3.

Reading Comprehension
Pet Store

Materials

Objectives
Poster board
Stuffed animals/Pet pictures
LBRY50

L1

L3

The student will listen attentively to the story.

L1

L3

The student will respond to simple questions about

the reading material.

L1

L3

The student will identify the different pet types.

L2

L3

The student will use descriptive words to describe

pets.

Activity
Teacher Preparation: Prior to the activity, the teacher should create a Pet Shop
Window using poster board and any other materials available to decorate and
design the window.
1. The teacher will begin the lesson by reading (LBRY50).
2. The teacher will ask the class simple questions about the story, developing reading
comprehension and retention of pertinent information.
3. Next, the teacher will hold the window in front of various animals and ask what
kind of pet it is.
4. Students should be encouraged to give a description and pretend to know how
much the pet costs.
5. To close the lesson, sing the song How much is the doggy in the window.
How much is that doggy in the window?
How much is that doggy in the window? (bark)
The one with the wiggly tail.
How much is that doggy in the window? (bark)
I do hope that doggy is for sale!
How much is that kitty in the window? (meow)
The one that purrs so
How much is that kitty in the window? (meow)
I do hope that kitty is for sale!
How much is that bunny in the window? (hop)
The one that goes hip-ity-hop
How much is that bunny in the window? (hop)
I do hope that bunny is for sale!

Teacher observation of students ability to listen and respond with some

relevancy during the discussion.
Teacher observation of students ability to describe and determine cost.

3.1

Alphabet Recognition and Sounds

My Pet Collage

Materials

Glue
Large wall alphabet

Objectives

Pet store catalogs

Picture of their own pet brought
from home
Scissors
White cardstock

L2

L1

The student will be able to sing the alphabet song.

L1

The student will follow simple steps to accomplish a

task.

L3

The student will recognize some beginning sounds.

Activity
Teacher Preparation: Prior to the activity the teacher will need to send a note home
with students asking for students to come in with a picture of their pet. The teacher
will have dog and cat cut outs for the students to choose from in case they do not
have a pet at home or forgot their picture.
1. The teacher will begin the lesson by having the students sing the ABC song.
2. Following the song, the teacher will talk about the types of pets that may be found
at home.
3. The teacher will point at different alphabet letters and state the pet-themed words
and strongly state beginning letter sound that begin with the letter. Students
repeat the sound and the word. L2 - L3 Students will guess at which pet name
begins with the letter the teacher is pointing at.
4. Next, the students will be guided to create a Pet collage. In the center, the students
will glue their pet picture brought from home or a dog/cat picture chosen from
the teachers selection.
5. Using pet catalogs from local pet stores or images from the internet, have the
students cut out pet-related items that match to their pet.
6. Guide as necessary.

Teacher observation of students ability to listen to a story and respond

accordingly.
Teacher observation of students ability to recognize some beginning sounds.
Teacher observation of students individual fine motor skills and their choices of
pictures for the collage.

3.2

Alphabet Recognition and Sounds

Story Telling

Materials

Coloring pencils

Objectives
L1

L3

The student will listen attentively.

L1

L3

The student will apply their favorite part of the story

to complete the task at hand.

L2

L3

The student will be able to discuss the story using

complete sentences.

Markers
White cardstock
LBRY29

Activity
1. The teacher will begin the lesson by reading (LBRY29).
2. After the story, the teacher will ask simple questions to exercise story sequencing,
comprehension and retention of important information.
3. The students will be instructed to draw their favorite part of the story.
4. The teacher will be a constant guide as she/he encourages the use of many colors,
pretend spelling and the use of creativity.
5. When the students have all finished their drawings, one by one they will share
with their classmates what their favorite part of the story was and how they
interpreted that onto their drawing.

Teacher observation of students ability to listen attentively, discuss details

from the story, draw and color their favorite part of the story and share
drawing by articulating age appropriately.

3.3

Cognitive Development
Pet Collars

Materials

Crayons / markers and collar

decorations as desired

Objectives

Strips of tag board (for collars) and

stapler

L1

L3

The student will use fine motor skills to create a

puppy collar.

Students will bring in a stuffed

pet animal

L2

L3

The student will create their own pet collars using

memory and imagination.

Activity
1. The teacher will begin the lesson by asking the students to raise their hand if they
have a pet.
2. The teacher will ask questions (e.g., Why do we need to keep our pets under
control? How do we keep our pets under control? Does your pet have a collar?)
3. After the discussion, the students will color and decorate their own pet collars.
4. The teacher will encourage them to write their pets name on the collar.
5. The teacher will staple the collar into a circle.
6. The teacher will guide and help as needed.
7. Finally, the students will put their collar on their stuffed animal pet.

