Pockets

Mario Herrera and Barbara Hojel

Prekindergarten - Kindergarten

Pockets is a new three-level English course for preschool

students. It develops English language and
psychomotor/conceptual skills through hands-on, fun activities, and
equips children for continued success in learning English.
Appealing animal mascots, dynamic songs and chants, stickers,
home/school activities, and videos motivate students and help
them build confidence in communicating in English.

Pockets' spiraled themes grow with the developing child, drawing

on the child's growing knowledge of the world.

Features

 Children confidently learn English

through conversations, songs and chants, punch-
out or cut-out activities, stickers, and videos. Key and
expansion vocabulary items are recycled in a picture
dictionary.
 Sound, five-step pedagogy (Warm Up, Presentation,
Practice, Application, and Assessment) provides a proven
and reliable foundation for learning and lesson planning.
 Age-appropriate fun practice activities carefully develop
the motor and prereading/prewriting skills children need to
succeed in their late preschool and early primary studies.
 Home-school connections featuring Tell-a-Story books,
take-home Audio CD and homework instructions for
parents consolidate children's learning and motivate them to
share their new skills with their families.
Components

 Interleaved Teacher's Editions contain complete lesson

plans in an easy-to-teach format, with content
connections and bulletin board ideas that provide
inspiration for creative unit expansion.
 Workbook Audio CD contains songs and chants for school
or home.
 Video program consolidates and recycles language, and
offers expansion activities.
 Classroom Poster Sets consolidate children's mastery of
vocabulary.
 Workbooks provide additional practice and optional pre-
reading activities.
 Audio Program contains newly created, appealing songs,
chants and conversations.
 Picture Cards offer additional practice.

Pockets FAQ

Click on a link to jump to a topic.

1. Are there cross-curricular connections in Pockets?

2. How does Pockets address different learning styles?
3. Does Pockets teach learning strategies?
 4. Why are singing and chanting motivators in the EFL
classroom?
5. Why are games important in the Pockets class?
6. How are reading and writing taught in Pockets?
7. What is TPR and why does Pockets include it?
8. What is dramatic play and why is it important?
9. How can Pockets be used for both large and small class
sizes?

1. Are there cross-curricular connections in Pockets?

Yes! The themes in Pockets bring in information from a variety of

content areas including music, art, science, and language arts.
Activities with music, movement, art, and role-playing help children
practice the vocabulary and language patterns they are learning in
a variety of fun ways and broaden the content of the program.
Icons throughout the Teacher's Edition signal the cross-curricular
connections.

2. How does Pockets address different learning styles?

Visual learners are supported through a wide range of activities

using beautiful and exciting illustrations that help them process
information:

 Auditory learners have many opportunities to both hear and

repeat key learning targets throughout each unit as well as
enjoy a wealth of catchy, fun songs and chants.
 Tactile and kinesthetic learners are provided with sticker,
punchout (Pockets 1), and cutout (Pockets 2 and 3)
activities, in which they use touch and movement to help
them learn. They will also enjoy moving to the wonderful
original songs and chants.
 All types of learners are supported (and delighted) by the
video program, which presents well-known fairy tales using
a video medium and encourages children to use their visual
and auditory skills as they watch and listen, and their tactile
 and kinesthetic skills as they role-play and do other fun
activities suggested in the video guide.

3. Does Pockets teach learning strategies?

Yes! The Overview of each unit lists the strategies that children will
learn and use in that unit. Such skills and strategies as using prior
knowledge, mime and gesture for meaning, chants, games, and
songs to learn words and sentences, are just a few of the many
learning strategies Pockets will help children make their own. In
addition, children will use and develop critical thinking skills, such
as classifying, comparing, making inferences, and problem solving.
Children also develop the valuable strategy of learning to work with
peers, and share and respect materials.

4. Why are singing and chanting motivators in the EFL

classroom?

Children love to sing and chant! It is an opportunity to get up and

move, and it has the added benefit of helping children relax. It
makes the class fun and learner-centered from the start, and also
introduces children to some of the new vocabulary in a
nonthreatening way — everyone is doing it! — as well as recycling
previously learned language.

