1 Fun in Clas

s
Topics and Themes Strategies and Skills
• classroom objects • use prior knowledge
• colors • predict
• numbers 1–3 • use picture clues
• shapes • understand concepts of print

Pronunciation Grammar
• stress and rhythm • simple present: commands
•
•
intonation of questions
/i/ as in green
Overview • simple present: yes/no
questions
• phonemic awareness: a, b, c • singular and plural nouns

Reading and Writing Content Connections

• Reading: One, Two, Three
• Writing: print letters, tracing
words
• awareness activities for
development
• Language Arts: nonfiction
• Math: number activities
• Music: song, chant

Key Vocabulary
School Supplies Colors Numbers People
book blue one children
chair green two friends
crayon red three teacher
glue yellow
marker Shape
paper circle
pencil
scissors

T1A Fun in Class

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 Plan Ahead
Teaching Resources Classroom Display
Class Audio CD Bulletin Board
Title the bulletin board display Things
Student Book, Unit 1 in Our Classroom. Display realia or
pictures of items mentioned in the
• Phonemic Awareness unit. Include examples of the colors
• Sound and Spelling Cards blue, green, red, and yellow and a
• CD-ROM variety of different-sized circles cut
out of colored paper. Invite students to
Workbook, Unit 1 draw their own pictures of these items
and post them next to the originals.
• Alphabet Practice
For another display, invite children
• Tracing Practice to create groupings of one, two, or
• Audio CD three things. They may draw pictures
or make bundles of crayons, ribbons,
Picture Cards or straws. Display their work in three
• Images columns entitled 1, 2, 3. You may also
write the number words (one, two, three)
• Images and words under each number on the display.

Posters
• Unit 1 Teaching Poster
• Units 1–3 Grammar Poster
Teacher’s Resource Book
DVD and Guide
Assessment Package
• Placement test: pages 3–4
• Unit test: page 5
• Oral assessment: page 14
• Performance assessment: pages v–vi
• Backpack Second Edition
ExamView® Assessment Suite
Family Connection
Home Inventory
Make a picture checklist
of featured classroom
items such as pencils, glue,
crayons, paper, markers, and scissors. Have
students work with a family member to take
an inventory of classroom items they have
at home. The next day, review vocabulary as
students report what they found. Make sure
to point out any items that are blue, green,
red, or yellow.

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 Audioscripts
Student Book
Page 2. Activity 1. Listen and sing.
Unit 1 Song. The text of the audio for the song is found on Student Book page 2.
Page 2. Activity 2. Listen and point.
The text of the audio for this activity is found on page T3.
Page 4. Activity 4. Listen and point. Color and say.
The text of the audio for this activity is found on page T4.
Page 8. Activity 10. Listen and say. Chant.
A, B, C
Look at this letter. Say its name.
A as in cake, for the alphabet game.
Look at this letter. Say its name.
B as in ball, for the alphabet game.
Look at this letter. Say its name.
C as in cat, for the alphabet game.
Page 8. Activity 11. Listen and say. Which word doesn’t have the sound? Circle the number.
The text of the audio for this activity is found on page T8.
Page 8. Activity 12. Listen to the word parts. Say the word. Point.
The text of the audio for this activity is found on page T8.
Pages 9–10. Little Book.
The text of the audio for the Little Book is found on Student Book pages 9–10.

Workbook
Page 1. Exercise 1. Listen and color. Color the circles.
Unit 1 Song. The text of the audio for the song is found on Student Book page 2.
Page 3. Exercise 3. Listen and color.
Color the circles.
red, yellow, green, blue, red, yellow, green, blue
Page 4. Exercise 4. Count. Circle and say. Listen and check.
1. two: two markers 3. three: three books 5. one: one teacher
2. one: one crayon 4. one: one bottle of glue 6. three: three pieces of paper
Page 7. Exercise 6. Glue. Listen and play Bingo.
circle glue marker
book teacher crayons
pencils scissors paper
Page 8. Exercise 7. Listen and chant. Draw a line.
Unit 1 Alphabet Cheer.
There are three letters that I know.
Say them with me! Here we go!
A to the a! B to the b! C to the c! A, B, C!

