PK2

Lesson 45
Lesson Title Subject Focus Key Texts
Science

Lesson Objectives
Objective 1
Skill Focus Speaking (PK2.S3.U8-1), (PK2.S5.U8-2)
Condition Teacher Modeling, Fish Review PDF, Sea Animal Actions PPT
Competency Students will be able to report sea animal actions.
Criteria 90% Accuracy
Objective 2
Skill Focus Phonological and Phonemic Awareness (PK2.P4.U8-8)
Condition Teacher Modeling, Onset & Rime Picture PDF
Competency Students will be able to blend an onset and rime together into a comprehensible
pronunciation of a one-syllable word.
Criteria Accurately blend the sounds together 60% of the time.
Objective 3
Skill Focus Cognitive (PK2.C4.U8-10)
Condition Teacher Modeling, Onset & Rime PDF, Onset & Rime Picture PDF
Competency Students will be able to sort pictures based off their rime.
Criteria 75% accuracy of sorting the picture to the correct rime.
Objective 4
Skill Focus Social/Emotional (PK2.SE9.U8-13)
Condition Teacher Modeling, Fish Review PDF
Competency Students will be able to share fishing rods and fish during Sea Animal Review.
Criteria Collaborative ~ properly share materials
 Vocabulary
Active Passive
1. crawl 3. dive 1. onset
2. swim 2. rime
Form Focus
Speaking Listening
1. Simple Present none
The ___ lives in the sea.
The crab lives in the sea
2. A ___ can ____.
A crab can crawl.
Phonological/Phonemic Awareness Letters/Phonics
Onset & Rime none
Skills Focus
1. Reporting Actions 4. Distinguishing Rimes
2. Sorting 5. Reporting and Describing Sea Animals
3. Determining Animal Actions
Materials
Period 1 Period 2
0. Attendance Sheet 1. Word Families MP4 (Running Time – 3:25)
Name Cards 2. Onset & Rime Picture PDF (1)
Sign-In Sheet Puppet (1)
1. A Sailor Went To Sea (Running Time –1:51) 3. Onset & Rime PDF (1)
Name Cards Onset & Rime Picture PDF (1)
Attendance Sheet
If I Lived Under The Sea (Running Time –1:24) 4. Bye Bye Goodbye MP4 (Running Time – 1:40)

2. Fish Review PDF (3)

Chopsticks (12)
Metal Paper Clips (48)
Yarn (1 ball)
Doughnut-shaped Magnets (12)
Basin/Bucket (1 per group)
3. Sea Animal Actions PPT
4. Reading Garden Activity Book Pre-K 2B
Homework
none
Notes
none
 Lesson Guide – Period 1
0. Getting Started Regardless of where your Interest Areas are located, make sure that there is at least one
Greetings and Arrivals staff member supervising these areas. When possible, check in on these areas from time
Overview to time and interact with students and parents. Depending on the actual location of your
Goal Arrive at class, greet teachers, settle in Interest Areas, modify the above procedures as needed. Cf. the final paragraph of Choice
Input Teacher talk, Student talk, Attendance Chart, Name Cards, Sign-In Sheet Time PDF for a discussion of how Interest Areas can be used before class.
Activity Students meet teachers, use Interest Areas before class When a student arrives in the classroom, she will sign her name on the Class Sign-In
Teacher Role Facilitator Sheet. Use your own space on the Class Sign-In Sheet to model signing in.
Student Role Performer, Explorer Next, help student find her Name Card and place her name it on the section of the
Mode Individual (students may form groups on their own) Attendance Chart that indicates she has arrived. Use your own Name Card to model
Implementation how to use the chart.
Pre-Arrival
If students go somewhere other than the classroom when they arrive, consider having
Set up two Interest Areas in your classroom: an Art Area and a Library Area. The Art students sign in and use the Attendance Chart when they arrive in your center’s lobby.
Area will contain blank paper, coloring sheets relating to sea animals and coloring
utensils. The Library Area will contain picture books about sea animals. Depending on
staff availability, center policies, or other factors, you may choose to set up these centers
in the lobby area of your center. Materials or equipment may also need modification. A
general discussion of Interest Areas and the roles they play in the classroom may be
found in Choice Time PDF.