5. Why are games important in the Pockets class?

Playing is the way children learn. Virtually all of the activities

in Pockets engage the children in "play," which is, in many ways,
indistinguishable from children's "work." Games are another kind of
play and allow the teacher to assess what children have learned.
The variety of games in Pockets also helps children learn, practice,
and maintain new language.
6. How are reading and writing taught in Pockets?

Reading and writing are both taught in steps, each step building on
the one just mastered, making children feel successful and secure.
The pedagogy is based on known vocabulary, which children learn
through listening and speaking (and singing) activities. In Level 2,
reading is introduced with four high frequency letters that children
learn, always in the context of words they already know. Children
learn the name of the letter, its sound, and the link between a
familiar word's first letter and first sound. They learn the other
letters of the alphabet in Level 3.

Children's knowledge of the letters is reinforced through a variety

of activities — for example, art, music, cut-out activities, games,
pair play. The children then learn a few sight words and begin to
sound out other words. With these new skills and with picture
clues, soon they are reading and understanding!

Writing is introduced using a similar process but incorporating the

difficult component of handwriting. They learn this by first tracing,
and then writing letters, words, and finally sentences. Here again,
only familiar words are used.

7. What is TPR and why does Pockets include it?

TPR stands for Total Physical Response. In TPR activities,

children follow instructions without saying anything. The
instructions start with simple imperatives and movement. For
example, the teacher says "March!" and does a marching action.
The children march, first imitating the teacher, then doing the
action on their own. The simple commands progress to a set of
instructions: "Stand up. Go to the window. Turn around and clap
five times." TPR activities offer the young Pockets users an
opportunity to move and have fun while they are being successful
in the new language!

8. What is dramatic play and why is it important?

Young children learn through playing. Dramatic play allows them to

act out a scene or situation, giving them another way of
experiencing the language they are learning. It gives them another
level of understanding — perhaps a more personal one — of what
the teacher has been presenting in posters, picture cards, songs,
and chants. It is another "game" through which the children can
practice and internalize the vocabulary and patterns they are
learning.

9. How can Pockets be used for both large and small class
sizes?

All of the activities have been designed to work with small

or large groups. Remember with large groups you may
want to invite one group to do a TPR activity while the
others watch. Be sure that children who are watching are
involved by clapping, moving, or saying something, such as
"yes." Children should not be waiting for their turns. Or you
can have different groups doing different things. For
example, if you are acting out animal words, some children
can pretend to be lions and others can be monkeys.

Scope and Sequence

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Unit 6 Unit 7 Unit 8 Unit 9

Unit 1: My Classroom
Topics and Themes  classroom objects
 colors
 shapes
 greeting
 Communication  introduce oneself and exchange
Objectives greetings
 repeat names of classroom
objects
 identify classroom objects
 name colors: red
 make polite requests
 identify shapes: circle
 understand commands

Language Objectives  understand expressions in the

present tense
 understand prepositions: on

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 repeat words and sentences
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual cues
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Music

Unit 2: My Body
Topics and Themes  parts of the body
 colors
 shapes
 feelings
 Communication  identify parts of the body
Objectives  name parts of the body
 name colors: blue
 review colors: red
 review shapes: circle
 identify feelings: happy, sad
 understand commands

Language Objectives  understand questions

 understand plural nouns

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 repeat words and sentences
 categorize objects by color
 play games using body parts,
classroom objects, and colors
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual and auditory cues
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Math
 Music

Unit 3: My Toys
Topics and Themes  toys
 colors
 shapes
 Communication  name toys
Objectives  identify toys
 name colors: yellow
 review colors: red, blue
 name shapes: square
 review shapes: circle
 make polite requests
 understand commands

Language Objectives  answer questions with what

 use prepositions: in, over, under
 express wants
 say what one sees

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 repeat words and sentences
 give physical responses
 categorize objects by color
 play games, mime, and gesture
 use chants and songs to learn
words and sentences
 use visual and auditory cues
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Math
 Science
 Music