T1C Fun in Class

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 Workbook (continued)
Page 10. Exercise 11. Listen and circle.
1. crayon 3. teacher 5. two circles
2. pencil 4. scissors

Teacher’s Edition
Page T3. Pronunciation: Intonation of questions.
The text of the audio for this activity is found on page T3.
Page T6. Pronunciation: /i/ as in green.
The text of the audio for this activity is found on page T6.

PREPARATORY NOTES

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 Fun in Clas
1 s
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1 Listen and sing.

Colors! Colors!
See the colors!
Yellow! Yellow!
Show me yellow.
Red! Red!
Show me red.
Red! Red!
Show me red.

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2 Listen and point.

1 2 3 4

2 School supplies; colors

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 Unit Warm Up
Objectives Vocabulary
• to understand commands nouns: book, colors, crayon, glue,
• to identify the colors red and marker, paper, pencil, scissors,
yellow teacher
• to identify classroom items verbs: be (is), see, show
• to sing a song pronouns: it, me
• to use stress, rhythm, and adjectives: red, yellow
intonation
• to answer yes/no questions
• to use the simple present
Creating Interest
Do one or more of the following to build
students’ curiosity about the unit.
Pretend. Prepare a box containing the following
items: a crayon, a small book, a marker, a piece
of paper, a pencil, a pair of scissors, and a bottle
of glue. Shake the box and invite a volunteer to
close his or her eyes and choose something from
it. Then as you and the student hold up the item,
gesture for the rest of the class to pretend to use
it. Repeat with other volunteers until all the items
have been used. Set the box aside for later. Then
ask students to guess what this unit might be about.
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1 Listen and sing.
1. Say to the class Show me yellow. Pretend to
look around and then gesture to something
yellow as you smile and say yellow. Repeat the
action and say red. Then invite the class to
participate by saying Show me yellow. Students
can point to something they are wearing or
something they have in their desks. Repeat
for red.
2. Say Listen and point to your ear or pretend
to put on earphones. Then introduce the
word sing by singing. Repeat several times
in a game-like manner, encouraging student
participation.
3. Direct students’ attention to the picture
on pages 2–3. Have them use picture clues
M01_BP_TE_L00_4821_U01.indd T2
Materials
• CD player
• Class Audio CD
• pictures and/or
realia of classroom
items
Stand up. Walk around the room and tap all
students who have something yellow. Direct each
one to stand by saying and gesturing Stand up. Ask
the class what these students have in common.
If necessary, give them a hint by pointing to the
yellow items. Repeat for the colors blue, green,
and red.
Poster. Display the Unit 1 Poster. Invite students
to name everything they can, and to ask for the
names of words they don’t know.
to guess what the song might be about. (In
the picture, the children are each showing
something red or yellow.) With books closed,
play the song once so students can listen. The
text of the song is on Student Book page 2.
4. Play the song a second time, inviting students
to point to something yellow or red at
appropriate times in the song. Play the song
again if necessary.
5. When students feel comfortable, invite
them to sing the song. You may have groups
alternate so the first group sings while the
second group follows their directions and
points to something yellow, then to something
red. Then they switch.
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 C K A4
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1. Is it yellow?
T