Teacher observation of students ability to recall details and talk about why
pets need collars.

3.4

Prediction and Auditory Memory

Reading Pictures

Materials

Objectives
LBRY46

L1

L3

The student will use their auditory memory to

predict what will happen next in the story.

L1

L3

The student will analyze and judge each character,

as evidenced by their critical thinking and oral
responses.

Activity
1. The teacher will gather the class around for a story with a twist.
2. The teacher will present (LBRY46) and encourage the students to predict what
will happen next by looking at the picutres. The teacher will present the pages but
not read aloud.
3. Following the story, the teacher will discuss the story with the class.
1.

L1

L3

Students will tell which part of the story they liked the best and the least.

2.

L2

L3

Students will clearly state why.

3.

L1

L3

Students will tell which character in the story they liked the best and the

least, and

L2

L3

students will explain why.

Teacher observation of students who can picture read and who has the oral
language and auditory memory to predict what will happen next.
The teacher will rate student responses based on the depth of their reasoning.
For example, a response: because I liked her dress would rate low, a response
such as because she is a good dancer just like me and my ......... would rate
higher.

3.5

Concept of Print Directionality

Left to Right, Thats How We Read!

Materials

Easel

Objectives

Large print book (preferably

theme-related)
Pointer stick

The student will experience the left to right

directionality of reading.

L1

L2

L3

The student will discover and experience the left to

right directionality of reading.

Activity
L1

Activity
The teacher will read aloud a large print book while using a pointer, pointing to
the words as they are read aloud. The teacher will read from left to right and top
to bottom of the page

L2

L3

Activity

1. The teacher will read aloud a large print book.

2. Students will take turns holding the pointer and moving the pointer to the words
as the teacher reads.

Teacher observation of students reading readiness skills (how students are

able to hold a book correctly, turn pages appropriately, determine the front
from the back, read the pictures and enjoy the process of reading readiness
and the use of directionality).
The teacher will assist or model the appropriate skills for students not
practicing at the appropriate skill level.

3.6

Letter Recognition and Sounds

Buried Letters!

Materials

Plastic letters (upper and lower

case)
Sand table or trays

Objectives
L1

L3

The student will recognize the first letter of their

name.

L2

L3

The student will recognize the letters of the

alphabet in, upper and lower case.

Activity
L1

Activity
Students will dig until they find the beginning letter of their name.

L2

L3

Activity

1. Students will dig for buried letters (upper and lower case)
2. As the students find letters, they should identify the letter. The letters that they
identified those they identify correctly should be placed to the side for counting
(have a contest to see who knows the most letters).
3. After the students have finished their turn, rebury all the letters.

Teacher observation of students eagerness to participate and their individual

letter recognition skills.

3.7

Rhyming

Five Little Kittens

Materials

Objectives
L1

L3

The student will actively participate in a rhyming

activity.

L2

L3

The student will identify rhyming words.

Activity
1. The teacher will begin the lesson by reading the poem below.
2. The teacher should explain rhyming (hat, cat, mat, rat/house, mouse).
3. The teacher will read the poem again, stating the rhyming words for
L2 - L3 Students should call out the rhyming words.

L1

students.

4. The teacher will read the poem one last time, but this time, he/she should
incorporate actions to the poem and encourage all the students to join in.
Five Kittens in a Row
Five little kittens standing in a row,
They nod their heads to the children, like so.
They run to the left, they run to the right,
They stand up and stretch in the bright sunlight.
Along comes a dog whos in for some fun,
Meow, see those kittens run.

Teacher observation of students active participation in the activity.

3.8

Reading Readiness
I Love Books!

Materials

Objectives
Books

L1

The student will enjoy reading books with

classmates.

L2

The student will enjoy reading books and telling a

classmate about the book.

L3

The student will enjoy reading books and will read

to a small group of students.

Activity
The teacher will remind students about directionality the left to right and the top
to bottom of the page of reading.
L1

Students will select books and enjoy reading them with a classmate.

L2

Students will read a book and select a classmate to share a book with.

L3

Students will read a book and read it with a small group.

Teacher observation of the students participation and eagerness in reading

books. The teacher will encourage those who may not be enjoying (reading
and looking at) a book.