Unit 4: My Family
Topics and Themes  family
 colors
 shapes
 Communication  name family members
Objectives  identify family members
 greet family members
 identify activities families do
together
 name colors: green
 review colors: red, blue, yellow
 review shapes: circle, square
 exchange greetings
 understand commands

Language Objectives  answer questions with who

 understand expressions in the
present tense
 use prepositions: next to

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 repeat words and sentences
 give physical responses
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual cues
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Science
 Music

Unit 5: Our Pets

Topics and Themes  pets
 colors
 shapes
 Communication  name pets
Objectives  identify animal actions
 name animal sounds
 identify how people care for
animals
 understand sizes: big, little
 name colors: orange
 review colors: red, blue, yellow,
green
 name shapes: triangle
 review shapes: circle, square
 exchange greetings
 use polite expressions
 understand commands

Language Objectives  review the present tense

 use prepositions: in front of,
behind
 use possessives: my
 express ownership
 express wants

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 repeat words and sentences
 give physical responses
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual and auditory cues
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Math
 Music

Unit 6: My Clothes
 Topics and Themes  clothes
 colors
 shapes

Communication  name clothing items

Objectives  review shapes: circle, square,
triangle
 name colors: purple
 review colors: red, blue, yellow,
green, orange
 review sizes: big, little
 make polite requests
 understand commands

Language Objectives  answer questions with what

 use possessives: my
 express ownership
 express wants

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 listen to language models
 give physical responses
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual and auditory cues
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Math
 Music

Unit 7: Party Food

Topics and Themes  party food
 colors
 shapes
 Communication  name food served at parties
Objectives  identify favorite foods
 name party items
 express likes and dislikes
 name colors: pink
 review colors: red, blue, yellow,
green, orange, purple
 name shapes: rectangle
 review shapes: circle, square,
triangle
 make polite requests
 understand commands

Language Objectives  answer questions

 express wants
 review the present tense

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 repeat words and sentences
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual and auditory cues
 role-play to practice new
language
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Music
 Science

Unit 8: Around My Home

Topics and Themes  neighborhood
 colors
 shapes
 Communication  name things in a neighborhood
Objectives  name places in a neighborhood
 name colors: brown
 review colors: red, blue, yellow,
green, orange, purple, pink
 review shapes: circle, square,
triangle, rectangle
 make polite requests
 understand command

Language Objectives  answer questions

 use contractions
 understand directions: up/down
 review prepositions: on, next to,
in front of, behind
 say what one sees
 express likes
 express wants

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 repeat words and sentences
 give physical responses
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual and auditory cues
 sort objects
 practice psychomotor skills

Content Connections  Art

 Language Arts
 Math
 Music

Unit 9: Nature Around Us

Topics and Themes  Nature
 colors
 shapes
 Communication  identify things in nature
Objectives  name colors: white, black
 review colors: red, blue, yellow,
green, orange, purple, pink,
brown
 review shapes: circle, square,
triangle, rectangle
 make polite requests
 understand commands

Language Objectives  review prepositions

 express ownership
 express want

Learning Strategies  use prior knowledge

and Skills  listen to and follow directions
 give physical responses
 use mime and gesture for
meaning
 use chants and songs to learn
words and sentences
 use visual and auditory cues
 practice psychomotor skill

Content Connections  Art

 Language Arts
 Science
 Music

Traditional Children's Songs

London Bridge

London Bridge is falling down,

Falling down, falling down.
London Bridge is falling down,
My fair lady.
 Row, Row, Row Your Boat
Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily, merrily
Life is but a dream.

Teddy Bear
Teddy Bear, Teddy Bear
Turn around.
Teddy Bear, Teddy Bear
Touch the ground.
Teddy Bear, Teddy Bear
Shine your shoes.
Teddy Bear, Teddy Bear
That will do.

