Adventures in

Learning

©Copyright, 2002 by Zoo-phonics®, Inc., 995 Morning Star Dr, Ste B., Sonora, CA 95370. All rights reserved. Printed in
the United States of America. The purchase of The Zoo-phonics® Adventures in Learning entitles the individual teacher
to reproduce copies of the student worksheets for his/her individual classroom use. The reproduction of any part for
an entire school or school system or for commercial use is strictly prohibited.
 Acknowledgments

Any time you take on a large project, such as a year’s worth of Preschool Lesson Plans, it takes many hands, eyes
and hours to complete. I would like to acknowledge, and thank, some important people who helped me complete this
book.

First, I would like to thank the entire Zoo-phonics staff. Thanks go to Chuck Herfurth, the Zoo’s General Manager,
who gave me the “green light” to begin writing these Lesson Plans for you. He also has edited the book, carefully
watching for graphic inconsistencies.

To Matt Anderson, the Zoo’s Graphic Artist “extraordinaire,” who has worked not only tirelessly, but has given up
many nights and weekends to do all the graphics and many of the illustrations, and made it beautiful and easy to use.

I would also like to thank Phyllis Munson and Charmaine Atkins for all their editing and cross- referencing, even
though this is not their regular job at Zoo-phonics. They just happen to be very good editors. I want to thank Etta May
Hansen and Anne Middleton in the Business Department, and Tia King in the Shipping Department, for answering all
the telephone calls over the many weeks so Phyllis and Charmaine could edit.

A HUGE thank you goes to my very good friends and outstanding teachers: Lynn Reiter, Angie Eberspacher, Jody
Lemmel, Kerri Hamer, and Sheryl Watson who, without much pleading, rescued me when it looked like I wasn’t go-
ing to reach my deadline. I emailed an SOS to each of them, and they came running.

I thank Lynn for collecting the vocabulary (which turned into activities) for well over half the lessons. She also gave
me the idea of the “Zoo Animal Sitters” and the literature for them, which she developed for her own classroom. I
shipped her many lessons and she would email me back with clever ideas to add.

Jody Lemmel was my cheerleader the whole time. She not only suggested some of her favorite songs and books, she
also gave me many cute ideas. The “Baby Bear Letter” came from Jody. She also took one of the Weekly Lessons to
write.

Sheryl Watson was a wealth of information. Sheryl not only did some editing and wrote one of the Weekly Lessons,
but she collected many books for our “Suggested Literature” section at the end of each chapter. You can feel the en-
ergy coming from her activities!

Angie Eberspacher took one Weekly Lesson to write. She did such a great job that I begged her to do a few more. I
gave her what I thought were the very worst letters (What can you do with “x,” “y,” and “z” – there are so few words!)
and she did miracles with them!

Dr. Cecelia Souza, Professor and Speech Pathologist at the University of the Pacific in California, suggested the
format for these lesson plans. She has loved and used Zoo-phonics for years in her clinic for special education and
Head Start children. She has wanted a curriculum that is not only language intensive, but that covers all other subjects
as well. After I showed her several chapters, she said, “If I would have had these lesson plans, I wouldn’t have had to
make my own.”
To each of these wonderful people, I humbly thank you. I couldn’t have done it without you all.
(Please see their biographies below.)

Charlene A. Wrighton, M. A., Ed.

Author, Co-Developer

Biographies of our Research – Writing Team

Sheryl Watson has been an elementary educator for 28 years. She has taught K – 3rd grades, and music for the last 19
years. As a Master Teacher, she has created an Early Age Kindergarten Program for their school district. This involves
teaching while mentoring teachers, creating curriculum, and assessing children four years of age who will attend
kindergarten in the Fall. She currently lives in Incline Village, Nevada, on the North Shore of Lake Tahoe with her
husband, Jim, of 28 years. Jim is an Administrator of Al Tahoe Elementary School in Lake Tahoe USD. They have one
son, Jimmy, 16, who is a downhill ski racer and wakeboard competitor. Sheryl created the Family Reading Nights at
Incline Elementary School to promote literacy with local “celebrity” readers. Each child receives free books. There is
usually “standing room only” for parents and children. Sheryl is a member of Sierra Nevada IRA, NAEYC, California
Kindergarten Association, and all the PTAs for the three schools her family works at and attends!

Lynn Reiter has been a Special Education teacher since 1969, with credentials and teaching experience in South Da-
kota, New Mexico and California. Through the years, she has taught first grade through twenty-two year old students
with varying degrees of disabilities (mildly to severely handicapped, emotionally disturbed and trauma brain injured).
She taught an adult reading program for the U. S. Air Force at Ellsworth Air Force Base in Rapid City, South Da-
kota. Serving colleges in South Dakota and New Mexico, she was the supervising teacher for practicum teachers, and
served as Mentor Teacher for first year teachers. Lynn has developed curriculum, served as department head, written
and implemented grants, managed and taught Project SCOPE (School Community Opportunities Promoting Employ-
ment) and created many unique mainstreaming projects in schools. Certifications included in her background include:
National Geographic Teacher Consultant, GESA (Gender, Ethnic Expectations and Student Achievement) Teacher
Facilitator, Quest International Teacher Trainer, Reading Specialist Transition Specialist, and Certified Presenter for
Systemic Initiative in Math and Science Education. She has worked as the Albuquerque Schools Transition Services
Project Head teacher of Community Based Instruction for the Private Industry Council and Youth Summer Employ-
ment Program. She received a National Presidential Award from President Clinton. Lynn has also received local and
state recognition for her accomplishments.

Angie Eberspacher taught Kindergarten for one year, first grade for 5-1/2 years, and is a gifted teacher. Once she
started her family, she decided to home school her children and has for the last three years. She earned her Early
Childhood Education Degree and Elementary Education Degree from the University of Nebraska-Lincoln in 1989.
Angie has been married to Curt for 13 years. They have three children, Emily age 7 and twins, Hanah and Sarah, who
will be three in November. The Eberspachers live on and operate a large family farm in Nebraska.

Jody Lemmel has been happily married for 7 years. She received her B. A. in Liberal Studies at Azusa Pacific Uni-
versity in Azusa, California. She received her Master’s Degree in Education, with an emphasis in reading, at Cal
State-Fullerton in Fullerton, California. Jody is presently teaching first grade at Juliette Low Elementary School in the
Magnolia School District in Anaheim, California, as she also “loops” with her kindergarten students. She also taught
preschool for several years.
 What’s New At the Zoo?

T his book is! That’s what!

Last October, Zoo-phonics presented its brand new Adventures In Learning Preschool Manual. It was (and still is)
filled with great, and fun, Zoo-phonics instruction. We filled this Manual with tons of ideas and activities for not only
teaching language arts, but also math, science, art, music, grooming, health and safety, cooking and nutrition, physical
education, sensory experience, social studies and communication! And, it was all taught phonemically!

Once it hit the market, kindergarten and first grade teachers wanted it too, so we decided to divide the Preschool Man-
ual, taking out all the “other academic adventures” and black line masters. Then we collected all the blackline masters
(for language arts, science, etc.) from the Kindergarten Manual and put them altogether. Now preschool, kindergarten
and first grade can have this exciting resource book.

So, what will you find in this Manual? You’ll find all the daily language arts lessons: alphabet instruction, phonemic
awareness, literature, oral language, pre-writing activities, handwriting, sound blending and word building, and other
concepts of print, etc.

You will notice that the lessons are divided into a Monday – Friday format. If you run a three- or a four-day program,
use whichever activities you’d like on the various days. As soon as the day’s phonemic awareness and literature les-
sons are over, go to the Rotating Group Section (highlighted in gray) for more fun. Then after that, go to the Adven-
turesome Kids Activities Manual and choose activities to round out your day, include more variety in your curriculum,
and assure yourself that you ARE teaching all essential academic subjects.

Any time you want to teach something other than language arts, there is a plethora of subjects you can teach that will
tie into language arts skill development at the same time! As you are teaching math, Signal out the numbers (do catina
cat’s Signal three times!), or Signal the initial sounds of all the continents; as you are cooking, Signal and sound the
initial sounds in the ingredient words in the recipe!

Standards and Guidelines

Most states in the nation have developed standards and guidelines for teaching language arts. Since Zoo-phonics teaches
all aspects of the language arts process, it was crucial to include these rubrics in the Manual. As you choose a particular
activity in the lesson plan, check off the standard that it meets. Do this daily, and SEE how perfectly Zoo-phonics meets
and exceeds the standards. This will certainly help you if you are required to “backward map” the state standards to your
chosen curriculum.

Assessments
Since you are now expected to evaluate your children in an on-going fashion, we’re here to help! In this Manual we
have included several assessments that will determine what your students know at the beginning of the year, and how
much they have grown academically during and at the end of the school term. You can assess them two, three or four
times a year, depending on your needs and schedule. These assessments can help you design curriculum to specifi-
cally meet the needs of each of your students. The assessment instruction will help you to modify the tests for ESL or
special needs students. It will help you write goals and objectives, if needed.

If you need additional assessments or a different type of assessment, Zoo-phonics has an entire inventory of assess-
ments that covers a broad spectrum of ages, stages and skills. You can see the Zoo-phonics Assessment Inventory in
the catalog, or online.

Please look through the Table of Contents and read all the Index blurbs to see what each section holds! I think you’ll
find it a wonderful teaching Adventure!
 Table of Contents
Introduction...........................................................................................7

Essences of Zoo-phonics....................................................................... 19

Hierarchy of Learning.......................................................................... 21

Getting Started...................................................................................... 23
Zoo-phonics Body Signals...................................................................................................................28

Preschool Scope and Sequence for Language Arts......................... 33

Using the Signal Practice Video.......................................................... 35

Teaching Phonemic Awareness............................................................ 37

Reading Aloud........................................................................................ 39

Pre Sound Blending: A Stepping Stone to Reading......................... 41

The Home Connection............................................................................ 43

Preschool Lesson Plans......................................................................... 49

Chapter 1 (a)........................................................................................................................................49
Chapter 2 (b)........................................................................................................................................57
Chapter 3 (c)........................................................................................................................................65
Chapter 4 (d)........................................................................................................................................73
Chapter 5 (e)........................................................................................................................................79
Chapter 6 (f).........................................................................................................................................85
Chapter 7 (g)........................................................................................................................................91
Chapter 8 (h)........................................................................................................................................97
Chapter 9 (i).........................................................................................................................................105
Chapter 10 (j).......................................................................................................................................111
Chapter 11 (k)......................................................................................................................................117
Chapter 12 (l).......................................................................................................................................123
Chapter 13 (m).....................................................................................................................................131
Chapter 14 (n)......................................................................................................................................139
Chapter 15 (o)......................................................................................................................................147
Chapter 16 (p)......................................................................................................................................155
Chapter 17 (q)......................................................................................................................................163
 Chapter 18 (r).......................................................................................................................................171
Chapter 19 (s).......................................................................................................................................179
Chapter 20 (t).......................................................................................................................................187
Chapter 21 (u)......................................................................................................................................195
Chapter 22 (v)......................................................................................................................................203
Chapter 23 (w).....................................................................................................................................211
Chapter 24 (x)......................................................................................................................................220
Chapter 25 (y)......................................................................................................................................225
Chapter 26 (z)......................................................................................................................................231
Chapter 27
Reader A1 “a - b - c - d;” Capital letter names and letter names “a - z”.......................................241
Chapter 28
Reader A1 “e - f - g - h;” Capital letter names and letter names “a - z”.......................................247
Chapter 29
Reader A1 “i - j - k - l;” Capital letter names and letter names “a - z”.........................................251
Chapter 30
Reader A1 “m - n - o - p;” Capital letter names and letter names “a - z”.....................................255
Chapter 31
Reader A1 “q - r - s - t;” Capital letter names and letter names “a - z”.........................................259
Chapter 32
Reader A1 “u - v - w - x - y - z;” Capital letter names and letter names “a - z,” assessments,
parent conferences.........................................................................................................................263

Assessment............................................................................................. 265

Head Start Child Outcomes Framework............................................ 285

Prekindergarten Guidelines................................................................. 293

Blackline Masters.................................................................................. 305

 Introduction

W elcome to the Zoo-phonics World of Learning!

As you “take a walk” though these lesson plans, see all the possibilities. Whatever your educational philosophy is for
preschool children, we want you to feel comfortable. Treat the ideas and activities as a
springboard to your personality, your training and your experience. Draw from them
as you add your own lessons, activities, and way of doing things.

As you thumb through these daily lesson plans, picture them as a smorgasbord of
activities and possibilities. Grab that tray and start choosing!

You might, however, open the book, and see something that triggers a “we don’t do it
that way!” response and close the book. I ask that you give the ideas and activities in
the lessons a chance.

Picture yourself going into a buffet-style restaurant. You grab a tray, you stand in the
middle of the room and you say, “I can’t possibly eat all this food.” You get discour-
aged and overwhelmed, so you put down your tray and you walk out, shaking your
head in disappointment. You were really hungry. Be sure to pick and choose
the activities that appeal to
Or, picture this: You walk into the same restaurant… you see the salad bar and you you and your needs.
start salivating… but then, you also see trays of meats: roast beef, ham, roasted
chicken, fish filets. You stop, and say to yourself, “I can’t eat here! I am a vegetarian!”
and you walk out feeling righteous indignation.

In education, we have so many philosophies. And, we are adamant about our philosophies. I cannot tell you how many
“do’s” and “don’ts” and “nevers” I’ve read as I have researched preschool manuals during this writing time. What
struck me were all the sad “closed doors” that I came upon. And, with these closed doors, who is hurt? The children.
They are always caught up in adult issues.

The new nationwide standards for preschools and Head Starts have done a complete 180-degree turn in the last several
years. Whereas children were supposed to come to preschool to play, discover and experience, it is now expected that
they learn specific skills. Ack! How can this be? Take these young cherubs and cram knowledge down their throats?
No! Never!

The point is, there are two compelling arguments that say, “Yes, children need some academic structure in their day;
and, yes, they can handle it!” Research tells us over and over that children’s brains from birth on are developmentally
ready for more complex thinking. Statistics tell us that our very bright preschoolers are entering kindergarten with few
needed skills.
 8 Preschool Manual
Zoo-phonics believes that children are ready, willing, and able – let’s get them started and still keep the curriculum
playful and child-centered.

I’d like you to pick up your “empty cafeteria tray” and walk into the Zoo-phonics
World of Learning “smorgasbord.” (See the last page in this manual for your “cafete-
ria tray” lesson plan blank.) Go through the lessons for the day and say, “I’d like that,
and that, and I’ll try this. Oh, that looks like fun, I think I’ll try a little of that.”

You don’t have to “eat” everything. You don’t have to even eat everything on your
plate. Choose what is age-appropriate for each of your individual children. You can
work in whole groups, small groups and individually. There are no rules. This Manual
is designed to not only meet the needs of your educational philosophy, but still meet
and exceed the standards that are established for preschool children. We guarantee
that your children will grow emotionally and socially, as well as educationally. They
will have plenty of time for free exploration. But they will also walk out of your
preschool or center fully equipped to begin the reading, spelling and writing process
in kindergarten. They will know the basics of mathematics. They will get an introduc-
tion to the world around them, and beyond them. They will be allowed to talk, share, This manual is designed
analyze, conjecture, and create. to open new vistas for your
preschool students.
New vistas will be opened to them, as they participate in drama, sensory play, classi-
cal music and art, as well as fun songs and crafts. The best news is that after about a
month, they will know all the sounds and shapes of the alphabet, so the world of print will be opened to them as well!

Let’s learn some more about this Manual of Daily Lesson Plans.

How Can We Reach Every Child in Every Academic Subject?

There is so much to teach these young children. The problem is, how do you do it best? How do you do it most effi-
ciently? How do you get every important, relevant, and life-forwarding concept into their heads and hearts before they
leave you? How do you prepare them for school so they can be successful and confident students?

Here’s how: Since the alphabet is the foundation for all other learning, let’s teach reading, spelling, writing, math, sci-
ence, social studies, the arts, music, cooking, literature and physical movement, phonemically - alphabetically! This
way, children will learn the letters and letter sounds that unlock the doors to print. At the same time, they will explore
all other subjects, through age-appropriate activities and experiences!

Since the cardinal rule for Zoo-phonics is that you teach the alphabet as a whole, not fragmented or mixed up, we are
going to teach the whole alphabet every day. We will then concentrate for an entire week on one sound, exploring, for
instance, the sounds of Bubba Bear’s letter (b) as we teach phonemic awareness, food experiences, art, music, math,
literature, science, psycho-motor play, sensory experiences, world information, social communication, self-image,
valuing, health and grooming. Whew!

As per the “Essences” of the Zoo-phonics program, we begin by teaching the shapes and sounds of the lowercase let-
ters, delaying teaching capital letters and letter names for awhile. (You’ll discover lessons for capital letters and letter
names in Lessons 27 – 32.) We will use the Animal Letters and related body “wiggles” (the Signals) to cement these
sounds into place for present and future use.

It is a joyful, playful, connected, and relevant curriculum. Children are kept in mind daily, knowing their need to ex-
plore, direct their own learning, and experience a myriad of activities, themes, topics and adventures.
 Introduction
9

A Very Important Note about the Vocabulary

You may look at the vocabulary in the lessons and say, “Some of these words are too hard for preschool children!”
Consider one thing. Think about teaching these children with as much enrichment as you did your own children at
home. Teachers are famous for enriching their own children – we do it naturally. You can always spot “a teacher’s
kid.” Teachers, who are also parents, can’t help but teach. We are a verbal lot, and are always showing our children
some sort of magic “something,” and using the proper vocabulary to name or describe it. It doesn’t matter if the word
is huge. We explain it, use it, reinforce it, and our toddlers learn it! They also use it naturally in their speaking vocabu-
lary. Why shouldn’t we, then, do the same for our students in our preschools? And isn’t the one thing that we note
with disadvantaged children is their lack of enrichment? Here’s our opportunity!

The secret is to explain the word, (translate if necessary), act the word out, clap out the syllables, define it, use it in a
sentence, have children use it in sentences, and then, reinforce it throughout the day, week, and the month. It will soon
become theirs.

Kerri Hamer, educator, mother of a preschooler and a kindergartner (see her biography in the acknowledgments section),
says this: “Preschool is the perfect time for exposure to new and sometimes complex ideas. We are not expecting imme-
diate mastery from these preschoolers, but we just might be surprised when they do in fact master many of the activities
and skills… Once students enter kindergarten, there are “standards” that they are expected to master. Why not set the bar
high early? I am so disheartened by some educational practices (and teachers) who set the level of expectation so low.
We cannot teach down to our students. They have beautiful minds and CAN rise to high expectations.”

Worksheets
It is often adamantly said, “You never do worksheets in preschool.” We’d like you to
make an exception. The Zoo-phonics worksheets are so playful, and very carefully
designed. We have never believed in “dittoed” worksheets that “keep children occu-
pied.” Our pages are handpicked for the activity, and are age-appropriate. The focus
might be cutting and pasting, tracing and tracking, figure ground, perceptual activities,
matching, etc. They build specific skills, and they are still playful. They almost always
involve the animals. This kind of “paper support” is used sparingly, and is often used
as an independent activity for rotating groups, centers, or can be sent home. And, if
some of your children are too young, skip it!

Zoo-phonics’ worksheets
Capital Letters and Letter Names are age appropriate for
One of the primary premises of Zoo-phonics is that we teach the lowercase letters and their your preschoolers.
sounds first. That is because they are both needed 95% of the time in reading and writing.

There are several things you will note in the lessons and Zoo-phonics materials. When we are showing the animals’
names on the Animal Letter Cards, the Readers, etc., we use lowercase letters at first. In the Zoo-phonics Readers, a
rebus is used instead of the animals’ names (so children only have to deal with simple VC and CVC words1 ). Low-
ercase letters are used to represent the animals’ names as a rebus on other materials as well. Capital letters and letter
names may/will be taught in Lessons 27 – 32 at the option and wisdom of the teacher.

When dealing with letters, it is too early to show children two different forms for the same letter sound (B and b).
Multiply two times 26 and you have 52 different shapes to master. It is just too much right now for young children. Be
patient – it will all come – they will have wonderful mastery of these concepts, rather than confusion.

Dealing With Various Schedules

These subjects, ideas and activities have been kept simple and are easy to use. They are also flexible, knowing that no
two preschools or Head Start Centers are exactly the same. Some run on a three-day, four-day, or five-day schedule.
Some are half-days - some are full days. You can choose what to teach, when you want to teach it!

1
VC (Vowel/Consonant); CVC (Consonant/Vowel/Consonant)
10 Preschool Manual
There are so many exciting and important ideas or activities in this Manual to share, that you cannot possibly do them
all. So, choose your favorites! Choose according to:
a. What you need to teach
b. What is needed in your curriculum standards
c. What you have available in the classroom center
d. What the children are interested in

Choose what fits your schedule!

Remember, these make excellent centers activities. Many of the activities can be lead by a parent or volunteer or done
independently.

You will not find a schedule, or time “duration,” here. You might want to spend five minutes on a particular activity, or
take 1/2 hour to explore it.

You have the flexibility of having social studies or science daily (quick little bits of teaching and exploration), or a
couple of times a week. You can set up casual centers for children to visit, or more formal “direct instruction” groups.
The choice is yours.

Planning Time
As you plan weekly, have the lesson plans, Zoo-phonics materials, literature, etc., in front of you. Have several copies
of the blank lesson plan “smorgasbord tray” available to collect ideas. Choose the activities that you want to present
in each subject. As you go through the daily lesson plans, highlight your favorites. Write in the margins of the lessons.
Make these lessons yours! Don’t be afraid to try something new. It might become a favorite! Include your paraprofes-
sional and any parent helpers in the planning. Each can have her/his own lesson plan.

Always keep in mind those children who are developmentally young, have
special academic or motoric needs and ESL students. Create opportuni-
ties to give them the extra help they need. This includes the gifted as well.
They need the acceleration – the challenging vocabulary and concepts –
and the activities that support them. Let these lessons meet each of your
students’ individual needs.

This is not an exhaustive list of activities or experiences. There were so

many more things we could have included. However, spending a month on
each letter was ludicrous, although there was enough information to teach
to do just that. There are so many more literature books, songs and nurs-
ery rhymes that highlight a particular letter and sound, so we have added
“literature suggestions” at the end of each lesson (also not exhaustive).
You can certainly read or sing your favorites instead of ours.
This manual includes many chapter
We want this to be a wonderful experience for both you and your children
specific books you can share
(and, of course, their parents). Preschool curriculum should be full, varied with your class.
and, again, relevant, so that this becomes a springboard for future learn-
ing. We hope you have as much fun using it as we did writing it.
 Introduction
11

How Each Week’s Lesson Works

Here’s what you will find in each lesson:
• The same format is in each lesson, highlighted by icons. This way you will have ease in locating your lesson
choices. The categories are: phonemic awareness, writing experiences, literature, food experiences, math, psycho-
motor (small and large muscle movement), music and rhythm, social studies and social communication, science,
arts and crafts, sensory motor and drama, health and grooming. Of course, oral language, critical thinking skills
and vocabulary development are built in to every lesson.
• Supporting the targeted “sound of the week,” you will find those letters underlined. This is for you, the teacher,
and the instructional aide. They will act as reminders to help you help children focus on that particular sound.
Remember to always Signal as you pronounce the targeted sound in words.
• Many preschool teachers and instructional aides have not had extensive phonemic awareness or phonics training,
so we built it into every lesson! (You’ll see the targeted letters underlined.)
• The literature used in the lessons will be addressed on the first page of each lesson. Supporting literature (music,
audio, video and Internet suggestions) can be found at the end of each lesson unit.
• On the first page of each lesson is listed all the Zoo-phonics materials needed for that week.
• In gray boxes, you will find additional teacher instruction or more advanced lessons “for those who are ready for a
challenge.”
• You’ll sometimes see the words, “See Blackline Master #xx.” This will refer you to the back section of the book
where all the Blackline Masters are located for various activities.

In the back of the book you will find:

• All the Blackline Masters. They are cross-referenced for your ease in use.
• Recipes that you can copy, use and laminate. Feel free to share them with parents.
• Assessment Tests. These are reproducible. You can keep them in the child’s cum file, give a copy to parents at con-
ference time, and/or send them on to the kindergarten teacher if, and when, appropriate.

Each section will be discussed and explained in detail below. Ideas will be added here to help you build and fill your
bins, supplies, library, playground, kitchen, centers, etc.

Let’s Look at Each Academic Category

Phonemic Awareness/Writing Experiences
The Daily Lesson Plans are vocabulary and concept-rich. They provide conceptual as
well as hands-on instruction. You see lots of vocabulary in the phonemic awareness
section as we match sounds to letters to words. Words were chosen that are in most
children’s daily vocabulary. You will also explore the calendar at this time. This is
your moment to explore text, do oral language, and highlight letters as children match
the sounds to letters in their own names, the color of their eyes and hair, etc.

Take a quick glance at the first “Phonemic Awareness/Writing Experience” Section in

“allie alligator’s Wonderful World of Learning.” This will give you a feel for how the
alphabet will be presented. The first week of school allows you to divide the alphabet
into four parts, so you are only teaching the sounds and shapes for “a – g” the first
day; “h – m” the second day; “n – s” the third day; and, “”t – z” the fourth day. If you
have a five-day program, you will review all “a – z” on the fifth day. The second week Use the Large Animal Al-
of school (bubba bear’s /b/ week), you will review, and then begin to work with, the phabet Cards to familiarize
alphabet as a whole unit daily. You will still focus on only one letter sound, however. your students with the
Body Signals.
This may seem like too many letters. Can young children really do this? Yes, easily,
12 Preschool Manual
because they are moving their bodies, making letter sounds, and looking at lovable animals in the shapes of letters.
How hard is that?

As you follow the instruction in the lesson plan regarding the ALCs, the Shapes, Sounds and Signals, gently correct
the Body Signals and Sounds before children have incorrectly practiced over and over. “Unlearning” errors is frustrat-
ing for children, and a waste of precious time for both child and teacher! Watch the Practice Video!

If you see a child or children who need to work at a slower pace, you have the freedom to give them extra help or time. It
is built into the program. If you see children who grasp the alphabetic concepts immediately, you have the obligation
to accelerate them! We will provide an instruction box for “those who are ready for a challenge” daily.

It is recommended throughout the Daily Lessons that you “write the words on chart paper or the board” (and some-
times sentences strips or index cards). Children MUST SEE (as well as hear) the “conventions” of print. Sight is one
of our strongest modalities, and hearing is usually one of our weakest. Hearing needs to be supported by visual infor-
mation for the most part. Make a list of phonemically targeted words on paper. Children can see the letters that are
used to form the word, they can hear the word, they can Signal, and then circle the first initials in the words, etc.

Because we use Animal Letters and Body Movements, children hear, see, say and DO (live, experience, feel) the let-
ters and words. All their senses are taking in crucial phonemic information. Because of this, their ability to remember
and transfer this vital information is enhanced!

What Do You Do if Your Children Discover a Long A Sound? (For example.)

After your students are proficient at the alphabet, and you are exploring literature, your children might notice some phone-
mic “inconsistencies.” They might ask, “How come allie alligator makes that sound?” When they hear the long /a/ sound
in the word April and see it on the calendar. It doesn’t have allie’s short /a/ sound. What do you do? You simply tell your
children that many of the animal letters have more than one sound. Tell them that you are going to teach the sounds of the
alphabet first, and then you can show them the other sounds the letters make as you read. Tell your students that allie alliga-
tor (ellie, inny, olive and umber) is one of the Hardest Workers, and is always busy making letter sounds.

1. All the vowels have many sounds. Sometimes they are even silent. Point out this
information only when children notice or hear it, or when it becomes apparent as
you write something visually on chart paper or the board. When there is a letter
sound that deviates from what you have taught with the alphabet, we instruct you
to write it visually on chart paper or the board, and then circle the targeted let-
ter. This gives children a clear picture of what you are talking about. Simply say,
“The letters often have many sounds;” and especially “allie, ellie, inny, olive and
umber, who are the Hardest Workers in the alphabet.”
2. “c” has many sounds. When it is with Honey Horse, the two together make a new
sound, /ch/. When the “c” is with an “e,” “i,” or a “y,” it has a soft sound (cent =
sounds like the /s/ sound.)
3. “g” has several sounds. When the “g” is with an “e,” “i,” or a “y,” it has a soft
sound (gentle = sounds like the /j/ sound.) Sometimes it is silent as in “night.”
4. When timothy tiger is with honey horse (Thursday, thank you and Thanksgiving), The concept of “The Hard-
the two together make a new sound, /th/. est Workers” relates to the
vowels only.
The concept of “Hardest Workers” relates to vowels only, and will be explored all
year. There are many Zoo-phonics materials to support this concept (Use the Zoo-
phonics Activities Worksheets, pages 37 – 47.) This concept means that the five vowels have to do most of the work.
They have to be in every syllable. (Children will learn what syllables are as they clap out words often.) They will see
that vowels have many sounds, not just one! There are lots of consonants, but only five vowels. How would it be if
the same five kids in the class did all the work, while the rest of the kids watched a video and ate cookies? The word
“vowel” is NOT a preschool word, but remember, anything can be taught if taught in a concrete, playful way.
 Introduction
13
Items that you need in your reading/phonemic awareness center:
• Pocket charts
• Large and Small Animal Letter Cards
• Animal Alphabet Grid Sets, one per child
• Chart paper, medium sized white board (magnetized)
• Objects and pictures (laminated) that match Grid letters, “a – z.”
• A set or sets of Zoo-phonics Magnets
• Sentence strips
• Words – written on index cards
• Small plastic, colored “highlighters” to cover one letter at a time or a word family. (You can make highlighters by
coloring a plastic transparency and cutting into small 1/2” x 1” strips.)
• Tiny plastic clothes pins for individual use, large colored clothespins for group use. Children attach clothespin on
various letters in the word, telling where initial, medial and ending sounds are. Children build words from letters
and fasten with clothespins. (Option: Hang a clothesline across the wall. Children/teacher can hang ALC’s.
• Small envelopes filled with pictures of objects. (Directions: Place up to three Merged Animal/Letters per envelope
and one picture. Children will determine initial, medial and ending sounds of the words the picture represents.)
• Laminated pictures for oral language discussions
• Working bulletin boards (names - people, objects; birthdays; word walls, menu board, etc.)
• Literature books, non-fiction and fiction, and wordless picture books. Place the Zoo-phonics Mini-Books and
Readers in with the literature. They will feel at home with the pictures of their animal friends and the small words.
Don’t forget to include poetry books!
• Pointers for “reading the room.” (These are easy to make. Copy one of each Merged Animal/Letter and laminate.
Hot glue the Animal Letter onto thin doweling. Children can locate objects and words that start with that letter.)
• Alphabet puzzles. (Please start with lowercase. Add capital letter puzzles later – Lessons 27 – 32.)
• A shoe holder and Beanie Babies that match the Zoo-phonics Animals. (Label outside of shoe holders with the
matching Merged Animal/Letter, and put beanies inside each pocket. Children can match the beanies to the ALCs.)

Teach your children simple poems, nursery rhymes, and songs. Children memorize
these easily, especially if they have repeated sound patterns, rhythm, and hand ges-
tures. There are many wonderful tapes and CDs on the market for these purposes.
As you are sharing simple nursery rhymes, poems, and songs, add gestures. Who has
sung “Eensy, Weensy Spider” without hand gestures? It just isn’t done! What about
“I’m a Little Teapot,” and “Pat-a-Cake”? Hand gestures are a MUST! When the body
moves, the brain remembers! Plus, movement courses vital oxygen through the brain.
All this action and movement make healthy children!

FYI: Are you aware that schools across the nation are reducing or deleting recesses
and physical education from the school schedule? The rationale is that more time is
needed to teach reading, spelling and writing because of failing test scores. It is the
opinion of the Zoo-phonics authors that if children were taught phonemic awareness Teach your class simple
in preschool, kindergarten and first grade, teachers wouldn’t have to spend hours and Nursery Rhymes such as
“Humpty Dumpty.”
hours teaching reading and spelling skills at school!

Writing Experiences
You will notice that “Writing Experiences” is apart of the phonemic awareness section. This is because we believe
that children can begin the writing process as they become aware of print, and as they play and manipulate the let-
ters, sounds, and words. Before ever having a child pick up a pencil, your children will manipulate the Animal Letter
Cards. They will “play” with the sounds the letters make, and their shapes. They will learn to discern and distinguish
the sounds from each other. They will be able to match sound to shape. They will then begin to string those sounds to-
gether to form words. (Remember that Zoo-phonics is developmental. If some of your students are not ready for this,
they have plenty of time to “play” with the alphabet.)
14 Preschool Manual
Zoo-phonics does not rush paper/pencil activities. Instead, time is taken out to teach children letter formation through
many different kinds of mediums prior to handing a child a pencil. You can give them a model of the Merged Animal/
Letter (the animal is there to connect sound to shape) and have them draw (form) this letter in applesauce, pudding,
shaving cream, salt, flour, make clay dough letters, etc. This will be suggested through the Lesson Plans, as you will
have all ages and stages of children. For those who are ready for more structure, letter practice is provided. For those
who need those “baby steps,” they are available throughout.

If we suggest that you give a child a short handwriting practice sheet, give it ONLY to those who show readiness to
“write on lines with a pencil.” For those who are not ready, allow them to write in “free form” through the various
mediums mentioned above.

Items that you need in your writing center:

• Boxes filled with Grid Letters. (Suggestion: Pink for Animal Picture Letters, and blue for Merged Letters. Print
out the vowels on a different color than the consonants. Keep in bead or nut and bolt boxes. Laminate prior to
cutting up. Also, have sets of unlaminated Grid letters, so children can choose them for labeling the room or word
building (glue onto paper). When you begin to explore the capital letters, copy
them onto yet another color of paper. (Note: It doesn’t matter what colors you
choose!)
• Zoo-phonics Rubber Stamp Set for stamping initial sounds (medial, ending);
labeling; spelling
• Animal Alphabet Grid Sets, – one per child
• Sandy Merged Animal /Letters to trace with finger (A snap to make!)
• Pencils, felt pens; rubber pencil “grips”
• Magnet trays for initial sounds, ending, medial, spelling out words
• Tracing templates (for letters and numbers) from Activity Worksheets
• Zoo-phonics Computer Fonts (Tracing and Teacher Model)
• All sizes of paper – lined and unlined
• Cookie sheets for letter formation in salt, sand, flour, honey, pudding, shaving Make pencils with “grips”
cream, etc. available for your students.
• White boards (magnetized, as well) and chalkboards; pens and chalk
• Clay or play dough, rolling pins and boards – shaping letters and numbers
• Wikki Sticks™
• Letter Tracing Boards (Lakeshore Catalog)
• Blank Journal booklets (available whenever children want to write)
• 3” x 5” index cards for writing words, illustrating words, gluing pictures and addressing sounds; creating word
walls
• Plastic Magnet letters, lowercase first!
• Sentence strips
• Magnet strips to add words and pictures for the magnet board. Create magnetized words for sentence making. Include
VC/CVC and high frequency words, especially, “a” and “the”). Build words with the Zoo-phonics Magnets, and then add
describing words. How did they do it (adverbs)? What did it look, sound, smell, etc. like (adjectives)?

An Important Note About Left- and Right-Handedness

As we are discussing both reading and writing, the first thing children need to learn
is which way the eyes and hands have to track when reading and writing. It is left to
right. The instruction offers fun ways of teaching this. In order to accomplish this,
children need to actually know their “left” from their “right” hands. Just remember
that at your students’ ages, their brain hasn’t made its mind up yet if it is left-handed
or right-handed. Children will explore with both. However, they will show a domi-
nance as they reach for things, feed themselves, draw, etc. It is important for children to
understand the difference
between “left” and “right.”
 Introduction
15
Watch your left-handed children carefully. Provide left-handed scissors and extra space for those “lefties.” It is im-
portant that nothing impedes their progress. Can you imagine just learning how to use scissors for the first time, and
then struggling with right-handed scissors when you are left-handed? Also, left-handed children will need room on the
left-hand side, so place right-handed children on their right sides. Watch how “lefties” turn their papers as they draw
or begin forming letters. Aid them in finding a comfortable pencil grip and paper placement.

Also, remember that “lefties” are often right brained. Writing concepts are abstract, and often escape them at this
young age. Much of language is a left-brained activity, so make sure at each step that all your children understand the
phonemic concepts. That’s why Zoo-phonics is so good for them (and all children!)

Literature
There is no point in teaching phonemic awareness or the alphabet if you don’t support it
with wonderful literature. Literature should be the “springboard” for phonemic awareness.
Provide children with baskets, boxes, shelves, backpacks filled with wonderful fiction,
non-fiction, wordless books, a, b, c books, etc. Don’t forget poetry books!

You will note that each week we suggest that you change your “reading nook,” or
library, to fit the targeted letter sound that week. For example, during yancy yak’s /y/
sound week, place yellow blankets, yellow pictures, yellow stuffed animals, yellow
cloth, yellow paper, etc., in the book nook to give it life and a warm, snuggly feeling.
Changing the feel and appearance of the “nook” makes it more inviting and fun.

The literature in each lesson was chosen carefully. The criteria that were used for inclu-
sion in this book were:
Support phonemic awareness
1. It had to be age-appropriate. (This doesn’t mean it couldn’t be challenging.) with the special literature se-
2. It had to have value. lections we have provided.
3. It had to be fun and uplifting, or have a message.
4. It had to either be a well-loved classic, or a favorite.
5. It had to connect with the theme or topics of the week.
6. It had to legitimately connect with the phonemic focus.

Sometimes our literature choice is simple in concept and vocabulary. Sometimes, however, the choice is a little deeper and
more reflective. Any time that you share more sophisticated vocabulary words with children, you are training their ears. One
of those neurons will grab that new word, categorize it, file it and save it for future use. We can’t constantly speak or read
to children in simple language and expect their vocabularies to grow. Children raised in an enriched house are not shielded
from large words. On the contrary, they hear big words daily. Should we give students from disadvantaged homes less than
this? The secret is to explain, define, act out the words (pantomime), show pictures, show the words on chart paper or the
board and use in sentences. Have children use the words in sentences and then reinforce often!

Teachers have been well trained in getting children to answer comprehension questions. We ask children to tell what
they think about the story, the characters and the plot. We ask them to make predictions. Please do all this. Just make
sure that children are encouraged to “risk.” If the answer isn’t quite right, they are still to be praised and encouraged.
We don’t want children to parrot back answers, we want them to reflect, analyze, judge and give their opinion. Teach-
ing a child to ask a question is just as important as teaching them to answer a question. Allow them time to ask ques-
tions of the teacher and each other.

There are a few “MUST HAVE” poetry books that we recommend you purchase. They are used over and over in the
daily lessons, 1) because they are wonderful; and 2) so you don’t have to locate or purchase too many poetry books.
Here they are: The Real Mother Goose, illustrated by Blanche Fisher Wright, Something BIG Has Happened Here, by
Jack Prelutsky, Zoo-Doings, Animals Poems, by Jack Prelutsky, A Child’s Garden of Verses, by Robert Louis Steven-
son, and A Light in the Attic, by Shel Silverstein.
16 Preschool Manual

Here are some fun ideas!

• Have children participate in making class books or big books to be added to the
library. Allow them time to illustrate them, as well.
• Chart the books children read from cover to cover. Track them, and then send the
list home at the end of the year.
• Make Glove Puppets to go along with your stories. It is so easy! Directions: Place
an appropriate sized piece of Pellon® (purchase this at any fabric store) over one
of the characters in the book. With a permanent marker, trace the shape. Color
the picture with felt pens, crayons or colored pencils. Cut around the shape, cut-
ting off excess materials. Place a small piece of Velcro™ on the pellon and its
counterpart on the finger of the glove. You now have a finger puppet! And, all it
cost is the price of a small piece of pellon, and a garden glove!
• Send books and games home for home “play.” You can purchase zebra striped
backpacks from Zoo-phonics. Include some lined and unlined paper; a primary
pencil; crayons; an Animal Letter Grid Set with instructions; and the Zoo-phonics
Music That Teaches CD. You will have a complete literacy unit in a backpack!

• Please extend the curriculum for those students who are developmentally ready for more challenges. Zoo-phonics pro-
vides plenty of materials and activities for them.

• Don’t forget to tailor the curriculum for your students with special needs as well – language, academic or physical.
Zoo-phonics is designed for the struggling child, or for those that do not speak English as their native language.

Items that you need in your literature center:

• Books, books and more books, every kind and size. Board books, “feelie” books, big books, fiction, non-fiction,
wordless picture books, class books, alliteration books, magazines, etc.
• A listening center. If possible, purchase a tape recorder and headsets so that children can listen to stories or music
without bothering anyone. Read–A–Longs are easy to make. Simply record the story, make a “beep” when you
want students to turn the page, place book and cassette in a large labeled “baggie,” and place in a basket. Provide
rebus cards showing children which buttons to push on the tape recorder.
• Comfortable chairs, beanbags, rugs (small or large), good lighting, and a table to sit at (like in a library). Sugges-
tion: Add blankets and stuffed animals to snuggle up with when reading. Have a CD player close by so children
can listen to soft classical music. Small reading lamps give the area a cozy look. You can also be really creative
and have an old fashioned bath tub, big boxes with cushions, a small couch, easy chairs (good for two readers),
etc.
• Make sure the books are in boxes, baskets, crates or shelves that are easily accessible to the smallest of children.
You might consider rotating the books, too, so children don’t lose interest.

Here’s an idea! Teach following directions in your listening center. You can record
simple instructions onto the cassette. As children listen, they will follow your direc-
tions by responding appropriately: draw a circle; draw a dot; draw the number one;
write your name; write a letter (do by sound!) draw a red heart. The directions should
be simple, requiring a simple and quick response.
 Introduction
17

The Rotating Group Section (Part of the Phonemic Awareness Lessons)

The Rotating Groups are not just for Phonemic Awareness. You can present any subject at this time. Feel free to add
your own activities and projects, or choose another activity from any category in the weekly lesson plans.

The purpose for the rotating groups is to have an opportunity to give children much needed attention. While you are
working on language with a group of ESL students, for example, other groups can entertain themselves with an art
activity, etc. Or, children can dictate to an aide, while you take your advanced children in a reading or writing activity.
Parent helpers can take other groups. We recommend that you, the teacher, teach the writing and phonemic awareness
activities, while the “helpers” work with children in the more playful activities.

Your child will explore every activity in the Rotating Groups some time that week. Design the rotating groups around
your schedule. If you only run a three or four day program, double up on the more simple activities; delete one of
the groups, choosing the activities that best suit your children; or, send home the activity for a fun homework/family
bonding experience. This is considered “home-play” – not “homework.”

The secret to rotating groups is to have your materials prepared and waiting for the children ahead of time. Children
can get into their projects and complete them within a short time period, giving them time to explore other activities.
Always have activities that are age-appropriate, and not frustrating. You can use these Lesson Plans to tailor your
instruction.
 Essences of Zoo-phonics

L earning to read, spell and write should be painless and stress-free. Zoo-phonics is committed to joyful learning.
Here’s how it’s done:

An animal theme is used because it is universal, and because children relate readily to animals. The configuration of
the letter is remembered in association with a picture of the animal. The sound comes through the first initial letter
sound of each animal’s name. A Body “Signal” is given to mimic each Animal Character. Each Zoo-phonics Animal
becomes a friend and a tool for the children to use in developing reading, spelling and writing skills. Here’s how:
1. Children first see the Shapes of the lowercase letters through the Shapes of the animals, “a – z.”
2. The Sounds of the Letters are taught through the names of the animals: allie alligator = /a¼ /, bubba bear = /b/,
catina cat = /c/.
3. Because children wiggle naturally, a Body Movement (called a Signal) is given to each letter that relates directly
to the Animal, locking the Shapes and Sounds into memory. allie alligator opens and closes her jaws as she smiles,
bubba bear reaches up to the honey hive, catina cat washes her face with her paw, etc.

Thus, the eyes, ears, mouth and large muscles provide the vehicle to access information. Zoo-phonics encourages
the children’s natural tendency to wiggle and to express her/himself, channeling it all for learning. Children learn by
touching and doing, and Zoo-phonics gives them this outlet!
You’ll also notice that we don’t teach capital letters and letter names right away. When we read, capital letters are used
only 5% of the time. We read in sounds – not letter names! Teaching these developmental concepts first can actually
delay the reading process! (More on this later.)

4. The body-
3. Lowercase movement for each
letters are taught animal letter helps
before capital let- “cement” the
ters. phonemic infor-
5. The alphabet is
mation
taught sequential-
into memory.
2. Letter sounds ly, and as a whole
are taught entity, a - z.
before letter
names.
6. Short vowels are
1. The Animals
taught before long
help children re-
vowels.
member the shapes
and
sounds of the letters. hape
7. Phonemic pat-
ound terns are taught
first, rather than
ignal random words lists.
 Hierarchy of Learning

I n Zoo-phonics, we teach the phases of the language process through the concept of “The Hierarchy of
Learning” (also called “The Acquisition of Language”). These stages are first, listening, and then speaking, read-
ing and writing. The concrete methodology of Zoo-phonics follows these stages and connects them all together.
If an infant’s first steps in acquiring language (which lead eventually to reading, spelling and writing) are listening
and then speaking, you already have your tools at hand! Playing with the alphabet through Body Movements (using
those large muscles for memory) as well as their Sounds, prepares the soil and plants the seeds for reading and writing
skills that your children will need in the near future. Connecting the alphabet to literature (stories, nursery rhymes and
simple poems), talking, and discovering an exciting world together, will cement the information in memory.
The Zoo-phonics methodology uses the language that the children have already acquired, and connects it to the sounds
of the alphabet.
Watch how babies acquire language. They listen, and then
mimic sounds they hear. They respond to the speech patterns
of the family. They then begin to connect these sounds. Words
begin to form and are used over and over again and, at the same
time new ones are added.
When a parent reads to a child, the child watches carefully.
Mommy and Daddy look at those funny marks on the page and say Writing
words that tell a story. The child becomes aware that those marks
on the page mean something. Sooner or later, the child will hold a Reading
book open and will make up things as if s/he were reading.
The same thing happens with writing. Mom, Dad or an older Speaking
sibling write, so the child begins to make squiggles on paper
that often have meaning to her/him. The reading and writing Listening
process has begun! Through Zoo-phonics, due to the body
movements called “Signals,” reading and spelling skills develop
at the same time, because they are taught as part of the same The Hierarchy of Learning.
process. It won’t be long before your child will actually be
reading and spelling simple, but important, words!
Remember that each child is in her/his own developmental time and space. The phases of learning can be support-
ed, but not hurried.
 Getting Started
In this section you will find all your “house keeping” tips that you’ll need prior to using the Zoo-phonics
materials and lesson plans.

You’ll find our philosophy of teaching, how to use the large and small Animal Letter Cards, the Black Let-
ters; the Signal Practice Video (which will also help you Signal and Sound properly). You’ll find a Scope and
Sequence to help you determine age appropriate curriculum.

There is instruction for teaching phonemic awareness, sound blending and pre-writing to the youngest of
children, thus insuring their future reading, spelling and writing success.

There is a section on the “magic” of reading aloud to your children.

And, last but not least, you’ll find suggestions on how to get the parents of your students comfortable and involved
with literacy. Teach them how to Signal and Sound the alphabet with our wonderful Animal Letters at your first
“Back to School” night. And then, continue to teach them more advanced language arts skills throughout the
year…so they can help their children at home through playful, non-threatening (to parent or child) activities.
 Getting Started

P lease look carefully at each educational product in your Zoo-phonics Preschool Kit. Become familiar with each
piece. They all support each other, and will be used throughout the Lesson Plans.

Take a look at the Large Animal Letter Cards and the Small Animal Letter Cards.

It is important that you understand the function of both. Simply, they teach exactly the same thing – the Shapes,
Sounds and Signals of the Alphabet. The Large Animal Alphabet Cards are used for whole group instruction. The
Small Animal Alphabet Cards are used for small groups or individuals. Both are used for games, sound blending and
word building. However, we recommend that on the first couple of presentations, use the Large Animal Letter Cards.
They can see the details of the animals’ letter shapes more clearly.

From now on, they will referred to as “Large ALCs” and “Small ALCs.”

Using the Large Animal Alphabet Cards for Alphabet Instruction

The Zoo-phonics® Large ALCs are the “nerve center” of Zoo-phonics. It is though them that the foundation of lan-
guage arts (the alphabet) will be taught and reinforced.

The Large ALCs have been carefully designed for the specific purpose of teaching the shapes and sounds of the low-
ercase alphabet. Even the youngest of children (1 1/2 years and older) can easily and playfully learn them, preparing
children for the sound blending, reading, spelling and writing processes in the future.

Look closely at each Large ALC. You will see full colored animals drawn in the shape of each lowercase letter. Those
are the Animal Picture Letters. Flip the Large ALC over, and you will see the Animals sitting on top of the Letters. We

IMPORTANT TEACHER INSTRUCTION: Please note that, 1) the description of each

Body Movement, or Signal, is on the back of each Picture Letter Card. See pages 28
- 31 for “Body Signal Instructions,” 2) we use lowercase letters when presenting the
animal names for now. It would be inconsistent and confusing to teach the lowercase
letters of the animals, and then show their names in capital letters, especially since the
initial letters of the animal names are how the letter sounds are taught.

call these the Merged Animal/Letters.

You can see immediately that Zoo-phonics provides a Stage 1 and a Stage 2 in learning. First, for very young children,
allow them to enjoy and get to know the Animal Picture Letters with the Body Movements. Stage 2 makes the transi-
tion from picture to the abstract letter, yet still helps children connect to the Animals. Zoo-phonics also provides a
Stage 3, which is when real Letters are used in connection with the Animal Pictures, or the Merged Anima//Letters, or
by themselves, when the children are ready. We do not rush abstract learning. Zoo-phonics prepares children to accept
abstractions in time. (See page 26 for Large Black Letters.)
24 Preschool Manual
The artwork has purposely been kept simple. The children must be very aware of the configuration of the animals
drawn in the shapes of the lowercase letters, so the drawings were kept free from the distraction of too much detail.
Hopefully, the animals will invite the children to “come and learn.”

You will introduce the alphabet to the whole class by means of the Large ALCs. Each Card should be presented daily,
briefly and joyfully. Lesson #1 divides the letters up, so children learn only five at a time. By the end of the week, all
26 Animal Letters, Signals and Sounds will have been introduced.

Each animal name becomes an alliteration, which helps to expand each letter sound – allie alligator, bubba bear, catina
cat, deedee deer, etc. (Short vowels are taught first.) Add a Body Signal to match the Animal Letter, and the children’s
eyes, ears, mouth, and body are now experiencing each letter completely!

Here’s an idea! Watch the Zoo-phonics Signal Practice Video for help. It will be
invaluable. Your children can watch it with you. Send it home with an Animal Picture
Grid for home support.

Zoo-phonics helps children achieve early mastery of the entire alphabet in a very short time. Students can have fun
with the animals and their letter sounds (while wiggling their bodies!) without realizing the academic purpose behind
all the fun. As you introduce the animal letters with warmth and enthusiasm, your students will become attached to
them, as if they are meeting new friends. This certainly makes the alphabet more personal.

Here’s why: Children love to snuggle up to, or play with, a stuffed animal. They love animal animation, books, pic-
tures, etc. They relate more easily to animals than anything else. So, why not have children learn through the animals?

Which do you think is more interesting and easier to learn?

A bear is a bear no matter which way you turn him. Can you say that about a “b”?

b d p q
After teacher-directed instruction and “playing” with the ALCs, the children will soon begin to associate the animals
with the shapes and sounds of the letters. When they see them in other print experiences, such as when reading a book
with a parent or teacher, or when seeing labels in a grocery store, business signs, etc., they immediately recognize
their letter friends. And, that is exactly what they become – friends. You won’t see boredom, fear or frustration.

There is nothing more exciting for child, parent and teacher than when the child points to a letter and says, “There’s
inny inchworm, ‘iiiiii,’” as s/he gives the inchworm Signal.
 Introduction
25

Introducing the ALCs to Children

If you are introducing the ALCs for the first time to your children, show the Animal
Picture Letters only – no letters. Again, we recommend that you show the Large Ani-
mal Alphabet Cards because they can see the pictures better. Larger is better for small
children (pictures, letters, crayons, pencils, etc.).

There is no rush to present the Merged Anima//Letters to preschoolers. However, you

can turn the Card over, showing how the animal sits on top of the letter. This associa-
tion is very helpful, especially for those who have already had some letter experience.
You’ll see this suggestion in the daily lessons. Give your students several weeks or
more, allowing them to become familiar with the animals and their Shapes, Sounds
and Signals before concentrating on the Merged Animal/Letters.

When you do turn the Cards over, we recommend that you do not discuss the letters Display only the animal when
using letter names. We are teaching and emphasizing the sounds of the letters. If you showing the children the Large
Animal Alphabet Cards.
now discuss letter names, you are introducing yet another sound. Zoo-phonics at-
tributes their high success rate with young children to the fact that it does not confuse
children with similar information. Say the letter name for “a.” Now, say its short /a/
sound. They are two different sounds. Let’s have children master the sounds first. Children can learn the letter names
later. Zoo-phonics firmly believes that letter names and capital letters are secondary in importance in early literacy.

Here’s why: we rarely read in letter names. We never say “bee” (b), “see: (c), “ache” (h), “double u” (w), “vee” (v),
“jay” (j), etc. We read in sounds represented by letters, or letter combinations. We see capital letters only 5% of the
time in text, and only when following strict rules: to start a sentence, and to begin a proper name. Zoo-phonics delays
the teaching of capital letters and letter names until children are ready to begin reading and writing sentences.

Zoo-phonics is committed to children learning all they need to know, but let’s, as adults, teach in a manner that is best
for children.

If your students already have a letter base, show the Animal Picture Letters first, discuss each animal, and then turn each
Large Animal Alphabet Card over and show them how each animal sits on top of its letter. You will still emphasize the
sounds of the letters at the same time that you demonstrate the Body Signals. Make sure they participate with you!

In every preschool class, there are children who have already been introduced to letter names. Upon seeing the Merged
Animal/Letters, they might make the letter connections immediately and call out, “That looks like the letter ‘a’!”
Thank him or her for sharing this information, and then ask this student to demonstrate the Signal and Sound for that
Animal/Letter. Always bring the students back to the Shapes, Sounds and Signals of the letters!

Remember that we teach the Shapes and Sounds of the letters first, and wait until later to teach the letter names and
capital letters. The Shapes and Sounds of letters are crucial to the reading and spelling process; whereas, knowing the
names of letters and capitals are not.

There may be a few animals with which the children are not familiar. Take time to discover them together at the first
presentation. Use other resources to study the Animals, like Ranger Rick Magazine, Zoo Books, or National Geo-
graphic. Use the Zoo-phonics® Nature Wall Cards in conjunction with this study.

When Signaling the alphabet with the ALCs, watch your group carefully, and make sure the pace doesn’t drag or go
too fast. The pace should be fast enough to keep their attention, but not so fast that meaning is lost for the students and
they lose interest or become overwhelmed.
26 Preschool Manual

Use and Preparation of the Large Black Letters

After the children have learned all the Shapes, Sounds and Signals with the Large ALCs, it may be time to introduce
the Large Black Letters. This is your call. It indeed may be too early for some. Don’t introduce the plain Letters (no
animal connection) to those who are not ready. This is why small group instruction is so valuable. You can reach all
individuals, not allowing any to slip through the cracks.

When you determine that your children are ready, start making the transition into the plain letters by matching the
Merged Animal/Letters with the Letters. The Letters are more advanced for toddlers, three- and some four-year-olds.
They will learn them quickly, however, if you carefully lay the alphabet foundation the Zoo-way!

You will find the Large Black Letters in the same packet with your Large ALCs. The
Large Black Letters should be cut out along all edges, so they can be placed on top of
the corresponding Animal Pictures. The center of each of the rounded Letters (a - b
- d - e, g, etc.) should be cut out, and then the letter re-laminated, leaving the “holes”
transparent. You want to be able to see as much of the Animal Picture Letters as possi-
ble underneath the letter. Laminating will give greater protection and ease in handling.

Large Black Letter Suggestion:

a. You can place a small piece of Velcro on both sides of the Large ALCs and match-
ing pieces on the backs of the Large Black Letters. When the children make their
matches, they can Velcro the Letters onto the ALCs. It is important that the Velcro
is placed so the Letter fits correctly on the ALC. Determine when your stu-
dents are ready for the Black
b. Across the wall or chalkboard, try hanging a clothesline that can be taken down
Letters to be introduced.
whenever the need arises. Hang the Large ALCs on the clothesline with colorful
plastic clothespins, several at a time. Have the students take turns locating the
matching Large Black Letters. After each student has placed the letter onto the picture, have him or her lead the
class in Signal and Sound! The transition to letters has already begun!

This is a good individual, small group or centers activity, because it requires little adult supervision. Children are making the
connection with something they are familiar (the Animal Picture Letters), and with something they are just learning (the Let-
ters). This is excellent teaching, as it gives the children both a comfort zone and a challenge at the same time.

As you watch students perform this activity, think of what they are accomplishing. See how the letter moves toward
the animal? The eye sees the animal shape, and then sees the letter connecting with the animal. The next time the chil-
dren see the letter, they will remember what the sound of the letter is because of the animal connection!

The Small Animal Alphabet Cards (Three Sets)

When working with a small group or an individual, use the Small Animal Alphabet Cards. They come in three sets:
1. The Animal Picture Cards (Set #1, yellow borders) with Signal Directions on the flip side of the Card.
2. The Merged Animal/Letter Cards (Set #2, orange borders) and the Lowercase Letter Cards (Set #2, Reverse Side
of Merged).

These two sets of Cards have the same function as the Large ALCs (both sides), plus Large Black Letters that were
discussed previously.

3. The Capital Letters – Merged and Plain. We recommend that you put these away until Lessons 27 – 32. Following
the “Essences” and methodology of the Zoo-phonics Program, capital letters and letter names, used only 5% of
the time in text, are to be taught after the sounds and shapes of the lowercase letters are mastered.
 Introduction
27
If you have students who are ready, allow them to match all sets of the Small ALCs as an individual, or “buddy,” activ-
ity. It requires no adult supervision.

Besides teaching and reinforcing the alphabet through the Card sets, your children can do so many more things with
them. Children can:
• “mix and match” them for letter-sound reinforcement.
• play “Concentration,” “Memory,” “Go Fish,” or “Old Maid” games.
• match sounds to first initials in object words in the classroom.
• build words (spell), sound blend and read words.
It is important to follow the Zoo-phonics sequence for presenting print to your stu-
dents. We have already introduced the letters by showing first, the Animal Picture, and
then teaching the Sounds and Signals simultaneously. When your children know all of
the ALCs (Shapes, Sounds and Signals), move to the next step where the Animals are
Merged with the Lowercase Letters.
The Merged Animal/Letters are used in most of the Zoo-phonics products, includ-
ing Gordo Gorilla’s Banana Party, the Bingo Game and the Magnets. The Merged
Animal/Letters form a bridge between the Animal Pictures and the Lowercase Let-
ters, making it possible for the children to move naturally and easily from Picture to
Letter. As you are making the transition from the Animal Pictures to Merged Animal/ Gordo Gorilla’s Banana
Letters to Lowercase Letters, keep reminding the children to find their Animal Letter Party utilizes the
friends in books, magazines and newspapers. Your students must make the connection Merged Animals.
between the Merged Animal/Letters and the Letters found in words.
When your students have successfully gone through the sequence of the Animal Picture Cards and the Merged Ani-
mal/Letter Cards, it may be time to introduce the plain Lowercase Letter Cards. Try one or two Activities. If your
students find them too difficult, go back to “safer waters” — the Merged Animal/Letters. It is important to always keep
the association with the Animals. An excellent reinforcement material for teaching recognition of lowercase letters is
the Alphabet Grid Set.

IMPORTANT TEACHER INSTRUCTION: Please don’t rush any of the stages. If

any of your children show signs of stress or disinterest, go back to where s/he was
happy and successful. You have plenty of time to teach these skills. Remember, “Keep
it light and make it fun,” and they’ll keep coming back for more! A description of each
Body Signal is located on the back of the Large Animal Alphabet Cards and the Small
Animal Alphabet Cards • Lowercase, Set #1, included in your Preschool Kit.

Body Signals
In Zoo-phonics, the Body Movements, or Signals, are designed to be used with all sets of ALCs. They are con-
sidered “mnemonics,” or “memory helpers.” It is this “team” that teaches the Shapes and Sounds of each letter for
reading, spelling and writing success later! (When your children know the sounds of the alphabet, they don’t have to
Signal. Use the Signals for teaching new phonemic concepts.)
The term “Signal” is used to explain the kinesthetic part of Zoo-phonics. As already stated, the Signals help to lock
letter shapes and sounds into memory. Each Signal, listed with the corresponding animal, is described below. The stu-
dents should always be encouraged to give the Letter Sound while making the Signal. It is important to be consistent.
The Signal should always be done in the same manner.
28 Preschool Manual
The Body Signals help cement phonemic and phonetic information into the brain. The Body Signal is also responsible
for helping children pull the information from the brain when needed. Without the Body Signal at the beginning stages
of learning to read and spell, many young children might not have access to phonemic information.
Later, when students are ready to spell words for writing, Signaling the words will help to “encode” the word or, more
simply, form words from letters. When stuck on a word in reading, your children will “decode,” or retrieve, the sound
information by Signaling. Because of the Signals, “decoding” for reading and “encoding” for spelling will support
each other, helping children become strong readers and spellers.
For additional reinforcement, you can find a demonstration of the Body Signals on the Signal Practice Video. Other
important things to know about the Body Signals:
• Always give the Sound with the Signal (unless you are playing a silent game).
• Pronounce the sounds correctly as you Signal. (Try not to attach too strong a vowel sound or schwa sound (“u¼ ”)
when pronouncing the consonants. Example: don’t say “buh” with a lot of force. Keep your mouth only slightly
opened when pronouncing consonants.)
• Have your children use their dominant hand when Signaling. (You use your dominant hand also.) In other words,
if some of your children are left-handed, allow her/him to use the left hand when Signaling.
• The Body Signal relates to the animal characteristic, not the letter Shape. (For example, when you reach for the
honey in the hive, you are not trying to form a “b” with your body).
• The Body Signals connect the Sounds to the Letters.

Here are the Animals, their Given Names, and the Description of Each Body Signal:

agirl
a — alligator (allie alligator): Extend arms forward, one over the other, to form an alligator’s
mouth. Open and close the hands and arms, and say the short sound for “a.” Sustain sound.

b
boy
b — bear (bubba bear): Reach your dominant hand above your head to an imaginary honey
hive. Bring the honey to your mouth in a fist, as a bear might do, but don’t touch your
mouth, and say the sound of the letter “b.”

c
girl
c — cat (catina cat): Pretend you are a cat washing your face with a paw. Say the sound of
the letter “c.”

dgirl
d — deer (deedee deer): Use two fingers of each hand to form deer ears on the sides of
your head. Say the sound of the letter “d.”

e
girl
e — elephant (ellie elephant): Take one arm and swing the hand up to your mouth, as if El-
lie were feeding herself a peanut, hay or water. Say the short sound for “e.” Sustain sound.
 Introduction
29

f
girl
f — fish (francy fish): With your hands (palms down) in front of your chest, place the palm of
one hand on the back of the other hand to form a fish, and then wiggle your thumbs. Make
sure you have a thumb on each side. Say the sound of the letter “f.” Sustain sound.

g g — gorilla (gordo gorilla): Pretend you are peeling a banana, and say the sound of the letter
“g.”
boy

h
girl
h — horse (honey horse): Slap both sides of your thighs or hips, suggesting a horse gallop-
ing. Say the sound of the letter “h.”

i
boy
i — inchworm (inny inchworm): Using the index finger, bend it and then move it back and
forth to suggest an inchworm inching along. Say the short sound for “i.” Sustain sound.

j j — jellyfish (jerry jellyfish): Move your arms, fingers, and shoulders in a wiggly, jelly-like
fashion, keeping your arms in front of your chest, and say the sound of the letter “j.” Shake
like jelly!
boy

k
boy
k — kangaroo (kayo kangaroo): Make two fists as if boxing. Give a kick with one leg.
Say the sound of the letter “k.” (If the right leg “kicks,” the left hand should “box.”)

l
girl
l — lizard (lizzy lizard): Place your hands under your chin with elbows lifted up, level with
your shoulders. Say the sound of the letter “l.” (Make sure the children keep their tongues
in their mouths to keep a pure “l” sound.) Sustain sound.

m
girl
m — mouse (missy mouse): Place your hand, or hands, close to your mouth as if you are a
mouse nibbling a small piece of cheese. Say the sound of the letter “m.” Sustain sound.

nboy
n — nightowl (nigel nightowl): Using the thumb and index finger of each hand, make round
nightowl eyes. Say the sound of the letter “n.” Sustain sound.
30 Preschool Manual

ogirl
o — octopus (olive octopus): Extend each arm outward at your sides, using a slow
waving motion to suggest the tentacles of an octopus. Say the short sound for “o.” Sus-
tain sound.

p p — penguin (peewee penguin): Stiffen both arms at the sides of your body, flip up
your hands, and do a penguin walk, waddling from side to side. Say the sound of the
letter “p.”
boy

q q — quail (queeny quail): Illustrate the topknot of the California quail by placing your
bent index finger forward at the top of your forehead. Say “kw.”
girl

rboy
r — rabbit (robby rabbit): Place both of your hands under your chin to represent rabbit
paws. Give a hop, hop, and say the sound of the letter “r.” (Be careful not to make an
“er” sound placing a vowel before the “r,” or a “ru” sound. Keep your mouth closed
when pronouncing this word.) Sustain sound.

s
boy
s — snake (sammy snake): Move your hand in the serpentine manner of a snake away
from your chest. Say the sound of the letter “s.” Sustain sound.

tboy
t — tiger (timothy tiger): Extend your arms in a “t” shape to suggest a tiger holding onto
the bars of his zoo cage. Say the sound of the letter “t.”

uboy
u — umbrella bird (umber umbrella bird): Place your hand over your head to suggest
holding an umbrella. Extend the other arm out to your side, and then flap that arm as if
in flight. Say the short sound for “u.” Sustain sound.

vboy
v — vampire bat (vincent vampire Bat): Bend the elbows of both arms with hands
placed near your mouth. Make two loose fists, leaving out the index fingers which will
represent the vampire bat’s little fangs. “Flap your wings” and say the sound of the let-
ter “v.” Sustain sound.

w boy
w — weasel (willie weasel): Place your arms in front of your chest, elbows up and hands
clasped. Move your hands and arms like a wave. This suggests what willie weasel looks
like when he is running. Say the sound of the letter “w.”
 Introduction
31

x
boy
x — fox (xavier fox): Point your two index fingers, cross them, and move them as if you were
knitting. (Note: This is the only ending sound used.) Say the letter sound “ks.”

y — yak (yancy yak): Form a “y” with your thumb and little finger, and place your hand by

w
boy
your ear as though holding a telephone while in conversation. Say the sound of the letter
“y.”

z
boy
z — zebra (zeke zebra): Place your hands together, lean them against your cheek and tilt
your head to show zeke “catching a few z’s” (sleeping). Say, the sound of the letter “z.”
Sustain sound.
 Preschool Scope and Sequence
for Language Arts

T he following offers a Scope and Sequence of phonemic concepts and grammar skills that are important for
your children’s development and readiness for school. This list is by no means complete, or is it set in stone.
These are suggestive benchmarks. This Scope and Sequence will help you know when (approximately) to present cer-
tain learning tasks. It is your call when to introduce new concepts. Your daily observations (most important), and the
Assessments (see page 267 - 283), will help you make those decisions.

1. Talk to your children daily. Give them eye contact and plenty of opportunities to ask and answer questions, retell
stories and events. Actively listen.
2. Read aloud stories and poems to your students daily. Through this, develop basic concepts of print such as
directionality, alphabet awareness, one-to-one correspondence of sounds in words, relating speech to reading and
writing, and important vocabulary and sentence structure.
3. Develop cognitive and critical thinking skills through reading aloud and oral language experiences. Share con-
cepts about the children’s world and the world beyond them. Do not fear using larger vocabulary words. If you
gently teach the concept, explain it well, act it out, use it in context, ask children to use the vocabulary words in
sentences, show them connected pictures, and reinforce them often, the words will become theirs.
4. Teach the Shapes and Sounds of the Alphabet through the Animal Pictures and Body Signals.
5. Show the Merged Animal/Letters after your children have become familiar with the Animals Picture Letters. Al-
low time for mastery.
6. Connect the Shapes, Sounds and Signals of the ALCs to initial sounds (beginning the reading and spelling pro-
cess), and many oral language experiences (including songs and poetry). Then, begin to train children’s ears to
discern the letter sound at the end of the word, then the middle of the word. Teach this through the use of large
muscle movement, pictures, text, art, music, rhythm and rhyme.
7. Introduce letter formation in a “free form” manner: writing in sand, salt, flour, pudding, whipped or shaving
cream, etc. Move to unlined paper next; then to lined (large spaces) when the children show readiness. Accept all
approximations.
8. There are going to be some children who are “ready for a challenge.” Play the “Make It Say…” Game where you
build VC and CVC words*. They watch you, and are then asked to locate one letter to build the word. In time,
they will be able to build words independently.
9. Teach capital letters and letter names ONLY after the entire Shapes, Sounds and Signals of the lowercase alphabet
have been mastered.

*VC = vowel-consonant words; CVC= consonant-vowel-consonant words

 Using the Signal Practice Video

T he Signal Practice Video has been provided to teach you, your students, and also your parents, the Body
Signals that correspond to the ALCs. You will find this video divided into many
sections. The sections represent the Zoo-phonics teaching sequence.

Remember that you can start and stop the video at any point. It moves along quickly,
but you can stop and rewind as often as needed. You will first see Gigi (the original
author and originator) doing the large muscle movements (Body Signals). She repeats
the Signal and Sound two times. (Your children can repeat them two or three times as
they are first learning them.) Next, she shows “One Sound, One Signal,” which you
can set as a goal for sound blending purposes in the future.
If you have some students who are ready for sound blending, fast forward to the Sec-
tion called, “Sound Blending with the Animals, Consonant-Vowel-Consonant.” In
this section you will see Gigi and Katie (age 3) Signaling out simple words. Watch The Signal Practice Video
this section carefully because it will help you teach your children how to break words gives an example of
apart and put them back together. each Signal.

When children are ready, they can watch how to Signal a capital letter and how to
build simple words. (The video goes on to teach blends, digraphs, long vowels, silent letters and soft sounds.)
 Teaching Phonemic Awareness

R esearchers and educators have stated that children must have something called “phonemic awareness” in order
to learn to read.

Simply defined, phonemic awareness is helping children see how speech sounds match letters for future reading, spell-
ing and writing. It is discovering and connecting letter sounds which form words by isolating the sounds, by syllabi-
cating, and by building words and breaking them apart.
“Phonemic awareness, a precursor to phonics, is important to teach from the very beginning…there are high correla-
tions found by others between preschooler’s phonological awareness and later reading skills.” (The Alphabetic Princi-
pal and Learning to Read, by Isabelle Y. Lieberman, Donald Shankweiler and Alvin M. Liberman.)
Teaching phonemic awareness might be such a natural occurrence that you don’t even know you are doing it. For
example, just talking to a baby and repeating a baby’s speech sounds over and over again helps develop phonemic
awareness. When you hear your baby making those important first gurgling sounds, and say them back to your baby,
your child is working on important speech sounds that will be used throughout her/his life.
As a parent, you show the world to your baby, you point to the object and state its name. “Puppy.” Again you repeat in
a musical voice, “Puppy. That’s a puppy, p, p, puppy.”
We have been teaching our children nursery rhymes for centuries, even though there hasn’t been a child in 200 years
who can totally understand them (or a parent who can explain them). We teach them because of their magic rhythm
and rhyme. These nursery rhymes help children hear speech patterns:
Mary, Mary, quite contrary,
How does your garden grow?
With silver bells and cockle-shells,
And pretty maids all of a row.

Marilyn Jager Adams states that “low-readiness pre-readers can hear the difference between phonemes as well as
high-readiness pre-readers can. (Cronnell, B. A. 1970) The difference is that the low-readiness pre-readers are simply
unprepared to think consciously about the sound structure of words in this way.” (Beginning to Read: Thinking and
Learning about Print, A Summary, by Marilyn Jager Adams.)
More simply said, struggling non-readers can hear the difference in the phonemes as well as any child. They just don’t
understand what they are hearing, and can’t use it for reading skill development.
The activities in the daily lesson plans, found in this Manual, will not only help you teach phonemic awareness to your
preschoolers, but it will help your children have a cognitive awareness of speech and letter sounds, so they can start
kindergarten being a “high-readiness pre-reader.”
You will only spend one to ten minutes on each activity, depending on the age and attention span of your students.
Watch this carefully. If they understand the concepts, can do it and are enjoying it, continue with the activity. With the
first sign of difficulty or boredom, stop. Try something easier. Your children will eventually be ready. If they perceive
the activities to be a game, they will want to participate. The secret is to keep it light and make it fun!
 Reading Aloud

R eading aloud is one of the most wonderful things you can do with your students.
Reading a book to your children is probably the single most enjoyable activity we can do as teachers. Snuggling
together, reading, looking at the pictures, sharing thoughts, asking and answering questions. Hopefully, this is one of
your daily routines.
Research states, “Perhaps no other finding in research is as well documented as the simple fact that reading regularly
to young children significantly influences their understanding of what reading is all about as well as their later pro-
ficiency in reading.” Language and Literacy Learning in the Early Years: An Integrated Approach, Susan B. Neuman
and Kathleen A. Roskos, Harcourt, Brace College Pulishers, 1993
If we, as adults, are going to encourage children to love reading and love books, they must see parents and older sib-
lings reading for enjoyment, as well as for information. Read to them!
It is really important that the children participate, so here are some tips for
making this a successful and memorable experience.
• Make your reading environment quiet and comfortable. Get out the soft
blankets, pillows, a favorite stuffed animal, and just snuggle down to
listen. Soften the lights. Maybe play some soft classical music in the
background.
• Allow children to choose books that appeal to them. When visiting the
library, give them time to look and discover. Just being in this kind of
environment is a wonderful experience.
• Make sure there are plenty of books in baskets on the floor or the book-
case where toddlers and preschoolers can easily reach them.
Make reading time as enjoyable as
• Before beginning the book, look at the cover. Ask your children what they
possible for your children.
think the book is about. Read the title. What hints does the title give?
• Look at the author’s and illustrator’s names. They worked hard to make
that book special for children. They need to be recognized.
• Start reading aloud. After a while, ask your children, “What do you think is going to happen next?” Ask, for ex-
ample, “If you were Alfie, what would you do?” Or, “What would you have done differently if you were the little
fish?” You are helping your children develop critical thinking skills, as well as making them feel that their opin-
ions and thoughts are important!
• When you are reading aloud, encourage your children to ask questions. The questions can come from either the
text or the pictures.
• Don’t forget to use different voices when reading. Children love this! Have them try to replicate your voice.
• Have your children retell parts, or all, of the story. If the child is very young, ask her/him to retell a specific scene.
40 Preschool Manual
The next day, ask your children questions relating to the story. Can s/he tell you what the story is about? Who the
main characters are? What happened in the end?
• As you read, stop and read a key word. Ask, “What sound do you hear at the beginning of this word? What do you
hear at the end? What other letter sounds do you hear?” Have the children Signal and Sound out.
• Allow children to read the VC/CVC words if you have taught them how to Sound Blend simple words. We call
this “I read, you read.” In time your children will take more responsibility for the reading.
• Discover and read different types of books. Look for the Newberry or Caldecott Award Seals on the cover of
books. Read poetry, the classics, science books or magazines. Read chapter books as well as short literature
books. There are also pop-up books, “feelie-books,” and books that teach how to tie a bow, zip a zipper, Velcro®
and button.
• After reading, go online and discover a new country, animal or children’s web site.
• Visit a museum, zoo, aquarium, or art gallery. There are plenty of things to read in these places. They always have
great gift stores with books or treasures to purchase!
• If you are reading a fictional book, match it with a factual book. For instance, if you read, The Very Busy Spider
by Eric Carle, read non-fiction books on spiders. Learn facts about them. Go out in the yard and try to find some
spiders. Look closely at their webs. Count to eight. Draw a spider web on black paper with glue. Sprinkle silver
glitter on it. Glue a plastic spider on the paper. Make spider web decorated sugar cookies! Memorize and move to
the poem, “The Eensy, Weensy Spider.”
 Pre-Sound Blending:
A Stepping Stone to Reading

T he different reinforcement activities included in the daily lessons have been created to teach children at different
developmental stages. Learning the Shapes, Sounds and Signals of the alphabet is the first stage; putting them
together to read and spell words is the next. Your students must be ready for this very important stage. Please don’t
rush it. You will know if they are not ready by their reactions. They
may start whining, fidgeting, complaining, or appear frustrated or
act out. Stop and wait until a later time. When your children are
ready, they will be excited over another new thing to learn!