2 Listen and point. 2. Is it red?

1. Distribute pictures or realia of classroom items 3. Is it a book?
to students so everyone has one thing. Bring 4. Is it a crayon?
out the box of items from Creating Interest. 5. Is it a marker?
Invite a volunteer to pick from the box. Guide
6. Is it a pencil?
him or her to hold up the item for the class
to see by saying Hold up the pencil. You might 7. Yes, it is.
model this the first few times. Then repeat the 8. No, it isn’t.
command for students at their desks: Hold up
the pencil. Students with pencils (or pictures of WB Assign page 1 now. Audioscript is on
them) should hold them up. Repeat for all the page T1C. Answers are on page T112.
items in the box.
2. Point out the picture dictionary at the bottom Enrichment
of pages 2–3. Play the audio or read aloud
A5 Pronunciation: Intonation of questions.
the names of the items a few times and have
Ask the question Is it yellow? Have students repeat.
students point to each one and repeat each
Then say It’s yellow. Draw students’ attention
time.
to the different intonation used for questions
Audioscript: 1. book 2. crayon 3. glue and answers. Yes/no questions end with a rising
4. marker 5. paper 6. pencil 7. scissors intonation. Then play the audio or read aloud
8. teacher the questions below. Have students repeat as
necessary.
3. Say the name of each item again and ask
students to point to an example of each in the
big picture. Repeat the activity as needed. Is it yellow?
Language presentation. Direct students’ Is it red?
attention to the Backpack mascot and her speech Is it a book?
balloon. Point to something yellow as you read Is it a marker?
aloud the question Is it yellow? Nod your head yes
as you answer Yes, it is. Then point to something
Grammar point. To ask about the vocabulary
that is not yellow as you ask Is it yellow? Shake
word scissors, you will need to alter the question
your head no as you answer No, it isn’t. Point to
form: Are they scissors? To ask about the vocabulary
other items in the classroom and invite students
word teacher, you will need to alter the question
to respond together. Some may feel more
form: Is she/he a teacher? If you feel this additional
comfortable using one-word answers yes or no.
language is too much of a burden for your
Then repeat the yes/no question to talk about the
students, it’s okay to practice these words using
color red and classroom items. You can ask the
only simple commands, such as Show me the
following questions. Eventually, students may
scissors. Point to the teacher.
produce the questions on their own.

T3 Fun in Class

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 Is it yellow?

5 6 7 8

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 3 Trace and color. Say.

Circle!

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4 Listen and point. Color and say.

Blue circle,
green circle . . .

4 Shapes; colors

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 Presentation
Objectives
• to understand commands
• to identify and trace circles
• to identify the colors blue, green,
red, and yellow
Get Ready
Find the circle. Create a paper circle. Hold it up
and say circle. Then invite a group of volunteers to
stand in different areas of the room. Have the rest
of the class put their heads on their desks so they
can’t see.
Give the circle cutout to one of the volunteers and
give the other volunteers plain pieces of paper.
Have them all hide their papers behind their backs.
3 Trace and color. Say.
1. Draw students’ attention to Activity 3. Read
aloud the directions. Make sure students
know to trace the circles and color them
yellow and red.
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4 Listen and point. Color and say.
1. Play and sing the Unit 1 Song and invite
students to show objects around the room that
are red or yellow. Then sing the song again,
substituting the colors blue and green. Model
showing something blue and then something
green as you sing. Gradually invite students to
join in.
2. Draw students’ attention to Activity 4. Read
aloud the directions. Students will listen to
the audio and point to the colored circles as
the colors are named. Then they will finish
coloring the circles by following the pattern
(blue, green).
3. When they have finished, invite students to
name the colors as they point to their work.
Audioscript: blue circle, green circle, blue circle,
green circle
M01_BP_TE_L00_4821_U01.indd T4
Vocabulary Materials
noun: circle • CD player
adjectives: blue, green, red, yellow • Class Audio CD
• paper circle
• blue and green
crayons
Then ask the class to pick up their heads and try
to guess which standing student has the circle.
Students can take turns gesturing toward a
standing volunteer and asking Is it a circle? The
student then shows his or her paper. If it’s not the
circle, everyone says no. If it is the circle, then
everyone says yes.
2. When they have finished tracing and coloring,
invite students to point to their circles, follow
the mascot’s model, and say circle (or yellow/
red circle).
WB Assign page 3 now. Audioscript is on
page T1C. Answers are on page T112.
Enrichment
Musical chairs. Set up eight chairs, back to back
in two rows of four. Tape a blue, green, red, or
yellow circle to each one. Ask eight volunteers to
each stand by a chair. Lead the rest of the class in
singing the unit song. As the class sings, have the
volunteers walk around the chairs. Remove one
of the chairs, leaving seven chairs. Then stop the
audio and signal for everyone to stop singing. At
this cue, the volunteers all find a seat. There will
be one student who doesn’t have a seat. Help this
student name the color shown on each chair. Then
have him or her take a seat with the rest of the
class. Repeat the game until you have one student
left. Students can substitute blue and green for
yellow and red when they sing.
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Fun in Class T4
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 Presentation/Practice
Objectives
• to count to three
• to identify numbers 1–3
• to trace the numbers 1–3
• to use stress, rhythm, and intonation
• to understand commands
Get Ready
Counting chant. Use gestures as you sing the
following chant over and over:
One, two, three! (Count on your fingers.)
Count with me!
5 Count and trace. Say.
1. Draw students’ attention to Activity 5. Ask
them to count each group of crayons with you
and to trace the number that is by each group.
6 Count and draw a line.
1. Draw students’ attention to Activity 6. Read
the directions and make sure students know
they will count each group of items and draw a
line to the number that tells how many. Point
out that the first one has been done for them.
2. Ask students to complete this activity on their
own. You might invite them to check their
work with a partner.
3. Challenge students to name the items in the
pictures: glue, paper, markers.
WB Assign page 4 now. Audioscript is on
page T1C. Answers are on page T112.
Enrichment
Practice number concepts. Clap three times,
counting as you do so. Have students copy you.
Then jump two times, counting as you do so.
Have students copy you. Then snap one time,
counting as you do so. Have students copy you.
Continue in this way, alternating the action and
number. Other actions you can do include shaking
or nodding your head, tapping your foot, raising
your hand, and touching your toes.
T5 Fun in Class
M01_BP_TE_L00_4821_U01.indd T5
Vocabulary
verbs: count, draw, trace
adjectives: one, two, three
Invite students to join in when they are ready.
Then invite three students to stand up. Count
the students as the rest of the class counts along
with you.
2. Have students take turns pointing to the
crayons and telling how many there are.
Review vocabulary.
1. Refer to pages 2–3 of the Student Book. Draw
students’ attention to the numbers and dots on
the blackboard. Encourage students to identify
and say each.
2. Count the tables, the number of children
sitting at each table, and the teacher.
3. Have students identify the colors they know in
the picture.
Plurals. Hold up a pencil and say pencil. Then
hold up two pencils and say pencils, emphasizing
the final s. Repeat with other classroom objects.
You might use a chant like the following to
provide extra practice:
One pencil, one. (Hold up one pencil.)
Two pencils, two. (Hold up two pencils.)
By myself I’m one. (Point to yourself and then
hold up one finger.)
When I’m with you, we’re two! (Put your arm
around a student and hold up two fingers.)
For more review of plurals, display the Grammar
Poster for Units 1–3.
3/13/09 3:47:09 PM
 5 Count and trace. Say.

