Knowledge Building Targets Oral Language Skill Targets

1

Copyright © Dr. Amy Murdoch, 2019

Murdoch & Warburg, Mount St. Joseph University, 1/2020

Unit 5: My Amazing Body

Circle Time, Small Group, & Centers

Knowledge Building Targets - Body Parts

- Taking Care of your body: eating well,

exercising, and going to dentist & doctor

- Skeleton & Bones

- Humans are the same & different

- Understanding skin color

- Vegetables

- Labeling & Understanding Emotions

- How to calm down when angry or grumpy

- How to help a friend who is sad

- Professions: Doctor, Dentist

Oral Language Skill Targets - Basic Vocabulary—prepositions, basic directional

words

- Story Vocabulary: Character-Who, Setting-Where

- Length of sentences

- Extended decontextualized accounts, explanations,

and narratives

- Retelling/Summarizing

Early Literacy Skills - Alphabet Letter Names & Sounds

- Name Recognition

- Phonemic awareness

- Print/Book Skills: title, author, directionality

- Listening Comprehension

- Answering key questions (focus on Who,

When questions)

- Memory for events

- Retelling

- Sequencing of events

- Fiction vs. Nonfiction

- What a Glossary is & How It Works

- Common Stories: Little Red(adaptation)

& Gingerbread Man

Math Skills -Counting

- Numbers

- Quantity Comparisons

- More of/Less

- Same vs. Different

- Shapes

- Colors

- Directional words

- Opposites

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Overview

Overview of Part 1—Our Bodies: Body Parts, Our five senses, Skin

Book 1 Book 2 Book 3 Book 4 Book 5

Book: The

Body Book

by Shelley

Rotner

Book: Me and

My Amazing

Body by Joan

Sweeney

Book: Our Special

World My Body by

Liz Lennon

*Craft Time Activity!

Book: Jessica’s X-

Ray by Pat Zonta

*Craft Time

Activity!

Book: My Five

Senses by Aliki

*Activity

Book 6 Book 7 Book 8

Book: We’re

Different, We’re the

Same and We’re

Wonderful

By Sesame St.

Book: The Colors of

Us by Karen Katz

Craft Time Activity!

Books: Happy in Our

Skin by Fran

Manushkin

Overview of Part 2—Taking Care of Our Bodies: Healthy Eating, Exercise, Taking Care our Teeth

Book 9 Book 10 Book 11 Book 12 Book 13

Books: From the

Garden by

Michael Dahl

*Math Book

Book: The Busy

Body Book: A Kids

Guide to Fitness

by Lizzy Rockwell

Books: Count

Your Greens! by

Prince James Press

*Math Book

Books: Tooth Trouble

by Jane Clarke

Craft Time Activity!

Book: Just Going

to the Dentist by

Mercer Mayer

Overview of Part 3—Understanding & Managing Feelings

Book 14 Book 15 Book 16 Book 17

Book: The

Feelings Book

by Todd Parr

Craft Time!

Book: When Sophie

Gets Angry—Really

Really Angry by

Molly Bang

Book: The

Listening Walk by

Paul Showers

Activity!

Book: The Very

Grumpy Day by

Stella Jones

New Small Group Activities for the Unit

Shared Reading Wordless

Books

Math Books

Terrific Tales- Three Billy Goats Gruff with shared retell

Books with Craft & Activities:

1. Re-Read with Craft Time: Our Special World My Body

2. Re-Read with Craft Time: Jessica’s X-Ray by Pat Zonta

3. Re-Read with Activity: My Five Senses by Aliki

4. Re-Read with Craft Time: The Colors of Us by Katz

5. Re-Read with Craft Time: Tooth Trouble by Jane Clarke

6. Re-Read with Craft Time: The Feelings Book by Parr

7. Re-Read with Activity: The Listening Walk by Showers

1. Hug by

Alborough

2. Found.

By Newman

1. From the Garden: A Counting

Book About Growing Food

Counting, Number Rec. &

Rhyme

2. Count Your Greens Counting

and Number Recognition &

Quantity Comparisons

3. Eat Your Colors by Scholastic

Colors & Shapes

Challenge Book

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New Center Materials

Dramatic Play—

Healthy Restaurant.

Library—My Amazing Body Books for Book Basket

Body

My Body by McDonald

Eyes, Nose, Fingers, and

Toes by J. Hindley

Your Fantastic Brain by

Ackerley

The Skin You Live In by

Tyler

Food

Right This Very

Minute—A Table to

Farm book by Detlefsen

Good Enough to Eat

by Rockwell

Vegetables by Gail

Gibbons

Feelings

Visiting Feelings by Rubenstein

It’s Tough to Lose Your Balloon

by Krosoczka

How Do Dinosaurs Say I’m Mad

by Yolen

The Big Angry Roar by Lambert

Wemberly Worried by Henkes

Ruby Finds a Worry by Percival

My Many Colored Days by Seuss

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Whole Group Reading

Books Cost

The Body Book by Shelley Rotner & Stephen Calcagnino (hardcover) $5.97

Our Special World My Body by Liz Lennon $8.31

Me and My Amazing Body by Joan Sweeney $5.89

Jessica’s X-Ray by Pat Zonta $5.48

My Five Senses by Aliki $6.99

We’re Different, We’re the Same by Sesame Street $4.99

Happy in Our Skin by Fran Manushkin $6.19

The Busy Book: A Kid’s Guide to Fitness $6.99

Just Going to the Dentist by Mercer Mayer $3.99

The Feelings Book by Todd Parr $6.98

When Sophie Gets Angry – Really, Really Angry by Molly Bang $6.99

The Listening Walk by Paul Showers $6.98

The Very Grumpy Day by Stella J. Jones $10.48

Total Circle Time Book Cost $86.23

Small Group Activities

Wordless Books, Math Books, Shapes, Terrific Tales

Hug by Jez Alborough $4.99

Found by Jeff Newman $10.99

From the Garden: A Counting Book About Growing Food by Michael Dahl $7.55

Count Your Greens! by Prince James Press $6.99

Eat Your Colors by Amanda Miller $6.49

Manipulatives

Billy Goat Gruff Puppet Set $12.99

Learning Resources Healthy Helpings A My plate Game $12.18

TREND Enterprises, Inc. Parts of the Body Learning Chart 17” by 22” $6.98

Creative Teaching Press How Do You Feel Today? Basic Skills Chart $8.34

Feelings Flash Cards $12.73

Total Cost of Small Group Books & Manipulatives $90.23

Total Cost for Unit 2 (without Healthy Restaurant Center) = $174.46

Centers – Costs Vary Depending on What Materials are Available/Made

Healthy Restaurant

Set up a restaurant with healthy food options in the classroom where children

can pretend to be waiters, cooks, patrons.

Material List for Unit 5 – My Amazing

Body

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Healthy Restaurant

How it Works:

As with the other theme-based dramatic play centers, teachers should at first play with the student to

model different roles (waiter, customers, cooks, etc.) and language skills (how you order food).

Set up the dramatic play center as a healthy restaurant. Focus on making healthy food choices.

Include menus made with children to include all healthy options.

Name restaurant and make a sign with children.

Include writing tablets for taking orders, food, kitchen materials, tables, etc.

Purpose: Promote creative play, exploration and experimentation, and oral

language skills.

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Outline of Each Day’s Circle Time

Whole Group Circle Time—General Outline

1. Gathering Together (2 min): ABC Song to call student to circle.

2. Language Time! (3 min) – Nursery Rhyme, Finger Play, Song, Poem

3. Learning New Things (10 min)

a. Topic discussion for the week

b. Story & Discussion Using 1, 2, 3 Shared Story Routine

4. Highlight Center Where You Can Learn More

*Remember to try and read the story a 2nd time either whole group or in small group.