The Shapes, Sounds and Signals of the letters must be learned

“backwards and forwards” before attempting to teach your students
how to sound blend and read (as opposed to memorizing whole
words). That’s why we emphasize “over-learning” the alphabet,
through Sounds and Signals. Even then, your children may need
more time on just the alphabet. They may not be quite ready to put
the letters together to form words. Give plenty of playful practice on
the “a – z’s.” The animals make it fun.
When each step is taken sequentially, and
If you do have children who are ready to begin the “pre-reading” mastered, success is ensured.
you may begin the process of sound blending, which Zoo-phonics
approaches through pre-sound blending and phonemic awareness
activities. We ask that you go through the steps sequentially to insure success.
 The Home Connection

I t is our belief that parents are among the most important members of the educational team. Without their
support, we, as educators, cannot be as effective. For this reason, training parents in the Zoo-phonics philosophy
and methodology is imperative if we are to maximize student learning in the reading and writing domains.

As soon as you begin to teach your students Zoo-phonics (regardless of the grade level or the time of year), it is im-
portant to share this program with your students’ parents. There are some very good reasons for this:

1. Parents need to know what their children are doing when they wiggle their bodies every time they see print. They
need to understand how and why the Body Signals are connected to the Zoo-phonics® Animal Letters. Without
fully understanding the concepts behind Zoo-phonics, some parents may think it is silly, or a waste of time.
2. Parents must understand the program in order to be able to support your efforts and those of your students in the
classroom. It is this partnership that is going to make the difference in each child’s progress.
3. Parents need to be trained so they are able to help their child(ren) when doing homework, or making literacy con-
nections in the home environment. Just think about it: Print bombards children constantly, whether in a grocery
store, a restaurant, in magazines at the doctor’s office, or when watching the credits scroll on a video. Parents can
playfully utilize each of these experiences to reinforce reading and spelling, if they know how.

This can be summed up in three words: understanding, acceptance and training.

How about inviting your parents to a special Zoo-phonics Family Literacy Night! The following will give you some
hints on how to set up a successful family literacy night.

Family Literacy Night

If you have monthly parent meetings, utilize some of the time to playfully train parents in the Shapes, Sounds and
Signals of the alphabet with the Animal Alphabet Cards. Show parents the different components of the Program.

If the parents (siblings, grandparents, aunts and uncles) are having fun, they will learn faster, remember more, and be
more comfortable when helping their child at home. Remember that this will not only benefit your students, but your
students’ brothers and sisters too. Who knows? Perhaps an adult or two will also learn to read and write through this
shared experience.

Here are some ideas for your “get-together”:

1. The Invitation. Write the necessary information (time, date, location, etc.) on a piece of paper and replicate. Have
your students design the cover of their own invitation by drawing their favorite Zoo-phonics animal. Invite sib-
lings and other relatives as well! Variation: If you have the Zoo-phonics® Computer Fonts, type out the words
using the Zoo-Merged Font. The students can color in the animals.
44 Preschool Manual
2. The “Night.”
a. Make sure you have plenty of delicious “goodies” to offer. Food is welcoming. We suggest Grammi Bears™,
Pepperidge Farms Fish Crackers™, peanuts (ellie elephant’s favorite), Gummi™ Bears and Worms, Animal
Crackers (cookies), or any kind of food with an animal theme. Try the recipe for Zeke Zebra’s Zany Zoo Mix.
(See Blackline Master #65.)
b. Briefly, and simply, discuss the Zoo-phonics “Essences.” Explain how and why you think Zoo-phonics will
help your students progress quickly. Discuss vocabulary terms, such as “phonemic awareness,” “literature,”
“assessments,” “portfolios,” “vowels,” “consonants,” and “The Hardest Workers.”
c. Discuss the reasons for the Animal Letters and Body Signals. Explain that we teach lowercase letters first
(that we wait until a later date to teach letter names and capital letters). Give each parent a copy of the Animal
Picture Alphabet Grid and the Signal Instructions. The parents may ask if this is similar to sign language. Tell
them that although it is similar, the purpose of the Signals is to communicate
to our own brains, not to someone else’s.
d. Teach the Shapes and Sounds of the letters and their Body Signals. Use the
Large Animal Alphabet Cards to teach the Body Signals and letter sounds.
Play the song, Come Meet Us At The Zoo, from the Zoo-phonics Music That
Teaches CD, “We Are Zoo-phonics Kids.”
e. Reinforce the Body Signals and Sounds through Games. There are many
games you can play that will train parents and students at the same time.
Remember that regardless of age (even your toddlers can learn), you must
start by teaching the Shapes, Sounds and Signals of the alphabet with the
Large ALCs. Next, identify the alphabet Signals and Sounds with the Zoo-
phonics®Alphabet Grids or Magnet Trays.
Once the Body Signals and Sounds have been mastered, reinforce them with
the following games. Have rotating groups, so everyone can have a turn play-
ing each game. Every fifteen minutes, have the parents and children change
groups.
• Zoo-phonics® a - z Bingo.
• 3 in 1 “a - z” Game Teach the Body Signals to
• Gordo Gorilla’s Banana Party. the parents on Family Lit-
f. Make the Connection to Literature. Teach a short literature lesson. Using a eracy Night.
story, demonstrate how to ask children questions, how to get children in-
volved, and how to connect the letter sounds and Signals to the story they are
reading aloud to the child.
Comprehension is really crucial to the reading process. Do the children understand what is being read? The
questions should be simple for young children, and more complex as the children develop. For example, with
preschoolers you can ask the names of things or what you might do with these objects. As children gain expe-
rience with questions and answers, ask them how they feel about a given issue. Ask them to think and analyze.
Give them time to express their thoughts and be appreciative of the answers.
g. Discuss Community Resources. Take this opportunity to share information about the various community orga-
nizations that are available to parents for help, education, or cultural enrichment and entertainment.
• Lions Club for vision care for children
• “ABCs of Eyecare,” Better Vision Institute, PO Box 77097, Washington DC 20013, USA. Telephone
1.800.424.8422 (outside the United States, call 703.243.1508).
• Infant-Child Enrichment Services, a resource and referral organization (known by other names in various
countiesand states) State of California — 415.882.0234 and National — 202.393.5501
• Poison Control Center — 1.800.342.9293
• Social Security Administrator — 1.800.772.1213
• Children’s Services* (Find local number)
• City or Country Library*
• Museums, Art Galleries, The Symphony, Repertory Theaters *
 Introduction
45
• Parks and Recreation*
• Wellness Web (http://wellweb.com/index.htm) pays such close attention to issues like treatment options,
drug dosages and physician selection, that it won a 1996 Best Site of the Year award from Net Magazine.
Another excellent site is the National Institutes of Health home page (http://www.nih.gov), where just
typing “childhood” into the search engine field pulls up dozens of links to highly specialized research
studies.

*See the front pages of your local telephone book.

h. Hold a Raffle. You might want to raffle off inexpensive school supplies, or inexpensive books. Perhaps the
local ice cream shop or pizzeria will donate some ice cream cones, sodas, sundaes or mini-pizzas. This is
certainly optional, but definitely adds to the fun. It is a great motivator to encourage the parents to attend.
i. Close With A Song. Again, sing the song, “We Are Zoo-phonics Kids.” This time, try to Signal as you sing!
Say good night, and reassure your parents (and students) that you are available when they need help or have
a question. It may seem like a lot of extra work for you to do this parent training, but you will find that every
minute is worth it. When you and your students’ parents are able to communicate clearly, and they can back
your teaching strategies at home, you will see a significant difference in the learning rates of your children! In
the long run, you have made your job easier.
j. Ask your parents to write down any questions they might have, so that you can give them immediate answers.
Please let them know that Zoo-phonics also has an 800 number that they may also call for help. (1-800-622-
8104.) They can also “ask Zoophonia” any educational question online. (www.zoo-phonics.com)

Keep this evening light and fun!

Setting Up a Team Relationship with Parents

Communication is the key. When you establish a friendly, yet professional, relationship with the parents of your
students, you maximize the students’ learning. You, the student, and the parent are a team. It can be a fulfilling part-
nership, because the three of you are working together for the entire school term to bring this student further academi-
cally, socially, physically, and emotionally than s/he was when s/he first started with you.

We are not always able to establish this relationship because a parent, for one reason or another, doesn’t choose to
participate. (Frankly, rarely do we ever really get to know 100% of our students’ parents.) We must be careful not to
misinterpret absence for lack of caring. There may be extenuating circumstances that preclude a parent from attending
literacy nights, individual parent meetings, or from returning signed paperwork, etc. Let’s take a look at a few possible
reasons and then find some suggestions for correcting the situation.

Problem: Lack of Time

Often parents, like us, are struggling to make a living and raise a family. People are just plain tired. Often, notes are
not signed and returned, meetings are missed, etc. Since we don’t know which parents work the night shift, split shifts,
or double shifts, it is important to withhold judgment.

Solution:
Try to meet with each parent through the Literacy Night, a home visit, a telephone call, or frequent positive notes. Per-
haps ask parents to stay a few minutes after they pick up their child. Discuss your expectations of the child, as well as
what help you need from the parent. Set up alternatives to classroom visits. If some of your parents are unable to visit
the classroom, perhaps they can volunteer to prepare for craft lessons or other activities in their own home. Maybe
they can help with a parent newsletter, or be a part of a phone tree. There are many ways parents can help, even if they
have busy schedules. Keep in mind that the parent is not obligated to volunteer. It is icing on the cake when s/he does!
46 Preschool Manual
Problem: Miscommunication
It may be that we do not always explain sufficiently to either parent or child that we need the parent to participate, or
get field trip permission slips signed and returned in a timely fashion.

Solution:
Make a parent feel that they are important to the school or center, and especially to their children’s emotional, social
and educational growth. Have some nice coffee mugs, coffee, tea and hot cider packets available so they feel welcome
in the classroom. Have a special nametag they can wear so they know they have a “place” and function at the school
or center. Sometimes, people just need to belong or feel welcome and safe. Your classroom, or center, can be a haven
to them. Guaranteed, you will be helping their literacy rate, parenting skills and confidence.

Problem: Parental Lack of Self-Esteem

If the parent had a poor experience when s/he was in school, even preschool may be a frightening place to visit. What
if the parent doesn’t read or write? What if s/he speaks little English?

Solution:
These parents have much to offer, but must be brought around carefully. Trust must be built. Perhaps they can volun-
teer (help set up center activities, help with crafts, fix snacks, play a game with a child or a group of children, etc.).
Maybe they have a talent or hobby they can share with the class.

By training these parents, you may be helping their literacy, as well as their confidence level. They often become faith-
ful volunteers, and are often more consistent than most.

If needed (and possible), translate as much information as you can for your ELL parents. (Don’t be afraid to ask for
help!) If parents cannot read or write in English, other avenues for communication must be explored, if you want
maximum participation from them!

Problem: Lack of “Buy-In.”

From time to time, you are going to have some parents who have as much, or more, education than you. Because
higher education is so important to them, they are ever watchful over their child’s education. In their zeal, they may
miss the importance of the innovative strategies provided by Zoo-phonics. They may expect you to teach reading,
spelling and writing to their child in the same manner in which they were taught.

Zoo-phonics may appear too “silly” or “frivolous,” and not necessary for their child. Perhaps they are worried that it
will actually delay the reading and spelling process. Often they will state that their child doesn’t need Zoo-phonics for
reading.

Solution:
It is important to discuss the research behind the Zoo-phonics Program. They need to know that the more children use
their modalities (eyes, ears, mouth, body) to access learning, the more fully the concept is understood and remem-
bered. Discuss how Zoo-phonics helps accelerate the talented and gifted while also meeting the needs of the other
students in the class.

A Few Thoughts
Working with parents is not always easy. Be patient with them, and with yourself. If parents are unhappy with your
instruction or any aspect of your program, listen to them without defense. It is their child. They have a life-long in-
vestment. Your interaction may last less than a year. By proactive listening, hopefully you and your parent can move
beyond the problem toward a solution.

Realistically, sometimes there will be no solution. Your job, then, is to care for that child, regardless of the relationship
with the parent.
 Introduction
47
Remember that you are the expert in the area of education and curriculum. Whereas you will actually listen and try
to find solutions, you cannot please all parents. Don’t allow one or two parents to ruin your year, or tear down your
confidence. Make sure that you have supportive people (other teachers, administration) with whom you can talk.

Conversely, have compassion for those whose parenting or educational skills are less than perfect. You may be the
very person who can encourage them to seek help, vocational skills, or higher education. You may never know whose
life you have touched. You may be the one who, years later, will be remembered as “someone who cared.”

Important Strategies
1. Consistency is crucial. Working daily with your children, even for a
short time, will show immediate results.
2. Allow your children to generate the interest. Place the Zoo materials
where they can reach them. Respond positively when your children
ask, “Can we play Zoo-phonics?” You will, obviously, initiate Zoo-
play also. Keep it fun!
3. Timing is important. Keep a good pace; don’t drag, but don’t go too
fast either.
4. Mastery must take place at each level. Provide frequent and consis-
tent practice.
5. Keep trying new Zoo-phonics activities and games to play with your
students. When your children are ready, expand the concept slightly.

The secret is to keep it light and make it fun. This should be a joyful expe- Remember to always keep it
rience for teachers, children and parents! light and make it fun.
 Lesson Plans
The Lesson Plans found in this Manual are fun and easy to use. However, don’t let the “fun” fool you. Seri-
ous education underlies each game and activity. You will find literature suggestions. If you have your favor-
ites, use those. Ours are just suggestions. Remember, though, we teach phonemically, so pick your favorites
by the letter sound on which you are focusing.

All your alphabetic and phonemic awareness instruction is right here in the day-to-day lessons. You will find
the curriculum to be age appropriate and developmental. Because Zoo-phonics is so easy to “tailor,” we did
not break it into “for the 2 year olds,” “for the 3 year olds,” etc. This is for you to decided. We have seen
many 2 year olds who are ready for 4 year old instruction…and vice versa! Let’s not pigeon-hole children,
but meet them on their educational level. (They may surprise you!)

There are activities for whole group, small groups and 1 – 1 instruction. You can also have children work in rotating
groups. This will help you manage your classroom, and allow you to get around to each individual child daily.

The lessons will also direct you to go to the Adventuresome Kids Manual, once the language arts portion of your day is
over. Discover math, science, art, music, cooking, physical education, drama, etc., but discover it phonemically!
 Chapter 1

Zoo-phonics Preschool Lesson Plans

/a/

Teacher Preparation
Welcome to allie alligator’s Wonderful World of Learning! This week, we will explore many things that either start with the
short /a/ sound or have the short /a/ sound in them! In math, the magic number this week will be the number 1.

The theme this week is “admiring others.”

In this week’s lessons, we have concentrated on all aspects of language arts, yet we have also included many teaching
ideas for other aspects of curriculum, all within the short /a/ realm. The curriculum is varied and very playful.

IMPORTANT TEACHER INSTRUCTION: allie alligator has many sounds! However, the
focus of this week’s lesson will be the short /a/ sound. So many of the short /a/ sounds
are located inside words. These sounds can be difficult for young children to perceive.
Literature Suggestions for the year are found below and on pages 54 and 55.

Create an allie alligator bulletin board. Draw or copy a picture of our star, allie alligator. Use the caption, “starring,
allie alligator!” All week, collect words, names, labels and pictures that have the short /a/ sound. Staple these to allie’s
bulletin board. Encourage children and their parents to bring items for the board each day. Discuss and Signal/Sound
the short /a/ sound in each word.

Parental Support: Give each student a copy of the “a” Merged Animal Letter with Sound/Signal instructions to take
home. Encourage children to teach their parents the Signal and Sound!

Don’t forget to send home notes regarding this week’s curriculum and any “home play.” If you have a fun activity that
child and parent can work on at home, send it. Make sure it doesn’t require a lot of materials, teaching, or time.

Special Literature Selections

1. The Real Mother Goose, by Blanche Fisher Wright (Illustrator)
2. A is for Africa, by Ifeoma Onyefulu Specific Zoo-phonics
3. Caps for Sale, by Esphyr Slobodkina Materials Needed This Week:
4. Johnny Appleseed, by Steven Kellogg Activity Worksheets
5. One Gorilla: A Counting Book, by Atsuko Morozumi Zeke and His Pals Level • A Book 1
6. Anno’s Counting Book, by Mitsumasa Anno Zoo-phonics Music That Teaches CD
Animal Letter Cards
Alphabet Grids
Nature Wall Cards
Zoo-phonics Rubber Stamp Set
Animal Alphabet Puppets
How to Draw Activity
50 Part 1: Preschool Lesson Plans

allie alligator’s /a/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Caps for Sale. While you are reading, have the students put on their thinking caps. As you look at the
cover, tell the class the name of the author and illustrator. Show them the picture on the front cover and ask them what
they think the book might be about just by looking at the cover. Can they find and describe the back and front of the
book? As you move along in the story, ask the children to make predictions, “What do you think will happen next?”
Discuss the main character (the peddler). Are there other characters? (Those crazy monkeys!)

Here’s an idea! Act out the story. One child can be the peddler. On the peddler’s
head, place 17 “caps.” (Round coffee filters work well. Flatten them out and color 4
gray, 4 black, 4 red, 4 brown, and one must be checked. Simply dip the coffee filters
into a thin, watery color and let dry.) Have the monkeys (16 of them) sneak up and
take one “cap” each and put it on his/her head. Leave the checked cap. Have the
monkeys hide. The peddler can find the monkeys, and then scold them. Peddler will
shake his finger and stomp his foot. Monkeys will imitate him. When he throws his cap
on the ground, the monkeys will imitate him. He can pick them up, and then try to sell
them to the townsfolk for 50 cents. Allow children to take turns being the peddler and
the monkeys. Teacher will narrate.

Here’s an idea! Ask your local paint store if they would donate enough paint hats
for each of your students. They make great thinking caps! We’ll add more ideas for
this later!

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do.
Use some or all of the activities. Remember that you can modify these activities to suit
the needs of your students. You can use these activities in whole group, small group, or
individual settings.

Whole Group or Small Group Activities

1. Practice the alphabet from “a – g” today using the Large Animal Letter Cards (ALCs).
Ask, “What animal is this?” (See page 23 - 25, “The Large Animal Letter Cards.”)
2. Listen to and learn, “It Sounds Like This and It Looks Like That” from the Music
That Teaches CD. Show the ALCs throughout the song. Model the Signals and
Sounds for them. Have them try to Signal! They can just move with the music!
3. Read allie’s page from the Zeke and His Pals Reader Level A• Book 1.
4. Tell your children that this week is allie alligator’s special week, and you are going
to celebrate by discovering all the things that start with allie’s sound, /a/.
• Take a close look at allie alligator’s ALC. Say the name, “allie alligator,” several
Zeke and His Pals
times. Really exaggerate the short /a/ sound. Have your children trace allie’s
Level A Book 1
shape with their fingers in the air. Talk them through this. Turn the Card over to
allie alligator
show the animal sitting on top of the letter, and repeat the Signal/Sound.
 Chapter 1: /a /
51
• Take a picture of any child whose name starts with an “a.” You may not have any names that start or end with
the short /a/ sound. Simply explain that this is allie’s letter, and that allie has many different sounds. Put their
pictures and names on allie’s bulletin board. (Prepare a list ahead of time.) Now look at the names that have
allie’s letter “a” in them, regardless of the sound. Write these names on chart paper or the board and put an
apple shape around them. Have everyone Signal allie’s Signal. They can all be allie alligator’s absolutely
admirable and angelic helpers this week!
• Carefully say the following /a/ words: allie alligator, acting, act, afternoon, add, Africa, adventure, math and
cap. (Exaggerate the medial /a/ sound, “maaaaaaaaath.”) Explain/translate any unfamiliar words. Act out the
words, and show examples and pictures to explain word meanings. Write these words on chart paper or the
board and draw an apple around all of the “a’s.” Signal and Sound!
5. “Animal Sitters.” Bring out the bin of allie alligator items for children to play with (books, puppets, masks and
toys - anything that is about an alligator, or is in the shape of an alligator!)

Go to the “Rotating Groups” (page 67) and find other /a/ adventures in the Adventuresome Kids Manual.
allie alligator’s /a/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read Caps for Sale again today. Ask the children if they can remember what was read to them yesterday. Give them
time to share about the peddler and the monkeys. Why didn’t a monkey steal the peddler’s checked hat? (The story
doesn’t say, so children can come up with any answer.)

After reading it a second time, look at all the short /a/ sounds in the text (caps, an, and, as, hand, branch, back,
stamped, began). Since so many /a/ sounds are in the middle, really sustain and exaggerate them, /aaaaaaaaaaaa/.
Note: There are many “a’s” in the text, but they are not short “a’s.” Ignore those for now.

Discuss what an author of the book is and does. Discuss the illustrator. Sometimes the author draws the pictures also.
When introducing a new book, always discuss the author and the illustrator with your children. Soon they will become
authors and illustrators of their own books!

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Remind your students that they are “absolutely admirable and angelic children.”
Ask your children to tell things they admire in others. (Make sure everyone gets a
compliment this week.)
2. Practice the alphabet today, “h – m,” using the ALCs. Model the Signals and
Sounds and encourage children to try it with you! Don’t worry about the shy or
“unsure” child. It will come!
3. Write the word “alphabet” on chart paper or the board. What letter sound do you
hear at the beginning of this important word? /a/! Tell your students that the alpha-
bet is made up of 26 letters. Our Zoo-phonics animals will help them learn all of
the shapes and sounds of the alphabet.
4. Listen to “It Sounds Like This and It Looks Like That” again today. Show the
ALCs at the same time. Model the Signals and Sounds! (Put the ALCs on a clothes-
line or chalkboard tray, if possible. This allows you to turn Cards and Signal.) allie alligator
5. Tell your students that allie alligator is one of the “Hardest Workers” in the al- one of the hardest workers
phabet. Show them the “hardest worker” picture. They will color one of these this
week in the “Rotating Groups” section.
52 Part 1: Preschool Lesson Plans
6. Listen to more words with the short /a/: answers, admire, baskets, backpacks and plant. Discuss each word, trans-
late, act them out, and show examples. Write these words on chart paper or the board. Have children come up, one
at a time, and draw an apple shape around the “a’s.” Signal/Sound!

Go to the “Rotating Groups” and find other /a/ adventures in the Adventuresome Kids Manual.
allie alligator’s /a/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, choose a short /a/ poem to read from The Real Mother Goose, or another won-
derful poetry book. Ask children if they can hear the rhymes. Signal the short /a/ sound
in words.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Remind your students that they are “absolutely admirable and angelic children.”
Again, ask your children to tell things they admire in others. (Make sure everyone
gets a compliment this week.)
2. Practice the alphabet today from “n – s” with the ALC’s. Signal and Sound! Gently
correct errors.
3. Today, listen to and learn the song, “Come Meet Us at The Zoo” from the Zoo-
phonics Music That Teaches CD. Children can try to Signal with the music or they
can just move. Model the Signals as you (the teacher) sing! Sing “Come Meet Us
4. Display allie alligator’s ALC. Have objects and pictures available that have the At The Zoo” from the Zoo-
short /a/ sound in them. Allow each child to choose one and place it near allie’s phonics Music that Teach-
es CD
ALC. Signal and Sound. Always sustain the /a/ sound as you Signal.
5. Hold up a big book today. Have children come and point to all the “a’s” in the text.
Point out all the words that have allie’s short /a/ in them.

Go to the “Rotating Groups” and find other /a/ adventures in the Adventuresome Kids Manual.
allie alligator’s /a/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children to choose a book to share with a friend or to “read” by him or herself. Turn on some soft music.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Remind your students that they are “absolutely admirable and angelic children.” Ask your children to tell things
they admire in others. (Has everyone received a compliment this week? Even the teachers and helpers!)
2. Practice the alphabet from “t – z” today with the ALCs. Signal and Sound!
3. Sing “Come Meet Us at The Zoo.” Show the ALCs. Model the Signals.
4. Call out the following words: act, add, dug, pot, alphabet, alligator and teacher. Have your students Signal allie’s
Signal, when they hear her sound. Exaggerate the /a/ sounds and repeat the words, if necessary.
5. Ask the students who have “a’s” in their names to stand up. These children will give allie’s Signal. (Remember,
their names may have “a’s” in them, but not have the short /a/ sound. Again, explain that allie has many sounds.
That is why she is one of the Hardest Workers! They still need to visually recognize the “a” in their name.
 Chapter 1: /a /
53
6. Write the following words on paper or the chalkboard: after, apple African, and, actress and active. Read, explain
each. Have children come up and put a circle around the “a’s.” Now, read each word, one at a time, emphasizing
the /a/ sound (translate if necessary).

Go to the “Rotating Groups” and find other /a/ adventures in the Adventuresome Kids Manual.
allie alligator’s /a/ Lesson Plans,
Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Assess your students today. Practice the alphabet from “a – z” with the ALCs. Ask
children to call out the Sounds loudly today with the Signals.
2. Sing “Come Meet Us at The Zoo.” Can some of the children Signal with the song
now? Model for them.
3. Are your students ready for an adventure? Discuss the word, “adventure.” Discuss
Large Animal
all the exciting things one might do on an adventure. Allow them time to share. Alphabet Cards
Read, “Going On a Bear Hunt,” but insert “alligator” for “bear.” a-z
4. Read A is for Africa, by Ifeoma Onyefulu.

Go to the “Rotating Groups” and find other /a/ adventures in the Adventuresome Kids Manual.
Rotating Groups
Divide into small rotating groups for these next activities. You will use these same activities all week long. If you
have fewer children or fewer days, choose your favorite activities, double up on the activities, or send them home for
“home play.” They are all easy and require little adult supervision. (Make sure the work comes back, because some are
needed for future classroom use!)

1. Group #1 is going to write “a’s” in applesauce with their index fingers. Have children wash their hands first.
Provide each child with the “a” Merged Animal Letter to copy. Give each child a piece of waxed paper or tin foil.
Give a generous “dollop” of applesauce and spread to a thin coating. Model how to write the letter, and talk them
through a few: “First, draw a circle, go up, and then draw a line back down.” Ask them to repeat the /a/ sound as
they write. They can lick their fingers often! Give them a spoon to finish the apple-
sauce!
2. Group #2 will go to the tape recorder/head set section and hear the story about
Johnny Appleseed. He planted seeds that grew into tall, beautiful apple trees. Read
the story onto a cassette. If children are going to look at the book at the same time,
make a beep or ring a bell so they will know when to turn the page. There are sev-
eral wonderful books and poems featuring Johnny Appleseed. (See the Suggested
Literature list on page 73.)
3. Group #3 will make an allie alligator alliteration page: “allie alligator acts ab-
solutely angelic” (Page 435). Read the alliteration aloud to your children several
times so they can hear the /a/ sounds. Have them repeat the alliteration and Signal/
Sound each /a/. Children are to illustrate.
4. Group #4 will color allie’s Hardest Worker Paper Bag (Zoo-phonics Activity Animal Alphabet Puppets
Worksheets) coloring page. (She wears a hard hat and has a shovel.) Collect these allie alligator
because you will use them for phonemic awareness activities from time to time.
(Make sure students’ names are on them.)
54 Part 1: Preschool Lesson Plans
5. Group #5 will make allie alligator’s Animal Alphabet Puppets Using the stick puppet pattern. (Follow directions
on packet.) Remind the children that allie wears a red ribbon around her neck and has very white, shiny teeth.
Make sure children’s names are on their puppets! Keep puppets in a bin for future phonemic awareness practice!

Literature
Locate animal poems and stories. There are many wonderful ones.

Poetry/Nursery Rhymes
Discover all the /a/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. “Anteater,” A Light In the Attic, by Shel Silverstein, Harper/Collins, 1981
3. Blast Off! Poems About Space, by Lee Bennett Hopkins and Melissa Sweet, Harper/Collins, 1995
4. Anna Banana, 101 Jump Rope Rhymes, by Joanna Cole & Alan Tiegreen, Morrow & Co., 1989
5. Shadows Are About, by Ann Whitford Paul, Scholastic, 1992
6. A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by Tasha Tudor, Simon & Schuster, 1999

Fiction
1. Johnny Appleseed, by Steven Kellogg, Morrow & Co., 1988
2. A is for Africa, by Ifeoma Onyefulu, Puffin, 1997
3. Pancakes, Pancakes!, by Eric Carle, Aladdin, 1998
4. The Story of Johnny Appleseed, by Aliki, Aladdin, 1971
5. Blueberries for Sal, by Robert McCloskey, (Picture Puffins), Viking Press, 1976
6. Caps for Sale, by Esphyr Slobodkina, Harper/Trophy, 1987
7. Bedtime for Frances, by Russell Hoban, Illustrated by Garth Williams, Harper/Trophy, 1985
8. Bread and Jam for Frances, by Russell Hoban, Illustrated by Lillian Hoban, Harper/Trophy, 1993
9. The Ant and the Elephant, by Bill Peet, Houghton Mifflin, 1998
10. Anno’s Counting Book, by Mitsumasa Anno, Haper/Trophy, 1986
11. The Alphabet Tale, by Jan Garten, Illustrated by Muriel Batherman, Greenwillow, 1994
12. Big Anthony and the Magic Ring, by Tomi dePaola, Voyager Books, 1987
13. Animals should definitely not wear clothing, by Judi Barrett & Ron Barrett, Aladdin, 1989
14. One Gorilla: A Counting Book, by Atsuko Morozumi, Sunburst, 1993

Non-fiction
1. The Children’s Space Atlas, by Robin Kerrod, Millbrook, 1993
2. Johnny Appleseed by Madeline Olson. Scholastic, 200l
3. Apple Apple: A Picture - Puzzle Book by William Accorsi. Workman Publishing Co. 2000
4. Applesauce, by Shirley Kurtz. Good Books 1992
5. How Do Apples Grow? By Betsey Maestro. Harper Trophy, 1993
6. I Am an Apple by Jean Marzollo. Cartwheel Books, 1997
7. Apple Picking Time by Michele Benoit Slawson. Dragonfly, 1998
8. Apple (Life Cycle of A) by Angela Royston. Heinemann Library, 2001
9. Apples, by Gail Gibbons. Holiday House, 2001
10. Shadows and Reflections (wordless) by Tana Hoban
11. Shadow Games by Bill Mayer. Klutz, Inc., 1995
12. The Little Book of Hand Shadows by Phila H. Webb. Running Press, 1995
13. Ant Cities by Arthur Dorros. Harper Trophy, 1988
14. Thinking About Ants by Barbara Brenner. Mondo Publishing, 1996
 Chapter 1: /a /
55
Teacher’s Resources
1. An Apple A Day! By Jennifer Storey Gillis. Storey Books, 1993.

Audio/Video/Music
1. Bug City: Crickets, Grasshoppers & Friends, Library Video Company, 1998
2. “Star Spangled Banner,” Wee Sing America
3. Blueberries for Sal, Robert McCloskey, Picture Puffins
4. Audubon Animal Adventures, Library Video Co.
5. Caps for Sale, Esphyr Slobodkina Weston Woods, Library Video Company
6. “Green Grass Grew All Around,” Fun-To-Sing Songbook, Sterling, 1986
7. “Animal Farm Song,” Animal Parade, Carla Piper, Soundpiper Music (www.soundpiper.com)
8. “Animal Parade,” Animal Parade, Carla Piper, Soundpiper Music, www.soundpiper.com
9. “Sad, Mad, Glad” I Like Sunny Days, Carla Piper, Soundpiper Music, www.soundpiper.com
 Chapter 2

Zoo-phonics Preschool Lesson Plans

/b/

Teacher Preparation
Welcome to bubba bear’s Wonderful World of Learning! This week, we will explore many words and things that start
with the /b/ sound or have the /b/ sound in them! In math, the magic number this week will be the number 2.

The theme this week is “best I can be.”

In this week’s lessons, we have concentrated on all aspects of language arts, yet we have also included many teaching
ideas for other aspects of curriculum, all within the /b/ realm. The curriculum is varied and very playful.

Here’s an idea! Since the word “books” starts with a /b/, encourage your students to
look at books in their free time. As you read to them, talk about how books can take
you anywhere. You can do anything, be anyone, because books help you to imagine.
Encourage your children to close their eyes and picture what the words are telling
them as you read to them. Put books in baskets where children can reach them eas-
ily. Have a bin of snuggly blankets and pillows nearby. Suggested /b/ Literature Selec-
tions are located below and on pages 62 and 63.

Before you start, create two bulletin boards:

1. “starring bubba bear:” Draw or copy a picture of our star, bubba bear. Encourage children and parents to collect
/b/ words, labels, items, pictures, etc. to add!
2. This week, copy the big birthday cake (Blackline Master #29) to house this month’s birthday candles with chil-
dren’s names and birth dates on them. This is in preparation for this week’s activity and will be used all year long
(see Blackline Masters #2 and #3).

Special Literature Selections

1. Brown Bear, Brown Bear, What do you See? by Bill Martin Specific Zoo-phonics
Jr.; Illustrated by Eric Carle
2. The Real Mother Goose, by Blanche Fisher Wright (Illustrator) Materials Needed This Week:
Activity Worksheets
Parental Support: Give everyone his or her own copy of the “b” Zoo-phonics Music That Teaches CD
Picture Letter and Signaling instructions to take home. Encourage Animal Letter Cards
children to teach their parents! Don’t forget to send home notes Alphabet Grids
regarding this week’s curriculum and any “home play.” If you have Zoo-phonics Rubber Stamp Set
an activity that child and parent can work on at home, send it. It Zoo-Font
is wonderful bonding time for both parent and child. Make sure it Animal Alphabet Puppets
doesn’t require a lot of materials, teaching, or time. Nature Wall Cards
How to Draw Activity
58 Part 1: Preschool Lesson Plans

bubba bear’s /b/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Brown Bear, Brown Bear, What Do You See? Have children snuggle with their favorite blanket as you read
aloud. Provide stuffed bears or bear puppets for them to hold as you read. As you look at the cover, tell the class the
name of the author and illustrator (Bill Martin Jr. and Eric Carle). Show them the picture on the front cover and ask
them what they think the book might be about just by looking at the cover. Can they find and describe the back and
front of the book? As you move along in the story, ask the children to make predictions, “What do you think will hap-
pen next?” Have children listen for the patterns in this book. Encourage students to ask and answer questions.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all have wonderful brains and will learn so much this week. Have everyone point to his or
her brain! Tell children that all week they are going to be the best that they can be as they learn new things!

1. Practice the alphabet from “a – m” with the ALCs. Make sure all your children
Signal and Sound properly. Casually assess each student. They are still learning,
so give them time! Write the word “alphabet” on paper or the board. Can they see
bubba bear anywhere? Circle the “b,” and Signal and Sound!
2. Sing “Come Meet Us at the Zoo.” Use the ALCs. Try to put the Signals to the mu-
sic today. As teacher, you can call out what comes next. Always model for them!
3. Review allie’s ALC. Ask your students if they can remember any words that have
the /a/ sound in them (actor, apples, hat, Africa, black, apple juice, etc.).
4. Tell your children that this week is bubba bear’s b­ irthday week, and you are going
to celebrate by discovering all the things that start with bubba’s /b/ sound.
• Take a close look at bubba bear’s ALC. Have the children trace bubba’s shape
with their fingers in the air. Discuss the honey hive and bees over bubba’s
head. Let them taste honey! Say the name “bubba bear” several times. Really Large Animal
exaggerate the “b” sound. Turn the card over to show bubba sitting on top of Alphabet Cards
the letter. a - m
• Ask students whose names start with the /b/ sound to stand up. Take a pic-
ture of these children, and place pictures and names on bubba bear’s bulletin
board. They can be bubba bear’s best helpers this week! Who else has a /b/ in their names? Stand up and
Signal! Put their names on bubba’s bulletin board, too.
• Today, look at the following words that have the /b/ sound in them: bears, birds, bats, bees, bugs, butterflies,
blankets, breakfast, bubbles, best (“best I can be”) and boxes. Use each word in a sentence. Can children try
this? Show pictures and use examples to help them. Have students generate more /b/ words, and write down
their suggestions. Draw a box around all the “b’s,” Sound and Signal.
5. Bring out bubba bear’s bin of /b/ things, and make it available all week. Allow children to borrow an item (stuffed
bear, bear puppet, bear book, etc.) to take home for a visit. Use bubba’s Animal Alphabet Puppet to make a book-
let to collect /b/ words, draw a picture, or dictate a story.
 Chapter 2: /b/
59

Here’s an idea: In a special box, have a small teddy bear delivered by someone
outside the preschool setting. Have a note attached. (See note, BLM #1.) First, ask,
“What do you think is in the box?” Act very excited! After they have made their guess-
es, read the letter. It is from bubba bear and the zoo animals asking your students to
help take care of, and teach, baby bear this year. Have them name him or her as a
class.

Allow each child to take this baby bear home for the night. Teachers can do this also.
They are to bathe (no water!), feed, teach and care for the bear. Send a simple bear
book home for them to “read” to baby bear.

The winner of the “bear naming contest” can have an extra night with him. At the end
of the year, the children, feeling confident that their bear is ready to go back home,
can say good-bye. Have the children write their feelings and thoughts about baby
bear from time to time throughout the year. Have them draw pictures of baby bear.
Collect this into a class book with photographs of your students taking care of their
bear. Have your students dictate a letter to bubba bear and the other zoo animals
from time to time telling of his or her progress. At the end of the year, have them write
a letter of all that their bear can do now. Have them address the envelope and send it.

The bear needs his own special blanket and place to sleep. When you want more
quiet in the classroom, you can always say, “Shhhhhhhhhh. Baby bear is sleeping.”

You can make simple diapers with Velcro (a great tactile/sensory experience).

Go to the “Rotating Groups” (page 61) and find other /b/ adventures in the Adventuresome Kids Manual.
bubba bear’s /b/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read Brown Bear, Brown Bear again today. Who is the author? (Bill Martin Jr.) Who is the illustrator? (Eric Carle)
Ask children if they can remember what was read to them yesterday. Ask children, “What is the pattern?” Can they
say instead, “bubba bear, bubba bear, what can you see?” Read it again and this time, have children listen for all the
/b/ sounds in the text. Have them Signal and Sound.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “n – z” with the ALCs. Signal and Sound!
2. Sing “Come Meet Us At the Zoo.” Show the ALCs. Signal and Sound!
3. Display allie alligator’s and bubba bear’s ALCs. Call out some of the “a” words that you discussed last week, and
mix them with some “b” words, one at a time. Have children come up and point to the Animal Letter that begins
each word. List: box, bus, apple, ball, ant, broom, adventure, actor and battle.
4. Say, “If you have blond, black, brown, or brunette hair, stand up.” “If you have blue or brown eyes, stand up.” “If
your hair is in braids, stand up.” Do children know anyone who has a beard? Each child who stands must Signal
and Sound the /b/.
60 Part 1: Preschool Lesson Plans
5. Look at some new /b/ words. (Write them on paper or the board ahead of time. Now, pronounce them, one at a
time: bushes, Barbie Dolls,™ brooms, bottoms, bread, burritos, beds and bedrooms. Discuss the meaning of each
word. Show a picture, act it out, and use examples.) Ask students to generate other /b/ words, if they can. Have
children come up, one at a time, and put a box around the “b’s.” Signal/Sound!

Preparation for tomorrow: You are going to introduce “The Jump Rope Rap” from the Zoo-
phonics Music That Teaches CD tomorrow. Please write the words on tag board in neat, large
print. Use the Merged Animal Letters for initial sounds and as rebus for the Animals.

Go to the “Rotating Groups” and find other /b/ adventures in the Adventuresome Kids Manual.
bubba bear’s /b/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, choose a “b” poem to read from The Real Mother Goose (there are many!), or
from another wonderful poetry book. Signal all the /b/ sounds. Isolate the rhyming
words. You are training their ears.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the whole alphabet from “a – z” today with the ALCs. Signal and Sound!
2. Sing “The Jump Rope Rap.” Children jump and Signal in place as they sing. Hold
the ALCs for them to see. You can also point to the lyrics on a chart. This will help
the children become aware of how the words look on paper.
3. Review. Show allie’s ALC. Talk about some of the /a/ words you discovered last
Large Animal
week (act, actor, apple etc.)
Alphabet Cards
4. Display bubba bear’s ALC. Place /b/ objects and pictures of things in a box, basket b
or bucket: a ballpoint pen, a toy bear, a belt, a piece of bread, a box, a toy school
bus, a whiskbroom, a brush, a toothbrush, a boat, a boot, a bottle, a block, a bowl,
a bracelet, etc. Allow each child to choose an object, and lead the group in Signal and Sound.

Go to the “Rotating Groups” and find other /b/ adventures in the Adventuresome Kids Manual.
bubba bear’s /b/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children to choose a book to share with a friend or to “read” by him or herself. Play soft music as they read.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Signal and Sound!
2. Sing “The Jump Rope Rap” twice. Hold the ALCs first, then point to the lyrics. Emphasize bubba’s rhyme.
3. Display allie alligator’s and bubba bear’s ALCs. Scramble the Cards and allow children to put them in the right
order. Signal and Sound! Keep mixing them up, over and over. This should be very fast paced!
 Chapter 2: /b/
61
4. Ask for students who have the /b/ sound in their name to stand up. S/he is to say his or her name and then Signal
and Sound when they say the /b/ sound.
5. Write one /b/ word on paper or the board at a time. Ask, “Where is bubba’s sound? Does he begin the word? Is he
at the end of the word? Is he in the middle?” Let the children take turns pointing to the “b’s.” Try these words:
pebble, bear, tab, tub, bug, bubble.

Go to the “Rotating Groups” and find other /b/ adventures in the Adventuresome Kids Manual.
bubba bear’s /b/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Show the alphabet from “a – z” with the ALCs. Signal and Sound!
2. Place bubba’s ALC to the wall where everyone can see it. Now, give every child a crayon and a piece of paper
with these words on them: bubba bear, alphabet, bug, birds, bees, butter. They are to circle all the “b’s” on the
paper, and Signal and Sound with each find.
2. Sing “Come Meet Us At the Zoo.” Show ALCs. Signal and Sound!
3. Line up all of the ALCs on the chalkboard tray, or floor, in order. First, sing “Come Meet Us At the Zoo,” a cappel-
la, as you point to each card. Now, have your children stand by the card that starts their name. Have each Signal
and Sound his/her letter! (You will need to help on this.)

IMPORTANT TEACHER INSTRUCTION: If you have a student that has a name like
Jose, Charlene or Sean, show them how their letters are formed, and tell the class that
they have special names with special sounds. They still must Signal the beginning let-
ter and stand by it, because that is how it is spelled! Don’t worry about capitals yet!

4. Using the Blackline Master box pattern (page 525 in the Adventuresome Kids
Manual), prepare a fun game by making five boxes. On the boxes, stamp (Zoo-pho-
nics Rubber Stamps) the alphabet, one letter per square. (In the extra spaces, stamp
zeke’s head.) You can put the vowels separately on the boxes, one vowel per box.
Children will roll the boxes, and then Signal/Sound all the letters that appear on the
tops of the boxes. They can take these home at the end of the week.

Go to the “Rotating Groups” and find other /b/ adventures in the
Adventuresome Kids Manual.

Alphabet Box, page 525

Rotating Groups Adventuresome Kids
Divide into small rotating groups for these next activities, and use all week.

1. Group #1 is going to write “b’s” in banana pudding with their index fingers.
Provide each child with the “b” Merged Animal Letter to copy. On a piece of waxed paper or tin foil, give a gener-
ous “blob” of pudding. They are to spread the pudding thin, and then make lots of “b’s.” They can lick their finger
any time they want! (Wash hands first!)
2. Group #2 will color their individual birthday candles. Hand each child a candle with their name and birth date on
it. (See Black Line Master, #30.) With your students, Signal and Sound the /b/ in “birthday,” “birthday candle” and
“birthday cake.” Read aloud the nursery rhyme, “A Week of Birthdays,” located in The Real Mother Goose. Place
candles on the birthday cake on the birthday bulletin board. Change the candles at the beginning of each month.
62 Part 1: Preschool Lesson Plans
3. Group #3 will make a bubba bear alliteration page: “bubba bear believes bees
are beautiful.” (Use page 436.) Read the alliteration aloud to your children sev-
eral times so they can hear all the /b/ sounds. Signal! Follow previous instruc-
tions.
4. Group #4 will do “bubble art.” Directions: Fill a dishwashing tub with soapy
water. When the bubbles “bubble up,” drop different colors of food coloring on
the bubbles. Have each child gently place a piece of white drawing paper on top
of the bubbles. Do NOT push the paper down. As the paper absorbs the colored
bubbles, they will leave the colorful bubble imprints on the paper. Show an
example, and have everyone say the word, “bubbles,” and then Signal/Sound the
/b/.
5. Group #5 will make bubba bear Animal Alphabet Puppets using the stick puppet
Animal Alphabet Puppets
pattern. Follow prior instructions.
bubba bear

Literature Suggestions:
Poetry/Nursery Rhymes
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. “Where Go the Boats?” and “ A Good Boy” A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by
Tasha Tudor, Simon & Schuster, 1999
3. “The Black Bear,” from Zoo Doings: Animal Poems, by Jack Prelutsky, Greenwillow, 1983
4. “The Bluffalo,” from For Laughing Out Loud: Poems to Tickle Your Funnybone, by Jack Prelutsky, Knopf, 1991
5. Blast Off! Poems About Space, by Lee Bennett Hopkins and Melissa Sweet, Harper/Collins, 1995
6. The Itsy Bitsy Spider, by Iza Trapani, Whispering Coyote Press, 1993
7. Anna Banana, 101 Jump Rope Rhymes, by Joanna Cole & Alan Tiegreen, Morrow & Co., 1989

Fiction
1. Blueberries for Sal, by Robert McCloskey, (Picture Puffins), Viking Press, 1976
2. Bedtime for Frances, by Russell Hoban, Illustrated by Garth Williams, Harper/Trophy, 1985
3. Bread and Jam for Frances, by Russell Hoban, Illustrated by Lillian Hoban, Harper/Trophy, 1993
4. Brown Bear, Brown Bear, What Do You See?, by Bill Martin Jr., Illustrated by Eric Carle, Holt, 1996
5. The Three Bears, any version
6. Walter the Baker by Eric Carle. Scholastic, 1972
7. Bats Around the Clock by Kathi Appelt. Scholastic, 2000
8. Bunny Money by Rosemary Wells. Dial, 1997
9. Hattie, the Backstage Bat by Don Freeman. Viking Press, 1988.
10. Stellaluna by Janell Cannon. Harcourt, 1993

Non-Fiction
1. Whose Baby? by Masayuki Yabuuchi, Putnam, 1985
2. How A Book Is Made, by Aliki, Harper/Trophy, 1988
3. The Fire Station Book, by Nancy Bundt, Carolrhoda Books, 1980
4. Best Ever Paper Airplanes, by Norman Schmidt, Sterling, 1995
5. Backyard Science, by Chris Maynard, DK Publishing, 2001
6. Buildings by Betsey Chessen. Scholastic, 1998
7. Bugs! Bugs! Bugs! By Bob Barner. Chronicle Books, 1999
8. My Baseball Book by Gail Gibbons. Harpercollins Juvenile Books, 2000
9. Boat Book by Gail Gibbons. Holiday House, 1983
10. Bats by Gail Gibbons, Holiday House, 1983
11. Beautiful Bats by Linda Glaser. Scott Foresman, 1995
12. Zipping, Zapping, Zooming Bats by Ann Earle. Scott Foresman, 1995
 Chapter 2: /b/
63
13. Bicycle Book by Gail Gibbons. Holiday House, 1995
14. Riding on a Bus by Dorothy Chlad. Children’s Press, 1985
15. Bold and Bright Black and White Animals by Dorothy Hinshaw Patent. Scholastic 1998

Audio/Video/Music
1. Tales of Beatrix Potter (all about bunnies!), Educational Record Co., Video
2. Blueberries for Sal, Robert McCloskey, Picture Puffins
3. “Lullaby,” I Like Sunny Days, by Carla Piper, Soundpiper Music, www.soundpiper.com
4. “Getting Bigger Every Day,” I Like Sunny Days, Carla Piper, Soundpiper Music, www.soundpiper.com
5. “Ball Game,” Animal Parade, Carla Piper, Soundpiper Music, www.soundpiper.com
6. “Balancing,” Animal Parade, Carla Piper, Soundpiper Music, www.soundpiper.com
7. “Goin’ on a Bear Hunt,” Kids In Action CD, by Greg and Steve
8. “Beanbag Boogie,” Kids in Motion CD, by Greg and Steve
 Chapter 3

Zoo-phonics Preschool Lesson Plans

/c/
Teacher Preparation
Welcome to catina cat’s Wonderful World of Learning! This week, we will explore many words and things that start
with catina cat’s hard /c/ sound, (or have the hard /c/ sound in them!) In math, the magic number this week will be the
number 3.

The theme this week is “I am caring and capable.”

In this week’s lessons, many teaching ideas are provided, all within the realm of catina cat’s /c/ sound.

IMPORTANT TEACHER INSTRUCTION: Remember that catina cat makes three

different sounds, depending on the letter she is near. This week’s focus is on her hard
/c/ sound, but occasionally an alternative /c/ sound will be shown to students (i.e., chil-
dren, “circle”). The few times these alternative sounds present themselves, show them
visually by writing the word on chart paper or the board, telling children that “catina cat
has several different sounds” and then circling the “c” in the word.

Here’s an idea! Locate books that have the hard /c/ sound in the titles. Make sure
the books are readily available in some kind of cute containers. Try to find wordless
“c” books, also. Provide blankets, pillows and cozy lighting. Suggestions for literature
are on pages 66, 70 and 71.

Here’s an idea! Hand out carnival tickets for friendly, kind and helpful behavior. Let
children redeem the tickets for a treat or a small present at the end of the week.

Create two /c/ bulletin boards: Specific Zoo-phonics

1. “Starring catina cat…” Draw or copy a picture of our star, Materials Needed This Week:
catina cat, and place her on her special bulletin board. Activity Worksheets
Have your children and their parents help you collect “c” Read and Spell with Zoo-phonics CD-ROM
words, names, product labels, pictures, etc., to add to the Zoo-phonics Music That Teaches CD
board. Discuss the /c/ sound in each word. Always Signal Animal Letter Cards (Large, Small)
and Sound to make that vital connection! Alphabet Grids
2. Hopefully, a large calendar has been appropriately placed Zoo-phonics Rubber Stamp Set
so everyone can sit around it. This week, you will discuss Zoo-Font
the word “calendar” - what a calendar is and does. It is Animal Alphabet Puppets
important that children understand the basic concepts of Nature Wall Cards
time, the purpose for the calendar, and learn age-appro-
priate calendar information.
66 Part 1: Preschool Lesson Plans

Special Literature Selections

1. Quick as a Cricket, by Audrey Wood, Illustrated by Don Wood
2. The Real Mother Goose Illustrated by Blanche Fisher Wright
3. Little Cloud, by Eric Carle
4. Have You Seen My Cat, by Eric Carle
5. A House for a Hermit Crab, by Eric Carle

Parent Support: Give everyone his or her own copy of the “c” Merged Animal Letter and
Signaling instructions to take home. If you have an activity that child and parent can work on
together, send it home. This is a wonderful time that can bring closeness to both parent and
child.

catina cat’s /c/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Quick as a Cricket. It is a delightful book. Look at the book’s cover. What do
your children think the book will be about? Show the name of the author, Audrey Wood, and Large Animal
Alphabet Card
the illustrator, Dan Wood, her husband. Read the book with the same tenor as the adjectives
c
suggest – fast, slow, strong, weak, etc. Show children the colors on the pages and have them
name them. Look at the colors on the toad’s page. See how dark and cold it is? The artist
uses colors to set the mood as the author uses words.

Discover other wonderful books written and illustrated by the Woods! When reading aloud encourage children to ask
and answer questions, make guesses, predictions, analyze, and enjoy!

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are cute, caring, and capable children and you can’t
wait to share catina cat’s /c/ words with them this week!

1. Practice the alphabet from “a – m” with the ALCs today. Give children time to
verbalize about the animals and their Signals and Sounds.
2. Sing “Come Meet Us At the Zoo.” Signal as you sing. Have them Signal every
time they hear the word, “come.” Use ALCs. Signal/Sound.
3. Read catina cat’s page from Zeke and His Pals Reader Level A • Book 1.
4. Review and display allie alligator’s and bubba bear’s ALCs. Call out some of the
simple short /a/ and /b/ words that you “played with” in prior lessons. Children
will take turns pointing out which Animal Letter begins that word.
5. Tell your children that this week is catina cat’s special week, and you are going
to celebrate by discovering all the things that start with catina’s /c/ sound.
• Take a close look at catina cat’s ALC. Children will trace catina cat’s shape with
their fingers in the air. Say catina cat’s name and sound several times. Really Zeke and His Pals Reader
exaggerate the /c/ sound. Now, everyone say the /c/ sound several times and Level A • Book 1
Signal. Turn the Card over to show catina cat sitting on top of the letter. catina cat’s page
 Chapter 3: /c/
67
• Ask students whose name starts with a “c” (regardless of sound) to stand up. Take each student’s picture and
place it on the bulletin board with their names. Who has a “c” inside their name? Stand up. Now, write these
names on the chart paper or board for all to see, and put a cookie shape around all the “c’s” (even catina’s al-
ternative sounds). They all can be catina cat’s cutest and most capable and caring children this week! (Define/
translate “cute,” caring,” and “capable.”) What wonderful traits!
• Pronounce and write down the following /c/ words: catina cat, cricket, colors, cookie, cake, cracker, calendar,
classroom and crayon. Discuss (translate if necessary) each word. Act out the words, show pictures, and use
the words in sentences. Draw a cookie around all the “c’s,” Signal and Sound.

Parent Support: Send home a note asking if parents could send in a box of Animal Crackers
for Day #3. Purchase some extras just in case parents are not able to send them in. You will
need the boxes for a fun phonemic awareness activity.

Go to the “Rotating Groups” (page 69) and find other /c/ adventures in the Adventuresome Kids Manual.

catina cat’s /c/ Lesson Plans, Day #2

Literacy – Knowledge and Appreciation of Books
Read Quick As a Cricket again today. Ask children if they can remember what was read to them yesterday. Give them
time to share. After reading it a second time, look for all the hard /c/ sounds in the text. Signal/Sound. Discuss any un-
familiar vocabulary. Act out parts of the story as part of your Psycho-Motor Play. Use the adjectives given in the book
(quick, slow, small, large, sad, etc.)

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “n – z” today with the ALCs. Give children time to verbalize about the animals and
their Signals and Sounds.
2. Sing “Come Meet Us At the Zoo” with the ALCs. Signal as you sing.
3. Ask if they can remember the /c/ words from yesterday. Write new /c/ words on
chart paper or the board: comb, cloth, cup, courteous, clowns, candle, popcorn
and picnic. Discuss the meaning of each word. Show pictures, act out the words
and use examples. Have children come up, one at a time, and draw a cookie shape
around each “c.” Signal/Sound!
4. “catina cat sitters.” Bring out the container full of catina cat items. Using catina
cat’s Animal Alphabet Puppet, have children make a /c/ booklet to collect /c/ words
and/or dictate a story. Allow them to take turns “cat sitting” some of the cat trea-
sures for the night. They can “write” about their adventures with catina cat.

Review children’s addresses with them individually this week, or in a small group.
Sing the “Come Meet Us At
The Zoo” from
Go to the “Rotating Groups” (page 69) and find other /c/ adventures in the Zoo-phonics Music
that Teaches
Adventuresome Kids Manual.
68 Part 1: Preschool Lesson Plans

catina cat’s /c/ Lesson Plans, Day #3

Literacy – Knowledge and Appreciation of Books
Today, choose a /c/ poem to read from The Real Mother Goose, or from another wonderful poem book. Can children
hear the rhymes? Clap to the rhythm. Signal/Sound any hard /c/ initial sounds in the words. If the hard /c/ falls in the
middle or at the end, really emphasize it, so it is clearly heard.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z,” using the ALCs. Continue to check their Signals and Sounds! This is an excel-
lent informal assessment.
2. Today, sing “The Jump Rope Rap.” Hold the ALCs as children jump in place (or on a small trampoline.) Signal/
Sound!
3. Show catina cat’s ALC. Ask your students to stand up and Signal/Sound if they have catina cat’s letter in their
names.
4. Cut out 26 “cookies” from construction paper. (Prepare ahead of time.) Use
the Zoo-phonics Rubber Stamps and stamp one Animal Letter on each cookie,
a – z. Now, mix them up and place them on a table or the floor. Have teacher/
children sing “Come Meet Us At The Zoo” as children take turns locating and
taping the cookies on the wall, in a, b, c order. When this is complete, Signal
and Sound as the teacher points to them.
4. Hand out the Animal Crackers boxes and have students eat the Animal Crack-
ers for a snack today. Keep the boxes, because you will be using them for a
wonderful phonemic awareness activity. Directions: Hand each child (prepare
ahead of time) a cut up Merged Animal Alphabet Grid. They are to keep those
letters in their Animal Cracker box for use all year. Also give them an Animal
Picture Grid, NOT cut up. This will become a Game Board. Have your stu- a,b,c cookies using the
dents match all of the Merged Animal Letter Pieces to the animal on the Game Zoo-phonics Rubber
Board. Signal/Sound with each match. Stamp Set

Tip: We recommend that you enlarge the Grids to 11” x 17.” The bigger the print is, the better
for young eyes and small hands. Send a set home with Signaling instructions and some fun
activities, as well!

Go to the “Rotating Groups” and find other /c/ adventures in the Adventuresome Kids Manual.
catina cat’s /c/ Lesson Plans, Day #4

Literacy – Knowledge and Appreciation of Books

Today, allow children to choose a book to share with a friend or to “read” by him or herself. Put on some soft music to
cuddle up and read by.
 Chapter 3: /c/
69

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” today with the ALCs. Signal/Sound! Don’t
give any hints today – let children lead. (Of course, step in when needed.)
2. Listen to Zoophonia’s Poem about “a little child crying…..” (from the Zoo-
phonics Music That Teaches CD).
3. Display allie alligator’s, bubba bear’s, and catina cat’s ALCs. Scramble the
Cards and allow children to take turns putting them in order. Mix them up,
over and over, so everyone gets a turn. How many Cards are there? 3!
4. Today, hand out cartoons from the Sunday paper. (Laminate them first,
if possible, so children can look at them over and over.). Give children
a chance to look at his or her cartoon, then allow each to “tell” what the
cartoons are about. They can describe or make up the story. Explain that
the bubbles contain words that are spoken by the people or animals in the
cartoons. Give students time to draw a cartoon. Put their words in bubbles.
5. Hand out the Animal Cracker boxes and a Grid Game Board again today.
Have your students match either the Animal Pictures or the Merged Animal
Letters (depending on the child’s readiness) to the Animal Picture Game
Board. Tell them they are putting the Animals back into their “homes” or Large Animal
“habitats.” Discuss (translate, if necessary) “habitat.” Simply tell them a Alphabet Cards
habitat is a home. a-c

Go to the “Rotating Groups” and find other /c/ adventures in the Adventuresome Kids Manual.
catina cat’s /c/ Lesson Plans, Day #5

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Randomly place the ALC’s around the room. Have children select one each. Now, call out “allie alligator,” “bubba
bear,” and so on. Have children stand and hold the ALC’s in order. Sing “Come Meet Us At the Zoo” a capella to
aid the students with order. Now Signal and Sound all the ALCs! (If you have fewer children than Cards, keep the
last ones in the alphabet and add them next.)
2. Listen to the words, then try to sing “The Star Spangled Banner.” Have children Signal when they hear the word
“can.” (“Oh, say can you see…..?”) Model for them.
3. Play “Follow the Leader.” Go outside and play some great marching music. Have everyone line up behind you,
imitating the Signals and Sounds you are doing. After a while, let the children take turns being the leader.
4. Have children choose a favorite book. Ask them to hunt for allie’s, bubba’s and catina’s letters. Once they find
some, they are to show them to you.

Go to the “Rotating Groups” and find other /c/ adventures in the Adventuresome Kids Manual.
Rotating Groups
Divide into small rotating groups for these next activities.

1. Group #1 is going to make “c’s” out of cookie dough. Allow each child to make 3 small “c” cookies. Label them
with each child’s name. (This week’s magic number is 3!) Provide each child with the “c” Merged Animal Letter
as an example. Sprinkle the cookies with sugar, bake and enjoy!
70 Part 1: Preschool Lesson Plans
2. Group #2 will create a Quick As a Cricket book of their own. Use the words, “quick, slow, strong, happy and qui-
et” for their adjectives. They can connect them to any zoo animal. Have them dictate their sentences to you. End
the book with “And you’ve got ME!” Have each child illustrate. Create a back and front cover out of construction
paper and staple to bind.
3. Group #3 will make a catina cat alliteration page: “catina cat is crazy about caring
and capable children.” (Use Blackline Master on page 437.) Read the alliteration
aloud to your children several times so they can hear the /c/ sounds. Review the
meanings of the words. Signal/Sound the /c/ sounds.
4. Group #4 will dictate a list, or make a drawing of all the things they can do well!
Talk to them about how capable they are. They can dictate to the teacher or aide.
5. Group #5 will make a catina cat Animal Alphabet Stick Puppet. Children are to
color catina cat, and then glue her onto a Popsicle stick. Keep puppets in a bin for
use next week!
Animal Alphabet Puppets
Suggested Literature: catina cat

Poetry/Nursery Rhymes
Discover all the /c/ nursery rhymes in The Real Mother Goose (Scholastic Inc. NY). Tie the rhymes into specific
activities. Work on rhyme memorization as well as rhyme realization! Always ask what words sound alike. There are
many other wonderful poetry books to discover. Take a look at Cloudy With a Chance of Meatballs, by Judi Barrett,
Illustrated by Ron Barrett, Forman, 1982. It’s a classic.

Fiction
1. The Very Quiet Cricket, by Eric Carle, Putnam, 1997
2. One Smiling Grandma: A Caribbean Counting Book, by Anny Marie Linden, Dial, 1992
3. The Mixed-Up Chameleon, by Eric Carle, Harper/Collins, 1998
4. There’s a Nightmare in My Closet, by Mercer Mayer (Illustrator), EP Dutton, 1992
5. The Ugly Duckling (Fairy Tale Classics), by Hans Christian Anderson, Illustrated by Jennie Williams, Troll, 1989
6. Little Cloud, by Eric Carle, Philomel Books, 1998
7. Curious George, by H. A. Rey, Houghton Mifflin, 1973
8. Quick as a Cricket, by Audrey Wood, Illustrated by Don Wood, Childs Play, 1990
9. Eric Carle’s Treasury of Classic Stories for Children by Aesop, Hans Christian Anderson, and the Brothers
Grimm, by Eric Carle, Cartwheel, 1995
10. Have You Seen My Cat?, by Eric Carle, Little Simon, 1996
11. 1, 2, 3 to the Zoo: A Counting Book, by Eric Carle, Putnam, 1998
12. The Very Hungry Caterpillar, by Eric Carle, Foresman, 1994
13. Patrick at the Circus (Adventures of Patrick Brown), by Geoffrey Hayes, Hyperion, 2002
14. So Many Cats, by Beatrice Schenk De Regniers, Illustrated by Ellen Weiss, Houghton/ Mifflin, 1988
15. A House for a Hermit Crab, by Eric Carle (Illustrator), Simon and Schuster, 1991

Non-Fiction
1. Clap Your Hands: Finger Rhymes, by Sarah Hayes, Illustrated by Toni Goffe, Lothrop, Lee & Shephard, 1988
2. One Crow: A Counting Rhyme, by Jim Aylesworth, Lippincott, 1988
3. When Spring Comes, by Robert Maass, Econoclad, 1999
4. Catch the Wind, All About Kites, by Gail Gibbons, Little, 1989
5. The Art of Eric Carle, by Eric Carle, Philomel, 1996
6. I Love Colors, by Han Wilhelm, Scholastic, 2000
7. You Can Make a Collage: A Very Simple How-To Book, by Eric Carle, Klutz, 1998
8. When I Ride in a Car, by Dorothy Chlad, Children’s Press, 1983
9. Construction Zone by Tana Hoban. Greenwillow, 1987
10. County Fair by Gail Gibbons. Little, Brown and Co. 1994
 Chapter 3: /c/
71
11. Caves and Caverns by Gail Gibbons
12. Clocks and How They Go by Gail Gibbons
13. The Cheerios Counting Book by Barbara Barbieri McGrath. Scholastic, 1998
14. Count and See by Tana Hoban. Simon & Schuster, 1972

Audio/Video/Music
1. “Charlie Needs a Cloak,” Weston Woods
2. “Clap, Snap, and Tap,” Ambrose Brazelton 1800-438-1637
3. “Circles-Go-Round,” Animal Parade Carla Piper, Soundpiper Music, www.soundpiper.com
4. “Circle Dance,” Animal Parade, by Carla Piper, Soundpiper Music, www.soundpiper.com
5. “Do You Know What I Can Do?” I Like Sunny Days, by Carla Piper, Soundpiper Music, www.soundpiper.com
6. “Cloudy With a Chance of Meatballs,” by Judi Barrett, 1982
 Chapter 4

Zoo-phonics Preschool Lesson Plans

/d/

Teacher Preparation
Welcome to deedee deer’s Wonderful World of Learning! This week, we will explore many words and things that start
with the /d/ sound. (Sometimes the word will end with the /d/ sound, or have the /d/ sound inside them.) Remember
that we are tuning their ears for sounds. In math, the magic number this week will be the number 4.

The theme this week is “don’t give up, even if it’s difficult.”

Here’s an idea! Locate delightful books that have the /d/ sound in the beginning,
middle and ending of the titles. Make sure the books are readily available in a box
that your children have decorated. Try to find wordless “d” books, also. Suggestions
for literature are below and on pages 77 and 78.

This week’s lessons provide many teaching ideas on all aspects of the preschool
curriculum, all within the /d/ realm.

“Starring deedee deer:” Draw or copy a picture of our star, deedee deer. Place her
on the celebration bulletin board. Collect /d/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “d” Merged Animal
Letter and Signaling instructions. Children are to review deedee deer’s Signal and
Sound with their parents. Ask parents to help children locate words, pictures and
items that have /d/.
Large Animal
Picture Cards
Special Literature Selections
d
1. Barnyard Dance!, by Sandra Boynton
2. The Real Mother Goose, by Blanch Fisher Wright (Illus-
trator)
3. Dandelions, by Eve Bunting Specific Zoo-phonics
4. Dandelions Up Close, by John Himmelman Materials Needed This Week:
5. Dinotopia: A Land Apart from Time, by James Gurney (Il- Activity Worksheets
lustrator) How To Draw
Animal Alphabet Puppets
Zoo-phonics Music That Teaches CD
Animal Letter Cards
Alphabet Grids
Nature Wall Cards
Zoo-phonics Rubber Stamp Set
Zoo-Fonts
74 Part 1: Preschool Lesson Plans

deedee deer’s /d/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today you will discover a wonderful book by Sandra Boynton (she has created
several). In Barnyard Dance, the farm animals dance a loud, happy, knee-slapping
square dance called by a fiddle-playing cow. “Bow to the horse. Bow to the cow. Twirl
with the pig if you know how.” Enjoy this book. Ask children sequencing questions,
such as, “Who danced first?” “With whom did the horse dance?” On the Zoo-phonics
Music That Teaches CD, you will find a real square dance called “Pick A Pick A Part-
ner - A Square Dance.” Play this after you have finished reading this delightful book.
Sometime this week, teach the children the square dance. The directions are in the
lyric book inside the jewel case.

Phonemic Awareness/Pre-Writing Experiences

Sing “Pick A Pick A Partner”
Each one of the following activities should take from one minute to five minutes to
from the Zoo-phonics Mu-
do. Use some or all of the activities. Remember that you can modify these activities sic that Teaches CD.
to suit the needs of your students. You can use these activities in whole group or
small group settings.

Whole Group or Small Group Activities

Tell your children that they all are delightful, darling children, and you can’t wait to share /d/ things with them this week!

1. Practice the whole alphabet from “a – z.” Use ALCs. Continue to check their Signals and Sounds!
2. Sing “Come Meet Us At the Zoo.” Use ALCs. Signal/Sound.
3. Read deedee deer’s page from the Zoo-phonics Reader Level A • Book 1.
4. Review allie alligator’s, bubba bear’s and catina cat’s ALCs. Can they remember
words that have the /a/, /b/ and /c/ sounds in them? Write these words, and some
others from prior lessons, on chart paper or the board. Pronounce the words
carefully, exaggerating the targeted sound. Have children determine which ALC
represents the targeted sound. Signal/Sound. Review is essential!
5. Tell your children that this week is deedee deer’s special week, and you are going
to celebrate by discovering all the things that start with deedee deer’s /d/ sound.
• Look at deedee deer’s ALC. Children will trace deedee deer’s shape with their
finger in the air. Say the name deedee deer several times. Exaggerate the /d/
sound. Turn the Card over to show deedee deer sitting on top of the letter.
• Have students whose names starts with the /d/ sound stand up. Take each
child’s picture and place it on the bulletin board with his or her name. They
can be deedee deer’s delightful and adorable children this week! Does anyone Zeke and His Pals Reader
have a /d/ sound at the end or inside their name? Have a list of names pre- Level A • Book 1
pared ahead of time. Draw a “doughnut” shape around all the “d’s. deedee deer’s page
• Say, “If you are a daughter, stand up.” Signal/Sound the /d/. Discuss “daugh-
ter.” (Translate if necessary.)
• Look at some other words that start with /d/: deer, doughnuts, drink, drum, door, dish, dance, dogs and ducks.
Say them several times each, and Signal as you pronounce each /d/ sound. Prepare a list ahead of time. Now,
have children draw a doughnut around all the /d/ sounds.

Go to the “Rotating Groups” and find other /d/ adventures in the Adventuresome Kids Manual.
 Chapter 4: /d /
75

deedee deer’s /d/ Lesson Plans, Day #2

Literacy – Knowledge and Appreciation of Books
You will read Barnyard Dance!, again today. First, ask children if they can remember what was read to them yester-
day. After reading it a second time, look at all the /d/ sounds you can find in the text. Signal and Sound. Did your
children like the book? Discover other Baynton Books.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Shuffle the ALCs and place them around the room. Each child is to locate one
ALC, and then line up in order, starting with allie alligator. Sing “Come Meet Us
At The Zoo” to help establish a, b, c order.
2. Display allie alligator’s, bubba bear’s, and catina cat’s ALCs. Call out words, one at a
time, that begin with these letter sounds (use words from prior lessons). Children will
take turns Signaling, Sounding and pointing to the ALC that begins that word.
3. Analyze new words that start with the /d/ sound. Prepare a list ahead of time: day,
today, dinosaurs, dresses, dragons and diapers. Have children come up, one at a
time, and draw a “doughnut” shape around each “d.” Signal/Sound!
4. Look at the word “children.” What magic letter do they see? A “d” right in the
middle of the word! She’s everywhere! Small Animal
5. “deedee deer sitters.” Bring out the container full of deedee deer items. Create a Alphabet Cards
a, b, c
“d” booklet from deedee deer’s Animal Alphabet Puppets in which to collect /d/
words. Children can dictate a sentence or a story about deedee deer.

Go to the “Rotating Groups” and find other /d/ adventures in the Adventuresome Kids Manual.
deedee deer’s /d/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Recite and begin to memorize the nursery rhyme, “Hey Diddle Diddle.” Signal and Sound all the /d/ sounds. Which
words rhyme? (diddle, - fiddle; moon – spoon) Clap to the rhythm. Act out the rhyme! It is a great Psycho-Motor as
well as you “jump over the moon,” and “run away with the spoon.” You can make simple costumes out of shopping
bags for the cat, dog and cow. Make props for the spoon, fiddle, and moon.

Phonemic Awareness/Pre-Writing Experiences

Whole Group
1. Practice the alphabet from “a – z.” Signal/Sound!
2. Today, do “Zoo-robics” from the Zoo-phonics Music That Teaches CD.
3. Show deedee deer’s ALC. Ask your students to stand up and Signal/Sound if they
have a /d/ sound in their names.
4. Look at the calendar today. Ask, “What day is it today?” Say and show the days of
the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday.
Tell children to look carefully at these words. What magic letter do they see and
hear in every word? Yes, deedee deer’s /d/ sound, in “day.” Say the days again, and
this time, Signal the /d/ in each word as you pronounce it. Have children volun-
teer to draw a “doughnut” (don’t worry about the shape!) around each “d.” Signal/
Sound. Which month starts with the /d/ sound? December! Does anyone have a
birthday in December? Write the word “birthday” on paper or the chalkboard. Say, Teach children
“See the “d”? deedee deer is right there in the middle of the word, “birthday!” about calendars.
76 Part 1: Preschool Lesson Plans
5. Hand out the Animal Cracker boxes, and a Grid Game Board. Students are to put the Merged Animal Letter
Pieces on the Game Board, and Signal and Sound with each placement. Remind students that they are putting
the animals/letters in their habitats. Review the word “habitat.

Go to the “Rotating Groups” and find other /d/ adventures in the Adventuresome Kids Manual.
deedee deer’s /d/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Ask children to listen to the word “read.” What do they hear at the end of the word? /d/ What do they hear at the end
of the word “word”? The /d/ sound again! My, deedee deer is busy! Today, allow children to choose a book to share
with a friend or to “read” by him or herself.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Signal and Sound!
2. Discuss letters and words. What is the difference between the two? Tell your students, “When you put letters to-
gether, they make a word.” Show these ALCs: “g,” “d” and “i.” Now, put them in the right order, and they make
a word, “dig.” Make up a sentence using this word. Also, ask children to make up a sentence using this word.
Allow several children to try.
3. Display the “a,” “b,” “c,” and “d” ALCs. Scramble the Cards and allow children
to take turns putting them in order. Sing “Come Meet Us At The Zoo” to help
children place the 4 letters in order. Signal and Sound quickly! Mix them up, over
and over, so everyone gets a turn. How many Cards are there? Magic number 4!
4. Work on “left to right” today. Prior to this lesson, determine who is right handed
and who is left handed, if possible. (At these early ages, the brain hasn’t made its
mind up yet. However, children will automatically reach for, or use, the pre-
dominant hand.) Annotate this. Now, have everyone raise his/her drawing hand.
Move it in the air from left to right. Turn your back to them and model with an
exaggerated movement. Tell your students that we read and write from left to
right. Do this again and again. Now hand out little cars, and “roads” on which to
Activity Worksheets
drive, from pages 51 and 52 of the Activity Worksheets. Put the little cars on your
“Left to Right” Activity
students’ fingers, and have them “zoom” down the roads, left to right! Allow them
to color the cars and roads first. (Follow directions on the worksheet.)

Go to the “Rotating Groups” and find other /d/ adventures in the Adventuresome Kids Manual.
deedee deer’s /d/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Signal and Sound!
2. Sing “The Jump Rope Rap.” Signal/Sound. Listen, especially to deedee’s
rhyme.
3. Talk about letters and words again today. Write the following sentence on
chart paper or the board: ”deedee dug in the dirt with a dog.” First, circle all
the letters. Now, write the sentence again and, this time, circle the words.
See the difference? Letters work together to make words.
Circle all of the letters first, then
all of the words.
 Chapter 4: /d /
77
4. Play “Red Light, Green Light” today. Go outside and have everyone stand on
a line about 30 feet away from you. You are going to show them the ALCs, out
of order, one at a time. Call out the animal’s name, say “Green light!” and turn
your back. Children are to move as fast as they can while Signaling/Sounding
appropriately. As soon as you say “Red light!” they are to freeze. Anyone caught
moving has to go back to the line. (Or not!) The goal is to reach the teacher first
to become the leader.
5. Read aloud these nursery rhymes, “Humpty Dumpty” and “Diddle Diddle Dump-
ling.” Have one child pretend to be Humpty Dumpty falling off the wall. Have
some children be the King’s horses and some be the King’s men as they try to
put poor Humpty together again. Have other children take turns being John, in
“Diddle Diddle Dumpling.” Tell children that the word “diddle” means confused Read Humpty Dumpty today.
or silly. Recite the verses as they act them out.

Go to the “Rotating Groups” and find other /d/ adventures in the Adventuresome Kids Manual.
Rotating Groups
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to make “d’s” out of play dough. (See “Recipies,” page 539
in the Adventuresome Kids Manual.) Allow each child to make 4 “d’s” since this
week’s magic number is 4! Provide each child with the “d” Merged Animal Letter
as an example. Have children start by making long snakes, then put them into the
“d” shape. Demonstrate first. (A good fine motor control activity.) Students can
paint them after they dry.
2. Group #2 will complete deedee deer’s “dot-to-dot.” Show the ALCs as you direct
them, “Draw a line from catina cat to deedee deer,” and so on. You can sing the
song “Come Meet Us At The Zoo,” too. Only those students who are ready, are to
do the printing practice at the bottom of the “dot-to-dot.” Allow those who need
more “free form” writing to write in different mediums.
3. Group #3 will make a deedee deer alliteration page: “deedee deer dresses in dainty denim
dungarees.” (Blackline Master, page 438) Listen for the /d/ sounds. Signal/Sound.
4. Group #4 will make a deedee deer Animal Alphabet Stick Puppet. Activity Worksheets
5. Group #5 will use their three Animal Alphabet Puppets today. Place allie alligator, deedee deer’s dot-to-dot
bubba bear and catina cat puppets in front of the students. Call out the following
/a/, /b/, /c/ words one at a time. Exaggerate the targeted initial sounds. Children
will hold up the appropriate puppet, and then Sound/Signal as a group. Word list:
catina, allie, broom, and, books, actress, can, alligator, bubbles, bear, apple, balls,
cap, cat, bubba, colors, ant and clown. Ask your students, “Which puppet is one
of the “hardest workers”?” (allie alligator!)