Twinkle, Twinkle, Little Star

Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
Scope and Sequence
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Unit 6 Unit 7 Unit 8 Unit 9

Unit 1: At School
Topics and Themes  in the classroom
 on the playground
 colors
 shapes

Communication  identify classroom and playground objects

Objectives and actions
 identify location: inside and outside
 talk about the size of objects: big/little
 identify colors: red, blue, green, yellow
 identify shapes: rectangle, square, circle,
triangle
 introduce oneself and exchange greetings
 make polite requests

Language Objectives  use the simple present and the present

progressive tenses
 answer questions with what, where
 answer yes/no questions
 use prepositions: in, out, up, down

Learning Strategies  use prior knowledge

and Skills  use mime and gesture for meaning
 use chants, games, and songs to learn words
and sentences
 classify objects by size
 practice psychomotor skills
 use visual cues
 Content Connections  Art
 Language Arts
 Science
 Music

Unit 2: Our Senses

Topics and Themes  parts of the body
 the five senses
 colors
 shapes

Communication  identify the five senses and the part of the

Objectives body associated with each sense
 describe objects as hot/cold, salty/sweet/sour,
loud/soft
 express likes and dislikes
 describe objects by color
(including light and dark), shape, and size

Language Objectives  use the simple present and present

progressive tenses
 use can/can't
 use possessive: my
 use descriptive adjectives

Learning Strategies  use prior knowledge

and Skills  use mime, games, and gesture for meaning
 use chants, games, and songs to learn words
and sentences
 understand same and different
 practice psychomotor skills
 practice fine motor skills

Content Connections  Art

 Language Arts
 Science
 Music


Unit 3: At the Fair
Topics and Themes  the fair
 feelings
 colors
 shapes

Communication  name items at a fair

Objectives  describe locations of objects: in, on
 identify feelings: happy, sad, mad, scared
 count objects and recognize numbers up to
three
 name light and dark colors
 describe actions: eating, drinking, walking,
clapping, running, sitting

Language Objectives  use the simple present and present

progressive tenses
 answer questions with what, how many, how,
where
 use descriptive adjectives

Learning Strategies  use prior knowledge

and Skills  use mime and gesture for meaning
 use chants, games, and songs to learn words
and sentences
 practice psychomotor skills
 practice fine motor skills
 understand same and different

Content Connections  Art

 Language Arts
 Math
 Science
 Music

Unit 4: People We Know

Topics and Themes  relatives
 friends and neighbors
 rooms in a house
 Communication  identify one's relationship to others
Objectives  name rooms in a house
 understand sizes: big/little, short/tall
 count objects and recognize numbers up to
five
 name days of the week

Language Objectives  use the simple present and present

progressive tenses
 answer questions with what, where, how
many
 answer yes/no questions
 use pronouns: he, she

Learning Strategies  use prior knowledge

and Skills  use mime and gesture for meaning
 use chants, games, and songs to learn words
and sentences
 practice psychomotor skills
 practice fine motor skills

Content Connections  Art

 Language Arts
 Math
 Music

Unit 5: Zoo Animals

Topics and Themes  zoo animals
 animal habitats

Communication  identify zoo animals and their movements

Objectives  recognize big, little, long, short
 recognize numbers and count objects up to
seven
 express likes and dislikes
 make polite requests
 identify location: in, on, behind, in front of,
next to
 Language Objectives  use the present and the present progressive
tenses
 answer questions with what, how many,
where
 understand prepositions
 understand this/that/these/those

Learning Strategies  use prior knowledge

and Skills  use mime and gesture for meaning
 use chants and songs to learn words and
sentences
 categorize
 practice psychomotor skills
 practice fine motor skills

Content Connections  Art

 Language Arts
 Math
 Science
 Music

Unit 6: Clothes for All Weather

Topics and Themes  weather
 clothing

Communication  identify types of weather and the clothes for

Objectives each type
 understand sizes: big, little, short, long
 recognize and count numbers up to eight
 express ownership and wants
 talk about clothing one is wearing

Language Objectives  use the simple present and present

progressive tenses
 answer questions with what, how many, who,
which
 use possessives: my, your
 Learning Strategies  use prior knowledge
and Skills  use chants, games, and songs to learn words
and sentences
 understand same and different
 categorize objects in different ways
 practice psychomotor skills
 practice fine motor skills