The 1, 2, 3 Shared Story Routine – Ideally Read Two Times 1st Read – Focus on Listening to the Story—Whole Group Story Time

1. Before:

1. Introduce the story to generate excitement.

2. Point out the title & author.

3. State what we think this story will be about.

2. During:

1. Read with very few interruptions so children can get a sense of the full story.

2. Model Thinking Aloud.

3. Draw children’s attention to key story elements: characters, setting, the problem, etc.

3. After:

1. Ask for their opinion.

2. Ask a few basic understanding questions.

3. Do a guided retell.

2nd Read – Discuss Together—Recommended as a Small Group Follow Up 1. Before:

1. Ask what this story is about.

2. Point out the title & author.

3. Tell them this time we are going to read and discuss the story, so be ready for some questions.

2. During:

1. Read with excitement and fluency

2. Ask questions about how characters feel or what they might be thinking.

3. Ask questions about key story elements: characters, setting, the problem, etc.

3. After:

1. Ask for their opinion—did they like it? Thumbs up/down. Why? Provide a sentence stem.

2. Ask a few questions about story elements and discuss 2-3 interesting vocabulary words.

3. Do a follow up activity (craft).

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Language Time: Learning New Things

Head, Shoulders,

Knees and Toes

Song with Movements

Start standing

Head, shoulders,

knees and toes, knees

and toes

Point to each body

part as you sing.

Head, shoulders,


and toes

Point to each body

part as you sing

Eyes and ears and

mouth and nose.

Point to each body

part as you sing

Head, shoulders,


and toes.

Point to each body

part as you sing

Book: The Body Book by Shelly Rotner & Stephen Calcagnino

Notes on Books: This book is a simple introduction to the human body—its parts,

what it can do, and how it comes in all different sizes, shapes and colors.

Key Vocabulary: Body, naming body parts, inside, outside

Topic Intro. Today we are starting to learn about something new, our amazing

bodies! (show the body parts poster). Our bodies are made of lots of different

parts—head, shoulders, knees, toes and much more! We are going to learn about the

parts of the body, what our bodies can do, how to take care of our bodies, and how

we feel. We have a lot of fun things to learn about our amazing bodies!

Read Using the 1, 2, 3 Shared Story Routine 1. Before: Title, Author, This book is going to give us information about our

bodies. Use Topic Intro. with poster.

2. During--Key things to note:

- Point out all of the things the body can do.

- Point out that our bodies look a little different (size, color, shape) but all human

bodies work the same way.

3. After—Ask a few questions and play Simon Says with Body Parts

- What are some things are body can do?

- Play Simon Says (Version where Simon always “says”, nobody is “out”. Start

easy and move to harder parts of the body).

- Simon says touch your nose.

- Simon says touch your knees.

- Simon says touch your elbow.

- Simon says touch your wrist.

- Simon says touch your brain. Some parts of our body are inside our skin and

we can’t see them but, we know they are in there! The brain is inside our head.

- Simon says touch your heart. The heart is inside our chest.

- Simon says touch your stomach. Is the stomach inside or outside our body?

- What about our ears? Inside or Outside our body?

Continue with other body parts if interest is high. Ask if the part is inside or outside

the body.

My Amazing Body, Part 1—Our Bodies

Book 1: The Body Book

Materials Needed: Book, Body Parts Poster

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Language Time: Learning New Things—1, 2, 3 Shared Storybook

Head, Shoulders,

Knees and Toes

Song with Movements

Start standing

Head, shoulders,


and toes

Point to each body

part as you sing.

Head, shoulders,


and toes

Point to each body

part as you sing

Eyes and ears and

mouth and nose.

Point to each body

part as you sing

Head, shoulders,


and toes.

Point to each body

part as you sing

Book: Me and My Amazing Body by Joan Sweeney

Notes on Book: This is a nonfiction book in story format that explains in some detail

about the different parts of the body (inside and out).

Key Vocabulary: skin

*Explain words as they appear in the story.

Read Using the 1, 2, 3 Shared Story Routine

Before: 1. Ask the children what they think this book is going to teach us about.

2. Read the title and then the author & illustrator—ask them what both do.

3. Remind them that we are learning about our amazing bodies. This book is going to

teach us about the different parts of our body both outside (what we can see) and inside

(what we can’t see).

During:

1. Read with planned brief interruptions so children can get a sense of the full story.

2. Ask questions for engagement and understanding:

a. Page 2: As you read the body parts, have children point on their bodies.

b. Page 4: Ask, what color is your skin? Is everyone’s skin in our classroom the

same color or different?

3. Model Think Aloud:

- Wow, 206 bones, we have a lot of bones in our body. How many? 206!

- Oh, so our muscles allow us to move, that is important! Let’s clap the word

muscles – mus – cles.

- Heart is a special strong muscle that moves the blood around my body—let’s put

our hands on our hearts.

- My body needs healthy food, if I don’t eat good food my body won’t work very

well.

After:

1. Ask for their opinion—did you learn something new about your body (thumbs

up/thumbs down)?

2. Ask a few basic understanding questions. (Use pictures from book as needed)

a. What does your body need to be healthy and grow strong?

b. What is the strong muscle in the body that pumps blood throughout our body?

c. Point to body parts and asked what they are called/play Simon says again.

3. If interest and time—read a few of the “Amazing Body Facts” and discuss.


Book 2: Me and My Amazing Body

Materials Needed: Me and My Amazing Body, body poster

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Head, Shoulders,

Knees and Toes

Song with

Movements

Start standing

Head, shoulders,

knees and toes,

knees and toes

Point to each body

part as you sing.

Head, shoulders,

knees and toes,

knees and toes

Point to each body

part as you sing

Eyes and ears and

mouth and nose.

Point to each body

part as you sing

Head, shoulders,

knees and toes,

knees and toes.

Point to each body

part as you sing

Book: Our Special World-My Body by Liz Lennon

Notes on Book: This is a book about the different parts of our bodies and the importance

of taking care of our bodies.

Key Vocabulary: Table of Contents, Naming different parts of the body, bones, muscles


Before: 1. Read the title.

2. Tell children this is a non-fiction book, a book with information to learn. Not a pretend

story like some books.

3. Remind them that we are learning about our body—the names for the different parts of

the body and the amazing things are bodies can do!

During:

1. Read with brief interruptions so children can get a sense of the full story.

2. Ask questions for engagement and understanding:

This book has nice questions embedded in the book. Use these with your students.

3. Model Think Aloud:

- Point out the table of contents and briefly tell them what it is and how we use it. The

table of contents tells us what the book is going to tell us and what page we can find

that information on (give one example).

- Wow, over 200 bones, we have a lot of bones in our body. We learned that in the

book yesterday too!

- I remember yesterday we also learned that our muscles help us move—this boy is

lifting his arms with the muscles in his arms. Are muscles inside or outside our body?

After:

1. Ask for their opinion—did you learn something new about your body (thumbs

up/thumbs down)?

2. Ask a few basic understanding questions. (Use pictures from book as needed)

a. What does your body need to be healthy and grow strong?

b. What are some ways we can take care of our teeth?

3. Review Parts of the Body: Point to body parts and asked what they are called/play

Simon says again


Book 3: Our Special World My Body

Materials Needed: Our Special World-My Body Book

*Follow Up 2nd Read with Craft Time! Activity

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Learning New Things—1, 2, 3 Shared Storybook

Before: 1. Introduce the book-title.

2. Ask the children if they remember what this book is about. What do we learn about in this book?

3. Point out the table of contents and briefly tell them what it is and how we use it. The table of contents tells

us what the book is going to tell us and what page we can find that information on (give one example). Not

all books have a table of contents. Only books that have lots of information, non-fiction books.

During:

Read the book, pausing to ask questions and review key vocabulary.

a. Briefly discuss Key Vocabulary: Table of Contents, Naming different parts of the body, bones, muscles

b. Ask the questions embedded in the book.

After:

1. Ask for their opinion—did you like this book?


a. How do we take care of our bodies?

b. What do our muscles help us do?

c. Review some body parts.

3. Craft: All About Me Book (Small Group Activity) – last page of the book

Help each child make a book. See example template or make your own. The example can be cut and stapled

to make a little book.