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the “d” nursery rhymes in The Real Mother Goose. Tie the rhymes into specific activities. Work on rhyme
memorization as well as rhyme awareness.

Fiction
1. Barnyard Dance! by Sandra Boynton, Workman, 1993
2. The Real Mother Goose, by Blanche Fisher Wright (Illustrator), Scholastic, 1994
3. Dandelions, by Eve Bunting, Voyager, 2001
78 Part 1: Preschool Lesson Plans
4. The Ugly Duckling (Fairy Tale Classics), by Hans Christian Anderson, Illustrated by Jennie Williams, Troll, 1989
5. Daddy, by Jeannette Franklin Caines, Harper/Collins, 1977
6. Daisy-Head Mayzie, by Dr. Seuss, Random House, 1995
7. Night and Day (Bear in the Big Blue House Spin-Me-Round) by Ellen Weiss, Reader’s Digest Children’s Publish-
ing, 2000
8. Luna’s Night (Bear in the Big Blue House Spin-Me-Round) by Ellen Weiss, Simon Spotlight, 1999

Non-Fiction
1. Dandelions (Nature Up Close Series), by Kathleen Pohl, Raintree/Steck Vaughn, 1990
2. National Georgraphic’s Dinosaurs, by Paul M. Barrett, 2001
3. Encyclopedia - Dinosaurs Publication International Ltd.
4. Dinotopia: A Land Apart From Time, by James Gurney (Illustrator), Harper/Collins, 1998
5. Walk the Dog by Bob Barner. Chronicle, 2000
6. Dots, Spots, Speckles and Stripes by Tana Hoban. Greenwillow, 1987
7. Marge’s Diner by Gail Gibbons. Thomas Y. Crowell, 1989
8. Behold, the Dragons! By Gail Gibbons
9. Department Store by Gail Gibbons. Thomas Y. Crowell, 1984
10. Deserts by Gail Gibbons. Holiday House, 1999
11. Ducks by Gail Gibbons. Holiday House, 2001
12. Dogs by Gail Gibbons. Holiday House, 1997
13. What Mommies Do Best, What Daddies Do Best, by Laura Joffe Numeroff, Simon & Schuster, 1998
14. The Story of America’s Birthday, by Patricia A. Pingry, Candy Cane Press, 2000
15. The 4th of July Story, by Alice Pagliesh, Aladdin, 1995

Audio/Video/Music
1. “I Like Sunny Days,” “Sad, Mad, Glad,” “Do You Know What I Can Do?” I Like Sunny Days, Carla Piper, Sound-
piper Music, www.soundpiper.com
2. “Circle Dance,” Animal Parade, Carla Piper, Soundpiper Music, www.soundpiper.com
3. “101 Dalmations,” Disney, VHS
 Chapter 5

Zoo-phonics Preschool Lesson Plans

/e/

Teacher Preparation
Welcome to ellie elephant’s Wonderful World of Learning! This week we will explore many words and things that have
the short /e/ sound. In math, the magic number this week will be the number 5.

The theme this week is “encouraging others.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the short
/e/ realm.

Here’s an idea! Locate excellent books that have the short /e/ sound in the titles
and are emphasized in the text. Place the books in some kind of elegant basket or
container. Try some “aroma therapy” smells!

IMPORTANT TEACHER NOTE: The letter “e” makes many sounds (short /e/, long /e/,
“e” as a schwa sound, “e” as silent, etc.) However, the focus of this lesson is ellie ele-
phant’s short /e/ sound, and only those will be underlined. It is a challenge to find short
/e/ sounds that begin words, so words are included with the /e/ inside the word. Medial
sounds are not always easy for young children to discern, so extend or exaggerate the
/e/ sound as you Signal so children can clearly hear and see it. You will find Literature
Suggestions below and on page 84.

“Starring ellie elephant:” Draw or copy a picture of our star, ellie elephant: Place her on the celebration bulletin board.
Collect /e/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “e” Merged Animal Letter and Signaling instructions.
Children are to review ellie elephant’s Signal and Sound with their
parents. Ask parents to help children locate words, pictures and
items that have the /e/ sound. Please send home a note requesting Specific Zoo-phonics
that parents start saving paper towel tubes. You will need them for Materials Needed This Week:
an art project this week. Activity Worksheets
Animal Alphabet Puppets
Special Literature Selections How to Draw
1. The Real Mother Goose, by Blanch Fisher Wright (Illustrator) Zoo-phonics Music That Teaches CD
2. “An Elephant is Hard to Hide,” Something BIG Has Been Animal Letter Cards
Here, by Jack Prelutsky Alphabet Grids
3. “The Egg,” Zoo Doings, by Jack Prelutsky
80 Part 1: Preschool Lesson Plans

ellie elephant’s /e/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
This week you will some explore wonderful and very funny poems by Jack Prelutsky. Today’s poem is called, An El-
ephant is Hard to Hide. Read this title to your students. What do they think this poem is about? Show them the picture
in the book. Watch their reactions. Do they find this funny? Do they see anything odd about this? Is it logical to them?
Natural? (“Sure. I keep my elephant in my drawers at home.”)

Read the poem with its wonderful rhythm. On chart paper, or the board, prepared ahead of time, write down all the
rhyming words. See how many they can hear and tell. (hide - wide; space - anyplace; chore - drawer; but - shut; bed
- head; doubt - out; it - bit; size - disguise; around - found; near - disappear; hide - tired; soon - afternoon) Which two
words have the /e/ sound it them? (bed - head). Read it one more time, just for fun!

This is a good opportunity to work on real vs. fantasy.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

1. Practice the whole alphabet from “a – z.” Use ALCs. Continue to check their Sig-
nals and Sounds! Show children the word “alphabet.” Streeeeeeeeeeeeeeeeeeeetch
the /e/ sound as you Signal it.
2. Sing “Come Meet Us At the Zoo.” Use ALCs. Signal/Sound.
3. Read ellie elephant’s page from the Zoo-phonics Reader Level A • Book 1.
4. Review ALCs from “a – d.” Can children remember words that start with, or have
these sounds in them? Use words from prior lessons, and write them on chart
paper, or the chalkboard. Pronounce the words carefully, exaggerating the tar-
geted sound. Have children determine which ALC represents the targeted sound
by pointing to the ALC. Signal/Sound. Review is essential!
5. Tell your children that this week is ellie elephant’s special week, and you are going
to celebrate by discovering all the things that start with ellie elephant’s /e/ sound.
• Tell your children that they will become encouraging and well-educated
children. Discuss these words. How can children encourage others? By being Zeke and His Pals Reader
kind and helpful. Reinforce this all week. Level A • Book 1
• Look at ellie elephant’s ALC. Children will trace ellie elephant’s shape with their ellie’s page
finger in the air. Say the name ellie elephant several times. Exaggerate the /e/
sound. Turn the Card over to show ellie elephant sitting on top of the letter.
• Have students whose names start with the /e/ sound stand up. Take each child’s picture and place it on the bul-
letin board with his or her name. Have a list prepared ahead of time of all the children who have “e’s” in their
name. Write these names on chart paper or the board, and draw an “egg” shape around the “e’s, regardless of
their sounds (because they are still “e’s.”). Tell children that they are ellie elephant’s excellent, elegant and
energetic children.
• Ask children if they can make different sounds with their voices. Allow children, one at a time, to make these
different sounds. Now, tell them that ellie elephant is one of the Hardest Workers and makes different sounds
too. Children use ellie’s different sounds to speak with every day.
• Look at some words that start with /e/: end, enjoy, everyone, everywhere, everybody, excellent, expensive. Say
each word several times and Signal as you pronounce each /e/ sound. Stretch the /e/ sound out, “eee,” espe-
cially in the medial position. Write these words on chart paper, or the board ahead of time. Have children draw
an egg around each “e.” Explain (translate if needed) any unfamiliar words, and use them in sentences.
 Chapter 5: /e /
81

Go to the “Rotating Groups” (page 88) and find other /e/ adventures in the Adventuresome Kids Manual.
ellie elephant’s /e/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read the poem is called, An Elephant is Hard to Hide again today. Ask children if they can remember all the places
the child tried to hide the elephant. (A drawer, a tub, a closet). How did the parents find out that there was an elephant
in the house? (The peanuts were missing.) Tell old elephant jokes. Here’s one: “How can tell when an elephant has
been in the refrigerator? You can see his foot prints on the butter.” Here’s another: “How can you tell if you are in a
dark closet with an elephant? You can smell the peanuts on his breath.” Have students learn these jokes so they can
entertain their parents and siblings later.

Signal all the /e/ words. Signal the first initial of other key story words: drawer, closet, door, tub, move, nightmare,
disguise (explain this word!), parents, etc.

Phonemic Awareness/Pre-Writing Experiences

Whole Group and Small Group Activities
1. Shuffle the ALCs and place them around the room. Each child is to find one ALC,
and then line up in order, starting with allie alligator. Sing “Come Meet Us At The
Zoo” to help establish a, b, c order.
2. Have your students greet each other with, “You look so elegant today!” Give them
several minutes to greet several students!
3. Today you and your students will analyze new words that have the /e/ in the middle
of the word. Remember that the sound in this position is more difficult for children
to perceive, so exaggerate the sound, and Signal as you pronounce it. List: bed, fed,
leg, tell, men, ten, yes, get, jet, met, pet. Write these words on chart paper or the
board. Have children come up, one at a time, and draw an egg shape around each
“e.” Signal/Sound! Ask students to use the words in sentences. Model for support.
4. Have children “write” a letter (and draw a picture as well) to their parents. Put it in Sing “Come Meet Us
an envelope, put their addresses on them (review addresses with them individually), At The Zoo” from the Zoo-
and mail them or send them home. phonics Music that Teach-
5. “ellie elephant sitters.” Bring out the container full of ellie elephant items. Create an es CD
“e” booklet (from ellie elephant’s Animal Alphabet Puppets) in which to collect /e/
words. Children can also dictate a sentence or a story about ellie elephant.

Go to the “Rotating Groups” and find other /e/ adventures in the Adventuresome Kids Manual.
ellie elephant’s /e/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, read “The Egg” from Zoo Doings, written by our poet and friend, Jack Prelutsky. (Maybe your students can
write him letters of appreciation and thanks for his great poems.) Show the pictures!

As you read, ask children what is happening at each stage. What was the end result? (A goose!)

Read for enjoyment. Build some tension as you read it. Try echo reading today. Read a sentence or phrase with anxi-
ety and eagerness in your voice, and have children take turns repeating it with the same inflection as yours. Signal the
/e/ words: egg, steady, exit, head, leg, himself)
82 Part 1: Preschool Lesson Plans

Phonemic Awareness/Pre-Writing Experiences

Whole Group and Small Group Activities
1. Practice the alphabet today, but scramble the ALCs first. This is a good way to assess what your students know.
Take time to assess your students individually this week as well, using the Alphabet Assessment on page 473.
2. Today, do “Zoo-robics” from the Zoo-phonics Music That Teaches CD.
3. Show ellie elephant’s ALC. Ask your students to stand up if they have an “e” in their names.
4. Look at the calendar today. Review the days of the week. Ask, “What day is it today?” Have children volunteer
to point to all the “e’s” in February, September, November, December. Tell your students that ellie elephant has
many sounds. Which children have birthdays in these months? (Prepare the list ahead of time so you can tell stu-
dents.) Remember how hard it is to pronounce the word, “February”? Practice!
5. Hand out the Animal Cracker boxes, and a Grid Game Board and put the Merged Animal Letter Pieces in their
“habitats.” Signal and Sound with each placement. Take time to discuss the habitats of a few of the animals. (Jel-
lyfish, fish and octopi live in the ocean, etc.)

Go to the “Rotating Groups” and find other /e/ adventures in the Adventuresome Kids Manual.
ellie elephant’s /e/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Allow children to choose books today to read by themselves or to share with a friend.

Phonemic Awareness/Pre-Writing Experiences

Whole Group and Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Today, try something new. Have
children only give the sounds of the letters – no Signals. (This is also an excellent
Assessment. Watch your children carefully, and annotate who is still struggling.
Give them extra time with the ALCs.)
2. Discuss letters and words. What is the difference between the two? Tell your stu-
dents, “When you put letters together, they make a word.” Show these ALCs: “n”
“u” and “f.” Now put them in the right order, and they make the word, “fun.” Have
children make up patterned sentences using this word. (“I have fun.” “My friends
and I have fun.” “My brothers have fun.”) Ask your children to add interesting
words to these sentences. (“I have fun at school.”)
3. Display the ALCs,” a – e.” Scramble the Cards and allow children to take turns
putting them in order. Sing “Come Meet Us At The Zoo” to help children place
the 5 letters in order. Signal and Sound quickly! Mix them up, over and over, so
everyone gets a turn. How many Cards are there? Magic number 5!
4. Have students raise their drawing hand (or the hand they eat with) and move Small Animal
it from “left to right” today. Do this over and over. Remind students that this Letter Cards
is the way we read and write. Say the word, “left,” and have children repeat it: a-z
“leeeeeeeeeeeft.” Signal/Sound the /e/ as you say it.

Go to the “Rotating Groups” and “Other e Adventures” Sections now.

 Chapter 5: /e /
83

ellie elephant’s /e/ Lesson Plans, Day #5

Phonemic Awareness/Pre-Writing Experiences
Whole Group and Small Group Activities
1. Have an Easter egg hunt (no matter what the month or season.) Place
one Animal Picture or Merged Animal Letter per egg. Hide the eggs
around the room. Children are to walk around searching, but can only
find one. Have them sit down and crack their eggs on their heads or the
floor (gently). Now, call out, “Who has allie alligator? S/he is to stand
so that the rest or the Animal Letters can line up next to her/him, in
order. Sing Come Meet Us At the Zoo when this is completed.
2. Sing “The Jump Rope Rap.” Signal/Sound. Especially listen to ellie
elephant’s rhyme.
3. Talk about letters (say this word and exaggerate the /e/) and words
again today. Write the following sentence on chart paper, or the board.
“Ten hens sit on eggs.” First, circle all the letters. Now, write the sen-
tence again and, this time, circle the words. Say, “Letters work together Use plastic eggs to have
to make words.” Have children repeat this. a Zoo-phonics egg hunt.
4. Sing some favorite songs today. (Optional: Signal key words.)

Go to the “Rotating Groups” and find other /e/ adventures in the Adventuresome Kids Manual.
Rotating Groups
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to put together an “ellie elephant” puzzle. Enlarge a copy of el-
lie elephant, (or use her “How to Draw” page) and cut her into large puzzle pieces.
Children can work together to put her back together again.
2. Group #2 will complete ellie elephant’s “dot-to-dot.” Show the ALCs as you direct
them, “Draw a line from deedee deer to ellie elephant,” and so on. You can sing
the song “Come Meet Us At The Zoo,” too. Have those students who are develop-
mentally ready do the printing practice at the bottom.
3. Group #3 will make an ellie elephant alliteration page: “ellie elephant encour-
ages children to get an education” (page 439). Listen for all the /e/ sounds. Signal/
Sound. They are to illustrate.
4. Group #4 will make an ellie elephant Animal Alphabet Puppet using the stick pup-
pet pattern.
5. Group #5 will color ellie’s Hardest Worker Paper Bag coloring page. (She wears a
hard hat and has a shovel.) Collect these because you will use them for phonemic Use ellie’s page from the
awareness activities from time to time. (Make sure students’ names are on them.) Zoo-phonics How to Draw
6. Group #6 - For those who are ready for a challenge: Children will help build Activity as a pattern for
words using the ALCs, “a – e.” Here are some simple words you can build: ad, your puzzle.
cab, bad, cad and bed. Explain (translate or act out) the meanings of the words.
You, as teacher, will build the words, and then lead in Signal and Sound. It is not
expected, nor needed for children to try this activity independently. You are just giving students an awareness of
how words are formed with letters.

Here’s a Suggestion: If possible, on the last day of the week, watch part or all of “The Never Ending Story.”
84 Part 1: Preschool Lesson Plans

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /e/ nursery rhymes in The Real Mother Goose. Tie the rhymes into specific activities. Work on rhyme
memorization as well as rhyme awareness. Find poems that have the short /e/ emphasis in Something BIG Has Hap-
pened Here. Locate a book called, Words With Wrinkled Knees, by Barbara Joster Esbensen. It has poems about many
of the Zoo Animals.

1. The Real Mother Goose, by Blanche Fisher Wright (Illustrator), Scholastic, 1994
2. “An Elephant is Hard to Hide,” Something Big Has Been Here, by Jack Prelutsky, Morrow, 1990
3. “The Egg,” from Zoo Doings: Animal Poems, by Jack Prelutsky, Greenwillow, 1983
4. Words With Wrinkled Knees, by Barbara Joster Esbenson, Illustrated by John Stadler, Boyds Mills, 1998

Fiction
1. Elephant, by Heather Henn, www.thebrightsparks.com
2. Fun with Mo and Ella, by Tui T. Sutherland, Illustrated by Rose Mary Berlin, Grossett & Dunlap, 2002
3. Trunk Trouble, by Ronne Randall, www.thebrightsparks.com
4. A Quiet Night In, by Jill Murphy, Candlewick, 1998
5. Eggs on Your Nose, by Ann McGovern, Illustrated by Maxie Chambliss, Antheneum, 1987
6. Horton Hatches an Egg by Dr. Suess, Random House, 1966
7. Bonjour Babar! (6 Unabridged Classics by the Creator of Babar), by Jean De Brunhoff, et al, Random House,
1997
8. The Saggy Baggy Elephant by K. Jackson, et al, Golden Books, 1997
9. Who’s Hatching? (A Sliding Surprise Book), by Charles Reasoner, Price, Stern, Sloan, 1994

Non-Fiction
1. Wild Orphans, by Gerry Ellis, Welcome Enterprises, 2002
2. Egg: A photographic Story of Hatching, by Robert Burton, et al, Econo Clad Books, 2000

Audio/Video/Music
1. Sing “Engine, Engine Number Nine”
2. “One Elephant Went Out to Play,” by Sharon, Lois, and Bram’s Elephant Show Records - A & M Records
3. “Rhythm Everywhere,” “Everybody Walk,” from Animal Parade, by Carla Piper, Soundpiper Music, www.sound-
piper.com
4. “Getting Bigger Everyday,” I Like Sunny Days, Carla Piper, Soundpiper Music, www.soundpiper.com
5. National Geographic’s Elephants, by Paul M. Barrett video
6. The Never Ending Story, VHS, Warner Studios, 1984
7. Sound of Music, Rogers & Hammerstein, CBS/Fox Home Video, 1965
 Chapter 6

Zoo-phonics Preschool Lesson Plans

/f/

Teacher Preparation
Welcome to francy fish’s Wonderful World of Learning! This week, we will explore many words and things that start,
end or have the /f/ sound in them! In math, the magic number this week will be the number 6.

Here’s an idea! Locate books that have the /f/ sound in the beginning, middle and
ending of the titles. Have plenty of fiction and non-fiction books available. Make
sure you explain these terms. Try to find wordless /f/ books, also. Suggestions for
literature are below and on page 90.

The theme this week is “fantastic friends.”

This week’s lessons provide many teaching ideas on all aspects of the preschool cur-
riculum, all within the /f/ realm.

“starring francy fish:” Draw or copy a picture of our star, francy fish. Place her on the
celebration bulletin board. Collect /f/ words, names, pictures, labels, etc.

Parent Support: Give everyone his or her own copy of the “f” Merged Animal Letter
and Signaling instructions. Children are to review francy fish’s Signal and Sound with
their parents. Ask parents to help children locate items, names and words that have the
/f/ sound.
Large Animal
Special Literature Selections Alphabet Cards
1. The Real Mother Goose, by Blanch Fisher Wright (Illustrator) f
2. The Story of Ferdinand by Munro Leaf, Illustrated by Robert Lawson
3. Aesop’s Fable, The Fox and the Grapes, any version
4. The Rainbow Fish, by Marcus Pfister
Specific Zoo-phonics
Materials Needed This Week:
Activity Worksheets
3 in 1 Game
Zoo-phonics Assessment Inventory
How To Draw
Nature Wall Cards
Zoo-phonics Rubber Stamp Set
Animal Alphabet Puppets
Zeke and His Pals Reader Level A • Book 1
Zoo-phonics Music That Teaches CD
86 Part 1: Preschool Lesson Plans

francy fish’s /f/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
For the next two days you will read the classic book The Story of Ferdinand by Munro Leaf. This book was writ-
ten in 1936 and has been a favorite of children ever since. The story begins in Spain. Look on a map or globe to find
Spain. Begin to read the story. After reading several pages, ask students what they think Ferdinand is like. Is he mean?
Sweet? Friendly? Loud? Quiet? Does he like to play with others, or be by himself? What does he like to do best?
(Smell flowers under the cork tree.) What does the bee do? (Sting Ferdinand.) What is Ferdinand going to do? (Jump
and run around.) Have children pretend that they sat on a bee and it stung them. Five men come in funny hats. Who do
your students think these men are? Why did they think Ferdinand would be fierce in the bull fights? Discuss the Pica-
dores, the Banderilleros and the Matador. What does each do? Describe how the Matador dresses. What do the women
do with the flowers in their hair? What does Ferdinand do when he sees the flowers in the ring? What happens next?
How does the story end? Did your students like this book? Why or why not?

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are fantastic, fabulous and friendly children, and you can’t wait to share /f/ things with
them this week!

1. Signal/Sound the alphabet from “a – z” using the ALCs.

2. Sing “Jump Rope Rap” using the ALCs. Signal/Sound. Learn francy’s rhyme.
3. Read francy fish’s page from the Zeke and His Pals Reader Level A Book 1.
4. Review the ALCs, “a – e.” Can children remember some words that start with (or
contain) these sounds? Write these words on chart paper or the board. Pronounce
the words carefully so children can categorize them easily, according to the ALCs.
Signal/Sound. Review is essential!
5. Tell your children that this week is francy fish’s special week, and you are going
to celebrate by discovering all the things that start with francy fish’s /f/ sound.
• Look at francy fish’s ALC. Children will trace francy fish’s shape with their
finger in the air. Say the name francy fish several times. Exaggerate the /f/
sound. Turn the Card over to show francy fish sitting on top of the letter.
• Have students whose name starts with the /f/ sound stand up. Take each
child’s picture and place it on francy’s bulletin board, along with his or her Zeke and His Pals Reader
name. Have those who have /f/ inside their name stand. Does anyone have Level A • Book 1
freckles? Have them stand up too! They can be francy fish’s fabulous, fantas- francy fish’s page
tic and friendly children this week! Now, write all names that have /f/ on chart
paper or the board, and draw a simple “fish” shape around all the “f’s.
• Teach the words “female,” “male” and “fellow” today. Will all the females please stand up? Will all the “fel-
lows,” (males) please stand up? Signal/Sound the /f/ in both words.
• Have everyone sit on the floor. Say “floor” and Signal/Sound the /f/. Look at other words that start with /f/:
fish, fox, food, field, first, face, female and fellow. Draw a simple fish shape around all the “f’s.” Signal/
Sound. Line up ALCs, “a – f.” Have a child choose the ALC that makes the /f/ sound in these words.
 Chapter 6: /f /
87
• Hand out francy fish’s handwriting practice page (page 61, Zoo-phonics Activity Worksheets). This is the first
pencil/paper handwriting worksheet to be introduced. (You can send home handwriting practice for home sup-
port, also.) If you have children who are not developmentally ready, do not give the worksheet to the child.
Instead, give them an unlined piece of paper and write “f’s” on it, or they can practice printing in salt, flour,
shaving cream, etc. Have the children fill the paper with their own renditions of “f.”

Go to the “Rotating Groups” and find other /f/ adventures in the Adventuresome Kids Manual.
francy fish’s /f/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read The Story of Ferdinand again today. First, ask children if they can remember what
was read to them yesterday. Did they like the story? After reading it a second time, look at all the
/f/ sounds you can find in the text (Ferdinand, flowers, for, flags, flying, puffing, if, favorite, funny,
fastest, himself, fight, fierce and fiercest). Signal and Sound). Make sure children understand the
meanings of all the words. Use them in sentences. Translate, if necessary, and/or act them out.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Group Activities
1. Shuffle the ALCs and place them around the room. Each child is to find one of the ALCs, and
then line it up in order, starting with allie alligator. Sing “Come Meet Us At the Zoo” to help
establish a, b, c order. When all the Cards are in order, have each child Signal/Sound his or her
letter.
2. Review: Display the ALCs, “a – e.” Call out /a/, /b/, /c/, /d/, /e/ words, one at a time. (Use Remember
familiar words from prior lessons.) Children will listen for the initial sound, and then locate the to have the
correct ALC, Signal/Sound the Animal Letter that begins that word. children
Signal.
3. Say, “If you are friendly and fantastic, stand up.” Everybody stands and Signals /f/, including
teachers, aides and helpers.
4. Determine if the /f/ sound is at the beginning of the word, the middle of the word, or at the end.
Call out the words, sustaining the /f/ sound while Signaling. Children will call out answers. Use the vocabulary
from The Story of Ferdinand. List: Ferdinand, puffing, flowers, for, flags, flying, if, favorite, himself, funny, fast-
est, favorite, fight, fierce and fiercest.
5. Look at the calendar. Which day has the /f/ letter/sound in it? Friday! What month has the /f/ letter/sound in it?
February! What American holiday starts with an /f/? Fourth of July! Say each of these /f/ words several times.
Sustain the /f/ sounds and Signal as you Sound!

IMPORTANT TEACHER INSTRUCTION: It is hard to pronounce “February” properly

because of the blend stuck in the middle of the word. Few pronounce it correctly, includ-
ing adults. Become aware of how you pronounce it, and show children the proper pro-
nunciation.

6. “francy fish sitters.” Bring out the container full of francy fish items. Create an /f/ booklet from francy fish’s Ani-
mal Alphabet Puppets in which to collect /f/ words. Children can dictate a story. They could write about all their
favorite things.

Go to the “Rotating Groups” and find other /f/ adventures in the Adventuresome Kids Manual.
88 Part 1: Preschool Lesson Plans

francy fish’s /f/ Lesson Plans, Day #3

Literacy – Knowledge and Appreciation of Books
Today, read, recite and continue to memorize the nursery rhyme, “Hey Diddle Diddle” from The Real Mother Goose.
Signal and Sound the /f/ sounds (fiddle, fright). Which words rhyme? Clap to the rhythm. Can students remember
what “diddle” means? It means to be silly or forgetful.

Phonemic Awareness/Pre-Writing Experiences

Whole Group and Small Group Activities
1. Scramble the ALCs and then “flash” them. Have children just say the sounds today.
2. Do “Zoo-robics” from the Zoo-phonics Music That Teaches CD.
3. Show francy fish’s ALC. Ask your students to stand up and Signal/Sound if they have
an /f/ sound in their names. Ask children to raise their hands if they are fantastic and
friendly.
4. Look at the calendar. Signal and Sound the initial sounds of the days of the week. Sig-
nal the /f/ in Friday.
5. Go fishing! Using the Blackline Master on page 5, glue or stamp a Merged Animal/
Letter on each fish “a - z.” Put a small magnet strip on the back of each letter. Inflate a
small wading pool, and then place the fish in the “pond,” magnet side up. Give a “fish-
ing pole” (a dowl, string and magnet) to one or two children at a time. Now go fishing! Small Animal
Children are to Signal/Sound their “catches.” Make sure everyone has a turn. Alphabet Cards
f

For those who are ready for a challenge: Today, play the “Make It Say…” Game with the letters
you have been working with for six weeks, /a/, /b/, /c/, /d/, /e/, /f/. With the ALCs, make these
words: ad, bad, cab, cad, dab, fad, bed and fed. Signal and Sound each word! Children don’t
need to read or spell at this point. However, watching how letters form words will help them
learn these skills. You can treat this as group #6.

Go to the “Rotating Groups” and find other /f/ adventures in the Adventuresome Kids Manual.
francy fish’s /f/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children to choose a book to share with a friend or to “read” by him or
herself.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Signal/Sound the alphabet from “a – z,” using the ALCs.
2. Sing a favorite song today. Signal key words while singing, or just Signal the /f/ words.
3. Discuss letters and words. Remind your students, “When you put letters together,
they make words.” Show these ALCs: “f” and “i.” Now, put them in the right order,
and they make the word “if.” Try these words: fun, fan, fed and fix. Learn to spell Small Animal
and read the words “if” and “fun” this week. Review this daily. Picture Cards
if
 Chapter 6: /f /
89
4. Display ALCs, “a – f.” Scramble the Cards and allow children to take turns putting them in order. Sing “Come
Meet Us At The Zoo” to help children place the 6 letters in order. Signal/Sound! Mix them up, over and over, so
everyone gets a turn. How many Cards are there? Magic number 6!
5. Work on “left – right progression” and “left and right hands.”
• Have everyone raise his/her drawing hand. Move hands in the air from left to right. Model. Remind your stu-
dents that we read and write from left to right. Do this again and again.
• Stamp children’s left and right hands with the lizzy lizard and robby rabbit Rubber Stamps. Call out “right!”
and “left!” over and over. (Mix up the order.) Children are to raise the appropriate hand.
• If there is time, allow children to get out their little “cars and roads” and zooooooom from left to right! This is
a good independent activity.

For those who are ready for a challenge: With the ALCs, play the “Make It Say…” Game today
with the letters on which you have been working: ad, bad, cab, cad, dab, fad, bed and fed. Sig-
nal and Sound each word! Children don’t have to be able to read or spell words at this time,
but it will give them exposure to how letters work together to form words. You can treat this as
group #6.

Go to the “Rotating Groups” and find other /f/ adventures in the Adventuresome Kids Manual.
francy fish’s /f/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Signal/Sound the alphabet from “a – z” with the ALCs.
2. Listen to Zoophonia’s “Hot Air Balloon Ride” from the Zoo-phonics Music That Teaches CD. Encourage children
to picture what the words are saying. Is it a fantasy, or is it real? Explain the difference. Review this concept often.
3. Talk about letters and words again today. Write the following sentence on chart paper or the board: “francy fish

The Zoo-phonics Assessment Inventory Manual has a test on “fantasy vs. reality, ” page 473.
Use this as a baseline, as well as assessing for understanding of concept.

eats fresh fruit with her fins.” First, circle all the letters. Now, write the sentence
again and, this time, circle the words. Have children say, “Letters work together to
form words.”
4. Play a game of “Freeze!” Directions: Go outside. Everyone is to run around and
Signal and Sound whatever Zoo Animal is called. However, as soon as “francy
fish” is called, everyone will freeze. (You can do this slooooooooowly in the class-
room!)
5. Read this poem, “Fuzzy Wuzzy Was a Bear.”

Fuzzy Wuzzy was a bear.

Circle the letters first, and
Fuzzy Wuzzy had no hair.
then circle the words.
Fuzzy Wuzzy wasn’t fuzzy was he?

Reproduce Blackline Master on page 6. Signal all the /f/ sounds in the text. Clap out the rhythm. Which words
rhyme? (bear – hair). What is funny about this poem? (How the last line reads: “Fuzzy Wuzzy wasn’t fuzzy was
he?” Do the children get it? wuzzy – was he?)
90 Part 1: Preschool Lesson Plans

Go to the “Rotating Groups” and find other /f/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide the children into small rotating groups for these next activities. You will use these same
activities all week long.

1. Group #1 is going to listen to the Aesop’s Fable, “The Fox and the Grapes.” (Aide or
teacher can read it, or send children to the tape recorder/headphones center.) Listen for
all the /f/ Sounds, Signal. Discuss the moral of the story.
2. Group #2 will complete francy fish’s “dot-to-dot” (and printing practice page), page 74.
Direct children using the ALCs. Say, “Draw a line from …ellie elephant to francy fish,”
and so on. You can also sing the song “Come Meet Us At The Zoo” to aid students.
3. Group #3 will make a francy fish alliteration page: “francy fish eats fresh fruit with her
fins.” (Blackline Master, page 440) Listen for the /f/ sounds. Signal/Sound. Illustrate.
4. Group #4 will make francy fish Animal Alphabet Puppets using the stick puppet pattern.
5. Group #5 will make footprints. Trace children’s feet (one foot per child, alternate right
then left). On each footprint, the teacher will write something the child likes best about Place the paper foot-
him or herself. On the “flip” side, children can do their own “writing” or draw a picture. prints on the wall
Put these footprints, right, left, right, left, etc., on the wall.

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /f/ nursery rhymes in The Real Mother Goose. Tie the rhymes into specific activities. Work on rhyme
memorization as well as rhyme realization!

Fiction
1. The Real Mother Goose, by Blanche Fisher Wright (Illustrator), Scholastic, 1994
2. The Story of Ferdinand, by Munro Leaf, Viking Press, 1936
3. The Rainbow Fish, by Marcus Pfister, North-South Books, 1992
4. No Dragons for Tea: Fire Saftey for Kids and Dragons, by Jean Pendziwol, Illustrated by Martine Gourbault, Kids
Can Press, 2001
5. A Fish for Mrs. Gardenia by Yossi Abalafia, Greenwillow, 1988
6. Fireflies!, by Julie Brinkloe, Foresman, 1986
7. Fish Eyes: A Book You Can Count On, by Lois Ehlert (Illustrator), Harcourt Brace, 2001

Non-Fiction
1. Feely Bugs: To Touch and Feel, by David A. Carter, Little Simon, 1995
2. Stop, Drop and Roll (A Book about Fire Safty), by Margery Cuyler, Illustrated by Arthur Howard, Simon & Schus-
ter, 2001
3. Fire Safety, by Pati Myers Gross, Illustrated by Tom Gibson, Roo, 1997
4. The Feelings Box, by Dr. Randy Gold, Illustrated by Dave Wright, Aegina Press, 1998

Audio/Video/Music
1. “Five Fingers,” “Animal Farm Song,” and “Feeling Funny,” Animal Parade, Carla Piper, Soundpiper Music.
2. Mythic Dreamer: Music for Native American Flute, by R. Carolos Nakai (CD)
3. Fiddler on the Roof, VHS, 1971, MGM/UA
4. Sound of Music, Rogers & Hammerstein, CBS/Fox Home Video, 1965
5. “Sad, Mad, Glad,” I Like Sunny Days, Carla Piper, Soundpiper Music, www.soundpiper.com
 Chapter 7

Zoo-phonics Preschool Lesson Plans

/g /
Teacher Preparation
Welcome to gordo gorilla’s Wonderful World of Learning! This week, we will explore many words and things that start
with the /g/ sound or have the /g/ sound in them! In math, the magic number this week will be the number 7.

The theme this week is “we are grateful girls and boys.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the hard /g/ realm.

IMPORTANT TEACHER NOTE: gordo gorilla’s letter “g” makes two different sounds, a
hard /g/ as in “gorilla” and a soft sound that sounds like a /j/. “g” makes a /j/ sound only
when gordo is with ellie, inny or yancy. This will demonstrate why we do not teach letter
names at first. Say the letter “g.” Now say its sound, /g/. Hear the difference? Those are
two different sounds. This often confuses children.) If you are going to discuss soft “g”
sounds, please show the words visually, and then circle the “g’s.” Since it is best NOT to
confuse children, we suggest you show this only if the situation arises in their writing or
literature. You can also save it for your children who are ready for a challenge. The focus
of this lesson is the hard /g/ sound.

Here’s an idea! Locate books that have the hard /g/ sound in the beginning, middle and ending
of the titles and text. Make sure the books are readily available in a big, pretty gift box. Try to
find wordless /g/ books, also. Suggestions for literature are below and on pages 95 and 96.

“Starring gordo gorilla:” Draw or copy a picture of our star, gordo gorilla. Place him on the celebration bulletin board. Collect /g/ things!

Parent Support: Give everyone his or her own copy of the “g” Merged
Animal Letter and Signaling instructions. Children are to review gordo Specific Zoo-phonics
gorilla’s Signal and Sound with their parents. Ask parents to help chil- Materials Needed This Week:
dren locate words, labels and items that have the /g/ sound. Activity Worksheets
Zoo-phonics Music That Teaches CD
Special Literature Selections Animal Letter Cards
1. The Giving Tree, by Shel Silverstein Alphabet Grids
2. My Grandma Lives in Gooligulch by Graham Base. Zoo-phonics Rubber Stamp Set
3. “Giggling, Gaggling, Gaggle of Geese,” Zoo Doings, by Zoo-Bingo
Jack Prelutsky Gordo Gorilla’s Banana Party
4. Hansel & Gretel, any version Animal Alphabet Puppets
5. Good Night, Gorilla, by Peggy Rathmam Nature Wall Cards
6. The Night Before Kindergarten, by Natasha Wing, Illus- Zeke and His Pals Reader Level A • Book 1
trated by Julie Durtell Zoo-Fonts
7. One Gorilla, by Atsuko Morozumi
92 Part 1: Preschool Lesson Plans

gordo gorilla’s /g/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, choose several books that have glossaries. Show these to the children, and tell them that a glossary helps us
learn the meanings of words. Today, read, The Giving Tree by Shel Silverstein. This is a very sensitive and thought-
ful book. Make sure children understand the important message. Give them time to ask questions, give answers and
reflect. Ask specific questions as to the sequence of events. Help them to keep these in their memory.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activi-
ties. Remember that you can modify these activities to suit the needs of your students. You can use these activities in
whole group or small group settings.

Whole Group or Small Group Activities

1. Greet each other with a cheery, “Good morning. I’m glad to see you!”
2. Signal/Sound the alphabet from “a – z” using the ALCs.
3. Do “Zoo-robics” today. Sing the “Jump Rope Rap.” Focus on gordo’s rhyme.
4. Read gordo gorilla’s page from the Zoo-phonics Reader Level A • Book 1.
5. Review the ALCs, “a – f.” Can children remember words that start with, or contain,
these sounds? Write familiar words (from previous lessons) that start with these
letters on chart paper or the board. Have children categorize them as they Signal
and Sound.
6. Tell your children that this week is gordo gorilla’s special week, and you are going
to celebrate by discovering all the things that start with gordo gorilla’s /g/ sound.
• Look at gordo gorilla’s ALC. Children will trace gordo gorilla’s shape with
their finger in the air. Say the name gordo gorilla several times. Exaggerate the
/g/ sound. Turn the Card over to show gordo gorilla sitting on top of the letter.
• Have students whose name starts with “g” stand up. (Prepare this list ahead of Zeke and His Pals Reader
time.) Take each child’s picture, and place it on gordo gorilla’s bulletin board, Level A • Book 1
along with his or her name. They can be gordo gorilla’s gorgeous and grateful gordo’s page
children this week! Who else has “g’s” in their names? Write their names on paper
or the chalkboard (regardless of the /g/ sounds) and draw a grape shape around all
the “g’s. Explain (translate, if needed) the words “gorgeous” and “grateful.”

IMPORTANT TEACHER NOTE: If students have a soft “g” in their names, write the
names on the board, circle the “g,” and tell students that this is a special “g” sound. Tell
them to touch their hearts because it is a soft sound.

• Look at words that start with /g/: gas, grapes, good, grow, garden and greet. Draw a grape shape around all
the “g’s.” Signal/Sound. Line up the ALCs, “a – g.” Have a child choose the ALC that makes the /g/ sound in
these words.
• Hand out gordo gorilla’s handwriting practice page for those who are developmentally ready. (Activity Work-
sheets, Page 61). If your children need more “free” printing, have them practice writing the “g’s” in goop,
salt, flour etc. Print a “g” on unlined paper as a model. You can send this handwriting practice home for sup-
port also.

Go to the “Rotating Groups” (page 95) and find other /g/ adventures in the Adventuresome Kids Manual.
 Chapter 7: /g /
93

gordo gorilla’s /g/ Lesson Plans, Day #2

Literacy – Knowledge and Appreciation of Books
You will read The Giving Tree again today. First, ask children if they can remember what was read to them yester-
day. Give them time to share. Discuss the meaning behind the story. After reading it a second time, look at all the /g/
sounds you can find in the text. Signal and Sound. Ask children how they feel about this book.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Greet each other with a cheery, “Good morning. I’m glad to see you!”
2. Shuffle the ALCs. Flash them out of order. This is a great way to see if your children know their alphabet, shapes
and sounds. (This is an excellent assessment. Please annotate your observations.)
3. Display the ALCs, “a – f.” Call out /a/, /b/, /c/, /d/, /e/, /f/ words, one at a time. Children will take turns locating the
ALC that begins that word. (Use familiar words from previous lessons.) Review is essential.
4. Say, “If you are gorgeous and grateful gals and guys, stand up.” Discuss “gals and guys.” First, have the “gals”
stand up. Now have the “guys” stand up. Signal/Sound the /g/.
5. Analyze new words that start with the /g/ sound. Write them on paper or the chalk-
board: gum, give, gifts, glue, globe, go, good-bye, girl, gal and guy. Have children
come up, one at a time, and draw a grape shape around each “g.” Signal/Sound!
6. Look at the calendar. Recite the days of the week. Signal as you say the initial
sounds. What month has a /g/ sound in it? August. Find out when Groundhog Day
is. What is Groundhog Day? Send the weather person out to see whether it is a
“gloomy” day, or whether the sun is out. Do you have to feel gloomy just because
the weather is? No! It’s the best time to snuggle up with a good book or a game.
7. Review letters and words. Write separate letters on chart paper or the board. Now
write words. Have children discern which are which. Spell the words “if” and
“fun” with the ALCs. What else can your children spell? Call out a word. See what
they can do! (Try: “get” and “got.”)
8. “gordo gorilla sitters.” Bring out the container full of gordo gorilla items. Create Teach your children
a /g/ booklet from gordo gorilla’s Animal Alphabet Puppets in which to collect /g/ about Groundhog day.
words. Have children dictate sentences or a story to you about gordo gorilla, or
other favorite /g/ things.

Go to the “Rotating Groups” and find other /g/ adventures in the Adventuresome Kids Manual.
gordo gorilla’s /g/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, read the poem called, “The Giggling, Gaggling Gaggle of Geese,” (found in Zoo Doings by Jack Prelutsky).
What a tongue twister! Make sure children understand the meanings of any unfamiliar words. Can your children hear
the rhymes? (geese – cease – fleece – obese – feast; awake, lake, make, baked and mistake) Tell your students that
today they have to giggle as they Signal/Sound all the /g/ sounds in words – and there are MANY! Look at the text
and ask specific questions: “What did the geese steal? (The sheep’s woolen fleece.), etc.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Greet each other with a cheery, “Good morning. I’m glad to see you!”
94 Part 1: Preschool Lesson Plans
2. Signal/Sound the alphabet from “a – z” with the ALCs. Today, match/attach the Large
Black Letters to all the ALCs. You might want to add a little piece of Velcro™ to the
front of the ALCs and to the back of the Large Black Letters. Allow children to attach
them, and then Signal/Sound. (Receive instruction regarding the Large Black Letters in
the chapter called, “The Animal Letter Cards.”)
3. Sing “The Jump Rope Rap” with the ALCs. Concentrate on gordo gorilla’s rhyme.
4. Show gordo gorilla’s ALC. Ask your students to stand up and Signal/Sound if they have
a “g” in their names.
5. Check their left and right hands today. Ask them to raise the appropriate hand when you
call out, “right!” or “left!” If children need their hands stamped, do so. Next, practice
moving their writing hand left to right. (Write the word “right” on paper or the chalk- Large Animal
Alphabet Cards
board. Show them that the “g” is silent. Isn’t that interesting?)
g

For those who are ready for a challenge: Today, play the “Make It Say…” Game with the let-
ters you have been working with for seven weeks, /a/, /b/, /c/, /d/, /e/, /f/ and /g/. With the ALCs,
make these words: ad, bad, bag, cab, cad, dab, fad, bed, beg, fed and gab. Signal and Sound
each word! Remember that your students may not be ready for reading or spelling indepen-
dently, but this will make them aware of how letters form words. They will become more inde-
pendent soon. Some may be ready now.

Go to the “Rotating Groups” and find other /g/ adventures in the Adventuresome Kids Manual.
gordo gorilla’s /g/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
There is a wonderful book called Good Night Gorilla. The only words in it are “Good Night… Gorilla, Lion, Gi-
raffe,” etc. Signal out the first letters in “good night” and all the animals. If time allows, children could make their own
“Good Night…” books.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Greet each other with a cheery, “Good morning. I’m glad to see you!”
2. Signal/Sound the alphabet from “a – z,” using the ALCs. Match/attach the Black Letters.

For those who are ready for a challenge: With the ALCs, play the “Make It Say…” Game again
today with the letters on which you have been working: ad, bad, bag, cab, cad, dab, fad, bed
beg, fed and gab. Signal and Sound each word!

3. Sing a favorite song today. Signal initial letters in key words while singing, or just Signal the /g/ words.
4. Write all the letters on paper or the board, low enough so children can reach them. Call out a letter sound and have
a child race to circle it. S/he is to turn and lead in Signal/Sound. Make sure everyone has a chance to do this. You
may want to test children individually on this. Use Assessment on pages 267 - 275.
5. Display the ALCs, “a – g.” Scramble the Cards and allow children to take turns putting them in order. Sing “Come
Meet Us the Zoo” to aid children. Signal/Sound! Mix them up, over and over, so everyone gets a turn. How many
Cards are there? Magic number 7!
6. Give a Silent Signal (“a – z”) out of order. Children are to call out the Sounds.
 Chapter 7: /g /
95

Go to the “Rotating Groups” and find other /g/ adventures in the Adventuresome Kids Manual.
gordo gorilla’s /g/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Greet each other with a cheery, “Good morning. I’m glad to see you!”
2. Signal/Sound the alphabet from “a – z” with the ALCs. Match/attach the Black Letters.
3. Read My Grandma Lived in Gooligulch. Ask students, “Is this story real or fantasy?” Could this reeeeeee-
aaaaallllly happen?
4. Talk about letters and words again today. Write the following sentence on the board, “gordo gorilla gets goose
bumps as he gobbles golden bananas.” First, circle all the letters. Does it make sense? Now write the sentence
again, and this time circle the words. See? Letters work together to form words.
5. Ask all the “girls” or “gals” to stand up and curtsy. Ask the “guys” or “fellows” to stand up and bow.
6. Read a favorite /g/ nursery rhyme today. Signal all the /g/ sounds in the text. Clap out the rhythm. Which words
rhyme?
7. Hand out the Animal Cracker boxes (which contain the Animal Letter Grid Pieces) and the Alphabet Grid Board.
Have children place all the Animal Letters on their habitats. Signal/Sound.

Go to the “Rotating Groups” and find other /g/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to play the Zoo-phonics “a – z” Bingo Game. (Teacher, aide,

helper or able student can call out the animals’ names.)
2. Group #2 will complete gordo gorilla’s “dot-to-dot” (and printing practice page),
on page 75. Children can form letters in clay. (See “Recipes” Blackline Master
on page 539.)
3. Group #3 will make gordo gorilla’s alliteration page: “gordo gorilla gets goose
bumps as he gobbles golden bananas.” (Blackline Master, page 441) Listen for
the /g/ sounds, Signal/Sound. Have children illustrate the alliteration.
4. Group #4 will make a gordo gorilla Animal Alphabet Puppet using the stick pup-
pet pattern.
5. Group #5 will use their Animal Alphabet Stick Puppets today. Have a list of all
the words you have “tackled” in the last seven weeks. Have your students place
their stick puppets, “a – c,” and “d – f,”in front of them. Now call out words (in
random order). Children are to listen to the initial sound and hold up the appro-
priate puppet. (Direct them if you are requesting the vowel sound in the middle
of the word.) Speaking of vowels, ask students to hold up the two puppets who Activity Worksheets
gordo’s “dot-to-dot”
are considered “The Hardest Workers” (allie alligator and ellie elephant!).

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /g/ nursery rhymes in The Real Mother Goose. Tie the rhymes into specific activities. Work on rhyme
memorization as well as rhyme realization!
1. The Real Mother Goose, by Blanche Fisher Wright (Illustrator), Scholastic, 1994
2. A Light in the Attic, by Shel Silverstein, Harpercollins Juvenile Books, 1981
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
96 Part 1: Preschool Lesson Plans
4. Zoo Doings: Animal Poems, by Jack Prelutsky, Greenwillow, 1983
5. Hansel & Gretel, any version

Fiction
1. One Gorilla: A Counting Book, by Atsuko Morozumi, Sunburst, 1993
2. My Grandma Lived In Gooligulch, by Graeme Base, Abrams, 1990
3. The Giving Tree, by Shel Silverstein, Harper/Collins, 1986
4. Over in the Garden, by Jennifer Ward, Illustrated by Kenneth Spengler, Rising Moon, 2002
5. Miss Hallberg’s Butterfly Garden by Gay Bishop Brorstrom, Illustrated by Kathy Goetzel, Pipeline, 2000
6. The Ugly Vegetables, by Grace Lin (Illustrator), Charelsbridge, 1999
7. City Green by DyAnne DiSalvo-Ryan, Morrow, 1994
8. Good Night, Gorilla, by Peggy Rathmam, Putnam, 1996
9. The Night Before Kindergarten, by Natasha Wing, Illustrated by Julie Durell, Grosset & Dunlap, 2001

Non-Fiction
1. Koko’s Kitten, by Dr. Francine Patterson, et al. Scholastic, 1987
2. Pulleys and Gears (Machines in Action), by Angela Rayston, Heinemann, 2001
3. Growing Vegetable Soup, by Lois Ehlert, Voyager Books, 1990
4. What Grandmas Do Best/What Grandpas Do Best, by Laura Jaffe Numeroff, Simon Schuster, 2000
5. I Know How We Fight Germs, by Kate Rowan, Candlewick Press, 1999
6. Shapes, Shapes, Shapes, by Tana Hoban, Scott Foresman, 1996
7. So Many Circles, So Many Squares, by Tana Hoban, Greenwillow, 1998
8. Spirals, Curves, Fanshapes, & Lines, by Tana Hoban, Greenwillow, 1992

Audio/Video/Music
1. “Five Fingers,” “Circles Go Round,” “Ball Game,” Animal Parade, Carla Piper, Soundpiper Music.
2. “The Name of the Game,” “Sad, Mad, Glad,” “Getting Bigger Every Day.” I Like Sunny Days, Carla Piper, Sound-
piper Music.
3. “Old Glory,” Wee Sing America
 Chapter 8

Zoo-phonics Preschool Lesson Plans

/h/

Teacher Preparation
Welcome to honey horse’s Wonderful World of Learning! This week, we will explore many words and things that start
with the /h/ sound or have the /h/ sound in them! In math, the magic number this week will be the number 8.

The theme this week is “happy and harmonious children”

Here’s an idea! Locate books that start with the /h/ sound. Make sure these books
are readily available. This week, create a hidden alcove for reading by bringing in
some tall, bushy houseplants (silk plants too), pillows, soft blankets and cozy light-
ing. Try to find wordless /h/ books, also. Suggestions for literature are below and on
pages 102 and 103.

This week’s lessons provide many teaching ideas on all aspects of the preschool cur-
riculum, all within the /h/ realm.

“Starring honey horse!” Draw, or copy, a picture of our star, honey horse. Place her on
the celebration bulletin board. Collect /h/ names, labels, pictures, words, etc.

Parent Support: Give everyone his or her own copy of the “h” Merged Animal
Letter and Signaling instructions. Children are to review honey horse’s Signal and
Sound with their parents. Ask parents to help children locate items and words that
have the /h/ sound.

Special Literature Selections Large Animal

1. The Real Mother Goose, by Blanch Fisher Wright (Illustrator) Alphabet Cards
2. A House is a House For Me, by Mary Ann Hoberman h
3. Alice in Wonderland, Young Classics, by Lewis Caroll et al.

Specific Zoo-phonics
Materials Needed This Week:
Activity Worksheets
Zoo-phonics Rubber Stamp Set
Alphabet Grids
Animal Letter Cards
Zoo-phonics Music That Teaches CD
Zoo-Fonts
Nature Wall Cards
How To Draw
Zeke and His Pals Reader Level A • Book 1
Animal Alphabet Puppets
98 Part 1: Preschool Lesson Plans

honey horse’s /h/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read A House is a House For Me by Mary Ann Hoberman. For seven weeks, we have been talking about “habi-
tats.” This book is all about habitats. It is written in poem form and is very musical to read. You and your students will
truly enjoy this book because there is so much to it. It is one that has to be explored. Read it the first time around so
children can hear the rhythm of the book. Now, read just the first few pages again and really look at the artwork. Talk
about the author, the illustrator, and the front and back covers. How do we open a book? We pull the cover to the left!
Then, we start reading left to right. Starting with the title, ask children what they think this book is about. Can they tell
that a child is telling the story? How can they tell? (Because it always ends, “but a house is a house for me.” Do the
children notice that it isn’t the same child in each picture? It shows the houses or playhouses (tents, tree houses, etc.)
of many different children. What is funny about the dog and his fleas? (That the dog might go, but then the boy might
become the house for the flea.) Look at the musical notes on that picture. Tell your children that they have been learn-
ing musical notes for the last two weeks. (Do, re, mi, fa, so, la, ti, do!) Take time to discuss each home and habitat in
the first 12 pages. Look at the page where the duchess’s in the bed. Can your students find the bedbugs?

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are happy and harmonious children, and you can’t wait to share /h/ things with them
this week! (Explain/translate the word, “harmonious.” In context to the sentence above, “harmony” means peace, and
working cooperatively.)

1. Say hello to each other with a friendly, “Hi! How are you? I am happy to see you.” Have chil-
dren Signal the /h/ sound as they pronounce it.
2. Signal/Sound the alphabet from “a – z” using the ALCs. Match/attach the Black Letters.
3. Sing a favorite song today. Listen for and Signal all the /h/ sounds. Signal/Sound the first
initials in key words.
4. Read honey horse’s page from the Zoo-phonics Reader Level A • Book 1.
5. Tell your children that this week is honey horse’s special week, and you are going to celebrate
by discovering all the things that start with honey horse’s /h/ sound.
• Look at honey horse’s ALC. Children will trace honey horse’s shape with their finger in
the air. Say the name honey horse several times. Exaggerate the /h/ sound. Turn the Card
over to show honey horse sitting on top of the letter. Remember to
• Tell everybody that they are fine human beings. Discuss what these words mean. Say, “If Signal honey.
you are a human being, please stand up and shake another human being’s hand.” What is
the difference between humans and animals?

IMPORTANT TEACHER INSTRUCTION: If you have a Jose or a Jesus in your class,

show how the letter “j” makes the /h/ sound. If you have a Hector, show how his name
may have a silent /h/.

• Ask students whose names start with the /h/ sound to stand up. (Prepare this list ahead of time.) Take each
child’s picture, and place it on honey horse’s bulletin board, along with his or her name. Now ask students if
they have an “h” somewhere in their names to stand up. Write these names on chart paper or the board, and
put a heart around all the “h’s.” They all can be honey horse’s happy and harmonious children this week!
 Chapter 8: /h/
99
• Look at words that start with /h/: honey horse, hi, hello, happy, hands, half, hop, handwriting, heart, hiccups,
humans and handsome. Draw hearts around all the “h’s.” Signal/Sound. Line up the ALCs, “a – h.” Have a
child choose the ALC that makes the /h/ sound in these words.
• For those who are developmentally ready for printing, hand out honey horse’s handwriting practice page (page
61, Activity Worksheets) or send it home for practice. You can also give every child a couple of spoonfuls of
honey on waxed paper or tin foil, in which to practice their “h” letters. Mmmmmmmmmmmmmm.

Go to the “Rotating Groups” (page 102) and find other /h/ adventures in the Adventuresome Kids Manual.
honey horse’s /h/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read A House is a House For Me again today. First, ask children if they can
remember what was read to them yesterday. Now read it aloud. As you read the parts
where there are bubbles for the words (are those bubbles a house for words???) have
children clap quietly to the rhythm. This page talks about the Eskimo, and several
tribes of Native Americans - the Cree, the Hopi and the Mohee. The next page talks
about houses for things. Did your children know that things can have houses? Discuss
the word “shelter” as a house. Have students stop and look around the room. What is
a house for something in the room? (A refrigerator is a house for food.) Look at the
Mad Hatter, the door mouse, the rabbit, and Alice (in Wonderland). (This is a whole
different book you can read to them someday. Locate the preschool version.) Discuss
the words and pictures up to the page with the pickles, and then stop. More tomorrow!
Teach the children about
Eskimos and
Phonemic Awareness/Pre-Writing Experiences Native Americans.
Whole Group or Small Group Activities

1. Say hello to each other with a friendly, “Hello! How are you? I am happy to see you.” Say, “If you are a human
being, shake another human being’s hand.”
2. Shuffle the ALCs. Flash them out of order. Match/attach the Black Letters. Continue to assess your students.
Please annotate observations.
3. Say, “If you are happy and harmonious children, hop up.” Ask children to sit down. Now have all those who have
the /h/ sound in their name to hop up. Signal/Sound.
4. Analyze new words that start with the /h/ sound. Write them on chart paper or the board: he, his, him, her, honey,
hen, hard, hot and hero. Have children come up, one at a time, and draw a heart (doesn’t matter what it looks like)
around each “h.” Signal/Sound!
5. Look at the calendar. Recite the days of the week. Signal as you say the initial sounds. Are there any holidays in
this month? Send the weather person out to see whether it is a hot day or whether it is chilly out. What kind of
clothing do you wear on hot days? Cold days? Think about this: If it is cold where you live, it is probably sunny
somewhere on the other side of the world. Take the globe and show why.
6. “honey horse sitters.” Bring out the container full of honey horse items. Create an /h/ booklet from honey horse’s
Animal Alphabet Puppets in which to collect /h/ words. Have children “write” a story (or dictate) and Illustrate as
well. Suggest that they write about honey horse, or houses for people, animals and things.

Go to the “Rotating Groups” and find other /h/ adventures in the Adventuresome Kids Manual.
100 Part 1: Preschool Lesson Plans

honey horse’s /h/ Lesson Plans, Day #3

Literacy – Knowledge and Appreciation of Books
You are going to continue to explore A House is a House For Me. Read it out loud
again. Look at the pictures following the pickles. Give children time to look at the
pictures and share their thoughts or ask questions. What does the word “farfetch-
ing” mean? (The real word is “far-fetched” and means silly or not possible.) The text
says, “a mirror is a house for reflections.” Bring a large mirror over so children can
see their faces. Explain that what they see is their reflections. How can a throat be a
house for a hum? Does anyone have anything “housed” in his or her pocket? Ask for
volunteers to show. Turn to the pages with the envelopes on it. That page has allitera-
tive sentences, just like you have been reading, saying and illustrating. An alliteration
is a sentence where most of the words start with the same sound. Signal the sounds
you hear in these sentences. (Sentence #1, “e,” sentence #2 “b,” sentence #3 “r,” and
Have the children look in a
sentence #5 “t.”) Turn to the page that has a bull smelling flowers. Does that remind mirror, just like inny.
you of anyone? Ferninand the Bull! Remember the story from last week? Look at the
book the little boy is reading! Finish discussing the rest of the book. What a wonder-
ful treat!

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Say hello to each other with a friendly, “Hello! How are you? I am happy to see you.” Shake hands.
2. Signal/Sound the alphabet from “a – z” with the ALCs. Match/attach the Black Letters.
3. Sing “The Jump Rope Rap.” Concentrate on honey horse’s rhyme.
4. Show honey horse’s ALC. Ask your students if they can think of words (they can look around the room) that start
with the /h/ sound. Write these on chart paper or the board and have children take turns drawing hearts around the
“h’s.”
5. Ask children to raise the appropriate hand when you call out, “right!” “left!” Next, practice moving their writing
hand, left to right. Remind children that this is how we read and write - from left to right.
6. Place the ALCs all over the room today. Say, “On your mark, get set, go!” They are to hustle to find them. Once
they each find one Card, they are to get into order. allie alligator always goes first. Sing “Come Meet Us…” to aid
children with order.

For those who are ready for a challenge: Today, play the “Make It Say…” Game with the letters
you have been working with for eight weeks: /a/, /b/, /c/, /d/, /e/, /f/, /g/ and /h/. With the ALCs,
make these words: ad, bad, bag, cab, cad, dab, fad, had, hag, bed beg, fed and gab. Discuss
all word meanings and use in sentences. Signal and Sound each word! Remember that your
students may not be ready for reading or writing, but this will give them an awareness of how
letters form words. This can become “Rotating Group #6.”

Go to the “Rotating Groups” and find other /h/ adventures in the Adventuresome Kids Manual.
honey horse’s /h/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Read A House is a House for Me one more time. This time, ask students to Signal and Sound the beginning sounds
they hear in certain words. For example, as you are reading, stop at the word “me.” Children will Signal/Sound /m/.
Did your children like this book? Would they tell someone else to read it, like a younger brother or sister? A friend?
 Chapter 8: /h/
101

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Say hello to each other with a friendly, “Hello! How are you? I am happy to see
you.” Signal those /h/ sounds! Now, turn and shake hands. Show your children
what a firm handshake is. Ask what a human or human being is. Allow time for
children to explain.
2. Signal/Sound the alphabet from “a – z,” using the ALCs. Match/attach the
Black Letters.
3. Sing “Come Meet Us at the Zoo” today. Signal/Sound.
4. Write all the letters on paper or the board, written so children can reach them.
Call out a letter sound randomly and have a child come up to circle it. S/he will
lead in Signal/Sound.
5. Display the ALCs, “a – h.” Call out /a/, /b/, /c/, /d/, /e/, /f/, /g/ and /h/ words, one
at a time. Children will take turns locating the ALC that begin that word. (Use
words from previous lessons.) Large Animal
Alphabet Card matched
6. Discover and discuss opposites: high – low; hot – cold; hard – soft; his – hers;
with a Black Letter
hello – good-bye. Review throughout the day and week. Add to this list. Demon-
strate visually using objects and pantomime.

Go to the “Rotating Groups” and find other /h/ adventures in the Adventuresome Kids Manual.
honey horse’s /h/ Lesson Plans, Day #5
Literacy – Knowledge and Appreciation of Books
Read “Little Jack Horner” from The Real Mother Goose as a whole or small group today. Allow children to pretend
they are Jack Horner. Signal the two /h/ sounds in the text. Clap out the rhythm. Teacher model first. Use little quick
claps so they can reeeeeeeeeeeeeeaalllly hear it. Which words rhyme? (Horner- corner; pie – I; thumb – plum).

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Say hello to each other with a friendly, “Hello! How are you? I am happy to see
you.” Have them shake another human being’s hand again today.
2. Signal/Sound the alphabet from “a – z” with the ALCs. Match/attach the Black Let-
ters.
3. Talk about letters and words again today. Write the following sentence on chart
paper or the board, “honey horse hums happily as she holds her harmonica.” First,
circle all the letters. Now, write the sentence again, and this time circle the words.
You have been asking children to say, “Letters work together to form words.” This
week, add “…and words work together to form sentences.” A sentence is a whole
thought. Reinforce this daily.
6. Hand out the Animal Cracker boxes (which contain the Animal Letter Grid Pieces Hand out the Animal Cracker
and the Alphabet Grid Board). Children are to place all the Animal Letters on their Boxes with the Grid Pieces.
habitats. Signal/Sound. Put on some quiet music, since this is individual work time.

Go to the “Rotating Groups” and find other /h/ adventures in the Adventuresome Kids Manual.
102 Part 1: Preschool Lesson Plans

Rotating Group Activities

Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will write a haiku today. A haiku is a poem with 17 syllables that do not rhyme (5 words or syllables in
the first line, 7 words or syllables in the second line, 5 words or syllables in the last line). Ask children what they
want to write about. Try to include as many /h/ words as possible. You (teacher) will put it in haiku form. When it
is completed, read it back to the group. Each group’s poem will be a little different. Here’s an example:

Sweet is honey horse.

She eats happily and says,
“Oats and hay are great!”

If you draw lines or spaces where syllables or words should be, it will be easier
for you to keep track of the syllables. Just collect their ideas, then proceed writing
the haiku.
2. Group #2 will complete honey horse’s dot-to-dot (and printing practice page for
those who are ready), page 76, Zoo-phonics Activity Worksheets.
3. Group #3 will make honey horse’s alliteration page: “honey horse hums happily
as she holds her harmonica.” (Blackline Master, page 442) Signal and Sound the
/h/ sounds. Children illustrate.
4. Group #4 will make a honey horse Animal Alphabet Puppet using the stick puppet
pattern.
5. Group #5 will look at newspaper headlines (find appropriate ones that have “h’s”
in them). Read them each aloud and have children point to, and Signal, the “h.”
Advertising is a good resource as well. Give children crayons and newspaper
headlines and ads, and let them hunt for honey’s “h’s.” They can work in coopera- Activity Worksheets
tive groups. When you observe them working together harmoniously, give them a Honey’s dot-to-dot
big compliment and a treat. How about an oatmeal cookie? (Horses love oats!)

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /h/ nursery rhymes in The Real Mother Goose. Tie the rhymes into specific activities. Work on rhyme
memorization as well as rhyme realization!
1. The Real Mother Goose, by Blanche Fisher Wright (Illustrator), Scholastic, 1994
2. A Light in the Attic, by Shel Silverstein, Harpercollins Juvenile Books, 1981
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
4. Hailstones and Halibut Bones: Adventures in Color, by Mary O’Neill, et al, Doubleday, 1990

Fiction
1. A House is a House for Me, by Mary Ann Hoberman, Illustrated by Betty Fraser, Viking, 1982
1. A House for Hermit Crab, by Eric Carle, Aladdin, 2002
2. Honey Bee and the Robber: A Moving Picture Book, by Eric Carle, Phiomel, 2001
3. The Very Hungry Caterpillar, by Eric Carle, Foresman, 1994
4. Hello, Red Fox, by Eric Carle, Simon & Schuster, 1998
5. But Not the Hippopotamus, by Sandra Boynton, Little Simon, 1982
7. From Head to Toe, by Eric Carle, Harper/Collins, 1989
8. One Hungry Monster: A Counting Book in Rhyme, by Susan Heyboer O’Keefe, et al, Little Brown, 2001
9. Where’s Henrietta’s Hen? by Bernice Freschet & Lorinda Bryan Cauley, Putnam, 1980
10. I love My Hair, by Natasha Anastasia Tarplay, Illustrated by E.B. Lewis, Little Brown, 2001
 Chapter 8: /h/
103
11. Howie Helps Himself, by Joan Fassler and Joe Lasker, Whitman, 1987
12. Alice in Wonderland, Young Classics, by Lewis Carroll, et al, Dk, 2001

Non-Fiction
1. Someone Special, Just Like You, by Tricia Brown, Photographed by Fran Oritz, Owlet, 1995
2. Special people, Special Ways, by Arlene Maguire & Shiela Bailey, Future Horizons, 2000
3. Extraodinary Friends (Let’s Talk About It), by Fred Rogers, Jim Ludkis, Puffin, 2000
4. Skeleton Hiccups, by Margery Cuyler, Margaret McElderberry, 2002
5. Crinkleroot’s Guide to Knowing Animal Habitats, by Jim Arnosky, Aladdin Paperbacks, 2000
6. Building a House, by Byron Barton, William Morrow & Co, 1981
7. How a House is Built, by Gail Gibbons, Holiday House, 1996
8. Time to Sleep, by Denise Fleming, Scholastic, 1997
9. From Path to Highway, by Gail Gibbons, Thomas Y. Crowell, 1986

Audio/Video/Music
1. “Riding On My Horse,” Animal Parade, Carla Piper, Soundpiper Music.
2. “Say Hi!” I Like Sunny Days, Carla Piper, Soundpiper Music.
 Chapter 9

Zoo-phonics Preschool Lesson Plans

/i/
Teacher Preparation
Welcome to inny inchworm’s Wonderful World of Learning! This week, we will explore words that start with the short
/i/ sound or have the short /i/ sound inside them! In math, the magic number this week is the number 9.

The theme this week is “integrity.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /i/ realm.

IMPORTANT TEACHER INSTRUCTION: inny inchworm has many sounds, just as all
the vowels do. The focus of this lesson will be the short /i/ sound. Only the short “i’s”
are underlined. There are just too many, so just key words are underlined. Remind your
students that inny is one of the Hardest Workers.

Here’s an idea! Locate books that start with, or contain, the short /i/ sound. Make
sure these books are readily available. This week, perhaps you and your students
can create an igloo out of an appliance box as your reading environment. (Keep it
simple. Draw the round dome shape. Paint it white, draw in the ice blocks with dark
blue paint, and paint the sky blue. Cut a hole at the bottom to enter.) Allow children
to invite another child to read in it. Try to find wordless /i/ books, also. If possible, use
the Internet with your children. There are many excellent web sites for children on all
topics. Suggestions for literature below and on pages 109 and 110.

“Starring inny inchworm!” Draw, or copy, a picture of our star, inny inchworm. Place him on the celebration bulletin
board. Collect /i/ words, names, labels, pictures, etc.

Parental Support: Give everyone his or her own copy of the “i” Merged Animal Letter and Signaling instructions.
Children are to review inny inchworm’s Signal and Sound with
their parents. Ask parents to help children locate items and
words that have the short /i/ sound. Specific Zoo-phonics
Materials Needed This Week:
Special Literature Selections Activity Worksheets
1. The Real Mother Goose, by Blanche Fisher Wright (Il- Alphabet Grids
lustrator) Zoo-Fonts
2. Inch By Inch, by Leo Lionni Zoo-phonics Rubber Stamp Sets
3. Six Sick Sheep - 101 Tongue Twisters by Joanna Cole Zeke and His Pals Reader Level A • Book 1
4. I Like Me, by Nanny Carlson Animal Alphabet Puppets
5. Children Just Like Me, by Susan Elizabeth Copsey Zoo-phonics Music That Teaches CD
6. 300 Incredible Things for Kids on the Internet, by
Keen Leebow, et al
106 Part 1: Preschool Lesson Plans

inny inchworm’s /i/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Inch By Inch. Ask your students if they know what an “inch” is. See who knows that it is used for measur-
ing things. Explain and demonstrate “inches” to your students. Measure a few things in the classroom, but don’t mea-
sure anything over 9 inches long. (That’s the magic number for this week!) Keep track of all the animals in sequence.
After reading about the hungry robin that was about to gobble him up, ask students what they think is going to hap-
pen. Continue to read, stopping to show the pictures of each animal. What does the nightingale ask the inchworm to
measure? (His song.) Can you measure a song? Give children time to think about this. The nightingale threatens to eat
the inchworm. What does the inchworm do to save his life? (He inches away to safety while the nightingale is singing.
Silly nightingale!) Enjoy the rest of the book!

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are intelligent and interesting children who have integrity, and you can’t wait to share
/i/ things with them this week! (Explain/translate “intelligent,” “interesting,” and “integrity.”)

1. Signal/Sound the alphabet from “a – z” today using the ALC’s. Attach/match the
Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on inny inchworm’s rhyme.
3. Read inny inchworm’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is inny inchworm’s special week, and you are going to
celebrate by discovering all the things that start with inny inchworm’s /i/ sound.
• Look at inny inchworm’s ALC. Children will trace inny inchworm’s shape
with their finger in the air. Say the name inny inchworm several times. Exag-
gerate the /i/ sound. Turn the Card over to show inny inchworm sitting on top
of the letter.
• Does anyone have a name that starts with inny inchworm’s /i/ sound? (There
may be few to none who have names that begin with the short /i/ sound.) Have
these children stand up and Signal the /i/. Take their pictures and place them
on inny inchworm’s bulletin board, along with his or her name. Now have all Zeke and His Pals Reader
those who have “i’s” inside their names stand up. Regardless of sound. (This Level A • Book 1
is more likely.) Write all the “i” names on chart paper or the board and draw inny’s page
a big box around all of them. They all can be inny inchworm’s intelligent and
interesting children with integrity this week!

IMPORTANT TEACHER INSTRUCTION: Remember that inny makes many different

sounds. Students with “i’s” in their names may not have the short “i” sound. List them
anyway, and circle the “i’s.” Remind your children that inny inchworm, just like allie al-
ligator, is one of the hardest workers! inny makes many sounds that we use in speech
everyday.

• Take some additional time to discuss the word “integrity.” Integrity means honesty. It is probably one of the
most important qualities there is because without it, people cannot trust you or respect you. Review this daily.
 Chapter 9: /i/
107
• Look at words that start with the short /i/: inchworm, inch, is, it, in, inside, intel-
ligent, interesting, integrity and invite. Draw big boxes around all the “i’s.” Signal/
Sound. Line up the ALCs, “a – i,” but not in order. Have a child choose the ALC that
makes the /i/ sound in these words.
• For those who are developmentally ready for printing, hand out inny inchworm’s
handwriting practice worksheet (page 62, Activity Worksheets), or send it home for
practice. For those who are not quite ready for paper/pencil activities, let them make
“i’s” in salt today. Or, hand them an unlined piece of paper with some dotted “i’s.”
Allow them to fill the page with their best “i” efforts.

Go to the “Rotating Groups” (page 109) and find other /i/ adventures in the Adven-
turesome Kids Manual. Activity Worksheets
inny’s dot-to-dot

inny inchworm’s /i/ Lesson Plans, Day #2

Literacy – Knowledge and Appreciation of Books
You will read Inch By Inch again today. First, ask children to tell you everything they can remember about the story
that you read to them yesterday. Give them time to share. After reading it a second time, look at all the /i/ sounds you
can find in the text. (inch, inchworm, sit, twig, him, is, robin, with, nightingale, until). Many of the /i/ sounds are in-
side the word. Really sustain and stretch out the /i/ sounds as you Signal. Hopefully, your children have become more
proficient by this time. Have them Signal/Sound as they say the /i/ in the words.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, give one ALC to each child. Call out just the sounds of the whole alphabet,
out of order. Children will stand as they hear the sound their ALC makes. Attach/
match the Black Letters.
2. Review the word “integrity.” Discuss specific ways children can have integrity at 3,
4, and 5 years of age.
3. Say, “If you are intelligent and interesting people, inch up closer to the teacher.”
Now, ask children to sit down. Have all those who have the letter “i” in their names
stand up and stand on their tiptoes. Signal/Sound.
4. Analyze new /i/ words. Write them on chart paper or the board: it, sit, hit, bit. im-
possible and ingredients. (Really stretch out those /i/ sounds!) Have children come
up, one at a time, and draw a big box around each “i.” Signal/Sound!
5. Hand out a big, thick rubber band to each child (any stationary store has them).
Write an “i” on each rubber band. Call out words (see below). Each time children Remember to Sound and
hear the short /i/ sound, they are to streeeeeeeeeeeeetch their rubber bands. Have Signal inny!
them watch the “i” stretch. Demonstrate for them, and then have them try. List: it,
in, is, inch, sit, hit, and bit. Remind your students that inny is one of the Hardest Workers!
6. “inny inchworm sitters.” Bring out the container full of inny inchworm items. Create an /i/ booklet from inny
inchworm’s Animal Alphabet Puppets in which to collect /i/ words. Have students dictate a story about inny inch-
worm. Ask them to illustrate their story.

Go to the “Rotating Groups” and find other /i/ adventures in the Adventuresome Kids Manual.
108 Part 1: Preschool Lesson Plans

inny inchworm’s /i/ Lesson Plans, Day #3

Literacy – Knowledge and Appreciation of Books
Today, choose a favorite /i/ poem to read aloud from The Real Mother Goose, or another wonderful poem book. Can
children hear the rhymes? Signal/Sound all the /i/ sounds.

Read the tongue twister called “Impress Your Friends” from Six Sick Sheep - 101
Tongue Twisters. It repeats the word “inside” 16 times! Read it several times slowly, but
with rhythm, then read it quickly. On the last reading, have your children Signal the /i/
sound every time they hear the word “inside.”

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Signal/Sound the alphabet from “a – z” with the ALCs. Attach/match the Black Let-
ters.
2. Sing “Come Meet Us at the Zoo.” Signal/Sound.
3. Review the word “integrity.” What are specific ways children can be honest?
Sing “Come Meet Us
4. Show inny inchworm’s ALC. Today, listen for the /i/ sound at the beginning and
At The Zoo” from the Zoo-
inside these words: if, in, is, it, fib, did hid, kid, big, dig, pig, will, fin and pin. Hand phonics Music that Teach-
out the rubber bands again. Really stretch out the medial /i/ vowel, as it is harder for es CD
children to hear. Say each word again, and have children Signal the /i/ sound as you
all pronounce it.

For those who are ready for a challenge: Take the ALCs and build a few of the words in activity
#4. It is not important whether students can read or spell words independently right now. They
just need to hear the sounds the letters make as you build the word. Students must also hear
the whole word as you complete it. We call this “closing” or “connecting” the sounds. Use a ges-
ture where you open your two hands, and then pull them together, palms up, like an orchestra
leader’s hands.

