1

Preschool Special Education (Distribute to all students in the Preschool Special

Education (PSE) class)

PSE Week

Unit: Meet My Friends and Family

Literacy Numeracy

Monday (Rhyme Play 6) Monday (Picture Graph 18)

Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize words that

rhyme in songs and nursery rhymes.

4-5 Year olds • Show understanding of

spoken words, syllables and sounds (phonemes); counting syllables, sounds and words; rhyming words; phoneme blending; and common initial phonemes.

3-4 Year olds • Show understanding of

concepts related to quantity (many, full, empty, etc).

4-5 Year olds • Classify objects into data categories

and count and compare the numbers in each category.

Tuesday (Phonological Awareness 7) Tuesday (One to One Patterns 13)

Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize that words

are made of spoken sounds.

4-5 Year olds • Show understanding of

spoken words, syllables and sounds (phonemes); counting syllables, sounds and words; rhyming words; phoneme blending; and common initial phonemes.

3-4 Year olds • Copy a pattern

4-5 Year olds • Extend the sequence of a non-numeric

pattern according to one or more attributes (color, shapes, etc.).

Wednesday (Letter Knowledge 8) Wednesday (One to One Shapes 16)

Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize that words

are made of letters.

• Recognize a letter as one component of a word.

4-5 Year olds • Identify letters of the

alphabet.

• Recognize letters in own name.

• With support, recognize the sound associated with letters.

3-4 Year olds • Recognize shapes in

objects.

• Sort shapes.

4-5 Year olds • Identify shapes (square, triangle,

circle, etc.).

• Describe similarities and differences in shapes.

Thursday (Go Along 2) Thursday (Number Sense 17)

Instructional Targets: Instructional Targets: 3-4 Year olds • Combine words to express

ideas, needs or wants.

4-5 Year 0lds • Use conversations of

grammar when speaking: correctly use nouns and verbs, plurals, conjunctions, adjectives, question words and prepositions.

3-4 Year olds • Begin to count by rote.

• Begin to associate number concepts and numerals in meaningful ways.

4-5 Year olds • Know number names 1-10.

• Count to 20.

• Count with one-to-one correspondence.

• Count to 10 to determine how many.

Friday (One to one Letters 15) Friday (Spatial Sense 20)

Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize that words

are made of letters.

4-5 Year olds • Identify letters of the

alphabet.

3-4 Year olds • Describe physical objects in

terms of relative size (big, little, etc.).

4-5 Year olds • Describe measurable attributes of

objects related to length and weight (long or short, heavy or light, etc.).

• Compare two objects with measurable attributes (taller or shorter, longer or shorter).

• Use non-standard or standard units of measurements to explore the environment.

• Describe position of objects / shapes in environment with positional

PSE Week

vocabulary (in, on, under, beside, etc.).

Monday

Literacy Numeracy Preparation: Prepare and print: -Identifying rhyming words in poem -Poem sentence strips -Picture/Word Cards and /or objects: friend, today, outside, Bike, again, play, ride, like Videos: “Hello Friend” song https://www.youtube.com/watch?v=YJXJxOKubOE

Preparation: Prepare and print: -Conduct a survey -Picture/Word Cards and Picture Cards Videos: Books:

Connection: Throughout this unit, students learn about friends and families. Learning how to make friends is an important skill to learn at the beginning of the school year. In this lesson, students will use the song, “Hello Friend, “ to identify words that rhyme.

Connection: Throughout this unit, students learn about friends and family. In this lesson, students will use a graph to determine the classroom’s favorite family activity.

Topic Words: Literacy Words: Topic Words: Math Words:

• family

• friend

• play

• school

• rhyme

• sound

• family

• friend

• home

• play

• survey

• data

• less conclusion

• ask

• graph

• equal

• question

• analyze

• picture graph

• record

• more

• bar graph

Activities: 1. Story “Hello Friend” 2. Identify rhyming words in a poem

Activities: 1. Conduct a survey What is you favorite family activity graph

See attachment

Instructional Routine

Learning Goal: I will find words that rhyme (sound the same). Introduce: -Introduce the activity by asking a focus question about words that rhyme in the poem. For example say, “What pair of words sound the same-bike/friend or bike/like?” Discuss student responses.