2
1 3
6 Count and draw a line.

1
2
School supplies; numbers
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 7 Cut page 117.
Glue and say.
It’s a blue
crayon.

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 Practice
Objectives Vocabulary Materials
• to identify colors nouns: book, crayon, desk, pencil • scissors
• to identify school items verb: be (is) • glue
• to use the simple present adjectives: blue, green, yellow • CD player
• to identify and pronounce pronoun: it • Class Audio CD
/i/ as in green

7 Cut page 117. Glue and say.
1. Point out the picture on page 6 and the
cutouts on page 117. Read aloud the directions
and make sure students know they will cut out
the pictures from page 117 and glue them on
the desk on page 6.
2. Direct students to cut out the pictures on
page 117 and name each one (green book, yellow
pencil, blue crayon). Have students glue the
cutouts onto the boy’s desk on page 6.
3. Point out the photograph of the student
holding up his work. Read aloud the speech
bubble It’s a blue crayon. Invite students to talk
about their own work following this model:
1. It’s a blue crayon.
2. It’s a green book.
3. It’s a yellow pencil.
Search the classroom. Point out and name other
items in the picture on page 6, such as boy, chalk,
and chalkboard. Have students find the same items
in your classroom.
Play the Please game. It is grammatically correct
to say Show me the book. However, it is more polite
to say Show me the book, please or Please show me
the book. You might introduce the word please
and play a game to reinforce its use. To play the
game, students should respond to commands only
when the word please is included. Start by using
commands students already know, such as Show
me the book (pencil, scissors, paper), please. Then
give a command without saying please. Students
who follow the command are out for the rest of
the game. Use the word please regularly to model
polite language use, and encourage students to use
the word please when they ask for things.