4.0

Pet Awareness
Paper Plate Pets

Materials

Glue
Hole punch
Preprinted images of household
pets (e.g. dog, cat, hamster, parrot,
rabbit, etc)
Scissors
White paper plates
Yarn
LBRY47

Objectives
L1

L3

The student will demonstrate caring for a pet.

L1

L3

The student will listen attentively to the story.

L1

L3

The student will role-play with friends by playing

Pets and showing respect and good care habits.

Activity
1. The teacher will begin the lesson by reading (LBRY47).
2. The teacher will guide a discussion asking simple questions about the story and
the proper ways of taking care of a pet.
3. Have the students discuss their own experience with pets. How do they contribute
to the care of their pets?
4. Next, the students will each choose from (PET-S3) to color and cut out.
5. After the student has finished coloring and cutting, the teacher will assist as
needed with gluing the picture onto the paper plate.
6. The teacher will then punch holes on both sides of the plate. The teacher will take
and tie yarn to the paper plate pets. Some students will wear these paper plate
pets while playing in the dramatic play area. The non-pets will demonstrate how
to love and care for pets.

Teacher observation of students ability to listen and apply story information to

their own experience with pets.
Teacher observation of students ability to discuss and role-play the
appropriate care needed in order to have healthy and happy pets.

4.1

Personal Choices
Choosing a Pet

Materials

Objectives
Assorted colors of clay

L2

L3

The student will use fine motor skills to mold out of

clay their interpretation of the perfect pet.

L1

L3

The student will use age-appropriate language to

show and talk about their clay creation.

Clay/Cookie cutter shapes

Activity
1. The teacher will begin the lesson by asking each student what their perfect pet
would be if they had a choice and what effect their choice of a pet would have on
their family.
2. Following the discussion, the students will work on their interpretation of their
perfect pet by using clay. The teacher will encourage students to use tools,
different colored clay, etc.
3. After, all the students have finished their pets, have each student come up in front
of the class and discuss their perfect pet creation.

Teacher observation of students active and relevant responses to the effects

choices have.

4.2

Consequences
Unusual Pet Choices

Materials

Crayons/Colored pencils/Markers

Objectives

A4/US Letter size copy paper

The student will develop awareness that some

animals are not good pet choices.

L1

PET-C11
L2

L3

The student will evaluate different choices of pets.

Activity
1. The teacher will begin the lesson by reviewing previous lessons on pets, discussing
what animals are common pets.
2. The teacher will introduce the concept of unusual pets.
3. The teacher should encourage students to try and name some unusual pets.
Using (PET-C11), the teacher can show students what some people call their pets.
4. The teacher and students will discuss why some pets are better than others
(endangered species, messy, aggressive, etc).
5. After the discussion, each student should draw and color an animal they feel
would make for an unusual pet.
6. After the students have finished their drawing, have them attempt at writing the
name of the animal on the back (teacher assistance may be needed).
7. Once all the students have completed their drawings, have each student come up
in front of the class and discuss their drawing.

Teacher observation of students ability to name household pets, use fine

motor skills to color and use pretend spelling.

5.0

Gross Motor Development

Indoor Outdoor Fun!

Materials

Balls
Beanbags

Objectives
L1

L3

The student will follow simple safety rules when

performing gross motor activities.

L1

L3

The student will demonstrate increased physical

competency by participating in various physical
activities.

L1

L3

The student will begin demonstrating an

understanding and awareness that physical activity
is necessary for a healthy and balanced life.

L1

L3

The student will demonstrate increased endurance

by participating in physical activities that will build
muscle strength, coordination and flexibility.

Frisbees
Hula-hoops
Jump rope
Old pillow cases
Open space
Ride-on toys
Tricycles

Activity
The teacher should provide enough time during play time to observe and guide
students to perform activities (e.g., walk in a straight line, walk backwards, run, march,
stand on one foot, hop, jump forward, jump backwards, climb stairs, alternate feet
walking down the stairs, slide, throw, catch, bounce and kick a ball). Some students
at this age may also be able to skip or pedal a tricycle. The teacher should provide
opportunity for the development of such skills.
The teacher should provide enough opportunities weekly for free play outdoors (for
activities like taking walks, running, riding bikes or scooters and play with frisbees,
hula-hoops, jump ropes or balls).
Bean Bag Activity
The students will each be given a beanbag. The teacher will show the students the
start and finish line. The students will race while balancing a bean bag on their head to
the finish line.
Another beanbag activity is to take turns tossing beanbags into buckets from various
distances.
Jump Rope Activity
The teacher will wiggle a jump rope along the ground like a snake as each student
takes a turn to jump over it.
Favorites Activity
The teacher will use two old pillowcases having two students at a time each step into a
pillowcase. The students will race from point A to point B.
Two students at a time will race each other while running/walking fast from point A to
point B while holding a potato/toy in a spoon.