Instructional Routine

Learning Goal: I will conduct a survey to determine my family’s favorite activity. Introduce: -Introduce the activity by asking a focus question such as, “What is my favorite activity to do with my family?” -Tell the students they are going to answer a survey question to vote

PSE Week

-Tell student that they must listen carefully so they can hear which words sound the same. Stress the importance of listening to find rhymes. For student with auditory impairments, provide visual or tactile cues. For example, provide Picture/Words and point out how the word endings are the same, or make a motor movement each time a rhyming word is said. -Tell the student that today they will be listening for words that “sound the same” in the rhyme play. Say, “Your job today is to find words that sound the same in the rhyme, “Hello Friend” -Review the learning goal with student: I will find words that rhyme (sound the same). Model: -Display a Poem Sentence Strip from Strip C and read the poem aloud emphasizing the words that rhyme. For added fun and emphasis, use a visual or motor cue each time a rhyming word is read. -Continue modeling finding the missing words that rhyme or sound the same. Provide Practice: Choose at least one of the activities below to complete for practice.

Have the students fill in the missing rhyme word.

Have the student use pictures or other supports to match rhyming words.

Have the student select a Fill-In Picture Card of a word that rhymes with a targeted word (can be single or errorless choice).

Review: -Review the learning goal by reviewing rhyming words in the poem. -For added practice, reread the poem, having student listen for the words that sound the same. When students think they hear words that rhyme, have them put their hands on their head. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify two words that rhyme?

Can the student match words that rhyme?

Can the student select a picture that rhymes with a target word (can be single or errorless choice)?

for their favorite family activity. For example, say, “Your job will be to answer the question: What is your favorite family activity.” -Review the learning goal with students: I will answer the question: What is your favorite family activity?” Model: -Display the picture/word or picture cards: playing games, playing outside, and going out to eat. Point out that these activities are things students can do with their families. -Point to the picture/word card that shows playing outside. Say, Many families like to play outside. They can play in the park, go for a walk or play catch in the backyard. Continue to model and discuss the different activities. Provide Practice: Choose at least one of the activities below to complete for practice.

Have the students ask the question and record his or her answer.

Have the student ask the question and record his or her using supports.

Have the student use his or her active participation mode to answer and/or ask survey questions. Have the student select and answer to the survey question using his or her response mode.

Review: -Revisit the learning goal by inviting individuals’ students to share their answers to the survey question. -Talk about the survey and voting process. Point out that by taking a survey, students have collected data. Explain that the next step is to sort the data to determine which is the favorite family activity. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student ask questions and share observations?

Can the student ask questions and make observations using visual supports as needed?

Can the student participate in selecting a favorite family activity?

PSE Week

Tuesday

Literacy Numeracy Preparation: Prepare and print: -Matching sound cards -Sound Cards /a/ /m/ /p/ /t/ -Phonemic Picture Cards/Words: apple, ant, alligator, map, Mom, mop, pan, pop, pig, top, tie, tag -Phonemic Letter Cards: a m p t Videos: Books:

Preparation: Prepare and print: -Extend a Pattern -Pattern Strips Videos: Books:

Connection: Throughout this unit, students learn about friends and families. In this lesson, students will manipulate sounds in words related to friends and family.

Connection: Throughout this unit, students learn about different families. Families like to do things together. In this lesson, students will make patterns with pictures of activities they might like to do with their family.

Topic Words: Literacy Words: Topic Words: Math Words:

• brother

• dad

• family

• friend

• mom

• sister

• sound

• word

• syllable

• blend

• segment

• sentence

• family

• friend

• pattern

Activities: 1. Matching Sounds

Activities: 1. Extend a pattern

Instructional Routine

Learning Goal: I will name words that begin with_______. (/a/, /m/, /p/, /t/) Introduce: -Introduce the activity by asking a focus question that requires the students to compare sounds. For example, ask, “What sound do you hear at the beginning of ‘mom’? What sound do you hear at the beginning of ‘top’? Do they begin with the same sound? Discuss students’ responses. Then ask, “What sound do you hear at the beginning of ‘mom’ and ‘map’? Explain that ‘mom’ and ‘map’ both begin with the /m/ sound. -Use the Sound Imagery Cards/letters (/a/, /m/, /p/ /t/ to introduce the target sound(s). Then say, “We are going to listen for our new sound. Your job is to name words that begin with the sound______.”

Instructional Routine

Learning Goal: I will add to a pattern Introduce: -Introduce the activity by asking a focus question. For example, ask, “What repeats over and over in the same order-a pattern or a bike?” Discuss the student responses. -Remind students that patterns repeat over and over in the same order. -Review the words: bike, read, swing and fish. -Explain to students that they will be adding to a pattern. Say, “Your job is to add the next object in a pattern.” -Review the learning goal with the students: I will add to a pattern.