WB Assign pages 5 and 7 now. Audioscript is on

page T1C. Answers are on pages T112–T113.

Enrichment
A7 Pronunciation: /i/ as in green. Write the
words green, see, and me on the board. Say each
word and ask students if they notice a common
sound (/i/). Play the audio or say the following,
emphasizing the /i/ in each word. Invite students
to repeat as necessary.

/i/ /i/ /i/

green teacher see
This is green! (Point to something green.)
This is me! (Point to yourself.)
Green, me, green, me! (Point back and forth.)
Tell me what do you see? (Gesture to the audience and
then to your eyes.)

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 Practice
Objectives Vocabulary
• to draw a classroom nouns: alphabet; book, crayon,
• to identify classroom objects glue, marker, paper, pencil, scissors,
• to identify and count numbers teacher
1, 2, and 3
8 Draw 1 blue thing, 1 green thing,
or 1 yellow thing found in your
classroom. Say.
Read the directions and make sure students
understand that they will draw a picture of one
thing in their classroom. They may choose a
blue object, a green object, or a yellow object
to draw and color. Prepare for the activity by
brainstorming the things they might choose for
their drawings. When students have finished,
invite them to present their work to the class.
They can follow the example on page 6 as a
model: It’s a blue crayon.
Enrichment
Color sort. You may want your students to group
themselves according to the color of the object
9 Count and circle. Say the number.
1. Draw students’ attention to Activity 9. Read
aloud the directions and make sure students
understand that they will count the grouped
items and then circle the number that tells
how many items are in each group.
2. Ask students to complete this activity on
their own. When they have finished, invite
volunteers to say the number of items in each
circle: three scissors, two books, one pencil.
3. Challenge students to find these items around
the classroom and hold them up as they repeat
the names.
T7 Fun in Class
M01_BP_TE_L00_4821_U01.indd T7
Materials
• index cards
• clay or play dough
• crayons or pencils
with erasers
they drew for Activity 8. Have all the students
who drew a blue object stand together in a corner,
all the students who drew a green object stand
together in another corner, and all the students
who drew a yellow object stand together in
another corner. Encourage them to identify the
objects their group members drew: It’s a blue
crayon. It’s a blue book. It’s a blue pencil.
Wall mural. Have ready a long strip of drawing
paper from a roll, or use the blank back side of a
roll of old wallpaper. Help students point to and
name the common objects in their classroom.
Then explain that they will draw a mural of their
classroom. Allow students to choose colors to
work with and then assign different parts of the
classroom to different students to draw. You may
want to label some of the objects in the finished
mural and display it on the classroom wall.
Enrichment
Paper bag sort. Put students into pairs or groups
of three. Have ready a paper bag or box for each
pair or group. In each bag or box, place a number
of crayons, pencils, markers, and small squares
or circles of paper in the colors red, yellow, blue,
and green. When you give the signal, students
will empty their bags or boxes and then group
their objects on desks or a table according to their
colors. Encourage students to say sentences such
as these for each color: Red. It’s a red crayon. It’s a
red pencil. It’s a red marker. Three red things.
3/13/09 3:47:12 PM
 8 Draw 1 blue thing, 1 green thing,
or 1 yellow thing found in your
classroom. Say.

9 Count and circle. Say the number.

1 2 3 1 2 3

1 2 3
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 C K A8
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10 Listen and say. Chant.

a b c
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11 Listen and say. Which word doesn’t have the

sound? Circle the number.

1. 1 2 3
2. 1 2 3
3. 1 2 3

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12 Listen to the word parts. Say the word. Point.

8 Phonemic awareness: a, b, c

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 Application
Objectives Materials
• to listen and chant for enjoyment • CD player
• to associate sounds and letters • Class Audio CD
• to associate sounds, words, and images
• to discriminate sounds
• to review the alphabet (A, B, C )

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10 Listen and say. Chant. 4. Direct students’ attention to Activity 10. Say
the letter, sound, and word for the picture of
1. Play the first part of the audio. Have students
cake. The second time, ask students to repeat
repeat each letter they hear.
after you. Do the same for the other two
2. When students are familiar with the letters, words in the activity.
have them listen to the Alphabet Chant. The
5. To check for understanding, randomly call
text of the audio of the chant is on page 18 of
out the three letters and have students hold
the Teacher’s Resource Book.
up their books and point to the corresponding
3. Play the chant again and invite students to letter. You can do the same with the pictures.
chant along. Hold up pictures of each of the
key words as you chant.