Go to the “Rotating Groups” and find other /i/ adventures in the Adventuresome Kids Manual.
inny inchworm’s /i/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children time to choose a book to share with a friend, or to “read” by him or herself.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Place the ALCs all around the room. Hand out the Black Letters, one per child. Each child is to locate his or her
animal letter, attach it, and then Signal/Sound. Hand them a treat upon completion of this task.
2. Sing a favorite song today. Signal/Sound key words.
3. Review the word “integrity.” Do the children understand this concept more? Give them time to share.
4. Write the letters “a – z” randomly on chart paper or the board, low enough so children can reach them. Call out
the letter sounds and have children take turns circling them. Each child will lead the class in Signal and Sound.
5. Review letter sounds “a – h.” Choose a few words for each letter. (Use words from prior lessons.) Line up the
ALCs and have children come up and point to the ALC that starts or contains that sound. Weekly review is essen-
tial. This is your opportunity to assess your students. Please annotate observations.
 Chapter 9: /i/
109

Go to the “Rotating Groups” and find other /i/ adventures in the Adventuresome Kids Manual.
inny inchworm’s /i/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Form a large circle (indoors or out). With an animal beanie or a koosh ball, the teacher starts by Signaling and
Sounding /a/, and then tosses it to one of the children. That child Signals/Sounds /b/ and then tosses it to the next
person who Signals/Sounds /c/, and so on, until the entire alphabet is pronounced.
2. Do “Zoo-robics” today. Move those muscles!
3. Read the nursery rhyme, “Little Maid.” Signal all the short /i/ sounds in the text. (little, whither, in, milk and with).
4. Today, take some /i/ words and segment them, then put them back together. For example, pronounce the word, b
– iiiiiiiiiiiii – g. (Stretch that short /i/ sound). Children are to listen, then call out “big!” Try some of these words:
if, is, in, it, bit, fit, hit, sit, dig, pin, win, lip, sip, his and six.
5. Sing and do “Itsy Bitsy Spider.” Use the hand gestures as you sing. Now, say the rhyme, and this time Signal the
/i/ sounds in “Itsy Bitsy.” Sing it again and, this time, clap out the rhythm. Which words rhyme? (spout – out; rain
– again).

Go to the “Rotating Groups” and find other /i/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will color inny inchworm’s Hardest Worker coloring page from the
Zoo-phonics Activity Worksheets (page 45). Discuss how the vowels, “a,” “e,” “i,”
“o,” and “u” have to be in every syllable, in every word, and make many sounds.
They work very, very hard.
2. Group #2 will complete inny inchworm’s “dot-to-dot” (and printing practice
page), page 77. (For those who are ready.) Others can practice forming letters in
any medium (salt, flour, pudding, etc).
3. Group #3 will make inny inchworm’s alliteration page: “inny inchworm is
impressed with intelligent children.” (Blackline Master, page 443) Signal and
Sound the /i/ sounds. Children illustrate.
4. Group #4 will make an inny inchworm Animal Alphabet Puppets using the stick
puppet pattern. Put their names on the back of each puppet. Keep in a bin for
safekeeping.
5. Group #5 will use their animal puppets (“a – h”) today. First, divide the puppets
into two groups, “a – d” and “e – h.” Hand these out to each child. Have the chil-
dren line up their puppets on the floor in front of them. Call out words that begin Activity Worksheets
with these sounds, one at a time. Children will listen, then hold up the appropri- inny one of the hardest workers
ate puppet. Give them time to choose. Really emphasize the initial sounds, and
repeat the words as often as necessary. List #1: bug, can, deer, alligator, candle,
bear, dot and apple. List #2: egg, get, hug, fan, help, elephant, fish and gorilla.

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /i/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
110 Part 1: Preschool Lesson Plans
2. A Light in the Attic, by Shel Silverstein, Harpercollins Juvenile Books, 1981
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
4. Six Sick Sheep: 101 Tongue Twisters, by Joanna Cole, et al, Beech Tree, 1993

Fiction
1. Inch By Inch, by Leo Lionni, Foresman, 1995
2. I Like Me!, by Nancy L. Carlson, Pearson, 1990
3. A House for Hermit Crab, by Eric Carle, Aladdin, 2002

Non-Fiction
1. Children Just Like Me, by Susan Elizabeth Copsey, et al, DK, 1995
2. The Art of the Native American Flute, by R. Carlos Nakai, et al, Mel Bay, 1997
3. 300 Incredible Things for Kids on the Internet, by Keen Leebow, et al, 300 Incredible.com, 2001
4. The Internet Kids Family Yellow Pages, by Jean Armour Polly, McGraw-Hill, 2000
5. Imagine, by Alison Lester, Houghton Mifflin Co., 1993
6. The Polar Bear Son: An Inuit Tale, by Lydia Dabcovich, Clarion Books, 1999
7. The Important Book, by Margaret Wise Brown, Harper Trophy, 1990
8. How to Lose All Your Friends, by Nancy L. Carlson, Puffin, 1997
9. Building an Igloo, by Ulli Stelzer, Henry Holt and Co., 1999
10. This Place is Cold (Imagine Living Here), by Vicki Cobb, Walker & Co., 1991

Teacher Resources
1. The Alaska Mother Goose, by Shelley Gill, Paws IV Publishing, 1992

Audio/Video/Music
1. “Riding On My Horse,” Animal Parade, Carla Piper, Soundpiper Music, www.soundpiper.com
2. “Say Hi!” I Like Sunny Days, Carla Piper, Soundpiper Music.
3. Mythic Dreamer: Music for Native American Flute, by R. Carolos Nakai (CD)
4. Drums for Life by the Southern Cree (CD)
 Chapter 10

Zoo-phonics Preschool Lesson Plans

/j/

Teacher Preparation
Welcome to jerry jellyfish’s Wonderful World of Learning! This week we will explore many words and things that start
with the /j/ sound or have the /j/ sound in them! In math, the magic number this week is the number 10.

The theme this week is “feeling joyful.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /j/ realm.
You will notice, however, that there are fewer /j/ words than most letters. This is an excellent opportunity to take time
to extend specific curriculum from prior lessons, take the time to catch children up, assess your children, and just
enjoy them!

This week, help your children to keep an on-going journal. They can write whatever they want.
They can illustrate their words. Have them attempt writing. You can write under their “words.”
This shows children the constructs of writing.

Here’s an idea! Locate books that start with, or contain, the /j/ sound. Make sure
these books are readily available. Invite younger siblings to join their older brothers
and sisters for half an hour of quiet, shared reading. Try to find wordless /j/ books,
also. Suggestions for literature are below and on pages 115 and 116.

“starring jerry jellyfish!” Draw, or copy, a picture of our star, jerry jellyfish. Place him on the celebration bulletin
board. Collect /j/ words, names, labels, pictures, etc.

Parental Support: Give everyone his or her own copy of the “j”
Merged Animal Letter and Signaling instructions. Children are
to review jerry jellyfish’s Signal and Sound with their parents. Specific Zoo-phonics
Ask parents to help children locate items and words that have
the /j/ sound.
Materials Needed This Week:
Activity Worksheets
Zeke and His Pals Reader Level A • Book 1
Special Literature Selections ALCs
1. The Real Mother Goose, Blanche Fisher Wright Animal Alphabet Puppets
(Illustrator) Alphabet Grids
2. Jambo Means Hello - A Swahili Alphabet Book by Zoo-Fonts
Muriel L. Feelings Zoo-phonics Music That Teachers CD
3. Jamberry, by Bruce Degan Zoo-phonics Rubber Stamp Set
4. Bread and Jam for Frances, by Russell Hoban, Illus- Nature Wall Cards
trated by Lillian Hoban How To Draw
112 Part 1: Preschool Lesson Plans

jerry jellyfish’s /j/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read, Jamberry written and illlustrated by Bruce Degen. It is a classic and a favorite of children, parents and
teachers. It is the ultimate phonemic awareness book. It has rhymes, rhythm, alliteration, sound changes. It is a good
counting book as well. Read the book the first time though just for the joy of the language and the illustrations. Now
read the book again. Tell children that they have to (“shhhhhhhhhhhhhhhhhhhhhhh”) listen very carefully for jerry jel-
lyfish’s /j/ sound! When they hear it, they must SHAKE LIKE JELLY!

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are joyful children and you can’t wait to share /j/ things with them this week! (Explain/
translate the words, “joy” and “joyful.” Translate if necessary.)

1. Signal/Sound the alphabet from “a – z” today, using the ALCs. Attach/match the
Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on jerry jellyfish’s rhyme.
3. Read jerry jellyfish’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is jerry jellyfish’s special week, and you are going
to celebrate by discovering all the things that start with jerry jellyfish’s /j/ sound.
• Look at jerry jellyfish’s ALC. Children will trace jerry jellyfish shape with their
finger in the air. Say the name jerry jellyfish several times. Exaggerate the /j/
sound. Turn the Card over to show jerry jellyfish sitting on top of the letter.
• Bring in molded Jell-O™ today for everyone to see. Shake the dish. Watch it
jiggle! (Enjoy this treat later.)
• Does anyone have a name that starts with jerry jellyfish’s /j/ sound? (There
many be few that have the /h/ sound for “j,” as in “Jose.” Explain this. The Large Animal
name still starts with a “j.”) Have these children stand up and Signal the /j/. Alphabet Cards
Take their pictures and place them on jerry jellyfish’s bulletin board, along j
with his or her name. Do you have a junior in your class? Explain what this
means. Now, have anyone who has “j’s” inside his or her names stand up.
Write all the “j” names on paper or the chalkboard and draw a jelly jar around all of them. They all can be
jerry jellyfish’s joyful children this week!
• Look at words that start with the short /j/: jerry jellyfish, jelly, jolly, joyful, juggle, Jello. Write these words on
chart paper or the board ahead of time. Draw a jelly jar around all the “j’s.” Signal/Sound. Line up the ALCs,
“a – j,” but not in order. Have a child choose the ALC that makes the /j/ sound in these words.
• For those who are developmentally ready for printing, hand out jerry jellyfish’s handwriting practice work-
sheet (page 62, Zoo-phonics Activity Worksheets), or send it home for practice. Let the children make “j’s” in
dry Jell-O today.

Go to the “Rotating Groups” (page 115) and find other /j/ adventures in the Adventuresome Kids Manual.
 Chapter 10: /j/
113

jerry jellyfish’s /j/ Lesson Plans, Day #2

Literacy – Knowledge and Appreciation of Books
Read Jamberry again today. Before opening the book, hand it to several children. Observe
how they open it. Now, read it again. Put feeling into your voice as you read. Have children
repeat the same words with the same feeling! Show children the exclamation mark after the
words, “Quickberry! Quack Berry! Pick me a blackberry!” Ask children what they think
this special mark means. It can mean excitement, a command, like when someone tells you
what to do – “Pick me a blackberry!” Signal all the /j/ sounds again.You must have jam on
toast for a snack today!

Phonemic Awareness/Pre-Writing Experiences Teach children

Whole Group or Small Group Activities about excla-
1. Today, give one ALC to each child. Have the children quickly line up in a – b – c order mation points.
(If you have more ALCs than children, line up the last of the Cards at the end. Now, Sig-
nal and Sound the entire alphabet “a - z.”)
2. Teach children that “jambo” means “hello” in Swahili. Read a book called, Jambo Means Hello - A Swahili
Alphabet Book, by Muriel L. Feelings and illustrated by Tom Feelings. It is a beautiful book and a Caldecott
Award Winner.
3. Review the words “joy” and “joyous.” Relate these words to “happy” and “happiness.” Discuss that it is hard to be
joyous everyday, but it is important to find something - even one thing – to be joyous about. This is a hard concept
for anyone, especially 3, 4, and 5-year old children. There is a song called, “Put on a Happy Face.” See if you can
find it, and play it for your children. It is a good one to learn. Talk about people
who have overcome hardships (like accidents, etc.) who decide to be happy in
spite of the difficulty.
4. Say, “If you are joyful today, jump up.” Now ask children to sit down. Have all
those who have the letter “j” in their names to jump up and jog in place for the
count of 10. Signal/Sound. (If you note any children not “jumping up,” spend
some extra time with her/him today.
5. Analyze new /j/ words. Write them on chart paper, or the board: jog, jet, jot,
jungle, jack and jug. Have children come up, one at a time, and draw a jelly
jar around each “j.” (It doesn’t matter what it looks like!) They will lead the
Signal/Sound!
6. Look at the calendar today. Review the days of the week. What months start with
the /j/ sound? January, June and July! Discuss all the months that
start with the letter “j.”
7. “jerry jellyfish sitters.” Bring out the container full of jerry jellyfish items. Create a /j/
booklet from jerry jellyfish’s Animal Alphabet Puppet in which to collect /j/ words.
Have students dictate a story about jerry jellyfish. Ask them to illustrate their story.

Go to the “Rotating Groups” and find other /j/ adventures in the Adventuresome Kids Manual.
jerry jellyfish’s /j/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, recite from memory “Jack Be Nimble, Jack Be Quick.” Get out the candlestick and jump! Read the nursery
rhyme, “The House that Jack Built.” This has a rolling rhyme pattern. Read it in rhythmically so children can really
hear it. (Also read this week, “Little Jack Horner,” and “Jack Jingle.”) Can children hear the rhymes? Signal/Sound all
the /j/ sounds. Act these out. Allow children to take turns being “Jack.” So many nursery rhymes have the name “Jack”
in it. It must have been a popular name in England a long time ago, when the nursery rhymes were written. What is
the Union Jack? England’s flag!
114 Part 1: Preschool Lesson Plans

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Greet everyone with a cheery, “jambo!”
2. Signal/Sound the alphabet from “a – z” with the ALCs. Attach/match the Black Letters.
3. Sing “Come Meet Us at the Zoo.” Signal/Sound.
4. Show jerry jellyfish’s ALC. Today, and listen for the /j/ sound at the beginning of these words: January, June, July,
Jupiter, jeep, jazz, and jewel. Say each word several times, and have children Signal the /j/ sound as you all pro-
nounce it.
5. Clap out the syllables in each /j/ word located above. Ask them to count and tell you how many syllables are in
each word. Now, segment the word (Jan – u – ar – y) and have children “close” it (January). Now do just the op-
posite. Say the word (July), and have children segment it (Ju - ly). Give them a lot of help on these very important
pre-sound blending activities. From now on, you will do these activities often throughout the lessons.

For those who are ready for a challenge: Take the ALCs and build a few /j/ words. Using the
letters you have been working on for 10 weeks, try these: ad, bad, bed, bid, beg, cad, dab, fad,
fed, fig, had, hid, jag and jig. As you build these words with the ALCs, you are showing your
students how letters form meaningful words. Once the words are built, segment (a – d = ad)
and then sound blend (aaaaaaaaaa – d = ad). Stretch the vowels, especially the medial ones.
It isn’t necessary for students to do this independently yet. However, if someone can, allow her/
him this opportunity.

Don’t forget: Students must hear the whole word as you sound blend it. We call this “closure,” or
“connecting the sounds.” Always use the hand gesture that suggests this.

Go to the “Rotating Groups” and find other /j/ adventures in the Adventuresome Kids Manual.
jerry jellyfish’s /j/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children time to choose a book to share with a friend, or to “read” by him or herself.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Greet everyone with a cheery, “jambo!”
2. Line up the ALCs on the floor. Hand each child a simple vowel-consonant or consonant-
vowel-consonant word. Have them match the first initial of the word to the appropriate
ALC, and then Signal/Sound. List: ad, bed, can, dad, egg, fit, get, hat, in, jet, kit, let,
man, net, ox, pet, quit, run, sit, tan, up, van, win, six, yes and zip. (See Blackline Master
#4) Since your children are only responsible for the sound that comes at the beginning
of the word, they should have no trouble. Help anyone who needs it.
3. Sing a favorite song today. Signal/Sound key words. (Optional)
4. Write the letters “a – z” randomly on chart paper or the board, low enough so
children can reach them. Call out the letter sounds, and have children take turns cir-
cling the appropriate letter. Each child will lead the class in Signal and Sound.
5. Do some “visual discrimination” today. Write the following words on chart paper or the
board, one at a time. Ask children to volunteer to answer if the words look the same, or Have your children circle the
different. bat – dot; pan – bin; sit – sit; saw – was; pot – pot; man – men; ham – ham; appropriate letter as you
lag – leg; mad – dam; fad – fig; web – web; yes – yen; wet – vet; pig – pig; pig – dig. call them out.
 Chapter 10: /j/
115

Go to the “Rotating Groups” and find other /j/ adventures in the Adventuresome Kids Manual.
jerry jellyfish’s /j/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Greet everyone with a cheery, “jambo!”
2. Write the alphabet, in random order, all over a beach ball. Teacher will begin by
Signaling a letter silently. Toss the ball to the child who identifies the letter (by ani-
mal name or sound). It is now that child’s turn to Signal a letter silently. Continue
this until everyone has had a turn. It is great phonemic awareness and eye-hand
coordination.
3. Do “Zoo-robics” today. Move those muscles!
4. Read the nursery rhyme, “Jack and Jill.” Signal all the short /j/ sounds in the text.
(Jack, Jill). Read it again, and this time Signal the initial sounds in each word.
(Except “the,” “a” and “of.” Simply drop your hands/arms as you say those words.)
Have children take turns being Jack and Jill. Write the alphabet ran-
5. Today, hand out pictures (see Blackline Master #8), and match them to the ALCs domly on a beachball.
according to initial sounds. Children will look at the picture, say the word, listen for
the initial sound, and locate the appropriate ALC.

Go to the “Rotating Groups” and find other /j/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same
activities all week long.

1. Group #1 will make “Jell-O™ Jigglers” today in honor of jerry jellyfish. Make
Jell-O in a cookie sheet or a shallow cake pan. (Add less water than is required).
Hold children’s hands as you create a wide “j” with a knife. Let them eat it on the
spot! Jell-O Jigglers are just delicious!
2. Group #2 will complete jerry jellyfish’s “dot-to-dot” (and printing practice page),
page 78.
3. Group #3 will make jerry jellyfish’s alliteration page: “jerry jellyfish juggles jars
of jams and jellies.” (Black Line Master on page 444) Signal and Sound the /j/
sounds. Children will illustrate.
4. Group #4 will make a jerry jellyfish Animal Alphabet Puppet using the stick puppet pat-
tern. Put children’s names on the back of each puppet. Keep in a bin for safekeeping. How to Draw Activity
5. Group #5 will use their animal puppets (“a – i”) today. First, divide the puppets jerry jellyfish
into two groups, “a – e” and “f – i.” Hand these out to each child. Have the children
line up their puppets on the floor in front of them. Call out words, not in order, that
begin with these sounds, one at a time. Children will listen for the initial Sound, and then hold up the appropriate
puppet. Allow them time to process and choose. Emphasize the initial sounds, Signaling as you pronounce them.
Repeat the words as often as necessary. List #1: ad, bed, can, dad, egg. List #2: fit, get, hat, in and jet.
116 Part 1: Preschool Lesson Plans

Suggested Literature:
Poetry/Rhymes
Discover all the /j/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994

Fiction
1. Bread and Jam for Frances, by Russell Hoban, Harper/Trophy, 1964
2. Joseph Wants to Read, by Fabienne Tyssèdre, Dutton 2001
3. Jambo Means Hello: Swahili Alphabet Book, by Muriel L. Feelings, Illustrated by Tom Feelings, Dial, 1992
4. Jamberry, by Bruce Degen, Harperfestival, 1995

Non-Fiction
1. A Guide to the World of Jellyfish, by Eileen Cambell, Montgomery Bay Aquarium, 1992
2. Jellies: The Life of a Jellyfish, by Twig C. George, Millbrook, 2001
3. The Book of Preserves: Jams, Chutneys, Pickles and Jellies, by Mary Norwalk, H.P. Books, 1988

Audio/Video/Music
1. “I Whistle a Happy Tune,” King and I, Rogers and Hammerstein, CD
2. “Put on a Happy Face,” Put On a Happy Face, Dick Van Dyke, CD
3. Wee Sing America, Tape
5. The Sounds of the Earth: Jungle, CD
6. Jungle Fever: Music From the Movie, by Stevie Wonder, CD
7. Explorer: Animals of Africa - Sounds Jungle, CD
 Chapter 11

Zoo-phonics Preschool Lesson Plans

/k/

Teacher Preparation
Welcome to kayo kangaroo’s Wonderful World of Learning! This week, we will explore many things that start with the
/k/ sound or have the /k/ sound in them! In math, the magic number this week is the number 11.

The theme of this week is “kind kids who keep promises.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /k/ realm.

Continue with children to keep on-going journals. They can “write” whatever they want. Have
them illustrate their words. Each stage of their writing development is important. You can write
under their “words,” which will show children the constructs of writing.

Here’s an idea! Locate books that start with, or contain, the /k/ sound. Locate books on
Martin Luther King. Also find science books on kangaroos, and other /k/ critters. Try to
find wordless /k/ books, as well. Suggestions for literature are below and on page 122.

“starring kayo kangaroo!” Draw, or copy, a picture of our star, kayo kangaroo. Place him on the celebration bulletin
board. Collect /k/ words, names, labels, pictures, etc.

Parental Support: Give everyone his or her own copy of the “k” Merged Animal Letter and Signaling instructions.
Children are to review kayo kangaroo’s Signal and Sound with their parents. Ask parents to help children locate items,
pictures, labels, and words that have the /k/ sound.

Special Literature Selections

1. The Real Mother Goose, Blanche Fisher Wright (Illus-
trator)
2. I Have a Dream, by Dr. Martin Luther King, Jr. (For-
ward by Coretta Scott King) Specific Zoo-phonics
3. Just So Stories, by Rudyard Kipling, Illustrated by Materials Needed This Week:
Barry Moser Activity Worksheets
4. Katy No-Pockets, by Emmy Payne, Illustrated by H.A. Zeke and His Pals Reader Level A • Book 1
Ray Zoo-phonics Music That Teaches CD
5. Habari Gani? What’s the News? A Kuannzaa Story, by Animal Alphabet Puppets
Sundaira Morninghouse Alphabet Grids
6. Does a Kangaroo Have a Mother, Too?, by Eric Carle Zoo-phonics Rubber Stamp Sets
Zoo-Fonts
Nature Wall Cards
How to Draw Activity
118 Part 1: Preschool Lesson Plans

kayo kangaroo’s /k/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Katy No-Pockets by Emmy Payne. Look at the book. What kind of animal is the star of this story? A
kangaroo. What do your students think the book will be about? Start reading. Signal all the /k/ Sounds as you come
upon them. Why is Katy crying? (She has no pockets, like the other kangaroo mothers.) Ask your children what they
think will happen next? What does Katy do to solve her problem? (She visits many different animals.) As you read,
encourage children to remember all the animals that she visited, and what they said to her. Have your children think
about this: each animal gave advice on how she carried her baby, but all animals are built differently. What works for
the crocodile won’t work for a kangaroo. Who solved the day? (The wise, old nightowl.) Why was he so cranky? (Be-
cause Katy is a diurnal animal and the nightowl is a nocturnal animal. She woke him up!) What was his advice? (Go
to the city and have someone sew a pocket on.) Have children listen to the rest of the story. What was the solution?
(A man give her his pockets that were sewn into the apron.) What is funny about that page? (He dumped all his stuff
out of the apron to give it to Katy, so the words on the page are upside down.) What did Katy do next? (She picked up
Freddy and put him in the big pocket. Then she collected other animals and put them into her pockets.) What does the
text say? (That Katy has more pockets than any other mother in the world!) List all these animals on chart paper or the
board. Signal all the initial sounds. Ask your students if they liked this book. Review it tomorrow.

Here’s an idea! Make a pocket bulletin board. You could have different pockets for
different things: You can stick all your /k/ words into the pockets. You could put love
notes or compliments in the pockets. You could have a pocket for special pictures.
Suggestions for improvement would be a fun one! Children could give their feedback
on things they’d like to learn or do this year.

Here’s another idea! Make inexpensive aprons. Sew lots of pockets on them! Put a
plush kangaroo in one of the pockets each day to share.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to
do. Use some or all of the activities. Remember that you can modify these activities
to suit the needs of your students. You can use these activities in whole group or
small group settings.

Whole Group or Small Group Activities

Tell your children that they are all “kind kids who keep promises,” and you can’t
wait to share /k/ things with them this week! Discuss the words “kind,” “keep,”
and “promises.” Discuss “keeping promises.” This is a very important concept to
learn. This is part of growing up and being a good friend and citizen. Explore this
throughout the week.
1. Signal/Sound the alphabet from “a – z” today, using the ALC’s. Attach/match the
Black Letters. Large Animal
2. Sing “The Jump Rope Rap.” Concentrate on kayo kangaroo’s rhyme. Alphabet Cards
3. Read kayo kangaroo’s page from the Zoo-phonics Reader Level A • Book 1. Match/attach the
black letters
 Chapter 11: /k/
119
4. Tell your children that this week is kayo kangaroo’s special week, and you are going to celebrate by discovering
all the things that start with kayo kangaroo’s /k/ sound.
• Look at kayo kangaroo’s ALC. Children will trace kayo kangaroo’s shape with their finger in the air. Say the
name kayo kangaroo several times. Exaggerate the /k/ sound. Turn the Card over to show kayo kangaroo sitting
on top of the letter.
• Does anyone have a name that starts with kayo kangaroo’s /k/ sound? Have these children stand up and Signal
the /k/. Take their pictures, and place them on kayo kangaroo’s bulletin board, along with his or her name.
Does anyone have “k’s” inside his or her names? Stand up. (Have “k” names prepared ahead of time.) Write
all the “k” names on chart paper or the board ahead of time, and draw a kite shape around all of them. They
all can be kayo kangaroo’s kind kids this week!
• Look at some words that start with the /k sound/: kayo kangaroo, kids, keep, kind, kindness and king. Write
these words on chart paper or the board ahead of time. Draw a kite around the “k’s.” Signal and Sound as you
pronounce them. Line up the ALC s, “a – k,” but not in order. Have a child choose the ALC that makes the /k/
sound in these words.

IMPORTANT TEACHER INSTRUCTION: Tell children that kayo kangaroo and catina
cat have the same sound! Children have to learn when to use catina and when to use
kayo. That will come with practice. Signaling helps!

• For those who are developmentally ready for printing, hand out kayo kangaroo’s handwriting practice work-
sheet (page 62, Activity Worksheets), or send it home for practice. Children can also make “k’s” in dry Kool-
Aid™, sand, salt, flour, whipped cream, shaving cream, finger paints, the air, or on paper today (accept any
printing efforts for the young ones!)

Go to the “Rotating Groups” (page 122) and find other /k/ adventures in the Adventuresome Kids Manual.
kayo kangaroo’s /k/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read Katy No-Pocket again. Does she still have “no-pockets” now? Ask children to recall her problem and her solu-
tion. Ask them to tell all the animals that gave her advice. Ask, “Who solved the day?” (The nightowl and the kind
man.) “What was the solution?” Now that Katy has pockets, what did she do? (She collected her son and other ani-
mals and put them in all the different pockets.) What does the ending say? That Katy has more pockets than any other
mother in the world.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, give one ALC to each child. Have the children quickly line up in
a – b – c order (if you have more ALCs than children, line up the last of
the Cards at the end. Now, Signal and Sound. (Suggestion: Use the Large
Animal Alphabet Cards for this.)
2. Analyze new /k/ words. Write them on chart paper, or the board: kin, kit-
ten, kiss, kit, ketchup and karaoke. Discuss the meanings of all unfamiliar
words. Act out the words, and use pictures or translate, if needed. Have the
children use them in sentences. Have children come up, one at a time, and
draw a kite around each “k.” (It doesn’t matter what it looks like!) They
Have the children stand in a,b,c or-
will lead children in Signal and Sound! der while holding the Large Animal
Alphabet Cards
120 Part 1: Preschool Lesson Plans
3. Look at the calendar today. Review the days of the week. Review the months. Not one day
or month starts with “k” or has a “k” in it! Martin Luther King’s Day is on the third Monday
of January. Take some time to talk about this very important man. He helped changed the
course of history by his stand for African American people. Because of him, and others like
him (Rosa Parks, etc.), all people, regardless of their skin color or religious beliefs, have a
right to be free in this country.
4. “kayo kangaroo sitters.” Bring out the container full of kayo kangaroo items. Create a /k/
booklet from kayo kangaroo’s Animal Alphabet Puppet in which to collect /k/ words. Have
students dictate a story about kayo kangaroo. Ask them to illustrate their story. Teach the class
about Martin
Go to the “Rotating Groups” and find other /k/ adventures in the Adventuresome Luthor King.
Kids Manual.

kayo kangaroo’s /k/ Lesson Plans, Day #3

Literacy – Knowledge and Appreciation of Books
Discover Just So stories, by Rudyard Kipling. Each story is short and tells, for example, how the elephant got his
trunk. They are fanciful stories. This is a good opportunity to review “real” vs. “fantasy.” After reading several of
these, ask children about the Zoo-phonics animals. How did zeke zebra and timothy tiger get their stripes? How did
queeny quail get her topknot? How did female kangaroos get their pockets?

If you have time, get their ideas on paper and have them illustrate. There’s another wonderful class book for your li-
brary!

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Signal/Sound the alphabet from “a – z” today, using the ALCs. Attach/match the Black Letters.
2. Sing “Come Meet Us at the Zoo.” Signal/Sound.
3. Show kayo kangaroo’s ALC. Today, listen for the /k/ sound at the beginning of these words: kick, kettle, Kleen-
ex™, koala, kitchen and king-size. Say each word several times, and have children Signal the /k/ sound as you all
pronounce it. Discuss (translate) any unfamiliar words, and use them in sentences.
4. Clap out the syllables in each /k/ word located above. Ask them to count, and tell you how many syllables are
in each word. Now, segment the words (Klee - nex) and have children “close” them (Kleenex). Now do just the
opposite. Say the word, koala, and have children segment it (ko – a – la). Give them a lot of help on these very
important pre-sound blending activities.

For those who are ready for a challenge: Build and sound blend some simple words with
the ALCs. Work with words you used last week: ad, bad, bed, bid, beg, cad, dab, fad, fed, fig,
had, hid, jag and jig. Once the words are built, segment (a – d = ad) and then sound blend
(aaaaaaaaaa – d = ad). Stretch the vowels, especially the medial ones. Let them use the big
rubber bands for this, too, to solidify the concept. As you build and sound blend these words,
you are showing your students how letters form meaningful words. It isn’t necessary for stu-
dents to do this independently yet. However, if someone can, allow this opportunity.

IMPORTANT TEACHER INSTRUCTION: There are few CVC words that start with
“k” (kit and kin). You will have to use larger (but familiar) words for phonemic awareness
activities.
 Chapter 11: /k/
121

Reminder: Students must hear the whole word as you sound blend it. We call this “closure” or
“connecting the sounds.” Always use the hand gesture that suggests this.

Go to the “Rotating Groups” and find other /k/ adventures in the Adventuresome Kids Manual.
kayo kangaroo’s /k/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children time to choose a book to share with a friend, or to “read” by him or herself.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. On chart paper or the board, write all the letters, out of order. Call out the sounds, and have children underline the
appropriate letter.
2. Today, play “The Silly /k/ Game.” Start each child’s name with a
/k/ sound. Signal as you pronounce the sounds. Teacher starts and
gives examples. (melissa becomes kelissa; Jose becomes kose).
Allow children to take over. Make sure the youngest, or less
ready, gets a turn as well. Help them if needed.
3. Sing a favorite song today. Signal/Sound key words.
4. Do some “auditory discrimination” today. Call out the follow-
ing word sets, one at a time. Ask children to listen closely. Do
they start with the same sound? If yes, do a “thumbs up.” If
no, “thumbs down.” bat – dot; pan – pin; sit – set; saw – was;
pot – bet; man – men; ham – lot; lag – leg; mad – dam; fad – Allow the class to sing their favorite song today.
fig; web – wed; yes – less; wet – vet; pig – peg; jet – bet.

Go to the “Rotating Groups” and find other /k/ adventures in the Adventuresome Kids Manual.
kayo kangaroo’s /k/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. With the ALCs, have children identify objects in the room. A child can “spy” something, take the appropriate
ALCs and stand by the object, Signal and Sound. Allow every child to have a turn or two. This helps children to
identify initial sounds in their own world.
2. Sing some old American favorites today: “Pick A Bale of Cotton,” “Shuckin’ of the Corn,” and “I’ve Been Workin’
On the Railroad,” from Wee Sing America. Signal those /k/ sounds!
3. Read the nursery rhyme, “Old King Cole” from The Real Mother Goose. Signal the /k/ sound each time they hear
the /k/ in “king.” Read it again, and this time Signal the initial sounds in each word. (Skip: “old,” “oh,” “three,”
and “a.” Simply drop your hands/arms as you say those words.)
4. Look at the word “kind.” It has two meanings. It can mean, “nice to others,” and it can mean “a type.” Discuss and
demonstrate both meanings. Say, “There are all kinds of toys in the room.” “There are all kinds of people.” “There
are all kinds of foods in the refrigerator.” “There are all kinds of art supplies.” Say, “You are all kind children.” “It
was kind of Ms. _____ to fix our meal today.” “It was kind of your mom (dad, grandma, etc.) to get you here on
time today.” “It was kind of _________ to share his toy with us.”

Go to the “Rotating Groups” and find other /k/ adventures in the Adventuresome Kids Manual.
122 Part 1: Preschool Lesson Plans

Rotating Group Activities

Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will listen to the story “Three Little Kittens” at the tape recorder center.
2. Group #2 will complete kayo kangaroo’s “dot-to-dot” (and printing practice
page), page 79.
3. Group #3 will make kayo kangaroo’s alliteration page: “kayo kangaroo kicks in
his kooky, king-sized kilt.” (Blackline Master on page 445.) Signal and Sound
the /k/ sounds. Children will illustrate.
4. Group #4 will make a kayo kangaroo Animal Alphabet Puppet using the stick
puppet pattern. Put their names on the back of each puppet. Keep in a bin for
safekeeping. (Discuss this expression.)
5. Group #5 will sort words according to first initials. Hand out vowel-consonant
(VC) consonant-vowel-consonant (CVC) words today, (See Blackline Master
#4) written clearly on 3” x 5” index cards, etc. Line up the large ALCs on the
floor, out of order. Have each child match a word to the appropriate Card. List:
ad, bed, can, dad, egg, fit, get, hat, in, jet, kit, let, man, net, ox, pet, quit, run, sit,
tan, up, van, win, six, yes and zip. Activity Worksheets
kayo’s dot-to-dot

Suggested Literature:
Poetry/Rhymes
Discover all the /k/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994

Fiction
1. The Just So Stories, by Rudyard Kipling, Illustrated by Barry Moser, Morrow, 1996
2. Katy No-Pockets, by Emmy Payne, Illustrated by H.A. Rey, Houghton/Mifflin, 1973
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
4. Habari Gani? What’s the News? A Kuannzaa Story, by Sundaira Morninghouse, Illustrated by Jody Kim, Open
Hand, 1997
5. Does a Kangaroo Have a Mother, Too?, by Eric Carle, harper/Collins, 2000

Non-Fiction
1. I Have a Dream, by Dr. Martin Luther King, Jr., by Coretta Scott King, Scholastic, 1997
2. A Picture Book of Rosa Parks, by David Adler, et al, Holiday House, 1993
3. A Picture Book of Jackie Robinson, by David Adler, et al, Holiday House, 1997
4. Martin Luther King, Jr., by David Adler, et al, Holiday House, 1991
5. Sojourner Truth, by David Adler, et al, Holiday House, 1996
6. Frederick Douglass, by David Adler, et al, Holiday House, 1995
7. Martin Luther King’s Big Words: The Life of Martin Luther King, Jr., by Doreen Rappaport, et al, jump at the Sun, 2001
8. Kangaroos (Nature Watch Books), by Denise Burt, Carolrohda Books, 2001
9. Look Inside a Castle (Poke and Look), by Laura Driscoll, Grossett & Dunlap, 1998
10. 12 Ways to Get to 11, by Eve Merriam, Scott Foresman, 1996
11. Catch the Wind! All About Kites, by Gail gibbons, Little, Brown and Co., 1989

Audio/Video/Music
1. A Young Person’s Guide to the Orchestra, by Benjamin Britten.
2. “Pick A Bale of Cotton,” “Shuckin’ of the Corn,” “I’ve Been Workin’ On the Railroad,” Wee Sing America
3. “I Like Sunny Days,” I Like Sunny Days, Carla Piper, Soundpiper Music
4. “Mary Poppins,” VHS, 1964
 Chapter 12

Zoo-phonics Preschool Lesson Plans

/l/

Teacher Preparation
Welcome to lizzy lizard’s Wonderful World of Learning! This week, we will explore many words and things that start
with the /l/ sound or have the /l/ sound in them! In math, the magic number this week is the number 12.

The themes for this week are “lovable” and “laughter.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /l/ realm.

Here’s an idea! Locate books that start with, or contain, the /l/ sound. Also, find
science books on lizards and other /l/ critters. Try to find wordless /l/ books, as
well. Build your classroom library. There’s a wonderful book called, How My Li-
brary Grew by Dinah, by Martha Alexandra. It is a good way to introduce the con-
cept of “library” to your students, if they haven’t discovered it already. Take a trip
to your local library and get a library card for each child. Take time to look at all
the books. Invite parents and younger siblings to join you.Suggestions for litera-
ture are below and on page 129.

“Starring lizzy lizard!” Draw, or copy, a picture of our star, lizzy lizard. Place her on the celebration bulletin board.
Collect /l/ words, names, labels, pictures, etc.

Parental Support: Give everyone his or her own copy of the “l” Merged Animal Letter and Signaling instructions.
Children are to review lizzy lizard’s Signal and Sound with their parents. Ask parents to help children locate items,
pictures, labels and words that have the /l/ sound.

Special Literature Selections

1. The Real Mother Goose, by Blanche Fisher Wright (Illustrator)
2. Lizard’s Song, by George Shannon
3. The Lion, Something BIG Has Been Here, by Jack
Prelutsky
4. Zoo-Doings, Animal Poems, by Jack Prelutsky Specific Zoo-phonics
5. How My Library Grew by Dinah, by Martha Alexandra Materials Needed This Week:
6. I Like Me, by Nancy Cartson Activity Worksheets
Zeke and His Pals Reader Level A • Book 1
Zoo-phonics Music That Teaches CD
Animal Alphabet Puppets
Alphabet Grids
How to Draw Activity
Nature Wall Cards
Animal Letter Cards
Zoo-phonics Rubber Stamp Set
124 Part 1: Preschool Lesson Plans

lizzy lizards’s /l/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Lizard’s Song. (This is rated a “can’t miss with preschoolers” by Kirkus.) Have a rubber or plush lizard
to look at. Have your class all say, “leapin’ lizards!” First, look at the author’s and the two illustrators’ names. Look
at the cover. Have everyone stand and imitate a lizard. What is he doing? He is singing with all his heart. Look at his
arms. Everyone pretend to be a lizard.

Now open up the pages. See the musical notes? What does the title and the picture on the cover tell you about this
book? (It is about a lizard that sings.) Tell your students, “You have been learning the musical notes, ‘do, re, mi, fa, so,
la, ti, do!’” This is a good opportunity to tie prior teaching into the “here and now.” Now, read the story aloud without
any “stops.” When you are finished, ask children what they think of the book. The words say that lizard is so happy
living on his rock that he makes up songs. People create songs to show their happiness. Some songs are sad. We can
express ourselves in music, art, dance, drama, and writing. Look at the inside, back cover. See the musical notes? This
is the tune that lizard sings.

Here’s an idea! Write your own class song. Zoli, zoli zoli (create your own two syl-
lable sound) __________ preschool is my home, _______________ preschool is my
home. (Add whatever your school is called.) Have children add their addresses, or
favorite places, “the ocean is my home,” etc.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they are all “lovable and laughing children,” and you can’t wait to share /l/ things with them
this week! Discuss the words “lovable” and “laughing.” Have a few elephant jokes to share with students: “How do
you know if an elephant has been in your refrigerator?” (You can see his footprints in the butter.) Hee, hee! There is
nothing more musical than children’s laughter.
1. Signal/Sound the alphabet from “a – z” today, using the ALCs. Attach/match the
Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on lizzy lizard’s rhyme.
3. Read lizzy lizard’s page from the Zoo-phonics Reader Level • A Book 1.
4. Tell your children that this week is lizzy lizard’s special /l/ week, and you are go-
ing to celebrate by discovering all the things that start with lizzy lizard’s sound.
• Look at lizzy lizard’s ALC. Children will trace lizzy lizard’s shape with their
fingers in the air. Say the name lizzy lizard several times. Exaggerate the /l/
sound. Turn the Card over to show lizzy lizard sitting on top of the letter.
• Does anyone have a name that starts with lizzy lizard’s /l/ sound? Have these
children stand up and Signal the /l/. Take their pictures and place them on
lizzy lizard’s bulletin board, along with his or her name. Does anyone have Large Animal
“l’s” inside his or her name? Stand up. (Have “l” names prepared ahead of Alphabet Cards
time.) Write all the “l” names on chart paper or the board ahead of time, and a-z
draw a leaf shape around all of them. They all can be lizzy lizard’s lovable
and laughing kids this week!
 Chapter 12: /l/
125
• Ask your students to stand if they are “lads.” Ask the girls to stand if they are “lasses.” A “lad” is a young boy. A
“lass” is a young girl. “Lads” means more than one boy. “Lasses” means more than one girl. Review all the
gender words you have discussed in the past lessons: girl, gal, guy, male, female, lad, lassie, etc. Play a game
with them. Quickly call out one of the words and have the appropriate children stand up. Quickly review the
meanings before beginning. Who is Lassie? (A pretty collie dog who always saves the day!)

For those who are ready for a challenge: Signal/Sound the complete word, “l–
a–d = lad,” g – a – l = gal,” “l – a - ss.” (Make two sammy snakes, but make only
one /s/ sound.)

• Look at some words that start with the /l/ sound: lizzy lizard, lad, lag, lab, lap, led, let. Write these words
on chart paper or the board ahead of time. Draw a leaf around the “l’s.” Signal and Sound as you pronounce
them. Line up the ALC s, “a – l,” but not in order. Have a child choose the ALC that makes the /l/ sound in
these words.

For those who are ready for a challenge: Use the large ALCs to build the words
located above. Remember, it is not necessary that your students build these words
independently. Children can be responsible for one letter to add to form the word.
Ask, “Can someone find a letter that says, ‘l’?” “Can someone find a letter that says,
‘aaa’?” “Can someone find a letter that says, ‘p’?” (lap) Done! Now, sound blend it
and “close” it. Together, Signal out the word as you pronounce each letter sound. If
anyone can build a word (spell) on his or her own, allow it.

• For those who are developmentally ready for printing, hand out lizzy lizard’s handwriting practice worksheet
(page 63, Zoo-phonics Activity Worksheets), or send it home for practice. Hand out the “Rainbow Writing”
worksheet, (page 57, Zoo-phonics Activity Worksheets.) Give children at least 4 crayons each. Children are to
go over each letter four times with different colored crayons.

Go to the “Rotating Groups” (page 128) and find other /l/ adventures in the Adventuresome Kids Manual.
lizzy lizards’s /l/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read Lizard’s Song again today. First, ask children to tell you everything they can remember about the story that
you read to them yesterday. Give them time to share. Ask students, “Who came along and wanted his song?” (The bear.)
“What happened next?” (He landed in the pond and the ducks were scared. It scared the bear, and he forgot this song.)
“What happened next?” He went back and had lizard teach it to him again.) “And, then what happened?” (Bear chased the
rabbit and he forgot his song again.) “What happened next?” (Bear put lizard in a sack and brought him back to his home.)
“What happened next?” (Lizard began to sing, and then realized that he sang about himself and his rock. That’s why he sang
so well. Bear needs to sing about himself and his home. “What is the word for his home?” (A den. Everyone, Signal “den,”
d – e – n.) As soon as bear sings about his own home, he remembers his song, and the two sing happily ever after.

Review any unfamiliar vocabulary. Look at all the /l/ sounds you can find in the text. (lizard, lived, liked, zoli, flat, living,
almost, glad, until, learned, flew, twelfth, hole, along, crawled, all, smiled and listened). Many of the /l/ sounds are inside the
words, so reeeeeeeeeeally sustain the /l/ sounds. Have them Signal and Sound as they say the /l/ in the words.
126 Part 1: Preschool Lesson Plans

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, give one ALC to each child. Have the children quickly line up in a – b – c order. Today, time them. See
how fast they can do this successfully! Next, have teams scurry to put the ALCs in a – b – c order. Time each team.

IMPORTANT TEACHER INSTRUCTION: Timing is supposed to be fun, not pressure.

Watch your children carefully. This age group, and certain personalities, do not like to rush
or process quickly. Keep it light-hearted at all times. However, you are training them to pro-
cess quickly, a little each day, as they become more automatic with the alphabet.

2. Analyze new /l/ words. Write them on chart paper, or the board ahead of time: leg, lid, lip, lit, log, lop and lot.
Discuss the meanings of all unfamiliar words. Act out the words. Use pictures or translate, if needed. Have chil-
dren come up, one at a time, and draw a leaf shape around each “l.” (It doesn’t matter what it looks like!) They
will lead children in Signal and Sound!
3. Look at the calendar today. Review the days of the week. Review the months. Not one day or month starts with
“l” or has an “l” in it! Which months have an /l/ in them? (April and July). Sustain those “l’s” as you pronounce
them. What is Labor Day? It is a holiday giving people a day off from their “labors.” A well-deserved rest.
4. “lizzy lizard sitters.” Bring out the container full of lizzy lizard items. Create an /l/ booklet from lizzy lizard’s
Animal Alphabet Puppet in which to collect ll/ words. Have students dictate a story about lizzy lizard, or they can
“write” a book report about Lizard’s Song. Ask them to illustrate as well.

Go to the “Rotating Groups” and find other /l/ adventures in the Adventuresome Kids Manual.
lizzy lizards’s /l/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
There are some very funny poems to read today. From Something BIG Happened Here, read “I am Tired of Being Lit-
tle.” Read it twice so children can hear the rhythm and get the message behind the words. Ask them if they have ever
felt this way. I think that we, as adults, forget how it feels to be knee-high. Allow children to express their thoughts
and feelings. Read, also, “The Lion,” from Zoo Doings, Animal Poems. What is a “lioness”? (a female lion). What is
funny about this poem? Do your students know that this poem is absolutely true? The lioness does all the hunting and
cares for the lion cubs and the lion does all the sleeping. Signal and Sound all those /l/ sounds.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Signal/Sound the alphabet from “a – z” today, using the ALCs. Attach/match the
Black Letters.
2 Sing and Signal to a favorite song today.
Do some segmenting and sound blending of words today. Try these: (l – e – d =
led); (l – i – d = lid); (l – e – t = let); (l – i – p = lip).
4. Look at the calendar. Review the days of the weeks, and the months. Which
months have the /l/ sound in them? (“April” and “July.”) Tell your students that
every four years, an extra day is added to the shortest month of the year - Febru-
ary. Usually it has 28 days, but in Leap Year it has 29! Practice saying that chal-
lenging word, Fe- br – ua -ry. Speaking of February, that is when America cel- Match/attach the Black
ebrates two of its most important presidents’ birthdays: George Washington and Letters to theLarge Animal
Abraham Lincoln. Alphabet Cards
 Chapter 12: /l/
127

Assessment: This is an excellent assessment of “ending sounds,” speed of processing, and

sound/symbol awareness.

For those who are ready for a challenge: Play the “Make it Say…” Game with /l/ words: Using
the small Merged ALCs, build these words: leg, lid, lip, lit, log, lop and lot. The medial and end-
ing letters and sounds will change.
As you build and sound blend these words, you are showing your students how letters form
meaningful words. Remember that students must hear the whole word as you sound blend it.
Use the hand gesture to demonstrate “closure.” Have children use it also.
5. Hand out five Stick Puppets. (Any five will do. Just make sure lizzy is one of them.) Children are to set them up
in front of them, in no particular order. Have them listen to the following ending sounds. (Say them slowly, and
sustain the /l/ sound.): tell, well, will, pull and sail. Students are to listen, analyze, and then hold up the appropri-
ate puppet. If time allows, have them discern other ending sounds and choose the appropriate puppet.

Go to the “Rotating Groups” and find other /l/ adventures in the Adventuresome Kids Manual.
lizzy lizards’s /l/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children time to choose a book to share with a friend, or to “read” by him or herself.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. On chart paper or the board, write all the letters, out of order. Call out the sounds,
and have children underline the appropriate letter.
2. Work on language skills today. State some sentences, one at a time, and have
individuals repeat them after you. Start off with simple sentences. As they are
successful, add a few more words. Sentence suggestions: “I sat in a tub.” “I sat in
a tub of water.” “I sat in a tub of warm water.” “I sat in a tub of warm water with
bubbles.” (Keep the sentences short, if necessary. However, don’t forget to chal-
lenge those who need the challenge.)
3. Sing some Americana songs today. Try “Yankee Doodle” and “Pick a Bale of
Cotton.” Hear those /l/ sounds? Signal/Sound the /l/ sounds and key words.
4. Do some “auditory discrimination” today. Call out the following word sets, one
at a time. Ask children to listen closely. Do the words start with the same sound?
If yes, do a “thumbs up.” If no, “thumbs down.” fad – dot; pan – pin; sit – set; Sing “Yankee Doodle” with
saw – pet; pot – pen; man – men; sad – lot; lag – leg; mad – dam; bat – fig; web – your classs today.
wed; yes – less; ham – vet; was – bet; and jet – bet. Ask children to tell you which
words start with the /l/ sound (lag – leg).

Go to the “Rotating Groups” and find other /l/ adventures in the Adventuresome Kids Manual.
128 Part 1: Preschool Lesson Plans

lizzy lizards’s /l/ Lesson Plans, Day #5

Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Play a game of “Follow the Leader” today. The only sounds that will be made are the sounds of the letters, so tell
children to listen and watch carefully. Take a “walk around” (class, playground, etc.), and lead children in Signals
and Sounds out of order. After you have completed the whole alphabet, allow children to be the leaders.
2. Read several /l/ nursery rhymes: “The Little Muffet.” Signal the /l/ sound in “little.” Read “Lock and Key.” There
are many /l/ sounds. Signal them all! Then Signal all the consonants and short vowels in this rhyme. See if chil-
dren can listen for a pattern: The rhyme says “lock, key, lock, key, lock, key” over and over at the end of each
sentence. If you have a chance, write this rhyme on chart paper. Children will see the patterns. (Visual is often a
stronger sense than auditory.)
3. Collect objects that start with /l/, and place them in a bag. Children are to take turns, first feeling them without
peeking – trying to guess what it is – and then naming the object upon seeing it. At that point, the child needs to
state for what the object is used. Here are some suggestions: leg (a doll leg), lace, lollipop, licorice, a lemon, a
lime, a toy lizard, a small bottle of lotion, letters, a picture of a lightning bolt, lipstick, wax lips, a leaf, etc.
4. Play with the words “let” and “let’s.” Use them in sentences. Don’t worry about the contractions and don’t go into
details, just play with the language.

Go to the “Rotating Groups” and find other /l/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same
activities all week long.

1. Group #1 will make a “lift the flap” book. (See illustration.) On 5” x 7” pieces of
different colored construction paper, glue smaller folded pieces of construction
paper right into the center. Your children can glue or draw anything they want on
top of the flap of paper. Provide stickers of all kinds that they can “stick” on the
pages around the flap. (Provide magazines, old greeting cards, etc., to cut and
use.) Under the “flap,” you (teacher) will write a word or sentence relating to the
child’s drawing. Give each child 5 pages, plus two for a cover, so they can make
a book. Laminate (use clear or patterned shelving paper) two 5” x 7” pieces of Make class
tag board to make the cover. Stack, and two hole punch the paper, and tie with flip books.
yarn. Use a permanent marker to write the “title” of the child’s book and his/her
name. Optional: put the child’s picture on the inside cover, with a little informa-
tion “about the author.”
2. Group #2 will complete lizzy lizard’s “dot-to-dot” (Zoo-phonics Activity Worksheets) with the large ALCs (and
printing practice page), page 80.
3. Group #3 will make lizzy lizard’s alliteration page: “lizzy lizard laughs loudly as she lassos ladybugs.” (Blackline
Master #446.) Signal and Sound the /l/ sounds. Children will illustrate.
4. Group #4 will make a lizzy lizard Animal Alphabet Puppet using the stick puppet pattern.
5. Group #5 will make “lift the lid” boxes. Collect all sizes of gift boxes and matching lids. On the table, have a
stack of magazines, cut up words (language) scissors, glue sticks, stickers, etc. Directions: Children are to take
one single picture or several small pictures, and glue them on the bottoms of the boxes. They will choose words to
glue inside the lid. They can add stickers, feathers, spangles and small pieces of cloth to make their surprise box
even prettier. Children will make these “surprises” for each other to enjoy. Each day, put out the boxes with the
lids on them for children to discover. There will be new boxes each day.
 Chapter 12: /l/
129

Suggested Literature:
Poetry/Rhymes
Discover all the /l/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990

Fiction
1. Lizard’s Song, by George Shannon et al, Mulberry, 1992
2. Latkes, Latkes Good to Eat: a Chanukah Story, by Naomi Howland (Illustrator), Clarion, 1999

Non-Fiction
1. Amazing Lizards, by DR. Richard D. Bartlett, Barons, 1997
2. In the Lion’s Den, by Mitsuaki Iwago, Chronicle, 1996
3. Children and Books, by Zena Sutherland et al, Addison-Wesley, 1996
4. Lizards (Perfect Pets), by Susan Schafer, Benchmark Books, 2000
5. Check it Out: The Book about Libraries, by Gail Gibbons, Harcourt, Brace, Jovanovich, 1985
6. Look Up, Look Down, by Tana Hoban, Greenwillow, 1992
7. Beacons of Light: Lighthouses, by Gail Gibbons, William Morrow & Co., 1990

Teacher Resources
1. Lizards, Frogs, and Polliwogs: Poems and Paintings, by Douglas Florian, Harcourt, 2001

Audio/Video/Music
1. A Young Person’s Guide to the Orchestra, by Benjamin Britten.
2. National Geographic Video, “Volcanoes”
3. “Yankee Doodle” and “Pick a Bale of Cotton,” Wee Sing America
4. “I Like Sunny Days,” “Smile,” “Lullaby,” “Listen,” I Like Sunny Days, Carla Piper, Soundpiper Music, www.
soundpiper.com
 Chapter 13

Zoo-phonics Preschool Lesson Plans

/m/

Teacher Preparation
Welcome to missy mouse’s Wonderful World of Learning! This week, we will explore words and things that have the
/m/ sound in them! In Math, the magic number this week is 13!

This week’s special theme is “mercy.”

Give children a medal at the end of the week. They are now halfway through the alphabet!

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /m/ realm.

Here’s an idea! Locate books that start with, contain, or end with the /m/ sound. Make
sure these books are readily available. Provide magazines such as Zoo Books, Ranger
Rick, National Geographic, and other age-appropriate magazines. Try to find wordless
/m/ books, also. Suggestions for literature are below and on pages 136 and 137.

“Starring missy mouse:” Draw or copy a picture of our star, missy mouse. Place her on the celebration bulletin board.
Collect /m/ words, names, items, labels, etc.

Parental Support: Give everyone his or her own copy of the “m” Merged Animal Letter and Signaling instructions.
Children are to review missy mouse’s Signal and Sound with their parents. Ask parents to help children locate items
and words that have the /m/ sound.

Special Literature Selections

1. The Real Mother Goose, by Blanche Fisher Wright (Illustrator)
2. The Tale of Johnny Town-Mouse, by Beatrix Potter (The
original and Authorized Edition)
Specific Zoo-phonics
3. Monkey See, Monkey Do, by Dana Regan (Illustrator)
4. “The Moon,” A Child’s Garden of Verses, by Robert Materials Needed This Week:
Louis Stevenson Activity Worksheets
5. “The House Mouse,” Zoo-doings, by Jack Prelutsky Zeke and His Pals Reader Level A • Book 1
6. The M & M’s Brand Counting, by Barbra Barbieri How to Draw Activity
McGrath Zoo-phonics Music That Teaches CD
7. “Mold, Mold,” Something BIG Has Been Here, by Jack Animal Alphabet Puppets
Prelutsky Alphabet Grids
Zoo-phonics Rubber Stamp Sets
Zoo-Fonts
Nature Wall Cards
132 Part 1: Preschool Lesson Plans

missy mouse’s /m/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read The Tale of Johnny Town-Mouse. This old classic is based on the story of the town mouse and the city
mouse from Aesop’s Fables. Take four days to read this story, so children can talk about it and enjoy it. Tell your chil-
dren that you are going to read a story about a town-mouse named Johnny, and a country mouse named Willie Timmy.
(Signal all those /m/ sounds as you pronounce them.)

Start to read the story. How does Willie Timmy get into the hamper in the first place? (The gardener set the hamper
of fresh vegetables down, and Willie Timmy crawled in to eat some peas. He fell asleep.) The text says that Willie
Timmy got into the hamper by mistake. What does the word “mistake” mean? (Give children time to answer this.)
Was he doing the right thing by crawling into the hamper and eating the gardener’s vegetables? (No. Sometimes we
get into trouble by making a wrong choice.) Let’s see where his mistake gets Willie Timmy.

Read the story up until the part where Willie Timmy hears all those scary sounds. Ask students to list all the scary things that
poor Willie Timmy hears. Do your students like the story Sol-far? Recall a few /m/ words – Signal and Sound.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are magnificent, amazing and mature children, and you can’t wait to share /m/ things
with them this week! (Explain/translate “magnificent, amazing and mature.”)

1. Signal/Sound the alphabet from “a – z” today, using the ALCs. Attach/match the Black Letters.
2. Greet everyone today with a cheery, “Good morning.” Have them greet each other.
3. Sing “The Jump Rope Rap.” Concentrate on missy mouse’s rhyme.
4. Read missy mouse’s page from the Zoo-phonics Reader Level A • Book 1.
5. Tell your children that this week is missy mouse’s special week, and you are going
to celebrate by discovering all the things that start with missy mouse’s /m / sound.
• Look at missy mouse’s ALC. Children will trace missy mouse’s shape
with their finger in the air. Say the name missy mouse several times. Ex-
aggerate the /m / sound. Turn the Card over to show missy mouse sitting
on top of the letter.
• Have students who have “m’s” in their names stand up. (Prepare this list
ahead of time.) Write their names on chart paper or the board, and draw
marshmallows around all the “m’s.” Take a picture of each child whose name
starts with an “m,” and place it on missy mouse’s bulletin board, along with
his or her name. They can be missy mouse’s extra special, magnificent, amaz-
ing and mature children this week!
• Look at words that start with /m/: mouse, me, map, man, Monday, month,
monkeys, mercy, and most. Draw a marshmallow shape around all the “m’s.” Zeke and His Pals Reader
Discuss each word. Act out how examples and pictures. (Translate if neces- Level A • Book 1
sary.) Signal/Sound. Line up the ALCs, “a – m,” but not in order. Have a child missy’s page
choose the ALC that makes the /m/ sound in these words.
• Hand out missy mouse’s handwriting practice worksheet (page 63, Zoo-
phonics Activity Worksheets), or send it home for practice. Children can practice writing “m’s” in mud (really
chocolate pudding.)
 Chapter 13: /m/
133

Talk about the mail, the post office, stamps and mail carriers. Find some time this week to
have children dictate letters to you, and then mail them. If possible, visit the post office closest
to you, or invite a mail carrier to visit your class.

Go to the “Rotating Groups” (page 136) and find other /m/ adventures in the Adventuresome Kids Manual.
missy mouse’s /m/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read The Tale of Johnny Town-Mouse again today. First, ask children if they can remember what was read to
them yesterday. Give them time to share.

Continue reading. Ask the children, “What do you think is going to happen next?” Willie Timmy accidentally drops in
for dinner at the city mice’s home. How did it happen, and how did the other mice react to Willie Timmy, who isn’t
as fancy as they are? (He was running from the cat. He landed on the table of the mice’s dinner party. They allow him
to join them, but wonder about his tail.) The book says that they were too well bred to criticize him. Discuss this. Can
children tell some of the differences between how Johnny Town-Mouse and Willie Timmy were raised? What happens
next in the story? (Johnny is very nice and shows him a comfortable bed to sleep in.) Where did Willie Timmy want to
be? (In his “peaceful nest in the sunny bank.”) Johnny asks him about his home. What does Johnny think about it? (He
thinks it sounds dull.) Discuss the word “dull.” Have children give a description of Willie Timmy’s home. (It is quiet,
the birds sing and the lambs bleat.) Give them time to ask and answer questions, and reflect. Recall a few /m/ words,
and Signal and Sound.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
Greet everyone today with a cheery, “Good morning.” Have them greet each other.
1. Hand one ALC to each child. Call out the sounds of the alphabet, out of
order. Each child will stand as s/he hears the sound his/her ALC makes.
2. Sing “Come Meet Us at the Zoo.” Signal the /m/ sounds in the words, as
well as the animal letters.
3. Say, “If you are magnificent, amazing and mature children, move up
closer to the teacher.” (Everybody moves closer!) Now shout out, “I like
being me!” Now, ask children to sit down. Have all those who have the
/m/ sound in their name stand up and Signal and Sound this /mmmmmm/
letter sound.
4. Read some of the /m/ nursery rhymes from The Real Mother Goose:
“March Winds and April Showers,” “Mary, Mary Quite Contrary,” “A
Week of Birthdays” (“Monday’s child is full of grace…”), “The Little
Mouse,” “The Winds,” etc.
5. Analyze new /m/ words. Write these on chart paper or the board (low, so Have the children stand with the ap-
children can reach them): marshmallow, measure, mask, mush, mustard, propriate ALC as you call
muffins and move. Explain/translate any unfamiliar words. Have children out the letter Sound
use each word in a sentence. Have children come up, one at a time, and
draw a marshmallow around each “m.” This child can then turn and lead
the class in Signal/Sound!
6. “missy mouse sitters.” Bring out the container full of missy mouse items. Create an /m/ booklet from missy
mouse’s Animal Alphabet Puppets in which to collect /m/ words. Write a story about missy mouse.

Go to the “Rotating Groups” and find other /m/ adventures in the Adventuresome Kids Manual.
134 Part 1: Preschool Lesson Plans

missy mouse’s /m/ Lesson Plans, Day #3

Literacy – Knowledge and Appreciation of Books
You will read The Tale of Johnny Town-Mouse again today. First, ask children if they can remember what was read
to them yesterday. Resume reading. What does Johnny say to Willie Timmy? Can you tell how he feels? (Johnny is
upset because he can tell that Willie Timmy isn’t happy. Johnny feels he has tried hard to entertain Willie Timmy. He
suggests that Willie Timmy return home.) Ask children if they can guess how the book is going to end. (Finish the
book tomorrow.) Recall a few /m/ words, and Signal and Sound.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Greet everyone again today with a cheery, “Good morning!” Have them greet each other.
2. Flash the ALCs, “a – z,” and have children respond with “one Sound and one Sig-
nal.” (“a, b, c, d,” etc., rather than, “aaa, bbb, ccc, ddd.”) Do this from now on!
3. Sing “Come Meet Us at the Zoo.” Signal all the “m’s,” as well as the animal letters.
4. Review: Ask your students, “What is a “human being?” Have everyone whisper to
her or his neighbor, “I like being me!”
5. Look at calendar words. What months start with /m/? March and May! What
months have the /m/ sound in them? September, November and December.
Pronounce any medial sounds carefully, so they can hear them. Sustain the /m/
sound! “Septemmmmmmmber!” Find the date of Memorial Day. It is in May! Tell
students that Memorial Day is a day when we recognize all the men and women
who gave their lives for freedom in past wars.
6. Show missy mouse’s ALC. Listen for the /m/ sound in the following words: mad,
man, map, mat, ham, jam, men, hem, him, mop, mud, hum and gum. Build some Large Animal
of these words with the ALCs. Remember that building words gives students an Alphabet Cards
understanding of how letters make words. In time, your children will be ready to a-z
segment and build words independently.

For those who are ready for a challenge: Today, play the “Make It Say…” Game with the /m/
words listed in #6. Set the letter possibilities on chart paper or the board so children can easily
locate them. (a, d, e, g, h, i, j, m, n, o, u). Pronounce each word carefully, and ask three children
to choose one letter each that builds that word. You could treat this as Group #6.

Go to the “Rotating Groups” and find other /m/ adventures in the Adventuresome Kids Manual.
missy mouse’s /m/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
You will finish The Tale of Johnny Town-Mouse today. First, ask children if they can remember what was read to
them yesterday. What happens next in the story? (Willie climbs into the hamper and is taken home.) How does Willie
Timmy feel? (Happy to be home.) Ask your students if they remember the discussion on “learning lessons” from last
week? Willie Timmy has learned not to climb in a basket again. What happens next? (Johnny comes for a visit.) Is
Johnny comfortable in Willie Timmy’s home? (No, he doesn’t like the mud and dampness, and he is frightened over
the mooing of the cow and the sound of the lawn mower.) Does Johnny Town-Mouse stay in the quiet countryside or
does he go back to the city? (He goes back to the city, saying the country is too quiet.)
 Chapter 13: /m/
135
What is the moral to the story? (Some people like the noise and the bustle of the city, some like the quiet of the coun-
try. It is okay to choose.) Your children can act this story out, taking turns being the country mouse, the city mouse,
the owners of the fancy house, the servants, the barking dogs, the chasing cat, etc.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Have students greet each other with a happy, “Good morning!”
2. Hand out the children’s painter’s caps today. (Each child should have his/her own
cap.) Randomly hand out the (Velcro®) Merged Animal Letters, and have the
children attach them to their caps. Now, call out letter sounds, one at a time.
When they hear their letter’s sound pronounced, they have to stand and Signal and
Sound their letter.
3. Do “Zoo-robics” today. Move those muscles.
4. Today, find out which letters your students can write. Give everyone a piece of un-
lined paper and a pencil or crayon. Call out a letter sound and have them write the
letter. Quickly check their work after each letter. Do this in small groups. Annotate
your observations and keep your children’s work in a file. Compare this with their
writing in a couple of months. Allow children to compare their own work as well.
5. Review the letters from “a – m. ” Line up the ALCs on the chalkboard, in order. Accentuate the initial sounds
Write the following words on index cards. bat, egg, got, let, add, met cap, hen, of the words on the
fad, jet, dot, it and kid. Read the words aloud, accentuating the target initial index cards.
sounds. Ask the students to use each word in a sentence. Children will take turns
placing the word cards by the appropriate ALC.

Go to the “Rotating Groups” and find other /m/ adventures in the Adventuresome Kids Manual.
missy mouse’s /m/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Hand out a basket full of plastic eggs today. In each egg, you will place 8 Merged Animal Letters and 8 matching
Lowercase Letters. Children can work in pairs to help each other make matches. Signal/Sound. (Each pair will
need 3 to 4 eggs for a complete alphabet.)
2. Sing a favorite song today! Signal and Sound the first letters in the key words as you sing.
3. Read “The Moon,” from A Child’s Garden of Verses. Ask your students to tell you what kind of a mood does this
put them in? (It is a quiet, sleepy poem.) Do you hear any short /m/ sounds in the text? Discuss the vocabulary,
and then Signal and Sound the key initial sounds.
4. Segment some /m/ words, and have the children put them back together again. For example, pronounce the sounds
in the word, “mmmmmm - aaaaaa - t.” (Always stretch out the medial vowel sound, as well as sustain the /m/
sound.) Children are to listen, and then call out “mat!” Try these words: mad, man, map, mat, ham, jam, men,
hem, him, mop, mud, hum and gum.
5. Get out the Animal Cracker boxes and have your children put their letters on the “habitats.” (Lowercase Letters
on Merged Animal Letters). Can anyone remember what a habitat is? When your students have completed this,
call out the words, one at a time. Ask children to hold up the letter that makes that first sound. List: bat, egg, got,
let, add, met cap, hen, fad, jet, dot, it and kid.

For those students who are ready for a challenge: Ask students to put together all the letters
(using the Grids) that they hear in the word. For example, what letter sounds do they hear in
the word “cap”? See how many letters they put together. Maybe at first they hear, ‘cp.’ That’s
the beginning of spelling!
136 Part 1: Preschool Lesson Plans

Go to the “Rotating Groups” and find other /m/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same
activities all week long.

1. Group #1 will play with their “a – l” Stick Animal Alphabet Puppets. Have them
put the puppets in order, and then Signal and Sound. Check their “order,” and
watch their Signals and Sounds. This is a good time to assess and annotate
observations.
2. Group #2 will complete missy mouse’s “dot-to-dot” (and printing practice
page), page 8 in the Zoo-phonics Activity Worksheets.
3. Group #3 will make missy mouse’s alliteration page: “missy mouse meets many
magnificent, amazing and mature children,.” (page 447). Signal and Sound the Animal Alphabet Puppets
/m/ sounds. Children illustrate. missy mouse
4. Group #4 will make a missy mouse Animal Alphabet Puppet using the stick
puppet pattern.
5. Group #5 will paint a “magic page” today. (Directions: With white crayon on white construction paper, write
the lowercase letters from ”a – m” all over the paper, and write the sentence, “I like being me.” Give one to each
child. Provide watercolors, water, and a paintbrush for each child. Your children are to paint all over the paper
with beautiful colors. The letters will appear like magic. Tell children that they have to Signal and Sound all their
“surprises.” (You need one per child, so ask parents for help!)

Suggested Literature:
Poetry/Rhymes
Discover all the /m/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. A Light In the Attic, by Shel Silverstein, Harper/Collins, 1981
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
4. “The Moon,” A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by Tasha Tudor, Simon & Schus-
ter, 1999
5. “The House Mouse,” Zoo-doings: Animal Poems, by Jack Prelutsky, William Morrow & Company, 1983
6. I Like Being Me: Poems For Children, About Feeling Special, Appreciating Others and Getting Along by Judy
Lalli et all, Freespirit, 1997

Fiction
1. ABC, I Like Me!, by Nancy L. Carlson, Puffin, 1999
2. The Tale of Johnny Town-Mouse, by Beatrix Potter, Viking, 1987
3. Monkey See, Monkey Do, by Dana Regan (Illustrator), Platt & Munk, 2000
4. Moo, Baa, LA, LA, LA, by Sandra Boynton, Little Simon, 1982
5. If You Take a Mouse to School, by Laura Joffe Numeroff, illsutrated by Felicia Bond, Harper/Festival, 2000
6. If You Give a Mouse a Cookie, by Laura Joffe Numeroff, illsutrated by Felicia Bond, Harper/Festival, 2000
7. Goodnight Moon, by Margaret Wise Brown, Harper/Festival, 1999

Non-Fiction
1. The M & M’s Brand Counting Book, by Barbara Barbieri McGrath, Charlesbridge, 1994
2. Colors Come from God Just Like Me, by Carolyn A. Forche, et al, Abingdon, 1996
3. Bright Eyes, Brown Skin (A Feeling Good Book), by Cheryl Willis Hudson, et al, Just Us, 1990
4. Children Just Like Me, by Susan Elizabeth Copsey, et al, DK, 1995
 Chapter 13: /m/
137
5. I’m Like You, You’re Like Me: A Child’s Book About Understanding and Celebrating Each Other, by Cindy Gainer
(Illustrator), Free Spirit, 1998
6. Monarch Magic! Butterfly Activities & Nature Discoveries, (Williamson Kids Good Times!), by Lynn Rosenblatt
(photographer), Williamson, 1998
7. From Caterpillar to Butterfly (Let’s-Read-and-Find-Out Science), by Deborah Heiligman, et al, Harper Trophy,
1996
8. More Mudpies to Magnets: Science for Young Children, by Elizabeth A. Sherwood, et al, Gryphon, 1991
9. Mouse (See How They Grow), by Barrie Watts, Lodestar Books, 1992
10. Manners, by Aliki, Mulberry Books, 1997
11. Lights! Action! Camera! How a Movie is Made, by Gail Gibbons
12. A Day with a Mail Carrier (Hard Work), by Jan Kotte, Children’s Press, 2000
13. Here Comes Mr. Eventoff with the Mail (Our Neighborhood), by Alice K. Flanagan, Children’s Press, 1999
14. The Coin Counting Book, by Rozanne Lanczak Williams, Charlesbridge Publishing, 2001

Teacher Resources
1. Mud Matters Stories from a Mud Lover, by Jennifer Owlings Dewey, Marshall Cavendish Corp., 1998

Audio/Video/Music
1. Free to Be You and Me, Marlo Thomas (A timeless classic. Original Cast Recording, 1972)
2. “Animal Parade,” “Rhythm Everywhere,” Exercise Time,” “Music Land March” “Animal Farm Song,” Animal
Parade, Carla Piper, Soundpiper Music.
3. “We’re the Same Inside,” “Mommy,” I Like Sunny Days, Carla Piper, Soundpiper Music.
4. “America,” “America, America,” “America the Beautiful,” “There are Many Flags,” Wee Sing America
5. Music Blocks by Mozart Set, by Neurosmith (musical toy)
6. “Old Man Emu,”Wiggly Safari, by The Wiggles
7. The Little Mermaid, VHS, Disney
 Chapter 14

Zoo-phonics Preschool Lesson Plans

/n/
Teacher Preparation
Welcome to nigel nightowl’s Wonnnnnnnnnderful World of Learning! This week, you will explore many words and
things that have the /n/ sound in them! In Math, the magic number this week is 14!

The theme this week is “nice and neat.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /n/ realm.

Here’s and idea! Locate books that start with the /n/ sound or have lots of “n’s” in
them. Make available both fiction and non-fiction books. Explain these terms, if you
haven’t already done so. Find a book that has a narrator. Explain this term. Try to find
wordless /n/ books, also. Suggestions for literature are below and on page 145. All
“n’s” will not be underlined because there are to many of them!

IMPORTANT NOTE TO THE TEACHER: Please note that many key /n/ words are un-
derlined in the text. However, some are NOT. When “ng” and “nk” are together in words,
such as “laughing” or “think,” the “ng” and “nk” make a nasal sound – not a true /n/
sound. You can, however, share this with those students who are ready.

Parent Support: Send home a copy of the “n” Merged Animal Letter and Signaling instructions. Children are to
review nigel nightowl’s Signal and Sound with their parents. Ask parents to help children locate items and words that
have the /n/ sound.

“starring nigel nightowl.” Draw or copy a picture of our star,

nigel nightowl. Place him on the celebration bulletin board.
Collect /n/ words and pictures! Ask students if they have ever Specific Zoo-phonics
watched “Nigel’s Wild, Wild World” on Animal Planet. His Materials Needed This Week:
name is like nigel nightowl’s. Activity Worksheets Level A1
Nature Wall Cards
Special Literature Selections How to Draw
1. The Real Mother Goose, by Blanche Wright Fischer Animal Alphabet Puppets
2. “Nigel Gline,” Something BIG Has Happened Here, by Alphabet Grids
Jack Prelutsky Zoo-phonics Rubber Stamp Set
3. The Napping House, by Audrey Wood Zoo-Fonts
4. “The Owl” Zoo-doings: Animal Poems, by Jack Prelutsky Zeke and His Pals Reader Level A • Book 1
5. “Where Go the Boats?” A Childs Garden of Verses, by Zoo-phonics Music That Teaches CD
R.L. Stevenson
140 Part 1: Preschool Lesson Plans

nigel nightowl’s /n/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read The Napping House, by Audrey Wood. Her husband, Don Wood created the beautiful illustrations that you
will see in this book. Look at the cover. Do not tell them the title yet. Have everyone take a good look. Watch your stu-
dents’ faces and reactions. Do they think this picture is funny? Ask them to tell you what they think the book is going
to be about. After listening to them, tell them the title of the book. Without saying anything, hand the book randomly
to students and say “turn to the front page.” See how they open the book. Do they “pull” the cover to the left to open
it? Is it upside down or right side up? Just observe (and annotate).

Now read this sweet story. The story is a pattern book with a wonderful rhythm. It is filled with love… and peace. It is
sooooooooo snuggly. Please have everyone look at the first page. Ask children to tell of the feeling” the picture gives
them. What is happening? (It is raining. The colors are soft. The house looks cozy.) Turn the page. Look carefully at
the pictures. Tell everyone to look at where everyone is sleeping. Ask them, “what do you think is going to happen
next?” From this point on, just read the story, and give them time to look at the pictures. Watch their faces and reac-
tions. Read until you see the colors change in the room. Ask children, “Tell me what you see that is different in the
picture?” (Yellow is coming into the picture.) Ask them what they think is causing it. (The sun is slowly coming in.)
Read and look at the next pictures. What has happened now? (The flea bites the mouse, who scares the cat, who claws
the dog, who thumps the child, who bumps the granny, who breaks the bed.) Look at everyone’s faces throughout this.
Look at the cat. Have the children describe how it might feel. Look at the child and the granny. Do they look upset?
Look at the rain through the window on the last several pages. What is happening? (The rain is stopping.) Tell about
the weather on the last page. (The sun is out.) Look carefully at the picture and describe it. Who is napping now? Ask
your children if they’d like to be in that picture?

