Unit 1 Lesson 4

VPCs Needed: alligator [1], animals [2], baby [3], ball [4], big/small/little [6], bird [7], brother [9], come/
go [13], family [17], father [19], friend [22], giraffe [23], grass [28], hands [29], hippopotamus/hippo [30],
kangaroo [34], monkey [36], mother [37], play [40], rabbit [41], sister [45], sit [46], sleep [47], snake [48],
stand [49], tall/short [52], tree [56], turtle [57], yes/no [60], zoo [62], 1 [63], 2 [64], 3 [65], 4 [66], 5 [67], 6
[68], 7 [69], 8 [70], 9 [71], 10 [72]
Component Related Items Teacher Student

Hello! friend • Teach the VPC. (T-S 2x) Recognize words

(Song) • Point out the friends and say their using picture
3:00-3:30 names—Pete, Arty, and Tonya. clues.
• Say, Hello, my friends!
• Sing the song as you point to the
pictures.
Phonograms f, k, z • For each PC, hold up the card Listen to the
0:45-1:00 and say the name of the letter. sounds while
Then, air-write the phonogram as air-writing the
you say its sound. (2x) letters.
Monkey come/go, • Teach the VPCs. (T-S 2x) Listen to the
(Poem) monkey, • Hold up the "m" PC and say the sounds /m/ and
4:00-4:30 play, tree name of the letter. Invite the class /d/ while
to air-write the phonogram and air-writing the
PCs, PWCs: d, m say the sound with you.(2x) letters “m” and
• Point out the letter and say the “d”.
sound /m/. Read the words on
the PWC.
• Do the same with the "d" PC and
PWC.
• Read the poem as you track the
words. (2x)
• Then, point out the letters “m”
and “d” in the poem. Say the
sound and the word.
Stand Up! hands, sit, • Teach the VPCs. (T-S 2x) Respond to
(Action Activity) sleep, stand • Say the activity from beginning to directions with
2:00-2:30 end while doing the actions with actions.
the class.
Transition: Use gestures and model as you help students, Stand up and go around the
chairs. (1:00)
Red ball, yes/no, • Teach the VPCs. (T-S 2x) Recognize the
(Big Book) zoo • Point to the red balloon on the meaning of red
3:30-4:00 color chart. Ask, Do you like red? and name it.
U1 Color Chart: Pause, but do not expect
red responses. Point to the red items
on the chart (balloon, the clown’s
nose, mouth, costume), say, I like
red.
• Sing the book as you track the
words.
• Read the book as you track the
words.
• Ask the class to stand up. Say,
Point to something red.
Help them point and say, Red.

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 Component Related Items Teacher Student

Family and baby, • Teach the VPCs. (T-S 2x) Recognize words
Friends big/small/little, • Tell the story expressively as you using picture
(Story) brother, family, point to the pictures. Remember clues.
3:30-4:00 father, mother, to keep eye contact with the
sister students.
• Using Card 2, use gestures as you
ask, Is the father big or small?
Model, The father is big.
I Love Them tall/short • Teach the VPC. (T-S 2x) Recognize words
All • Point to each family member and using picture
(Song) name them. clues.
2:30-3:00 • Sing as you point to the pictures
and use gestures for tall. (2x)
Transition: Use gestures and model as you help students, Stand up and fly like a bird. (1:00)

Ten Little 1, 2, 3, 4, 5, 6, • Teach the VPCs. (T-S 2x) Recognize words

Monkeys 7, 8, 9, 10 • Sing as you point to the tree and using picture
(Song) each monkey. clues.
2:30-3:00 • Using gestures, ask, Are the
monkeys big or little?
Help them respond, Little.
• Invite the class to sing along as
you point to the pictures.
Animals Play alligator, • Teach the VPCs. (T-S 2x) Recognize words
(Story) animals, bird, • Tell the story as you point to the using picture
4:00-4:30 giraffe, grass, pictures and use gestures. clues.
hippopotamus/ • Using Card 10, point to the
hippo, animals and help the class name
kangaroo, them.
rabbit, snake,
turtle

Extra Time Activity

Sing the "Where?" Song.
Show the "Jonny Bear ‘This is Me!’" Story Dictionary if you still have extra time.

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