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11 Listen and say. Which word doesn’t 2. When students are ready, draw their attention
have the sound? Circle the number. to Activity 11. Play the audio while they listen.
Play it again and have students repeat what
To familiarize students with this kind of
they hear.
discrimination activity, do the following:
1. Display pictures or images of a balloon, a Audioscript: 1. A /e/ cake red say
pencil, and a book. Say the words. Then say 2. B /b/ book ball yellow
/b/, /b/. Ask students Which word doesn’t have 3. C /k/ glue cat color
the /b/ sound? (You might need to translate the 3. After reading the directions aloud, play the
question into students’ native language.) Have audio a third time as you do the first item with
students point to or touch the picture that the class as a group. Go over the answers to
doesn’t have the /b/ sound. Repeat the same make sure everyone understands.
actions with other examples.

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12 Listen to the word parts. Say the 2. Play the audio again and say the words.
word. Point. Point to the pictures as you say each word. If
students have trouble blending the sounds into
1. Play the audio while students listen.
words, practice the /e/, /b/, and /k/ sounds
Audioscript: B /b/ - /ɑl/ ball with different words.
C /k/ - /æt/ cat
A /k/ - /ek/ cake WB Assign page 8 now. Audioscript is on
page T1C. Answers are on page T113.

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 1 TRACK A11
One, Two, Three

One teacher. One child.

by Yoko Mia Hirano

coconut

Copyright © by Pearson Education, Inc. All rights reserved.

All new friends.