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they all are “nice and neat” children and you can’t wait to share nigel nightowl’s /n/ things with them
this week! (Signal all those /n/ sounds! Explain/translate “neat.” In their case, “neat” means tidy and wonnnnderful.)

Here’s an idea! Have children tell you the news of the day while you write their
words on a transparency. This way, children can see first hand how their thoughts
and words match writing. You can then make copies and send them home so par-
ents can read about the day’s or week’s happenings. Here’s another idea! Have
children “write” (self, dictated, or both) notes to each other, their teachers, helpers,
parents, and/or siblings.

1. Go through the alphabet from “a – z” today using the ALCs, giving “one Sound, one Signal.” Now match/attach
the Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on nigel nightowl’s rhyme this week.
 Chapter 14: /n/
141
3. Read nigel nightowl’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is nigel nightowl’s special week, and you are
going to celebrate by discovering all the things that start with nigel nightowl’s /
nnnnnnnnnnnn/ sound.
• Look at nigel nightowl’s ALC. Children will trace nigel nightowl’s shape with
their finger in the air. Say the name nigel nightowl several times. Exaggerate the
/n/ sound. Turn the Card over to show nigel nightowl sitting on top of the letter.
• Say the word “name” today. Have students whose names start with “n” stand
up. (Prepare this list ahead of time.) Take a picture of these children and place
them on the bulletin board with their names. Now ask those who have the
/n/ sound in their names to stand up. Place those names on nigel nightowl’s
bulletin board also. They can be nigel nightowl’s extra special nice and neat
children this week!
• Does anyone have a nickname? Explain that a nickname is a short name or a Zeke and His Pals Reader
pet name for someone. Level A • Book 1
• Today, look at some words that start with /n/: nightowl, name, November, nigel’s page
noise, nice, nickel. Write these on chart paper or the board. (Give them a
visual picture of the word.) Draw a nut shape around all the “n’s.” Signal/
Sound as you say the /n/ sound in each word.
• Line up the ALCs, “a – n,” but not in order. Have one of your children choose the ALC that makes the /n/
sound in the words located above.

For those who are ready for a challenge:

(This can be treated as “Rotating Group #6.)
• Say and show words where the /n/ sound is in the middle and at the end. Point to a word and
ask, “Is the /n/ sound at the beginning of the word, in the middle, or at the end?” Point to the “n”
with your finger as you say the word. Have them call out the answer, or choose from a show of
hands. List: pine, fan, not, ten, cinnamon, Zoo-phonics, etc. Really exaggerate each /n/ sound as
you pronounce it.
• Learn to spell three important words this week: “and,” “in,” and “on.” Directions: Take one word
at a time and spell it out with the ALCs. Pronounce the word. Now, scramble the letters. Care-
fully state the word again. See if children can unscramble the letters to spell the word correctly.
Sound the word out sloooooooooooooowly for them. Signal/Sound each time!
• Hand out nigel nightowl’s handwriting practice worksheet (page 63, Activity Worksheets), or
send it home for support.

Go to the “Rotating Groups” (page 144) and find other /n/ adventures in the Adventuresome Kids Manual.
nigel nightowl’s /n/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read The Napping House, again today. First, ask children if they can remember happened in the story. Give them time
to share. Ask them to tell you all the characters (a child, cat, dog, mouse, flea, a granny). Can they use the words to de-
scribe each? (A cozy bed, a snoring granny, a dreaming child, a dozing dog, a snoozing cat, a slumbering mouse, and
a wakeful - not asleep - flea). All those words are sleeping words. Call them out. Tell children when you say “a dozing
dog” they are all to fall asleep. Wake them up. Call out, “a dreaming child,” etc. Each time, they are to fall asleep.
Now read the story with that same wonderful rhythm.
142 Part 1: Preschool Lesson Plans

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Hand every child one of the Merged Animal Letters (“a” – as many chil-
dren as you have in your class), and put them into a – b – c order, starting
with “allie alligator.” Children are to come up to you in order and tape
their letters onto the wall. Each child will turn and lead classmates in the
Signal and Sound. Keep asking them, “What comes next?” Sing, “Come
Meet Us at the Zoo” to figure out the order. (If you have letters left over,
hand those out after you have taped up “the first batch.”)
2. Say, “If you are neat children, gently nudge your neighbor.” (Demon-
strate). Ask all those who have the /n/ sound in their names to stand up
again today, and Signal and Sound the /n/.
3. Analyze new /n/ words. Write these on a piece of paper or sentence strips
(giving them a visual picture) and pronounce them carefully: near, num-
ber, nine, north, note and news. Explain/translate any unfamiliar words. Help the children put the
Have children use the words in sentences. Signal/Sound! ALCs in order.
4. “nigel nightowl’s sitters.” Bring out the container full of nigel nightowl
items. Create an /n/ booklet from nigel nightowl’s Animal Alphabet Puppets in which to collect /n/ words. Have
the children “write” a story about nigel nightowl. (Dictate, or write in their own special squiggles, with your print-
ing below.)

For those who are ready for a challenge:

• Practice spelling/building and reading the words “and,” “in,” and “on” with the ALCs. Signal/
Sound.
• Play the “Make It Say…” Game with the “an” family (an, ban, can, fan, man, pan, ran, and
tan; add a “d” and you have “hand” and “sand.”) Set the letter possibilities on the floor,
clothesline, or desk so children can easily reach them. Pronounce each word carefully, and
ask three children to choose one of these letters that build that word and place them in the
right order. This can be treated as Rotating Group #6.

Go to the “Rotating Groups” and find other /n/ adventures in the Adventuresome Kids Manual.
nigel nightowl’s /n/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
You will read The Napping House, again today. (Children never seem to get bored with their favorite stories!) Read
the book all the way through. Refresh their memory by saying all the “sleep” related words (dreaming, snoring, snooz-
ing, dozing, slumbering). Now do a closure activity. Call out the sleeping word, and have children supply the animal.
For example, call out, “a slumbering___________,” they are to say “mouse!” There are some great /n/ words to Signal
and Sound: napping, everyone, in, granny, snoring, snoozing, can, on, now.

Here’s an idea! Do a fun math activity with this book. On a sheet of paper, glue a small
picture of a cat, a mouse, a child, a granny, a flea, and a dog and reproduce them to
use as counters. Each child needs a “cut up” set. Now, start adding. First you have a
granny. Now add a child. How many does that make? (2). Add a cat. How many now?
(3) and so on. Write the math equations on chart paper or the board so students hear
the story problem, work it out with counters and then see the math equation.
 Chapter 14: /n/
143

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, go through the alphabet, “a – z,” and clap out the syllables in each animal’s
name. al-lie (2), al-li-ga-tor (4). (If your children are new to this, start with the
names that have one or two syllables.)
2. Listen and Signal to “It Looks Like This, and It Sounds Like That,” just as a review.
3. Look at calendar words. What month starts with /n/? November! What months have
the /n/ sound in them? January and June. Pronounce any medial sounds carefully
so they can hear them. Sustain the /n/ sound! “Jannnnnuary!” When is New Year’s
Day? January 1st!
4. Ask, “Which words rhyme?” First, read a short nursery rhyme or poem as a warm-
up, and talk about the rhyming words. Now, call out the following sets of words,
one at a time: dad – mad; hid – dog; let – jet; tell – well; frog – hog; fox – mix; pig
– box. Tell children, “If it rhymes, put your thumbs up. If it doesn’t rhyme, put your Listen to “It Sounds Like This
thumbs down.” Demonstrate. Repeat the word sets as often as needed. Remember and it Looks Like That” from
the Zoo-phonics Music
to do this throughout the day and week. It can also be a “good-bye, see you tomor-
that Teaches CD.
row” activity as they are getting ready to go home.

Go to the “Phonemic Awareness, Rotating Groups” Section now.

For those students who are ready for a challenge:
• Spell the words “and,” “in,” and “on” using the ALCs. Can anyone spell these words by them-
selves? You can treat this as an assessment.
• Ask, “What three letter sounds do they hear in the word ‘map?’” (for example). See how
many letters they can correctly put together to form the word. If they only hear “mp” they are
off to a good start! Really stretch out that medial vowel, /aaaaaa/.

nigel nightowl’s /n/ Lesson Plans, Day #4

Literacy – Knowledge and Appreciation of Books
Allow children to choose a favorite book or two to read to him or herself, or with a friend.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Hand out many newspaper headlines and ads today. (Check for appropriateness ahead of time). Have children
locate all the “n’s” in the text and circle them with crayons.
2. Sing a favorite song today. Discover all the /n/ sounds. Signal the first initials in key words as you sing. Model for
and with them.
3. Hand out the Animal Alphabet Puppets “a – f” today. Call out words, one at a time, really emphasizing the target-
ed initial sound. Children will listen for initial sounds, and hold up the correct puppet. Give them plenty of time to
choose. List: bat, egg, add, cap, fad and dot. Repeat the words as often as needed, exaggerating the initial sounds.
(If you need to, only use 3 puppets at a time.)

Go to the “Rotating Groups” and find other /n/ adventures in the Adventuresome Kids Manual.
144 Part 1: Preschool Lesson Plans

Walnut meat treats: Dip walnut meats into a sugar/cinnamon/nutmeg glaze and bake; or, lightly
coat with olive oil, parmesian cheese and sprinkle with seasoning salt. Bake for 5 minutes
(watch closely). Allow to cool, and then enjoy!

nigel nightowl’s /n/ Lesson Plans, Day #5

Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Clap out the syllables in your students’ names today. Pronounce each name clearly, and then clap as you syllabi-
cate it. Do each name at least twice. Get a rhythm going.
2. Sing a favorite song again today! Signal and Sound the initial letters in key words
as you sing. Any /n/ sounds?
3. Read “The Owl.” Do you hear any /n/ sounds in the text? Discuss the vocabulary,
and then Signal and Sound /n/ sounds and initial letters. Can children find the
words “and,” “in,” and “on” in the text?
4. Hand out the stick Animal Alphabet Puppets, “g – m.” (If needed, use 3 at a time.)
Call out the following words, one at a time. List: got, let, hen, jet, it, kit and men.
Children will listen for the beginning sounds, and hold up the correct puppet. Give
them plenty of time to choose. Repeat the words as often as needed, and em-
phasize the targeted initial sounds. Each time, ask children, “Who is the hardest
worker in this word?” in each word.
Animal Alphabet Puppets
Go to the “Rotating Groups” and find other /n/ adventures in the Adventure- nigel nightowl
some Kids Manual.

Phonemic Awareness/Pre-Writing Experiences, Rotating Groups

Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will listen to, and learn, this wonderful poem: “A wise old owl sat in an oak. The more he saw, the less
he spoke. The less he spoke, the more he heard. Why can’t we all be like that bird?” Discuss the meaning. Print
this on tag board and attach it to nigel nightowl’s bulletin board so children can see it daily. Send it home, also.
(Use Blackline Master # 42)*Poet unknown, but appreciated.
2. Group #2 will complete nigel nightowl’s “dot-to-dot” (and printing practice page), page 82 (Zoo-phonics Activity
Worksheets). Teacher will lead with the ALCs.
3. Group #3 will make nigel nightowl’s alliteration page: “nigel nightowl’s nest is always nice and neat,” (page 448).
Signal and Sound the /n/ sounds.
4. Group #4 will make nigel nightowl’s Animal Alphabet Puppet using the stick puppet pattern.
5. Group #5 will make walnut shell boats. (Directions: Crack open the walnuts. You need both halves. Clean out the
meats (eat those later!) and fill it with a little bit of modeling clay. Cut a small triangle and glue it to a toothpick.
Stick that inside the clay. See how they sail by floating the boats in a small wading pool. As children are floating
their boats, (or before, or after) read, “Where Go the Boats?” by Robert Louis Stevenson, A Child’s Garden of
Verses. (It is very short!)
 Chapter 14: /n/
145

Suggested Literature:
Poetry/Rhymes
Discover all the /n/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. A Light In the Attic, by Shel Silverstein, Harper/Collins, 1981
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
4. “The Owl,” Zoo-doings: Animal Poems, by Jack Prelutsky, William Morrow & Company, 1983
5. “Where Go the Boats,” A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by Tasha Tudor, Simon
& Schuster, 1999

Fiction
1. The Napping House, by Audrey Wood, Illsutrated by Don Wood, Red Wagon, 2000
2. Nonsense! He Yelled!, by Roger Eschbacher, Illsutrated by Adrian Johnson, Dial Books, 2002
3. Noisy Nora, by Rosemary Wells (Illsutrator), Puffin, 2000
4. Night at the Fair, by Donald Crews, Greenwillow, 1998
5. Alexander and the Terrible, Horrible, No Good, Very Bad Day, By Judith Viorst, Illustrated by Ray Cruz, Fores-
man, 1987
6. Nana Upstairs, & Nana Downstairs, by Tonie dePaola, Puffin, 2000

Non-Fiction
1. The Kids’ Multicultural Cookbook: Food & Fun Around the World, (Williamson Kids Can! Series), by Deanna F.
Cook, Illsutrated by Michael P. Caine, Williamson, 1995
2. Zero: Is It Something? Is It Nothing? by Claudia Zaslavsky, Illsutrated by Jeni Basset, Watts, 1987
3. One Wide River to Cross, by Barbara Emberley, Prentice Hall, 1966
4. All About Owls, by Jim Arnosky, Scholastic, 1999
5. In November, by Cynthia Rylant, Harcourt, 2000
6. Night Creatures (First Discovery Books), by Sylvaine Perols, Cartwheel Books, 1998
7. Follow Your Nose: Discover Your Sense of Smell (The Five Senses Series), by Vicki Cobb, Millbrook Press, 2000

Audio/Video/Music
1. “Feeling Funny,” “Animal Parade,” “Music Land March” “Animal Farm Song,” Animal Parade, Carla Piper,
Soundpiper Music.
2. “I Like Sunny Days,” “We’re the Same Inside,” “The Name of the Game,” “Listen,” I Like Sunny Days, Carla
Piper, Soundpiper Music.
3. “Star Spangled Banner,” “When Johnny Comes Marching Home Again,” “Old Abe Lincoln,” Wee Sing America
 Chapter 15

Zoo-phonics Preschool Lesson Plans

/o/

Teacher Preparation
Welcome to olive octopus’s Wonderful World of Learning! This week we will explore many words and things that have
the short /o/ sound. In math, the magic number this week will be the number 15.

The theme this week is “be optimistic.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the short /o/ realm.

IMPORTANT TEACHER NOTE: The focus of this lesson is olive octopus’s short /o/
sound. Words that begin with the short /o/ sound, as well as those that have this sound
in the middle of the word will be included. Medial sounds are not always easy for
young children to discern, so exaggerate the /o/ sound as you Signal so children can
clearly hear and “see” it.

Here’s an idea! Locate books that have the short /o/ sound in the titles and are em-
phasized in the text. Create a space in your classroom that can serve as a temporary
“office”. Books could be placed in boxes in this new office space. Children could oper-
ate their new office like a library, as well. Make sure they have pencils and pads, a tele-
phone, etc. Suggestions for literature are below and on pages 152 and 153.

“Starring olive octopus:” Draw or copy a picture of our star, olive octopus: Place her on the celebration bulletin board.
Collect /o/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “o” Merged Animal Letter and Signaling instructions.
Children are to review olive octopus’s Signal and Sound with their parents. Ask parents to help children locate words,
pictures and items that have the /o/ sound.

Special Literature Selections Specific Zoo-phonics

1. The Real Mother Goose, by Blanche Fischer Wright
2. Olivia, by Ian Falconer
Materials Needed This Week:
Activity Worksheets
3. A Pair of Socks, by Stuart J. Murphy
Nature Wall Cards
4. “The Ostrich,” “Long Gone,” “The Crocodile,” and
How to Draw
“A Dromedary Standing Still.” Zoo-Doings: Animal
Animal Alphabet Puppets
Poems, by Jack Prelutsky
Alphabet Grids
5. The Kids’ Multicultural Cookbook: Food & Fun Around
Zoo-phonics Rubber Stamp Set
the World (Williamson Kids Can! Series) -- Deanna F.
Zoo-Fonts
Cook, Illustrated by Michael P. Kline
Zeke and His Pals Reader Level A • Book 1
6. Olivia’s Opposites, by Ian Falconer (Illustrator)
Zoo-phonics Music That Teaches CD
148 Part 1: Preschool Lesson Plans

olive octopus’s /o/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Read Olivia, written and illustrated by Ian Falconer. Have everyone look at the cover. Show Olivia’s name on the
book, and point to the “o.” (As your pronounce the word, soften the long /o/ sound. This book is too good to miss,
but doesn’t have the short /o/ sound. Show the “o” visually.) Ask children what they like or don’t like about the
cover. Give them time to discover, evaluate and share. What is missing? Can anyone be a detective and figure it out?
(There is no author or illustrator listed.) Why do children think Mr. Falconer left it out? (Maybe so Olivia could be
the only “star.”) Open up the book, page by page. Have children describe what they see. There’s the author and il-
lustrator! Finally! Introduce him to the children.

Look at the first page of the book that has text. See Olivia? Have children describe the picture. (Mouth wide open,
singing “loud songs,” holding a book, has no clothes on.) Read the book for enjoyment today. Tomorrow, ask and
answer questions. (Encouraging children to ask questions.)

What do they think of the colors in the book? (You see only black, white, red, pink and gray.)

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activi-
ties. Remember that you can modify these activities to suit the needs of your students. You can use these activities in
whole group or small group settings.

Whole Group or Small Group Activities

Tell your children that they should always “be optimistic,” and you can’t wait to share olive octopus’s /o/ words with
them this week! Discuss (translate if necessary) what “optimistic” means. Being optimistic means being hopeful.
Everyone needs hope. Use this opportunity to expand their vocabulary!

1. Practice the whole alphabet from “a – z.” Use ALC’s. Remember,“One Sound,
One Signal!” Continue to check their Signals and Sounds! Match/attach the Large
Black Letters or Letter Cards.
2. Sing “Come Meet Us At the Zoo.” Use ALC’s, and Signal/Sound.
3. Read olive octopus’s page from the Zoo-phonics Reader Level A • Book 1.
4. Review the ALC’s from “a – o.” Can children remember words that start with,
or have, these sounds in them? Use words from prior lessons, and write them
on chart paper, or the board. Pronounce the words carefully, exaggerating the
targeted sound. Have children determine which ALC represents the targeted sound
by pointing to the ALC. Signal/Sound. Review is essential! This is an excellent on-
going assessment. Annotate your observations.
5. Tell your children that this week is olive octopus’s special week, and you are going
to celebrate by discovering all the things that start with olive octopus’s /o/ sound.
• Look at olive octopus’s ALC. Children will trace olive octopus’s shape with their Small Animal
finger in the air. Say the name olive octopus several times. Exaggerate the /o/ Alphabet Cards
sound. Turn the Card over to show olive octopus sitting on top of the letter. a-o
• Have students whose names start with an “o” stand up. (You may or may not
have any.) Take each child’s picture, and place it on the bulletin board with his
or her name. Have this list prepared ahead of time of all the children who have “o’s” in their name (regard-
less of sound). Write these names on chart paper or the board, and draw an “octagon” shape around the
“o’s.” (Just like a stop sign - it has eight sides.) Tell children that olive octopus wants them to be optimistic.
 Chapter 15: /o/
149
• Look at some words that start with the short /o/ sound: object, octave, office, ocelot, ostrich, otter, ox, olive,
omelet, and oxygen. Discuss each word (and translate, if necessary), and use them in sentences. Say each
word several times, and stretch out the short /o/ sound “ooooooooo.” Signal as you pronounce each /o/ sound.
Write these words on chart paper, or the board ahead of time. Have children draw an “octagon” shape (a stop
sign – it doesn’t matter what it looks like when children draw it!) around each “o.”
6. Use this opportunity to tell the children that olive octopus is one of the “Hardest Workers.” Tell them, “Like allie
alligator, ellie elephant, and inny inchworm, olive makes other letter sounds.” Have children color and play with his
or her own olive octopus “Hardest Worker” puppet, Zoo-phonics Activity Worksheets, page 46.

Go to the “Rotating Groups” (page 152) and find other /o/ adventures in the Adventuresome Kids Manual.
olive octopus’s /o/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read Olivia, again today. Ask your students to tell you all the things Olivia is good
at, and all the things she can do and has to do. Read from the beginning again. Do
your students think it is funny that a pig has pets? Ask what kind of pets Olivia has
(a cat and a dog). What do your children think of Olivia’s sandcastle? Uh oh. She
gets sunburned. What have your children learned about sunburn? Olivia doesn’t like
naps. Do your children like naps? Mother pig takes Olivia and her little brother to an
art gallery. Look at the art piece that is on the wall. It is a real picture by Edgar De-
gas. Degas painted many ballet pictures. This picture is called “Ballet Rehearsal on
the Set.” If your children ever want to see it in real life, they must go to Paris, France
and see it in the Musee d’Orsay. (“Musee” means “museum” in French.) Look at Edgar Degas’
Olivia looking at the next picture. What does her face tell you? Read the next page. “Ballet Rehearsal on the Set”
What do her words tell you? (She doesn’t like this picture.) This picture was painted
by Jackson Pollock. It is called “Autumn Rhythm #30.” It can be found in the Met-
ropolitan Museum of Art in New York. After seeing this, what does she do? (She draws a picture like this on her wall
at home.) What does her mother do? (She puts her in time-out.) Check out her little piggy-prints on the floor. It is now
time for bed. How many books does she want her mother to read? (5). How many does her mother actually read? (3).
What word is on the book that mom is reading? (Callas). Maria Callas is a famous opera star.

Is there anyone in the class who is like Olivia? Discuss all of the choices or options that Olivia made during her day.
(Note the art connection in the art lessons to follow.)

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Shuffle the ALCs and place them around the room. Each child is to find one ALC,
and then line up in order, starting with allie alligator. Sing “Come Meet Us At The
Zoo” to help establish a – b - c order. Signal and Sound when this is complete.
2. Have your students greet each other by hopping up to one another. Stop hopping
long enough to say hello.
3. Today, you and your students will analyze new words that have the /o/ in the
middle of the word. Remember that the sound in this position is more difficult for
children to perceive, so exaggerate - stretch the sound, and Signal as you pro-
nounce it. List: hop, stop, hot, pop, box, clock, cotton, frog, polliwog, chocolate,
robins and socks. Write these words on chart paper or the board. Have children
come up, one at a time, and draw an octagon shape around each “o.” (It doesn’t
Have your class draw octa-
matter what it looks like!) Signal and Sound. Ask students to use these new /o/
gons around
words in sentences. Model for support. all of the /o/ sounds.
150 Part 1: Preschool Lesson Plans

Here’s an idea! Take a moment to talk about stop signs. Make a red stop sign to
place near the front door with words that say, “Stop. Have you forgotten anything?”

Here’s another idea! Hand out a big, thick rubber band to each child. (Any
stationary store has them.) Write an “o” on each rubber band. Call out the
words located in #3. Each time children hear the short /o/ sound, they are to
streeeeeeeeeeeeetch their rubber bands. Have them watch the “o” stretch. Demon-
strate for them, and then have them try. Remind your students that olive octopus is
one of the Hardest Workers!

4. Have children create stationary in the shape of an octopus. Have children write a note on it.
5. “olive octopus sitters.” Bring out the container full of olive octopus items. Create an “o” booklet (from olive octo-
pus’s Animal Alphabet Puppets) in which to collect /o/ words. Children can also dictate a sentence or a story about
olive octopus.

Go to the “Rotating Groups” and find other /o/ adventures in the Adventuresome Kids Manual.
olive octopus’s /o/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Read some fun poems from Zoo-Doings, by Jack Prelutsky (“The Ostrich,” “Long Gone,” “The Crocodile,” and “A
Dromedary Standing Still.”) Enjoy the rhythm, the sense of humor and the rhymes. Signal the /o/ sounds as students
hear them in words.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet today, but scramble the ALCs first. Remember,“One Sound,
One Signal!” Take time to assess your students individually this week, using the
Alphabet Assessment on page 267 - 283.
2. Discuss the importance of stop signs in the real world. Ask students if they
remember seeing one before? What is the purpose? Give your students an assign-
ment: have them watch out for stop signs when they go home. They will report
back in the morning. (Let parents know also, so they can point them out.)
3. Show olive octopus’s ALC. Ask your students to stand up if they have an ”o” in
their name.
4. Look at the calendar today. Review the days of the week. Ask, “What day is it to-
day?” Take this opportunity to have a child draw an “octagon” (stop sign) around
the “o’” in October. Which children have birthdays in this month? (Prepare the list
ahead of time, so you can tell students.) Discuss any special holidays during this Discuss the importance of
month. stop signs.
5. Hand out the Animal Cracker boxes and a Grid Game Board, and put the Merged
Animal Letter Pieces in their “habitats.” Signal and Sound with each placement.
Take time to discuss the habitats of a few of the animals. (Which animals live in
the water? Which animals live on the land? Which animals live in both?)
 Chapter 15: /o/
151

For those who are ready for a challenge:

Use the Grids (above) as spelling boards. Ask those who have already been spelling and read-
ing words to spell a few words on the Grids. Instructions: Call out a word family such as “at.”
Have children spell this out. Now, make it say “bat,” “cat,” “fat,” “hat,” “mat,” “pat,” “rat,” “sat”

Go to the “Rotating Groups” and find other /o/ adventures in the Adventuresome Kids Manual.
olive octopus’s /o/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Have children choose a favorite book to read to him or herself, or share with a friend.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Today, have the children
only give the sounds of the letters - no Signals. This is also an excellent As-
sessment. Watch your children carefully, and annotate who is still struggling.
Give them extra time with the ALCs.
2. Discuss letters and words. What is the difference between the two? Tell your
students, “When you put letters together, they make a word.” Show these
ALCs: “o” “b” and “x.” Now, put them in the right order, and they make the
word “box.” Have children make up patterned sentences using this word (“I
see a ______ in the box.”). Ask your children to add interesting words to this
sentence. If time allows, have students draw a picture of his or her sentence.
Use the /o/ booklet or compile these pages into a new class book for the class-
room. You may want to keep the box stories in a decorated box!
3. Display the ALCs “a – o.” Scramble the Cards and allow children to take turns Large Animal Alphabet Cards
putting them in order. Sing “Come Meet Us At The Zoo” to help children a-o
place the 15 letters in order. Signal and Sound quickly! How many Cards are
there? Magic number 15!

Go to the “Rotating Groups” and find other /o/ adventures in the Adventuresome Kids Manual.
olive octopus’s /o/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Show the alphabet from “a-z” using the ALC’s. Remember,“One sound, one
Signal!” Today, have the children give a silent signal and have the other children
guess the name of the alphabet animal.
2. Sing “The Jump Rope Rap.” Signal/Sound. Especially listen to olive octopus’s rhyme.
3. Discuss what it means to have options, or choices. Allow the children several
opportunities to make options or choices throughout the day. Also, include that
options can be good or bad. What inside tells us to make good choices?
4. Read some great /o/ nursery rhymes from The Real Mother Goose (“Baby Dolly,” “The
Clock,” “On Saturday Night,” “Ride a Cock Horse,” etc.). Enjoy the rhymes. Signal Sing “Jump Rope Rap” from
and Sound all the /o/ sounds in words. Does anyone have one of these memorized? the Zoo-phonics Music
5. Sing some favorite songs today. (Optional: Signal key words.) that Teaches CD
152 Part 1: Preschool Lesson Plans

Go to the “Rotating Groups” and find other /o/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to put together an “olive octopus” puzzle. Enlarge a copy of

olive octopus and cut her into large puzzle pieces. Children can work together to
put her back together again.
2. Group #2 will complete olive octopus’s “dot-to-dot,” Activity Worksheets, page
83. Hold the ALCs for students to see. You can also sing the song “Come Meet Us
At The Zoo” to help the children remember which letter comes next. Have those
students who are developmentally ready do the printing practice at the bottom.
3. Group #3 will make an olive octopus alliteration page: “olive octopus offers olives
to oxes in october” (page 449). Listen for all the /o/ sounds. Signal/Sound.
4. Group #4 will make an olive octopus Animal Alphabet Puppet using the stick pup-
pet pattern. Animal Alphabet Puppets
5. Group #5 will build words using the ALCs “a – o.” Here are some simple words olive
you can build: on, fog, bog, dog, hog, jog, and log. Explain, (translate/act out) the
meanings of the words. You, as teacher, will build the words, and then lead in Sig-
nal and Sound. It is not expected, nor needed, for children to try this activity independently. However, if someone
can, give him or her this opportunity. You are just giving students an awareness of how familiar words are formed
with letters.

Here’s a Suggestion: If possible, take a class field trip to a local doctor or optometrist’s office.
This would be a great option for the end your /o/ week!

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /o/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994

Fiction
1. Olivia, by Ian Falconer (Illustrator), Antheneum, 2000
2. Good Thing You’re Not an Octopus, by Julie Markes, Illustrated by Maggie Smith, Harper/Collins, 2001
3. An Octopus Followed Me Home, by Dan Yaccarino (Illustrator), Puffin, 2000
4. My Very Own Octopus, by Bernard Most, Voyager, 1991
5. Froggy Plays Soccer, by Jonathon London et al, Puffin, 2001
6. Oscar Otter, by Nathaniel Benchly, Illustrated by Arnold Lobel, Harper/Trophy, 1980
7. Ox-Cart Man, by Barbara Cooney, Illustrated by Donald Hall, Viking, 1983
8. When Poppy and Max Grow Up, by Lindsey Gardiner, Little Brown, 2001
9. The Berenstain Bears On the Job, by Stan and Jan Berenstain, BT Bound, 2001

Non-Fiction
1. An Octopus Is Amazing, by Patricia Lauber, Bt Bound, 1999
2. A Pair of Socks, by Stuart J. Murphy, Illustrated by Ehlert, Foresman, 1996
3. Ostriches, by Thane Maynard, Child’s World 1996
4. Animal Popposites: A Pop-up Book of Opposites, by Matthew Reinhart (Illustrator), Little Simon, 2002
 Chapter 15: /o/
153
5. Olivia’s Opposites, by Ian Falconer (Illustrator), Antheneum, 2002
6. The Kids’ Multicultural Cookbook: Food & Fun Around the World, (Williamson Kids Can! Series), by Deanna F.
Cook, Illsutrated by Michael P. Caine, Williamson, 1995
7. Gentle Giant Octopus, by Karen Wallace, Candlewick Press, 2002
8. Welcome to the World of Octopus, by Diane Swanson, Graphic Arts Center Publishing Co., 2000

Audio/Video/Music
1. The Alphabet Operetta, by Mindy Manley Little, Audio CD
2. Operas Greatest Moments: Domingo, Price, Caballe, Kraus, Norman, Lanza, RCA, Audio CD.
3. Offenbach – Overtures / Karajan, Polygram Records, Audio CD.
4. Barney: Barney In Concert, Lyons Group/ Lyrick, VHS
5. Octopus’s Garden, by Raffi, Raffi’s Box of Sunshine CD
6. A Young Person’s Guide to Orchestra, by Benjamin Britten
 Chapter 16

Zoo-phonics Preschool Lesson Plans

/p/

Teacher Preparation
Welcome to peewee penguin’s Wonderful World of Learning! This week you will explore many words and things that have
the /p/ sound in them! In Math, the magic number this week is 16! This week’s special theme is “precious and polite.”

Here’s an idea! Locate books that start with the /p/ sound, or have lots of “p’s” in
them. Set up an environment that feels like a picnic. Bring in some extra plants and
checked tablecloth for the floor. Bring in picnic baskets full of books. Make available
both fiction and non-fiction books. Try to find wordless /p/ books, also. Suggestions for
literature are below and on pages 161 and 162.

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /p/ realm.

“starring peewee penguin.” Draw, or copy, a picture of our star, peewee penguin. Place him on the celebration bulletin
board. Collect /p/ words, items, labels and pictures!

Here’s an idea! All week, hand out a teaspoon of popcorn kernels each time you see
a hardworking child. If you see anyone who is patient, a kind helper and an “encour-
ager” of others, give him or her a teaspoon as well! Put the popcorn kernels in a big
jar where children can see it fill daily. Have a popcorn feast at the end of your week.

Parent Support: Send home a copy of the “p” Merged Animal Letter and Signaling instructions. Children are to re-
view peewee penguin’s Signal and Sound with their parents. Ask parents to help children locate items and words that
have the /p/ sound.

Special Literature Selections

1. The Real Mother Goose, by Blanche Fischer Wright
2. Cinderella Penguin or The Little Glass Flipper, by Janet
Specific Zoo-phonics
Perlman (Illustrator) Materials Needed This Week:
3. “The Porcupine,” Zoo-doings: Animal Poems, by Jack Activity Worksheets
Prelutsky Nature Wall Cards
4. “Peter “Piper,” Six Sick Sheep – 101 Tongue Twisters, How to Draw
by Joanna Cole & Stephanie Calmenson Animal Alphabet Puppets
5. “The Unseen Playmate,” A Child’s Garden of Verses, by Alphabet Grids
Robert Louis Stevenson Zoo-phonics Rubber Stamp Set
6. Potluck, by Anne Shelby Zoo-Fonts
7. Piggies, by Audrey & Don Wood Zeke and His Pals Reader Level A • Book 1
8. Best Ever Paper Planes That Really Fly, by Paul Jackson Zoo-phonics Music That Teaches CD
9. Animal Parade, by Jakki Wood
156 Part 1: Preschool Lesson Plans

peewee penguin’s /p/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Cinderella Penguin or: The Little Glass Flipper. First, ask children if this book sounds familiar. Read the
title again. Is there anything funny about this title? (a glass flipper). Read the story, and show the pictures. The author
wrote the book and illustrated it. Look at the difference in the eyes of the penguins. Can you tell which penguins are
cranky?
Look at the bedrooms of the step-sister penguins and Cinderella’s. Have children compare them. Ask children what ar-
rived that got them so excited? (An invitation from the prince.) Check out the picture of Cinderella trying to make the
one penguin’s waist smaller. Ask how Cinderella must feel being left behind. Have children ever felt like that at one
time? Look at the next page. What is that fancy stuff in the corner? (It must be fairy dust!) What do they think is going
to happen next? Stop here. Give them time to ask, answer questions, reflect and, especially, enjoy. Continue tomorrow.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they all are “precious and polite” children, and you can’t wait to share peewee penguin’s /p/ things
with them this week! (Signal all those /p/ sounds! Explain/translate “precious and polite.” Children are precious. Each is
unique and priceless. Reinforce this daily, weekly and monthly. Practice polite behavior all week, all year.

1. Go through the alphabet from “a – z” today using the ALCs, giving “one Sound, one Signal.” (From now on!)
Match/attach the Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on peewee penguin’s rhyme this week.
3. Read peewee penguin’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is peewee penguin’s special week, and you are going
to celebrate by discovering all the things that start with peewee penguin’s /p/ sound.
• Look at peewee penguin’s ALC. Children will trace peewee penguin’s shape
with their finger in the air. Say the name peewee penguin several times. Ex-
aggerate the /p/ sound. Turn the Card over to show peewee penguin sitting on
top of the letter.
• Have students whose names start with “p” stand up. (Prepare this list ahead
of time.) Take a picture of these children and place it on the bulletin board
with their names. Now, ask those who have the /p/ sound in their names to
stand up. Place those names on peewee penguin’s bulletin board, also. They
can be peewee penguin’s extra special precious and polite children this week!
• Today, look at some words that start with /p/: peewee penguin, paper, pencil, pen, Zeke and His Pals Reader
plate, pail and push. Write these on chart paper or the board. Draw a pear shape Level A • Book 1
around all the “p’s.” Signal/Sound as you say the /p/ sound in each word. peewee’s page
• Line up the ALCs, “a – p,” but not in order. Have one of your children choose
the ALC that makes the /p/ sound in the words located above.
 Chapter 16: /p/
157

For those who are ready for a challenge: (This can be treated as “Rotating Group #6.):
• Say, and show, words where the /p/ sound is at the beginning, in the middle and at the end.
Point to a word and ask, “Is the /p/ sound at the beginning of the word, in the middle, or at
the end?” Point to the “p” with your finger as you say the word. Have them call out the an-
swer, or choose from a show of hands. List: pan, puppet, pen, pin, popcorn, pick, top, stop,
etc. Really exaggerate each /p/ sound as you pronounce it.
• Learn to spell three important words this week: “pan,” “pen,” and “pet.” Directions: Take one
word at a time, and spell it out with the ALCs. Pronounce the word. Now, scramble the let-
ters. Carefully state the word again. See if children can unscramble the letters to spell the
word correctly. Sound the word out slowly for them. Signal/Sound each time!
• Hand out peewee penguin’s handwriting practice worksheet (page 64, Activity Worksheets
Level A1), or send it for home support.

Here’s an idea! Learn all about the post office this week. Have your students choose
someone to write a letter to. How about finding pen pals at another preschool or cen-
ter? Send the letters through the post office. Your local post office allows field trips, so
children can see first hand how a letter is handled. Learn about envelopes, address-
es, etc. Bring in some envelopes and letters so children can see what they look like.
See the stamp? See the markings on the stamp that the post office makes? Maybe a
stamp collector could visit and share about their stamp collection!

Go to the “Rotating Groups” (page 160) and find other /p/ adventures in the Adventuresome Kids Manual.
peewee penguin’s /p/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read Cinderella Penguin, or: The Glass Flipper again today. First, ask children if they can remember what
was read to them yesterday. Give them time to share.

Who appears in the story to help Cinderella? (The Great Fairy Penguin.) Did children know there was such a thing?
Is there really? List all that the Great Fairy Penguin did to get Cinderella ready for the ball. What do children think
of Cinderella’s dress? Her flippers? Gorgeous, aren’t they? What did the Great Fairy Penguin make Cinderella prom-
ise? (To be home at midnight. Remember discussing this word? missy mouse’s Chapter #13.) What is a promise? Is it
important to keep promises? (Do they remember talking about this in kayo kangaroo’s Chapter #11, “keeping prom-
ises.”? How did Cinderella feel? (Joyful. Remember this word? jerry jellyfish’s Chapter #10.)) Have children describe
the ball. Did the step-sisters and step-mother notice her? (No, they were too busy eating.) Did the prince notice her?
(Yes!) What did he say? Ask children what the other party-goers said about Cinderella. Oh oh! It is midnight! What
promise did she make? As she hurries home, what happens? Have children tell what the prince finds, and does. Look
at the words that the two step-sisters are “doing” to get ready for the prince. They are “perfuming” and “powdering.”
Discuss what the words mean, and Signal and Sound those /p/ words! What mean thing did they do to Cinderella
when the prince arrived? (They hid her.) How does this great story end? Have everyone “drop their mouths open,” like
the step-mother and step-sisters. Look at the picture of the palace. How pretty! Have children describe it. Did they like
this story? Read the last page, “And they lived happily ever after.” All fairy stories end this way. Perhaps you and your
children can write your own fairly tale.

Look at all the /p/ sounds you can hear in the text. Signal/Sound. Compare this to the real Cinderella story. Read both
to them. Do your children see a difference between the two? What are the similarities? Which one is funny? Which
one did they like the best?
158 Part 1: Preschool Lesson Plans

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Toss a beanbag around today as you Signal and Sound the alphabet, “a – z.” Make
sure everyone gets a turn to catch, toss, Signal and Sound.
2. Say, “If you are precious and polite, purr like a kitty.” Ask all those who have the
/p/ sound in their names to stand up again today, and Signal and Sound the /p/.
3. Analyze new /p/ words. Write the following words on chart paper or board, and
pronounce them carefully: picture, perfect, pretty, puppet, paper etc. Explain/
translate any unfamiliar words. Have children use the words in sentences. Signal/
Sound the initial letters!
4. Today, play a phonemic awareness game with the child’s rhyme, “One Potato.”
Teach children:
Toss around beanbags as
One potato, two potatoes, you Signal the alphabet.
Three potatoes, four;
Five potatoes, six potatoes,
Seven potatoes more.

Once they can say this rhyme, insert other /p/ words: pen, pan, pin, pineapple, paper, puppet, picture, pizza, pista-
chios, Pinocchio, party, pumpkins, plates, presents, prairie dogs, penguins, post cards, pounds, polka dots, ponies,
polar bears, plums, plumbers, planets, etc.

For those who are ready for a challenge: This is a good opportunity to introduce and rein-
force plurals.

5. “peewee penguin’s /p/ sitters.” Bring out the container full of peewee penguin items. Create a /p/ booklet from
peewee penguin’s /p/ Animal Alphabet Puppets in which to collect /p/ words. Have children “write” (draw, dictate,
or write in their own special squiggles, with your printing below) a story about peewee penguin.

For those who are ready for a challenge: Practice spelling and reading the words, “pan,” “pen,”
and “pet” with the ALCs. Signal/Sound!

Go to the “Rotating Groups” and find other /p/ adventures in the Adventuresome Kids Manual.
peewee penguin’s /p/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Read some wonderful /p/ nursery rhymes from The Real Mother Goose: “Lit-
tle Bo Peep,” Pat-A-Cake,” “Come Out to Play,” “Pussy Cat and the Queen,”
“Play Days,” etc. Ask children to listen for the /p/ sounds in each, and Signal
and Sound. Clap out the meter of the poem, and have children figure out
which words rhyme. Write those words on chart paper or the board.

Read /p/ nursery rhymes to

your class today.
 Chapter 16: /p/
159

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, go through the alphabet, “a – z.” Using the ALC’s, tell children that they are going to try and “beat the
teacher” Signaling and Sounding all the letters. Here’s how: Hold up a letter and, if the class can Sound and Sig-
nal the letter correctly, they get to put the Card in their pile. If they can’t Signal and Sound the letter and you can,
it goes in your pile. After you have gone through all the Cards, count how many they got right vs. how many you
got right. If they beat you, give them a prize: a Popsicle at the end of the day, a stamp, extra free play, etc. Make
sure you tell your children that you have to see every child Signaling and Sounding in order for them to win the
prize. Keep this light and fun!
2. Listen and sing to a favorite song. Signal the first initials of key words.
3. Look at calendar words. Review the days of the week, and the months. What month has a /p/ sound in it? April.
What is the weather like today? Is it perfect? Cloudy? Hot? Rainy? Cold?
4. Play “Sounds in Space.” On chart paper or the board, draw a rectangle, and segment it with 4 even spaces (See
Blackline Master #11). Now, call out a simple VC/CVC word. Children must listen for how many sounds the word
has. Try “pat.” In the first box, children are to direct you to write the “p,” in the second box, the “a,” and in the
third box, the “t.” It is that simple. This is excellent ear and eye training for future readers and writers! Here
are some great words: pan, pen, pin, pod, pit, pig, pet, peg, pop and pot. Each time, ask where the /p/ sound is.
Have them state, “It is at the beginning.” Now, give them some /p’s/ at the end of words: gap, lap, tap, map, tap,
mop, hop and bop. What about pop and pep? It is at the beginning and the ending. See who discovers this first.

For those who are ready for a challenge: Practice spelling/building and reading the words “pan,”
“pen” and “pin” with the ALCs. Signal/Sound.

Go to the “Rotating Groups” and find other /p/ adventures in the Adventuresome Kids Manual.
peewee penguin’s /p/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, read the terrific poem “The Porcupine” Zoo-doings: Animal Poems. Watch your children’s faces and reactions.
Do they think this is funny? Discuss the humor. Why does everyone stay away from poor porcupine? Now read the
old classic poem, “The Unseen Playmate,” from A Child’s Garden of Verses. Ask your children if they have a pretend
playmate? Give them time to share.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Pass out the ALCs, “a - z.” Give children a silent Signal (no sound). The person
holding that Card stands up and gives you the Sound for that letter. Help anyone
who needs it. This is an excellent assessment, because you are able to watch indi-
vidual children in action.
2. Sing a favorite song today. Discover all the /p/ sounds. Signal the first initials in
key words as you sing. Model for, and with, them.
3. Hand out the Animal Alphabet Puppets, “l – p” today. Call out words, one at a
time, really emphasizing the targeted initial sound. Children will listen for initial
sounds, and hold up the correct puppet. Give them plenty of time to choose. List:
man, lap, pin, nap, ox, pot, lip, map, on and nip. Repeat the words as often as
needed, exaggerating the initial sounds. What “star of the week” letter is in some Animal Alphabet Puppets
peewee
of the words? /p/
160 Part 1: Preschool Lesson Plans

For those who are ready for a challenge:

(These activities can be accomplished in “Rotating Group #6.”)
• Spell the words “pan,” “pen,” and “pin” using the ALCs. Signal/Sound.
• Play the “Make It Say…” Game with the “ed” family (web, bed, fed, led, red, wed). Who is the
Hardest Worker in these words? ellie elephant! Set the two letters that make the word family
or rime (“ed”) on the clothesline, chalkboard tray, table or easel. Also, set the letter possibili-
ties (onsets) on the floor or desk so children can easily reach them. Pronounce each word
carefully, and ask three children to choose one of the letters that build that word, and then
place them in the right order.

Go to the “Rotating Groups” and find other /p/ adventures in the Adventuresome Kids Manual.
peewee penguin’s /p/ Lesson Plans, Day #5
Literacy – Knowledge and Appreciation of Books
Allow children to have some free reading time. They can choose a favorite book to read to himself or herself, or
with a friend.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Clap out the syllables in your students’ names today. Pronounce each name clearly, and then clap as you syllabi-
cate it. Do each name at least twice. Get a rhythm going.
2. Learn the poem: “Peter, Peter, Pumpkin Eater.” Signal and Sound the initial letters in key words as you sing. Any
/p/ sounds?
3. Read aloud the tongue twister “Peter Piper.” (This version is a little different than the one in Six Sick Sheep – 101
Tongue Twisters.)

Peter Piper picked a peck of pickled peppers.

A peck of pickled peppers did Peter Piper pick.
If Peter Piper picked a peck of pickled peppers,
How many peppers did Peter Piper pick?

Read this slowly at first, so children can hear the words. Now, speed up and read it as fast as you can. Now, read it
slowly so children can Signal all the /p/ sounds as you pronounce them.
Tell children that a peck contains 8 quarts. Bring in a quart jug, and let children take turns filling it 8 times. That’s
a peck. It is also 1/4 of a bushel. Usually farmers measure their crops in bushels. Bring in a bushel basket, if pos-
sible. That’s a handy thing to keep stuffed animals, plants, toys, or books in.
4. Pass out ALCs. See if children can “beat” you playing the Sound and Signal game that you played on Day #3.
Continue to watch the children as you are playing this game, and treat this as an assessment.

For those students who are ready for a challenge:

• Spell the words “pan,” “pen,” and “pin” using the ALC’s. Can anyone spell these words by
themselves? You can treat this as an assessment.
• Ask, “What three letter sounds do you hear in the word ‘pat?’”(for example). Use simple VC/
CVC words. See how many letters students can correctly put together, in the correct order, to
form the word. Always sustain the medial vowel so they can hear it clearly. This teaches them
to sustain the medial vowel themselves when they are spelling/writing. Good habits are hard
to break!
 Chapter 16: /p/
161

Go to the “Rotating Groups” and find other /p/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will listen to, and learn, this preposterous poem:

A proud penguin, in a purple polka dot hat,

Played in an icy pond. What do you think of that?
While eating cheese pizza, he began to sneeze-a
And his hat became a door mat for a bat.

Can your children picture each scene in this poem? Have them describe, or
explain, each sentence. Could this really happen? What does it mean, “While
eating pizza, he began to sneeze-a, and his hat, became a mat, for a bat”? (He
sneezed, his hat blew off, and it landed in a bat’s home. The bat now uses the
hat for a door mat.) Print this poem on chart paper or tag board and attach it
to peewee penguin’s /p/ bulletin board so children can see it daily.
2. Group #2 will complete peewee penguin’s “dot-to-dot,” page 84, and printing
practice, page 64 from the Zoo-phonics Activity Worksheets. Teacher will lead
with the ALCs.
3. Group #3 will make peewee penguin’s alliteration page: “peewee penguin is
proud of people who can print and do puzzles,” (page 450). Signal and Sound
the /p/ sounds. Illustrate.
4. Group #4 will make peewee penguin’s Animal Alphabet Puppet using the Activity Worksheets
stick puppet pattern. peewee’s dot-to-dot
5. Group #5 will play Gordo Gorilla’s Banana Party.

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /p/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. The Porcupine” Zoo-doings: Animal Poems, by Jack Prelutsky, William Morrow & Company, 1983
3. “Peter “Piper,” Six Sick Sheep – 101 Tongue Twisters, by Joanna Cole & Stephanie Calmenson, William Morrow
& Co, 1993
4. “The Unseen Playmate,” A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by Tasha Tudor,
Simon & Schuster, 1999
5. Puffins Climb, Penguins Rhyme, by Bruce McMillan, Gulliver, 1995
6. Antartic Antics: A Book of Penguin Poems, by Judy Sierra, et al, Gulliver, 1998

Fiction
1. Cinderella Penguin or The Little Glass Flipper, by Janet Perlman, Puffin, 1995
2. Piggies, by Audrey and Dan Wood, Redwagon, 2000
3. Potluck, by Anne Shelby, et al, Orchard, 1991
4. Animal Parade, by Jakki Wood, Simon & Schuster, 1999
5. Marine Birds, by Bobby Kalman, Bt Bound, 1999
6. Please Be Quiet!, by Mary Murphy (Illustrator), Houghton-Mifflin, 1999
7. Penguins in the Fridge, by Nicola Moon, Illustrated by Peters Day, Pavillion, 1996
8. Penelope Penguin’s Pancake Party, by Debbie Pollard, Pentland, 2000
9. A Penguin Pup for Pinkerton, by Steven Kellogg, Dial, 2001
162 Part 1: Preschool Lesson Plans
Non-Fiction
1. The Kids Multicultural Cook Book (Food and Fun Around the World), by Deanna F. Cook, Williamson, 1995
2. My Body is Private, by Linda Walvoord Girard, et al, Whitman & Co, 1992
3. How to Make Super Pop-Ups, by Joan Irvine, Illustrated by Linda Hendry, Beech Tree, 1992
4. Oops! Excuse Me Please! And Other Mannerly Tales, by Bob McGrath, et al, Barrons, 1998
5. Best Ever Paper Planes That Really Fly, by Paul Jackson, Flying Frog, 1998
6. Penguins (Animals of the Ocean), by Judith Walker-Hodge, Barrons, 1998
7. The Penguin (Animal Close-Up), by Beatrice Fontanel, et al, Charlesbridge, 1992
8. Splash!: A Penguin Counting Book, by Jonathan Chester, Tricycle Press, 1997
9. Penguins, by Bobbie Kalman, Econo-Clad Books, 1999
10. Antarctica, by Helen Chowcher, Sunburst, 1991

Audio/Video/Music
1. “Animal Parade,” Animal Parade, Carla Piper, Soundpiper Music.
2. “Hokey, Pokey” Kidding Around, Greg and Steve
3. “The Three Little Pigs Blues” Playin’ Favorites, Greg and Steve
4. “You Might Act Like a Pet,” Wiggly Safari, by the Wiggles
5. The Young Person’s Guide to the Orchestra, by Benjamin Britten
6. Peter and the Wolf performed by the Melbourne Symphony Orchestra, narrated by Dame Edna Everage
7. Zoo-phonics Music that Teaches CD, “ Pick-A-Pick A Partner Square Dance,” “Come Meet Us At the Zoo,” and
“Jump Rope Rap,” Gigi Bradshaw and Charlene Wrighton
8. Charlotte’s Web, VHS
 Chapter 17

Zoo-phonics Preschool Lesson Plans

/q/

Teacher Preparation
Welcome to queeny quail’s Wonderful World of Learning! This week you will explore many words and things that have
the /q/ sound in them! In Math, the magic number this week is 17! This week’s special theme is “quality friends.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /q/ realm.

IMPORTANT TEACHER INSTRUCTION:

1. Zoo-phonics teaches the sound of /q/ as “kw,” because that is how it is pronounced
in words. When teaching your children this week, really exaggerate this “kw = q”
sound. So, we will be teaching the /q/ sound, but each time, in reality, it really is the
/qu/ sound.
2. There is a very consistent phonics rule: “You never see a “q” without a “u” in the
English language.
3. You will never see an English word that ends in “q.” Iraq is not an English word.

Here’s an idea! Locate books that start with the /q/ sound. Bring in quilts for children
to sit on and snuggle up with when reading. Make available both fiction and non-
fiction books. Try to find wordless /q/ books, also. Suggestions for literature are on
pages 164 and 169.

“Starring queeny quail.” Draw or copy a picture of our star, queeny quail. Place her (and her babies) on the celebration
bulletin board. Collect /q/ words, items, labels, and pictures!

Parent Support: Send home a copy of the “q” Merged Animal

Letter and Signaling instructions. Children are to review queeny Specific Zoo-phonics
quail’s Signal and Sound with their parents.
Materials Needed This Week:
• Ask parents to help children locate items and words that
Activity Worksheets
have the /q/ sound.
Nature Wall Cards
• Note: ask parents if they could save pot pie tins this week.
How to Draw
You will need them for tart making and phonemic aware-
Animal Alphabet Puppets
ness activities.
Alphabet Grids
• One more thing: send a note home asking if anyone has a
Zoo-phonics Rubber Stamp Set
special quilt they might want to share with the children.
Zoo-Fonts
Invite them in to talk.
Zeke and His Pals Reader Level A • Book 1
Zoo-phonics Music That Teaches CD
164 Part 1: Preschool Lesson Plans

On the Zoo-phonics Music That Teaches CD, there is a song and story about queeny quail, her
quail babies, and her best friend, umber umbrella bird (“qu”). They are quality friends. After you
have explored the /q/ sound, play this song and story and teach this important (and advanced)
phonemic concept through play and body movement: “queeny quail is caught in a rainstorm
with her babies. She is too tiny to protect them from the heavy rain. umber umbrella bird flies
overhead, sees their sad situation, and comes down and holds his umbrella over them. From
this point on, they are best friends (quality friends)…thus, the song “Quality Friends” on the CD.
You may teach this “to those who are ready for more,” or you can share it with all your students.

Special Literature Selections

1. The Real Mother Goose, by Blanche Wright Fischer
2. The Duck With Squeaky Feet, by Denys Cazet
3. The Tortilla Quilt Story, by Jane Tenorio-Coscarelli
4. The Tamale Quilt Story, Recipe, Quilt Pattern, by Jane Tenorio-Coscarelli

queeny quail’s /q/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read The Duck With Squeaky Feet, by Denys Cazet. Pass the book around for
children to look at (quickly), and then ask each to open it. Observe how they open it.
Do they have a sense of left to right, and top to bottom?

Start reading this light hearted, funny pattern book. Hold up the book so children can
see the cover. Ask what they think the book is going to be about. Give them time to
process and answer. Ask them if it looks interesting to them, and determine why.

This book has no real plot except to get many different and funny animals on the
stage. Who is the narrator in the story? (A rat in a top hat.) See how many Zoo-pho-
nics animals are in this book. Read this book for the enjoyment, the repeated patterns
and the story sequence. Be sure to show the children
the illustrations as you read.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they all are “quality” children and you can’t wait to share queeny quail’s /q/ things with them this
week! Signal all those /q/ sounds as you, the teacher, say them! Explain/translate this very important word, “quality.”

1. Shuffle the ALCs, and go through them giving the Sounds only. Now, have children match/attach the Black Let-
ters.
2. Sing “The Jump Rope Rap.” Concentrate on queeny quail’s rhyme this week. Are your children beginning to
memorize the song and individual verses?
3. Read queeny quail’s page from the Zoo-phonics Reader Level A • Book 1.
 Chapter 17: /q/
165
4. Tell your children that this week is queeny quail’s special week, and you are going
to celebrate by discovering all the things that start with queeny quail’s / q / sound.
• Look at queeny quail’s ALC. Children will trace queeny quail’s shape with
their finger in the air. Say the name queeny quail several times. Exaggerate the
/q/ sound. Tell your students that queeny says, “kw.” Have them repeat this
sound over and over. Turn the Card over to show queeny quail sitting on top
of the letter.
• Have students whose names start with / q / stand up. (There may not be any-
one, but you never know!) Take a picture of these children, and place them on
the bulletin board with their names. They can be queeny quail’s extra quality
children this week!
• Today, look at some words that start with /q/: queen, quail, quilt and quack.
Write these on chart paper or the board. (Give them a visual picture of the
word. Let them see – almost subconsciously – that if queeny is there, so is Large Animal
umber umbrella bird!) Draw a quail egg around each “q,” and Signal/Sound as Alphabet Cards
you say the /q/ sound in each word. queeny
• Line up the ALCs, a – q, but not in order. Have one of your children choose
the ALC that makes the /q/ sounds in the words located above. Remind stu-
dents that queeny says, “kw.” Signal and Sound.
• Hand out queeny quail’s handwriting practice worksheet (page 64 Activity Worksheets), or send it home for
support. For those who still need more time, give them unlined paper with a “q” as a model and praise any “q”
attempts. Or, allow them to make “q’s” in sand. You could pretend it was “quick sand!” (Explain what this re-
ally is, but tell children that the sand you gave them makes them write “q’s” very quickly.

For those who are ready for a challenge (This can be treated as “Rotating Group #6.): Tell these
children that you never see queeny without umber umbrella bird in /q/ words. Play the “Qual-
ity Friends” song and story again for children. See? They became best friends - quality friends.
Show children these /q/ words visually: queen, quail, quack, quilt, quit, squeak, squeal, squint,
etc. queeny and umber are always together. Have them repeat this: “You never see “queeny”
without “umber,” several times. Get a rhythm going.

Go to the “Rotating Groups” (page 168) and find other /q/ adventures in the Adventuresome Kids Manual.
queeny quail’s /q/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read The Duck With Squeaky Feet, again today. First, ask children if they can remember what was read to them yester-
day. Give them time to share. Have cut up Zoo-phonics animal Grids available. Ask children to pick out all the Zoo-
phonics animals that appear in the book (bear and gorilla. The crocodile can “step in” for allie alligator). Have chil-
dren try to remember the sequence of the animals as they appear on stage. As you read it a second time, have children
Signal queeny quail every time they hear the “squ” sound in “squeaky feet.”

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Tell your students that today you are going to give them a little quiz. Let’s see how quickly your children can put
the Merged Animal Letter Cards into a – b – c order. Can they do it without the song today? If you see them strug-
gling, sing “Come Meet Us At the Zoo.” (If you have letters left over, hand those out after you have organized “the
first batch.”) This is an excellent assessment of their understanding of alphabetical order.
166 Part 1: Preschool Lesson Plans
2. Say, “If you are quality friends, turn to your friend and shake his or her hand.” (Demonstrate). Ask anyone who
has the /q/ sound in their name to stand up again today, and Signal and Sound the /q/. Ask children, “What is
queeny’s /q/ sound? “kw.”
3. Analyze new /q/ words. Write these on chart paper or the board, and pronounce them carefully: quit, quiz, squir-
rel squeaky and squint. Notice that three of the /q/ sounds are inside the words. Really exaggerate the /q/ sound,
“kw.” Explain/translate any unfamiliar words. Have children use the words in sentences. Signal/Sound each /q/
sound.
4. “queeny quail’s /q/ sitters.” Bring out the container full of queeny quail items. Create a /q/ booklet from queeny
quail’s /q/ Animal Alphabet Puppets in which to collect /q/ words. Have children “write” (dictate, or write
in their own special squiggles, with your printing below) a story about queeny quail, her babies, and maybe,
queeny’s friend, umber umbrella bird!

For those who are ready for a challenge: Practice spelling and reading simple VC and CVC
words from prior lessons using the ALC’s. Signal and Sound through each word. Scramble the
letters, and pronounce the words carefully. See how close they are coming to accurate spelling.
Can they read any words “on sight?” Annotate their progress.

Go to the “Rotating Groups” and find other /q/ adventures in the Adventuresome Kids Manual.
queeny quail’s /q/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Read some /q/ nursery rhymes from The Real Mother Goose today: “The Tarts,” “The Little Girl and the Queen,”
“The Quarrel,” “Pussy-Cat and the Queen,” and “Jack.” (Find the word, “quick.” Have the children respond quickly
when they hear this word. They must JUMP immediately!). Enjoy the rhymes. Write down the /q/ words on chart
paper or the board in preparation for this lesson. Have children come up and put a quail egg around each “q.” Signal
and Sound each /q/ sound as you point to them.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Line up the ALCs in order today (on the floor, the clothesline, etc.). You will hand them a simple VC or CVC
word. (Hopefully you still have those words left over from a prior activity.) If not,
here are some words: ax, bat, cat, dad, egg, fox, get, hat, it, jet, kid, lid, mat, not,
ox, pot, quit, ran, sun, top, up, van, wax, six, yes and zip. Match the words to the
ALCs that start with that letter (or see Blackline Master #4).
2. As a whole group, listen to the “Quality Friends” story and song today. Learn to
sing the song. It is very catchy! (Write the lyrics on chart paper or tag board, and
hang it up so children can see it daily. Use the Merged Animal Letters as a rebus
for the animal names.) Did anyone hear the names of some of queeny’s babies?
Quilly, Quincy, and Quinton, to name three. Role play. Have one child be queeny,
six children be her baby quails, and one gentleman be umber umbrella bird.
3. Look at calendar words. Review the days of the week and the months. What is the
weather like today? Send your weather person outside to investigate. Have him or
her report to the class. Write it in your weather book (or take a picture with your
camera, etc.).
Small Animal
Alphabet Cards
a-z
 Chapter 17: /q/
167
4. Play Zoo-phonics “a – z” Bingo. Alternate the ways you present the letters: give them just the Signals, or give
them just the Sound. Give just the animals’ name. Have the child that wins the first game be the caller for the next
game. This can also be used as an assessment.

For those who are ready for a challenge: Look at some easy “qu” words: quit, quick, quiz and
quilt. Build these words with the ALCs. Children do not have to do this independently. How-
ever, ask students to listen carefully to each word. Have them supply as many ALCs as they
hear. Have the “qu” ALCs already together “as a team.” Have them Signal and Sound as they
process. You can fill in any missing letters. This shows children how letters form words. This
will also show how the “qu” works together each time. On chart paper or the board, draw a
segmented rectangle. Listen to the /q/ words and place the letters sounds in the proper boxes.
Note: The “qu” goes in the first box. This is treated as one sound (See Blackline Master #11).
(This can be considered as Rotating Group #6.)

Go to the “Rotating Groups” and find other /q/ adventures in the Adventuresome Kids Manual.
queeny quail’s /q/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Invite children to choose a favorite book to read to him or herself, or share with a friend. Let children wrap themselves
up in blankets and quilts today.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Pass out painter’s hats and the Merged Animal Letters that go with them. Give children a silent Signal (no sound).
The person holding the appropriate Card will stand up and give the sound for that letter. Children must watch
carefully!
2. Sing a favorite song today. Signal the first letter in key words as you sing. Model for, and with, them.
3. Listen to the song, “Quality Friends” again today. Sing along. Signal each time you hear the /q/ sound.
4. Hand out the stick Animal Alphabet Puppets, “l – q” today. Call out words, one at a time, really emphasizing the
targeted initial sound. Children will listen for initial sounds, and hold up the correct puppet. Give them plenty
of time to choose. List: pot, lips, miss, ox, net, pass, lion, on, man, new and quit. Repeat the words as often as
needed, exaggerating the initial sounds.

For those who are ready for a challenge. (These activities can be accomplished in Rotating
Group #6.)
• Review plurals with children today. Use the small ALCs today. Spell out a simple noun
(“cat”), and add an “s.” Signal. Have children start verbalizing: “Add an “s” and it makes two
cats.”
• Test students today on letter recognition. Hold the letters up and have them call out the
sounds. Since the group is small, you will be able to listen to their responses. You can also
call out letter sounds and see how well they write them via dictation.

Go to the “Rotating Groups” and find other /q/ adventures in the Adventuresome Kids Manual.
168 Part 1: Preschool Lesson Plans

queeny quail’s /q/ Lesson Plans, Day #5

What is a quote? It is something someone says. Now, talk about Abraham Lincoln’s quote. What does it mean? Now,
listen to Martin Luther King’s quote, and then John F. Kennedy’s quote. All these can also be found on the Wee Sing
America cassette. (See next page.)

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Learn the nursery rhyme, “The Tarts.” Just learn the first verse about the queen. Tell students that a “knave” is a
dishonest person. Show everyone the Queen of hearts from a deck of cards. Make fruit tarts during cooking time.

The queen of hearts,

She made some tarts,
All of a summer’s day;
The knave of hearts,
He stole the tarts,
And took them clean away.

Signal and Sound the initial letters in key words as you sing. Signal the /q/ sound
when you hear it. (EnchantedLearning.com has this poem – a slightly different
version – in rebus. You can print it out for your children.)
2. In a small pot pie tin, place several Merged Animal Letters (as many as children in
the group). Cover it with a brown scalloped edged piece of construction paper – the
“crust.” Hand out the pie tins to small groups of children. They are to pretend to cut
open the tarts and “eat” the letters! Yummy, wonderful letters are inside their tarts. The
Queen of hearts must have made them! Have the groups Signal and Sound all the let-
ters, put them back in their tart tins, cover with the “crust” and trade tarts with another
group. Keep trading until all the letters have been discovered and “eaten.”
3. Have a game day: have some children play the Gordo Gorilla’s Banana Party; some
play a game of “Go Fish” with the Small ALCs; and some play a game of “a – z” Play Gordo Gorilla’s Ba-
Zoo Bingo. nana Party today.

For those students who are ready for a challenge:

• Review the /q/ words from yesterday.
• Ask, “What three letter sounds do you hear in the word ‘quit’?”(for example). See how many
letters they can correctly put together to form the word. If they only hear “qt” or “qit” or “kwit,”
they are off to a good start!

Go to the “Rotating Groups” and find other /q/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will match words to pictures with adult support. Instructions: Make a copy of Blackline Master #8. Cut
the squares on the dotted lines and laminate them (so you can use them over and over). Your children will look at
a common picture (a pin, for example), and locate the word “pin.” If a child chooses a picture with which s/he is
unfamiliar, simply tell him or her (translate, if necessary) what the word is. The child can now make the match.
Encourage children to use the Signals if they need help determining the correct initial letter in the word.
 Chapter 17: /q/
169
2. Group #2 will complete queeny quail’s “dot-to-dot” (and printing practice page
85), Teacher will lead with the ALCs. Is there anyone who can now work indepen-
dently on this? This is a good indicator of alphabetic understanding.
3. Group #3 will make alliteration page: “queeny quail is quite quick as she quiets
her baby quails,” (page 451). Signal and Sound the /q/ sounds.
4. Group #4 will make queeny quail’s and umber umbrella bird’s Animal Alphabet
Puppet using the stick puppet pattern.
5. Group #5 will make a quilt pattern. (See Blackline Master #9.) There are four dif-
ferent patterns to color. Child can do one, two, three or four this week, as time al-
lows. You will be stapling them to the board – creating a quilt - when they are all
finished. At the last minute, after the quilt squares are stapled to the board, make
an X in each corner to replicate the stitching. EnchantedLearning.com has won-
derful quilt patterns that you can print out. Use four quilt patterns only, because Animal Alphabet Puppets
you need to develop a pattern in your quilt. Perhaps you could add squares with queeny
children’s art that tell of some wonderful adventure you all want to remember!

“Ask not what your country can do for you, but what you can do for your country.”
- John F. Kennedy

“I have a dream, that one day this nation will rise up and live out the true meaning of it’s creed: ‘We hold
these truths to be self evident, that all men are created equal.’”
-Dr. Martin Luther King Jr.

“Four score and seven years ago, our forefathers brought forth on this continent a new nation, conceived in
liberty and dedicated to the proposition that all men are created equal.”
- Abraham Lincoln

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /q/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994

Fiction
1. Please Be Quiet!, by Mary Murphy (Illustrator), Houghton-Mifflin, 1999
2. The Duck With Squeaky Feet, by Denys Cazet, Simon & Schuster, 1980
3. The Tortilla Quilt Story, by Jane Tenorio-Coscarelli, Quarter Inch, 1996
4. The Tamale Quilt Story, Recipe, Quilt Pattern, by Jane Tenorio-Coscarelli, Quarter Inch, 1998

Non-Fiction
1. Quilting Activities Across the Curriculum, by Wendy Buchberg, Scholastic, 1999
2. The Quilt - Block History of Pioneer Days: With Projects Kids Can Make, by Mary Cobb, etal, Millbrook, 1995
3. Antonia Quail / Antonia la Codomiz, by Rebecca Newth, Will Hall Books, 2000

Audio/Video/Music/Internet
1. Quotes from Wee Sing America
2. “Dorothy, Queen of Roses,” Wiggly Safari, by the Wiggles
3. EnchantedLearning.com (online website)
4. The Music Man
5. Disney’s The Hunchback of Notre Dame
6. “Masquerade” from Phantom of the Opera
 Chapter 18

Zoo-phonics Preschool Lesson Plans

/r/

Teacher Preparation
Welcome to robby rabbit’s Wonderful World of Learning! This week, you will explore many words and things that have the /r/
sound in them! In Math, the magic number this week is 18! This week’s special theme is “radiant and remarkable” students.

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /r/ realm.

IMPORTANT TEACHER INSTRUCTION: Not all /r/ sounds are the same. The /r/
sound that you hear at the beginning of words is not the same as the one you hear at
the end of words. This difference is slight and subtle. However, the “r’s” that have been
underlined have almost an “rrrrrr” sound, whereas ending /r/ sounds have more of an /
er/ sound. We will only focus on the stronger “rrrrrr” sound heard at the beginning of the
word, or the beginning of a syllable (furry). When dealing with /r/ sounds, really sustain
and exaggerate the /r/, Signaling at the same time.

Here’s an idea! Locate books that start with the /r/ sound, or have lots of “r’s” in
them. Make your reading area look a little rustic. Place an old lantern, some tin pans
filled with “gold” nuggets, red neckerchiefs, a bale of hay – anything you have to
make it look like the “olden days.” Make available both fiction and non-fiction books.
See if you can find a riddle book or two. Try to find wordless /r/ books, also. Sugges-
tions for literature are below and on pages 176 and 177.

“Starring robby rabbit.” Draw or copy a picture of our star, robby rabbit. Place him on the celebration bulletin board.
Collect /r/ words, items, labels, and pictures!

Parent Support: Send home a copy of the “r” Merged Animal Let-
ter and Signaling instructions. Children are to review robby rabbit’s Specific Zoo-phonics
Signal and Sound with their parents. Ask parents to help children Materials Needed This Week:
locate items and words that have the /r/ sound. Activity Worksheets
Nature Wall Cards
Special Literature Selections How to Draw
1. The Real Mother Goose, by Blanch Wright Fisher Animal Alphabet Puppets
2. The Little Red Hen, The Zoo-phonics Version Alphabet Grids
3. “The Rabbit,” and “The Pack Rat,” Zoo-Doings, by Jack Zoo-phonics Rubber Stamp Set
Prelutsky Zoo-Fonts
4. “The Rains in Little Dribbles,” “A Remarkable Adventure,” Zeke and His Pals Reader Level A • Book 1
“Rhododendra Rosenbloom,” Something BIG Has Hap- Zoo-phonics Music That Teaches CD
pened Here, by Jack Prelutsky.
5. Anna Banana: 101 Jump Rope Rhymes, by Alan Tiegreen
172 Part 1: Preschool Lesson Plans

robby rabbit’s /r/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read, The Little Red Hen.(See Blackline Master pages 302 - 310.) Read the story so children can hear the lan-
guage, understand the plot and understand the characters. Ask children text related questions, such as: “What does the
Little Red Hen want to do?” (Bake bread.) “What does she ask the animals to do?” (Help her make the bread.) “What
is their response?” (They say no.) “When the bread is all done (and smells sooooooooooooo good), what do the ani-
mals want?” (They want to share her bread!) “And what does she say?” (She says, “No! You didn’t help, you don’t get
to eat it.”) “What is the moral to the story?” (You must work and help out if you are going to eat and enjoy.) Give them
time to ask and answer questions, reflect and, especially, enjoy. Sometime this week, if possible, make some home-
made bread. Children will have the experience of helping to prepare the ingredients, kneading, smelling the yeast,
smelling and tasting the end result.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they all are “radiant and remarkable” children, and you can’t wait to share robby rabbit’s /r/
things with them this week! (Signal all those /r/ sounds! Explain/translate “radiant” and “remarkable.” “Radiant”
means to “shine, to radiate like the sun.” “Remarkable” means “amazing.”

1. Go through the alphabet from “a– z” today using the ALCs, giving “one Sound,
one Signal.” Now match/attach the Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on robby rabbit’s rhyme this week.
3. Read robby rabbit’s page from the Zoo-phonics Reader Level A • Book 1. Tell
your children that this week is robby rabbit’s special week, and you are going to
celebrate by discovering all the things that start with robby rabbit’s /r/ sound.
• Look at robby rabbit’s ALC. Children will trace robby rabbit’s shape with
their finger in the air. Say the name robby rabbit several times. Exaggerate the
/r/ sound. Turn the Card over to show robby rabbit sitting on top of the letter.
• Have students whose names start with the /r/ sound stand up. (Prepare this list
ahead of time.) Take a picture of these children, and place them on the bul-
letin board with their names. Now, ask those who have the /r/ sound in their
names to stand up. Place those names on robby rabbit’s bulletin board, also.
They can be robby rabbit’s extra special radiant and remarkable children this Large Animal
week! Alphabet Cards
• Today, look at some words that start with /r/: robby rabbit, rake, rat, raisin, a - z
rainbow, read and red. Write these on chart paper or the board. Draw a rect-
angle around all the “r’s.” Signal/Sound as you say the /r/ sound in each word.
• Line up the ALCs, a – r, but not in order. Have one of your children choose the ALC that makes the /r/ sound
in the words located above.
 Chapter 18: /r/
173

For those who are ready for a challenge (These can be treated as “Rotating Group #6.):
• Say and show words where the /r/ sound is in the beginning, the middle and at the end.
Point to a word and ask, “Is the /r/ sound at the beginning of the word, in the middle, or at
the end?” Point to the “r” with your finger as you say the word. Have them call out the an-
swer, or choose from a show of hands. List: rabbit, rack, cross, rain, furry, tree, etc. Really
sustain each /r/ sound as you pronounce it.
• Learn to spell three important words this week: “rat,” “red,” and “rug.” Directions: Take one
word at a time, and spell it out with the ALCs. Pronounce the word. Now, scramble the let-
ters. Carefully pronounce the word again. See if children can unscramble the letters to spell
the word correctly. Sound the word out slowly for them as they are building it. Signal/Sound
each time!
• Hand out robby rabbit’s handwriting practice worksheet (Activity Worksheets, page 65), or
send it home for support.

Go to the “Rotating Groups” (page 176) and find other /r/ adventures in the Adventuresome Kids Manual.
robby rabbit’s /r/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read The Little Red Hen again today. First, ask children if they can remember what was read to them yesterday.
Give them time to share. Can they remember the sequence of characters that the Little Red Hen talked with? What were
the ingredients of the bread? What is the moral of the story? “You must help if you want to eat.” You can’t expect people to
do all the work and then want to share with you. After reading it a second time, look at all the /r/ sounds that begin words
(primarily); secondarily, locate all those that can be heard plainly in the middle of the text. Signal/Sound.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Hand every child one of the paper Merged Animal Letters in a random fashion. Chil-
dren are to come up to you in order and tape their letters onto the wall. Each child will
turn and lead classmates in the Signal and Sound. If needed, ask them, “What comes
next?” Sing, “Come Meet Us at the Zoo” to help them with order. (If you have letters
left over, hand those out after you have taped up “the first batch.”)
2. Say, “If you are a radiant and remarkable child, touch your ribs.” (Demonstrate).
Ask all those who have the /r/ sound in their names to stand up again today, and
Signal and Sound.
3. Analyze new /r/ words. Write these on chart paper or the board, and pronounce
them carefully: rocket, radio, pretty, reptile, right etc. Explain/translate any unfa-
miliar words. Have children use the words in sentences. Signal/Sound! Sing “Come Meet Us
At The Zoo” from the
4. “robby rabbit /r/ sitters.” Bring out the container full of robby rabbit items. Create
Zoo-phonics Music that
an /r/ booklet from robby rabbit’s /r/ Animal Alphabet Puppets in which to collect Teaches CD
/r/ words. Have children “write” (dictate, or write in their own special squiggles,
with your printing below) a story about robby rabbit.

For those who are ready for a challenge:

Practice spelling and reading the words “rat,” “red,” and “rug” with the ALCs. Signal/Sound!