Put your Class Sign-In Sheet out so students may sign-in when they arrive. If needed, set
up your class’s Attendance Chart and Name Cards in the classroom. Cf. PK2 Lesson 1:
Getting Started (Pre-Arrival) and the Taking Attendance section of Meeting Time PDF
for instruction on construction and use of Class Sign-In Sheet, Attendance Chart, and
Name Cards. The necessary materials have been included in the Attendance Materials
Folder of the PK Resources.
Before Class

As students arrive, greet students by name. One teacher will escort the student to the
classroom and assist her in the Interest Area. You may choose to allow parents to
accompany their children to the classroom to help them use an Interest Area.
 1. Warm – Up (10 min.) Encourage students to respond with “Hello!” and to reply to “How are you?” if they are
Meeting Time able.
Overview Warm-Up: A Sailor Went To Sea Sea Sea!
Goal Cultivate interpersonal relationships through meeting and greeting If needed, use your Class Attention Grabber to call students to attention. CT will act as a
teachers and classmates, Learn about the day’s schedule. model student. When you have students’ attention, display A Sailor Went To Sea Sea Sea
Input Teacher talk, Student talk MP4 (Running Time – 1:51) on IWB. Use the script below to introduce the activity:
Activity Class Meeting: (1) greetings, (2) sing A Sailor Went To Sea Sea Sea
MP4 (3) attendance, (4) class overview, (5) sing If I Lived Under The (FT points to IWB.)
Sea MP4 FT: Now, we will watch (mime watching) and listen to (mime listening) a song
(mime singing). This song is A Sailor Went to Sea Sea Sea! (wave to
Teacher Role Facilitator
students).I will sing (mime singing) and dance (mime dancing).
Student Role Performer
CT: Now, we will watch (mime watching) and listen to (mime listening) a song
Mode Whole Class (mime singing). This song is A Sailor Went to Sea Sea Sea! (wave to
Implementation students).I will sing (mime singing) and dance (mime dancing).
Before Class FT: (gesturing to students) You’ll watch (mime watching then point at yourself
Familiarize yourself with lyrics and movements that accompany A Sailor Went To Sea and CT) me and CT. You can sing (mime singing) and dance (mime dancing)
Sea Sea MP4 (Running Time – 1:51) and If I Lived Under The Sea MP4 (Running Time – too.
1:24). Cf. Songs and Lyrics PDF for lyrics and movements.
Play A Sailor Went to Sea Sea Sea MP4. Encourage students to watch, dance, and sing if
During Class
they are able but do not press students. At this point students should be able to sing along
Meeting Time begins each class meeting of PK1 and PK2. For a discussion of the and perform the associated actions in the song.
Attendance
function and importance of Meeting Time, cf. Meeting Time PDF.
If needed, use your Class Attention Grabber to call students to attention. When you
If students are working at Interest Areas before class, you may use Clean Up MP4 have students’ attention, display Daily Message Board PDF on IWB. Use the script
below to introduce the daily message and take attendance:
to assist you in instructing students to clean up.
FT: (Point to Attendance Chart.) Now, I’m going to take attendance. I’m going
Cf. Class Routines PDF and PK2 Lesson 1 Meeting Time (Before Class) for an to see (put hand above eyebrows forehead to mime looking) who’s here today.
(Point to Daily Message PDF on IWB.) I’m going to ask a question. I’ll write
explanation of Class Attention Grabber. the questions on the board. I’ll write left to right. Watch me write.
Greetings
Use Smart Board Pen to write “What color is a ___?” on Daily Message PDF. As you
Use your Class Attention Grabber. Greet students by waving and saying, “Hello. I’m
write, narrate what word you are writing. Call attention to capitalization by saying, “The
happy to see all of you today.” CT follows up doing the same. Say “Hello!” to the entire
first word of my question is ‘What.’ ‘W is the first letter of ‘what.’ I’ll write a big ‘W.’”
class again then, getting down to student’s eye-level and starting with CT, to each student
Also call attention to punctuation by remarking, “At the end of a question, I write a
individually saying Hello (name)! How are you?
question mark. (Point to question mark.) Look, a question mark.”
 As the language in your overview is likely going to be beyond the grasps of students, it is
Write using block print. Print as legibly as possible.
essential you support comprehension by using visuals. Such as objects that will be a part
The purpose of calling attention to the abovementioned elements of print is to begin familiarizing
of the activity. CF. the Class Overview section of Meeting Time PDF for suggestions and
students with basic conventions of writing and associated vocabulary so that they will not be
entirely alien to students when they begin writing sentences, first collaboratively in K then resources for maximizing student comprehension during the class overview.
independently in G1 as well as assisting with comprehension in these later levels as students receive Wrap-Up: If I Lived Under The Sea
direct instruction about the conventions of writing.
If needed, use your Class Attention Grabber to call students to attention. When you
Starting with CT acting as model student, use the script below to model with CT using have students’ attention, explain that they will be listening to If I Lived Under The Sea
your Attendance Chart to take attendance and continue composing PK2 Lesson 45’s MP4 (Running Time – 1:24).
daily message:
(FT points to IWB.)
(FT points to student’s Name Card on the Attendance Chart.)
FT: I can see (name) is here today. Where’s (name)? FT: Now, we will watch (mime watching) and listen to (mime listening) a song
CT/S: (raises hand) I’m here! (waves to FT) (mime singing). This song is If I Lived Under The Sea. In this song, we’ll sing
FT: (waves to CT/S) Hello (name)! I’m happy to see you today. (smiles) about the animals (cup ear) in the sea.
CT/S: (waves to FT) Hello! CT: Now, we will watch (mime watching) and listen to (mime listening) a song
FT: What color is a ___? (Display Under The Sea Flashcards PDF. E.g. What color (mime singing). This song is If I Lived Under The Sea. In this song, we’ll sing
is the fish?) about the animals (cup ear) in the sea.
CT/S: The ___ lives in the sea. (FT write CT response on the board. E.g. The whale FT: (gesturing to students) Watch and listen to (CT) and I sing. You can sing
lives in the sea.) (mime singing) too. I hope you’ll sing (mime singing) with us.
As a model sentence, write CT response on the white board for students to see leaving a
Play If I Lived Under The Sea MP4 (Running Time –1:24). Encourage students to sing if
blank where CT reports the animal. As students answer, write their answers under the
they are able but do not press students as they are hearing it for the first time. Make a
model sentence. Students should be able to answer What color is the ___? with accuracy.
point to give positive reinforcement for anything students do, even if it is just listening
As needed, assist students in producing the desired response, but do not pressure students
attentively.
into answering in a complete sentence. If student reports answer with a one-word answer,
repeat their answer in a complete sentence. Do not press students to answer in a complete
sentence.

