Practice Book, Volume 1 Teacher Aids

Student Assignments ❑ DISCUSSION

___Participate in an opening activity___Discuss city buildings___Paint a picture of a pretend city___Name and describe your city

❑ MATHEMATICS ___Complete today’s lesson

❑ READING COMPREHENSION___Review pp. 1–25, Here Are My Hands___Answer comprehension questions in lesson___Complete p. 62, Practice Book

❑ READING READINESS___Sing the “Alphabet Song”___Preview letters W and w___Complete pp. 63–64, Practice Book

❑ PHONEMIC AWARENESS ___Play listening game___Complete Reading Checkpoint

❑ WRITING___Write description of your city or town___Draw picture of your city or town

❑ THE MUSIC BREAK ___Complete today’s lesson

❑ GAMES & ACTIVITIES___Make objects move in water___Create a water wheel

Discussion City Buildings

Ask: Which kinds of buildings would you put in a city if you could design your own? What would they look like? Have your student paint a picture of his pretend city. Ask: What would you call your city? On a piece of paper write the name of his city and one or two sentences he tells you about it. Attach the paper to the bottom of the picture when he is finished.

Suggested Reading City Green, DyAnne DiSalvo-Ryan

MathematicsComplete Lesson 23 in the Calvert Math Manual.

Reading ComprehensionObjectives: to recall details from a story; to review left to right and top to bottom directionality; to make inferences

Introduction: In this lesson, your student will be asked to make inferences. Making inferences is an important comprehension skill. It requires that your

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Calvert Education Services • Lesson 23 89

student think about what he knows and apply it to a new situation in order to help him better understand the story. As you read pp. 1–25 of Here Are My Hands, explain to your student that you will pause now and then to see if he can tell for what each part of the body is used. Display the book cover and invite comments. Ask your student: Why are the children holding up their hands? What special things are some of the children wearing? Say: Let’s look for these same children as we read together.

Instruction: Ask the following comprehension questions as you read.

pp. 10–11: Ask: What is this child wearing that is special? (a warm coat with fur on it) What is on her head? (a hat with fur on it) What are on her hands? (gloves) Why does she need that heavy clothing? (She lives where it is very cold.)

p. 19: Ask: Where should I begin reading this page? (at the word Here) What should I do when I get to the end of the line? (Turn the page.)

p. 24: Say: Listen as I read what the girl says. Is that something we could all say? (yes) Why? (Everyone has skin.)

Application: Assist your student in completing p. 62 of the Practice Book.

Reading ReadinessObjective: to preview and identify letters W and w

Introduction: Sing the “Alphabet Song.”

Instruction: Today focus on Ww. Trace each letter and say: This is the big (or capital) letter. Its name is W. Let’s look at the big (or capital) letter W. What do you notice? Does it have lines or circles? Look at small w. It looks just like its letter buddy, only smaller.

Hold up Letter Cards A and a through W and w. Ask your student to find the W or w and then have him name the other letters he has already learned.

Application: Assist your student in completing pp. 63–64 of the Practice Book. Note: On p. 64, the two boxes with u and v are incorrect since no letter is missing between the u and the v.

Phonemic Awareness Objective: to identify beginning sounds

Introduction: Continue to discuss beginning sounds.

Instruction: Say: radio, ring. Say the words with me: radio, ring. Ask: Do you hear the same sound at the beginning of each word? (yes, /r/) Radio and ring both begin with the same sound, /r/.

Application: Play a listening game with your student. Say: I will say two words. You need to listen carefully to tell me what the beginning sound is. Read the following pairs of words: road, run; song, sink; middle, man; cat, cup; rip, ring; pig, pot; dog, desk; bird, ball; and red, ride. Your student should make the sound of the beginning letter in each pair.

Complete Reading Checkpoint

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Calvert Education Services • Lesson 2390

WritingObjective: to write a description

Introduction: Discuss with your student different ways to describe where he lives.

Instruction: Prepare to write a description of your town or city. Review the importance of describing words, such as plain, simple, pretty, quiet, fancy, big, noisy, and crowded. Use the following format as a guide. Have your student choose words from the parentheses to describe his city or town. You may need to prompt him to think of other words.

Our City

We live in (name of city) . It is a (big, small) city .

It has many (trucks, buildings, people) .

The people are (busy, working) .

(Many, Not many) people visit our city .

Application: Have your student draw a picture of his city or town. He can include a picture of himself in the illustration. After he has finished, ask him to tell you about the picture so you can add a label.

The Music Break Listen to “Yankee Doodle” and “The Pledge to the Flag Song,” found on

Tracks 8–9 of The Music Break: Disc One.

Games & Activities Make It Move in Water

Yesterday your student explored the concept of moving heavy objects. Today he will make things move in water. Place several small floating objects in a small pool of water such as a sink or bathtub. Have your student try to move each object without touching it. (He could fan it, blow it, or push the water near it.)

Note: As an optional outdoor activity, have your student see if he can move a plastic plate with a jet of water from a hose.

Now help your student make a water wheel. First cut out a large circle of cardboard. Make several cuts in the cardboard to form flaps. Fold half of each flap inward. Push a pencil through the middle of the circle so the wheel can move. Your student should hold the water wheel as you gently pour a stream of water on the flaps from a pitcher or hose. The water wheel should spin!

Looking Forward: For Games & Activities Lesson 24 gather a small sample of each of the following: cloves, mint, flower petals, sawdust, leather, onions, apples, cinnamon, lemon, pepper, vanilla, soap, and perfume. Other items with scents may be substituted. Place the samples in baby food jars or small boxes with lids. Punch a hole in each of the lids. See the lesson for a description of the activity.

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