Go to the “Rotating Groups” and find other /r/ adventures in the Adventuresome Kids Manual.
174 Part 1: Preschool Lesson Plans

robby rabbit’s /r/ Lesson Plans, Day #3

Literacy – Knowledge and Appreciation of Books
Learn to recognize the word “read” this week. It is such an important word! This week, read these funny poems by
Jack Prelutsky called The Rabbit” and “The Pack Rat,” from Zoo-Doings; and “The Rains in Little Dribbles,” “A Re-
markable Adventure,” “Rhododendra Rosenbloom,” from Something BIG Has Happened Here.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Using the ALCs, tell children that they are going to try and “beat” you in Sounding
and Signaling all the letters, “a – z.” Hold up a letter, and if the class can Sound
and Signal the letter correctly, they get to put the Card in their pile. If they can’t
Sound and Signal the letter, it goes in your pile. After you have gone through all
the Cards, count how many they got right vs. how many you got right. If they beat
you, give them a prize: a sticker, a rubber stamp stamped on a card or their hand, a
treat, extra recess, etc. Tell your children that you have to see every child Sound-
ing and Signaling, or else they don’t get the Card. Keep this light and fun!
2. Listen to, and sing “Three Cheers for the Red, White and Blue,” from Wee Sing
America.
3. Look at calendar words. Review the days of the week, and the months. What days
of the week have an /r/ letter and sound in them? Thursday, Friday and Saturday.
What months have an /r/ letter and sound in them? January, February, April, and Teach the children all of the
every month that ends in “ber,” – September, October, November and December. months which contain an /r/.
Write these on chart paper or the board and put a rectangle around the “r’s.” Re-
ally exaggerate the /r/ sounds in each.
4. Learn the poem Ring Around the Rosie. Learn what a “posie” is. (It is a flower.) A rose is a posie. Signal and
Sound the /r/ in “rose.” Form a large circle. Have everyone hold hands and move clockwise around in a circle
until you get to the part that says “and they all fall down.” Have children fall down. This is a great time to work on
directions - left and right.

For those who are ready for a challenge:

Practice spelling/building and reading the words “rat,” red” and “rug” with the ALCs. Signal/
Sound. Can any of your children write these on paper? Give them a try. Annotate observations.

Go to the “Rotating Groups” and find other /r/ adventures in the Adventuresome Kids Manual.
robby rabbit’s /r/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, read nursery rhymes from The Real Mother Goose. Try these classics: “The Bunch of Blue Ribbons,” “The
Cherry” (It’s a riddle. What has a stick in his hand and a stone in his throat? A cherry!) Read, “The Robin,” “Pease
Porridge Hot” and “March Winds.” Try to memorize “March Winds” this week, as it is simple. Find all the rhyming
words in each rhyme. Signal and Sound all the /r/ words.
 Chapter 18: /r/
175
March Winds

March winds and April showers

Bring forth May flowers.

Write this on chart paper or tag board and have children draw rectangles around all the “r’s.”

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Pass out the ALCs, “a - z.” Give children a Silent Signal. The person holding the Card that matches the sound is to
stand up and say the sound. This can also be used as an assessment.
2. Sing Row, Row, Row Your Boat today. Discover all the /r/ sounds. Signal the first initials in all the key words as
you sing. Model for, and with, them. Can you sing it in a round?
3. Hand out the stick Animal Alphabet Puppets, “m – q” today. Call out words, one at a time, really emphasizing the
targeted initial sound. Children will listen for initial sounds, and hold up the correct puppet. Give them plenty of
time to choose. List: no, man, on, pet, mat, quick, net, ox, pan, quit. Repeat the words as often as needed, exagger-
ating the initial sounds.

For those who are ready for a challenge:

• See how independent children can be today. Ask one student at a time to spell the words
“rat,” “red,” and “rug” using the appropriate ALCs. Signal/Sound.
• Using the ALCs, spell out simple CVC words. Set the letter possibilities on the floor, clothes-
line, or desk so children can easily locate them. Pronounce the word carefully, and ask three
children to choose one letter each that builds the following words. List: fat, mat, red, cap,
mad and lip.
(These activities can be accomplished in “Rotating Group #6.”)

Go to the “Rotating Groups” and find other /r/ adventures in the Adventuresome Kids Manual.
robby rabbit’s /r/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Play “Sounds in Space” today. Draw a segmented, oblong rectangle on the board. Call out simple VC and CVC
words today, and have children tell you in which box to put the letter
sounds. List: red, ran, run and rid. (Note: Remember the word “oblong”
from olive octopus’s Chapter #15?)
2. Read aloud this ridiculous (but fun) alliteration: “A rat on a red raft, and
a raccoon in a row boat, were racing on a river on a rainy day. All of a
sudden a rabbit came rolling by on roller-skates with ribbons in her hair.”
Do your students hear any /r/ sounds in the text? Read it again, and have
children Signal and Sound every one of them! (Make sure children are
familiar with the words first.)
3. Have children be “Sound Detectives” today. Hand each child a Magnify-
ing Glass. Their mission? To find “r’s” all over the room. As soon as they Have the children tell you which letter
see one, they need to Signal robbie rabbit’s Signal, and then show what sound goes in what box.
they’ve found! (Use Blackline Master page 386.)
176 Part 1: Preschool Lesson Plans

For those students who are ready for a challenge:

• See if anyone can spell “rug,” “red,” and “rat” by him or herself. Use the ALCs. Treat this as an
assessment.
• Ask, “What three letter sounds do they hear in the word ‘red?’” (for example). Use simple
VC and CVC words. See how many letters they can correctly put together to form the word.
If they only hear “rd,” they are off to a good start! By sustaining that /e/ sound in the middle,
they are more apt to include it – especially if they Signal! List: ad, an, at, on, it, in, up, rag,
ram, ran, run, rat, red, rib, rim, rip and rod.

Go to the “Rotating Groups” and find other /r/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will play the Zoo-phonics Gordo Gorilla’s Banana Party, today, “a – z.”
See how many bananas your children can collect. Remember, always Sound and
Signal!
2. Group #2 will complete robby rabbit’s “dot-to-dot” and printing practice, page 86
in the Zoo-phonics Activity Worksheets), Teacher will lead with the ALCs.
3. Group #3 will make robby rabbits alliteration page: “robby rabbit respects respon-
sible and reliable students,” (page 452). Signal and Sound the /r/ sounds.
4. Group #4 will make robby rabbits Animal Alphabet Puppet using the stick pup-
pet pattern.
5. Group #5 will play “Concentration” with the small ALCs, Animal Picture and Merged.

Suggested Literature: Animal Alphabet Puppets

robby
Poetry/Rhymes
Discover all the /r/ nursery rhymes in The Real Mother Goose. We like this version
because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. Rock It, Sock It, Number Line, by Michael Sampson, et al, Henry Holt & Company, 2001
3. Rub a Dub Dub, by Kin Eagle (Illustrator), Rob Gilbert, Whispering Coyote Press, 2002
4. Row, Row, Row Your Boat, by Robin Muller, Firefly Books, 1995
5. “The Rabbit” and “The Pack Rat,” Zoo-doings: Animal Poems, by Jack Prelutsky, William Morrow & Company, 1983
6. “The Rains in Little Dribbles,” “A Remarkable Adventure,” “Rhododendra Rosenbloom,” Something BIG Has
Been Here, by Jack Prelutsky, William Morrow and Company, 1990

Fiction
1. The Little Red Hen, the Zoo-phonics version (See Blackline Master #55)
2. The Rules, by Marty Kelley (Illustrator), Zino Press, 2000
3. Rufferella, by Vanessa Gill-Brown, et al, Scholastic, 2001
4. Rude Mule, by Pamela Duncan Edwards, Illustrated by Barlam Nascimbeni, Holt & Co., 2002
5. Rotten Teeth, by Laura Dimms, Illustrated by David Catrow, Houghton Mifflin, 2002
6. Rosie’s Walk, by Pat Hutchins, Foresman, 1971
7. Rooster’s Off To See The World, by Eric Carle, Little Simon, 2002
8. Romeo the Romantic Rat, by Carole Tremblay, et al, Dominique and Friends, 1999
9. Rolling Along With Goldilocks and the Three Bears, by Cindy Meyers, Illustrated by Carol Morgan, Woodbine, 1999
10. Anna Banana: 101 Jump Rope Rhymes, by Joanna Cole, Illsutrated by Alan Tiegreen, Morrow, 1989
 Chapter 18: /r/
177
Non-Fiction
1. The Kids Multicultural Cook Book (Food and Fun Around the World), by Deanna F. Cook, Williamson, 1995
2. Stop, Drop and Roll (A Book about Fire Safty), by Margery Cuyler, Illustrated by Arthur Howard, Simon & Schus-
ter, 2001
3. Fire Drill Practice at Luv-N-Hugs Day Care, by Sherri Koehnen Goehring, by Koehnen (Illustrator), Luv-n-Hug
Books, 1998
4. Safety Around Strangers, by Lucia Raatma, Bridgestone, 1999
5. Crawl, Low Under Smoke (Fire Safety), by Lucia Raatma, Bridgestone, 1999
6. Animal Lives: The Rabbit, by Bert Kitchen, Larousse Kingfisher Chambers, 2000
7. Welcome to the World of Rabbits and Hares, by Diane Swanson, Graphic Arts Center Publishing Co., 2000

Audio/Video/Music
1. Ravel’s Bolero (any rendition)
2. Joaquin Rodrigo “Fantasia para un Gentilhombre) Guitar and Orchestra
3. “Somewhere Over the Rainbow,” Soundtrack to Wizard of Oz
4. “Rhythm Everywhere,” “Relaxing,” “Riding On My Horse,” Animal Parade, Carla Piper (Soundpiper)
5. “Three Cheers for the Red White and Blue” and “I’ve Been Working on the Railroad,” “Paddy Works on the Rail-
way,” “Down By the River,” Wee Sing America
3. Cheddar cheese from Britain
 Chapter 19

Zoo-phonics Preschool Lesson Plans

/s/

Teacher Preparation
Welcome to sammy snake’s sweet and silly World of Learning! This week, you will explore many words and things
that have the /s/ sound in them! In fact, there are many terrific /s/ words we’ve had to leave out, because it could take
weeks to explore this amazing letter and sound.

In Math, the magic number this week is 19! This special theme is “sweet and silly.”

IMPORTANT TEACHER INSTRUCTION: sammy snake has two different sounds.

Sometimes he sounds like his sound, /s/, and sometimes he sounds like zeke zebra’s
/z/ sound. Because of this, only the /s/ sound will be underlined. However, if you have
children who are ready for a challenge, teach them sammy’s two sounds! Remember
that many of the words with “s’s” on the end are often plurals. If you feel your children
are ready for this challenge, teach them. A lesson has already been provided.

Here’s an idea! Locate books that start with the /s/ sound or have lots of “s’s” in
them. Make available both fiction and non-fiction books. Encourage children to
snuggle up to a book often. Provide a snuggly area (blankets, pillows, cozy light-
ening, good smells, stuffed animals) in which to read and share with a friend. Try
to find wordless /s/ books, also. There are some wonderful suggestions for litera-
ture below and on pages 184 and 185.

“starring sammy snake.” Draw, or copy, a picture of our star, sammy snake. Place him on the celebration bulletin
board. Collect /s/ words, names, labels and pictures!

Parent Support: Send home a copy of the “s” Merged Animal Specific Zoo-phonics
Letter and Signaling instructions. Children are to review sammy Materials Needed This Week:
snake’s Signal and Sound with their parents. Ask parents to help Activity Worksheets
children locate items and words that have the /s/ sound. Nature Wall Cards
How to Draw
Special Literature Selections Animal Alphabet Puppets
1. The Real Mother Goose, by Blanche Wright Fischer Alphabet Grids
2. Stay Awake, Bear, by Gavin Bishop Zoo-phonics Rubber Stamp Set
3. “The Snake,” Zoo Doings, by Jack Prelutsky Zoo-Fonts
4. It Looked Like Spilt Milk by Charles G. Shaw Zeke and His Pals Reader Level A • Book 1
5. The Pig Who Ran a Red Light, by Paul Brett Johnson Zoo-phonics Music That Teaches CD
6. Snowballs, by Lois Elhert
180 Part 1: Preschool Lesson Plans
7. “Summer Sun” A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by Tasha Tudor
8. Scratches and Scrapes, by Mego Linn

sammy snake’s /s/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read, Stay Awake, Bear. It is a very funny book. See if your children catch the humor. Look at the picture on
the cover. Read its title. Ask your students what they think the book is about. Read it aloud. What does the bear NOT
want to do? (He doesn’t want to go to sleep.) Ask students to describe all the things the bear does to keep awake. Then
what happens? (A neighbor cannot sleep either.) What do they do? (List.) The weather is changing. They decide to
take a vacation. What happens? (They sleep through it.) Hopefully, your children will see the humor in this. If not,
give some hints. The funniest thing is that the bears don’t realize that they slept the spring and summer away while
they stayed awake all winter! Check out those zzzzzzzzzz’s. Do they remind you of anything? zeke zebra’s snore and
sound! Give them time to ask and answer questions, reflect and, especially, enjoy.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they all are “sweet and silly” children, and you can’t wait to share sammy snake’s /s/ things
with them this week! (Signal all those /s/ sounds! Explain/translate “silly and sweet,” if necessary)
1. Go through the alphabet from “a – z” today using the ALC’s, giving “one Sound and one Signal.” Now, match/at-
tach the Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on sammy snake’s rhyme this week.
3. Read sammy snake’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is sammy snake’s special week, and you are
going to celebrate by discovering all the things that start with sammy snake’s /
ssssssssssss/ sound. (Doesn’t that sound like a snake hissing?)
• Look at sammy snake’s ALC. Children will trace sammy snake’s shape with their
finger in the air. Say the name sammy snake several times. Exaggerate the /s/
sound. Turn the Card over to show sammy snake sitting on top of the letter.
• Have students whose names start with “s” stand up. (Prepare this list ahead
of time.) Take a picture of these children, and place them on the bulletin
board with their names. Now, ask those who have the /s/ sound in their
names to stand up. Place those names on sammy snake’s bulletin board, also.
They can be sammy snake’s extra special silly and sweet children this week!
• Play “sentence talk” with your children. Give them the beginning of a sen- Zeke and His Pals Reader
tence, and have them complete it. For example: “One day I saw a silly look- Level A • Book 1
ing snake. He said to me ……………,” or “I can always make my friends sammy’s page
smile by doing …………”
• Today, look at some words that start with /s/: sammy snake, silly, September,
smile, string and sour. Write these on chart paper or the board. (Give them a visual picture of the word.) Draw
a smile shape around all the “s’s.” Signal/Sound as you say each /s/ sound.
• Line up the ALC’s, “a – s,” but not in order. Have one of your children choose the ALC that makes the /s/
sound in the words located above.
 Chapter 19: /s/
181

For those who are ready for a challenge (These can be treated as “Rotating Group #6.):
• Say and show words where the /s/ sound is in the middle and at the end. Point to a word
and ask, “Is the /s/ sound at the beginning of the word, in the middle, or at the end?” Point to
the “s” with your finger as you say the word. Have them call out the answer, or choose from
a show of hands. List: sandwich, hiss, sucker, Mississippi, Zoo-phonics, etc. Really exagger-
ate each /s/ sound as you pronounce it.
• Learn to spell three important words this week: “sad,” “sat” and “sit.” Directions: Take one
word at a time, and spell it out with the ALCs. Pronounce the word. Now, scramble the let-
ters. Carefully state the word again. See if children can unscramble the letters to spell the
word correctly. Sound the word out slowly for them. Signal/Sound each time!
• Hand out sammy snake’s handwriting practice from the Zoo-phonics Activity Worksheets
(page 65), or send it home for support.

Go to the “Rotating Groups” (page 184) and find other /s/ adventures in the Adventuresome Kids Manual.
sammy snake’s /s/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read Stay Awake, Bear again today. First, ask children if they can remember what was read to them yesterday.
Ask them all the things the bears did during the winter. Give them time to share. After reading it a second time, look
at all the /s/ sounds you can hear in the text. Signal/Sound. NOTE: Some of the “s’s” have the “z” sound. Since you
are just doing this by “ear,” don’t include those sounds. We’ve included only initial sounds here, because there are so
many words! (Sleeping/sleep/asleep, such, said, snowflakes, see, spring, sang, spicy, stopped, suddenly, standing, saw,
stayed, Scrabble, sunny, set, station, snoozed, seacoast, slumbered, snored, sights, spend, siree, etc.). Did you notice
these key words, “snoozed, slumbered and snored”?

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Hand every child one of the Merged Animal Letters, “a” through as many chil-
dren as you have in your class. They are to get into a – b – c order as quickly
as possible, and tape their letters onto the wall. Each child will turn and lead
classmates in the Signal and Sound. Sing “Come Meet Us at the Zoo” to fig-
ure out the order. (If you have letters left over, hand those out after you have
taped up “the first batch.”)
2. Say to your students, “If you like to be silly, stand up.” Have them sit down after
1 minute of silliness! Ask all those who have the /s/ sound in their names to stand
up again today, and Signal and Sound the /s/.
3. Analyze new /s/ words. Write these on chart paper or the board, and pronounce
them carefully: smile, star, super, stay, saw and say. Explain/translate any unfa- Allow the class one minute of
miliar words. Have children use the words in sentences. Signal/Sound! silliness.
4. “sammy snake sitters.” Bring out the container full of sammy snake items. Create
an /s/ booklet from sammy snake’s Animal Alphabet Puppets in which to collect
/s/ words. Have children “write” (dictate, or write in their own special squiggles,
with your printing below) a story about sammy snake.

For those who are ready for a challenge:

Practice spelling and reading the words, “sad,” “sat” and “sit” with the ALCs. Signal/Sound!
182 Part 1: Preschool Lesson Plans

Go to the “Rotating Groups” and find other /s/ adventures in the Adventuresome Kids Manual.
sammy snake’s /s/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Read a funny poem called “The Snake,” from Zoo Doings. It is simply wonderful. After reading this poem, have any-
one who wants to get on his/her tummy and slither like sammy snake. Children can
slither while standing.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, go through the alphabet, “a – z,” and clap out the syllables in each animal’s
name: sam – my (2) snake (1).
2. Sing some favorite songs today. (Optional: Signal to key words.)
3. Look at calendar words. What month starts with /s/? September! What month
has the /s/ sound inside it? August. Pronounce any medial sounds carefully, so
children can clearly hear them. Sustain the /s/ sound! “Augusssssst!” What month
does Santa Claus come? December.
4. Place the ALCs a-z up where children can easily see them. Play a game called “I Large Animal
Spy.” Give children a clue as to which animal you “spy.” Say, “I see an animal Alphabet Cards
that says /ssssssssss/ and the children will shout, stand up, or raise their hands and a-z
say, “sammy snake!” You can also say “I see an animal that likes to slither.” When
they give you the answer, have the whole class sound and Signal that letter.

For those who are ready for a challenge:

Practice spelling (word building) and reading the words “sad,” “sat,” and “sit” with the ALCs. Sig-
nal/Sound. Today, add the word, “yes.”

Go to the “Rotating Groups” and find other /s/ adventures in the Adventuresome Kids Manual.
sammy snake’s /s/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, read some nursery rhymes with /s/ sounds: “Bobby Snooks,” ”Sulky Sue,” “Saturday, Sunday,” and “Sleep,
Baby Sleep.” Determine which words rhyme in each poem, and write them on chart paper or the board for a visual
cue. Signal/Sound all the /s/ sounds.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Have the children brainstorm different kinds of animals. Write all their responses on paper or the board. Now,
have children pick an animal and come up with a silly sound that the animal could make. For example, a mon-
key could say “quack, quack.” There is a great book called The Pig Who Ran A Red Light by Paul Brett Johnson,
which is a perfect (and delightful) match for this activity.
 Chapter 19: /s/
183
2. Sing a favorite song today. Discover all the /s/ sounds. Sig-
nal the first initials in key words as you sing. Model for, and
with, them.
3. Put several /s/ items in a sack, and have children take turns
pulling out an item and discussing its use. Possibilities: a
sock, a sandal, sand paper, silly putty, a toy saddle, a sad
face, a toy sailboat, a salad fork, etc. Signal and Sound!
4. Hand out the stick Animal Alphabet Puppets, “o – r”
today. Call out words, one at a time, really emphasizing
the targeted initial sound. Children will listen for initial
sounds, and hold up the correct puppet. Give them plenty Allow the children to sing thier
of time to choose. List: ran, on, pet, quack, red, ox, pan favorite song today.
and quiet. Repeat the words as often as needed, exagger-
ating the initial sounds.

For those who are ready for a challenge:

• Spell the words “sad,” “sat,” “sit” and “yes” again today, using the ALCs. Signal/Sound.
• Using the ALCs, teach students plurals. It is really quite simple. Try this: spell “dot.” Say “This
means one dot.” (Draw a picture of one dot.) Now, add the “s,” and it becomes “dots.” (Draw
a picture of several dots.) Tell the children, “Now, there are many dots.” List: net – nets, pup
– pups, rat – rats and lot – lots. If you can, find some small objects to reinforce this concept.
(These activities can be accomplished as “Rotating Group #6.”)

Go to the “Rotating Groups” and find other /s/ adventures in the Adventuresome Kids Manual.
sammy snake’s /s/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Clap out the syllables in your students’ names today. Pronounce each name clearly,
and then clap as you syllabicate it. Do each name at least twice. Get a rhythm going.
2. Sing a favorite song again today! Signal and Sound the initial letters in key words
as you sing. Do you hear any /s/ sounds?
3. Read It Looked Like Spilt Milk by Charles G. Shaw. Do you hear any /s/ sounds in
the text? Signal the sound when the /s/ comes up throughout the book. Have children
paint, with white paint, something that the spilled milk could look like. Have children
dictate or write it below the picture. Make this into a class big book.
4. Have a snow day. For those areas that don’t get snow, here is a fun idea: Have
your children dress in snow clothes, and turn on the air conditioner super, su-
per cold a few hours before your children arrive. Read the story Snowballs Lois
Elhert. Give the children cotton, and pretend that they are snowballs. They can Clap out the syllables in
build a small snowman, have a snowball fight with each other, and make snow your students’ names.
angels. Serve them hot chocolate to sip.

For those students who are ready for a challenge:

Spell the words “sat,” “yes,” and “sit,” using the APCs again today. Have children take turns using
the words in sentences. Ask, “Can anyone spell or build these words by themselves?” You can
treat this as an assessment.
184 Part 1: Preschool Lesson Plans

Go to the “Rotating Groups” and find other /s/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will listen to, and learn, this silly poem:

A snake slithered in the tall, spiky grass

While sipping on some hot tea.
A man who was sad, a dad not a lad,
Said, “Tea? Hey, what about me?”

It is such a silly poem. Can your children picture the snake sipping some tea? How does he hold the cup? Print
this on tag board, and attach it to sammy snake’s bulletin board so children can see it daily.
2. Group #2 will complete sammy snake’s “dot-to-dot” on page 87 of the Zoo-phonics Activity Worksheets. Teacher
will lead with the ALCs. For those who are able, have them practice the
handwriting at the bottom of the “dot-to-dot.” For those who need more
writing “play,” have them form their letters in colored sand.
3. Group #3 will make sammy snake’s alliteration page: “sammy snake snacks on
scones and strawberry jam,” (page 453). Signal and Sound the /s/ sounds.
4. Group #4 will make sammy snake Animal Alphabet Puppet using the stick
puppet pattern.
5. Group #5 will make sock puppets. Directions: Take old socks (parents
might be willing to donate these). Glue on “googly” button or felt eyes. Animal Alphabet Puppets
Give children scraps of material, feathers and spangles to allow them to sammy
give their puppet ears, spots, stripes, etc. As children finish up, direct them
to a puppet area to create a silly, but wonderful, puppet show.

Suggested Literature:
Poetry/Rhymes
Discover all the /s/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. “The Snake,” Zoo-doings: Animal Poems, by Jack Prelutsky, William Morrow & Company, 1983
3. Wee Sing Nursery Rhymes and Lullabies, by Susan Hagen Hipp, et al, Price Stern Sloan, 2002
4. In the Small, Small Pond, by Denise Fleming (Illustrator), Henry Holt & Company, 1998
5. “Summer Sun” A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by Tasha Tudor, Simon &
Schuster, 1999

Fiction
1. Stay Awake, Bear!, by Gavin Bishop, Orchard, 2000
2. Anansi the Spider: A Tale from the Ashanti, by Gerald McDermott (Illustrator), Holt & Co., 1998
3. The Adventures of Spider: West African Folktales, by Joyce Cooper Arkhurst, Illustrated by Jerry Pickng, Bt
Bound, 1999
4. I Spy Little Letters, by Jean Marzollo, Photographed by Walter Wick, Cartwheel, 2000
5. The Shape of Me and Other Stuff, by Dr. Seuss, Random House, 1973
6. Pussycat, Pussycat, and Other Rhymes by Rosemary Wells and Iona Opie (Illustrators), Candlewick Press, 2001
7. Frozen Noses, by Jan Carr and Illustrated by Dorthy Donahue, Holiday House, Inc., 1999
8. Snowballs, by Louis Ehlert, Voyager, 1999
 Chapter 19: /s/
185
9. Little Miss Spider, by David Kirk (Illustrator), Scholastic, 1999
10. Miss Spider’s Tea Party:, by David Kirk and Antoinette White, Scholastic, 1997
11. It Looked Like Spilt Milk, by Charles G. Shaw, Harper/Collins, 1993
12. Sand Castles, by Brenda Shannon Yee, et al, Greenwillow, 1999
13. The Pig Who Ran a Red Light, by Paul Brett Johnson, Orchard, 1999

Non-Fiction
1. Snappy Little Numbers: Count the Numbers From 1-10, by Kate Lee, et al, Millbrook, 1998
2. Sun up, Sun Down, by Gail Gibbons, Harcourt Brace, 1983
3. How Many Stars in the Sky?, by Lenny Hort, Illustrated by James E. Ransome, Bt Bound, 1999
4. The Kids Multicultural Cook Book (Food and Fun Around the World), by Deanna F. Cook, Williamson, 1995
5. Is It Rough? Is It Smooth? Is It Shiny? by Tana Hoban Greenwillow, 1984
6. Sounds My Feet Make, by Arlene Blanchard,Illustrated by Venessa Julian-Ottie, Random House, 1989
7. Scratches and Scrapes, by Margo Linn, Illustrated by Dorren Gay-Kassel, Scholastic, 2001
8. Snakes, by Seymour Simon, Harper Trophy, 1994

Audio/Video/Music
1. “Shake Your Sillies Out,” The Wiggles, by The Wiggles (Steve Irwin, the Croc Hunter is featured on this!)
2. Gymnopedie No. 3, composed by Erik Satie
3. Carnival of the Animals, composed by Camille Saint-Saëns
4. “Star Spangled Banner,”Wee Sing America
5. Silly Songs, Cedamont Kids (March 1996)
6. Disney’s Silly Songs: 20 Simply Super Singable, Disney (May, 1991)
7. The Itsy Bitsy Spider (Sing Along Storybook), by Paige Billin-Frye
8. “It’s a Small, Small World,” Disney
9. Disney’s Jungle Book, on VHS
10. Disney’s Robin Hood, on VHS
 Chapter 20

Zoo-phonics Preschool Lesson Plans

/t/

Teacher Preparation
Welcome to timothy tiger’s terrific World of Learning! This week you will explore many things that have the /t/ sound
in them! In Math, the magic number this week is 20 (twenty)!

This week’s special theme is “terrific and tremendous students” (See all those “­t’s”? Be aware of them when giving
instructions to children. Always Signal and Sound!)

IMPORTANT TEACHER INSTRUCTION: You will notice that “t’s” are everywhere!
For the sake of preschoolers, you will only focus on the beginning /t/ sound, the ending
/t/ sound, and obvious /t/ sounds in the middle of words. Very often, the “t” is part of a
blend (“st”). This is a subtle sound. Often the “t” is a part of a digraph /th/. We recom-
mend that you skip the blends and digraphs, or only share this phonemic information
“with those who are ready for “more”. If it is underlined, please feel free to share it with
all, but Signal at the same time for double the impact!

Here’s an idea! Locate books that start with the /t/ sound or have lots of “t’s” in them.
Make available both fiction and non-fiction books. Wouldn’t it be fun if you could
put up a small tent where children could read? They have those tents that need no
stakes to put into the ground. Try to find wordless /t/ books, also. Suggestions for
literature are below and on page 193.

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /t/ realm.
“starring timothy tiger.” Draw or copy a picture of our star, timothy tiger. Place him on the celebration bulletin board.
Collect /t/ words and pictures!

Parent Support: Send home a copy of the “t” Merged Animal Specific Zoo-phonics
Letter and Signaling instructions. Children are to review timo-
thy tiger’s Signal and Sound with their parents. Ask parents to
Materials Needed This Week:
Activity Worksheets
help children locate items and words that have the /t/ sound.
Nature Wall Cards
How to Draw
Special Literature Selections
Animal Alphabet Puppets
1. The Real Mother Goose, Illustrated by Blanche Fischer
Alphabet Grids
Wright
Zoo-phonics Rubber Stamp Set
2. “Ticklish Tom,” “Tryin’ on Clothes,” “Tusk, Tusk,”
Zoo-Fonts
Light in the Attic, by Shel Silverstein
Zeke and His Pals Reader Level A • Book 1
3. Tops and Bottoms, by Janet Stevens
Zoo-phonics Music That Teaches CD
4. “Toucans Two” and “The Turtle,” Zoo-doings, by Jack
Prelutsky
188 Part 1: Preschool Lesson Plans

timothy tiger’s /t/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read the delightful book Tops and Bottoms by Janet Stevens. Tell your students that the author, Janet Stevens,
is also the illustrator. Ask, “What does the word ‘illustrator’ mean?” Hopefully they will verbalize, “the person who
draws the pictures” or some such answer. Hand the book to a child. Have him or her open it. What do they notice?
(This book opens differently. Instead of from right to left, the book opens from bottom to top.) Let many have a
chance to open the book. Have children look at the seal on the front of the book. Do they know what this is? It is a
Caldecott Honor Book. This book has won an award for excellence. This is great book, because everyone wins, and
everyone learns a great lesson. Start reading. Who are the main characters? The sleepy bear and the daddy rabbit.
What is the plot? The bear is rich, and owns a lot of land, but is very lazy. The rabbits are poor, but have a plan. Now,
as you read this, stop every once and a while, and ask questions regarding the text or the pictures. Please have children
look at the pictures carefully, particularly the second and third page. Have children name the items the rabbits are us-
ing in their home (a soda six pack plastic holder for a ladder; an old tennis shoe for a bed; a piece of newspaper for a
rug, clothespins for a couch; a table and a candle). Read to the end. Did your children like this book? By the way, how
many rabbits are there in the second and third pages of the book? (15. Count carefully!)

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they all are “terrific and tremendous” children, and you can’t wait to share timothy tiger’s /t/
things with them this week! (Signal all those /t/ sounds! Explain/translate “terrific and tremendous.” Use these words
often this week.)
1. Go through the alphabet from “a– z” today using the ALCs, and giving “one Sound, one Signal.” Now, match/at-
tach the Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on timothy tiger’s rhyme this week.
3. Read timothy tiger’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is timothy tiger’s special week, and you are
going to celebrate by discovering all the things that start with timothy tiger’s /t/
sound.
• Look at timothy tiger’s ALC. Children will trace timothy tiger’s shape with
their finger in the air. Say the name “timothy tiger” several times. Exaggerate
the /t/ sound. Turn the Card over to show timothy tiger sitting on top of the
letter.
• Have students whose names start with “t” stand up. (Prepare this list ahead of
time.) Take a picture of these children, and place it on the bulletin board with
their names. Now, ask those who have the /t/ sound in their names to stand up.
Place those names on timothy tiger’s bulletin board, also. They can be timo-
thy tiger’s extra special, tremendously terrific children this week! Zeke and His Pals Reader
• Today, look at some words that start with /t/: timothy tiger, tooth, teeth, tie, Level A • Book 1
timothy’s page
table and two. Write these on chart paper or the board (Give them a visual
picture of the word.) Draw a tooth shape around all the “t’s.” Signal/Sound as
you say the /t/ sound in each word.
• Line up the ALCs, “a – t,” but not in order. Have one of your children choose the ALC that makes the /t/
sounds in the words located above.
 Chapter 20: /t/
189

For those who are ready for a challenge (This can be treated as “Rotating Group #6.):
• Say and show words where the /t/ sound is in the beginning, the middle and at the end.
Point to a word and ask, “Is the /t/ sound at the beginning of the word, in the middle, or at
the end?” Point to the “t” with your finger as you say the word. Have them call out the an-
swer, or choose from a show of hands. List: table, test, tattle, twelve, twenty, etc. Really
exaggerate each /t/ sound as you pronounce it.
• Build and read three new words this week: “at,” “cat,” and “hat.” Directions: Take one word at
a time, and spell it out with the ALCs. Pronounce the word. Now, scramble the letters. Care-
fully state the word again. See if children can unscramble the letters to spell the word cor-
rectly. Sound the word out slowly for them. Signal/Sound each time!
• Hand out timothy tiger’s handwriting practice worksheet (Activity Worksheets, page 65), or
send it for home play.

Go to the “Rotating Groups” (page 192) and find other /t/ adventures in the Adventuresome Kids Manual.
timothy tiger’s /t/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read Tops and Bottoms again today. First, ask children if they can remember what was read to them yester-
day. What was the first deal that the rabbits made with the bear? (That the bear would get all the tops, and the rabbits
would get all the bottoms of the plants.) Name the first crops the rabbits grew: (Carrots and beets.) If possible, bring in
carrots and beets with their tops on them. With carrots and beets, which end do you eat? (The bottoms.) Which items
do you throw away? (The tops.) Who got the best deal? (The rabbits!) How does the bear feel? (Cheated.) So the rab-
bits say that he can have the bottoms this time. What does the bear do? (Goes back to sleep.) What do the rabbits do?
(Plant celery, lettuce and cabbage.) Bring those vegetables in also, if possible. What are on the bottoms? (The roots.)
What are on the tops? (Plant celery, lettuce and cabbage.) Can you use the bottoms? (NO!) The rabbits and the bear
make one more deal. What is it? (To give the bear both the tops and the bottoms.) So what do they plant? (Corn.) What
happens? (The rabbits take the corn that is in the middle, leaving the stalks - tops and bottoms - for the bear.) Now
what happens? (The bear decided not to sleep anymore, but to raise his own crops.) What valuable lesson did they all
learn? (Hard work makes a good living.)

Phonemic awareness: After reading it a second time, look at all the /t/ sounds you can hear in the text. There are
many; here are just a few: time, lots, smart, to, wanted, not, sometimes, into trouble, lost, tortoise, etc. When pro-
nouncing the /t/ sounds in these words, especially medial and ending, always Signal and Sound.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Hand every child one of the paper Merged Animal Letters, “a” through
as many children as you have in your class. Have them get into a – b – c
order by coming up and taping their letters onto the wall. Each child will
turn and lead classmates in the Signal and Sound of their letter sound. If
they still need assistance by now, ask them, “What comes next?” Also,
sing “Come Meet Us At the Zoo” to figure out the order. (If you have let-
ters left over, hand those out after you have taped up “the first batch.”)
2. Say, “If you are a terrific kid stand up.” Ask all those who have the /t/
sound in their names to stand up again today, and Signal and Sound the
/t/ sound. Have the children tape their Merged
ALCs to the chalkboard in order.
190 Part 1: Preschool Lesson Plans
3. Analyze new /t/ words. Write these on chart paper or the board, and pronounce them carefully: title, town, trash, togeth-
er, to and tennis. Explain/translate any unfamiliar words. Have children use the words in sentences. Signal/Sound!
4. “timothy tiger sitters.” Bring out the container full of timothy tiger items. Create a /t/ booklet from timothy tiger’s
Animal Alphabet Puppets in which to collect /t/ words. Have children “write” (dictate, or write in their own spe-
cial squiggles, with your printing below) a story about timothy tiger.

For those who are ready for a challenge:

• Practice spelling and reading the words “at,” “tap,” and “hat” with the ALCs. Signal/Sound!
• Learn to build and read the word “it” with the ALCs.

Go to the “Rotating Groups” and find other /t/ adventures in the Adventuresome Kids Manual.
timothy tiger’s /t/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Read some wonderfully funny poems called “Ticklish Tom,” “Tryin’ on Clothes” and “Tusk, Tusk,” from A Light In
the Attic. Ask children what makes these poems silly or funny. Can these things really happen? Have a tickle time.
Give everyone 30 seconds to tickle his or her neighbor.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, go through the alphabet, a – z, and clap out the syl-
lables in each animal’s name. al-lie (2), al-li-ga-tor (4).
2. Sing some favorite songs today. (Option: Signal out key
words.)
3. Look at calendar words. Recite the days of the week. Now,
find all the days of the week that start with “t” or have the let-
ter “t” in them: Tuesday, Thursday and Saturday. What months
have the /t/ in them? August, September, October. Pronounce
any medial sounds loudly, and Signal at the same time so stu-
dents can see and hear them. Ask these questions: What day is
Sing some favorite songs today.
today? What day will tomorrow be? Teach children how to use
the calendar to find answers.

For those who are ready for a challenge:

Write the word “Thursday” on paper or the board, or point to it on the calendar. This word
starts with timothy tiger, but it does NOT have the /t/ sound. Remind children that honey horse
often changes the sounds of letters when she is with them, because she is so cheerful. Pro-
nounce the /th/ sound. Can students think of any other words that have this sound? If they can
answer correctly, thank them politely. You can choose to ignore this concept, or very casually
discuss it.

4. Review and discuss the difference between a letter and a word. Put letters randomly up on chart paper or the
board. Pick children to go up and put a triangle around any letter that they want. Now write some familiar VC/
CVC words amongst the letters. Ask students to locate words. This will tell you whether they now know that: 1)
letters and words are different entities, 2) they can independently determine the difference between the two when
asked. This is an excellent assessment. Annotate your observations.
 Chapter 20: /t/
191

For those who are ready for a challenge:

• Practice spelling/building, sound blending and reading the words “at,” “cat,” and “hat” with the
ALCs. Signal/Sound.
• Practice building and reading the word, “it” with the ALC’s.

Go to the “Rotating Groups” and find other /t/ adventures in the Adventuresome Kids Manual.
timothy tiger’s /t/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, read “The Tarts,” “Tommy Snooks,” One Two, Buckle My Shoe,” “The Ten O’clock Scholar,” etc.,” from The
Real Mother Goose. List all the rhyming words. Ask if they know what any of these nursery rhymes mean? Some-
times you can just enjoy without having to analyze too much.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Show several books to the children today, and show them where and how to find
the title of the book. Ask if the word “title” has any /t/ words in it. Have children
write down the title of books that they read at home at night (have parents help,
please). Have them draw triangles around all the “t”s in the titles.
2. Sing “Come Meet us At the Zoo” today. Signal - especially timothy’s Signal!
3. Allow children to bring in their favorite treasure from home that starts with the /t/
sound. Allow them time to tell about their treasure. You may wish to put a time
limit on this activity. Some children love to talk!
4. Hand out the stick Animal Alphabet Puppets “o – t” today. Call out words, one at a Sing “Come Meet Us
time, emphasizing the targeted initial sound. Children will listen for initial sounds, At The Zoo” from the Zoo-
and hold up the correct puppet. Give them plenty of time to choose. List: rat, pan, phonics Music that Teach-
on, time, quit, sit, pot, ox, ran, ten and quack. Repeat the words as often as needed, es CD
exaggerating the initial sounds. (If you need to, only use 3 puppets at a time.)

For those who are ready for a challenge (These activities can be accomplished in “Rotating
Group #6.”):
• Spell the words “at,” “cat,” and “hat” using the ALCs. Signal/Sound.
• Using the ALCs, spell out simple, and familiar, VC and CVC words. Set the letter possibili-
ties on the floor, clothesline, or desk so children can easily locate them. Pronounce the word
carefully, and ask three children to choose one letter each that builds that word. List: tan,
tap, ten, tin, top. Try some /t’s/ on the end words: bat, cat, hat, mat, it, bit and lit.
• Make sure children learn to build and read the words “it” and ”is.”

Go to the “Rotating Groups” and find other /t/ adventures in the Adventuresome Kids Manual.
192 Part 1: Preschool Lesson Plans

timothy tiger’s /t/ Lesson Plans, Day #5

Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Teach children how to make “to do” lists. Tell children that “to do lists” help keep us organized. Give everyone
a sheet of paper, and have them write down 3 things they want, or need, to do today. (Allow them to dictate, if
needed.) Tell children to cross off their “to do” as the task has been accomplished!
2. Sing a favorite song again today! Signal and Sound the initial letters in key words as you sing. Any /t/ sounds?
3. Create time capsules. Cover coffee cans with construction paper, and allow
children to decorate the outside of their time capsules. Have children answer the
following questions by writing the answer, dictating, or by drawing a picture.
• What is your favorite food?
• Who is your best friend?
• What is your favorite thing to learn about?
• What do you want to be when you grow up?
• Put in one favorite treasure (a Hot Wheels®, a picture, a poem, a rock, a small
doll, etc.)
Have children put their answers in their time capsules and seal them up. Write on
the top of the time capsules “Do Not Open Until I Am a Senior in High School.”
(Print this out on the computer, and have children glue this sentence onto the can.)
Give to their parents for safekeeping.
4. Give children time today to “write” about anything that they want to write about.
Make a time capsule out of
Have them share with the class what they wrote about. Put their writing samples
an ordinary coffee can.
in a class book to be read during their free time. These can be put in their time
capsules as well. (Help them spell words, take their dictation, write under their
“words,” etc.)

For those students who are ready for a challenge:

• Spell the words “at,” “cat,” and “hat” using the ALCs. Can anyone spell these words by them-
selves? You can treat this as an assessment.
• Practice building and reading the word “it” with the ALCs.

Go to the “Phonemic Awareness, Rotating Groups” Section now.

Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will listen to and learn this silly poem.

A tiger, looking very trim,

Tripped on a pile of trash.
Feeling very silly, he
Jumped up and made a dash.

Can your students picture this? Have you ever fallen and gotten embarrassed, and looked around to see if anyone
is looking? No? Adults do. The tiger didn’t want to look silly, but, he looked silly anyway! Have anyone who
would like to act this out, do so right now! Print this on tag board, and attach it to timothy tiger’s bulletin board so
children can see it daily. Send it home, also.
 Chapter 20: /t/
193
2. Group #2 will complete timothy tiger’s “dot-to-dot” and printing practice page,
page 88 from the Zoo-phonics Activity Worksheets. Teacher will lead with the
ALCs. If there are still children who are not ready for paper, pencil, lines and
form, let them draw their “t’s” freeform in any media.
3. Group #3 will illustrate timothy tiger’s alliteration page: “timothy tiger tiptoed
across the tight rope while wearing a tan tutu,” (page 454). Signal and Sound the
/t/ sounds.
4. Group #4 will make timothy tiger’s Animal Alphabet Puppet using the stick pup-
pet pattern.
5. Group #5 will make treasure boxes. Shoeboxes or oatmeal boxes work well
(something with a lid). Give the children scraps of paper, feathers, beads, felt,
buttons etc., to decorate their treasure box in any way they want. Have them write,
draw or locate pictures that start with /t/: teeth, toy, trophy, tummy, tuna, textbook, Animal Alphabet Puppets
truck, toothpick, tongue, toenail, toast, tiger, tomato, turtle, tree, treat, triangle, timothy
table, tablecloth, teepee, termite etc. They will put their /t/ treasures inside their
treasure box to take home and share with their families.

Suggested Literature:
Poetry/Rhymes
Discover all the /t/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. A Light In the Attic, by Shel Silverstein, Harper/Collins, 1981
4. “Toucans Two” and “The Turtle,” Zoo-doings: Animal Poems, by Jack Prelutsky, William Morrow & Company,
1983
5. Aesop’s Fables (any version)

Fiction
1. If You Take a Mouse to School, by Laura Joffe Numeroff, Illustrated by Felicia Bond, Laura Gerringer Books,
2002
2. My Teacher Sleeps in School, by Leatie Weiss, Illustrated by Ellen Weiss, Viking, 1985
3. Sleep Tight!, by Constance Allen, et al, CTW Books, 1999
4. Tikki Tikki Tembo, by Arlene Mosel, Illustrated by Blair Lent, Holt & Co. 1989
5. Tops and Bottoms, by Janet Stevens (Illustrator), Harcourt, 1995
6. Aesop’s Fables, (any version)

Non-Fiction
1. Today I Feel Silly: and Other Moods That Make my Day, by Jamie Lee Curtis, Illustrated by Laura Cornell,
Harper/Collins, 1998
2. Tigers, (Zoobooks series), Zoobooks/Wildlife Education, April, 1997
3. Take Me Out to the Ballgame, Jack Norworth, Illustrated by Alec Gillman, Aladdin, 1999

Audio/Video/Music
1. This is Rhythm, Ella Jenkins, February 1994
2. Turn On The Music, Hap Palmer, September 1997
194 Part 1: Preschool Lesson Plans
 Chapter 21

Zoo-phonics Preschool Lesson Plans

/u/

Teacher Preparation
Welcome to umber umbrella bird’s Unbelievable, Wonderful World of Learning! This week, we will explore
many words and things that either start with the short /u/, or have the /u/ in them! In math, the magic number
this week is 21!

This week’s special theme is “utterly unbelievable!” Tell children it means “so amazing, it is completely unbelievable!”

IMPORTANT TEACHER NOTE: The focus of this lesson is umber umbrella bird’s short
/u/ sound. Words that begin with the short /u/ sound, as well as those that have this
sound in the middle of the word, will be included. Medial sounds are not always easy
for young children to discern, so exaggerate the /u/ sound as you Signal and Sound, so
children can clearly hear it.

Here’s An Idea! Locate books that start with the /u/ sound, or have lots of “u’s” in them.
This week, put books, pillows and blankets under tables. Bring in some umbrellas to
sit under. Make available both fiction and non-fiction books. Include many multi-cultural
books. Continue to discuss these concepts, so children have a clear understanding. Try
to find wordless /u/ books. Suggestions for literature are on page 374.

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /u/ realm.

“Starring umber umbrella bird:” Draw or copy a picture of our star - the utterly unbelievable umber umbrella bird!
Place him on the celebration bulletin board. Collect short /u/ words, pictures, labels, names, etc.

Parent Support: Send home a copy of the “u” Merged Animal

Letter and Signaling instructions. Children are to review umber Specific Zoo-phonics
umbrella bird’s Signal and Sound with their parents. Ask parents to Materials Needed This Week:
help children locate items and words that have the /u/ sound. Activity Worksheets
Nature Wall Cards
Special Literature Selections How to Draw
1. The Real Mother Goose, Illustrated by Blanche Fisher Animal Alphabet Puppets
Wright Alphabet Grids
2. Fortunately, by Remy Charlip Zoo-phonics Rubber Stamp Set
3. Umbrella, by Taro Yashma Zoo-Fonts
4. “Denson Dumm,” “A Goat Wandered in the Junkyard”, Zeke and His Pals Reader Level A • Book 1
“Unhappy South Pole Penguin” Something BIG Has Zoo-phonics Music That Teaches CD
Been Here, by Jack Prelutsky
196 Part 1: Preschool Lesson Plans
5. Under the Ground, by Henry Pluckrose
6. Over, Under and Through: And Other Spatial Concepts, by Tana Hoban
7. Skeleton Hiccups, by Margery Cuyler

umber umbrella bird’s /u/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, read Fortunately, by Remy Charlip. As you look at the cover, tell the class the name of the author and illustra-
tor. Remy Charlip happens to be both! By looking at the front cover, can they tell you what the book may be about?
As you move along in the story, ask the class to make predictions. In this book, each time you turn the page, the “cliff-
hanger” is resolved! Give your students time to ask, reflect and answer questions but especially, enjoy!

This is a delightful cause and effect story about a boy named Ned. Explain both the words “fortunately” and “unfortu-
nately.” It will be so repetitive that they’ll remember these words in and out of the context of this book. Use it in other
situation: “Unfortunately, we’ve run out of cake, but fortunately we have cookies instead.” This book is really fun and
a great vocabulary developer. Here are a few lines:

“Fortunately, Ned was invited to a surprise party.”

“Unfortunately, it was 1,000 miles away.”

“Fortunately, a friend loaned Ned an airplane.”

“Unfortunately, the motor exploded.”

Make your own “fortunately” and “unfortunately” class book. Label the year, so you don’t forget this class and their
unique personalities!

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they all are unbelievably wonderful and smart children, and you can’t wait to share umber um-
brella bird’s /u/ things with them this week! (Signal all those short /u/ sounds. Tell children “unbelievable” means “so
amazing it is hard to believe.”
1. Go through the alphabet from “a– z” today using the ALCs and giving “one
Sound, one Signal.” Now, attach/match the Black Letters.
2. Sing “The Jump Rope Rap.” Concentrate on umber umbrella bird’s rhyme this
week.
3. Read umber umbrella bird’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is umber umbrella bird’s special week, and you
are going to celebrate by discovering all the things that start with umber umbrella
bird’s /uuuuuuuu/ sound.
• Look at umber umbrella bird’s ALC. Children will trace umber umbrella
bird’s shape with their finger in the air. Say the name umber umbrella bird
several times. Exaggerate the /u/ sound. Turn the Card over to show umber Match and attach the Black
umbrella bird sitting on top of the letter. Letters to the Large Animal
Alphabet Cards.
 Chapter 21: /u/
197
• Play the name game today. Have students whose names start with “u” stand
up. (You may or may not have any.) Take a picture of these children, and
place it on the bulletin board with their names. Now, ask those who have the
/u/ sound in their names to stand up. Place those names on umber umbrella
bird’s bulletin board, also. They can be umber umbrella bird’s extra special,
unbelievably smart children this week! If you don’t have any children in your
class whose names start with /u/, still do this part, and review and reinforce
the concept of 0. “There are no kids…” “There are zero kids…” etc.
• Today, look at some words that start with /u/: up, upon, under, unzip, ugly,
and umbrella. Write these on a piece of chart paper or board ahead of time.
Draw an umbrella shape over all the “u’s.” Signal/Sound as you say the short
/u/ sound in each word.
• Line up the ALCs, “a – u,” but not in order. Have one of your children choose
the ALC that makes the /u/ sound in the words located above. Small Animal
Alphabet Cards
a-u

For those who are ready for a challenge:

• Say, and show, words where the /u/ sound is in the middle and at the beginning. Point to a word and
ask, “Is the /u/ sound at the beginning of the word, or in the middle?” Point to the “u” with your finger
as you say the word. Have them call out the answer, or choose from a show of hands. List: tub, un-
less, mutt, bug, unhealthy, hug, jug, mug, tug, undress, hum, umbrella, sum, fun, understand, run,
bus, uncle, umpire, uncomfortable, sun, pup, etc. Really exaggerate each short /u/ sound as you
pronounce it.
• Learn to spell three important words this week: “but, us, and up.” Directions: Take one word at a time,
and spell it out with the ALCs. Pronounce the word. Now, scramble the letters. Carefully state the
word again. See if children can unscramble the letters to spell the word correctly. Sound the word out
slooooooooowly for them. Signal/Sound each time!
• Hand out umber umbrella bird’s handwriting practice from the Activity Worksheets, page 66, or send
it for home support.

Go to the “Rotating Groups” (page 200) and find other /u/ adventures in the Adventuresome Kids Manual.
umber umbrella bird’s /u/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Today, read The Umbrella, by Taro Yashima. Have children look carefully at the cover of the book. What do they see?
(A child and an umbrella.) This book is written by a person from Japan. If you look carefully inside the book, you
will see Japanese characters that stand for words. They are “picture words.” Learn to draw these during art time. Ask
your children, “Why doesn’t Momo remember?” (Because she was little when the story happened.) Can your students
remember things when they were babies? How old is Momo in the first part of the story? (3) Ask children to raise
their hands if they are 3. Why is Momo unhappy? (Because the sun is shining, and she can’t use her new umbrella or
rain boots.) Look at the picture of the musical instrument (next to the picture of Momo under her umbrella). It is a
xylophone! It was the first day she used her umbrella. What else did she do for the first time? (She walked alone and
didn’t hold her parents’ hands.) Show the words that represent the rain dropping: “bon polo” - repeated over and over
again. We use words like “bam!” “zap!” and “pop!” to represent sounds, also. This is called “onomatopoeia.” That is a
HUGE word. Break it into syllables (clap) just so children can say this magic word! “on – o – ma – to – pe – u.”
198 Part 1: Preschool Lesson Plans

Here’s An Idea! Listen to Beethoven’s “The Storm,” Symphony No. 5 in C Minor. It

represents the rain in music form, which ties into the umbrella.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Hand every child one of the Merged Animal Letters, “a - z,” and put them into a – b – c order, starting with “allie
alligator.” Children are to get into order, then give his or her letter’s Sound and Signal.
Do children still need help in a – b - c order? Continue to ask, “What comes next?” Sing “Come Meet Us at the
Zoo” to help. (If you have extra letters left over, hand those out after children have put “the first batch” in order.)
2. Say, “If you like being an utterly and unbelievably wonderful and smart kid, stand up” (Don’t forget the
teacher and aides!). After sitting, ask all those who have the /u/ sound in their names to stand up again, and
Signal/Sound the /u/.
3. Analyze new /u/ words. Write these on chart paper or sentence strips
(giving them a visual picture), and pronounce them carefully: uncover,
underwater, untie, unclear and underarm. Explain/translate any unfa-
miliar words. The letters “un” mean not, as in “not tied,” “not clear,”
etc. Have children suggest /u/ sentences! Signal/Sound!
4. “umber umbrella bird sitters.” Bring out the container full of umber
umbrella bird items. Create a /u/ booklet from umber umbrella bird’s
Animal Alphabet Puppets in which to collect /u/ words. Have children
“write” (in their own special squiggles or dictating to you) a story about
umber umbrella bird.
Write new /u/ words on sentence strips.

For those who are ready for a challenge:

Practice spelling, reading and alphabetizing the words, “but,” “us,” and “up” with the ALCs. Sig-
nal/Sound!

Go to the “Rotating Groups” and find other /u/ adventures in the Adventuresome Kids Manual.
umber umbrella bird’s /u/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Read the poem “Unhappy South Pole Penguin,” from Something BIG Has Been Here. As you read it, watch children’s
faces. Do they understand the humor? Bring out a frozen potpie or meat. It is hard as a rock. See if that will bring
understanding and a smile to their lips. Read it again, and Signal the /u/ sounds (unhappy and undertaking). Read
“Denson Dumm,” from the same book. Silly Denson!

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Today, discuss the “Hardest Worker” concept. Who are the Hardest Workers? allie, ellie, inny, olive and, last but not
least, umber umbrella bird. Color his Hardest Worker page from the Activity Worksheets page 47. See all his tools?
Tell your students that umber also has many speech sounds that they will hear and see in words as they get older.
2. Listen, and Signal, to “It Looks Like This, and It Sounds Like That” from the Zoo-phonics Music That Teaches CD.
 Chapter 21: /u/
199
3. Look at calendar words. What months have the letter “u” in them? July and August. Pronounce any medial sounds
carefully, so they can hear them. Sustain the /u/ sound! “Auguuuuust!” (The “u” in July is tricky. It is another of
umber’s many sounds! Remind students that umber is one of the Hardest Workers!)
4. Give children a section of the newspaper (make sure you hand out appropriate sections), and have them underline
all the “u’s” they can find in their section.
5. Write a few letters on the board - some correctly, and some upside down or backwards. Ask children to come up
and either correct the letter, or draw an umbrella around the letters that are upside down or backwards.

For those who are ready for a challenge:

Practice spelling/ word building and reading the words “but,” “us,” and “up” with the ALCs. Signal/
Sound.

Go to the “Rotating Groups” and find other /u/ adventures in the Adventuresome Kids Manual.
umber umbrella bird’s /u/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, read the nursery rhyme “Humpty Dumpty.” As you read it, make all the boys
fall down on cue! Who will put Humpty Dumpty back together again? Have girls help
the fallen “eggs” by putting on Band Aids™ (pretend) and helping them up. Now,
have the girls fall down and the boys help them.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Write the poem “Humpty, Dumpty” on butcher paper. As you point to each word,
“read” it with the class. Have individual children come up and draw an umbrella
around the /u/. Make copes of this poem, and have the children try it on their own.
They can take their poem home and teach their parents.
2. Challenge children to see if they can find anything in their house that begins with Read Humpty Dumpty to
the letter /u/. If they do, allow them to bring the object in, or the word, and share your class.
with the class.
3. As a review, hand out the stick Animal Alphabet Puppets, “r – u” today. Call out
words, one at a time, emphasizing the targeted initial sound. Children will listen for initial sounds, and hold up the
correct puppet. Repeat the words as often as needed, exaggerating the initial sounds: rub, tub, sub, up, run, tug,
sup and us. What sound do they hear in every word? /u/

For those who are ready for a challenge:

• Spell the words “but,” “us,” and “up” using the ALCs. Signal/Sound.
• Using the ALCs, spell out simple VC and CVC words. Set the letter possibilities on the floor
or desk so children can easily locate them. Pronounce the word carefully, and ask three
children to choose one letter each that builds that word. List: up, cup, sup, pup.

Go to the “Rotating Groups” and find other /u/ adventures in the Adventuresome Kids Manual.
200 Part 1: Preschool Lesson Plans

umber umbrella bird’s /u/ Lesson Plans, Day #5

Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Go undercover today. Explain to your children what going undercover means. Become undercover detectives, and
your job is to find all the /u/ words that you can in a book. Pass out the magnifying glasses (Blackline Master #49)
and books to your children. When they find an /u/ word, they can show it to you, or copy it onto a large piece of
butcher paper. Count how many words you found as undercover detectives.
2. Read the nursery rhyme “Sulky Sue” today! Tell children that when children get cranky because they don’t get
their way, they might get “sulky.” Sue got in trouble for it. Her mommy put her in time out! Signal and Sound the
/u/ when you pronounce it. Signal other key words as you say the rhyme.

Go to the “Rotating Groups” and find other /u/ adventures in the Adventuresome Kids Manual.
For those who are ready for a challenge:
Spell the words but, us, and up using the ALCs. Can anyone spell these words by themselves?
You can treat this as an assessment.

Rotating Group Activities

Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 will look at words and determine if they have an /u/ sound in them. First, bring in an umbrella. Open it
up, and fill it with VC and CVC words written on 3” x 5” index cards. Have children choose a word, one at a time,
and see if umber is in that word. When s/he shows it to you and tells you “yes”
or “no,” you then read the word and Signal it out for them. All children should
be listening and watching, even if it isn’t their turn. List: cub, dad, rub, job, tub,
leg, bud, red, mud, pig, bug, kid, hug, mom, rug, web, gum, gas, hum, pin, run,
mad, fun, men, sun, win, up, hot, cup, mix, us, on, but, six and nut.
2. Group #2 will complete umber umbrella bird’s “dot-to-dot” from the Activity
Worksheets page 89. Hold the ALCs for children to refer to, or sing “Come Meet
Us At the Zoo.” Have those students who are developmentally ready do the
printing practice at the bottom.
3. Group #3 will illustrate umber umbrella bird’s alliteration page, (page 455).
Don’t forget to Signal and Sound the /u/ sounds!
4. Group #4 will make umber umbrella bird’s Animal Alphabet Puppet using the
stick puppet pattern. Animal Alphabet Puppets
5. Group #5 will do a magic watercolor page. On white construction paper, pre-write umber
random letters with a white crayon. Make sure “u” is included often! Children paint
over the page, magically finding /u/ letters. Don’t forget to Signal and Sound!

Suggested Literature:
Poetry/Rhymes
Discover all the /u/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. Humpty Dumpty, by Kin Eagle, Illustrated by Rob Gilbert, Charelsbridge, 1999
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
 Chapter 21: /u/
201
Fiction
1. Fortunately, by Remy Charlip, Foresman, 1993
2. Wait! No Paint!, by Bruce Whatley (Illustrator), Harper/Colins, 2001
3. Umbrella, by Taro Yashima, Bt Bound, 1999
4. The Ugly Duckling (Fairy Tale Classics), by Hans Christian Andersen, Illustrated by Jennie Wells, Troll, 1989
5. The Ugly Duckling (Caldecott Honor Book, 2000), by Hans Christian Anderson
6. Presenting Tanya the Ugly Duckling, by Patricia Lee Gauch, Illustrated by Satomi Ichikara, Philomel Books, 1999
7. The Magic Hummingbird: A Hopi Folktale, Ekkehart Malotki, et al, Kiva, 1996
8. Skeleton Hiccups, by Margery Cuyler, Illustrated by S.D. Schindler, McElderry, 2002
9. Hug, by Jez Alborough (Illustrator), Candlewick, 2002
10. Hugs & Kisses (Baby Faces), by Roberta Grobel Intrater, Cartwheel, 2002
11. Humpty Dumpty, by Daniel Kirk, Puffin, 2002
12. Bad Egg: The True Story of Humpty Dumpty, by Sarah Hayes, Illustrated by Charlotee Voake, Little Brown & Co.,
1987
13. A Book of Hugs, by Dave Ross, Illustrated by Laura Radar, Harper/Trophy, 2000

Non-Fiction
1. Why Does It Thunder and Lightning?, by Chris Arvetis and James Palmer, Children’s Press, 1986

Audio/Video/Music
1. The Ugly Duckling, Book and Tape, Graham Percy
2. Learning Basic Skills Through Music, Volume 1, by Hap Palmer (September 1969)
3. Peter and the Wolf performed by the Melbourne Symphony Orchestra, narrated by Dame Edna Everage
4. Wiggly Safari, by The Wiggles
5. Bethoven’s “The Storm” Symphony no. 6 in F, “Pastorale”
 Chapter 22

Zoo-phonics Preschool Lesson Plans

/v/

Teacher Preparation
Welcome to vincent vampire bat’s Wonderful World of Learning! This week, we will explore many words and things
that have the /v/ sound. In math, the magic number this week will be the number 22.

The theme this week is “strive to be virtuous.” (Simplify this by saying, “To be virtuous is to be a good person.” Vir-
tues are good qualities. Here are some virtues: bravery, courage, strength, honesty, being loving, kind and hard work-
ing, etc. This week, work on being loving, kind, honest, and hard working.

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /v/ realm.

IMPORTANT TEACHER INSTRUCTION: This is a good week to really emphasize the

vowels, since vincent vampire bat’s /v/ sound starts that word. Play games with the “Hard-
est Workers” pages. Teach children to determine which letters are vowels (a, e, i, o, u) and
which are not – all the others! Don’t worry about the word “consonants” for now.

Here’s an idea! Locate books that have the /v/ sound in the titles and are empha-
sized in the text. Place the books in some kind of small cooking vat or container (any
big cooking pots will do!). Have velvet pillows, vibrant colored blankets and art prints
around. Suggestions for literature are below and on pages 208 and 209.

“starring vincent vampire bat:” Draw, or copy, a picture of our star, vincent vampire bat. Place him on the celebration
bulletin board. Collect /v/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “v” Merged Animal Letter and Signaling instructions.
Children are to review vincent vampire bat’s Signal and Sound with their parents. Ask parents to help children locate
words, pictures and items that have the /v/ sound.

Special Literature Selections Specific Zoo-phonics

1. The Real Mother Goose, by Blanche Fisher Wright Materials Needed This Week:
2. The Children’s Book of Virtues, by William J. Bennett Activity Worksheets
3. The Village Tree, by Taro Yashima Nature Wall Cards
4. Verdi, by Jannell Cannon How to Draw
5. In the Garden with Van Gogh, by Julie Merberg and Su- Animal Alphabet Puppets
zanne Bober Alphabet Grids
6. “Kevin, the King of the Jungle,” from Something BIG Zoo-phonics Rubber Stamp Set
Has Happened Here, by Jack Prelutsky. , Zoo-Fonts
7. “The Aardvark,” “The Beaver” and “The Gallivanting Zeke and His Pals Reader Level A • Book 1
Gecko,” from Zoo-doings: Animal Poems, by Jack Prelutsky. Zoo-phonics Music That Teaches CD
204 Part 1: Preschool Lesson Plans
8. Over in the Meadow, by John Langstaff
9. The Book of Virtues, by William J. Bennett
10. Hill of Fire, by Thomas P. Lewise
11. One Lonely Seahorse, by Saxton Freymann and Joost Elfers

vincent vampire bat’s /v/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
If possible, locate The Village Tree, written and illustrated by Taro Yashima. It was published
in 1953, however, it’s age does not take away from it’s beauty and value. Look at the cover
and the title. Ask children what the word, “village” means. (It is a community of people living
together and working together.) Begin to read. Where is Japan? Look for this country on a map
or globe. Japan is an Asian country, and is a group of small islands in the ocean near China.

When you come to the text that says, “Do you know there, too, we have many children like
you?” Ask your children, “Isn’t that an amazing thought…their preschoolers are just like you!”
This is a wonderful opportunity to say that children are children, and people are people, no
matter where we live. It doesn’t matter what color we are, or what language we speak, or what
we believe.

Read all the things these children like to do and talk about it. Define “cicada.” It is a very noisy Teach children
cricket that lives in the trees. Read until you get to the page about “getting tired of swimming.” about cicadas.
Save that for tomorrow. Do your children like the book so far? Why, or why not?

Phonemic Awareness/Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are very vibrant, vivacious and virtuous children, and you can’t wait to share /v/ words
with them this week! Discuss (translate, if necessary) what “vibrant,” “vivacious” and “virtuous” mean. Use panto-
mime to help memory. Use this new vocabulary in sentences all week.

1. Practice the whole alphabet from “a – z” using the ALCs. Remember, “one
Sound, one Signal.” Continue to check their Signals and Sounds!
2. Sing “Come Meet Us At the Zoo.” Signal/Sound.
3. Read vincent vampire bat’s page from the Zoo-phonics Reader Level A • Book 1.
4. Review ALCs from “a – u.” Can children remember words that start with, or have
these sounds in them? Use words from prior lessons, and write them on chart
paper or the board. Call out some words and pronounce them carefully, exag-
gerating the targeted sound. Have children determine which ALC represents the
targeted sound by pointing to the ALC. Signal/Sound. Review is essential!
5. Tell your children that this week is vincent vampire bat’s special week, and you
are going to celebrate by discovering all the things that start with vincent vampire
bat’s /v/ sound.
• Look at vincent vampire bat’s ALC. Children will trace vincent vampire bat’s
shape with their finger in the air. Say the name vincent vampire bat several Zeke and His Pals Reader
times. Exaggerate the /v/ sound. Turn the Card over to show vincent vampire Level A • Book 1
bat sitting on top of the letter. vincent’s page
 Chapter 22: /v/
205
• Have students whose names start with the /v/ sound stand up. Take each child’s picture, and place it on the
bulletin board with his or her name. (Have this list prepared ahead of time.) Does anyone have a “v” inside
their name? Write these names on chart paper or the board. Draw a valentine heart shape around the “v’s. Tell
children that they are vincent vampire bat’s vibrant, vivacious and virtuous children.
• Look at some words that start with /v/: valentine, vase, vegetable, vest, violin, village, vine and volcano.
Say each word several times, and Signal as you pronounce each /v/ sound. Stretch the /v/ sound out,
“vvvvvvvvvvv.” Write these words on chart paper or the board ahead of time. Have children draw a val-
entine heart around each “v.” Explain (translate, if needed) any unfamiliar words, and have children use
them in sentences.
6. Take out the 5 vowels (a, e, i, o, u) from the ALCs. Tell the children how these 5 Animal/Letters are the Hardest
Workers, and that they share a special name called “vowels.” Pronounce the vowels by their short sounds (not let-
ter names) a, e, i, o, u. Signal at the same time! These Animal/Letters are the Hardest Workers because at least one
of them appears in every word, AND these vowels make different speech sounds. They are very hardworking!

Note: If you haven’t already done this, have the children make Hardest Worker vowel pup-
pets using the pages 37 - 47 from the Activity Worksheets. (Focus on one vowel each day
this week.)

Go to the “Rotating Groups” (page 208) and find other /v/ adventures in the Adventuresome Kids Manual.
vincent vampire bat’s /v/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read The Village Tree again today. Ask your children to tell you everything they can remember about this
book. Ask about the tree. Where does this tree stand? (In the middle of the village) What is special about this tree?
(You can do so much in it.) Now start reading, “When we got tired of swimming…” and finish the book today. Stop
and ask questions about the text. Have your students think of questions that they might ask of the teacher and their
classmates. You will be exploring the various things they did in this book in other domains throughout the week.
Watch for them! Encourage children to say, “I remember this from the book.” Have everyone Signal the first sound
they hear in the word “village.”

Phonemic Awareness/Writing Experiences

Whole Group or Small Group Activities
1. Shuffle the ALCs, and place them around the room. Each child is to find one ALC,
and then line them up in order, starting with allie alligator. Sing “Come Meet Us
At The Zoo” to help establish a, b, c order.
2. Have your students greet each other by changing their voices with, “Very nice to
see you today!” Give them several minutes to greet several students!
3. Briefly, review the vowels by short sound (not letter name) - a, e, i, o, u. Signal at
the same time!
4. Today, you and your students will analyze new words that have the /v/ in the
middle of the word. Remember that the sound in this position is more difficult
for children to perceive, so exaggerate the sound, and Signal as you pronounce it.
List: five, give, have, invent, ivy, love, November, several, oven and over. Write
these words on chart paper or the board. Have children come up, one at a time,
and draw a valentine heart around each “v.” Signal/Sound! Ask students to use the
words in sentences. Model for support. Have the class draw Valen-
tine hearts around each v.
206 Part 1: Preschool Lesson Plans
5. Have children create stationery in the shape of a vampire bat. Write “v’s” all over it.
6. “vincent vampire bat sitters.” Bring out the container full of vincent vampire bat items. Create a “v” booklet (from
vincent vampire bat’s Animal Alphabet Puppets) in which to collect /v/ words. Children can also dictate a sentence
or a story about vincent vampire bat.

Go to the “Rotating Groups” and find other /v/ adventures in the Adventuresome Kids Manual.
vincent vampire bat’s /v/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, share the book Over in the Meadow by John Langstaff. (This is a great cross-curriculum story, as you can in-
clude literature, math and music!) Can the children hear the rhymes? Allow your children to experiment with various
voices for the different animals in the story.

IMPORTANT TEACHER INSTRUCTION: There is an important value to be learned

from this book: “Parents show responsibility by caring for their children. Children show
responsibility by listening to their parents.”

Phonemic Awareness/Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet today, but scramble the ALCs first Signal and Sound. This is
a good way to assess what your students know. Take time to assess your students
individually this week, using the Alphabet Assessments on pages 267 - 283.
2. Look at the calendar. Review the days of the week. Ask, “What day is it today?”
Have a child volunteer to draw a valentine heart around the “v’” in November.
(Accept any shape!) Which children have birthdays this month? (Prepare the list
ahead of time so you can tell students.) Are there any special holidays this month?
Discuss “Valentine’s Day.” When is it? Why do we celebrate it? Children can then
create their own special valentine to give to someone they like or love, even if it is
NOT Valentine’s Day. Any day is a good day to appreciate someone else!
3. Show vincent vampire bat’s ALC. Ask your students to stand up if they have a “v”
in their name.
4. Hand out the Animal Cracker boxes and a Grid Game Board, and put the Merged Large Animal
Animal Letter Pieces in their “habitats.” Signal and Sound with each placement. Alphabet Cards
Take time to discuss the habitats of a few of the animals. (Which animals live in v
the water, which live on the land and which live on the air? Which animals live a
combination of habitats?)

Go to the “Rotating Groups” and find other /v/ adventures in the Adventuresome Kids Manual.
 Chapter 22: /v/
207

vincent vampire bat’s /v/ Lesson Plans, Day #4

Literacy – Knowledge and Appreciation of Books
Read some funny poems by Jack Prelutsky today. Read “Kevin, the King of the Jungle,” from Something BIG Has
Happened Here. It has lots of /v/ words in it. (Kevin, live, behave, river, leave, leaves). Read also, “The Aardvark,”
“The Beaver” and “The Gallivanting Gecko.” Listen for all the /v/ sounds. Try reading the story today using different
voices for the various characters. Have children repeat back the sentences using your intonation and imitation. Have
the children create character voices, too. Here are a few to try: babies, cowboys, robots, cartoon characters, cheerlead-
ers, various accents, etc.

Phonemic Awareness/Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALC’s. Today, have the children only
give the sounds of the letters, no Signals. This is also an excellent Assessment.
Watch your children carefully, and annotate who is still struggling. Give them
extra time with the ALCs.
2. Discuss letters and words. What is the difference between the two? Tell your
students, “When you put letters together, they make a word. When you put words
together, they make a sentence.” Show these ALCs: “a” “v” and “t.” Now, put
them in the right order, and they make the word “vat.” Explain the purpose of a
vat. Simply say, “A vat is a very large container that holds liquids. Factories uses
vats to cook food in. They then can or bottle the food.” Have children make up
patterned sentences using this word. (“I cook _______ in my vat.”) Ask your Large Animal
children to add interesting words to this sentence. If time allows, have each child Alphabet Cards
draw a picture for their sentence. Compile these pages into a new book for the v-a-t
classroom.
3. Display the ALCs “a – v.” Scramble the Cards and allow children to take turns
putting the 22 letters in order. Sing “Come Meet Us At The Zoo,” if needed. See how quickly they can do this!

Go to the “Rotating Groups” and find other /v/ adventures in the Adventuresome Kids Manual.
vincent vampire bat’s /v/ Lesson Plans, Day #5
Literacy – Knowledge and Appreciation of Books
Today read some Mother Goose Nursery Rhymes. There are several rhymes that have the /v/ sound inside the words.
“Around the Green Gravel,” “Candle-saving,” “Good Advice,” “A Sieve,” and “One, He Loves.” Read each and have
children “be on guard” to listen for the /v/ sounds. Ask children to just listen to the rhymes, and then, as soon as
they hear the /vvvvvvvvv/ sound, to Signal it as quickly as they can! This is great ear training! If possible, write the
rhymes on chart paper or tag board.

Important Note: Children need to see, as well as hear, the “conventions” of speech. Think of
this: they hear it, they see it, they say it, and they DO it. All their senses are taking in crucial
phonemic information. Because of this, their ability to remember and transfer this vital informa-
tion is enhanced!
208 Part 1: Preschool Lesson Plans

Phonemic Awareness/Writing Experiences

Whole Group or Small Group Activities
1. Show the alphabet from “a – z” using the ALC’s. Today, have the children take turns giving a silent Signal of one
of the animal letters. Have the other children identify the sound and name of the animal.
2. Sing “The Jump Rope Rap.” Signal/Sound. Especially listen to vincent vampire bat’s rhyme.
3. Discuss Vietnamese New Year. Locate books on this country. Look at the scenery, the people, and what they wear
to work and school. Locate Vietnam on the map. Try to find a Vietnam newspaper to show how Vietnamese let-
ters look. They use letters just like ours. They use many accent marks to change the sounds and meanings of the
words. Invite someone from this ethnic group to visit and share their culture. It is very interesting! Try some of
their delicious cuisine!
4. Sing some favorite songs today. (Optional: Signal key words.)

Go to the “Rotating Groups” and find other /v/ adventures in the Adventuresome Kids Manual.
Phonemic Awareness/Writing Experiences, Rotating Groups
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to put together a “vincent vampire bat” puzzle. Enlarge a copy of vincent vampire bat, and cut
him into large puzzle pieces. Children can work together to put him back together again.
2. Group #2 will complete vincent vampire bat’s “dot-to-dot,” (page 90 of the Zoo-phonics Activity Worksheets).
You can sing the song “Come Meet Us At The Zoo” to help the children remember which letter comes next. Use
the ALCs if children still need the guidance. Have those students who are devel-
opmentally ready do the printing practice at the bottom. For those who still need
“free form,” allow them to form their “v’s” in any medium.
3. Group #3 will illustrate a vincent vampire bat alliteration page: “vincent vampire
bat takes his van of vivacious vipers to the vet,” (page 456). Listen for all the /v/
sounds, and Signal and Sound.
4. Group #4 will make a vincent vampire bat Animal Alphabet Puppet using the
stick puppet pattern.
2. Group #5 will build words using the “a,” “e,” “n,” “s,” “t” and “v” ALCs, Here
are some simple words you can build: an, van, at, vat, vast, vet and vest. Explain
(translate, or act out) the meanings of any unfamiliar words. You, as teacher, will
build the words, and then lead in Signal and Sound. If there are children who can Animal Alphabet Puppets
build these words independently, have them do so! If you have children who can vincent
locate just one letter that makes the word, that is WONDERFUL!

Here’s a Suggestion: If possible on the last day of the week, watch part, or all, of a Veggie
Tales video. You could also focus on virtues by viewing the video.