It is important to stress print awareness with students. FT should narrate everything that
he/she is writing at all times. This gives students a basic understanding that print conveys
meaning and carries a message that students should be aware of.
Class Overview
If needed, use your Class Attention Grabber to call students to attention. When you
have students’ attention, explain that you are going to tell students what they will do in
class today. The major events in this class are: Fishing Review, Sea Animal Actions, and
blending words!
 2. Practice (12 min.) During Class
Sea Animal Review Gather students around one of the basins (or buckets) containing fish. Use the script
Overview below to model how to play Fish in a Barrel:
Goal Review the names of the sea animals.
Input Teacher talk, Fish Review PDF FT: (Point to basin.) I can see many fish. The fish have pictures of sea animals on
Activity Students will fish out fish with sea animals and report the name of the it. I can see a fish with a ___ (E.g. I can see a fish with a dolphin.) I will use a
fishing rod to catch a fish. (Hold up a Fishing Rod.) This is a fishing rod. I’ll
sea animal. catch a fish. (Use Fishing Rod to catch a Fish.) (Raise Fishing Rod up so
Teacher Role Facilitator students can see the Fish.) What animal is on the fish? (Call on a student to
Student Role Performer answer.)
Mode Group Ss: Dolphin. (Or: It’s a dolphin.)
Implementation FT: Very good! It’s a dolphin. I caught a dolphin. (Place Fish back in basin.) Now,
Before Class you’ll catch fish. When you catch a fish, say I caught a ___. Just like me, I said I
caught a dolphin.
Print (in color), cut out, and laminate 3 sets of Fish Review PDF to make Fish.