4

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 2/4/09 8:25:33 PM
M01_BP_SB_L00_6719_U01.indd 10
2 One table. Two chairs. Two chairs. Three children. 3
 Application
Objectives Vocabulary
• to listen and read nouns: chair, child,
for enjoyment children, friends, table
• to make predictions verb: see
• to follow a pattern adjectives: one, two,
• to identify concepts three
of print
Get Ready
Grab bag. Prepare a number of paper slips or
index cards with pictures of one, two, or three
classroom items on each one. Place them in a
Before Reading
1. Have students take out pages 9–10 from their
books. Model how to make a Little Book by
folding the pages in half. Make sure all the
books are ready before continuing.
2. Invite three students to the front of the room.
Have them sit down. Say Show me one child.
Gesture for one child to stand as you say I see
one child. Repeat with two and three children.
Then divide the whole class into groups
of three and repeat the activity. Make sure
that within each group, the right number of
children are standing based on your command.
3. Repeat the above activity asking for chairs. Say
to a volunteer Show me one chair. Gesture for
A11 During Reading
1. Invite students to listen quietly as you play
the audio or read the story to them. Use
gestures and point to the pictures to help with
meaning. Tell them that they can ask questions
and talk about the story when you read or
play it again. The text of the Little Book is on
Student Book pages 9–10.
2. Read the story or play the audio a second time.
This time, encourage students to use gestures
and point to pictures, just as you did the first
time. Students may also ask questions and
comment on the story. Help them understand
the new word friends.
T9 Fun in Class
M01_BP_TE_L00_4821_U01.indd T9
Summary Materials
One, Two, Three: • CD player
Three children don’t • Class Audio CD
have enough chairs.
The teacher helps
them solve their
problem.
paper bag. Model taking out a picture and saying
(two crayons) or (one teacher). Invite students to take
out pictures and identify them in the same way.
the volunteer to point to one chair and say
I see one chair.
4. Preview the pictures for the first three pages
of the story, commenting on each page and
encouraging students to participate. For
example, ask and answer: What do you see? I see
a teacher. How many children do you see? I see one
child. Don’t show the last page.
5. Reading strategy awareness: Making a
prediction. After students comment on the
third page, ask if they see a problem (there
are three children, but only two chairs).
Students can use the facial expressions of the
characters as a clue that there is a problem.
Invite students to predict how the teacher and
children will solve the problem.
3. Reading development: Understanding
concepts of print. As you read or play the
story a second time, focus on the concepts
of print, such as the parts of a book and
directionality. Point to the title and author’s
name on page 1. Name each and read these
aloud. Then invite students to repeat. As you
read, model tracking the print from left to
right to reinforce the directionality of print.
4. Compare students’ original predictions with
what actually takes place in the story. Did they
correctly predict how the problem was solved?
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 5. Echo read. To help students develop oral
reading skills, echo read the book with
them. Play the audio or read aloud the first
sentence. Have students repeat after you as
After Reading
Check comprehension. To check students’
comprehension, ask questions such as the ones
below. Remind students to use the illustrations
and any familiar words to help them answer the
questions. Make sure you point to a picture when
you ask a question, and have students point when
they answer.
How many children are there?
How many chairs do you see?
Three children and two chairs: is it okay?
Who helps?
Color the frame. Return to page 1 of the Little
Book and note the pattern of colors on the frame.
Display page 2. Help students decide what colors
are needed to fill in the frame. Follow the same
procedure for the bottom of page 3. Then have
students color the frame on page 4 in the same
pattern as the other pages.
Family connection. After reading the story
several times, encourage students to take their
Little Books home and share One, Two, Three with
their families and friends.
To ensure success reading aloud for those students
who need more support, provide rehearsal
time. Play the audio of the text, (1) sentence by
sentence, pausing for students to repeat each
sentence; (2) one page at a time, pausing for
students to repeat each page; (3) entirely, without
pausing.
Role play. Role play the story by assigning roles
for a narrator, a teacher, and three children. The
narrator retells the story as the others act it out.
WB Assign page 9 now. Answers are on
page T113.
M01_BP_TE_L00_4821_U01.indd T10
they track the print in the story. Repeat with
each sentence. Guide students to imitate the
stress, rhythm, and intonation patterns of each
sentence.
Enrichment
Focus on number. Focus on plural nouns by
using concrete objects. Say one chair, two chairs,
three chairs as you point to one, then two, then
three chairs. Emphasize the -s ending when you
say chairs. Repeat with pencils, markers, and tables.
Then repeat the activity having a volunteer point
to the items while you write the correct number
on the board. Have students copy the three
numbers onto index cards. Repeat the activity by
either saying (one chair), or pointing to (one chair)
and having students hold up the correct number.
Draw and label. Demonstrate how to draw
simple tables and chairs on the blackboard. Then
encourage students to draw their own. Assist them
in adding captions, such as two tables, one chair.
Teach a rhyme. Use pictures and gestures to
clarify meaning as you teach the following rhyme:
The circle is a shape
that’s easy to be found.
It has no corners on it,
it goes round and round and round.
Encourage students to form circles with their
fingers and arms, or draw them in the air.
Enrichment
Start a class Alphabet Book. For more practice
with words and sounds, print the letters Aa on
a sheet of construction paper. Glue pictures of
objects that start with A. Do the same for Bb
and Cc. Some ideas follow: ant, apple, backpack,
book, cookie, crayon. Add to the Alphabet Book as
students learn more words and letters throughout
the year.
t1
Uni
Fun in Class T10
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 Application
Objectives Vocabulary
• to follow specific directions nouns: die/dice, game
• to play a game verbs: fold, play, roll, tape
• to identify numbers
• to count to three
Get Ready
Roll the dice. Pass a pair of dice around so
students can hold and roll them. After students
have had a chance to experience the dice, say
Project: One, Two, Three
Cut and play.
1. Direct students’ attention to the project
picture. Relate the project to the rest of the
unit by reminding students that they learned
the numbers one, two, and three, and now
they are going to each make a die with those
numbers on it.
2. Read aloud the directions and make sure
students know that they will cut out the die,
then fold and tape it to make a die that looks
like the one on the page.
3. Model doing this one step at a time and have
students follow along. First, to make it easier
to cut out the die, tear the entire page out of
the book. Then cut along the dotted lines.
(Some students may need assistance cutting
neatly.) Finally, fold the cutout along the lines
and tape the edges together to make a die.
4. Show students how to play a game by rolling
the die and saying the number. Then count
that number of some item in the classroom.
Guide students to play this game with a
partner. Add language by having the partner
who rolls direct his or her partner: Show me
(one). The other partner then points to (one)
thing and says I see one (pencil).
5. For another game, you can have both
partners roll at the same time. The partner
who gets the higher number has to name the
T11– Fun in Class
T12
M01_BP_TE_L00_4821_U01.indd T11-T12
Materials
• several dice
• scissors
• tape
• paper
• counters, plastic cubes
or marbles
Show me a die. If students are unsure of what to
do, model holding up a die and saying Here’s a die!
Encourage students to repeat.
number and find that number of items in
the classroom. If the partners roll the same
number, they both write it down on a slip
of paper. At the end of the game, collect the
papers and make a tally of which numbers
students rolled most often.
6. For another game, each pair will need twenty
plastic cubes, marbles, or counters. As each
student rolls the die, he/she takes that number
of cubes from the pile. When all the cubes are
gone, have students compare their numbers.
7. Monitor students’ language as they play. Note
errors to review later.
WB Assign page 10 now. Audioscript is on
page T1D. Answers are on page T113.
Enrichment
See and point. Point to the corners on a die
and say corner. Have students repeat it. Find and
identify corners on other objects in the classroom.
Point to something round and show that circles
have no corners!
Play a guessing game. Review some or all the
actions learned in this unit: clap, color, count, cut,
draw, find, give, glue, listen, point, say, show, sing, sit,
sort, stand, trace, write. Encourage individuals to do
an action as the audience guesses what it is.
3/13/09 3:47:19 PM
 One, Two, Three Ma