1. Just like in the book, we are going to make an All About Me book. Each child will get to make their own

special book to take home.

2. Read the parts of the book. The book is set up so children can draw pictures and the adult can add words.

You could also have things for them to cut out and paste into the book (e.g. foods I like to eat & things to do at

school—see page of food clip art & activities at school that they can cut out).

3. Help children fill in their book, writing words and drawing pictures.

4. Let the children practice reading their books to friends in the class.


Book 3: Our Special World My Body

2nd Read & Activity

Materials: Book, All About Me Book Template (see Appendix) or

your own version

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All About ME Book

My favorite thing to do at school is __________________.

Here is a picture of my family.

My name is _______________.

This is a picture of me.

I am _____ years old.

My favorite color is .

Here are some healthy foods I like to

eat.

12



Cut Out Pictures for All About Me Book

Favorite Foods

Favorite things to do at school

13



Language

Time:


Head, Shoulders,

Knees and Toes

Song with

Movements

Start standing

Head, shoulders,

knees and toes,

knees and toes

Point to each

body part as you

sing.

Head, shoulders,

knees and toes,

knees and toes

Point to each

body part as you

sing

Eyes and ears

and mouth and

nose

Point to each

body part as you

sing

Head, shoulders,

knees and toes,

knees and toes.

Point to each

body part as you

sing

Book: Jessica’s X-Ray by Pat Zonta

Notes on Book: This book tells the story of Jessica who breaks her arm and must get an x-

ray. It has real x-ray pictures in it!

Key Vocabulary: X-Ray, skeleton, bones, brain, skull, cast


Before: 1. Remind the children that we have been learning about our amazing bodies. Show them the

Me and My Amazing Body book. Remember when we read this book and learned that under

our skin we have muscles, veins, our organs—heart, brain, and our skeleton. Show page 6

with skeleton. Our skeleton is all of our 206 bones put together!

2. Read the title and author of Jessica’s X-Ray.

3. Intro. the book: In this story Jessica breaks her arm and has to go to the hospital to get a

special picture of her arm called an X-Ray. Let’s all say that word and clap it “X-Ray.” An

X-Ray takes a picture of your bones! That way the doctor can see if your bones are hurt. At

the hospital Jessica learns a lot about x-rays and bones. Let’s see what she learns! Do you

think her arm bone was broken (point to the cast)?

During:


2. Draw children’s attention to key information – For example

1. Page 9: Point out the individual bones.

2. Page 11: Point out where Jessica’s bones were broken (this is a little tricky—before

reading this book look on page 28 to make sure you can tell where the bones are

broken—2 parts)

3. Page 15: Point out where the penny is. Point out the spine and rib cage—bones! See if

they can point to their ribs and spine. These are part of our skeleton.

4. Page 19: Point out brain, eyes, etc.

After:

1. Ask for their opinion—did you enjoy this book? Did you learn something new?


a. Who was this book about?

b. Where did Jessica go when she broke her arm?

c. What was the name of the special picture they took of Jessica’s arm? What did the

picture show?

3. Look at photos of x-rays with the children. Remind the children that x-rays are pictures of

the bones that are hiding inside your body. The bones look white and everything else looks

gray or black. See if they can guess what part of the body each x-ray is (see next page)


Book 4: Jessica’s X-Ray

Challenge Book

Re-Read with Craft Time!

Materials Needed: Book 2-Me & My Amazing Body, Jessica’s X-Ray

14



15




Before: 1. Introduce the book-title and author.

2. Ask the children if they remember what this book is about. Who is this story about?

During:

1. Read the book, pausing to ask questions and review key vocabulary.

a. As it comes up, briefly discuss Key Vocabulary: X-Ray, skeleton, bones, brain, skull, cast

b. Point out key things on the X-Rays

After:

1. Ask for their opinion—did you like this book? Did you learn something new?


a. Who was this story about? (Jessica)

b. Where does this story take place? (hospital)

c. Why did Jessica have to get an X-Ray? (to see if her bones were hurt/broken)

d.. How did the doctor fix Jessica’s arm (gave her a cast)

3. Craft: Creating skeletons out of Q-tips (see picture above)

a. Preparation: Draw a simple outline of a skeleton on the black paper so children can clearly see where to

put the Q-Tips: Spine, legs, arms, ribs, and head. You may decide to have Q-Tips already cut to the

correct sizes and give each child a set they will use to create the skeleton (easier) OR have the children

cut the Q-Tips to the correct size. Make a model so the children can see the finished product and know

how to place the Q-tips.

b. Work with children in small groups and as a group do each part—gluing down one part at a time. Be sure

to provide the children with the vocabulary for the different parts of the skeleton. Have them repeat the

vocabulary as much as possible.

We are going to make our skeleton!

1. First, let’s all make our head (either glue picture or have markers they can draw a face and hair).

2. Next let’s all glue on the spine. The spine runs from our head all the way down our back.

3. Now we are going to glue on our ribs. Everyone know where your ribs are?

4. Next we will add leg bones.

5. Finally let’s add the arm bones.


Book 4: Jessica’s X-Ray

2nd Read and Craft Time!

Materials: Picture of a skeleton (use book 2), Jessica’s X-Ray,

dark construction paper with the outline of the skeleton drawn,

q-tips, scissors, glue, pictures of students faces (optional)

16




Head, Shoulders, Knees

and Toes

Song with Movements

Start standing

Head, shoulders, knees

and toes, knees and toes

Point to each body part

as you sing.


and toes, knees and toes


as you sing

Eyes and ears and

mouth and nose


as you sing


and toes, knees and toes.


as you sing

Book: My Five Senses by Aliki

Topic Intro.: Remind the children that we have been learning about the human body.

We have learned that our bodies are amazing! We have learned about the different

parts of our bodies. Ask the children to name a body part. We have also learned that

our bodies can do amazing things. Ask the children to tell one thing the body can do.

Key Vocabulary: senses (special ways the body has for gathering information),

sight, hearing, smelling, tasting, touching

Before:

1. Introduce the book using topic intro.

2. Read the title and author. This is a story book.

3. Tell the children that this book is going to teach us all about our 5 senses. Senses

are special ways the body has for gathering information: sight, hearing, smelling,

tasting, touching

During:


2. Model Thinking Aloud/Draw Their Attention to key points

a. Briefly explain Key Vocabulary: senses (special ways the body has for gathering

information), sight, hearing, smelling, tasting, touching

b. Point out and name some of the things that can be seen, heard, smelled, tasted,

and touched in pictures

3. Ask a few key questions.

a. Do you like the smell of cookies baking?

b. What do you like to taste?

After:

1. Ask for their opinion—did you like this book? Why? Did you learn something

new? What did you learn?


a. What was this story about?

b. What are our five sense?

c. What can we use our senses to do?


Book 5: My Five Senses

Re-Read with Activity

Materials Needed: My Five Senses by Aliki

17





2. Ask the children if they remember what this book is about.

3. Tell them, remember our senses are ways our body gathers information. Then see if they can fill in the

blanks with the correct word. We get information from what we see with our eyes—our sense of sight. We get

information when we listen with our ________(ears), our sense of hearing. We get information when we use

our nose to _____(smell), our sense of smell. We get information when we use our mouth and tongue to ____

(taste) food, our sense of taste, and we get information when we touch something with her ______(hands) our

sense of touch.

During:


a. As it comes up, briefly discuss Key Vocabulary: senses (special abilities the body has for gathering

information), sight, hearing, smelling, tasting, touching.

b. Pause and encourage children to say the name of each sense when you read the last sentence on each

page. For example, “When I smell soap or a pine tree/ or cookies just out of the oven,/ I use my sense of

smell. I am _________” (smelling.)

c. Encourage children to point to the body part they use for each sense as you read.

After:

1. Ask for their opinion—did you like this book? Why? Did you learn something new?


a. What was this book about? (The special things our bodies can do to get information. Our senses.)

b. What are the five senses? (sight, hearing, smelling, tasting, touching)

c. What do you use your sense of sight for?