PSE Week

-Review the learning goal with students: I will name the words that begin with _________. (/a/, /m/, /p/, /t/) Model: -Display and name the Phonemic Picture cards (apple, ant, alligator, map, mom, mop, pan, pop, pig, top, tie, tag). Then model identifying other words that begin with the /m/ sound. For example, say, “I am looking for a word that begin with /m/ like ‘mouse’. This is an apple. Does ‘apple’ start with the same sound as ‘mouse’? /a/, /a/, apple. /m/, /m/, mouse. No ‘apple’ does not start with the same sound as ‘mouse’. I’ll try ‘mom’. /m/, /m/, mouse. ‘Mom’ begins with the same sound as ‘mouse’. ‘Mom’ begins with an /m/ sound.” Provide Practice: Choose at least one of the activities below to complete for practice.

Have the student identify and place words that begin with the target sound on the activity mat. (apple, ant, alligator, map, mom, mop, pan, pop, pig, top, tie, tag) Ask questions such as. “What is the sound at the beginning of this word? Is it the same sound as our target word?”

With support, have the student identify and place words that begin with the target sound.

Have the student actively participate in identifying and placing words that begin with the target sound by making a selection from a single option or errorless choice. For example, say, “Which word begins with the same sound as ‘mouse’-‘map’, ‘mom’ or ‘mop’?

Review: -Revisit the learning goal by reviewing the words that match the target sound. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify words that begin with the target sound?

Can the student identify words that begin with the target sound with support?

Can the student actively participate in identifying words that begin with the target letter sound?

Model: -Display the Pattern Strips or real objects. -Point to and name each object on the first Pattern Strip, emphasizing the pattern. Say, “bike, swing, bike. What would come next in this pattern?’ Repeat the name of each item in the pattern and then complete the pattern by adding the missing object. Provide Practice: Choose at least one of the activities below to complete for practice.

Have the student complete the sequential patterns.

Have the student match items in a pattern.

Identify each item in a pattern, pointing to each item as it is named. Then have the student complete the pattern by choosing the object that comes next (may be errorless choice).

Review: -Review the completed Pattern Strips with student. -Encourage students to make additional patterns using the lesson Manipulatives or real objects. -Practice making patterns in the classroom. Have each student select an object from a choice of two objects (e.g. read, fish) to make a simple AB pattern. Students may hold the item to make the pattern, lay the pattern on the floor or attach the pattern to a board. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student extend the AB pattern?

Can the student match items in a pattern? Can the student choose an object to complete an AB pattern?

Can the student choose an object to complete an AB pattern (may be errorless choice)?

PSE Week

Wednesday

Literacy Numeracy Preparation: Prepare and print: -Match Letters -Letter Cards -Matching Letter Activity Mats -Picture/Word Cards Videos:

- Mrs. Jones’ Room Sing Along Song - https://www.mrsjonesroom.com/songs/alphlist.html

Books:

Preparation: Prepare and print: -Match the Shape -Matching Shape Strips -Shape manipulatives Videos:

- https://www.youtube.com/watch?v=LIXnXf6FSq8 - https://www.youtube.com/watch?v=ALcL3MuU4xQ

Books:

Connection: Throughout this unit, students learn about friends and family. In this lesson, students will recognize targeted letters and their initial sounds in words. As you work through this lesson, encourage students to name friends and family members whose names begin with the target letters/sounds.

Connection: Throughout this unit, students learn about making new friends at school. In this lesson, students will learn about circles found in objects they may see while playing outside with friends.

Topic Words: Literacy Words: Topic Words: Math Words:

• family

• friends

• letter

• word

• sound

• letter name

• capital

• lower case

• friend

• play

• school

• shape

• side

• corner

• equal

• same

• match

Activities: 1. Story 2. Match Letters

Activities: 1. Match the Shape

Instructional Routine

Learning Goal: I will name words that begin with _____, /a/, /m/, /p/, /t/ Introduce: -Introduce the activity by asking a focus question that requires students to identify the target letter. For example, ask, “Do you have the letter ______ in your name?” Discuss students’ responses, identifying students whose names contain the target letter. -Use the Letter Cards to review the target letter. Then say, “We are going to look for words that begin with our new letter. Your job is to name words that begin with ________.” -Review the learning goal with students: I will name words

Instructional Routine

Learning Goal: I will match circles. Introduce: -Introduce the activity by asking a focus question. For example, display a circle object and ask, “How many sides does a circle have-1 or 2?” Discuss students’ responses. -Remind students that a circle has one side that goes around and around. Explain to students that they will be matching circles. Remind students that when matching shapes, they should look for shapes that are the same. Say, “Your job is to match the circles.” -Review the learning goal with students: I will match circles.