Content Connections  Art

 Language Arts
 Math
 Science
 Music

Unit 7: Foods We Like

Topics and Themes  foods we eat
 days of the week

Communication  talk about food

Objectives  count objects and recognize numbers up to
nine
 recognize shapes: oval
 review days of the week
 make polite requests

Language Objectives  use the simple present and present

progressive tenses
 ask and answer questions with what
 answer yes/no questions with Yes, it is or No,
it isn't.
 review prepositions

Learning Strategies  use prior knowledge

and Skills  use chants and songs to learn words and
sentences
 understand same and different
 practice psychomotor skills
 practice fine motor skills
 categorize
 Content Connections  Art
 Language Arts
 Math
 Science
 Music

Unit 8: Our Neighborhood

Topics and Themes  places and people in our neighborhood
 colors
 shapes

Communication  talk about places, vehicles, and occupations

Objectives of people in a neighborhood
 name colors: gold, silver
 identify shapes: heart, star
 count objects and recognize numbers up to
ten

Language Objectives  use the simple present and present

progressive tenses
 answer questions with what, where
 review prepositions: in, on, in front of, behind,
next to

Learning Strategies  use prior knowledge

and Skills  use mime and gesture for meaning
 use chants, games, and songs to learn words
and sentences
 sequence items in a series
 practice psychomotor skills
 practice fine motor skills

Content Connections  Art

 Language Arts
 Math
 Music


Unit 9: The Sky
Topics and Themes  the sky
 nature
 weather

Communication  talk about objects in the sky and in nature

Objectives  count objects and recognize numbers up to
ten
 identify times of day: morning,
afternoon, and night

Language Objectives  use the simple present and present

progressive tenses
 answer questions with what, where,
when, and how many
 review prepositions: in, on, in front of, behind,
next to

Learning Strategies  use prior knowledge

and Skills  understand same and different
 use mime and gesture for meaning
 use chants and songs to learn words and
sentences
 practice psychomotor skills
 practice fine motor skills

Content Connections  Art

 Language Arts
 Math
 Music
 Traditional Children's Songs

Head, Shoulders, Knees, and Toes

Head, shoulders, knees, and toes, knees, and toes,
Head, shoulders, knees, and toes, knees, and toes,
Eyes and ears and mouth and nose,
Head, shoulders, knees, and toes, knees, and toes.

If You're Happy and You Know It

If you're happy and you know it,

Clap your hands.
If you're happy and you know it,
Clap your hands.
If you're happy and you know it,
And you really want to show it,
If you're happy and you know it,
Clap your hands.
If you're scared and you know it,
Hide your eyes.
If you're scared and you know it,
Hide your eyes.
If you're scared and you know it,
And you really want to show it,
If you're scared and you know it,
Hide your eyes
If you're sad and you know it,
Cry and cry.
If you're sad and you know it,
Cry and cry.
If you're sad and you know it,
And you really want to show it.
If you're sad and you know it
Cry and cry.
If you're mad and you know it,
Stomp your feet.
If you're mad and you know it,
Stomp your feet.
If you're mad and you know it,
And you really want to show it,
If you're mad and you know it,
Stomp your feet.
If you're happy and you know it,
Clap your hands.
If you're happy and you know it,
Clap your hands.
If you're happy and you know it,
And you really want to show it,
If you're happy and you know it,
Clap your hands.

The More We Get Together

The more we get together,
Together, together
The more we get together,
The happier we'll be.
For your friends are my friends,
And my friends are your friends.
The more we get together,
The happier we'll be.
The more we sing together,
Together, together
The more we sing together,
The happier we'll be.
Because your song is my song,
And my song is your song.
The more we sing together,
The happier we'll be.
The Farmer in the Dell
The farmer in the dell,
The farmer in the dell,
Heigh-ho, the derry-o,
The farmer in the dell.
The farmer takes a wife,
The farmer takes a wife,
Heigh-ho, the derry-o,
The farmer takes a wife.
The wife takes a child,
The wife takes a child,
Heigh-ho, the derry-o,
The wife takes a child.
The child takes a nurse,
The child takes a nurse,
Heigh-ho, the derry-o,
The child takes a nurse.
The nurse takes a dog,
The nurse takes a dog,
Heigh-ho, the derry-o,
The nurse takes a dog.
The dog takes a cat,
The dog takes a cat,
Heigh-ho, the derry-o,
The dog takes a cat.
The cat takes a rat,
The cat takes a rat,
Heigh-ho, the derry-o,
The cat takes a rat.
The rat takes the cheese,
The rat takes the cheese,
Heigh-ho, the derry-o,
The rat takes the cheese.
The cheese stands alone,
The cheese stands alone,
Heigh-ho, the derry-o,
The cheese stands alone.
Scope and Sequence
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Unit 6 Unit 7 Unit 8 Unit 9