3. Watch a short video with a song about the five senses. The following are options:

- The Five Senses Song by Silly School Songs

- Five Senses Song by The Kiboomers

- 5 Senses Song by Jack Hartmann


Book 5: My Five Senses

Second Read

Materials Needed: My Five Senses by Aliki

18




It’s Time to Wiggle

(Farmer in the Dell)

Song with

Movements

Start sitting with legs

out in front.

It’s time to wiggle

your toes. It’s time to

wiggle your toes. It’s

time to wiggle your

toes. Then reach up

and touch your nose.

Point to toes &

wiggle them. Then,

point to your nose.


your hands. It’s time

to wiggle your hands.


your hand. Yay! Now

it’s time to stand!

Wiggle hands and

then stand!


your feet. It’s time to

wiggle your feet. It’s

time to wiggle your

feet. Then, sit down

upon your seat.

Wiggle one foot at a

time, then sit with

hands folded in lap.

Book: We’re Different, We’re the Same and We’re Wonderful

Notes on this Book: This is a simple book about how humans have both similarities

and differences and ALL of us are wonderful.

Key Vocabulary: same, different

Before:

1. Introduce the book-title and author.

2. Ask the children if they have ever seen Sesame Street? Do they have a favorite

character?

3. Introduce the book: This book features the characters we love from Sesame Street and

teaches us about how we are all BOTH the same and different.

During:

1. Read with very few interruptions so children can get a sense of the full story

2. This book reinforces how things can be the same (noses all smell) and different

(noses are different in size, shape, color). Reinforce this same/different concept.

a. Noses: Big Bird has a long yellow nose-do you see any other long yellow noses?

His nose is different than the others-it does not look like the others.

b. Noses next page: Everyone uses their nose to breath in air and smell. This is how

all noses are the same. Ask 2 children do you use your nose to smell? Look they

are the same! Does Big Bird’s nose smell? Also the same!

3. Repeat these same type of interaction across multiple pages helping them get the idea

that something can be both the same and different.

After:


2. Have 2 students with very different hair come to the front of the circle. Do Thumbs

up/Thumbs down for responding. Ask if student A and B’s hair is the SAME (thumbs

up or DIFFERENT (thumbs down) color? length? Does it look the SAME? Does both

of their hair grow? Do both children need to get their hair cut? Does their hair cover

their head?

3. Repeat with another feature if time allows.


Book 6:

We’re Different, We’re the Same and We’re Wonderful

Materials Needed: We’re Different, We’re the Same and We’re

Wonderful

By Sesame St.

19






Song with Movements


out in front.

It’s time to wiggle your

toes. It’s time to wiggle


wiggle your toes. Then

reach up and touch your

nose.

Point to toes & wiggle

them. Then, point to

your nose.


hands. It’s time to

wiggle your hands. It’s

time to wiggle your

hand. Yay! Now it’s

time to stand!

Wiggle hands and then

stand!


feet. It’s time to wiggle


wiggle your feet. Then,

sit down upon your seat.


time, then sit with hands

folded in lap.

Book: The Colors of Us by Karen Katz


Our bodies are amazing! One of the best things about bodies is that they all look a

little bit different. This makes us special! Today we are going to read a book about

skin and all the beautiful colors of skin.

Key Vocabulary: shades (varieties of the same color, some are lighter and some are

darker), peachy (the color of a peach, light and pinkish), butterscotch (a chewy candy

that is light brown), amber (a yellowish brown metal)

Before:

1. Introduce the book-title and author. This is a story book.

2. Ask the children what they think this book is going to be about.

3. Use topic intro. above to explain what they will be learning about.

During:



a. Briefly explain Key Vocabulary: shades (varieties of the same color, some are

lighter and some are darker), peachy (the color of a peach, light and pinkish),

butterscotch (a chewy candy that is light brown), amber (a yellowish brown

metal)

b. Point out the various and beautiful shades of skin represented in the pictures


a. Does everyone have the same color of skin?

b. What about hair? Does everyone have the same color of hair?

After:




b. Did you see any colors in the book that look like your skin?

c. Can you think of anything that is the same color as your skin?


Book 7: The Colors of Us

Re-Read with Craft Time!

Materials Needed: The Colors of Us by Karen Katz

20






During:


a. As it comes up, briefly discuss Key Vocabulary: shades (varieties of the same color, some are lighter and

some are darker), peachy (the color of a peach, light and pinkish), butterscotch (a chewy candy that is

light brown), amber (a yellowish brown metal)

b. Pause to talk about the different colors of skin.

After:



a. What was this book about? (The different colors skin can be)

b. Is your skin beautiful? (Yes! Everyone has beautiful skin!)

c. Is there something that is the same color as your skin? Maybe a food?

3. Craft Time! Construction paper and yarn self-portraits: Give children a mirror to look at their faces. Talk

about each child’s skin, hair, and eye color. Talk about each child’s facial features- eyebrows, nose, lips,

teeth, etc.) Set out blank construction paper faces in a variety of skin tones. Children choose the color that

represents their skin tone best. Set out yarn in various colors. Children choose the color of yarn that best

matches their hair. Children cut and glue the yarn to the face to create hair. Children use markers to draw

their faces.


Book 7: The Colors of Us

Second Read with Craft Time!

Materials Needed: The Colors of Us by Karen Katz, construction

paper cut into the shape of face in various colors to represent skin

tones, yarn in various colors, glue, markers

21






Song with Movements


out in front.






nose.



your nose.




time to wiggle your


time to stand!


stand!








folded in lap.

Book: Happy in our Skin by Fran Manushkin


Our bodies are so neat! They can do all sorts of things. Our bodies are beautiful,

too. Today we are going to read about one of the things that makes our bodies so

wonderful. Our skin! Ask the children to point to their own skin. Our skin covers

our whole bodies. It is very important.

Key Vocabulary: splendid (magnificent/very impressive), clever (smart/skilled),

scab (protective crust that forms over a wound), goose pimples (small raised bumps

that appear when you are cold)

Before:



3. Use topic intro. to explain what they will be learning about.

During:


2. Model Thinking Aloud/Draw Their Attention to key points.

a. Briefly explain Key Vocabulary: splendid (magnificent/very impressive), clever

(smart/skilled), scab (protective crust that forms over a wound), goose pimples

(small raised bumps that appear when you are cold)

b. point out the various and beautiful shades of skin represented in the pictures


a. Have you ever gotten a scab on your skin?

b. Does your skin itch sometimes?

After:




b. Does everyone have the same color of skin?

c. What can we use our senses to do?


Book 8: Happy in Our Skin

Materials Needed: Happy in our Skin by Fran Manushkin

22






Song with Movements


out in front.





reach up and touch

your nose.



your nose.




time to wiggle your


time to stand!


stand!





sit down upon your

seat.


time, then sit with


Book: From the Garden! by Todd Ouren

Notes on Books: This is a counting book about harvesting a vegetable garden.

Key Vocabulary: hauled (carried), bunches (a group), plucked (picked), outstanding

& spectacular (really great), salad, fruit & veggie names: tomato, carrots, heads of

lettuce, etc.

Before: 1. Ask the children what they think the story is about.

2. Read the title and author.

3. Generate Excitement & note that this is a counting book:

We have been learning about our bodies and how to keep our bodies healthy and

strong. Who remembers some of the things our bodies need to stay healthy and grow

big and strong? Yes! We need to eat healthy foods. Vegetables are one type of healthy

food our bodies REALLY need. This book tells us about a family picking vegetables

from their garden. AND it has some counting and finding games in it! Let’s see if

there are some things that you like to eat in this book!

During:

1. As you read, point and count the vegetables on each page. Encourage children to

count with you as you count.

Example: How many bunches of broccoli are there? Point to each and encourage

children to count with you as you point.

2. Briefly describe the key vocabulary as it appears in the story.

3. Ask a few questions for engagement and understanding – vegetables that grow

under the ground.

p. 4—Oh look carrots grow under the dirt. Let’s all pretend we are pulling a

carrot out of the ground from our garden. P. 12: Oh look onions also grow under

the dirt. Let’s all pluck out an onion! P. 18: Oh look radishes grow under the

ground too—let’s pull a radish out!