On the nose of each Fish, place a metal paper clip, the larger the paper clip the better. Put
each set of Fish in its own basin（水盆）or bucket (水桶). Allow students to each take a turn catching a fish. Next, split your class into three smaller
Make 1 Fishing Rod per student and teacher. Fishing Rods can be made by tying a piece groups. Station each group at its own basin and give each student in the group a Fishing
of yarn（纱线）to a chopstick then tying a doughnut-shaped magnet（环形磁铁）to the Rod. Allow students to fish together. When a student hooks a Fish, ask, “What did you
opposite end. An example of doughnut-shaped magnets is shown below: catch? “What sea animal is on the fish?” “What animals have you caught?” or “Have
you seen a __?” Afterwards, help students place Fish beside the basin. If students have
trouble fishing together, you may choose to continue fishing one at a time by giving each
group 1 fishing rod.

When all the fish in a basin have been caught, throw the fish back in the basin. Allow
students to continue to fish again.

As students fish an animal, they should report the name of the sea animal on the fish.
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 3. Presentation (10 min.)
FT: Very good! It can swim! (Point to sentence) There is a sentence! I wonder
Sea Animal Actions PPT what it says. (Read) The fish can swim. Hmm. The fish can swim. I can swim
Overview too! (Mime swimming) Can you swim? Let’s try! Stand up and swim!
Goal Learn actions performed by sea animals. (All students should stand up and swim)
Input Teacher talk, Sea Animal Actions PPT FT: Very good! We can swim!
Activity Teacher will lead students in learning the action words.
Teacher Role Transmitter Continue to present Slide 3 - 4 and use the script from above to introduce the actions:
Student Role Receiver dive and crawl. TPR for dive will be putting both hands together in front of you creating
Mode Whole Class a point and pretending to dive under water. TPR for crawl should be to walk like a crab.
Implementation Sit down, put your hands behind you, lift up and crawl like a crab.
If needed, use your Class Attention Grabber to call students to attention. When you When presenting the animals and their actions, ask follow-up questions such as: Where
have students’ attention, display Slide 1 of Sea Animal Actions PPT on IWB. Use the does the ____ live? What else can the ____ do? What does the ___ eat? What color is the
script below to teach the action words. ___? Have you seen a ____?
(FT points to IWB.)
FT: Today we’ll learn about what sea animals do. We’ll learn about their actions.
(Walk in place) I am walking. Walking is an action. (CT), can you walk?
CT: Yes, I can walk. (Walk in place)
FT: Very good! You can walk. Now we’ll learn about the actions sea animals can
do. First let’s look (mime looking) at the animals we’ll talk about. (Point to
fish) What’s this?
Ss: Fish. (Or: It’s a fish.)
FT: Very good! It’s a fish.
(Continue to report the remaining animals using the script from above.)
(Continue to Slide 2)
FT: What animal do you see?
Ss: Fish. (Or: I see a fish.)
FT: Very good! I see a fish too! I wonder (scratch head) what a fish can do. I
wonder what the fish can do. What can a fish do?
Ss: Swim. (Or: A fish can swim.)
(Point to the word swim.)
 4. Production (8 min.)
Activity Book p. 42
Overview
Goal Select appropriate action the sea animals do.
Input Teacher talk, Reading Garden Activity Book Pre-K 2B
Activity Teacher will lead students in selecting the actions each sea animal does.
Teacher Role Facilitator
Student Role Performer
Mode Individual
Implementation
If needed, use your Class Attention Grabber to call students to attention. When you
have students’ attention, display Reading Garden Activity Book Pre-K 2B, p.42. Use
the script below to guide students in completing the activity book page.

(FT points to IWB.)