Unit 1: People at School

Topics and  people and places at school
Themes  colors
 numbers

Communication  identify people who work at school

Objectives and what they do
 name places in school
 describe location
 count objects and recognize
numbers: 0-5
 identify and name colors

Language  ask and answer questions with what,

Objectives where, and who
 use upstairs,
downstairs, and outside
 use the prepositions in, on, under,
next to
 use the simple present tense

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Math
  Music

Unit 2: I Am Healthy
Topics and  healthy habits
Themes  parts of the body
 action words
 colors
 shapes

Communication  identify healthy habits

Objectives  identify parts of the body
 count objects and recognize
numbers: 1-10

Language  answer yes/no questions

Objectives  use action words
 use the simple present and present
progressive tenses
 review the names of shapes and
colors

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Math
 Music
 Science

Unit 3: Making Toys

 Topics and  Toys
Themes  materials for making toys

Communication  identify art materials and toys

Objectives  describe size: big, small
 express wants
 make polite requests
 recognize and sequence
numbers: 1- 15

Language  ask and answer questions with what

Objectives  use the simple present and present
progressive tenses
 use verbs have, want, and make

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Math
 Music

Unit 4: Our Community

Topics and  people in the community
Themes  places where people work
 work people do

Communication  identify people in the community

Objectives  identify places where people work
 tell what community workers do
 count and recognize numbers: 1-20
 Language  ask and answer questions with who,
Objectives what, and where
 use the simple present tense
 review prepositions: in, on, in front
of, under, next to, behind

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Math
 Music

Unit 5: Let's Go To the Farm

Topics and  people and places on a farm
Themes  farm animals
 farm products

Communication  times of day

Objectives  identify people, animals, and places
on a farm
 identify farm products and where
they come from
 understand and use times of
day: morning, afternoon, night
 recognize and sequence numbers:
0-20

Language  ask and answer questions with what,

Objectives who, and where
 answer questions with yes/no
 use the simple present tense
 use prepositions of location: behind,
in, in front of, next to, on, under
 Learning  use prior knowledge
Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Math
 Science
 Music

Unit 6: What People Wear

Topics and  Clothing
Themes  clothes people wear to work
 colors and sizes of clothing items

Communication  identify clothing items

Objectives  identify clothes people wear to work
 make polite requests

Language  ask and answer questions

Objectives with what and how many
 use the simple present and present
progressive tenses
 recognize and use
comparatives: big, bigger

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills
 Content  Art
Connections  Language Arts
 Math
 Music

Unit 7: At the Restaurant

Topics and  people and things found in
Themes restaurants
 food courses or categories of food

Communication  identify people and things found in

Objectives restaurants
 categorize food items into courses
 express likes and dislikes
 order food items from a menu

Language  answer questions with yes/no

Objectives  use the simple present tense
 use descriptive adjectives: short,
long
 read simple sight words
 read rebus sentences
 write initial a, c, f, m, and s

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Math
 Music


Unit 8: Let's Go Somewhere
Topics and  places people travel
Themes  kinds of transportation
 sequence of actions
 travel activities

Communication  identify places people travel and

Objectives kinds of transportation
 talk about travel activities
 use sequence words: first, then, last
 recognize speech that can be
represented with print

Language  ask and answer questions

Objectives with what and where
 use the simple present and present
progressive tenses
 read simple sight words and labels
 read rebus sentences