PSE Week

that begin with _____. (/a/, /m/, /p/, /t/ Model: -Display a Letter Matching Activity Mat and review at the top. For example, point to ‘Aa’ and say, “The name for this letter is “a”. What is the name for this letter? The sound for this letter is /a/. What is the sound for this letter?” -Display and name the Pictures or Picture/Word Cards. Then model identifying other words that begin with ‘Aa’. For example, say, “I am looking for words that begin with ‘a’. Does ‘tub’ begin with the letter ‘a’? /t/, /t/, tub. No, the letter for /t/ is ‘t’. ‘Tub’ begins with the letter ‘t’, not the letter ‘a’. I’ll try ‘apple’. /a/, /a/ apple. The letter for /a/ is ‘a’. ‘Apple’ begins with the letter ‘a’.” -Model placing the picture of the apple on the mat. Provide Practice: Choose at least one of the activities below to complete for practice.

Have the student identify and place words that begin with the target letter on the Activity Mat. Ask questions such as, “What is the sound at the beginning of the word? What is the letter for this sound?”

With support, have the student identify and place words that begin with the target letter on the activity mat. Visual supports such as the Letter Cards may be used to help students identify letter sounds.

Have the student actively participate in identifying and placing words that begin with the target letter by making a selection from a single option or errorless choice. For example, say, “Which word begins with the letter ‘a’-‘apple’, ’alphabet’ or ‘ax’?

Review: -Revisit the learning goal by reviewing the words that begin with the target letter. -Additional ideas for letter and sound instruction are available in the Word Study and Phonemic Awareness. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify words that begin with the target letter?

Can the student identify words that begin with the target letter with support?

Can the student actively participate in identifying words that begin with

Model: -Display the Matching Shape Strips and Shape Manipulatives. -Point out or display a circle Shape Manipulative. Remind students that a circle has one side that goes around and around. -Model finding the matching shape. For example, say, “I want to find another circle to match this circle.” Compare each shape on the Matching Shape Strip until the matching circle is located. Model placing the Shape Manipulative on top of the matching shape. Provide Practice: Choose at least one of the activities below to complete for practice. Provide students with Matching Shape Strips and Shape Manipulatives.

Have the students name and match the target shapes.

Have the student match the target shape providing support as needed.

Have the student use his or her active participation mode to select the target shape (can be single or errorless choice). With support, have the student participate in matching the shape to the corresponding one on the Matching Shape Strip.

Review: -Review students’ complete Matching Shape Strips. -Review circle shapes found in the classroom/room -Remind students that a circle has one side and goes around and around. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify and match a targeted shape?

Can the student match shapes with support?

Can the student select a name shape (can be single or errorless choice)?

PSE Week

How? the target letter? How?

Thursday

Literacy Numeracy Preparation: Prepare and print: -Picture/Word Cards Videos: Books: Families

Preparation: Prepare and print: -Number Sense Scenarios 5-7 -Manipulatives Videos: Books:

Connection: In the story Families, students will learn there are different types of families. For example, some families have five people, while some families have 3 people; and some families have two parents, while some families have only one parent. In this lesson students will tell about themselves and a chosen family member. Then they will draw a picture of themselves and the family member.

Connection: Throughout this unit, students learn about friends and families. In this lesson, students will address counting to 20 and number recognition to 10 by counting toys that they can use to play with friends at school and family members at home.