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /v/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. A Child’s Garden of Verses, by Robert Louis Stevenson, Illustrated by Tasha Tudor, Simon & Schuster, 1999
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
 Chapter 22: /v/
209
Fiction
1. Over in the Meadow, by John Langstaff, et al, Voyager, 1989
2. Nathaniel’s Violin, by Alison Lohans and Marlene Watson, Orca 1996
3. Love You Forever, by Robert Munsch, Illustrated by Sheila McGraw, Firefly, 1989
4. The Children’s Book of Virtues, by William J. Bennett, Simon & Schuster, 1995
5. The Book of Virtues, by William J. Bennett, Simon & Schuster, 1993
6. The Valentine Bears, by Eve Bunting, Illustrated by Jan Porett, Houghton Mifflin, 1984
7. Verdi, by Janell Cannon, Harcourt, 1997
8. The Veggiecational Book,by Phil Vischer (Includes 4 VeggieTales stories: How Many Veggies?, Junior’s Colors, Pa
Grape’s Shapes, and Bob & Larry’s ABCs.), Thomas Nelson, 1999
9. One Lonely Sea Horse, by Saxton Freymann and Joost Elffers, Arthur A. Levine, 2000
10. Hill of Fire, by Thomas P. Lewis and Joan Sandin, Harper/Trophy, 1985
11. The Village Tree, by Taro Yashima, Viking Press, 1972

Non-Fiction
1. In the Garden with Van Gogh, by Julie Merberg and Suzanne Bober, Chronicle Books. 2002
2. Veterinarians, by Dee Ready and Dolores Ready, Bridgestone, 1997
3. Vampire Bats, by Pamela J. Gerholdt, Checkerboard, 1996
4. A Harvest Of Color: Growing a Vegetable Garden, by Melanie Eclare, Trafalgar Square, 2002

Audio/Video/Music
1. Vivaldi: The Four Seasons; Double Concertos on Music CD, violin performances by Isaac Sterns, Sony Music.
2. Over In the Meadow, by John Longstaff
3. Veggie Tales, Vol. 10: Madame Blueberry – A Lesson in Thankfulness video by Lyons Group/Lyrick (There are several
other Veggie Tales Videos to choose from.) These videos can be integrated with lessons on values and virtues.
4. Adventures from the Book of Virtues: Honesty, VHS by PBS Home Video. (There are also several other titles to
choose from in this series.) Each video contains 3-4 animated stories that teach a lesson for a specific virtue.
5. Hill of Fire, from the Reading Rainbow Video Series. (Tells the story and shows an actual volcano eruption.)
 Chapter 23

Zoo-phonics Preschool Lesson Plans

/w/

Teacher Preparation
Welcome to willie weasel’s Wonderful Wacky World of Learning! This week, we will explore many words and things
that either start with the /w/ sound or have the /w/ sound in them. In math, the magic number this week will be the
number 23.

The theme this week will be “wonderful wiggly workers.”

In this week’s lesson, all aspects of language arts have been presented, yet many teaching ideas for other aspects of
curriculum have been included, all within the /w/ realm. The curriculum is varied and very playful.

IMPORTANT TEACHER INSTRUCTION: You will find willie weasel’s “w” at the begin-
ning of words, in the middle and at the end of words. When the “w” is at the end, it is
considered a vowel diphthong (“aw,” “ew,” and “ow”). You will also see the “w” as part of
the digraph “wh.” These have two distinct sounds (not to preschoolers’ ears, however,
so they will be underlined). The focus of this week’s lesson will be the beginning /w/
sound, not the diphthong or digraph. However, a few key ones are included. You will
find Literature Suggestions below and on pages 216 and 217

“Starring willie weasel:” Draw, or copy, a picture of our star, willie weasel. Place him on the celebration bulletin
board. Collect /w/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “w” Merged Animal Letter and Signaling instructions.
Children are to review willie weasel’s Signal and Sound with their parents. Ask parents to help children locate words,
pictures and items that have the /w/ sound.

Don’t forget to send home notes regarding this week’s curricu-

lum. If you have a fun activity that child and parent can work on
at home, send it. Make sure it doesn’t require a lot of materials, Specific Zoo-phonics
teaching, or time. Materials Needed This Week:
Activity Worksheets
Special Literature Selections Nature Wall Cards
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright How to Draw
2. Mrs. Wishy-Washy, by Joy Cowley Animal Alphabet Puppets
3. Wake Up, Farm!, by Alvin Tresselt. Alphabet Grids
5. “Don’t Ever Seize a Weasel By the Tail,” “The Walrus,” Zoo-phonics Rubber Stamp Set
and “The Wallaby,” Zoo-doings: Animal Poems, by Jack Zoo-Fonts
Prelutsky Zeke and His Pals Reader Level A • Book 1
6. Mountain Wedding, by Faye Gibbons Zoo-phonics Music That Teaches CD
7. What’s Inside, by Jeanne Asbe
212 Part 1: Preschool Lesson Plans

willie weasel’s /w/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Using Mrs. Wishy-Washy, as the core literature book this week, hold up the book and introduce the front cover and
title. Brainstorm the meaning of “wishy-washy.” Include the usual questions, along with a question about the
character on the front cover. Who could she be? How is she dressed? Do you think she is going to a party? Is she a
hard worker? As you stress the /w/ sound, point to the location of the title - top, bottom while doing the same for the
author’s name.

Encourage concepts of print during the first readings of the story, such as directionality of the print, the text (located
at the bottom of the page), the numbered pages, and that one-to-one correspondence between the spoken and written
word! Point out punctuation: quotation marks (“talking marks” that tell exactly what the character said. They “hug”
the words!); a comma that tells the reader, “slow down a little bit and take a breath;” a period, which means STOP;
and an exclamation mark, which means to say it with ENTHUSIASM! Direct the children’s attention to the words
that are written larger than the other words on page 9. Ask “How would that word sound?” Allow them to shout out
the sentence, because that is how Mrs. Wishy-Washy said it - with enthusiasm, of course! Take time to use, and prac-
tice, different levels of voice within the literature circle.

Here’s an idea! Create props for each character of the story using an apron, slip-
pers and a scarf for Mrs. Wishy-Washy. Make character masks or headbands of the
duck, pig and cow, and retell the story by dramatizing.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your students that they are all “wonderful, wacky, witty wizards.” When you see them choose books to read, say
to yourself, “wow!,” and then wink at them! (A “wizard” is someone who has a certain skill, and a “witty” person is
clever and amusing.). Tell them you can’t wait to share willie weasel’s /w/ things with them this week! Review the
Zoo-phonics’ alphabet while emphasizing /w/, singing “Come Meet Us at the Zoo.”

1. Go through the alphabet from “a - z” today using the Black Letters only. Can
they now look at just the letters and give the sound? Observe and annotate.
This is an excellent assessment.
2. Hold up the “m” and “w” Black Letters, and discuss their similarities and
differences. Turn them both upside down and what do you have? “w” and
“m.” That’s why Zoo-phonics uses Animal Letters! It reduces the confusion.
There’s no mistaking willie weasel for missy mouse!
3. Sing “The Jump Rope Rap,” emphasizing willie weasel’s rhyme. In the pock-
et chart, review the “rap” rhymes, “a” through “w.” Introduce willie weasel’s
written rhyme and add to the Rap. You say you don’t have enough pocket
chart space for 26 rhyming sentences? Make a “ladder” of the sentence strips
by tying the edges together with yarn, adding rungs, and then hanging it from
the ceiling. Zeke and His Pals Reader
4. Read willie weasel’s page from the Zoo-phonics Reader Level A • Book 1. Level A • Book 1
willie’s page
 Chapter 23: /w/
213
5. Tell your children that this is willie weasel’s week to celebrate all the things that start with /w/. Say, “Oh
wow, Wednesday will be very special, maybe even wacky!”
• Look at willie weasel’s ALC. Children will trace willie weasel’s shape
with their finger in the air. Say willie weasel’s name several times. Exag-
gerate the /w/ sound. Turn the card over to show willie weasel sitting on
top of the letter.
• Practice tickle letters! Standing in a closed circle, looking at each other’s
back, trace the letter “w” on the back of the child in front of him or her.
Turn around, face the other way, and trace “w” on the back of the child
behind him or her.
• Have any students whose name begins with /w/ stand up. Take their pic-
tures, and put their names and pictures on willie weasel’s bulletin board.
Are their any “w’s” in the middle or ending of students’ names? Add their
names to the board as well. They can be willie weasel’s wonderful, wiggly
and wacky students this week.
• Write words on chart paper or the board ahead of time. Have children Large Animal
brainstorm any /w/ words, and add those as well. Draw a “wave” under Alphabet Cards
each word. Have children use the words in sentences. Write these on 3” x w
5” index cards, and add them to a Word Wall (find a space somewhere!).
Don’t forget to Sound and Signal! Here are a few words to explore: wag,
wax, web, wed, well, wet, wig, will, win and wit.

Go to the “Rotating Groups” (page 216) and find other /w/ adventures in the Adventuresome Kids Manual.
willie weasel’s /w/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read Wake Up, Farm!, and listen for all the /w/ sounds in the text. Sound and Signal as they hear them! Refer back
to the story of Mrs. Wishy-Washy, and ask if the same animals (cow, pig and duck) are in both stories. Yes, they are!
Ask if characters in a story have to be humans, or can they be animals who act like humans?

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet “a – z” today, but this time, have one child at a time
Signal and Sound the letters. Remind them, “One Sound, one Signal.” Go
through this as quickly as possible, so everyone has a bunch of turns! (Use the
ALCs, and match/attach the Black Letters.)
2. Tell the class to “wake up to a new day!” During class opening, discuss the
calendar. “Is the calendar near a window?” Define and emphasize “week,”
“weekday,” “weekend,” “weekly,” “work” and worker.” Ask students, “Is Mrs.
Wishy-Washy a hard worker?” Signal all those /w/ sounds!
3. Send your weather person out to check out the weather today. Is it windy? “Is
the wind from the west?”
4. Whisper a wish list! Oh, can you wiggle while you whisper a wish? Discuss
meaningful wishes. Not all wishes should be about new toys. (Wish for food
for the hungry.) Have the children dictate their wishes, and then draw a cloud
shape around the words, cut out the shape and hang it from the classroom Small Animal
clothesline or ceiling. Alphabet Cards
a-z
214 Part 1: Preschool Lesson Plans
5. Order each child a plastic watch from Oriental Trading Company. Put the watch on your wrist, and then put
your hands on your waist! Point to body parts using the hand with the wristwatch on it, name them and then
sing “Head, Shoulders, Knees and Toes.”
6. Tell the class (and parents) that Wacky Wednesday is coming tomorrow!

Go to the “Rotating Groups” and find other /w/ adventures in the Adventuresome Kids Manual.
willie weasel’s /w/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
In honor of Wacky Wednesday, read some weird and wacky poems such as: “Don’t Ever Seize a Weasel By the
Tail,” “The Walrus,” and “The Wallaby,” from Zoo Doings: Animal Poems. Ask children if they hear the rhymes.
Always remember to Signal/Sound the /w/ sounds in words. Ask what seems out of the ordinary or wacky about
any of these poems.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Hooray! Today is Wacky Wednesday! Children crave routine, but today is
the day to do things differently. (Wacky means wild, weird, way out, or just
plain crazy). Teachers and aides, enter class wearing your clothes backwards.
As the students sit in circle, have them slip their arms out of their sleeves and
turn their shirts around! Tell the class you are going to make them eat worms
today. Pass out Gummi Worms™ and eat dessert before snack/lunch (or
Necco™ Wafers). Instead of reading on the tables, have everyone sit under the
tables to read/work! Put drops of food coloring in their milk! Get the idea?
Be weird and wacky, and have fun!
2. Also in honor of Wacky Wednesday, mix the ALCs up, put them all over the
room, have children locate them, and get into a – b – c order as quickly as
possible. BUT, THERE’S A CATCH! They have to get into order from “z –
a!” See how quickly your students can do this. (This is just silly fun. If you
see any frustration or confusion, Sing “Come Meet Us At the Zoo,” and put Remember to wear your
the Cards in the proper order. Sometimes the brain resists “lack of order,” clothes backwards on
especially at this age.) Wacky Wednesday!
3. Try some simple riddles or “hinky pinks” on the class: What do you call a
rabbit that tells jokes? A funny bunny. What do you call a dog that fell in the
river? A soggy doggie.
4. Show the ALCs and give the wrong Signal/Sound for the picture, testing the class. See who catches on first.
Let them take turns being the teachers for 15 minutes. Adults will be the students.

For those who are ready for a challenge: Introduce the class to wacky words, like palindromes,
which are words that are spelled the same backwards or forwards: bob, mom, did, eye, tot, toot,
pop, peep. Write these words on chart paper or the board. Children do not have to read these
independently; they just need to look, listen and enjoy. And guess what? They can Signal and
Sound many of them out!

Go to the “Rotating Groups” and find other /w/ adventures in the Adventuresome Kids Manual.
 Chapter 23: /w/
215

willie weasel’s /w/ Lesson Plans, Day #4

Literacy – Knowledge and Appreciation of Books
Today, allow children to choose a book from the book bin to share with a friend, or to
read by him/herself. Circulate around the room to each reader, and ask him/her to tell
you about the story.

1. Remind your students that they are “wonderful workers,” even if sometimes they
are a little wiggly and wacky!
2. Show the alphabet from “a – z” today with the ALCs. Match/attach the Black Let-
ters. Remember, “one Signal, one Sound!”
3. Read and recite some great /w/ nursery rhymes. “Willy Boy,” “March Winds,”
“There Was An Old Woman,” “Jenny Wren,” etc. Enjoy the rhymes, and Signal
and Sound those /w/ sounds!
4. Look at some /w/ words today from the nursery rhymes located in #3: wren,
waggled, winds, willy. Large Animal
5. Sing “Head, Shoulders, Knees and Toes,” and ask if the song mentioned a “waist.” Alphabet Cards
a-z
Discuss your waist and what it does: it bends, holds up your pants or skirts, gives
you a place to rest your hands; does twists and turns, etc.

Go to the “Rotating Groups” and find other /w/ adventures in the Adventuresome Kids Manual.
willie weasel’s /w/ Lesson Plans, Day #5
Literacy – Knowledge and Appreciation of Books
Allow a child, or group of children, to choose a book that has been read this week, and
retell it to the class. Ask a child or two to volunteer to tell the class which book was
their favorite this week.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Ask children to pronounce the
Sounds today without the signals.
2. Sing “Come Meet Us At the Zoo.” Can some of the children Signal with the song now?
3. Using the wands they made during art time as pointers, ask some children to “read”
the room or Pocket Chart – meaning, have children “read” initial sounds or words
on the Star Bulletin Board, the Word Wall, game boxes, food boxes, calendar, la-
bels, etc.
4. Use an overhead projector (if you have one; if not, just place them on the table) and
a collection of small rubber animals that match the Zoo-phonics animals. Place an
animal on the projector (its profile will show nicely), one at a time, and have the
class Signal/Sound what the animal is. This is an excellent whole group assessment Have the class Signal the
tool and fun too! (Small animals can be found in bins at a party store, or can be projected animal profile.
bought in bulk from Oriental Trading Co., U. S. Toy Co., or nature stores.)
216 Part 1: Preschool Lesson Plans

Go to the “Rotating Groups” and find other /w/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.
1. Group #1 is going to write “w’s” in mud (actually, chocolate pudding!) Have children wash their hands first.
Practice “w” in “tickle letters,” and then provide each child with the “w” Merged Animal/Letter to copy. Using
finger paint paper, waxed paper or tin foil, give each child a generous “dollop” of chocolate pudding to spread to a
thin coating. Model how to write the letter, and always repeat the sound as they “write.” Of course they can lick!
2. Group #2 will go to the Listening Area, tape recorder/head set section, and hear
the story Wheels on the Bus, by Raffi (or another excellent choice from the litera-
ture list on page 217). Expect to hear joyful singing from that center! Try to use
a story with multiple copies, so that each child can follow the text. If you do not
have a pre-recorded story, make a beep or ring a bell on your recording, so they
will know when to turn the page.
3. Water play! Allow students to “wash” plastic farm or zoo animals in a water table
or dishwashing pan. When they tire of the animals, have them wash class ma-
nipulatives that may be dirty or “germy.” (See Science, and Health and Grooming
sections.)
4. Group #4 will illustrate a willie weasel alliteration page: “willie weasel does
wonderful work on wednesdays.” (Use page 457.) Also, prepare the rhyme on
sentence strips to read in the pocket chart. Read the alliteration aloud to your chil- Animal Alphabet Puppets
dren several times, so they can hear the /w/ sounds. Signal/Sound each /w/ sound. willie
5. Group #5 will make willie weasel’s Animal Alphabet Puppet using the stick pup-
pet pattern. (Follow directions on the packet.) Make sure children’s names are on
their puppets! Keep puppets in a bin for future phonemic awareness practice!

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /w/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994

Fiction
1. Wake Up, Farm!, by Alvin Tresselt, Illustrated by C.S. Ewing, Lathrop, Lee & Shepard, 1991
2. We’re Going on a Bear Hunt, by Michael Rosen, Illustrated by Helen Oxenbury, Little Simon, 1997
3. Where the Wild Things Are, by Maurice Sendak, Harper/Collins, 1988
4. Whistle for Willie, by Ezra Jack Keats, Viking, 1998
5. The Wide-Mouthed Frog, by Keith Faulkner, Illustrated by Jonathan Lambert, Dial, 1996
6. The Little Red Hen, by Paul Galdone, Houghton Mifflin, 1985
7. Willy Can Count, by Anne F. Rockwell, Little Brown, 1989
8. Mrs. Wishy-Washy, by Joy Cowley, Illustrated by Elizabeth Fuller, Philomel Books, 1999
9. A Winter Day, by Douglas FlorianMorrow & Co., 1988
10. The Jacket I Wear In The Snow, by Shirley Neitzel, et al, Mulberry, 1994
11. White Snow, Bright Snow, by Alvin R. Tresselt, Illustrated by Roger Duvoisin, Morrow & Co., 1988
12. Mountain Wedding, by Faye Gibbons, Illustrated by Ted Rand, Morrow & Co., 1996

Non-Fiction
1. What’s Inside?, by Jeanne Ashbe, Kane/Miller, 2000
2. I Walk and Read, by Tana Hoban, Morrow & Co., 1984
 Chapter 23: /w/
217
3. Feel the Wind, by Arthur Dorros (Illustrator), Foresman & Co., 1984
4. What Will the Weather Be?, By Lynda DeWitt, Illustrated by Carolyn Croll, Foresman, 1993
5. Weather Words and What They Mean, by Gail Gibbons, Holiday House, 1992
6. Weather Forecasting, by Gail Gibbons, Aladdin, 1993
7. Sun Up, Sun Down, by Gail Gibbons, Harcourt, 1983
8. Whales, by Gail Gibbons, Holiday House, 1991
9. Wolves, by Gail Gibbons, Holiday House, 1994
10. Willie’s Wonderful Pet, by Mel Cebulash, Illustrated by George Ford, Cartwheel, 1993
11. Wonderful Worms, by Linda Glaser, Illustrated by Loretta Krypinski, Millbrook, 1994
12. Wormy Worm (Thingy Things), by Christopher Raschka, Hyperion, 2000

Online Web Sites

1. www.crayola.com
2. www.scholastic.com
3. www.enchantedlearning.com

Teacher Resources for Worm Unit:

1. Creepy Crawlies for Curious Kids, by Lynn Ransfield, Teacher Created Materials, 1986
2. How to Make Books with Children Volume 2, Evan-Moor Corp. 1991
3. Critters, AIMS Education Foundation 1989
4. Lollipops, Ladybugs and Lucky Stars, Good Apple, Inc. 1984
5. Critters in the Classroom, Instructional Fair, Inc. 1987

Music/Audio/Videos
1. Benjamin Britten’s Young People’s Guide to the Orchestra
2. “Everybody Walk,” Animal Parade, Carla Piper, Soundpiper Sound
3. Wheels on the Bus by Raffi (Raffi Songs to Read)
4. Who Took the Cookies from the Cookie Jar?, by Bonnie Lass & Philemon Sturges
 Chapter 24

Zoo-phonics Preschool Lesson Plans

/x/

Teacher Preparation
Welcome to xavier fox’s Wonderful World of Learning! This week, we will explore many words and things that have
the /x/ sound. In math, the magic number this week will be the number 24.

The theme this week is “set an excellent example.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /x/ realm.

IMPORTANT TEACHER INSTRUCTION: You will find very few words that start with the
/x/ sound. However, there are excellent words that have the /x/ sound inside the word.
Please exaggerate the /x/ sound when pronouncing words, Signaling at the same time,
for a double impact!

Here’s an idea! Locate books that have the /x/ sound in the titles and are empha-
sized in the text. Keep the books in Xerox paper boxes. (Ask an office supply store).
Suggestions for literature are below and on pages 223 and 224.

“starring xavier fox:” Draw, or copy, a picture of our star, xavier fox: Place him on the celebration bulletin board. Col-
lect /x/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “x” Merged Animal Letter and Signaling instructions.
Children are to review xavier fox’s Signal and Sound with their parents. Ask parents to help children locate words,
pictures and items that have the /x/ sound.

Special Literature Selections

1. The Real Mother Goose, by Blanche Fisher Wright
2. Chicka, Chicka, Boom, Boom, by Bill Martin, Jr. Specific Zoo-phonics
3. Hello Red Fox, by Eric Carle Materials Needed This Week:
4. Frank & Ernest, by Alexandra Activity Worksheets
5. Jessica’s X-Ray, by Pat Zonata Alphabet Grids
6. My First Doctor Visit, by Julia Allen, Illustrated by Bob Zoo-phonics Assessment Inventory
Reese How To Draw
7. My First Dentist Visit, by Julia Allen, Illustrated by Bob Nature Wall Cards
Reese Zoo-phonics Rubber Stamp Set
Animal Alphabet Puppets
Zeke and His Pals Reader Level A • Book 1
Zoo-phonics Music That Teaches CD
220 Part 1: Preschool Lesson Plans

xavier fox’s /x/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Start off by reading Eric Carle’s Hello Red Fox. Eric Carle does his own illustrations, and they are always artistic and
playful. They are a good springboard for art projects for your children. Your children will love this book. Read the
book to them with the same rhythm in which Carle writes. Explain any unfamiliar vocabulary. Stop and ask questions,
and encourage children to ask and answer questions. Every time you all hear an /x/ sound, Signal and Sound!

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that they all are extra special, exciting and excellent, children; and you can’t wait to share /x/ words
with them this week! Discuss (translate, if necessary) the meanings of these words. Use this new vocabulary often!
What a great way to develop vocabulary and self-images at the same time!

1. Practice the whole alphabet from “a – z,” giving “one Signal, one Sound. Use ALCs. Continue to check their Sig-
nals and Sounds!
2. Sing “The Jump Rope Rap.” Signal/Sound. Especially listen to xavier fox’s rhyme.
3. Read xavier fox’s page from the Zoo-phonics Reader Level A • Book 1.
4. Tell your children that this week is xavier fox’s special week, and you are going
to celebrate by discovering all the things that start with, or have, xavier fox’s /x/
sound. Teacher Note: Many of our words this week will have the /x/ sound inside
the word, as there are few /x/ words for the children to explore.
• Look at xavier fox’s ALC. Children will trace xavier fox’s shape with their
finger in the air. Say the name xavier fox several times. Exaggerate the /x/
sound. Turn the Card over to show xavier fox sitting on top of the letter.
• Have students whose names start with the /x/ sound stand up. Take each
child’s picture, and place it on the bulletin board with his or her name. Have
this list prepared ahead of time of all the children who have “x’s” in their
name. Write these names on chart paper or the board, and draw a box shape
around the “x’s. Tell children that they are xavier fox’s extra special, exciting
and excellent children. Zeke and His Pals Reader
• Look at some words that start with /x/: x-ray, example, exciting and explore. Level A • Book 1
Say each word several times, and Signal as you pronounce each /x/ sound. xavier’s page
Stretch that /x/ sound out, “xxxxxxxxx.” Write these words on chart paper or
the board ahead of time. Have children draw a box around each “x.”

Go to the “Rotating Groups” (page 223) and find other /x/ adventures in the Adventuresome Kids Manual.
xavier fox’s /x/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
You will read the poem “I Wish My Father Wouldn’t Try to Fix Things Anymore,” from Something BIG Has Been
Here, by Jack Prelutsky. This poem is long, but it is very rhythmical. Children will find the humor if you read it slowly
enough for them to hear the vocabulary. Ask if anyone has a dad like this. Have they ever watched Home Improvement
on TV? “Tim ‘the Tool Man’ Taylor” is just like this! There are five “x’s” in the words, including the title. Signal every
time you all hear it pronounced!
 Chapter 24: /x/
221

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Shuffle the ALCs and place them around the room. Each child is to find one ALC, and then line up in order, start-
ing with allie alligator. Sing “Come Meet Us At The Zoo” to help establish a, b, c order.
2. Have your students greet each other by shaking each other’s hands while saying hello. Tell them they are setting
an excellent example of what a student should be! Discuss what this means for a moment. It means showing oth-
ers how a student should act: listening carefully, participating in class, helping others,
cleaning up after themselves, etc.
3. Today, you and your students will analyze new words that have the /x/ sound in the
middle of the word. Remember that the sound in this position is more difficult for chil-
dren to perceive, so exaggerate the sound, and Signal as you pronounce it. List: exit,
exciting, explore, extra, next and text. Write these words on chart paper or the board
ahead of time. Have children come up, one at a time, and draw a box around each “x.”
Signal/Sound! Ask students to use the words in sentences. Model for support.
4. Have children create stationery in the shape of a fox. (Use the Animal Puppets). Have
children write “x’s” all over the perimeter of the paper. (Use the Zoo-phonics Rubber
Stamps.) Make fox stationary us-
ing the Animal Alpha-
5. “xavier fox sitters.” Bring out the container full of xavier fox items. Create an “x”
bet Puppets.
booklet (from xavier fox’s Animal Alphabet Puppet) in which to collect /x/ words.
Children can also dictate a sentence or a story about xavier fox.

Go to the “Rotating Groups” and find other /x/ adventures in the Adventuresome Kids Manual.
xavier fox’s /x/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, share the book Chicka Chicka Boom Boom, by Bill Martin, Jr. This is a wonderful book to review all of the
sounds and letters of the alphabet. The pages are filled with bright colors. Have children paint with the same bright
colors sometime today.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet today, but scramble the ALCs first. This is a good way to as-
sess what your students know. Take time to assess your students individually this
week, using the Alphabet Assessments on pages 267 - 283.
2. Sing “Come Meet Us At the Zoo.” Use ALCs. Signal/Sound.
3. Show xavier fox’s ALC. Ask your students to stand up if they have an ”x” in their
name.
4. Look at words where the /x/ sound is at the end of words. First, show the word
“fox.” See? Pronounce it carefully, and Signal as you pronounce the sound. A
double whammy! Now, pronounce, Signal and Sound these words: box, tax, fix, six
and mix. Write these words on chart paper or the board ahead of time. Have chil-
dren come up and put boxes around all the “x’s.”
5. Look at the calendar today. Review the days of the week. Ask, “What day is it Sing “Come Meet Us
today?” Have children volunteer to draw a box around all of the sixes. Do any At The Zoo” from the
children have birthdays this month? (Prepare the list ahead of time so you can tell Zoo-phonics Music that
Teaches CD
students.) Discuss any special holidays during this month.
222 Part 1: Preschool Lesson Plans
6. Hand out the Animal Cracker boxes and a Grid Game Board, and put the Merged Animal Letter Pieces in their
“habitats.” Signal and Sound with each placement. Take time to discuss the habitats of a few of the animals.
(Which animals live in the water, on the land or in the air? In a combination of two?)
7. If you can locate it, watch the Chicka Chicka Boom Boom video. Can your children transfer the Signals and
Sounds to the letters in the book and the video? Transferring learned information is the sign of mastery.

For those who are ready for a challenge:

Using the ALCs, spell out (build) these words: six, mix, tax, box, fox, fix, ox, etc. Signal and
Sound each word, and close. Have children use these words in sentences. Can your children
“read” or sound blend the words when you build them? Try this also.

Go to the “Rotating Groups” and find other /x/ adventures in the Adventuresome Kids Manual.
xavier fox’s /x/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children to choose a book to share with a friend and/or to “read” by him or herself .

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Today, have the children only
give the sounds of the letters - no Signals. (This is also an excellent Assessment.
Watch your children carefully, and annotate who is still struggling. Give them
extra time with the ALCs.)
2. Today, look at words that end in the letter /x/ again: fix, six, ox, fox, box and Rex
(as in T - Rex). Signal and Sound! Place a box around each /x/ after adding these
words to your word list from the previous days.
3. Discuss letters and words. Review the differences between the two. Tell your
students, “When you put letters together, they make a word.” Show these ALCs:
“o,” “f” and “x.” Now, put them in the right order, and they make the word “fox.”
Remind students that when you put words in a meaningful order, they make sen-
tences. Have children make up patterned sentences using this word. Ask your chil-
dren to add interesting words to this sentence. (“The fox has six __________.”)
Have each child draw a picture for their sentence. Compile these pages into a new Large Animal
Alphabet Cards
book for the classroom.
a-z
4. Display the ALCs “a – x.” Scramble the Cards, and allow children to take turns
putting them in order. Sing “Come Meet Us At The Zoo” to help children place
the 24 letters in order. Signal and Sound quickly! How many Cards are there? Magic number 24!

Go to the “Rotating Groups” and find other /x/ adventures in the Adventuresome Kids Manual.
xavier fox’s /x/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Show the alphabet from “z - a” today using the ALCs. See how quickly they can give “one Signal, one Sound. Now,
have the children silently Signal the sound, and have the other children identify the name of the alphabet animal.
2. Sing “Come Meet Us At the Zoo” today.
 Chapter 24: /x/
223
3. If you choose, help your children plan and then celebrate a Mexican fiesta. Talk about ideas. Meal plan. Write
their ideas down on chart paper or the board so they can see how speeches (and ideas) match letters and words.
Locate Mexico on the map. Compare the Spanish language to the English language (and other languages in the
classroom). If you have Spanish speakers in your class, have them teach important number words, colors, objects,
greetings, foods, etc. Label your room.
4. Sing some favorite songs today. (Optional: Signal key words.)

Go to the “Rotating Groups” and find other /x/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to put together a “xavier fox” puzzle. Either use the “How to Draw” as a puzzle, or enlarge a
copy of xavier fox, laminate, and then cut it into large puzzle pieces. Children can work together to put xavier fox
back together again.
2. Group #2 will complete xavier fox’s “dot-to-dot” from page 92 of the Activity Worksheets. You can sing the song
“Come Meet Us At The Zoo” to help the children remember which letter comes next. Have those students who
are developmentally ready do the printing practice at the bottom. If you have children who still need more “free
form” printing, allow them to print in various mediums. Give them an “x” as a model.
3. Group #3 will make a xavier fox alliteration page: “xavier fox took his box of sox
to rex, the ox,” (page 458). Listen for all the /x/ sounds. Signal/Sound. (The plural
of sock is spelled either “sox” or “socks.” Tell children that xavier fox knits sox for
the White and Red Sox baseball teams.” What a clever fox!
8. Group #4 will make a xavier fox Animal Alphabet Puppet using the stick puppet pattern.
9. Group #5 will build words using the ALC “x.” Here are some simple words you
can build: ox, box, fox, fix, six, exit, next, text and Rex. Explain (translate, or act
out) the meanings of the words, if necessary. You, as teacher, will build the words,
and then lead in Signal and Sound. It is not expected, nor needed, for children to
try this activity independently. You are just giving students an awareness of how
familiar words are formed with letters. However, they ARE able to locate one letter
that makes the word. Have them try that. If you have anyone who is able to form
the whole word, allow him or her this opportunity.
10. Group #6: Take children’s meal orders today, if you are going to try the “Silly Animal Alphabet Puppets
xavier
Meal.” You need to read the selections to them, and have them choose. You must
write their orders down, and then serve them exactly as they ordered. (See “Break-
fast, Snack, Lunch and Dessert Possibilities.”)

Here’s a Suggestion: If possible, on the last day of the week, have a Mexican fiesta; complete
with a piñata, Mexican food and decorations!

Suggested Literature:

Poetry/Nursery Rhymes
Discover all the /x/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990
224 Part 1: Preschool Lesson Plans
Fiction
1. Fox In Socks, by Dr. Seuss, Random House, 1965
2. Hello, Red Fox, by Eric Carle, Simon & Schuster, 1998
3. Chicken Little, by Steven Kellogg (Illustrator), William Morrow & Co.,1987
4. Chicka Chicka Boom Boom, by John Archambault, et al, Aladdin, 2000

Non-Fiction
1. The Fox: Playful Prowler, by Christian Havard, et al, Charlesbridge, 1985
2. Mexico, by Tom Streissguth, Charlesbridge, 1997
3. T is for Texas, by Mary D. Wade, Illustrated by Virginia Roeder, GHB, 1989
6. Jessica’s X-Ray, by Pat Zonta, Illustrated by Clive Dobson, Firefly, 2002
7. Welcome to the World of Foxes, by Diane Swanson, Whitecap, 1998
8. Me And My Amazing Body, by Joan Sweeney, Illustrated by Annette Cable, Crown, 1999
9. Dem Bones, by Bob Barner, Chronicle Books 1996
10. Dinosaur Bones, by Bob Barner, Chronicle Books 2001
11. Your Insides, by Joanna Cole, et al, Paper Star 1998
12. The Skeleton Inside You, by Philip Balestrino, Illustrated by True Kelley, Harper/Trophy, 1989
13. Bones, by Stephen Krensky, Illustrated by Davy Jones, Random House 1999

Teacher Resources
1. A Pirate’s Life for Me! A Day Aboard a Pirate Ship, by Julie Thompson, Charles Bridge Publishing, 1996
2. The Great Pirate Activity Book, by Deri Robins, Kingfisher Books, 1995
3. Kids Can Draw Pirates, by Philippe Legendre, Walter Foster Publishers, 2002
4. The Bones Game Book, by Karen C. Anderson, Workman Publishing Co., 1993

Audio/Video/Music
1. Bob the Builder, Can We Fix It? VHS/DVD, Lyons Group/Lyrick
2. Chicka Chicka Boom Boom and Lots More Learning Fun DVD/VHS, New Video Group
3. ABC Chicka Boom with Me and Other Phonemic Awareness/Phonics Songs and Activities, by John Archambault,
et. al.
 Chapter 25

Zoo-phonics Preschool Lesson Plans

/y/

Teacher Preparation
Welcome to yancy yak’s Wonderful World of Learning! This week, we will explore many words and things that have
the /y/ sound. In math, the magic number this week will be the number 25.

The theme this week is “yearn to learn.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /y/ realm.

IMPORTANT TEACHING INFORMATION: yancy yak’s “y” has many sounds. He says,
/y/ as in “yak” and “yellow,” the long “e” as in “baby,” the long “i” as in “shy” and the short
“i” as in “mystery.” The /y/ sound as in “yak” and “yellow” (initial sounds only) will be the
only focus of this lesson.

Here’s an idea! Locate books that have the /y/ sound in the titles and are empha-
sized in the text. Create a soft, yellow reading area in the classroom where the
books can be kept. Ask parents if they have any yellow beanbag chairs, yellow blan-
kets, yellow pillows, or pictures with yellow in them to share this week. Suggestions
for literature are below and on page 230.

“starring yancy yak:” Draw, or copy, a picture of our star, yancy yak: Place him on the celebration bulletin board.
Collect /y/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “y” Merged Animal Letter and Signaling instructions.
Children are to review yancy yak’s Signal and Sound with their
parents. Ask parents to help children locate words, pictures and
items that have the /y/ sound. Specific Zoo-phonics
Materials Needed This Week:
Special Literature Selections Activity Worksheets
1. The Real Mother Goose, by Blanche Fisher Wright Zoo-phonics Assessment Inventory
2. Little Blue and Little Yellow, by Leo Lionni Zoo-Fonts
3. Something BIG Has Happened Here, by Jack Prelustsky How To Draw
4. Yum, Yum, Yummy, by Martin Wadell Nature Wall Cards
5. The Yangtze, by Cari Meister Zoo-phonics Rubber Stamp Set
6. The Story About Ping, by Majorie Flack Animal Alphabet Puppets
7. Busy, Buzzy, Bees, by Allen Fowler Zeke and His Pals Reader Level A • Book 1
8. Yankee Doodle (Board Book), by Amanda Haley Zoo-phonics Music That Teaches CD
226 Part 1: Preschool Lesson Plans

yancy yak’s /y/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Today, share the book Little Blue and Little Yellow, by Leo Lionni. This is a great book to tie art, science and feelings all to-
gether. Show the cover of the book. Discuss the author and illustrator. (Lionni does both!) Your children will see a blue circle
and a yellow circle that are best friends. See what happens to them when they hug. Ask your children what they think will
happen next? (They aren’t blue or yellow anymore, they are green. Oh, oh!) Ask children, “What do you think their parents
are going to think?” After you have read the book, locate, Signal and Sound all the /y/ sound words.

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that this year, they have been wonderful youngsters who “yearn to learn,” and you can’t wait to
share /y/ words with them this week! Discuss (translate, if necessary) the meaning of the word “yearn.” It means to
“really want something.”

1. Today, do something you’ve never done before. Ask who can Signal the alphabet from memory. Sing “Come Meet
Us at the Zoo,” if the child gets stuck. This is a good auditory memory activity.
2. Sing “The Jump Rope Rap.” Signal/Sound. Especially listen to yancy yak’s rhyme.
3. Read yancy yak’s page from the Zoo-phonics Reader Level A • Book 1.
4. Review ALCs from “a – x.” Can children remember words that start with, or have these sounds in them? Use
words from prior lessons, and write them on chart paper, or the board. Pronounce the words carefully, exaggerat-
ing the targeted sound. Have children determine which ALC represents the targeted sound by pointing to the ALC.
Signal/Sound. Review is essential!
5. Tell your children that this week is yancy yak’s special week, and you are going to celebrate by discovering all the
things that start with or have yancy yak’s /y/ sound.
• Look at yancy yak’s ALC. Children will trace yancy yak’s shape with their
finger in the air. Say the name yancy yak several times. Exaggerate the /y/
sound. Turn the Card over to show yancy yak sitting on top of the letter.
• Have students whose names start with the /y/ sound stand up. Take each
child’s picture, and place it on the bulletin board with his or her name. Who
has a “y” anywhere in their name? Have this list prepared ahead of time.
Write these names on chart paper or the board, and draw a “yield sign” (a
triangle shape) around all the “y’s.” Tell children that they are yancy yak’s
wonderful “yearning to learn” youngsters.
• Look at some words that start with /y/: yes, you, yo-yo, yawn, yet, yell, yeast,
yard, yarn, young, yellow, yam, year, yesterday and yodel. Say each word
several times, and Signal as you pronounce each /y/ sound. Exaggerate the
/y/ sound by saying it loudly as you Signal. Write these words on chart paper
or the board ahead of time. Have children draw a “yield sign” (it’s a triangle) Zeke and His Pals Reader
shape around each “y.” Ask if children have ever seen a yield sign. Talk with Level A • Book 1
parents (or send home a note) so they can show children yield signs as they yancy’s page
drive. There is nothing like seeing the real thing!

Important Note: The words “you” and “yellow” are very important words. Emphasize these two
words all week. Find ways of sneaking them into your sentences, directions, compliments, etc.
 Chapter 25: /y/
227

Go to the “Rotating Groups” (page 229) and find other /y/ adventures in the Adventuresome Kids Manual.
yancy yak’s /y/ Lesson Plans, Day #2
Literacy – Knowledge and Appreciation of Books
Read the book Little Blue and Little Yellow, by Leo Lionni again. Prior to this reading, give children a chance to retell
the story. They can all give their thoughts, one at a time, of course. Encourage them to be sequential by saying, “and
what happened next?” etc. There are many suggested art projects for this week. Tie this book into them. Also, remind
children that “hugs” change people. Even a pat on the back or a compliment makes us happy. Give every one a green
happy face circle every time you see someone hand out a hug, a compliment or a pat on the back.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Shuffle the ALCs and hide them all around the room. Each child is to find one ALC, and then line up in order, starting
with allie alligator. See if they can do this all by themselves without adult help. Sing
“Come Meet Us At the Zoo” to help establish a, b, c order, if they need it.
2. Look at the calendar. Which days of the week have a /y/ on the end of the words?
All of them! Since this is NOT our target sound, show them visually. Draw a
“yield sign” around each of them. Tell your students that yancy has many speech
sounds and is a very busy guy! Now, look at the months. Which months have
yancy yak in them? January, February (remember how to pronounce this proper-
ly?), May and July. These also do NOT have the /y/ sound, so show them visually
and draw a “yield sign” around them, as well. (In actuality, the “y” acts as a vowel
in each of these words.)
3. Have your students greet each other by saying “hello” to each other as if they were
talking on the telephone like yancy yak!
4. Have children create stationery in the shape of a yak. Simply make copies of
yancy yak’s Animal Alphabet Puppet, and have children write “y’s” all over the Draw a yield sign around the
perimeter of his head. “y’s” in every month.
5. “yancy yak sitters.” Bring out the container full of yancy yak items.
6. Create a “y” booklet (from yancy yak’s Animal Alphabet Puppets) in which to col-
lect /y/ words. Children can also dictate a sentence, or a story, about yancy yak.

For those who are ready for a challenge:

Look at all the letters your children have mastered. It is almost the whole alphabet! Today, build
words together, and then have children use them in patterned sentences. (“I bet we are going to
have snacks today.” “I bet we are going to sing songs today,” etc.) Enjoy your students’ growth
and progress. Try the these word families: bet, get, jet, let, met, net, pet, set, vet, wet, yet.

Go to the “Rotating Groups” and find other /y/ adventures in the Adventuresome Kids Manual.
yancy yak’s /y/ Lesson Plans, Day #3
Literacy – Knowledge and Appreciation of Books
Today, read the poem, “Yubbazubbies,” by Jack Prelutsky. Have the children Signal/Sound every time they hear the
/y/ sound in the poem. What is a yubbazubbie? Let the children use their imaginations! The best part of this poem is
that yubbazubbie is a fun word to say. Even the children will like how it rolls out of their mouth! Try it – clap out the
syllables, “yub – ba – zub – bie.” How many syllables are in the name “yubbazubbie?” (4!)
228 Part 1: Preschool Lesson Plans

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet today, but scramble the ALCs first. Take time to assess your stu-
dents individually this week using the Alphabet Assessment on pages 267 - 283.
2. Sing “Come Meet Us At the Zoo.” Signal and Sound.
3. Show yancy yak’s ALC. Ask your students to stand up if they have a ”y” in their name.
4. Look at the calendar today. Review the days of the week. Ask, “What day is it today?”
Write the word “yesterday” on chart paper, a sentence strip or the board. Have a volun-
teer draw a “yield sign” (triangle) around the “y.” Everyone Signal and Sound. Does
anyone have a birthday this month? (Prepare the list ahead of time, so you can tell
students.) Discuss any special holidays during this month, as well.
5. Have children take a silent trip around the classroom. They are to search for things
that start with the /y/ sound. What about yesterday’s art work? Yellow blocks,
crayons, trucks, paint, etc.) Have your children look in the mirror. When they see
their reflection, they can point to themselves and say, “you!” Have them look for
any young children in the class, too! Large Animal
6. Sing “The Wheels on the Bus,” and include the actions. Has anyone ever ridden a Alphabet Cards
yellow school bus? If not, what do they think it will be like? y

For those who are ready for a challenge:

Build sentences today. Using the words you used on Tuesday, write sentences on chart paper or
the board so your children can see how words create sentences. The most exciting thing is that
you are demonstrating how they (children) are able to build the sentences. Their speech words
can be written down! Try these word families: bet, get, jet, let, met, net, pet, set, vet, wet, yet.

Go to the “Rotating Groups” and find other /y/ adventures in the Adventuresome Kids Manual.
yancy yak’s /y/ Lesson Plans, Day #4
Literacy – Knowledge and Appreciation of Books
Today, allow children to choose a book to share with a friend or to “read” by him or herself. Enjoy that yellow
reading area!

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Today, have the children
only give the sounds of the letters - no Signals. Talk about “yearning to
learn.” People who want to learn, do!
2. Discuss letters and words. What is the difference between the two? Remind
your students, “When you put letters together, they make a word.” Show
these ALCs: “e,” “s” and “y.” Now, put them in the right order, and they
make the word “yes.” Have children make up patterned sentences using this
word. (“Yes, I like __________.” Or “Yes, I like to __________.”) Ask your
children to add interesting words to these sentences.
3. Share some /y/ sound Mother Goose Rhymes with the group today. Here are
a few: “Young Roger and Dolly” (See how Dolly says “No!” to Roger?); Small Animal Alphabet Cards
“Young Lambs to Sell” (There are 5 /y/ sounds in this rhyme.); “For Baby” y-e-s
(See how the word “you” has the /y/ sound?)
 Chapter 25: /y/
229
4. Bring out the plastic eggs today filled with words (put all 8 words in one egg). Have one egg per child, per group.
Make sure half the words begin with “y’s.” Children are to determine which words have a /y/, and put them on a
yellow piece of paper with yancy yak on it. List: can, yes, fan, yell, fig, yet, dog, yum.

For those who are ready for a challenge:

Using the words you have been exploring the last several days, use as many of these words
as possible in “same rhyme” sentences. (“I bet the vet got wet when she let the net slip off the
pet.”) List: bet, get, jet, let, met, net, pet, set, vet, wet, yet.

Go to the “Rotating Groups” and find other /y/ adventures in the Adventuresome Kids Manual.
yancy yak’s /y/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Show the alphabet from “a - z” using the ALCs. Today, have the children silent Signal the Sound, and have the
other children identify the name of the Zoo-alphabet animals.
3. Sing some favorite songs today. Enjoy the time!
4. Go on a “Sound Hunt.” Hand a pretend magnifying glass to each child. They are to locate an object and tell what
sound the word starts with. They will raise their magnifying glasses in the air to let teacher know they have found
one, and then share it with the class. They can point, call out the word, Signal the Sound, state the letter’s animal
name, etc. If they locate something that begins with a long vowel, just help them through it. Say, “Yes, that apron
starts with allie alligator’s letter; good job, Juan.”

Go to the “Rotating Groups” and find other /y/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to lace yancy yaks with yellow yarn. Reproduce 6 (or so) yancy yaks from the ALCs on card
stock or tag. Laminate or cover yancy yak with clear shelving paper and then hole punch all around the yak. Start
each lacing card with yellow yarn, and knot it. Children will complete the lacing.
2. Group #2 will complete yancy yak’s “dot-to-dot” from page 93 of the Zoo-phonics Activity Worksheets. You can
sing the song “Come Meet Us At The Zoo” to help the children remember which
letter comes next. Have those students, who are developmentally ready, do the
printing practice at the bottom. Allow those who are still not ready for paper/pen-
cil to “write” in other mediums.
3. Group #3 will make a yancy yak alliteration page: “yancy yak yearns for a yard of
yellow yarn,” (page 459). Listen for all the /y/ sounds. Signal/Sound.
4. Group #4 will make a yancy yak Animal Alphabet Puppet using the stick puppet
pattern.
5. Group #5 will build “y” words using the ALCs. Here are some simple words you
can build: yet, yen, yes, yam, yak, yum. Explain (translate or act out) the meanings
of the words, if necessary. Build the words together, and Signal/Sound each word.
Note: By now, it is expected that most all of your children should be able to hear
the letter sounds and determine which letter it is by their sounds. Allow children Animal Alphabet Puppets
to take turns choosing at least one letter to make the word. If a child can form the yancy
whole word, allow them.
230 Part 1: Preschool Lesson Plans

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /y/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
2. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990

Fiction
1. Little Blue, Little Yellow, by Leo Lionni, Mulberry, 1995
2. School Bus, by Donald Crews, William Morrow, 1984
3. A Yellowstone ABC, by Cyd Martin, Roberts Rinehart, 1992
4. Old Faithful, by Bob Reese, Children’s Press, 1982
5. Yard Sale!, by Mitra Modarressi, DK Publishing, 2000
6. Yankee Doodle, Illsutrated by Amanda Haley and Edward Bangs, Harper/Festival, 2002
7. Wheels on the Bus, by Raffi, Illustrated by Sylvie Kantorovitz Wickstrom, Crown, 1998
8. Ten Bears Go Marching…A Pop-up Counting Book, by John Richardson, Hyperion, 1996
9. Yum, Yum, Yummy, by Martin Wadell, Illustrated by John Bendall-Brunello, Candlewick, 1998
10. The Story About Ping, by Marjorie Flack, Illsutrated by Kurt Wiese, Viking Press, 1983

Non-Fiction
1. Yellowstone, by Jason Cooper, The Rourke Book Co., 1995
2. Busy, Buzzy, Bees, by Allan Fowler, et al, Children’s Press, 1996
3. The Yangtze, by Cari Meister, Checkerboard, 2002
4. Corn, by Ann L. Burckhardt, Bridgestone Books, 1996

Audio/Video/Music
1. Mary Schneider Yodelling the Classics, Audio CD
2. Our America: 15 Patriotic Songs by Our Children, by Young American All-Stars, Audio CD
3. Raffi’s Box of Sunshine, by Raffi, Audio CD/cassette
 Chapter 26

Zoo-phonics Preschool Lesson Plans

/z/

Teacher Preparation
Welcome to zeke zebra’s Wonderful World of Learning! This week, we will explore many words and things that have
the /z/ sound. In math, the magic number this week will be the number 26. 26 – that’s the whole alphabet! Hasn’t it
been a fun adventure?

The theme this week is “Learning with zest and zeal.”

This week’s lessons provide many teaching ideas on all aspects of the preschool curriculum, all within the /z/ realm.

Here’s an idea! Locate books that have the /z/ sound in the titles and are empha-
sized in the text. This week, let “zookeepers” keep the /z/ books in a natural habitat.
Have children help you create a mini-zoo! Tuck your books behind plants, on top of
animal prints, near stuffed zoo animals, and pictures of animals mounted on greens,
tans, browns and yellows. Let children read books quietly before naptime. Put on
some great jungle music as they read (and then, “zzzzzzzzz”). Suggestions for litera-
ture are below and on pages 236 and 237.

“Starring zeke zebra:” Draw, or copy, a picture of our star, zeke zebra: Place him on the celebration bulletin board.
Collect /z/ words, pictures, labels, names, etc.

Parent Support: Give each child his or her own copy of the “z” Merged Animal Letter and Signaling instructions.
Children are to review zeke zebra’s Signal and Sound with their parents. Ask parents to help children locate words,
pictures and items that have the /z/ sound.

Special Literature Selections

1. The Real Mother Goose, by Blanche Fisher Wright Specific Zoo-phonics
2. So Many Bunnies, a Bedtime a, b, c, and Counting Book,
by Rick Walton/ Paige Miglio Materials Needed This Week:
3. “The Zebra” Zoo-Doings, Animal Poems, by Jack Pre- Activity Worksheets
lutsky Alphabet Grids
4. “The Zoo Was in an Uproar,” Something BIG Has Been Zoo-Fonts
Here, by Jack Prelutsky Zoo-phonics Assessment Inventory
5. Corn is Maize: The Gift of the Indians, by Aliki How To Draw
6. A Dozen Dozens, by Harriet Ziefert Nature Wall Cards
7. Lots and Lots of Zebra Stripes: Patterns in Nature, by Zoo-phonics Rubber Stamp Set
Stephen R. Swinburne Animal Alphabet Puppets
Zeke and His Pals Reader Level A • Book 1
Zoo-phonics Music That Teaches CD
232 Part 1: Preschool Lesson Plans

zeke zebra’s /z/ Lesson Plans, Day #1

Literacy – Knowledge and Appreciation of Books
Read the Zoo-phonics Reader Level A • Book 1 from start to finish today. Haven’t your children learned a lot? Their
zeal and zest for learning is amazing! Do you have any students who can read a word or a page by themselves? Allow
them this moment, even if they have to Signal and Sound the word(s) out. What growth!

Phonemic Awareness/Pre-Writing Experiences

Each one of the following activities should take from one minute to five minutes to do. Use some or all of the activities.
Remember that you can modify these activities to suit the needs of your students. You can use these activities in whole
group or small group settings.

Whole Group or Small Group Activities

Tell your children that you appreciate how zippy, zany, and full of zest they are, and that you can’t wait to share /z/
words with them this week! Discuss (translate, if necessary) the meanings of these words. “Zippy” means they are
“quick” – quick to learn; “zany” means different and/or unusual; “zest” means having energy, feeling alive. What great
words for such great children! Use these new vocabulary words in sentences throughout the week.

1. Practice the whole alphabet from “a – z” using the ALCs – one Sound, one Signal!
2. Sing “Come Meet Us At the Zoo.” Sing this today as a culmination of 26 weeks of work on the alphabet. Tell
children that you’d like to see very strong Signals and voices when singing this.

Here’s an Idea! On the last day of this week, perform this song for the parents. Have
a special celebration for completing the whole alphabet. This is also a good time to
tell parents what the next 4 – 6 weeks will hold. Tell parents that you will be assess-
ing their students (hopefully, you have been all year) and will let them know how their
students are doing. It is suggested that you meet with the parents of future kinder-
gartners to relate their progress. Show how close to standards they are (or have
exceeded). For those “almost K kids” who still need some support, you have 4 – 6
weeks more to ready them. Show parents how to help their children at home.

2. Read zeke zebra’s page from the Zoo-phonics Reader Level A • Book 1. You have
completed the book! Hand out the “I’ve Completed Reader Level A1” Certificate
today. (See Blackline Master #12.)

NOTE: Hopefully, children have been able to look though this Reader
all year. This Reader will be a significant part of the curriculum for
those children who will continue on with Lessons 27 – 32.

4. Display ALCs from “a – z,” in order, where children can easily locate them.
Hopefully you have made the “a – z” VC and CVC words on 3” x 5” index cards
from prior lessons. You will need these for today’s lesson. Mix the word cards up.
Read them aloud, carefully pronouncing each word, exaggerating the targeted Zeke and His Pals Reader
initial sound. Choose a child to determine which ALC represents the initial sound Level A • Book 1
by setting the word card on top of the appropriate ALC. zeke’s page
 Chapter 26: /z/
233
5. Tell your children that this week is zeke zebra’s special week, and you are going to
celebrate by discovering all the things that start with, or have, zeke zebra’s /z/ sound.
• Look at zeke zebra’s ALC. Children will trace zeke zebra’s shape with their finger
in the air. Say the name zeke zebra several times. Exaggerate the /z/ sound. Turn
the Card over to show zeke zebra sitting on top of the letter.
• Have students whose names start with the /z/ sound stand up. Have this list pre-
pared ahead of time of all the children who have “z’s” in their name. (You never
know – there could be a Zed, Zelda, Hazel, etc.) Take each child’s picture, and
place it on the bulletin board with his or her name. Write these names on chart
paper or the board, and draw a “zero” (oval) shape around the “z’s. Tell children
that they are zeke zebra’s zippy, zany and zestful children.
Large Animal
Go to the “Rotating Groups” (page 236) and find other /z/ adventures in the Alphabet Cards
z
Adventuresome Kids Manual.

zeke zebra’s /z/ Lesson Plans, Day #2

Literacy – Knowledge and Appreciation of Books
There is a great fiction book called So Many Bunnies, a Bedtime A, B, C and Counting Book, by Rick Walton and
Paige Miglio. It uses an alliteration of bunny names while counting the letters of the alphabet. It is like the “old
woman in the shoe with so many children she didn’t know what to do” nursery rhyme. Each bunny has a spot in the
shoe, and the sleeping locations rhyme with the bunnies’ names. Example: “26 was named Zed, he slept on the shed.”
This is a perfect culmination of the alphabet and numbers. You have been doing the same thing, reciting rhymes with
animals and numbers. Your children will enjoy this book. Many math and phonemic awareness activities can be made
from this book. The last page is “wordless.” You will see all the bunnies piling into mommy’s bed, ready to snuggle.
The illustrations are wonderful.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Shuffle the ALCs and place them around the room. Each child is to find one ALC,
and then line up in order, starting with allie alligator. Sing “Come Meet Us At The
Zoo” to help establish a, b, c order.
2. Sing “The Jump Rope Rap.” Signal/Sound. Especially listen to zeke zebra’s rhyme.
3. Have your students greet each other by shaking each other’s hands while saying “hello.”
Do they remember their manners and how to be polite with each other and adults?
4. Today, you and your students will analyze new words that have the /z/ sound in the
beginning, the middle, or at the end of the word. Remember that the sound in the
middle position is more difficult for children to perceive, so exaggerate the sound,
and Signal as you pronounce it. List: zigzag, fuzzy, Brazil, Amazon, Aztec, graze,
dozen, puzzle, quiz, size, gazelle, hazard and memorize. Write these words on
chart paper or the board. Have children come up, one at a time, and draw a zero Sing “Jump Rope Rap” from
(oval) shape around each “z.” Signal/Sound! Ask students to use the words in the Zoo-phonics Music
sentences. Really streeeeeeeeeeeetch out those medial and ending sounds. Model that Teaches CD
for support.

IMPORTANT TEACHER INSTRUCTION: When you have a double consonant (fuzzy),

you pronounce the consonant only once. When you Signal, however, you Signal the let-
ter twice! Two Signals, one Sound!
234 Part 1: Preschool Lesson Plans
5. Have children create stationery in the shape of a zebra, using zeke’s Animal Al-
phabet Puppet. Run off copies for your children. They can write the “z’s” all over
the perimeter of the picture.
6. “zeke zebra sitters.” Bring out the container full of zeke zebra items. Create a
“z” booklet (from zeke zebra’s Animal Alphabet Puppets) in which to collect /z/
words. Children can also dictate a sentence or a story about zeke zebra. Have
them use as many zany /z/ words as possible.

Go to the “Rotating Groups” and find other /z/ adventures in the Adventure-
some Kids Manual.

zeke zebra’s /z/ Lesson Plans, Day #3 Make zebra stationary

with the Animal
Alphabet Pattern.
Literacy – Knowledge and Appreciation of Books
Today, read two great poems by Jack Prelutsky from Zoo-Doings: Animal Poems, (our
resident poet,) called “The Zebra.” Also read “Zoo-Doings.” This last one is a tongue twister. Enjoy the rhymes and
Signal out all the /z/ sounds that you hear.

If possible, locate the book, Alison’s Zinnia, by Anita Lobel. This is a wonderful story to review all of the sounds and
letters of the alphabet, “a – z.” Have the children Signal and Sound the initial sounds of key words.

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet today, but scramble the ALCs first. This is a good way to
assess what your students know. Knowing the shapes and sounds of the letters out
of order demonstrates mastery. Take time to assess your students individually this
week, using the Alphabet Assessments on pages 267 - 283.
2. Show zeke zebra’s ALC. Ask your students to stand up if they have a ”z” in their
name. Have everyone say, “Zounds!” In the1920’s, people used this expression to
say, “Wow!”
3. Look at the calendar today. Review the days of the week. Ask, “What day is it
today?” Have children volunteer to draw a “zero” (oval) around the last day of
the week, the last day of the month, and the last month of the year (because zeke
zebra is the last in the alphabet). Which children have birthdays in this month?
(Prepare the list ahead of time so you can tell students.) Discuss any special holi- Display the Large Animal
days during this month. Alphabet Cards
4. Look at some words that start with /z/: zero, zigzag, zinnia, zip, zipper, zither and (a-z) out of order.
zoom. Say each word several times, and Signal as you pronounce each /z/ sound.
Stretch the /z/ sound out, “zzzzzzzzzz.” Write these words on chart paper or the
board ahead of time. Have children draw a zero (oval) shape around each “z.” Explain (translate, if needed) any
unfamiliar words, and use them in sentences.

Go to the “Rotating Groups” and find other /z/ adventures in the Adventuresome Kids Manual.
 Chapter 26: /z/
235

zeke zebra’s /z/ Lesson Plans, Day #4

Literacy – Knowledge and Appreciation of Books
Here is a riddle and rhyme from The Real Mother Goose. Read it, and figure out what the answer is!

Elizabeth

Elizabeth, Elspeth, Betsy, and Bess,

They all went together to seek a bird’s nest;
They found a bird’s nest with five eggs in,
They all took one, and left four in.

Put five plastic eggs in a basket. If 4 children each take an egg, how can there be four left over? (Elspeth, Besty and
Bess are nicknames for Elizabeth. Elizabeth, Elspeth, Betsy, and Bess are all ONE and the same person! Now, subtract
1 from 5 and you have 4!

Phonemic Awareness/Pre-Writing Experiences

Whole Group or Small Group Activities
1. Practice the alphabet from “a – z” with the ALCs. Remember, one Sound, one Signal.
2. Today, look at some of the words that end in the letter /z/: buzz, fizz, fuzz. (Note
the double “z.”) Signal and Sound! Write these words on chart paper, a sentence
strip or the board. Place a zero (oval) around each /z/ after adding these words to
your word list from the previous days. Aren’t your students amazing? Oh! Write
the word “amazing” on chart paper, a sentence strip or the board. What magic let-
ter do they see in the middle of this word? zeke zebra’s “z!” That is amazing!
3. Discuss letters and words. What is the difference between the two? Tell your
students, “When you put letters together, they make a word.” Show these ALCs
“i,” “p” and “z.” Now, put them in the right order, and they make the word “zip.”
Have children make up patterned sentences using this word. (“I will zip the zipper
on my ____________.” Or, “I will zip around the ________ playing_________.”)
Ask your children to add interesting words to these sentences. If time allows,
have each child draw a picture of its sentences. Compile these pages into a new
book for the classroom.
Hand out the Animal Cracker
5. Hand out the Animal Cracker boxes and a Grid Game Board, and put the Merged
boxes and a Grid game
Animal Letter Pieces in their “habitats.” Signal and Sound with each placement.
board again.
Take time to discuss the habitats of a few of the animals. (Which animals live in
the water, on the land, in the air, or in a combination of habitats?)

Go to the “Rotating Groups” and find other /z/ adventures in the Adventuresome Kids Manual.
zeke zebra’s /z/ Lesson Plans, Day #5
Phonemic Awareness/Pre-Writing Experiences
Whole Group or Small Group Activities
1. Show the alphabet from “a – z” using the ALCs. Today, have the children respond with sound only. That is our
goal! Go through the alphabet again and, this time, only show the lowercase letters - no animals.
236 Part 1: Preschool Lesson Plans
2. Today, read “The Zoo Was In An Uproar,” (Something BIG Has Happened Here) by Jack Prelutsky. The
animals are very upset. Find out why. Before you start the last line, stop and ask, “Why do you think all these
animals are so cranky?” Give them plenty of opportunity to analyze and guess. (The hippopotamus forgot to take
a bath. Oh phew!) Look at all the adjectives in the book. Read just the adjectives, so they can hear them again.
Say each of them with “disgust,” and have your children repeat your intonation. Write these fun words on chart
paper, put a “zero” around each one, and Signal out the first initials (disgraceful, barbaric, distressing, unfair,
repellant, bizarre, wicked, uncalled for and unseemly). Briefly discuss meanings (translate, if necessary.)
3. Sing some favorite songs today. (Optional: Signal key words.)

Go to the “Rotating Groups” and find other /z/ adventures in the Adventuresome Kids Manual.
Rotating Group Activities
Divide into small rotating groups for these next activities. You will use these same activities all week long.

1. Group #1 is going to do the Rainbow Writing worksheets on page 58 of the Zoo-phonics Activity Worksheets.
Have children choose which crayons they want to use. Instructions are on the page.
2. Group #2 will complete zeke zebra’s “dot-to-dot” on page 94 of the Activity Worksheets. You can sing the song
“Come Meet Us At The Zoo” to help the children remember which letter comes
next. Have those students, who are developmentally ready, do the printing prac-
tice at the bottom. For those who need more “free form” writing, have them write
in other mediums.
3. Group #3 will illustrate a zeke zebra alliteration page: “zeke zebra zips with zeal
and zest as he grazes in the grass,” (page 460). Listen for all the /z/ sounds. Sig-
nal/Sound.
3. Group #4 will make a zeke zebra Animal Alphabet Puppet using the stick puppet
pattern.
4. Group #5 will build some “z” words using the ALCs. Here are some simple words
you can build: zip, zig, zag, zap, zit and zest. Explain (translate or act out) the
meanings of the words, if necessary. Build the words together, and then Signal
and Sound. If you have any children who can find one letter to build the words, Animal Alphabet Puppets
allow them to do this. If you have a student or two who can build the whole word, zeke
allow them.

Here’s an idea! Plan a trip to the zoo to celebrate reaching the end of the alpha-
bet. Copy the Animal Alphabet Grid sheet to give to each child or small group. See
if they can find all of their “Zoo-phonics Friends” at the zoo! Have them put a “z”
on the animals they see. If you cannot go to the zoo, bring the zoo to you. Collect
as many stuffed animals as possible. Locate pictures of animals all over the world.
Provide magazines for your children to look at: National Geographic, Ranger Rick,
Zoo Books, Zoo Nooz, etc. Give everyone a Grid, and put a “z” on the animal square
when they find one of our Zoo Animals.

Suggested Literature:
Poetry/Nursery Rhymes
Discover all the /z/ nursery rhymes in The Real Mother Goose. We like this version because of the original pictures.
1. The Real Mother Goose, Illustrated by Blanche Fisher Wright, Scholastic, 1994
 Chapter 26: /z/
237
2. Zoo-doings: Animal Poems, by Jack Prelutsky, William Morrow & Company, 1983
3. Something BIG Has Been Here, by Jack Prelutsky, William Morrow and Company, 1990

Fiction
1. How the Zebra Got Its Stripes, by Ron Fontes, et al, Golden Books, 2002
2. So Many Bunnies, a Bedtime A, B, C and Counting Book, by Rick Walton and Paige Miglio, Harper/Festival, 2000
3. Zoe and Her Zebra, by Clare Beaton, Barefoot Books, 2000
4. The Great Kapok Tree: A Tale of the Amazon Rain Forest, by Lynn Cherry, Harcourt, 1998
5. How Music Came to the World: An Ancient Mexican Myth, by Carol and Hal Ober, Houghton Mifflin, 1994
6. A Dozen Dozens, by Harriet Ziefert, et al, Bt Bound, 1999
7. Alison’s Zinnia, by Anita Lobel, Mulberry, 1996

Non-Fiction
1. The Zebra, by Pam Munoz Ryan (from the Animal Close-ups Series)
2. Corn is Maize: The Gift of the Indians, by Aliki, Harper/Trophy, 1986
3. Lots and Lots of Zebra Stripes: Patterns in Nature, by Stephen R. Swinburne, Boyds Mills, 1998
4. Amazon Alphabet, by Tanis Jordon, Illustrated by Martin Jordan, Kingfisher Books

Audio/Video/Music
1. Zither Favorites, by Karl Haas, Audio CD, Koch International
2. “The Zoo Song” Animal Parade, by Carla Piper, Soundpiper Music
3. “Stars and Stripes Forever” on Wee Sing America cassette.
 About Chapters 27 - 32...

I n these lessons, there are whole group activities to start the day, before sending students off to centers or phone-
mic awareness groups. As soon as these activities are completed, divide into smaller groups.

These next 6 Lessons will be for those students “who are ready for a challenge,” or for those who are going on to
kindergarten in the fall. The activities provided in each lesson will help those who are ready to become even more
independent in their phonemic awareness, reading, spelling and writing skills. These lessons will continue to prepare
your students for kindergarten.

For your other students, for those who are younger or developmentally
young, please go back to Lessons 1 – 26 and review and reinforce all
basic language arts and mathematical skills. Enjoy any activity for which
you didn’t have time, or skipped, for some reason.

If you have students who are due to go to kindergarten in the fall, but
are still “lagging behind” a little, evaluate them carefully, and then take
them back to prior language arts and mathematics lessons. This will help
fill in the gaps. Conference with parents, and give them simple but spe-
cific activities (and the materials to go with them) which will help their
child in the home setting.

Looking back over the course of the year, have each of your children
Enjoy past activities with any students not
grown significantly? Hopefully, you have systematically assessed them
ready for more challenging work.
(either casually or more formally) in an ongoing fashion. (Remember
that your expert eye is an assessment.) You know who will be ready to
continue, and who needs to go back and work on more basic skills. This
will be significant because Lessons 27 – 32 will be for those who are
ready for new, more challenging learning.

To determine whether your “almost kindergartners” are ready, assess them by looking at the standards established for
kindergarten in both language arts and mathematics, and then assess them with specific tests in the Zoo-phonics As-
sessments located on pages 267 - 283.

If you have second language learners, assess how much English vocabulary and sentence structure they have acquired.
If you determine that you have children who may require special services in the future, please annotate and give this
information to the future teacher.

Through your assessments, decide three things:

1. Which children need challenging and acceleration?
2. Who needs more reinforcement of basic skills in preparation for kindergarten?
3. Which children need more time on the basics? (Take them back to prior lessons to fill in the gaps.)
240 Part 1: Preschool Lesson Plans

Teaching Capital Letters and Letter Names

Capital letters and letter names will be taught slowly and playfully during the next six weeks, as well as extending pre-
reading, spelling and writing skills.

Zoo-phonics has strong feelings about teaching capital letters and letter names to this age group. PLEASE determine
whether teaching these two concepts to your children will hamper or confuse them in any way. If you see signs of
either frustration or confusion, let the kindergarten teacher teach them later. However, many, if not most, kindergarten
teachers hope that preschool children will walk into their classes with this knowledge. So, if you agree, teach them,
but do it with utmost care.

IMPORTANT TEACHER INSTRUCTION: You will find both upper and lowercase letters
in several Zoo-phonics materials. The Small Animal Alphabet Cards, the Animal Alpha-
bet Grids, the Nature Wall Cards and the Zoo-Alphabet Buddies Poster all have Merged
and plain Capital Letters. Gather up all your “capital letter materials” in preparation for
this instruction in the next six weeks. We recommended that you use all of them to keep
the curriculum fresh.

We also recommend that you continue emphasizing the SOUND of the letters, rather than
over-use of the letter names. Please treat the capital letters and letter names as a second-
ary issue. Capital letters are used 5% of the time in text. We do NOT read in letter names, we
read in sounds. (See “Essences,” page 19.)
 Chapter 27

Zoo-phonics Preschool Lesson Plans

Lesson Objective:
This lesson contains language arts activities only. Once the day’s language arts lessons (phonemic awareness, etc.) is
complete, go back to Lessons 1 – 26, and discover all those fun activities in the other academic realms that you didn’t
have time for earlier. Enjoy literature and music that has been suggested in prior lessons.

This week, you will playfully teach capital letters and letter names. You will also continue teaching children to sound
blend and build words for future reading and spelling.

You will have many options of which materials to use for teaching. The Zoo-phonics Reader Level A • Book 1 (you
have already read this book to your students) will provide reading, spelling and writing opportunities for those who
are ready. If you deem that some of the activities are not age-appropriate, skip them.

Phonemic Awareness
Each one of the following daily activities should take from one minute to ten minutes. You may use some, or all, of the
activities. This week, your students will discover the reading pages and capital letters for allie alligator, bubba bear,
catina cat and deedee deer!

IMPORTANT TEACHER INFORMATION:

1. You have already taught your children that letters make up words; words make up
complete sentences that tell us information; and, that these letters match the speech
sounds, words and thoughts that we utter. You are now involving your students with
these concepts first hand.
2. You will notice a “the” and an “a” in the reading text. Simply supply this information for
now. Do not go into the phonics aspects (the schwa sound and digraph) at this point.

Day #1
Specific Zoo-phonics
Whole Group Materials Needed This Week:
1. Quickly go through the ALCs, one Sound one Signal. Now, Activity Worksheets
hold up the Large Black Letters or the Letter Cards, and give Large Animal Alphabet Cards
one Sound, one Signal with those, as well. Small Animal Alphabet Cards
2. Sing “Come Meet Us at the Zoo.” Signal and Sound. Signal Practice Video
Zoo-Bingo
Gordo Gorilla’s Banana Party
Zeke and His Pals Reader Level A • Book 1
Zoo-phonics Music That Teaches CD
242 Part 1: Preschool Lesson Plans
Small Group
a
1. Have everyone Signal allie alligator’s animal letter sound /a/. Now, read “ has a pal,” page 3. Is there anyone
who can read this sentence independently? If not, read aloud to children while pointing to the words. Read again,
and have children “read” along with you. Ask the comprehension questions for “allie” on page 32. Give children
time to reflect, answer and ask questions.
2. Spell out “has” and “pal” with the ALCs for/with the students.
• Ask children to Signal the initial sounds of the words “has” and “pal.”
• Now, read these two words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal, Sound and Close.
• Have children create oral sentences using the words “has,” “a” and “pal.”
• Optional: Mix the ALCs up, and give children the opportunity to build the
words independently.
• If time allows, have children “write” (or dictate) a sentence using these words.
3. Introduce capital letters today! Display the Merged Large Animal Alphabet
Cards. Hold Allie Alligator’s large ALC. Now, show Allie Alligator’s “A” Merged
Large Animal Letter Card. Ask children what they see. (Allie Alligator is on both
of them, but the letters look different.) Tell your students, “This is what Allie Small Animal
looks like when she grows up. This is her big letter. It is called a capital letter. Alphabet Cards
Everyone say ‘capital letter.’” Tell students that capital letters are used to spell h-a-s
important names, like “Allie Alligator.”

Now, show them how to Signal this capital letter. Simply, Salute first, then Signal Allie’s Signal and you’ve
done it! It is that easy! Have everyone try it. Put Allie’s Card back with the other large Merged ALCs, “a – g.”
Randomly hand out the Merged Capital Letter Cards “A – G.” Have children take turns matching them to the
Merged Lowercase Letters. Ask everyone to Signal the capital letter as each match is made. Do this over and over,
so the children will have several opportunities to match and then Signal the capital letters. Watch them closely.
They need to learn it correctly the first time around.

Here’s an idea! Put on the Signal Practice Video and show children Signaling the
capital letters. The children on the screen are the same age as your children!

Here’s another idea! Write the animals names “a - g”, with the first initials capital-
ized, on sentence strips. Show your children, and then staple or tape them to the
wall so children can see them daily. Eventually, do this with all the animal names.

IMPORTANT TEACHING NOTE: If you choose, you can teach the letter names at
the same time as the capitals. Simply supply the letter names as you “match” and
Signal. Many will be familiar with letter names already, as they are usually taught in
the home first. Tell the students the letters have names just like they do.

Reminder: Tell children that Allie Alligator has many sounds. She is one of the Hardest Work-
ers. Now that they have learned the capital letter and letter name, they know TWO of her letter
sounds. The long /a/ sound (the letter name) and the short /a/ sound (one of her letter sounds).
As children discover these sounds in text, it will expand their reading and spelling abilities be-
cause of this new knowledge.
 Chapter 27
243
4. Read Miss Bindergarten Gets Ready for Kindergarten, by Joseph Slate. Enjoy the language, the characters and the
plot! At the same time, hunt for all those “A - G” capital letters. Give children some time to hunt for these letters
as they read or walk around the classroom. Have children show them to you as they find them. Ask your “almost
kindergartners” if they are excited about this new adventure ahead of them!
5. Today, have children practice writing the “A – G” letters in some medium (salt, sand, flour, pudding, clay dough, or
paper and pencil). You can also hand out the pre-capital letter tracing templates page from the Zoo-phonics Activi-
ties Worksheet, page 114. Optional: Hand children the “A – G” Rainbow Writing Practice worksheet on page 115.
Remind children to look at the Zoo-phonics Animal Alphabet Buddies Poster often to find their capital friends.

Day #2
Whole Group
1. With the whole class, mix the ALCs and randomly hand them out to the students.
Have the students quickly get into a, b, c order. Now, have each child Signal and
Sound his or her own letter. (If any cards are left over, fit them in where they be-
long. Have closest children Signal/Sound those, as well as their own.)
2. Sing the “Jump Rope Rap.” Signal!

Small Group
b
1. Have everyone Signal Bubba Bear’s animal letter sound, /b/. Read “ is big,”
from Zeke and His Pals Reader Level A • Book 1, page 4. Is there anyone who can
read this sentence independently? If not, read aloud to children while pointing to
the words. Read again, and have children “read” along with you. Ask the compre-
hension questions for “b” on page 32. Give children time to reflect, answer and Small Animal
ask questions. Alphabet Cards
2. Spell “is” and “big” with the ALCs for the students. a - z
• Ask children to Signal the initial sounds of these words, “is” and “big.”
• Now, read these two words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal.
• Have children create oral sentences using the keywords. They can use the name “Bubba Bear,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence using these words.
3. Now, display the Merged Large Animal Alphabet Cards “h - m.” Randomly hand out the Merged Capital Let-
ter Cards “H – M,” and have children make matches. Signal the capital letters with each match. Remember how
to Signal? Simply Salute, and then Signal the animal letter. Have everyone try it. Review the letter names at this
time. Remind children that we identify the letters by their letter names. “This is the letter A” (whether capital or
lowercase). Show the animal names with their new capital letters, “Honey Horse,” etc.
4. Assess who is familiar with the letter names. If you see confusion between the short /a/ sound and the letter name,
de-emphasize the letter names.
5. Read a favorite piece of literature today. Hunt for all those “H – M” capital letters. Signal as you find them! Iden-
tify them by their letter names, as well. Today, have children practice the “H – M” letters in some medium (salt,
sand, flour, pudding, or paper/pencil). You can also hand out the pre-capital letter practice templates again today.
Optional: Hand out, or send home, the “H – M” Rainbow Writing Practice worksheet on pages 115 and 116 from
the Zoo-phonics Activity Worksheets. (Just include “H – M.”)
244 Part 1: Preschool Lesson Plans

Day #3
Whole Group
1. Set the ALCs in order where everyone can see them. Hand out the 3” x 5” (index) Vocabulary Cards (used in prior
lessons) or see Blackline Master #4. Have children take turns matching the word to its initial sound. Have the
group Signal/Sound with each match.
2. Sing a favorite song, and Signal all the keywords. Enjoy singing other songs, as well.