Teacher observation of students ability to safely participate in all physical

activities that increase mastery and endurance.

5.1

Directions and Actions

Obstacle Course

Materials

Ball
Chair
Cones
Jump rope
Large bean bags
Stop watch

Objectives
L1

L3

The students will use observation skills and memory,

and maneuver their bodies as required.

Activity
Teacher Preparation: Prior to the activity, the teacher will set up a simple obstacle
course in an open area (e.g., jump over a rope, toss a beanbag into a bucket, do five
jumping jacks, kick a ball into the goal, crawl under a table, then zig zag through the
cones to the finish line). For L2 - L3 make this into a contest, use a stop watch to time
students and determine who is the fastest.
Non-Stop Watch Activity
1. The teacher will take the students slowly through the obstacle course, explaining
each action required.
2. After the demonstartion is complete, have the students begin taking turns (to
assist in the waiting time, after the first student is at the third station, have the
next student begin the course).
3. Repeat as interest holds.
Stop Watch Activity
1. The teacher will take the students slowly through the obstacle course, explaining
each required action.
2. After the demonstartion is complete, have the students begin taking turns.
3. After each student finished the teacher will write the name of the student and the
time they completed the course.
4. After all students have the gone through the course, the teacher should gather
the students in a circle and go over the times for each student and announce the
fastest student.

Teacher observation of the students ability to maneuver through the obstacle

course, noting the correctness of their physical actions.

5.2

Listening
The Trainer says...

Materials

Open space

Objectives
L1

L3

The student will listen and perform physical body

movements as per a command.

Activity
Play the game Simon Says, though instead of saying Simon says, say The Trainer
Says.

Example:
The Trainer says sit down.
The Trainer says spin around.
The Trainer says jump.
The Trainer says bark like a dog.
The Trainer says meow like a cat.
The Trainer says touch your nose.

Teacher observation of students playfully participate and follow commands.

5.3

Balancing Skills

If the Cat in the Hat can Balance That,Then so Can I!

Materials

Items for balancing

(e.g., book, marker, blocks, paper)
LBRY48

Objectives
L1

L3

The student will demonstrate a sense of balance.

Activity
1. The teacher will begin the lesson by reading (LBRY48).
2. The teacher will demonstrate balancing one item at a time on their head.
3. The students will then try to balance different items themselves.

Teacher observation of students balancing attempts.

6.0

Classification
Animal, Pet or Non-Living

Materials

Objectives
The student will collect and describe information.

L1

PET-C6
IPC-C13

L2

L3

The student will develop awareness that animals are

living things.

L2

L3

The student will be able to classify animals and nonliving objects.

Activity
1. The teacher will begin the lesson by discussing the difference between living and
non-living.
2. The teacher will guide a discussion on focusing on what living things need to
survive (e.g., food, water, shelter, sleep).
3. The students will work in small groups using (IPC-C13) and (PET-C6), sorting
through flash cards. Students will classify animals and non-living objects ( L2 students will sort into 3 groups, including pets).

L3

Teacher observation of students participation during the class discussion and

the ability to classify animals from non-living objects ( L2 - L3 including pets).

6.1

Scientific Observation
Baby Animals and Their Parents

Materials

Baby animals and their

corresponding parent made into
flashcards

Objectives

Popsicle sticks
LBRY49

The student will listen attentively to the story.

L1

Glue
L2

L3

The student will actively play matching game.

Activity
1. The teacher will begin the lesson by reading (LBRY49).
2. As a class, discuss the story.
3. After story and discussion, the teacher will group students in pairs to play
matching game using flashcards that show the baby animal and the parent animal
separately. The students must work collaboratively to match and group the baby
animals to their parents.
4.

Make this a memory matching game: place all of the flash cards face side
down, and have the students match the pairs by letting them turn over two cards
at a time. If the match is correct they remove the cards, but if not the cards are
replaced in their same location, and it is the next persons turn.
L2

L3

5. Optional: project
6. Next, the student will choose two corresponding animals, such as a kitten and a
cat, to color, cut and glue on Popsicle sticks to make animal puppets.

Teacher observation of students ability to match corresponding animals and

work together for a common goal.

6.2

Cognitive Thought
Pet Home Match

Material

Objectives
PET-C12

The student will match pets to their homes.

L1

PET-S4
L2

L3

The student will design pet homes.