After:

1. Ask for their opinion—Did you like this book?

2. Ask a few questions.

a. What is your favorite vegetable?

My Amazing Body, Part 2—Taking Care of Our Bodies

Book 9: From the Garden

Math Book

Re-Read with Math Activity

Materials: Count Your Greens book

23



b. What were some vegetables that grew under the ground that we had to pull out?

Skills Target: Numeral recognition (1-12), counting, one-to-correspondence, and listening comprehension

Materials: large brown paper, vegetable pictures (printed and cut out)

Outline of the Activity:

1. Read the book with few interruptions so children get an idea of the counting concept.

2. After reading the book, show the children the vegetable pictures and the brown paper. Explain that the

brown paper is the garden. Explain that the brown color represents the soil. All plants need soil to

grow. For younger children (or if time is a concern) vegetable pictures should already be spread around

on the brown paper as if they are plants in the garden. Do not include salad cards.

3. Set out the numeral cards in order from 1 to 12. Children say the numbers as you set them out.

4. For older children (or if you have plenty of time) ask the children to “plant” the vegetables by placing

them around the brown paper. Do not include salad cards.

5. Explain that you will read the book again and this time children will “pick” the plants as the characters

in the book do.

6. Read through the book. Stop on each page and identify the vegetable picked. Point to the numeral on

the page and talk about the number. For example, “This is the number one. It is a straight line. Now

you are going to find one tomato in our garden.” Find the corresponding vegetable picture(s) in the

construction paper garden. Children “pick” the vegetables and count as each picture is collected.

Children place the vegetable picture into the basket.

7. On the last page, reveal the salad picture cards. Place set them out and count as you go. Talk about how

all the delicious vegetables were chopped up and made into a yummy salad for everyone in the family.

For children ready for a challenge- search for the numeral hidden in the picture. Locations of hidden numerals

are listed in the back of the book.

For children who need extra guidance- Demonstrate finding the correct vegetable picture cards and counting as

they are collected many times before encouraging children to try. Ask children to repeat the numbers as you

count aloud together.


Book 9: From the Garden

Math Book

2nd Read and Match Activity

2nd Read

24






Song with Movements

Start sitting with legs out

in front.






nose.


them. Then, point to your

nose.


hands. It’s time to wiggle

your hands. It’s time to

wiggle your hand. Yay!

Now it’s time to stand!


stand!








folded in lap.

Book: The Busy Body By Lizzy Rockwell

Notes on the Books: This book is a more challenging book that discusses the parts of

the body and what our bodies need to be healthy.

Key Vocabulary: skeleton, muscles, brain, 5 senses, oxygen, heart



3. Generate Excitement & Connect to what we are learning in this unit:

We have been learning all about our bodies. This book tells us more about the

important parts of our body that are inside our skin—our skeleton, brain, muscles and

more! It also tells us about how to keep our bodies healthy. Listen to see if you hear

ways we can keep our bodies healthy and strong!

During:

1. Read with very few interruptions so children can get a sense of the full story. This

is a bit longer and more complex read.

2. Point out the key vocabulary that we have been working on in this unit: skeleton,

muscles, brain, 5 senses, heart, oxygen. Briefly discuss.

3. Ask a few questions to keep engagement

a. Brain page: point to where your brain is located.

b. Lungs page: everyone take a deep breathe. WOW! You just filled your lungs

with oxygen.

c. Water page: how many children drank some water today? Oh good, you are

taking care of your body. All living things need water!

After:

1. Ask for their opinion—Did you like this book? Did you learn something new?

(thumbs up if you did)—what new thing did you learn?


a. What is your favorite way to get exercise?

b. What does our body need to stay healthy – provide pictures from book as needed

(healthy food, rest, water, exercise)

3. Play Simon Says with body parts OR exercises (jumping jacks, touch your toes,

stretch up, etc.)


Book 10: The Busy Body Book: A Kid’s Guide to Fitness

Materials: The Busy Body Book

25






Song with Movements


out in front.





reach up and touch

your nose.



your nose.




time to wiggle your


time to stand!


stand!





sit down upon your

seat.


time, then sit with


Book: Count Your Greens! by Prince James Press

Notes on Books: This is a counting book that also works on the concept of more/less.

Key Vocabulary: more/less, fruit & veggie names: chilies, kiwi, peppers, onions



3. Generate Excitement & note that this is a counting book:

We have been learning about our bodies and how to keep our bodies healthy and

strong. Who remembers some of things our bodies need to stay healthy and grow big

and strong? Yes! We need to eat healthy foods. Fruits and vegetables are one type of

healthy food our bodies REALLY need. This book tells us about different fruit and

vegetables AND it has some counting and finding games in it! Let’s see if there are

some things that you like to eat in this book!

During:

1. As you read point and count as the story asks questions.

Example: how many yellow peppers are there? Point to each yellow pepper and

encourage children to count with you as you point.

2. Briefly describe the key vocabulary as it appears in the story. More has the most

(biggest) and less is small number. Ask them questions about more and less as the

story prompts—reinforce through the day!

3. Ask a few questions for engagement and understanding

a.Oranges page: Brazil! That is a country we learned about. This is a tricky

question--Who remembers what continent the country of Brazil is in? The first

part is South.

b. Has anyone ever tried an avocado? Are they yummy? I love them!

After:

1. Ask for their opinion—Did you like this book?

2. Ask a few questions.

a. What is your favorite fruit or vegetable?

b. Ask some more than/less than questions: Do we have more children or adults in

the room? Do we have more girls or boys?


Book 11: Count Your Greens

Math Book

Re-Read with Math Activity

Materials: Count Your Greens book

26



Skills Targeted: Number recognition, counting, one-to-one correspondence, listening comprehension,

observation sorting by fruit/veggie, and understanding less than/more than

Materials: Counting Your Greens! Book, fruit & veggie counting cards, numeral cards

Outline of Activity:

1. Re-Read the book and engage the children in the interactive components of the book-- counting the

objects, finding an object, deciding which is more, etc.

2. After reading the book, show the children the fruit & veggie cards. Set out all of the picture cards so

children can see them. These are all healthy foods—fruits and vegetables help our bodies stay

healthy.

3. Have the cards sorted so you have one pile of numbers and one pile of fruits & veggies.

4. Put out one type of fruit/veggie and ask the children to identify it and then count how many there

are. Once they say how many, set out 2 number cards and ask which one matches the number of

items (2 goes with apples—2 apples). Proceed this way until you go through all 10.

5. Do a few rounds of asking the children which has MORE—start easy. Lay out 2 picture cards in a

row and ask--Are there MORE apples or cherries. Yes, there are MORE cherries (most/biggest

number). There are LESS apples (smallest amount).

For children ready for a challenge- Encourage the children to place the numeral cards in order with little support

from Left to Right and then place the correct picture under the number (number line). Provide simple

addition problems using the picture cards. If I have 2 apples and I add one carrot how many things do I have

all together?

For children who need extra guidance- With a smaller number of items (start with 1-3 and add as they are

ready) demonstrate matching the picture card and the correct numeral card several times before

encouraging children to try (1-2 apples, 2 apples!, here is the number 2 for 2 apples). Have the children

repeat the numbers after you.


Book 11: Count Your Greens

MATH BOOK

2nd Read and Match Activity

2nd Read

27






Song with

Movements

Start sitting with

legs out in front.


your toes. It’s time

to wiggle your toes.


your toes. Then

reach up and touch

your nose.

Point to toes &

wiggle them. Then,

point to your nose.


your hands. It’s

time to wiggle your


wiggle your hand.

Yay! Now it’s time

to stand!

Wiggle hands and

then stand!


your feet. It’s time

to wiggle your feet.


your feet. Then, sit

down upon your

seat.

Wiggle one foot at

a time, then sit with


Book: Tooth Trouble By Jane Clarke & Cecilia Johansson

Notes on the Book: This is a story book about a little walrus who is nervous about going to

the dentist.