Topic Words: Literacy Words: Topic Words: Math Words:

• brother

• dad

• family

• sister

• write

• sentence

• story

• family

• friend

• home

• play

• school

• share

• number

• count

• more

• less

• trace

• write

Activities: 1. Story 2. Tell About a Family Member

Activities: 1. Counting

Instructional Routine

Learning Goal: I will tell about a family member. Introduce: -Introduce the activity with a focus question about family? For example, ask, “Who is in your family? How many people are in your family?” Discuss the students’ response. -Remind students that in the book, Families They learned about how manty types of families. Explain that families are all

Instructional Routine

Learning Goal: I will count toys and find that number Introduce: -Introduce the activity by asking a focus question about counting. For example, display 4 teddy bears (or teddy bear manipulatives) and ask, “How many teddy bears re there-2 or 4?” Discuss students’ responses. -Explain to students that they will be counting toys that they can share with friends, such as teddy bears, puzzles and blocks. Remind students

PSE Week

different. For example, some are big and some are small. Some families have one parent and some families have two patents. -Tell the students that today they will share information about a chosen family member. For example say, “Your job is to tell us about one of your family members.” -Review the learning goal with students: I will tell about a family member. Model: -Present the Picture/Word Cards that show different people within a family. Identify each family member. -Model choosing and telling something about a family member. For example, display the Picture/Word Card for grandfather and say, “I have a grandfather. I call him Gramps. My Gramps is silly.” Picture/Word Card are also provided to help tell about a family member. Provide Practice: Choose at least one of the activities below to complete for practice.

Have the student name and then share information about a family member. Ask questions such as, “What do you call this family member? What do you like to do with this family member?” Encourage the students to answer these questions using simple sentences. Repeat with other family members.

Have the student name a family member by selecting a Picture/Word Card. Then have the student share information about the family member by combining words/pictures. Additional picture supports may include the Fill-In-Picture Cards from Activity 2.

Have the student participate in sharing information about a family member by making a selection from a field of 2-3 choices or an errorless choice. For example, display the Picture/Word Card that represents the student’s primary caregiver and say, “Tell me who is in your family.”

Review: -Review the learning goal by displaying the family member Picture/Word Cards. Ask, “Who is in your family?” -Remind students that families are all different and that each family is special in their own way. Check Understanding: (optional) Choose and complete at least

that sharing toys is a great way to make new friends. Then say, “Today your job is to count the toys and find the number.” -Review the learning goal with students: I will count toys and find that number. Model: -Display a number of teddy bears. Ask, “What can I do to find out how many teddy bears I have?” I can count the teddy bears.” -Model counting the teddy bears. Then write the corresponding number. Repeat using different toys as needed. -Display a How Many? Counting Strip and model counting the number of objects and identifying the corresponding number. Model using real objects and other math supports as needed. Provide Practice: Choose at least one of the activities below to complete for practice. Provide students with appropriate “How Many?” Counting Strip, Manipulatives and Math Supports as needed.

Have student count the objects and select the correct number to fill in the blank.

Have the students count the Manipulatives using a number line or other visual that encourages one-to-one correspondence. Then have the student select the corresponding number from a field of choice to complete the scenario.

Using the student’s active participation mode, have the student participate in counting using Manipulatives. After counting, have the student participate in identifying the corresponding number from a single or errorless choice.

Review: -Review the How Many? Counting Strips with students. -Encourage students to count different objects throughout the day. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student count to identify how many objects are presented and find the corresponding number?

Can the student use supports to count and identify the number of objects from a field of choice?

Can the student participate in counting and identifying the number of object from a single or errorless choice?

PSE Week

one of the activities below.

Can the student use simple sentences and share information?

Can the student combine 2-3 pictures/words to share information?

Can the student use picture supports to communicate a message?

k

Friday

Literacy Numeracy Preparation: Prepare and print: -Match Letters -Letter Cards a, m, p, t Videos: Books:

Preparation: Prepare and print: -Manipulatives -Crayons Videos: Books:

Connection: Throughout this unit, students learn about friends and families. In this lesson, students will identify the letters a, m, p and t I words that describe things we like to do with our friends and families.

Connection: In this unit, students learn about friends and families. In this lesson, students will use people in a family to compare sizes. Then, students will use a crayon to measure objects. They will also move a crayon to various locations around the classroom.