Activity
1. The teacher will begin the lesson by gathering the class for a group discussion
about pet homes, asking students where they think various pets live (e.g., where
does a bunny live?...a dog, etc).
2.
3.

L1

Students will match the pet to its home.

4.

L2

L3

Students will select various pets and draw their appropriate home.

5. The teacher will perform group and individual discussions during the process.

Teacher observation of students ease in which the pet to home activity is

accomplished.

6.3

Sense Discovery
Pet Food Investigation

Materials

Pet food (various types)

Sandwich baggies

Objectives
L1

L3

The student will examine various pet foods and

identify what pet eats which food.

Activity
Teacher Preparation: Prior to the activity, the teacher will need to get various types
of pet food (bird, fish, dog, cat, rabbit) and then place them in the sandwich bags for
students to examine.
1. The teacher will begin the lesson by proposing the questions to the class, What
do you think pets eat?
2. The teacher will then pull out the bags of food and pass around to the class.
3. Students will take turns looking at and feeling each bag of food.
4. After all the students have had a chance to examine the different types of pet
food, the teacher should talk about what kind of pet would eat each type of food
and how the pet eats (focus on their teeth and mouth).

Teacher observation of students active participation during the discussion and

investigation.

7.0

Choral Singing
Old MacDonald Had a...

Materials

Objectives
L1

L3

The student will participate in choral singing.

Activity
The song below is an adapted version of Old Mac Donald. This song can be added
in addition to any of the lessons within the Pets Thematic Unit.
OLD MAC DONALD
Tune: Old MacDonald Had A Farm
Old MacDonald had a farm, EIEIO.
And on this farm he had a pet, EIEIO.
With a meow, meow, here, and a meow, meow there,
Here a meow, there a meow,
Old MacDonald had a pet, EIEIO.
Adapted Traditional
Can you guess what kind of pet Old MacDonald had?
Continue with other pets that Old MacDonald may have had.

Teacher observation of students who participate actively. The teacher will

encourage all to join in

8.0

Cognition

Real World Awareness

Materials

Objectives
The student will use their past experiences to
respond to real world questions.

L1

List of questions
L1

L3

The student will expand their imagination and sense

of reality in their responses.

Activity
Teacher Preparation: Prior to the activity, the teacher will need to prepare a list of
questions for the class.
1. The teacher begin the lesson by gathering the students.
2. The teacher will ask the class questions from his/hers prepared list.

Sample Questions:
What would it be like to be a pet dog? Bird? Cat?
What would you do if your pet ran away?
Why do people have pets?
I wonder why pet dogs / cats are not purple in color?
I wonder
Why?
What would you do?

The teacher will listen students responses to the questions to determine who
has a good connection of real events that happen in their daily lives and their
level of imagination.

9.0

Choral Language Development

Sing Along Songs..

Materials

PET-C13

Objectives
L1

L3

The students will actively participate, experience

and develop language.

Activity
The song below along with (PET-C13) can be added in addition to any of the
lessons within the Pets Thematic Unit.
Love Your Pets
Sung to: Row, Row, Row Your Boat
Love, love
Love your pets,
Love them
Every day.
Give them food
And water, too,
Then let them
Run and play.

Teacher observation of students active participation in the choral singing. The

teacher will encourage all to join in and sing.

Additional books to further the curriculum

My Visit to the Aquarium. Aliki. New York:
HarperCollinsPublishers, 1993. Print.
Whose Baby Am I? Butler, John. New York: Viking, 2001. Print.
Are You My Mother? Eastman, P. D. [New York]: Beginner ;
Distributed by Random House, 1960. Print.
If You Give a Cat a Cupcake. Numeroff, Laura Joffe., and Felicia
Bond. [New York]: Laura Geringer, 2008. Print.
The Perfect Pet. Palatini, Margie, and Bruce Whatley. New York:
HarperCollins, 2003. Print.
My Big Animal Book. Priddy, Roger. New York, NY: St. Martins by
Priddy Bicknell, 2002. Print.
The Great Gracie Chase: Stop That Dog. Rylant, Cynthia, and
Mark Teague. New York: Blue Sky, 2001. Print.
W Is for Woof: A Dog Alphabet. Strother, Ruth, and Gijsbert Van
Frankenhuyzen. Chelsea, MI: Sleeping Bear, 2008. Print.
How Much Is That Doggie in the Window? Trapani, Iza, and Bob
Merrill. Boston: Whispering Coyote, 1997. Print.

*Additional books do not come included and are not necessary to purchase.