Key Vocabulary: walrus (sea animal), trouble (something is wrong), huge (really big), tusk

(tooth of a walrus), dentist (doctor who takes care of teeth), flipper (part of a walrus like an

arm), gentle (kind and soft)

Before: 1. Ask the children what they think the story is about?



We have been learning about our bodies and how to keep our bodies healthy and strong.

Who remembers some of things our bodies need to stay healthy and grow big and strong?

One of the things we need to take care of is our teeth! One way we take care of our teeth is

by eating healthy foods. Who knows some healthy food? Another way we take care of our

teeth is by brushing them. How many of you brush your teeth? Good job! Give yourself a

pat on the back. Also, we take care of our teeth by going to the dentist. This is a story of a

little walrus who is a bit worried about going to the dentist. Do you think he will go?

During:


2. Point out the key vocabulary: walrus (sea animal), trouble (something is wrong), huge

(really big), tusk (tooth of a walrus), dentist (doctor who takes care of teeth), flipper (part

of a walrus like an arm), gentle (kind and soft)


a. Why doesn’t Wilbur want to go to the dentist?

b. Do you think the dentist can help Wilbur feel better? Do you think he should go?

c. Oh Dear! What happened to Grandpa’s tusk? (didn’t go to dentist enough)

After:

1. Ask for their opinion—Did you like this book? (thumbs up if you did)


a. Who was this story about?

b. What was it that Wilbur did NOT want to do? (go to dentist) Did he go? (yes) Did it

make him feel better?

3. Do you think Grandpa will go to the dentist? Should he?


Book 12: Tooth Trouble

Materials: Tooth Trouble Book

28






Song with

Movements

Start sitting with

legs out in front.


your toes. It’s time

to wiggle your toes.


your toes. Then

reach up and touch

your nose.

Point to toes &

wiggle them. Then,

point to your nose.


your hands. It’s

time to wiggle your


wiggle your hand.

Yay! Now it’s time

to stand!

Wiggle hands and

then stand!


your feet. It’s time

to wiggle your feet.


your feet. Then, sit

down upon your

seat.

Wiggle one foot at

a time, then sit with


Book: Just Going to the Dentist By Mercer Mayer

Notes on the Books: This is a story book about a little boy going to the dentist for a check-

up and getting a cavity filled.

Key Vocabulary: x-ray (picture of your bones—teeth are like bones), dentist (doctor who

takes care of teeth), braces (things that help straighten your teeth if they are crooked), cavity

(a decayed part of the tooth—a sick part of the tooth), gentle (kind and soft) Before: 1. Ask the children what they think the story is about.



We have been learning about our bodies and how to keep our bodies and teeth healthy and

strong. Who remembers some of things we do to take care of our teeth? (healthy food, brush

teeth, go to the dentist). We take care of our teeth by going to the dentist. Yesterday we read

a story about Wilbur (show book) who went to the dentist because his tusk (walrus tooth)

hurt. We also go to the dentist for a check-up to make sure our teeth are healthy. This is a

story about a little kid getting a check-up at the dentist.

During:


2. Point out the key vocabulary: x-ray (picture of your bones—teeth are like bones), dentist

(doctor who takes care of teeth), braces (things that help straighten your teeth if they are

crooked), cavity (a decayed part of the tooth—a sick part of the tooth), gentle (kind and

soft)


a. How do you think he feels leaving his mom in the waiting room?

b. Is the nurse gentle when she cleans his teeth?

c. Oh look, the treat is a sugar free treat! Why does the dentist give sugar free treats?

(sugar is not good for your teeth)

After:

1. Ask for their opinion—Did you like this book? (thumbs up if you did)


a. Who was this story about? (little critter)

b. Where does this story take place? (at the dentist)

3. Do you think it is important to go to the dentist? Why?


Book 13: Just Going to the Dentist


Materials: Just Going to the Dentist Book and Tooth Trouble Book

29






During:


As it comes up, briefly discuss Key Vocabulary: x-ray (picture of your bones—teeth are like bones), dentist

(doctor who takes care of teeth), braces (things that help straighten your teeth if they are crooked), cavity

(a decayed part of the tooth—a sick part of the tooth), gentle (kind and soft)

After:



a. Who was this story about? (little critter)

b. Where does this story take place? (at the dentist)

c. What is something we do every day in the morning and at night to take care of our teeth and prevent

cavities? (Brushing our teeth)

3. Craft Time! Tooth Craft

Activity: Print the tooth outlines on yellow or tan construction paper (see next page). Cut out the tooth. Give

the children a toothbrush and white paint. Invite the child to “clean” the dirty tooth by brushing it with white

paint. Talk about how it is important to brush the whole tooth.


Book 13: Just Going to the Dentist


Materials: Just Going to the Dentist Book, yellow or tan construction paper,

white paint, toothbrush

30



31




If You’re Happy

Song with Movements

Start standing up.

If you’re happy and

you know it clap your

hands.

Clap Hands x 2


you know it clap your

hands.

Clap Hands x 2


you know it then your

face will surely show

it (point to face), if

you’re happy and you

know it clap your

hands,

Clap Hands x 2

Repeat with other

variations:

Nod your head

Stomp your feet

Turn Around

Etc.

Book: The Feelings Book by Todd Parr

Topic Intro.: Remind the children that we have been learning about us. We’ve learned

about our amazing bodies. We’ve learned about taking care of ourselves. Today we

are going to begin learning our feelings.

Key Vocabulary: cranky (grumpy, unhappy), scared (afraid, fearful), brave (unafraid,

courageous), lonely (by yourself, without friends), opposite (very different; not at all

the same)

Before:




During:



a. Briefly explain Key Vocabulary: cranky (grumpy, unhappy), scared (afraid,

fearful), brave (unafraid, courageous), lonely (by yourself, without friends)

b. Point out the way feelings can be seen in the face or body


a. How does this person feel?

b. Do you think this person feels happy or sad right now?

After:




b. Show them the poster and go over the different emotions and then ask “How do

you feel today?”

c. Using the flashcard: Happy/Sad

1. Show happy: How does this person feel? What might make her happy?

2. Show sad: How does this person feel? What might make him sad?

These are opposites! Very different emotions/ways of feeling. Not at all the

same. The opposite of happy is sad. The opposite of tall is short. The opposite

of fat is skinny. What is the opposite of big?

My Amazing Body, Part 3—Understanding and Managing Feelings

Book 13: The Feelings Book


Materials Needed: The Feelings Book by Todd Parr and Feelings

Flashcards, How Do You Feel Poster

32






During:


a. As it comes up, briefly discuss Key Vocabulary: cranky (grumpy, unhappy), scared (afraid, fearful),

brave (unafraid, courageous), lonely (by yourself, without friends), opposite (very different)

b. Pause to talk about the different feelings and how we can see those feelings in the faces and bodies of

the characters.

After:



a. What was this book about? (The different ways we can feel)

b. What are some feelings?

c. How do you feel today?

d. Using the flashcard: Happy/Sad, Angry/Peaceful, Silly/Serious, Scared/Brave

1. Review & Discussion of new opposite feelings: Here are some feelings cards. Yesterday we talked

about happy and sad (show card).

a. Show happy: How does this person feel? What might make her happy?

b. Show sad: How does this person feel? What might make him sad?

These are opposites! Very different emotions/ways of feeling. Not at all the same. The opposite of

happy is sad. The opposite of tall is short. The opposite of fat is skinny. What is the opposite of

big?

c. Let’s look at some other feelings and find the opposite feeling. Go over the cards telling the

children the opposites and asking them what might make someone feel that way.

This person feels scared. Why might she be scared? Let’s see what the opposite of scared it. Oh,

it is brave. Brave is not at all like scared, it is very different. Why might this person feel brave?

When have you felt brave?