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Content connection: math 11

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 Review
Outcomes Vocabulary Materials
• can demonstrate knowledge nouns: book, chair, crayon, • dice students made for the
of unit targets desk, glue, marker, paper, project
• can play a game pencil, scissors, table • unit assessment materials
adjectives: blue, green, red,
yellow; one, two, three

Performance Assessment
The activity on page 13 may be used for
performance assessment and review. See
pages v–vi of the Assessment Package for more
information on this type of informal assessment.

Know It? Show It! Now I Can!

Look and say.
1. Direct students’ attention to the game board
on page 13.
2. Guide students as they identify the colors of
the desks and the pictures on each.
3. Show where to start and end the game. Then
explain that the arrows show how to move
around the board.
4. Demonstrate rolling the die, moving in the
direction of the arrows, and saying the name
of the object on each desk. Explain that
students will follow your example and move
the number of spaces they roll, naming the
item on each desk as they do so.
5. Then roll again, but this time make a mistake
and misname one of the items. Move back to
your last spot. If students make a mistake or
can’t name an item, they should go back to
their last spot on the board.
6. Students should play the game in pairs, or
groups of three. They take turns after each
roll of the die.
7. As students play the game, walk around the
room and monitor their language. Note errors
to review after the game is finished.
Students should feel confident that they know the
following: school vocabulary; the numbers 1–3;
the colors blue, green, red, and yellow; the shape
circle; the sounds /e/, /b/, and /k/. Students should
also feel confident producing and responding to
commands, questions, and statements based on
the following language: Is it yellow? It’s a red book.
Show me three.
Once students are comfortable and have
demonstrated success with these targets, discuss
with them how much they’ve learned and what
they can do now.
I can do it! Students have now completed Unit
1. After formal assessment (see the Assessment
Package, pages vii–viii), invite students to mark
their growth in celebration of the successful
completion of the unit. Provide each of them with
the Unit 1 Now I Can! sticker from the back of
the Student Book and have them place it in the
outlined space.
Enrichment
Start a portfolio. Collect each student’s work
in a portfolio. Include your observations and
assessments. Add to the portfolio throughout the
year. For information about portfolios, see pages
vi–vii of the Assessment Package.

T13 Fun in Class

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 Know It? Show It! Re
Look and say. vie
w

it 1
Un
Performance assessment
See Assessment Package pp. 1–2, 5, 14–15. 13

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