FT: Now we’re going to see which animals do the actions we learned. (Point to
first question) Which sea animals can swim? Let’s see which animals can
swim. (Point to shark) What’s this?
Ss: Shark!
FT: Very good! It’s a shark. Can a shark swim (mime swimming)?
Ss: Yes. (Or: A shark can swim.)
FT: Very good! A shark can swim. I will check (point to red check on top left of
the page) the shark. (Point to starfish) Can a starfish swim?
Ss: No (Or: A starfish can’t swim.)
FT: Very good! A starfish can’t (cross arms and shake head left and right) swim. I
won’t (shake head left and right) check the starfish. (Point to fish) Can a fish
swim?
Ss: Yes! (Or: A fish can swim.)
FT: Very good! A fish can swim! I’ll check (point to check in top left corner) the
fish.

Instruct students to retrieve their activity books from their school bags. Using the guide
from above, complete the activity book with students.
 Lesson Guide – Period 2
1. Warm – Up (5 min.) 2. Presentation (20 min.)
Song: Word Families Introduction: Onset & Rime
Overview Overview
Goal Sing about different word families. Goal Introduce onset and rime.
Input Teacher talk, Word Families MP4 Input Teacher talk, Onset & Rime Picture PDF
Activity Students will sing and dance about different word families. Activity Teacher will introduce onset and rime by having students repeat the onset
Teacher Role Facilitator and rime of words.
Student Role Performer Teacher Role Transmitter
Mode Whole Class Student Role Receiver
Implementation Mode Whole Class
Before Class Implementation
Familiarize yourself with lyrics that accompany Word Families MP4 (Running Time – Before Class
3:25). Cf. PK Songs And Lyrics PDF for lyrics. Familiarize yourself with lyrics that accompany Make A Circle MP4 (Running Time –
During Class 0:58). Cf. PK Songs And Lyrics PDF for lyrics. Print, cut-out, and laminate 1 set of Onset
If needed, use your Class Attention Grabber to call students to attention. When you & Rime Picture PDF. Find and obtain a puppet with a mouth that can open and close.
have students’ attention, display Word Families MP4 on IWB. During Class
(FT points to IWB.) If needed, use your Class Attention Grabber to call students to attention. When you
FT: Now, we will watch (mime watching) and listen to (mime listening) a song have students’ attention, display Make A Circle MP4 on IWB and fast forward to ~0:07 so
(mime singing). This song is Word Families! This song is about onset and that the children in the video are in a circle. Use the script below to lead into making a
rime blending. We’ll listen (cup ear) and blend words. I’ll sing (mime
circle:
singing) and dance (mime dancing).
CT: Now, we will watch (mime watching) and listen to (mime listening) a song (FT points to IWB.)
(mime singing). This song is Word Families! This song is about onset and FT: Now, we’ll watch (mime watching) and listen to (mime listening) Make a
rime blending. We’ll listen (cup ear) and blend words. I’ll sing (mime Circle. We always listen to this song when we want to make a circle. (Point to
singing) and dance (mime dancing). Story Time Area then to children in video). These children are in a circle.
FT: (gesturing to students) You’ll watch (mime watching then point at yourself Now, we’ll make a circle. Girls and boys, stand up.
and CT) me and CT. You can sing (mime singing) and dance (mime dancing)
too. Play Make A Circle MP4.