3. Craft Time!: Give each child a template page (see next page). Talk about how each child is feeling today.

Encourage the children to color or paint the face to match their feelings. Point out the bright colors that

Todd Parr uses in his illustrations. As they are working ask each child to state their feeling using the

sentence stem: “Today I feel__________”. Write the word on the page. If the child can write some

letters encourage them to do so as you spell the word for them.


Book 13: The Feelings Book


Materials Needed: The Feelings Book & Flashcards by Todd Parr, craft template,

markers/paints/crayons, pencil or pen

33



34




If You’re Happy

Song with

Movements

Start standing up.


you know it clap

your hands.

Clap Hands x 2


you know it clap

your hands.

Clap Hands x 2


you know it then

your face will

surely show it

(point to face), if

you’re happy and

you know it clap

your hands.

Clap Hands x 2

Repeat with other

variations:

Nod your head

Stomp your feet

Turn Around

Etc.

Book: When Sophie Gets Angry- Really, Really Angry by Molly Bang

Topic Intro.: Remind the children that we have been learning about our feelings. We

learned that people have lots of different feelings. Today we are going to read a story

about a child who gets a very bad feeling and what she does to help herself feel better.

Key Vocabulary: angry (very mad), smithereens (tiny pieces), comforts (makes her feel

better, improves her mood), opposite (very different)

Before:



3. We have been talking about opposites. The opposite of tall is short (tall short, big little).

We have talked about opposite emotions: emotions that are very different. In this story

Sophie gets angry (show the angry card), but she does some very important things to

make that feeling go away and feel peaceful (show card). The opposite of angry is

peaceful. Let’s see what Sophie does.

During:



a. Briefly explain Key Vocabulary: angry (very mad), smithereens (tiny pieces),

comforts (makes her feel better, improves her mood),

b. Point out the colors used in the illustrations to represent Sophie’s feelings

c. Point out Sophie’s facial expressions and talk about the feelings they represent


a. How does Sophie feel when her sister takes the gorilla? (angry)

b. How does Sophie show that she is feeling angry? (jumps up and down, yells)

c. What does Sophie do to help herself feel better? (runs outside, climbs a tree, etc.)

d. How does Sophie feel now?

After:




b. How did Sophie feel at the beginning of the story? How did she feel at the end?

c. How did she help herself feel peaceful?

d. What makes you feel angry? How do you help yourself feel peaceful?


Book 14: When Sophie Gets Angry- Really, Really Angry…

Materials Needed: When Sophie Gets Angry- Really, Really Angry,

Feelings flashcards (angry/peaceful)

35



Language: Learning New Things—1, 2, 3 Shared Storybook

If You’re Happy

Song with

Movements

Start standing up.


you know it clap

your hands.

Clap Hands x 2


you know it clap

your hands.

Clap Hands x 2


you know it then

your face will surely

show it (point to

face), if you’re

happy and you know

it clap your hands

Clap Hands x 2

Repeat with other

variations:

Nod your head

Stomp your feet

Turn Around

Etc.

Book: The Listening Walk by Paul Showers

Topic Intro.: Remind the children that we have been learning about our feelings and

also about how to make ourselves feel better if we are angry or upset. The opposite

(very different) feeling of angry is peaceful (show picture). In our last story, Sophia

was angry but she helped herself feel peaceful by going for a walk, climbing a tree,

taking some breaths, and calming down. Today we are going to read a story about a

child who slows down and listens to the sounds around her. This is a really good way

to help you feel peaceful.

Key Vocabulary: angry (very mad), opposite (very different), peaceful (calm), noisy

(loud), listening (hearing sounds around you).

Before:


2. We have been talking about opposites. The opposite of tall is short. We have talked

about opposite emotions. Emotions that are very different. In our story about Sophie,

she gets angry (show the angry card), but she goes for a walk and she changes that

angry into the opposite--she feels peaceful (show card).


During:



a. Briefly explain Key Vocabulary: angry (very mad), smithereens (tiny pieces),

comforts (makes her feel better, improves her mood)

b. On a few pages where it is most clear (e.g. I hear my father’s shoes on the

sidewalk.) Ask how they think the girl feels. Why do they think she feels happy?

Peaceful?


a. How does the girl feel when she is on her listening walk? (happy, peaceful)

b. What are some of the sounds she hears when she is in the park (turn to those

pages to help them remember)—sounds of her dad’s shoes, birds, ducks

After:


Continued on Next Page


Book 15: The Listening Walk

Materials Needed: The Listening Walk, Feelings flashcards (angry/peaceful)

36




a. how did the listening walk make the girl feel?

b. what helps you feel peaceful: thumbs up or down if this helps you feel peaceful

1. Going for a lovely walk (thumbs up. Encourage them to say peaceful)

2. Listening quietly to a favorite story (thumbs up. Encourage them to say

peaceful)

3. Having someone take away your favorite toy (thumbs down. That would make

me angry)

4. Getting a nice hug from someone in your family (thumbs up. peaceful)

c. Have everyone close their eyes and listen to the sounds in the classroom. Don’t say

anything while they listen (20 seconds or as long as possible). Open eyes and ask

them what they heard.

d. If you have time, take a listening walk around school.

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If You’re Happy

Song with

Movements

Start standing up.


you know it clap

your hands.

Clap Hands x 2


you know it clap

your hands.

Clap Hands x 2


you know it then

your face will

surely show it

(point to face), if

you’re happy and

you know it clap

your hands

Clap Hands x 2

Repeat with other

variations:

Nod your head

Stomp your feet

Turn Around

Etc.

Book: The Very Grumpy Day by Stella J. Jones

Topic Intro.: Remind the children that we have been learning about our feelings. We

learned that people have lots of different feelings. Today we are going to read a story

about a bear who is grumpy—a bad feeling. And what the bear’s friends do to help him

feel better.

Key Vocabulary: cheerful (happy), merrily (happily), opposite (very different), grumpy

(feeling bad), angrily (mad), kindness (doing something nice for someone), apologize

(sorry)

Before:


2. Point to the bear and ask the children, how do you think bear feels: good or bad?

3. Use topic intro. above to explain what they will be learning about.

During:



a. On the first page note that mouse feels cheerful (happy) and note the act of kindness.

Oh, that is so kind that mouse is taking a cupcake to bear—how kind!

b. Briefly explain Key Vocabulary: cheerful (happy), merrily (happily), opposite (very different), grumpy (feeling bad), angrily (mad), kindness (doing something nice for

someone), apologize (sorry) c. On the page that notes that bear left “…in a very bad mood” Ask why bear is

grumpy? And note that bear and mouse are in opposite moods. Mouse feels

cheerful/happy and bear feels grumpy/bad. Those are opposites. Show card.

d. Ask why different animals feel the way they do: Why is mouse happy? Why is bear

grumpy? Why is mole angry? And how they feel: how does the squirrel family feel?

Daddy Owl feel? Bear feel when he gets the treat from mouse? When mole gets

flowers? Etc. How does it feel when they apologize?

After:



a. Who was this story about? (bear and friends)

b. Where does this story take place (woods/forest)

c. How did all of the animals start feeling better? (kind acts and saying sorry)


Book 16: The Very Grumpy Day

Materials Needed: The Very Grumpy Day, Feelings Flashcards

(cranky/cheerful)

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Activities Done Across the My Amazing Body Unit

Colors Book – Eat Your Colors (Used with Children Who Need Help Learning Colors & Shapes)

Wordless Picture Books: Hug and Found

Telling Terrific Tales: The Three Billy Goats Gruff

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Colors & Shape Books with Activities

Small Group Work

Ten

Skills Targeted: Colors, Shape recognition, Fruit & Vegetable names, and sorting.

Materials: Eat Your Colors by Scholastic, Fruit & Veggie Cards (see materials section), and shapes in different

colors, color circles.

Outline of Activity:

1. Read the book and highlight the colors of the different fruits and vegetables and shapes such as circle

and oval (apples are circles, these tomatoes are oval)

2. After:

a. Using the vegetable cards, review the names of the fruit/veggie and their color.

b. Go over the shapes cards as you have in the past.

c. Sort the shapes by color under the veggie/fruit pictures.

