Calvert Education Services • Lesson 1870

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Lesson 18Materials crayons or markersLetter Cards The Music Break: Disc Onemagazines that can be cutscissorsenvelopes

BooksHere Are My HandsPhonics LibraryTeacher Aids

Student Assignments ❑ DISCUSSION

___Participate in an opening activity___Review parts of the body and five senses

❑ MATHEMATICS ___Complete today’s lesson

❑ READING COMPREHENSION___ Share the wordless story “See What We Can Do,”

Phonics Library___Answer discussion questions in the lesson

❑ READING READINESS___Take an alphabet walk___Preview letters R and r___Complete pp. 51–52, Practice Book

❑ PHONEMIC AWARENESS ___Play “Same Sound Sort”___Complete Reading Checkpoint

❑ WRITING ___Review illustrations, Here Are My Hands___Write “Here I Am” story

❑ THE MUSIC BREAK ___Complete today’s lesson

❑ GAMES & ACTIVITIES___Play describing game

❑ COMPUTER SKILLS___ Practice holding a computer mouse correctly and

practice moving it___Design and draw a computer mouse

DiscussionParts of the Body and Five Senses

Today you will review parts of the body and the five senses. Ask your student to tell you about the five senses. Give him one of the five senses or a body part from the following list and ask him to provide the matching body part or sense:

sense of sight eyes

sense of taste mouth/tongue

sense of touch skin/hands

sense of smell nose

sense of hearing ears

Suggested ReadingThe Five Senses, Hervé Tullet

MathematicsComplete Lesson 18 in the Calvert Math Manual.

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Calvert Education Services • Lesson 18 71

Reading ComprehensionObjective: to tell a story using a wordless storybook

Introduction: Show your student the wordless story “See What We Can Do” from the Phonics Library. Say: I will read you the title. It says, “See What We Can Do.” I see many children and adults. Everyone looks busy! What is everyone doing? Now let’s look at the pictures to find out what happens in this story.

Instruction: Have your student tell what is happening as he looks at each picture. Have him look carefully at each page before you prompt him to tell you what is happening in the story. Ask the following questions as you read.p. 9: What is the girl doing on this page? Could this happen in real life?p. 11: What are the people doing in this story? What do you think they are saying?p. 12: What are the children on this page doing?p. 13: What do you think the children are saying in this picture? Can you make your voice show how you feel? How does a happy voice sound? How does a sad voice sound?:pp. 14–15: How does this story end? Is this a silly story or one that could happen in real life?

Application: Turn back to the cover of the book and have your student use the pictures to tell the whole story in his own words.

Reading ReadinessObjective: to preview and identify letters R and r

Introduction: Take an alphabet walk through the room. Lead your student in walking around the room, clapping rhythmically to the letters of the alphabet. “Big A, little a (clap, clap, clap); Big B, little b (clap, clap, clap)” and so on to the letter Qq. If your student is able, go all the way to Zz.

Instruction: Today focus on Rr. Trace each letter and say: This is the big (or capital) letter. Its name is R. Let’s look at the big (or capital) letter R. It has two straight lines and a small circle, just like a ball and a stick. It looks like capital P, but it has an extra “leg.” Now look at small r. It looks different from its letter buddy.

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

Application: Assist your student in completing pp. 51–52 of the Practice Book.

Phonemic Awareness Objective: to identify beginning sounds

Introduction: Continue to discuss beginning sounds.

Instruction: Say: Tell me which word begins with the /m/ sound. Listen: man, cat. Say the words with me: man, cat. Ask: Which word begins with /m/? (man)

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Calvert Education Services • Lesson 1872

Application: Tell your student that he will play “Same Sound Sort.” Remind him that if he hears the same sound, he will raise his hand. If he does not hear the same sound, he will cover his ears. Play the game with the following pairs of words: soon, moon; sing, more; mat, milk; line, lunch; box, juice; mine, mop; car, sleep; Monday, math; and rug, march.

Complete Reading Checkpoint

Writing Objective: to write a story

Introduction: Review illustrations from Here Are My Hands. Tell your student he can use what he knows about the parts of his body and his five senses to write a story.

Instruction: Write a story together. Say: Let’s call our story “Here I Am.” It is a little like the book we read, Here Are My Hands, but it is our story, so we will use our own title. I will ask you a few questions and I will write down your answers to create our story.

Say: Look at your feet. What are they for? (Possible answers include walking, running, and skipping.) I will write your answer. Touch your nose. What is it for? (smelling) I will write your answer. Touch your ears. What are they for? (hearing) I will write your answer.

Application: Read your student’s answers aloud. Ask him to help you create sentences from his answers. Record on a piece of paper the sentences he has created. See the following example.

My feet are for running in the grass .

My nose is for smelling flowers .

My ears are for hearing the alarm clock . Note: Save this story, as your student will add to it in Writing Lesson 19.

The Music Break Listen to “Head and Shoulders,” “Gonna Sing When the Spirit Says Sing,” and

“Alphabet Animals” (review), found on Tracks 13–15 of The Music Break: Disc One.

Games & ActivitiesDescribe it

Have your student cut out three or four magazine pictures that he thinks he can describe to you. You also should cut out several pictures to describe to him. Place each picture in an envelope. Have your student pick one of your envelopes. You look at the picture and describe it for your student to guess. When he guesses it, it is his turn to describe the picture in one of his envelopes that you have chosen. Continue playing until your student loses interest or you run out of pictures.

BrainPOP Jr Activity

• Writing with the Senses

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Calvert Education Services • Lesson 18 73

Computer SkillsObjectives: to review how a computer mouse is used; to design a computer mouse and describe it

Introduction: Tell your student that you are going to describe a part of a computer, and he should guess what that part is. Describe a computer mouse—its color, its shape, the cord, etc. After your student correctly guesses the mouse, review with him what a computer mouse is and how it is used.

Instruction: Have your student practice holding the mouse correctly. Then, ask him to practice moving the mouse slowly in the following shapes: circle, square, rectangle, and triangle.

Application: Then ask: If you could invent your own computer mouse, what would you want it to look like? Have your student describe his idea to you and then let him design it and draw a picture of it on paper. For example, he might want to make a computer mouse that looks like a real mouse! Remind him that the mouse should have at least one button. After he has finished his drawing, have him describe the parts of his mouse and explain how the mouse would work.

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