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Music

Unit 9: Going Camping

Topics and  camping items and activities
Themes  safe outdoor behavior
 colors
 shapes
Communication  identify camping items and activities
Objectives  talk about safe outdoor behavior
 understand sequence of events
 use comparative adjectives: shorter,
longer

Language  understand and use sequence

Objectives words: first, then, last
 use simple present and present
progressive tenses
 recognize the past tense of regular
verbs
 sound out words to read and write
 read and write simple sight words

Learning  use prior knowledge

Strategies and  use mime and gesture for meaning
Skills  use songs, chants, and games to
learn words and sentences
 practice psychomotor skills
 practice fine motor skills

Content  Art
Connections  Language Arts
 Math
 Music

Traditional Children's Songs

The Wheels on the Bus

The wheels on the bus go round and round,

Round and round, round and round.
The wheels on the bus go round and round,
All around the town.
The people on the bus go up and down,
Up and down, up and down.
 The people on the bus go up and down,
All around the town.
The driver on the bus says,
"Move on back, move on back, move on back."
The driver on the bus says, "Move on back,"
All around the town.
The baby on the bus says, "Waa-waa-waa,
Waa-waa-waa, waa-waa-waa."
The baby on the bus says, "Waa-waa-waa,"
All around the town.
The mommy on the bus says,
"I love you, I love you, I love you."
The mommy on the bus says, "I love you,"
All around the town.

Old MacDonald
Old MacDonald had a farm,
Ee i ee i oh!
And on his farm he had some chicks,
Ee i ee i oh!
With a cluck-cluck here,
And a cluck-cluck there.
Here a cluck, there a cluck,
Everywhere a cluck-cluck.
Old MacDonald had a farm,
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on his farm he had some cows,
Ee i ee i oh!
With a moo-moo here,
And a moo-moo there.
Here a moo, there a moo,
Everywhere a moo-moo.
Old MacDonald had a farm,
Ee i ee i oh!
 Old MacDonald had a farm,
Ee i ee i oh!
And on his farm he had some sheep,
Ee i ee i oh!
With a baa-baa here,
And a baa-baa there.
Here a baa, there a baa,
Everywhere a baa baa.
Old MacDonald had a farm,
Ee i ee i oh!

Ten in the Bed

Ten in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
Nine in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
Eight in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
Seven in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
Six in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
Five in the bed
And the little one said,
 "Roll over, roll over."
So they all rolled over and one fell out.
Four in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
Three in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
Two in the bed
And the little one said,
"Roll over, roll over."
So they all rolled over and one fell out.
One in the bed
And the little one said,
"Good night!"

Bingo
Oh, Farmer Brown, she had a dog,
And Bingo was its name-O.
B-I-N-G-O!
B-I-N-G-O!
B-I-N-G-O!
And Bingo was its name-O!
Oh, Farmer Brown, she had a dog,
And Bingo was its name-O.
(Clap)-I-N-G-O!
(Clap)-I-N-G-O!
(Clap)-I-N-G-O!
And Bingo was its name-O!
Oh, Farmer Brown, she had a dog,
And Bingo was its name-O!
(Clap, Clap)-N-G-O!
(Clap, Clap)-N-G-O!
 (Clap, Clap)-N-G-O!
And Bingo was its name-O!
Oh, Farmer Brown, she had a dog,
And Bingo was its name-O.
(Clap, Clap, Clap)-G-O!
(Clap, Clap, Clap)-G-O!
(Clap, Clap, Clap)-G-O!
And Bingo was its name-O!
Oh, Farmer Brown, she had a dog,
And Bingo was its name-O.
(Clap, Clap, Clap, clap)-O!
(Clap, Clap, Clap, clap)-O!
(Clap, Clap, Clap, clap)-O!
And Bingo was its name-O!
Oh, Farmer Brown, she had a dog,
And Bingo was its name-O.
(Clap, Clap, Clap, Clap, Clap)
(Clap, Clap, Clap, Clap, Clap)
(Clap, Clap, Clap, Clap, Clap)
And Bingo was its name-O!