Eat Your Colors

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Skills Targeted: Length of sentences, retelling, explanations, vocabulary, sequencing, memory,

listening comprehension, and understanding feelings.

Materials: Hug by Jez Alborough, memory game cards (see next page)

Story Synopsis: This wordless picture book tells the story of a little chimpanzee who notices families

giving each other a hug. He realizes that he wants a hug and becomes sad when no one will give him a

hug. He begins to cry and his mommy hears him and runs to give him a hug. Then, everyone gives each

other hugs. *Point out the word hug and read it with the children. This is the word hug. The idea is that

they get the idea of a word vs. a picture.

Outline of Activity: Wordless book routine—SAMMY

1. Show children the book, read title & author, and generate excitement by noting the cute

chimpanzee on the cover.

2. Ask “what do you think this book is about?” Guide children to the understanding that this

book is the chimpanzee wanting a hug. Ask how they think the chimpanzee feels. What makes

you think it is happy (smile, open arms).

3. Model--Read it the first time with the children where you tell the story—

Asking a few basic questions—focus on feelings of the chimpanzee and the other

animals. “How does the chimpanzee feel when he first sees the elephants hugging?”

“How does the baby elephant feel getting a hug?” Why is the chimpanzee crying? How

do the other animals feel?

4. Make sure they understood what happened in the story by asking a few questions/

reviewing. “Who were the characters in the book?” “What was the problem? How did the

chimpanzee feel better at the end?” “How did the story end?”

5. Your Turn: Read the story again, this time letting the children tell the story.

Provide prompts as needed. “The chimpanzee saw a baby elephant and mommy elephant

_______ (hugging.)”

6. After Reading Activity— Animal memory game (see next page)

a. This story talked about a number of different animals hugging their mama. Show children

the animal picture cards. Lay out each card pair one at a time and clap the syllables of the

animal names with the children. Chim-pan-zee. El-e-phant. Gir-affe. Hip-po-pot-a-mus.

We are going to play a game where you have to match the animals together. BUT, I am

going to mix up the card and lay them face down. We will take turns turning over 2 cards

to make a match. You have to really pay attention to remember where the cards are as

your friends turn them over.

b. Play memory. Note that these were the characters in the book.

HUG

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42



Skills Targeted: Length of sentences, retelling, explanations, vocabulary, sequencing, memory,

listening comprehension, and understanding feelings.

Materials: Found by Jeff Newman & Mary Day, How Do You Feel Today Poster or Feelings

Flashcards

Story Synopsis: This wordless picture book is a about a little girl who finds a lost dog. It is clear that

she had a dog and it is now gone (has a picture by her bedside, dog bed, dog toys in her room). She takes

the dog in and cares for it. Despite a rocky start she falls in love with this new dog. But, then realizes it

has a home and its family is looking for it. She is torn about what to do. She ends up taking the dog to its

home and feels very sad. However, on the way home she walks by a pet shop and connects with a new

dog. This is a great book to talk about feelings as the little girl goes through lots of emotions in this

book.

Outline of Activity: Wordless book routine—SAMMY

1. Show children the book, read title & author, and generate excitement by pointing out that it

looks like the girl found a dog! That would be exciting.

2. Ask “what do you think this book is about?”

3. Model--Read it the first time with the children where you tell the story—

asking a few basic questions as you read. Focus on how the girl feels. “How did the girl

feel when she found the dog?” “Why did she take the ball back from the dog?” When

they are playing—“how does she feel about the dog now?” (point out smiling face).

“How does she feel when she sees the LOST sign” (read sign)? Surprised. “How does she

feel when she give the dog back to his family?” “How does she feel at the end when she

sees a new dog?”

4. Make sure they understood what happened in the story by asking a few questions/

reviewing. “Who did the girl find outside in the rain?“ “What did she do when she found

the dog?” “Did the girl love the dog?” “Did the girl keep the dog forever?” “How did the

story end?”

5. Your Turn: Read the story again, this time letting the children tell the story.

Provide prompts as needed. “The girl was looking out the window and saw a _________

(dog).”

6. After Reading Activity— Focus on the Character. In this story, the little girl went through

lots of different feelings. Using the How Do You Feel Today poster point to the different

emotions: She felt: happy, sad, surprised, silly, scared.

Ask the children to tell about a time in the story when the girl felt happy, sad, surprised,

etc.

Found

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Telling Terrific Tales for Unit 5

Small Group Work

Skills Targeted: Listening comprehension, learning common stories (knowledge), language usage, retelling,

and sequencing.

Materials: The Three Billy Goats Gruff story, sequence cards, finger puppets

Outline of Activity: Telling Terrific Tales Routine

1. Read story and lay out puppets & sequence cards as you read.

2. Show sequence cards and ask children to point to the first thing that happens in the story.

3. Hand out the puppets and read the story again asking the children to play each part. Prompt them as needed

with the sequence cards and words.

4. Help the children retell the story using the puppets.

The Three Billy Goats Gruff

44



The Three Billy Goats Gruff

Once upon a time, there were three Billy Goat brothers, named the Billy Goats Gruff. One day, their mama told

them to go up to the hillside to eat the beautiful healthy green grass that grew there. So the three brothers took

off for the hillside. On the way there was a bridge over a bubbling stream. They had to cross over the bridge to

get to the hillside; and under the bridge lived a great ugly troll. The first to approach the bridge was the

youngest and smallest Billy Goat Gruff. "Trip, trap, trip, trap!" he started over the bridge when all of sudden he

heard the roar of the troll, "Who's that tripping over my bridge?”

The smallest Billy goat said "Oh, it is only I, the tiniest Billy Goat Gruff, and I'm going up to the hillside to eat

the healthy green grass." "Now, I'm coming to gobble you up," said the troll.

"Oh, no! Don’t eat me. I'm too little" said the Billy Goat. "Wait a bit till the second Billy Goat Gruff comes.

He's much bigger." "Well, be off with you," said the troll.

A little while after came the second, medium sized, Billy Goat Gruff to cross the bridge. Trip, trap, trip, trap,

trip, trap, went the bridge. "Who's that tripping over my bridge?" roared the troll.

The medium Billy goat said "Oh, it's me, and I'm going up to the hillside to eat the healthy green grass," The

troll said: "Now I'm coming to gobble you up.”

"Oh, no! Don't take me. Wait a little till the big Billy Goat Gruff comes. He's much bigger. “Very well! Be off

with you," said the troll.

But just then up came the big Billy Goat Gruff with his two brothers following close behind him. Trip, trap,

trip, trap, trip, trap! Went the bridge. “Who’s that tramping over my bridge?" roared the troll.

The big Bill Goat said: "It's I! The big Billy Goat Gruff.” The troll said: "Now I'm coming to gobble you up.”

The troll jumped on to the bridge and saw the BIG Billy Goat with his big horns and strong legs and then he

saw the medium and small Bill Goat brothers behind him. The troll realized he was no match for 3 brothers

working together so he took off running!

The three Bill Goats Gruff calmly walked across the bridge and up the hillside. The spent the rest of the lovely

day munching on the delicious healthy green grass.

The End

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46



47



Materials

Math Manipulatives: From the Garden, & Count Your Greens

Colors Book – Veggie & Fruit Cards

Take Home Book—What I Learned at School

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2 1 3

4 5 6

7 9 8

From the Garden

49



10

11

12

50



51



52



53



54



55



56



57



58



59



60



61



62



63



Songs we sing at school

Head and shoulders, knees and toes, knees and toes.


Eyes and ears and mouth and nose.


The ABC Song

A B C D

E F G

H I J K

L M N O P

Q R S

T U V

W X

Y Z

I can count 10 healthy apples

I can tell you many of the letters in my name:

____________________________

Things I am learning about:

My Amazing Body!

Skelton = My Bones

Ways I Take Care of My Body

My brain is important for

thinking and moving.

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What I am Learning at School Book

Learning about My Amazing Body

________________________________

(Student’s name)

65



Documents

Knowledge Building Targets Oral Language Skill Targets