Group 2: Moonbear’s (; verses 1-2 only) Stevenson Have poem written on Group 2: SS Story and Shadow or Guess Who’s (; verses 1-2 only) chart paper and read it to Have poem written on Discussion Shadow children once straight chart paper and read it to through; then reread more children once straight slowly, focusing on through; then reread more understanding its meaning. slowly, focusing on Engage children in noticing understanding its meaning. concepts of print, such as Engage children in noticing where to start reading and concepts of print, such as which direction to go; a where to start reading and long word vs. a short word; which direction to go; a a letter they recognize; etc. long word vs. a short word; a letter they recognize; etc. Group 2:SS Book- Group 1: – Hand Shadows Group 1: SS Skill Activity- Group 1: Size Hunt (See Group 1: –Shape Blocks (see activity guides) TS Gold Activity Guide) TS Gold and Patterns (activity Objectives- 8a,s8a,9a,s9a,37 Group 2: – Hand Shadows Objectives- 11d,22 guide) TS Gold Activity (see activity guides) TS Gold Group 2: SS Skill Activity- Objectives- Group 2: Shape Blocks and 8a,s8a,9a,s9a,37 Patterns ( activity guide) TS Group 2: Size Hunt (See Gold Objectives-21b,23 Activity Guide) TS Gold Objectives- 11d,22 Special During Free Choice: During Free Choice: Using a lamp or flashlight, Activities “Shadow Box”: A dark box offer to trace children’s with a hole on one end. hand shadows on plain Encourage children to place white paper; talk about objects in the box and shine what the tracings look like, light on the object to make and encourage children to shadows. incorporate them into their Teacher can model playing artwork. “guess the object,” then encourage children to play together. Tangible System
Group 2: SS Story and Discussion Group 2: Moonbear’s Shadow or Guess Who’s Shadow (; verses 1-2 only) Have poem written on chart paper and read it to children once straight through; then reread more slowly, focusing on understanding its meaning. Engage children in noticing concepts of print, such as where to start reading and which direction to go; a long word vs. a short word; a letter they recognize; etc. Group 2:SS Book- Stevenson (; verses 1-2 only) Have poem written on chart paper and read it to children once straight through; then reread more slowly, focusing on understanding its meaning. Engage children in noticing concepts of print, such as where to start reading and which direction to go; a long word vs. a short word; a letter they recognize; etc. Activity Group 1: – Hand Shadows (see activity guides) TS Gold Objectives- 8a,s8a,9a,s9a,37 Group 2: SS Skill Activity- Group 1: SS Skill Activity- Group 2: – Hand Shadows (see activity guides) TS Gold Objectives- 8a,s8a,9a,s9a,37 Group 1: Size Hunt (See Activity Guide) TS Gold Objectives- 11d,22 Group 2: Shape Blocks and Patterns ( activity guide) TS Gold Objectives-21b,23 Group 1: –Shape Blocks and Patterns (activity guide) TS Gold Group 2: Size Hunt (See Activity Guide) TS Gold Objectives- 11d,22 Special Activities During Free Choice: Using a lamp or flashlight, offer to trace children’s hand shadows on plain white paper; talk about what the tracings look like, and encourage children to incorporate them into their artwork. During Free Choice: “Shadow Box”: A dark box with a hole on one end. Encourage children to place objects in the box and shine light on the object to make shadows. Teacher can model playing “guess the object,” then encourage children to play together. Tangible System