Small Group
c
1. Everyone Signal Catina Cat. Read “ naps on a rug,” page 5. Is there anyone who
can read this sentence independently? If not, read aloud to children while point-
ing to the words. Read again, and have children “read” along with you. Ask the
comprehension questions for “c” on page 32. Give children time to reflect, answer
and ask questions.
2. Spell out “naps,” “on” and “rug” with the ALCs for the students.
• Ask children to Signal the initial sounds in the words, “naps,” “on” and “rug.”
• Now, read these two words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal and Sound.
• Have children create oral sentences using the two keywords. They can use the
name “Bubba Bear,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the
words. Support when needed. By carefully pronouncing each sound in the
word, they will succeed. Zeke and His Pals Reader
• If time allows, have children “write” (or dictate) a sentence using these words. Level A • Book 1
3. Now, display the Large Merged ALCs, “n - s.” Randomly hand out the Merged Catina’s page
Capital Letter Cards, “N – S,” and have children make matches. Signal the capital
letters with each match. Call out the letter names as you Signal. Show the animal
names with their new capital letters, “Nigel Nightowl,” etc.

IMPORTANT TEACHER NOTE: Do you hear the difference between the sound of the
letters and the sound of the letter names? That is why Zoo-phonics does not teach letter
names first, or at the same time, to young children. They have TWO distinct sounds!

4. Read a favorite piece of literature today. Hunt for all “N – S” capital letters. Signal as you find them, and state
their letter names for reinforcement.
5. Today, have children practice the “H – M” letters in some medium (salt, sand, flour, pudding, or paper/pencil). Option-
al: Hand out, or send home, the “N – S” Rainbow Writing Practice Zoo-phonics Activity Worksheets on page 116.

Day #4
Whole Group
1. As a whole group, have a “Sound Hunt.” To each child, hand out the pretend Magnifying Glasses (page 386) and
one of the Merged Animal Letters (“a – z”) to hold as they search. Each child is to find something in the room that
begins with that letter.
2. Listen to Zoophonia’s poem, “Zoo-magic Abounds” on the Zoo-phonics Music That Teaches CD. Your children
are learning how to read, spell and write. They will never need to feel badly about their reading skills. And, they
CAN teach their younger brothers and sisters how to read too!
 Chapter 27
245
Small Group
d
1. Have everyone Signal Deedee Deer’s Signal and Sound. Now, read “ can dig,”
page 6. Is there anyone who can read this sentence? If not, read aloud to children
while pointing to the words. Read again, and have children “read” along with
you. Ask the comprehension questions on page 32. Give children time to reflect,
answer and ask questions.
2. Spell out “can” and “dig” with the ALCs for the students.
• Signal the initial sounds of the words “can” and “dig.”
• Now, read these two words again. Really stretch the medial sounds. Point out
each letter as your sound blend. Have everyone Signal, Sound and Close.
• Have children create oral sentences using the two words. They can use the
name “Deedee Deer,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the
words. Support when needed. By carefully pronouncing each sound in the
word, they will succeed. Zeke and His Pals Reader
• If time allows, have children “write” (or dictate) a sentence, using these key- Level A • Book 1
words. Deedee’s page
3. Now, display the Merged Large Animal Alphabet Cards “t - z.” Randomly hand
out the Merged Capital Letter Cards “T – Z,” and have children make matches.
Signal the capital letters with each match, saying the letter names as you Signal. Remind children that we identify
the letters by their letter names. “This is the letter T” (whether capital or lowercase letter). Show the animal names
with their new capital letters, “Timothy Tiger,” etc.
4. Read a favorite piece of literature today. Hunt for all those “T – Z” capital letters. Signal as you find them! Call
out the letter names, as well.
5. Today, have children practice the “T – Z” letters in some medium (salt, sand, flour, pudding, or paper/pencil). Op-
tional: Hand out, or send home, the “T – Z” Rainbow Writing Practice worksheet on page 116 of the Zoo-phonics
Activity Worksheets.

Day #5
Enjoy Some Games and Free Exploration!
Enjoy the day by exploring literature and playing games (Zoo-Bingo; Gordo Gorilla’s Banana Party). You can play
“Concentration,” “Zoo Memory,” and “Go Fish” with the small ALCs, also. Try some of the fun activities that you
were not able to do in prior lessons: enjoy some special music, finish up projects, go on a field trip, act out a play, cre-
ate some great piece of art, or cook something yummy! This is an excellent day for assessing individuals.
 Chapter 28

Zoo-phonics Preschool Lesson Plans

Lesson Objective:
Review, “a - z;” Reinforce capital letters and letter names; review and reinforce High Frequency Words, “the” and “a;”
read text in sentences; word building.

Just a reminder: This lesson contains language arts activities only. Once the day’s language arts lesson (phonemic
awareness, etc.) is complete, go back to Lessons 1 – 26, and discover all those fun activities in the other academic
realms that you didn’t have time for earlier. Enjoy literature and music that has been suggested in prior lessons.

Phonemic Awareness
Each one of the following daily activities should take from one minute to ten minutes. You may use some, or all, of the
activities. This week, your students will discover the reading pages and capital letters for Ellie Elephant, Francy Fish,
Gordo Gorilla and Honey Horse!

Day #1
Whole Group
1. Quickly go through the ALCs, one Sound, one Signal. Now, hold up the Large Black Letters or the small (plain)
Letter Cards, and give one Sound, one Signal with those, as well.
2. Sing “Come Meet Us At the Zoo.” Signal as you sing.

Small Group
e
1. Have everyone Signal Ellie Elephant’s Signal and Sound. Read “ has a log,” located on page 7. Is there anyone
who can read this sentence? If not, read aloud to children while pointing to the words. Read again, and have chil-
dren “read” along with you. Ask the comprehension questions for “e” on page 32. Give children time to reflect,
answer and ask questions.
2. Spell out “has” and “log” with the ALCs for the students.
• Signal the initial sounds of the words “has” and “log.”
• Now, read these two words again. Really stretch the me-
dial sounds. Point out each letter as you sound blend. Have
everyone Signal, Sound and Close with you. Specific Zoo-phonics
• Have children create new oral sentences using “has,” “a” and
“log.” They can use the name “Ellie Elephant,” as well.
Materials Needed This Week:
Alphabet Grids
• Optional: Mix the ALCs up, and give children the opportu-
Activity Worksheets
nity to build the words. Support when needed. By carefully
Zoo-Bingo
pronouncing each sound in the word, they will succeed.
Gordo Gorilla’s Banana Party
3. Hand out the enlarged (11” x 17,” if possible) Merged Animal
Zeke and His Pals Reader Level A • Book 1
Grids (Game Board) and the Merged Capital Letters Grids.
Zoo-phonics Music That Teaches CD
(Cut them up and place them in small envelopes.) Have chil-
Large Animal Picture Cards
dren make matches, and Signal each capital letter. They can
Small Animal Picture Cards
say the sound of the letter /a/, (for example), and then say the
letter name as they Signal the capital letter.
248 Part 1: Preschool Lesson Plans
4. Read a Big Book out loud today. Have children point to the capital letters, and then Signal them for reinforce-
ment. Discuss why each of the capital letters is needed. Tell your students, “You always start a sentence with a
capital letter,” and “You always start a person’s name, or the name of a place (title, organization, etc.), with a
capital letter.” These are the most common rules for capitalization.
5. Today, have children practice forming or writing a few of the lowercase letters and their capital letter counter-
parts in some medium (salt, flour, pudding, clay dough, or paper/pencil). Continue to have students work on
either the writing practice templates or the Rainbow Writing from the Activity Worksheets.

Day #2
Whole Group
1. Mix up the ALCs and randomly hand them out to the students. Have the
students quickly get into a, b, c order. Now, have each child Signal and
Sound his/her own letter. (If any cards are left over, fit them in where they
belong. Have closest children Signal/Sound those, as well as their own.)
2. Sing “The Jump Rope Rap.” Signal! Use a mini-trampoline, if possible,
or jump in place.

Small Group
1. Have everyone give Francy Fish’s Signal and Sound. Now, read “ has f
fins,” located on page 8. Is there anyone who can read this sentence
independently? If not, read aloud to children while pointing to the words.
Have the students stand in a, b, c
Read again, and have children “read” along with you. Ask the com- order while holding the Large Ani-
prehension questions for “f” on page 32. Give children time to reflect, mal Alphabet Cards.
answer and ask questions.
2. Spell out “has” and “fins” with the ALCs for the students.
• Signal the initial sounds of key words “has” and “fins.”
• Now, read these two words again. Really stretch the medial sounds. Point out each letter as you sound blend.
Have everyone Signal and Sound with you.
• Have children create sentences using the two words. They can use the name “Francy Fish,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
3. Give every child one of the Merged Capital Letter Cards. They are to locate matches in the classroom by look-
ing through books, game titles, labels on food packaging and the calendar. Any resource will do! (Finding some-
thing that begins with “X” and “Z” will be harder.)
4. Read a favorite piece of literature today. Hunt for all those capital letters. Today, reinforce the rules for capital-
ization: 1) to begin a sentence; 2) to begin an important name.
5. Prepare ahead of time “White on White Magic” pages. With a white crayon, write the capital and lowercase letter alphabets
randomly all over white construction paper. Give a sheet to each child with water colors, a paint brush and a cup or can of
water. They are to paint beautiful colors all over the page. When they see a letter “appear,” they are to Signal and call out its
letter name. When they dry, children can draw a line from each lowercase letter to it’s capital letter.

Day #3
Whole Group
1. Set the ALCs in order where everyone can see them. Hand out the 3” x 5” Vocabulary Index Cards (used in prior
lessons), and have children match the word to its initial sound. Have the group Signal/Sound with each match.
2. Sing some favorite songs today. Don’t forget to practice your Sol-fa Syllables. Let your children play the key-
boards or xylophones.
 Chapter 28
249
Small Group
g
1. Have everyone give Gordo Gorilla’s Signal and Sound. Read “ gets wet,” lo-
cated on page 9. Is there anyone who can read this sentence independently? If not,
read aloud to children while pointing to the words. Read again, and have children
“read” along with you. Ask the comprehension questions for “g” on page 33. Give
children time to reflect, answer and ask questions.
2. Spell out “gets” and “wet” with the ALCs for the students.
• Signal the initial sounds of key words “gets” and “wet.”
• Now, read these two words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal and Sound with you.
• Have children create oral sentences using the two words. They can use the
name “Gordo Gorilla,” as well.
• Optional: Mix up the ALCs, and give children the opportunity to build the
words. Support when needed. By carefully pronouncing each sound in the
word, they will succeed. Zeke and His Pals Reader
• If time allows, have children “write” (or dictate) a sentence using “gets” and “wet.” Level A • Book 1
3. Take a look at the calendar today. Now, do your children see what and why the Gordo’s page
calendar makers used those capital letters? Discuss that the names of the days,
months and holidays are important, so a capital letter was needed. Point to each,
and Signal.

IMPORTANT TEACHER INSTRUCTION: Do you hear the sound of /g/? Now, say
the letter name. They have two distinctly different sounds. That is why we teach letter
sounds and letter names separately.

4. Read a favorite piece of literature today. Hunt for all the capital letters. Discuss why each capital letter is needed.
Have children verbalize!
5. Give children a large piece of paper and a model of all the capital letters. Allow them to draw (form) their favorite,
or all of them.

Day #4
Whole Group
1. Hold up the Large Black Letters or the small (plain) Letter Cards. Children are to Signal and Sound immediately
upon sight.
2. Sing some patriotic songs today. Look for all the capital letters in the lyrics. Discuss why the capital letters are
used. Signal those capital letters!

Small Group
h
1. Have everyone give Honey Horse’s Signal and Sound. Read “ has a hat,” located on page 10. Is there anyone
who can read this sentence? If not, read aloud to children while pointing to the words. Read again, and have chil-
dren “read” along with you. Ask the comprehension questions for “h” on page 33. Give children time to reflect,
answer and ask questions.
250 Part 1: Preschool Lesson Plans
2. Spell out “has” and “hat” with the ALCs for the students.
• Signal the initial sounds of key words “has” and “hat.”
• Now, read these two words again. Really stretch the medial sounds. Point out each letter as you sound blend.
Have everyone Signal and Sound with you.
• Have children create new sentences using the words “has,” “a” and “hat.” They can use the name, “Honey
Horse,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
3. Play Capital Letter Bingo today using the Capital Letter Grids. If children are listening carefully, all will win at
the same time! You call out the letter names, and they will find the capital letter. They must Signal for reinforce-
ment! (Use the Alpha-Bits™ Cereal for your game pieces. Children can munch while they play.)
4. Read a favorite piece of literature today. Hunt for the capital letters.
5. Hand out to children the sand Capital Letters to feel and track with their fingers.
Reproduce each Merged Capital Letter Card, and then paint glue on the letter
part only. Now, sprinkle colored sand on top of the glue. Shake off the excess, and
voila! A perfect tactile experience. (Prepare ahead of time.)

Day #5
Enjoy Some Games and Free Exploration!
Enjoy the day by exploring literature and playing games (“a – z” Bingo and the
Gordo Gorilla’s Banana Party. You can play “Concentration,” “Zoo Memory” and
“Go Fish” with the small ALCs, also.) Try some of the fun activities that you were not
able to do in prior lessons: enjoy some special music, finish up projects, go on a field Play Gordo Gorilla’s Ba-
trip, act out a play, create some great piece of art, or cook something yummy! This is nana Party.
an excellent day for assessing individuals.

Here’s an idea! Look for capital letter cookies to serve as treats for the next
several weeks.
 Chapter 29

Zoo-phonics Preschool Lesson Plans

Lesson Objective:
Review, “a - z;” reinforce phonemic awareness skills; reinforce capital letters and letter names; teach the purposes for
capital letters; reinforce High Frequency Words, “the” and “a;” read text in sentences; word building; student writing

Phonemic Awareness
Each one of the following daily activities should take from one minute to ten minutes. You may use some, or all, of the
activities. This week, your students will discover the reading pages and capital letters for Inny Inchworm, Jerry Jel-
lyfish, Kayo Kangaroo and Lizzy Lizard!

Day #1
Whole Group
1. Quickly go through the ALCs, one Sound, one Signal. Now, hold up the Large Black Letters or the Letter Cards,
and give one Sound, one Signal with those, as well.
2. Sing “Come Meet Us At the Zoo.” Signal.

Small Group
i
1. Ask everyone to give Inny Inchworm’s Signal and Sound. Now, read “ sips his pop,” located on page 11. Is there
anyone who can read this sentence? If not, read aloud to children while pointing to the words. Read again, and
have children “read” along with you. Ask the comprehension questions for “i” on page 33. Give children time to
reflect, answer and ask questions.
2. Spell out “sips,” his” and “pop” with the ALCs for the students.
• Signal the initial sounds of the words, “sips,” his” and “pop.”
• Now, read those three words again. Really stretch the medial sounds. Point out each letter as you sound blend. Have
everyone Signal and Sound with you. Notice that the words “sips” and “his” have Inny Inchworm’s short /i/ sound
in them? Did anyone notice this? Remind children that Inny Inchworm is also one of the Hardest Workers.
• Have children create sentences using the three words. They can use the name “Inny Inchworm,” as well.
• Optional: Mix up the ALCs, and give children the opportu-
nity to build the words. Support when needed. By carefully
pronouncing each sound in the word, they will succeed. Specific Zoo-phonics
• If time allows, have children “write” (or dictate) a sen-
tence, using these key words.
Materials Needed This Week:
Alphabet Grids
3. Call out the days of the week. Signal the capital letter of each.
Activity Worksheets
The only tricky one will be “Thursday.” Remind children that
Zoo-Bingo
when Timothy and Honey are together, they are best friends
Gordo Gorilla’s Banana Party
and make a whole new sound /th/. You still must Signal Timo-
Zeke and His Pals Reader Level A • Book 1
thy’s capital letter because he starts the word.
Zoo-phonics Music That Teaches CD
Now, call out each month (and point to the capital letter, as
Large Animal Picture Cards
well). Salute and Signal each capital letter in the months. Oh
Small Animal Picture Cards
my goodness! April has the letter name of “A” in it! Point this
out to your children. Can they hear the letter name “A”?
252 Part 1: Preschool Lesson Plans

IMPORTANT TEACHER INSTRUCTION: Your children have just learned another sound
that Inny Inchworm makes - the long /i/ sound and the short /i/ sound. Remind students
that Inny Inchworm is one of the Hardest Workers. He makes many speech sounds.

4. Read a favorite piece of literature today. Hunt for all those capital letters.
5. If possible, give children a large piece of butcher paper, or rolled news print paper. Allow them to make huge capi-
tal letters with felt pens or chubby crayons.

Day #2
Whole Group
1. Mix up the ALCs, and randomly hand them out to the students. Have the students quickly get into a, b, c order.
Now, have each child Signal and Sound his or her own letter. (If any cards are left over, fit them in where they
belong. Have closest children Signal/Sound those, as well as their own.)
2. Sing some favorite songs today. Do you know any songs that have people’s names in them? If so, write the lyrics
on tagboard, and have children come up, one at a time, to circle the capital letters.

Here’s an idea! Write the lyrics to a song on tag board. Now, glue the Merged Capital
Letters wherever the capital letters appear in the lyrics! Do you know any songs that
have names in them? You could Signal out the first initial capital letters in the names.
What about “B-I-N-G-O” (“…and Bingo was his name-O.”) Signal each letter name as
you Salute the letters. Just take it a little slower than usual!

Small Group
j
1. Have everyone give Jerry Jellyfish’s Signal and Sound. Read “ jigs and jogs,” located on page 12. Is there any-
one who can read this sentence? If not, read aloud to children while pointing to the words. Read again, and have
children “read” along with you. Ask the comprehension questions for “j” on page 33. Give children time to reflect,
answer and ask questions.
2. Spell out “jigs,” “and,” and “jogs” with the ALC’ for the students.
• Signal the initial sounds of key words, “jigs,” “and,” and “jogs.”
• Now, read these three words again. Really stretch the medial sounds. Point out each letter as you sound blend.
Have everyone Signal and Sound with you.
• Have children create oral sentences using the three words. They can use the name “Jerry Jellyfish,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
3. On a piece of chart paper or the board, write every child’s first and last name. Signal the first initials (capital let-
ters!). If you can’t do all of them in one day, do some tomorrow.
4. Read a favorite piece of literature today. Hunt for all those capital letters. Discuss their purpose.
5. Have children do some form of lowercase and capital letter writing practice today. Have children write the lower-
case “a,” as well as the capital “A.” Have them do a couple of each today.
 Chapter 29
253

Day #3
Whole Group
1. Set the ALCs in order where everyone can see them. Hand out the 3” x 5” Vocabulary Index Cards (used in prior
lessons), and have children match the word to its initial sound. Have the group Signal/Sound with each match.
2. Sing “The Jump Rope Rap.” Signal! Sing some other favorites today.

Small Group
k
1. Have everyone give Kayo Kangaroo’s Signal and Sound. Read “ can hit a bag,” located on page 13. Is there
anyone who can read this sentence? If not, read aloud to children while pointing to the words. Read again, and
have children “read” along with you. Ask the comprehension questions for “k” on page 33. Give children time to
reflect, answer and ask questions.
2. Spell out “can,” “hit” and “bag” with the ALC’ for the students.
• Signal the initial sounds of key words, “can,” “hit,” and “bag.”
• Now, read these three words again. Really stretch the medial sounds. Point out each letter as you sound blend.
Have everyone Signal and Sound with you.
• Have children create oral sentences using the three key words. They can use the words “Kayo Kangaroo,” as
well.
• Optional: Mix the Cards up, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
3. Read a favorite piece of literature today. Hunt for all the capital letters. Discuss the purpose for each capital letter located.

Day #4
Whole Group
1. Have an “It isn’t Easter Egg Hunt.” Put one Merged Animal Letter
(use Grids) in each egg. Hide the eggs around the room or playground.
Children are allowed to find only one. As soon as they crack open
the eggs, they must get into a, b, c order. Sing “Come Meet Us At the
Zoo,” a capella.
2. Sing some favorite songs today. Sing songs from other countries, as
well. Look on the map or globe to see from which countries the songs
come. Capitalize the first initial of each country’s name.

Small Group
1. Have everyone give Lizzy Lizard’s Signal and Sound. Read “ lets a l
bug sit,” located on page 14. Is there anyone who can read this sen-
tence? If not, read aloud to children while pointing to the words. Read
again, and have children “read” along with you. Ask the comprehen- Have an “It isn’t Easter Egg Hunt.”
sion questions for “l” on page 33. Give children time to reflect, answer
and ask questions.
2. Spell out “lets,” “bugs” and “sit” with the ALCs for the students.
• Signal the initial sounds of key words, “lets,” “bugs” and “sit”
• Now, read these three words again. Really stretch the medial sounds. Point out each letter as you sound blend.
Have everyone Signal and Sound with you.
• Have children create oral sentences using the three words. They can use the name “Lizzy Lizard,” as well.
• Optional: Mix up the ALCs and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
254 Part 1: Preschool Lesson Plans
3. On butcher paper, the playground or the chalkboard – some large surface - randomly write all/many of the lower-
case letters and their capital letter counterparts. Have children take turns drawing lines to match them. Signal and
Sound each lowercase letter and capital letter, and call out its letter name.

IMPORTANT TEACHER INSTRUCTION: While your children are learning new infor-
mation, make sure they do not lose the old information. This often happens in teaching.
If children don’t completely understand the purpose for the information, while new in-
formation is being taught, old, learned information disappears. This is when confusion
sets in. Make sure you are constantly reviewing the SOUNDS of the lowercase letters,
as well as learning the letter names. Remember that they are far more important be-
cause you don’t use letter names in reading.

4. Read a favorite piece of literature today. Hunt for all the capital letters. Discuss the purpose. Signal and call out
the letter names!
5. Reproduce page 106 of the Zoo-phonics Activity Worksheets, for your students. They will need scissors and glue.
Have them match the capitals to the lowercase letters. It makes an excellent assessment, as well as a fun activity.

Day #5
Enjoy Some Games and Free Exploration!
Enjoy the day by exploring literature and playing games (“a – z” Bingo and the Gordo Gorilla’s Banana Party. You
can play “Concentration,” “Zoo Memory,” and “Go Fish” with the small ALCs, also.) Try some of the fun activities
that you were not able to do in prior lessons: enjoy some special music, finish up projects, go on a field trip, act out a
play, create some great piece of art, or cook something yummy! This is an excellent day for assessing individuals.
 Chapter 30

Zoo-phonics Preschool Lesson Plans

Lesson Objective:
Review, “a - z;” reinforce phonemic awareness skills, reinforce capital letters and letter names; teach the purposes for
capital letters; teach the High Frequency Words, “the” and “a;” read text in sentences; word building; student writing

Phonemic Awareness
Each one of the following daily activities should take from one minute to ten minutes. You may use some, or all, of the
activities. This week, your students will discover the reading pages and capital letters for Missy Mouse, Nigel Night-
owl, Olive Octopus and Peewee Penguin!

Day #1
Whole Group
1. Quickly go through the ALCs, one Sound, one Signal. Now, hold up the Large Black Letters or the plain Letter
Cards, and give one Sound, one Signal with those, as well.
2. Try the “A, B, C Song” today. As you are singing “A, B, C, D, E, F, G…,” Signal out the capital letters. You can
sing the song, and give all the lowercase Signals at the same time, as well. This connects the letter names to all let-
ters, regardless of whether they are capital letters or lowercase.

Small Group
1. Have everyone give Missy Mouse’s Signal and Sound. Read “ m mops and mops,” located on page 15. Is there
anyone who can read this sentence independently? If not, read aloud to children while pointing to the words. Read
again, and have children “read” along with you. Ask the comprehension questions for “m” on page 34. Give chil-
dren time to reflect, answer and ask questions.
2. Spell out “mops” and “and” with the ALCs for the students.
• Signal the initial sounds of key words “mops” and “and.”
• Now, read these three words again. Really stretch the medial sounds. Point out each letter as you sound blend.
Have everyone Signal and Sound with you.
• Have children create new oral sentences using the words. They can use the name “Missy Mouse,” as well.
• Optional: Mix the ALCs up, and give children the opportu-
nity to build the words. Support when needed. By carefully
pronouncing each sound in the word, they will succeed. Specific Zoo-phonics
• If time allows, have children “write” (or dictate) a sen- Materials Needed This Week:
tence, using these key words. Alphabet Grids
3. Read from a Big Book today. Hunt for all the capital letters. Signal Activity Worksheets
and call out the letter names as children locate them. Discuss the Zoo-Bingo
purpose for each capital letter. (Remember, there are only two real Gordo Gorilla’s Banana Party
reasons - to begin a sentence, and to begin an important name.) Zeke and His Pals Reader Level A • Book 1
4. Hand out the Grids today. Have children match the Merged Zoo-phonics Music That Teaches CD
Capital Letters to the Merged Animal Letters. Encourage chil- Large Animal Picture Cards
dren to Signal each match. Small Animal Picture Cards
256 Part 1: Preschool Lesson Plans

Day #2
Whole Group
1. Mix up the ALCs, and randomly hand them out to the students. Have the students quickly get into a, b, c order.
Now, have each child Signal and Sound his or her own letter. (If any cards are left over, fit them in where they
belong. Have closest children Signal/Sound those, as well as their own.)
2. Sing “Come Meet Us At the Zoo.” Signal!

Small Group
n
1. Have everyone give Nigel Nightowl’s Signal and Sound. Read “ nods and naps”
located on page 16. Is there anyone who can read this sentence? If not, read aloud
to children while pointing to the words. Read again, and have children “read”
along with you. Ask the comprehension questions for “n” on page 34. Give chil-
dren time to reflect, answer and ask questions.
2. Spell out “nods,” “and” and “naps” with the ALCs for the students.
• Signal the initial sounds of key words “nods,” “and” and “naps.”
• Now, read those three words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal and Sound with you.
• Have children create new oral sentences using the three words. They can use
the name, “Nigel Nightowl” as well.
• Optional: Mix up the ALCs, and give children the opportunity to build the
words. Support when needed. By carefully pronouncing each sound in the
word, they will succeed. Zeke and His Pals Reader
• If time allows, have children “write” (or dictate) a sentence, using these key words. Level A • Book 1
3. Read a favorite piece of literature today. Hunt for all the capital letters. Signal, Nigel’s page
Sound, and call out letter names. Discuss the purpose for the capitals. Have your
children tell you the reasons!
4. Have children complete the capital to lowercase “cut and paste” activity on page 107 in the Zoo-phonics Activity Worksheets.

Day #3
Whole Group
1. Set the ALCs in order where everyone can see them. Hand out the 3” x 5” Vocabulary Index Cards used in prior
lessons (or Blackline Master #40.), and have children match the word to its initial sound. Have the group Signal/
Sound with each match.
2. Sing some favorite songs today. Signal the first initials of key words. Sing the “A,
B, C Song” today. Signal that too! Don’t forget to Salute!

Small Group
o
1. Have everyone give Olive Octopus’ Signal and Sound. Read “ has a pot,” lo-
cated on page 17. Is there anyone who can read this sentence? If not, read aloud to
children while pointing to the words. Read again, and have children “read” along
with you. Ask the comprehension questions for “o” on page 34. Give children
time to reflect, answer and ask questions.
2. Spell out “has” and “pot” with the ALCs for the students.
• Signal the initial sounds of key words “has” and “pot”
• Now, read these three words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal and Sound with you. Small Animal
• Have children create oral sentences using the words “has,” “a” and “pot.” Alphabet Cards
They can use the name “Olive Octopus,” as well. has
 Chapter 30
257
• Optional: Mix up the ALCs, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these keywords.

IMPORTANT TEACHER INSTRUCTION: Your children have just learned another

sound that Olive Octopus makes, the long /o/ sound and the short /o/ sound. Remind
students that Olive is one of the Hardest Workers. She makes many speech sounds.

3. Today, go on a Capital Letter Hunt. Hand out the pretend Magnifying Glasses, and have children search the room
for capital letters. They can look in books, on the walls, on food packaging, the phone book, on game boxes, etc.
As soon as they find one, they are to start Signaling. That will be your “signal” that they have located one. Allow
them to share their finds.
4. Read a favorite piece of literature today. Hunt for all those capital letters. Have children Signal when they see one!
Don’t forget to Salute first!
5. Have children complete the capital letter to lowercase letters “cut and paste” activity on page 108 from the Zoo-
phonics Activity Worksheets.

Day #4
Whole Group
1. Randomly hand out the Large Black Letters (or the small Letter Cards). Have
children get into order by singing “Come Meet Us At the Zoo.” Check to see if they
are correct. Now, have each child Signal his or her letter. How are they doing? Write
down your observations today and use them as an assessment.
2. Sing some patriotic or Americana songs today from Wee Sing America. Remember
that this prepares children for kindergarten, as well.

Small Group
p
1. Have everyone give Peewee Penguin’s Signal and Sound. Read “ has a top,”
located on page 18. Is there anyone who can read this sentence? If not, read aloud
to children while pointing to the words. Read again, and have children “read” along
with you. Ask the comprehension questions for “p” on page 34. Give children time Sing “Come Meet Us
to reflect, answer and ask questions. At The Zoo” from the
2. Spell out “has” and “top” with the ALCs for the students. Zoo-phonics Music that
• Signal the initial sounds of key words “has” and “top.” Teaches CD
• Now, read these two words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal and Sound with you.
• Have children create oral sentences using the words “has,” “a” and “top.” They can use the name “Peewee
Penguin,” as well.
• Optional: Mix up the ALCs, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
3. Here’s a fun activity. On chart paper or the board, draw a capital letter, one at a time. Analyze each one. What
does it look like? Draw a silly picture out of it. For example, the capital letter “A” looks like allie alligator’s snout.
Draw this and add some shiny teeth. Do this for many, or all, of the capitals.
4. Read a favorite piece of literature today. Hunt for all those capital letters. Signal and call out the letter names.
Give the reason for each capital letter.
258 Part 1: Preschool Lesson Plans
5. Have children complete the capital letter to lowercase letters “cut and paste” activity on page 109 from the Zoo-
phonics Activity Worksheets. (This will complete the project.)

Day #5
Enjoy Some Games and Free Exploration!

Enjoy the day by exploring literature and playing games (“a – z” Bingo; the Gordo Gorilla’s Banana Party; play
“Concentration,” “Zoo Memory,” and “Go Fish” with the small ALCs, also.) Try some of the fun activities that you
were not able to do in prior lessons: enjoy some special music, finish up projects, go on a field trip, act out a play, cre-
ate some great piece of art, or cook something yummy! This is an excellent day for assessing individuals.
 Chapter 31

Zoo-phonics Preschool Lesson Plans

Lesson Objective:
Review, “a - z;” reinforce phonemic awareness skills, capital letters and letter names; review and reinforce the pur-
poses for capital letters; reinforce High Frequency Words, “the” and “a.” Some children will read simple text and will
build words; student writing

Phonemic Awareness
Each one of the following daily activities should take from one minute to ten minutes. You may use some, or all, of the
activities. This week, your students will discover the reading pages and capital letters for eight animals (two a day):
Queeny Quail, Robby Rabbit, Sammy Snake, Timothy Tiger, Umber Umbrella Bird, Vincent Vampire Bat, Wilie Weasel
and Xavier Fox.

IMPORTANT TEACHER INSTRUCTION: This week, we are going to double up on the

reading pages, as well as the capital letters and letter names, so we can complete all
of them this year. This way, you can spend your last week in review, assessment and
play. Make those final good-byes special.

Day #1
Whole Group
1. Quickly go through the ALCs, one Sound one Signal. Now, hold up the Large Black Letters or the Letter Cards,
and give one Sound one Signal with those, as well.
2. Sing “Come Meet Us At the Zoo.” Signal.

Small Group
q
1. Have everyone give Queeny Quail’s Signal and Sound. Read “ has six tots,” located on page 19 of Zeke and His
Pals Reader Level A • Book 1. Read it aloud, and then invite
anyone who wants to, to read it aloud also. Encourage Signal-
ing. If needed, read it first for the children, and then with them. Specific Zoo-phonics
Now, have everyone give Robby Rabbit’s Signal and Sound. Materials Needed This Week:
r
Read “ runs and hops,” located on page 20. Invite children to Alphabet Grids
help you read. Ask the comprehension questions for “q” and Activity Worksheets
“r” on page 34. Give children time to reflect, answer and ask Zoo-Bingo
questions. Gordo Gorilla’s Banana Party
Zeke and His Pals Reader Level A • Book 1
Zoo-phonics Music That Teaches CD
Large Animal Picture Cards
Small Animal Picture Cards
260 Part 1: Preschool Lesson Plans
2. Spell out the words “has, six, tots, runs, ands, hops” (one at a time) with the ALCs for the students. Write these
words out on chart paper or the board ahead of time.
• Signal the initial sounds of key words.
• Now, read the words again. Really stretch the medial sounds. Point out each letter as you sound blend. Have
everyone Signal and Sound with you.
• Have children create new oral sentences using the words. They can use the names “Queeny Quail” and
“Robby Rabbit,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these words.
3. Show Queeny Quail’s and Robby Rabbit’s new capital letters in their names!
4. Make a copy of each Merged Animal Letter and each Merged Capital Letter. Hand them out randomly. (Only use
as many as you have children.) The lowercase has to match the uppercase, so count children carefully. Those with
the lowercase letters will Signal the lowercase letter sounds, and those with the capital letters will be Signaling the
capital letter (Salute first!). Children will wander around the room looking for the Signal that matches their letter.
5. Read a favorite piece of literature today. Hunt for all the capital letters. Have children verbalize purposes.
6. Write the lowercase letters on the chart paper or the board, one at a time. Children will volunteer to write the
matching capital letter right next to it. If this is too difficult, you can write it. This activity gives students a cogni-
tive awareness of lowercase letters to uppercase.

Day #2
Whole Group
1. Set the ALCs in order where everyone can see them. Hand out the 3” x 5” Vocabu-
lary Index Cards used in prior lessons (or Blackline Master #4), and have children
match the initial sounds of the words to the ALCs. Have the group Signal/Sound
with each match.
2. Recite some nursery rhymes today, or sing them. Signal the first initials of key words.

Small Group
1. Have everyone give Sammy Snake’s and Timothy Tiger’s Signal and Sound. Read
s t
“ is hot,” located on page 21, and “ taps and taps,” on page 22. Is there anyone
who can read these sentences independently? If not, read aloud to children while
pointing to the words. Read again, and have children “read” along with you. Ask
the comprehension questions for “s” and “t” on page 35. Give children time to Zeke and His Pals Reader
reflect, answer and ask questions. Level A • Book 1
2. Spell out “is,” “hot,” “taps” and “and” (one at a time) with the ALCs for the stu- Sammy’s page
dents. (Write these words on chart paper or the board ahead of time.)
• Signal and Sound each initial sound in of these words.
• Now, read these words again. Really stretch the medial sounds. Point out each letter as you sound blend. Have
everyone Signal and Sound with you.
• Have children create oral sentences using the words “is,” “hot,” “taps” and “and.” They can use the names
“Sammy Snake” and “Timothy Tiger,” as well.
• Optional: Mix the ALCs up, and give children the opportunity to build the words. Support when needed. By
carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
3. Show Sammy Snake’s and Timothy Tiger’s names in capitals. Briefly discuss the purpose for capital letters at this time.
Reproduce and hand out the “cut and paste” activity on page 110 from the Zoo-phonics Activity Worksheets. You will
notice the “cut up” letters are not Merged. If you feel your students are not ready for this, supply the Merged Let-
ters for them. This shows that they need more time matching the Merged Capitals to the plain Capital Letters.
 Chapter 31
261
4. Read The Night Before Kindergarten, by Natasha Wing. It is all in poem form and has a wonderful rhythm to it.
Give children time to listen, ask questions and make comments. Is there an important name in there that has capi-
tal letters? Discover it. What about the title? And the author and illustrators? Signal those as you discover them.
Ask your “almost kindergarten kids” how they feel about this book. Give them time to express themselves.
5. Have children practice writing the capital letter for each of their first names. Use the computer font to make the
name templates. It creates a dotted tracing template. You can also create a perfect model for them to look at, as
well. If you save them on the computer, you can print them out any time you need them.

Day #3
Whole Group
1. Hand out one of the ALCs to each child. They have to walk around the room and locate something that starts with
his/her Card. Support, if needed. Signal and Sound the first initial of the “discovery.”
2. Sing “The Jump Rope Rap.” Signal. Sing some other favorite songs today.

Small Group
1. Have everyone give Umber Umbrella Bird’s Signal and Sound. Now give Vincent Vampire Bat’s Signal and
u v
Sound. You are ready to read! Read “ can hum,” located on page 23. Now, read “ has vim,” located on page
24. Is there anyone who can read these sentences? If not, read aloud to children while pointing to the words. Read
again, and have children “read” along with you. Discuss any unfamiliar vocabulary. (The word “vim” means
energy. “Vim and vigor” is a well-known phrase.) Ask the comprehension questions for “u” and “v” on page 35.
Give children time to reflect, answer and ask questions.
2. Spell out “can,” “hum,” “has” and “vim” (one at a time) with the ALCs for
the students. (Please have these words written on chart paper or the board
ahead of time.)
• Signal the initial sounds of key words, “can,” “hum,” “has” and “vim.”
• Now, read these words again. Really stretch the medial sounds. Point out
each letter as you sound blend. Have everyone Signal and Sound with you.
• Have children create oral sentences using these words. They can use the
names “Umber Umbrella Bird” and “Vincent Vampire Bat,” as well! Be sure to write these words
• Optional: Mix up the ALCs, and give children the opportunity to build ahead of time on the board.
the words. Support when needed. By carefully pronouncing each
sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
3. Show children the new capital letters on the names “Umber Umbrella Bird” and “Vincent Vampire Bat.” Signal
each capital letter.
4. Write your students first names on chart paper, a sentence strip or the board today. Use a capital letter for the first
initial. Have the “owner” come up, Signal the capital letter, and trace over it with his/her finger.
5. Read a favorite piece of literature today. Hunt for all those capital letters.
6. Give your students an opportunity to write, or form, lowercase and/or capital letters today. Any medium will do!

Day #4
Whole Group
1. Today, quickly get into a, b, c order with the ALCs. Now, match/attach the Black Letters.
2. Sing some favorite or patriotic songs today. Sing songs from other countries.
262 Part 1: Preschool Lesson Plans
Small Group
1. Have everyone give Willie Weasel’s Signal and Sound. Now give Xavier Fox’s
Signal and Sound. You are ready to read! Read “ w runs and wins,” located on
x
page 25. Now, read “ sits on a box,” located on page 26. Is there anyone who
can read these sentences? If not, read aloud to children while pointing to the
words. Read again, and have children “read” along with you. Discuss any unfa-
miliar vocabulary. Ask the comprehension questions for “w” and “x” on page 35.
Give children time to reflect, answer and ask questions.
2. Spell out “runs,” “and,” “wins,” “sits,” ”on” and “box” (one at a time) with the
ALCs for the students. (Please write these words on chart paper or the board
ahead of time.)
• Signal the initial sounds of key words, “runs,” “and,” “wins,” “sits,” ”on” and
“box.”
• Now, read these two words again. Really stretch the medial sounds. Point out Zeke and His Pals Reader
each letter as you sound blend. Have everyone Signal and Sound with you. Level A • Book 1
• Have children create sentences using these words. They can use the names, Willie’s page
“Willie Weasel” and “Xavier Fox,” as well.
• Optional: Mix up the ALCs, and give children the opportunity to build the
words. Support when needed. By carefully pronouncing each sound in the word, they will succeed.
• If time allows, have children “write” (or dictate) a sentence, using these key words.
3. Show the new capital letters in the names, “Willie Weasel” and “Xavier Fox.” Signal those capital letters!
4. Write every child’s last name on chart paper, sentence strips, or the board – one at a time. Have the “owner” come
up and Signal the capital letter, and trace it with his/her finger.
5. Read a favorite piece of literature today. Hunt for all those capital letters. Have children verbalize purposes.
6. Give children the opportunity today to trace or write the capital letter for their last name. (Use the Zoo-phonics
Computer Font.)

Day #5
Enjoy Some Games and Free Exploration!
Enjoy the day by exploring literature and playing games (Zoo-Bingo; Gordo Gorilla’s
Banana Party; play “Concentration,” “Zoo Memory,” and “Go Fish” with the small
ALCs, also.) Try some of the fun activities that you were not able to do in prior les-
sons: enjoy some special music, finish up projects, go on a field trip, act out a play,
create some great piece of art, or cook something yummy! This is an excellent day for
assessing individuals.

Zeke and His Pals Reader

Level A • Book 1
Xavier’s page
 Chapter 32

Zoo-phonics Preschool Lesson Plans

Lesson Objective:
Review, “a - z;” reinforce phonemic awareness skills, capital letters and letter names; review the purposes for capital
letters; review High Frequency Words, “the” and “a;” Children will read simple text and will build words; student
writing

Phonemic Awareness
Each one of the following daily activities should take from one minute to ten minutes. You may use some, or all, of the
activities. This week, your students will discover the reading pages and capital letters for yancy yak and zeke zebra!

Day #1
Whole Group
1. Quickly go through the ALC’s, one Sound one Signal. Now, hold up the Large Black Letters or the plain Letter
Cards, and give one Sound one Signal with those, as well. This is the final week of Zoo-instruction, so use this as
your final assessment. You will assess capital letter knowledge, as well.
2. Sing some favorite songs today. Really enjoy your time together.

Small Group
1. Have everyone give Yancy Yak’s and Zeke Zebra’s Signal and Sound. You are now ready to read! Read “ sups y
z
on a yam,” located on page 27; and “ zips and gets his zzz’s,” located on page 28. Is there anyone who can read
these sentences independently? If not, read aloud to children while pointing to the words. Read them again, and
have children “read” along with you. Ask the comprehension questions for “y” and “z” on page 36. Give children
time to reflect, answer and ask questions.
2. Spell out “sups,” “on,” “yam,” “zips,” “and,” “gets,” and “his” with the ALCs for the students. (Also write them on
either chart paper or the board ahead of time.)
• Signal the initial sounds of the words, “sups,” “on,” “yam,” “zips,” “and,” “gets,” and “his.”
• Now, read these words again. Really stretch the medial sounds. Point out each letter as you sound blend. Have
everyone Signal and Sound with you.
• Have children create new oral sentences using these words.
They can use the names “yancy yak” and “zeke zebra,” as Specific Zoo-phonics
well.
Materials Needed This Week:
• Optional: Mix up the ALCs, and give children the opportu-
Alphabet Grids
nity to build the words. Support when needed. By carefully
Activity Worksheets
pronouncing each sound in the word, they will succeed.
Zoo-Bingo
• If time allows, have children “write” (or dictate) a sen-
Gordo Gorilla’s Banana Party
tence, using these words.
Zeke and His Pals Reader Level A • Book 1
3. Show the capital letters in Yancy Yak’s and Zeke Zebra’s
Zoo-phonics Music That Teaches CD
names. Signal those capitals!
Large Animal Picture Cards
Small Animal Picture Cards
264 Part 1: Preschool Lesson Plans
4. Do a final “Mix and Match” today. Place the large or small ALCs randomly around the room. Hand children the
Merged Capital Letter Cards. Have children, one at a time, make the match, and then Signal and Sound and state
the letter name. Optional: You can have children match the plain Letter Cards to your other matches to extend the
activity, and to reinforce the plain Capital Letters. Always Signal!
5. Read a favorite piece of literature today. Hunt for all the capital letters. As a final activity, discuss the reasons for
each capital letter. This will be an excellent assessment. Annotate your observations.
6. Give children some opportunity to form/write/practice lowercase and capital letters today - any medium will do.

Day #2 through #5
Spend the next four days assessing and enjoying your students. Finish up any projects that you started, get ready
to close out the year. This is a great week to meet with parents and show them their students work, assessments and
portfolio.

This week you and your students must say “Good-bye” to Baby Bear. Have the chil-
dren taken good care of him (or her)? Spend some time this week discussing all that
Baby Bear learned. Hopefully s/he learned the same things your students learned. As
they recall what Baby Bear learned, they will see all that they’ve learned as well.

Plan and have a “good-bye” party for the students and Baby Bear sometime this week in
celebration of all the growth they have made this year. For those who are coming back,
tell them that they will even learn more next year. For those who are graduating from
pre-school and going onto kindergarten, wish them very well. You, the teacher, can have
a wonderful feeling knowing that you have prepared them well for their future.

Enjoy the days by exploring literature and playing games (“a – z” Bingo; the Gordo
Gorilla Game; You can play “Concentration,” “Zoo Memory,” and “Go Fish” with the
small ALC’s, also.) Try some of the fun activities that you were not able to do in prior
lessons: enjoy some special music, finish up projects, go on a field trip, act out a play, Play Gordo Gorilla’s Ba-
create some great piece of art, or cook something yummy! nana Party.

Make sure you conference with each student and parent to say “good-bye.” Tell parent
and child what you especially like about him or her. Go through each student’s portfolio and discuss each student’s
growth. Aren’t you all so proud? Hand out a “Certificate of Accomplishment” today (See Blackline Master #12.).
 Assessments
Assessing young children has been deemed as appropriate as pulling teeth without Novocaine: painful and
inappropriate. But, as children have slipped through the cracks in the educational system, the “powers that
be” have determined that educators responsible will KNOW exactly what children know and don’t know, so
that an age appropriate curriculum can be designed and taught.

Assessing children does NOT have to be painful and inappropriate. It can be casual and informal and tell
you just as much as a formal assessment. It can even be playful and still extract that pertinent information of
which you are seeking.

Because we have assessed our students, we can meet with colleagues, administrators, psychologists, nurses,
and most important, parents, and discuss how better the child can be taught and served.

The simple tests found in this section are scripted so that either you or a well-instructed aide can assess the
students. You will find the justification for the test, the objective of the test, how to remediate the student
should s/he struggle. It will also help you modify the test, if need be, for the ESL or special needs student.

Should you need additional assessments or a different type of assessment, Zoo-phonics has an entire inven-
tory of assessments that covers a broad spectrum of ages, stages and skills. You can see the Zoo-phonics As-
sessment Inventory in the catalog or online.

Headstart Child Outcome Require-

ments and Pre K Guidelines
These Requirements and Guidelines are included in this Zoo-phonics Adventures in Learning Preschool
Manual because Guidelines and Standards have been established for all aspects of language arts.

Zoo-phonics teaches all aspects of language arts, so now you can check off the skills that you are teaching
through Zoo-phonics as you teach it.

You will be able to IMMEDIATELY see how your curriculum meets and exceeds standards as established by Head Start
and the various State Departments of Education. It is also a good reminder for you to keep a balanced curriculum.

The Requirements and Guidelines will help you to individualize your curriculum to meet the specific needs of
your students. With Zoo-phonics, you can meet the needs of every child. No child slips through the cracks.
 Chapter 32
265

Assessments, Head Start Child Outcome

Requirements and Pre K Guidelines

Assessing the Student

The following materials will help you to measure the students mastery of important pre-reading and pre-writing skills
(the sounds and shapes of the lowercase and capital letter alphabet, and letter names, initial, medial, ending sounds of
words, word building, segmenting, closing, rhyming, word reading, simple high frequency words, etc.

You can give these tests bi-annually (as a pre- and post-test); tri-annually or quarterly. The enclosed assessments and
protocols are designed to meet your needs. You will also find the Head Start Child Outcome Requirements and PreK
Guidlelines. Not only can you assess your students, but you can develop your curriculum and write specific educa-
tional objectives for each student.

The results can be placed in the student’s portfolio, or cumulative folder, and/or send them home with an annual, bi-
annual or quarterly report. You may want to use different colored pens or pencils as a way in which to color-code the
different reporting periods.

All annotations should be brief. When writing observations, please be careful how you word things. Anything that
would be harmful to the student or parent should not be included. Space is available to note any growth, concerns,
recommendations and commendations.

Testing can be an uncomfortable and frightening experience. During the test it is important to make sure the student
is comfortable and relaxed. Since state and federal mandates are requiring that we know exactly what our students
know, in order to help them become even more successful as students, we must assess. However, we can do it as gen-
tly and easily as possible.

Take a few minutes to get to know the student to put him or her at ease. Perhaps having a snack or treat available may
help. Showing the student the test and explain its purpose. This may help alleviate any discomfort the student may be
feeling. The best news is, is that you can show the Zoo-phonics Animal Alphabet Cards, their familiar friends, to as-
sess them. This should put children at ease immediately.

Explain the directions carefully. A student may make errors because s/he does not completely understand them. Don’t
stop too early in the test if the child is making errors. There may be something later in the assessment that the child
DOES know. Only test as long as the individual child can sit and attend. If they are tired, you will not get the child’s
best. It is better to stop and try again later, or give parts of the assessment.

It is important to annotate any information that might give you a view into the student’s particular phonemic system. It
may be a flawed system, but it belongs to the student and must be unlearned before adding new or corrected information.

Important observations:
1. Does the student normally wear glasses that would aid in test taking?
2. Does the student answer with ease?
3. Is s/he showing stress by squirming, fidgeting, or changing the subject?
4. Does the student make long pauses and hesitations?
5. How long does s/he look at the stimuli before responding? (Too short? Too long?)
6. Is the student getting very close to the page, raising and lowering his/her head to see the print better? Does the
student turn his/her head to one side seeing out of one particular eye?
266 Part 1: Preschool Lesson Plans
Alert the student’s parents if you notice anything unusual so they can make an appointment with an eye doctor or
physician. Make sure the student takes a break, goes to the bathroom, gets a drink of water to help relieve any stress or
just to help him or her relax.

Key: Make sure it is a fun, happy time. Assessments DO NOT have to grim and clinical.

Testing Variations
Individual Testing
Make sure the testing environment is quiet and free from distractions. If you know a child isn’t ready for “paper/pen-
cil” testing, provide other mediums. Use the Zoo-phonics Magnets, Animal Alphabet Cards, or the Animal Alphabet
Grids, etc.

Small Group Testing

1. When possible, test in small groups. Provide the Zoo-phonics Magnets, Animal Alphabet Grids and call out letter
names, sounds, show a letter (capitals included), have them match to the Merged, etc. Children can hold up the
appropriate Grid Piece or Magnet in response to your question.
2. If you are working in a small group, make sure you ask each child to perform a specific task three times. You’ll
know whether they know the information or not. The group lends support to each other and may feel less threaten-
ing, more playful.

Who can give the test?

Although it is preferable for the teacher to make the observations and do the assessment, in the interest of time, it is
not always possible. An aide or volunteer may be able to do this with a little training.

Head Start Child Outcome Requirements and Pre K Guidelines

The Head Start Child Outcome Requirements and Pre K Guidelines have been provided for you so you can check
off the specific curriculum as you teach it. You can also write any goals and objectives for individual students when
needed. You will be assured that you are teaching all that is required. Hopefully, this will make your life easier!

Important Note: If you need more extensive assessments (plain letters, for segmenting, closure,
rhyming, etc.), use the Zoo-phonics Assessment Inventory. This is on CD format so you can
choose exactly what you need.
 Assessment
267
Reciting the Alphabet by Letter Name or Letter Sound

Directions: Ask the student to recite the alphabet either by letter

names or sounds (depending on how the child first learned the
SKILL
alphabet).
Child can recite the alphabet, either by letter
names or sounds, without visual cues. (If Say: “I’d like you to say the alphabet from ‘a to z.’”
appropriate, child can use Body Signals.)
If the student does not understand the directions, get the child
SKILL DOMAIN started by stating a few. Either start by saying, “a, b, c, d...” or by
giving the first four Sounds and Signals.
Verbal, long-term memory, sequential
kinesthetic NOTE: If a child has had Zoo-phonics® from preschool, s/he will be
more likely to give Sound and Signal. The point of the test is to see
STUDENT OBJECTIVE if the child has the alphabet sequence memorized and can verbalize
it.
The student will recite the alphabet by let-
ter name or sounds (and Signals) with 85% Say: “Let’s start.” If the child cannot start, give the first two letters or
accuracy. (100% is the goal.) Sounds and Signals. If the child cannot continue, discontinue the test.

TEST JUSTIFICATION Praise and encouragement are important. Tests are often frighten-
ing to children. You will put them at ease by saying, “Good job” or
The student demonstrates alphabet un- “Nice try.”
derstanding by reciting the alphabet, by
sound or by letter name.
Use the Teacher Work and Score Sheet #A-01(a) for student responses.

REMEDIATION IDEAS NOTE: If the child is responding to some or all, continue with the
entire test. Annotate all information: deletions, substitutions, slurs
Using the Large Picture Cards in sequence,
(lmnop) or out of order.
the Zoo-phonics® Mix and Match Game and
learning the songs from the We Are Zoo-
phonics® Kids Music Tape will help your Time: Give the child up to two minutes as s/he needs to recite the
students learn the Shapes, Sounds and alphabet, including time for starts and stops. Allow the child to
sequence of the alphabet. start over only once or twice.

Minimum Proficiency: It is necessary for the child to know the en-

tire alphabet before s/he is considered to have mastered it. Mastery
of the alphabet is essential for usage in both reading and writing. If
a child misses even a couple of letters or sounds, continue to work
on alphabet skills, then retest. Expect at least
+22/26 letter sounds and letter names for now.

For the Special Needs Student: Accept a close approximation in

replication of speech sounds. Give this child more time for each
test. In recitation, sometimes attention (or lack of it) is the cause for
miscuing. Help this student keep track of the letters (sounds) by
repeating the last couple of letters s/he said.

For the ELL/Bilingual Student: The student must be taught the

sounds and/or letter names of the English alphabet in order to suc-
ceed at this test. Pronunciation of letter names, deletion or addition
of letter sounds/names may occur for ELL students learning the
alphabet. Ask child to recite his or her primary alphabet.

Important Teacher Note: The Zoo-phonics® trained child may

know the sounds but not the letter names at first. Do not penalize,
just annotate.
268 Part 2: Assessment

Reciting the Alphabet by Letter Name

or Letter Sound (Teacher Work and Score Sheet)

Practice Test: Letter Sound: a_______ b________ c _______ d________

Letter Name: a_______ b _______ c________ d________

d
d

e
e

un

m
un

Na
Na

So
So

Letter Sound Score +_____/26

r

r
r

tte

tte
tte

tte

Letter Name Score +_____/26

Le

Le
Le

Le

n _____ _____
a _____ _____

o _____ _____
b _____ _____
Student Name: _______________________________
p _____ _____ Date: _______________________________
c _____ _____

q _____ _____ Total Score: +______/ 52

d _____ _____

r _____ _____ Comments and Observations

e _____ _____
____________________________________________

s _____ _____ ____________________________________________

f _____ _____
____________________________________________

t _____ _____ ____________________________________________

g _____ _____
____________________________________________

u _____ _____ ____________________________________________

h _____ _____
____________________________________________

v _____ _____
i _____ _____
Goals and Strategies

w _____ _____ ___________________________________________

j _____ _____
___________________________________________

x _____ _____ ___________________________________________

k _____ _____
___________________________________________

y _____ _____ ___________________________________________

l _____ _____
___________________________________________

z _____ _____ ___________________________________________

m _____ _____
 Assessment
269
Identifying the Shape, Sound and/or Signal (Along with the
Letter Name) of the Lowercase Animal Alphabet when Presented in Sequence

Directions: Ask the student to identify each Animal by its name,

SKILL (Allie Alligator, for example), Sound and Signal, in sequence.

Child can identify the Animal Alphabet Say: “Here are the Zoo-phonics® Animals. Please tell me the
by name of the Animal, the Sound and the Animal’s name, then tell me the Sound, and show me the signal of
Signal, for each Animal. each Animal.”

SKILL DOMAIN If the student does not understand the directions, point to one of
the Animals from the middle of the Alphabet, tell his or her name,
Visual, auditory, kinesthetic, long-term show the Signal and give the Sound at the same time. Example:
memory, sequential “Here is Missy Mouse. This is her Sound and Signal, ‘Mmmm.’
Can you start from the beginning and tell me the names of each
STUDENT OBJECTIVE Animal and show me with your hands the Signal each Animal
makes? Tell me the sound that goes with each Signal.” Point to
When presented with the Zoo-phonics® each Animal, expecting a response. If no response is given, move to
Animal Pictures in sequence, the student the next. Keep moving to the next Animal until you have pointed
will identify each by Animal Name, to five Animals. If there is no response, say, “Look at all the Ani-
Sound and Signal (and/or letter name) mals. Are there any Animals that you know? Can you Sound and
with 100% accuracy. Signal them?” If the child cannot respond, stop.

TEST JUSTIFICATION Use the Teacher Work and Score Sheet #A-02(a) for student responses.

Children need a concrete understanding Praise and encouragement are important. Tests are often frighten-
of the alphabet, one that can be utilized ing to children. You will put them at ease by saying, “Good job” or
in pre-reading and pre-writing activities. “Nice try.” NOTE: If the child is responding to some or all, continue
Learning the alphabet through the animal with the entire test. Stop test only if child cannot respond at all.
picture mnemonics, inclusive of the sounds
of the alphabet, is key to early mastery.
Time: Give the child five seconds per item before moving on.
REMEDIATION IDEAS Minimum Proficiency: It is necessary for the child to know the en-
tire alphabet before s/he is considered to have mastered it. Mastery
In order for the child to know the Animals
out of sequence, s/he must have expe-
of the alphabet is essential for usage in both reading and writing.
rience with the Animals in alphabetic If a child misses even a couple of Animals, (Shapes, Sounds and
sequence. Make sure that not only are Signals), continue to work on alphabet skills, then retest.
you consistent in the daily presentation of
the Large Picture Cards, but that they are For the Special Needs Student: Accept any approximation of
always presented with Sound and Signal. movement for the Body Signals if a child has a motor disability.
Also teach the Shapes, Sounds and Signals You can determine this by watching for consistency in Signaling.
throughout the day in various formats Accept a close approximation in replication of speech sounds. In
and print environments: in books and
testing a child who is visually challenged, make sure there are
magazines, names, songs, poems, menus,
newspaper headlines, computer text, etc.
other ways to test the child. (Use the Zoo-phonics® Large Picture
Cards rather than the test sheet included in this assessment. If a
tactile test is needed, attach puff paint or glue on the lines of the
Animals so the child can feel the Animal.) Give this child more
time for each test.

For the ELL/Bilingual Student: This test requires that the student
knows the Shapes and Sounds of the English alphabet. If the stu-
dent is unfamiliar with the Zoo-phonics® Language Arts Program,
teach the alphabet through Sounds and Signals that are associated
with the Animal Alphabet, then retest at a later date. This alphabet
foundation is essential to future reading and writing proficiency.
270 Part 2: Assessment
Identifying the Name, Sound and Signal of the
Zoo-phonics Animals When Presented in Sequence
(Teacher Work and Score Sheet)

Practice Test: Animal Name: a _______ b ________ c ________ d _______

Sound: a _______ b ________ c ________ d _______

Signal: a _______ b ________ c ________ d _______

e Animal Name Score:+_____/26

e

m
m

Na
Na

Sound Score: +_____/26

al
al

l
d

im
l

na
im

un
na
un

Signal Score: +_____/26

Sig
An
Sig
An

So
So

a n Student Name: _______________________________

Date: _______________________________

b o Total Score: +______/ 78

c p Comments and Observations

d q ____________________________________________

____________________________________________

e r ____________________________________________

f s ____________________________________________
____________________________________________

g t ____________________________________________

____________________________________________

h u Goals and Strategies

i v ___________________________________________

j w ___________________________________________

___________________________________________

k x ___________________________________________

___________________________________________

l y ___________________________________________

___________________________________________

m z
 Assessment
271
Identifying the Name, Sound and Signal of the
Zoo-phonics Animals When Presented in
Sequence (Student Prompt)

x
f
r
l
w
q
e
k
p
v
d
j
o
u
c
i

y z
s t
g h
mn
a b
272 Part 2: Assessment
 Assessment
273
Identifying the Shape, Sound and/or Signal, and Name of the Zoo-phonics
Animal when Presented Out of Sequence

Directions: Ask the student to identify each Animal by its Shape,

SKILL Sound and Signal, out of sequence.

Child can identify each lowercase Zoo- Say: “Here are the Zoo-phonics® Animals. Please show me the
phonics® Animal/Letter, out of alphabetic Sounds and tell me the Signals the Animal/Letters make. Do you
sequence, by giving the Sound and Signal know their names?”
for each Animal.
If the student does not understand the directions, point to one of
SKILL DOMAIN the Animals from the middle of the alphabet, tell his or her name,
show the Signal and give the sound at the same time.
Visual, auditory, kinesthetic, long-term
memory, non-sequential Example: “Here is Peewee Penguin. This is his Sound and Signal,
‘p.’ Can you start from the beginning and tell me the name of each
STUDENT OBJECTIVE Animal and show me with your hands the Signal it makes? Tell me
the sound that goes with each Signal.” Point to each Animal, ex-
When presented with the Zoo-phonics® pecting a response. If no response is given, move to the next. Keep
Merged Animal/Letter Pictures, out of moving to the next Animal until you have pointed to five Animals.
sequence, the student will identify each If there is no response, say, “Look at all the Animals/Letters. Are
by Animal Name, Sound and Signal with there any Animal/Letters that you know? Can you Sound and Sig-
100% accuracy. nal them?” If the child cannot respond, stop the test.

TEST JUSTIFICATION Use the Teacher Work and Score Sheet #A-03(a) for student responses.

It is essential that children know the sounds Praise and encouragement are important. Tests are often frighten-
of the letters in order to read and spell. We ing to children. You will put them at ease by saying, “Good job” or
do not read in letter names. Knowing the
“Nice try.”
sounds of the alphabet is of primary impor-
tance. Children must learn to address on
NOTE: If the child is responding to some or all, continue with the
“sight,” out of sequence.
entire test.

REMEDIATION IDEAS Time: Give the child five seconds per item before moving on to the
next Animal/Letter.
Make sure that not only are you consistent
in the daily presentation of the Large Picture Minimum Proficiency: It is necessary for the child to know the en-
Cards, but that they are always presented
tire alphabet before s/he is considered to have mastered it. Mastery
with Sound and Signal. Also teach the
Shapes, Sounds and Signals throughout the of the alphabet is essential for usage in both reading and writing.
day in various formats and print environ- If a child misses even a couple of Animals (Shapes, Sounds and
ments: in books and magazines, names, Signals), continue to work on alphabet skills, then retest. Give one
songs, poems, menus, newspaper head- point for each piece of information.
lines, computer text, etc.
For the Special Needs Student: Accept any approximation of
movement for the Body Signals if a child has a motor disability. You
can determine this by watching for consistency in Signaling. Accept
a close approximation in replication of speech sounds.

For the ELL/Bilingual Student: This test requires that the child
knows the sounds of the English alphabet and/or Zoo-phonics®
Signals. If the child can correctly give the sounds to the alphabet
without Signaling, accept the answers as correct. Letter sounds may
be deleted/added or incorrectly said as in primary language. If the
child is not familiar with the Zoo-phonics® Language Arts Program,
teach the Signals that are associated with the Animal Alphabet, then
retest at a later date.
274 Part 2: Assessment
Identifying the Shape, Sound and/or Signal, and Name
of the Zoo-phonics Animal when Presented Out of Sequence
(Teacher Work and Score Sheet)

Practice Test: Animal Name:

y _______ m ________
q ________ b _______

Sound:
y _______ m ________
q ________ b _______

Signal:
y _______ m ________
q ________ b _______
Animal Name Score: +_____/26
e

e
m

m
Na

Na
Sound Score: +_____/26
al

al
d

d
l

l
im

im
na

na
un

Signal Score: +_____/26

un
An

An
Sig

Sig
So

So

o s
Student Name: _______________________________
Date: _______________________________

f g Total Score: +______/ 78

z b Comments and Observations

a v ____________________________________________

____________________________________________

p e ____________________________________________

c x
____________________________________________

____________________________________________

m k ____________________________________________

____________________________________________

q w Goals and Strategies

n t ___________________________________________

___________________________________________
u l ___________________________________________

i y ___________________________________________

___________________________________________

r j ___________________________________________

___________________________________________

d h
 Assessment
275
Identifying the Shape, Sound and/or Signal and Name
of the Zoo-phonics Animals when Presented out of Sequence
(Student Prompt)

y
e
c
r
p

v
l
i

t
u
a

b
w
z

g
n
mq

j h
o f

x k
d s
276 Part 2: Assessment
 Assessment
277
Identifying the Shape, Sound and/or Signal and Name of the
Lowercase Merged Animal/Letter Alphabet when Presented in Sequence

Directions: Ask the student to identify each Merged Animal/Letter

by its Shape, Sound and Signal, in sequence.
SKILL
Child can identify each lowercase Zoo-pho- Say: “Here are the Zoo-phonics® Merged Animal/Letters. Please
nics® Merged Animal/Letter, in alphabetic show me the Signal and tell me the Sound the Animal/Letters
sequence, by giving the Sound and Signal make. Do you know the name of the Animals?”
for each Animal.
If the student does not understand the directions, point to one of
SKILL DOMAIN the Animal/Letters from the middle of the alphabet, tell his or her
name, show the Signal and give the sound at the same time.
Visual, auditory, kinesthetic, long-term
memory, sequential Example: “Here is Peewee Penguin. This is his Sound and Signal,
‘p.’ Can you start from the beginning and tell me the names of
STUDENT OBJECTIVE all the Animals and show me with your hands the Signals they
make? Tell me the Sound that goes with each Signal.” Point to each
When presented with the Zoo-phonics® Animal/Letter, expecting a response. If no response is given, move
Merged Animal/Letter Pictures the student to the next. Keep moving to the next Animal/Letter until you have
will identify each by Animal Name, Sound pointed to five Animal/Letters. If there is no response, say, “Look
and Signal with 100% accuracy. at all the Animals/Letters. Are there any Animal/Letters that you
know? Can you Sound and Signal, them?” If the child cannot re-
TEST JUSTIFICATION spond, stop the test.

It is essential that children know the Use the Teacher Work and Score Sheet #A-04(a) for student responses.
shapes and sounds of the letters in order
to read and spell. We do not read in letter
Praise and encouragement are important. Tests are often frighten-
names. Knowing the sounds of the alpha-
ing to children. You will put them at ease by saying, “Good job” or
bet is of primary importance.
“Nice try.”

REMEDIATION IDEAS NOTE: If the child is responding to some or all, continue with the
entire test.
Make sure that not only are you consis-
tent in the daily presentation of the Large
Time: Give the child five seconds per item before moving on to the
Picture Cards, but that they are always pre-
sented with Signal and Sound. Also teach
next Animal/Letter.
the Shapes, Sounds and Signals through-
out the day in various formats and print Minimum Proficiency: It is necessary for the child to know the en-
environments: in books and magazines, tire alphabet before s/he is considered to have mastered it. Mastery
names, songs, poems, menus, newspaper of the alphabet is essential for usage in both reading and writing.
headlines, computer text, etc. If a child misses even a couple of Animals (Shapes, Sounds and
Signals) continue to work on alphabet skills, then retest. Give one
point for each piece of information.

For the Special Needs Student: Accept any approximation of

movement for the Body Signals if a child has a motor disability. You
can determine this by watching for consistency in Signaling. Accept
a close approximation in replication of speech sounds.

For the ELL/Bilingual Student: This test requires that the child
knows the sounds of the English alphabet and/or Zoo-phonics®
Signals. If the child can correctly give the sounds of the alphabet
without Signaling, accept the answers as correct. Letter sounds may
be deleted/added or incorrectly said as in their primary language.
If the child is not familiar with the Zoo-phonics® Language Arts
Program, teach the Signals that are associated with the Animal
Alphabet, then retest at a later date.
278 Part 2: Assessment
Merged Lowercase Animal/Letter Alphabet when
Presented in Sequence
(Teacher Work and Score Sheet)

Practice Test: Animal Names: a__________ b __________ c __________ d __________

Sound: a__________ b __________ c __________ d __________

Signal: a__________ b __________ c __________ d __________

Letter Name: a__________ b __________ c __________ d __________

Animal Names Score: +_____/26

es
e

m
m

e
am

am
Sound Score: +_____/26
Na
Na

rN

rN
al
al

Signal Score: +_____/26

l
d

l
na

im
im

na
un

tte

un

tte
Sig

An

Letter Name Score: +_____/26

Sig
An

So

Le

So

Le

Student Name: _______________________________

a n Date: _______________________________

b o Total Score: +______/ 104

c p
Comments and Observations

d q ____________________________________________

____________________________________________
e r ____________________________________________

____________________________________________
f s ____________________________________________

g t ____________________________________________

____________________________________________

h u
Goals and Strategies

i v ___________________________________________

___________________________________________
j w ___________________________________________

k x ___________________________________________

___________________________________________

l y ___________________________________________

___________________________________________
m z
 Assessment
279
Merged Lowercase Animal/Letter Alphabet
Presented in Sequence
(Student Prompt)

e f

wx
q r
k l
p
v
d
j
o
u
c
i

y z
g h
mn
a b

s t
280 Part 2: Assessment
 Assessment
281
Identifying the Shape, Sound and/or Signal and Letter Name of the Merged
Capital Alphabet when Presented in Sequence

Directions: Ask the student to identify each capital letter by its let-
ter name, Shape, Sound and Signal.
SKILL
Student can identify each Merged Capital Say: “Here is Bubba Bear. This is Signal for the capital letter, and here
Letter, in alphabetic sequence, by giving is the Animal/Letter Signal. This is the sound. Can you start from
the letter name, Signal and Sound for the beginning and tell me the names of each letter and show me with
each Animal. your hands the Signals they make? Can you give the sounds?” If the
student does not understand the directions, point to one of the let-
SKILL DOMAIN ters from the middle of the alphabet, state the letter name and show
the capital and letter Signal. Give the sound as well.
Visual, auditory, symbol recognition,
long-term memory, sequential order, and Point to each capital letter, expecting a response. If no response is
abstract thinking ability given, move to the next. Keep moving to the next Animal until you
have pointed to five. If there is no response, say, “Look at all the
STUDENT OBJECTIVE capitals letters. Are there any capital letters that you know? Can you
Sound and Signal?” If the child cannot respond, stop.”
When presented with the capital letters,
the student will identify each by letter Use the Teacher Work and Score Sheet #A-11(a) for student responses.
name, Capital Signal and Animal/Letter
Sound and Signal. Praise and encouragement are important. Tests are often frighten-
ing to children. You will put them at ease by saying, “Good job” or
TEST JUSTIFICATION “Nice try.” NOTE: If the child is responding to some or all, con-
tinue with the entire test.
It is essential that students can identify the
capital letters, in sequence, as a part of the Time: Give the child five seconds per item before moving on.
reading and spelling process. Students
must know the sounds of capital letters
when in text. Students must know that the
Minimum Proficiency: Whereas capital letters are used only 5%
lowercase and capital letters are counter of the time in reading and spelling, it is necessary at some point to
parts to each other. know all the capital letters. If a child misses even a couple of capital
letters, continue to work on capital skills, then retest.
REMEDIATION IDEAS
For the Special Needs Student: Accept any approximation of
movement for the Body Signals if a child has a motor disability. You
In order for the student to master these
twenty-six capital letters, provide many can determine this by watching for consistency in Signaling. Accept
ways to teach the capital letters by con- a close approximation in replication of speech sounds. In testing a
necting them to the Merged Capitals. Al- child who is visually challenged, make sure there are other ways to
ways present them with the Capital Signal test the child. (Use the Black Capital Letters from the Mix and Match
and the Animal/Letter Signal in various Game or Nature Wall Cards if the child needs to see single letters
formats. Give students the chance to expe- rather than many letters on a page, or cover up all the other letters.)
rience many different print environments: Give this child more time to complete the test.
in books and magazines, names, songs,
poems, menus, newspaper headlines,
For the ELL/Bilingual Student: This test requires that the student
computer text, etc.
recognize the capital letter names, the Capital Signal, and the
Zoo-phonics® Signals. Pronunciation may be incorrect because of
differences in letter sounds in primary language. If the child is not
familiar with the Zoo-phonics® Language Arts Program, teach the
Signals that are associated with the Animal Alphabet, then retest at
a later date. Test the ELL’s knowledge of capital letters in his or her
native tongue.
282 Part 2: Assessment
Identifying the Sounds and Signals of the Merged
Capital Letter Alphabet when Presented in Sequence
(Teacher Work and Score Sheet)
Practice Test: Letter Name Sound Signal Capital Signal
A ________ ________ ________ ________
B ________ ________ ________ ________
C ________ ________ ________ ________

Letter Name Score +________ /26

l
l

na
na

e
e

Sound Score +________ /26

m
m

Sig
Sig

Na
Na

tal
tal
d

d
l

l
Signal Score +________ /26
na

na
r
r
un

un
tte
tte

pi
pi
Sig

Sig
So

So

Ca
Le
Ca
Le

Capital Signal Score +________ /26

A N

Student Name: _______________________________

B O Date: _______________________________

P
C Total Score: +______/ 104

D Q
Comments and Observations

R ____________________________________________
E
____________________________________________

F S ____________________________________________

____________________________________________
G T
____________________________________________

____________________________________________
H U
____________________________________________

I V
Goals and Strategies

J W ___________________________________________

___________________________________________
K X ___________________________________________

___________________________________________
L Y
___________________________________________

___________________________________________
M Z
___________________________________________
 Assessment
283
Merged Capital Letter Alphabet
Presented in Sequence
(Student Prompt)

STUVWX
MNOPQR
G H I J K L
A B C D E F

YZ
Head Start Child Outcomes Framework
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Head Start Child Outcomes Framework
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Head Start Child Outcomes Framework
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Head Start Child Outcomes Framework
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 Prekindergarten Guidelines
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Prekindergarten Guidelines
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Prekindergarten Guidelines
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Prekindergarten Guidelines
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Prekindergarten Guidelines
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Prekindergarten Guidelines
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Prekindergarten Guidelines
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 Blackline Masters
Most of the Blackline Masters are in the Zoo-phonics Adventuresome Kids Manual. However, there were
some blackline masters that are very specific to the instruction in this Adventures In Learning Preschool
Manual. You will find them in this section.

All pages are cross referenced for easy use.

 Blackline Master #1

Dear Children,

We need you to help us.

Please teach baby bear
all that you are learning in
preschool. Teach baby
bear to wash her face
and hands, look both ways
before crossing a street,
and tell her “no snacks
before dinner!”
Love,
Zeke Zebra
and all the animals
Blackline Master #2
Birthday Cake
Blackline Master #3
Birthday Candles
ad bed can dad
Blackline Master #4

egg fit get hat

in jet kit let
man net ox pet
Vocabulary
Index Cards

quit run sit tan

up van win yes
six zips
 Blackline Master #5
Go Fishing
Blackline Master #6
Poems

Fuzzy Wuzzy Was a Bear

Fuzzy wuzzy was a bear.
Fuzzy wuzzy had no hair.
Fuzzy wuzzy wasn’t fuzzy,
Was he?

The Wise Old Owl

A wise old owl sat in an oak.
The more he saw, the less he spoke.
The less he spoke, the more he heard.
Why can’t we all be like that bird?
Blackline Master #7
Family Tree
The Family
Baby’s name:
Father: Mother:
Grandfather: Grandmother: Grandfather: Grandmother:
Great Great Great Great
Grandfather: Grandmother: Grandfather: Grandmother:
Blackline Master #8
Words to
Pictures Game
Directions: Copy the two Picture Grids onto heavier white paper and laminate them. Cut the pictures apart
to make sets of sixteen playing cards from each Grid.

The children will play the game in partners, or four players to a Game. Provide paper and pencil for one
player to keep score, and for those players who are able to write the CVC words. No additional score need
be given for writing the words they spell.

1) Sixteen cards are shuffled and stacked in front of the players, Merged Letter side up.

2) Players may “draw straws” to decide who will be Player #1.

3) Player #1 draws the top card, reads the word, and then, without looking at the word, Sound
Signal and Connect.

4) If the player does this correctly, 3 points are awarded.

5) If incorrect, or if the player does not know the word, s/he turns the card over to the Picture side, to give
Sound and Signal, and then connects it into the word. Done correctly, 3 points are awarded.

6) The game continues, with the players taking turns until they have used up all their cards.

7) Add the scores to determine the winner.

Note: Consider the ability of your students. If you have developmentally immature children, or children
whose primary language is not English, modify the game rules accordingly. Put a child who is a good reader
and a patient helper with a child who needs help.
Blackline Master #8 continued
 rug pen ox top
sad sup tip quack
quiz up sun red
Blackline Master #8 continued

tub pot on pig

Blackline Master #8 continued
 web zip vet wet
yam van zap fox
box yak wag zig-zag
Blackline Master #8 continued

vat six yes wig

Blackline Master #8 continued
 Blackline Master #8 continued

dad fox pig kid

hen dog top yak
cat mom vet bug
 Blackline Master #9
Quilt Pattern
 Blackline Master #10
Award Ribbon
Directions: Hand out awards for each academic success and milestone, and for acts of kindness.
Blackline Master #11
Zebra Stripe Box
 Blackline Master #12
Certificate of Accomplishment