Topic Words: Literacy Words: Topic Words: Math Words:

• family

• friend

• mom

• play

• letter

• match

• trace

• brother

• dad

• family

• friend

• home

• mom

• share

• sister

• compare

• measure

• under

• in

• taller

• estimate

• up

• shorter

• longer

• down

• height

• on

• over

Activities: 1. Story 2. Matching Letters

Activities: 1. Measure Objects

Instructional Routine

Learning Goal: I will match the letter____. (a,m,p,t)

Instructional Routine

Learning Goal: I will use the crayon to measure objects in my

PSE Week

Introduce: In this activity, students will be matching letter names. The pace and number of letters introduced at one time should be based on student needs. -Introduce the activity with a focus question that requires students to identify the target letter. For example, display the letter ‘p’ and say, “This is the letter ‘p’. The word ‘play’ starts with the letter ‘p’. We like to play games with our new friends. What letter does ‘play’ start with-‘p’?” Write out the word ‘play’ and match the ‘p’ in play to the Letter Card. Discuss students’ responses. -Display the Letter Card(s) for the target letter (a,m,p,t). Say, We are going to learn a new letter. Your job is to match the letter_____.” -Review the learning goal with students: I will match the letter _______. (a,m,p,t) Model: -Display the Letter Cards for the targeted letter. Students should be exposed to both the capital and lowercase letters. It is recommended that the lowercase letter be targeted first as students will encounter the lowercase letter more often in text. -Using the Letter Card, model connecting the target letter to a word. For example, say, “This is the letter ‘p’. The word puzzle’ starts with the letter ‘p’.” write out the word ‘puzzle’ and match the ‘p’ in ‘puzzle’ with the Letter Card. Picture/Word Cards from Lesson 7 and 8 may also be used. -Locate environmental print or text in the classroom that contains the target letter. Match the target Letter Card to the located print or text. Provide Practice: Choose at least one of the activities below to complete for practice. Present the target Letter Cards (two sets to provide a match), words, environmental print or media containing the target letter.

Have the student identify the target letter by locating its match. Display two or more Letter Cards, words, environmental print, etc., point out the target letter and say, “Find another

Have the student match the target letter. Display two or more Letter Cards, environmental print, etc., point out the target letter and say, “Find another letter______.”

Have the student select a target letter using an active response mode (may be field, single or errorless choice).

classroom. Introduce: -Introduce the activity with a focus question that requires students to compare two large classroom objects. For example, ask, “What is longer -the crayon or book?” Discuss students’ responses, encouraging students to tell how they compared the objects. Explain that the size of the objects can be compared in more than one way-we can hold the objects side by side to compare them or we can measure each object and then compare the measurements. -Display and name the crayon Manipulative. Say, “We are going to use the crayon to measure objects. I am going to name an object an object in our classroom. Your job is to tell me how many crayons long the object is.” -Review the learning goal with the students: I will use the crayon to measure objects in my classroom. Model: -Use the Guide Form to model how to take nonstandard measurements of a classroom object -First, make a guess or estimate as to how many Manipulatives it will take to measure the classroom object. -Model how to measure with the Manipulative pictures, starting at one end (or left side), place the Manipulatives end to end until you reach the other end (or right side) of the object. -Count the number of Manipulatives to determine ‘how long’ the object is. -Finally, compare the actual measurement to your estimate. -Complete the other Guide Form and then model how to compare the two measurements to determine which object is longer. Provide Practice: Choose at least one of the activities below to complete for practice. Have students continue to use Manipulative pictures to measure and compare the length of classroom objects.

Have the student take and use nonstandard measurements to compare the length of objects. Provide support by asking questions such as, “How many crayons long is (classroom

Work together to use the Manipulative pictures to measure objects. Then have the student compare two objects that have been measured. For example, say

Have the student use his or her active response mode to participate in taking measurements. For example, have the student select the total number of crayons an

PSE Week

letter_____.”

Review: -Review the learning goal by displaying the target Letter Card. -Play “Concentration” with the Letter Card. Lay the cards facedown and have a student turn one card over. Have the student turn over another card. If it is a match, have the student put the cards together and set aside. If the card is not a match, have the student turn over the card face down and continue turning other cards over until a match is found. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify the target letter by locating its match?

Can the student match target letters?

Can the student select a target letter using an active response mode?

object)? How many crayons long is (classroom object)? Which is longer? Which is shorter?”

“(Classroom object) is (number) crayons long. (Classroom object) is (number) crayons long. Which is longer? Which is shorter?”

object is from a single option or errorless choice. Then have the student compare objects by selecting an object that is longer than another.

Review: -Revisit the learning goal by discussing the length of various classroom objects in terms of “how many crayons long” they are. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student use nonstandard measurements to compare the length of objects?

Can the student compare two objects and indicate which is longer and which is shorter?

Can the student use his or her active participation mode to select an object that is longer than another?

Additional Reading Opportunities Tar Heel Readers http://tarheelreader.org/

Library Books

Title Author Title Author

PSE Week

Additional Internet and Video Resources See Attachments for Activities and Books.