Play Word Families MP4 (Running Time – 3:25). Encourage students to sing if they are When students are in a circle, use the script on the next page to lead students in learning
able but do not press students as they are hearing it for the first time. Make a point to give Onset & Rime. FT and CT join students in sitting in a circle. Place your puppet behind
positive reinforcement for anything students do, even if it is just listening attentively. you so students do not see.
 This activity is not designed for students to be able to report what Onset or Rime is, but to
FT: Today we’re going to learn something new. We’re going to learn something
called Onset and Rime. Hmmm. I wonder who this is. (Pick up puppet and introduce that these words can be broken down.
put it on your hand. Prop the puppet on your knee.) Hello Snuggles. Although FT and CT will use the words throughout instruction, students are not expected
Everyone, this is Snuggles. Today he’ll help us learn. Everyone say Hello
to recall “onset” and “rime” or their meaning. As students progress into further levels,
Snuggles.
they will be able to understand Onset and Rime better and have a clear idea of what it is
Everyone: Hello Snuggles!
through the instruction given in PK2.
FT (Puppet): (Speaking in a lighter puppet voice) Hello everyone. I’m so glad to
see you. As this is the first time students are hearing this concept for the first time, students may
FT: We’re glad to see you too Snuggles. Snuggles, today we’re going to learn face difficulty in understanding onset and rime blending. As long as it is exciting for
something called Onset & Rime. Can you help us? students to participate, students will slowly grasp the concept. Speak slowly, loudly, and
FT (Puppet): Of course! I’d be happy to help! with confidence to keep students paying attention.
FT: Oh thank you Snuggles. Is everyone ready?
Giving the puppet a name and a personality when presenting the pictures will help the
Students: Yes!
activity appeal to students. Students will be more attentive if the puppet is given a
FT: Good! Snuggles and I are ready too. Let’s try. (Select one card from Onset &
Rime Picture PDF.) What’s this? (Call on a student) personality and moves around. Consider allowing the students to name the puppet
Ss: Cat. (Or: It’s a cat.) together to create ownership over the activity.
FT: Very good! It’s a cat. Cat. Snuggles, what’s this? Do not be afraid of being goofy. Act out and have fun with the puppet and students.
FT (Puppet): /k/ (pause 1 second) /at/. /k/ /at/.
For large classes, consider separating the class in 2 groups after whole class instruction
FT: Oh yes. I forgot. Snuggles does not (shake head left and right) know how to
and examples of “cat” and “dog” have been taught. FT and CT will facilitate their own
say the words like we do. He can’t say cat. He says /k/ /at/. Hmm. Snuggles,
did you know /k/ is the onset and /at/ is the rime? groups. For a split class, 2 puppets and 2 sets of Onset & Rime Picture PDF will need to
FT (Puppet): Yes I did (FT). That is how I say words. be brought to class.
FT: (CT), can you say cat like Snuggles does. Say /k/ (1 second) /at/.
CT: /k/ /at/.
FT: Very good! /k/ is the onset. /at/ is the rime. /k/ (1 second) /at/. Everyone say
/k/ /at/
CT+ Students: /k/ /at/

Use the script from above as a guide to report the onset and rime of “dog”. When both are
finished, continue to report all of the words from Onset & Rime Picture PDF. First, FT
will call on a student to report the object in the picture, and then FT will ask the puppet
(Snuggles) to report the object by saying the onset followed by the rime. When Snuggles
has reported the word, ask students to repeat what Snuggles has reported.
 3. Practice (10 min.)
Segmenting: Onset & Rime FT: Now we’ll play the game. (CT) and I will show you how to play first.
Overview (FT and CT sit in front of the classroom on the floor)
Goal Sort pictures based off their rime. FT: (CT) and I are in a group. We’re sitting together to play the game. I’ll try first.
I’ll toss the die (toss the die in between you and CT) on the floor. (Display
Input Teacher talk, Onset & Rime Die PDF
face up-side of the die to students and report the picture.) Cat. It’s a cat. Now
Activity Students will segment words into their onset and rime based off pictures. I’ll say the onset and rime and (CT) will say it too. /k/ /at/.
Teacher Role Facilitator CT: /k/ /at/
Student Role Performer FT: Very good. Now I’ll pass the die (pass die to CT) to (CT). Now (CT) will try.
Mode Group
CT: (Tosses die) Dog. /d/ /og/
Implementation FT: /d/ /og/. Now everyone can try. You’ll sit on the floor in a circle in a group.
Before Class
Print, cut, assemble and laminate 4 of Onset & Rime Die PDF. Separate the students into 4 groups and distribute 1 preassembled Onset & Rime Die to
During Class each group and instruct students to begin.
If needed, use your Class Attention Grabber to call students to attention. When you
FT and CT circulate and assist as needed. Provide feedback such as: Yes, that’s /k/ /at/.
have students’ attention, display Onset & Rime Die PDF on IWB. Use the script below to
Very good! or What is this? How does Snuggles say it?
introduce the activity to students.

(FT points to IWB.)

FT: Today we’ll play a game about onset and rime. First we’ll look at the pictures
on our die (hold up pre-assembled die). (Point to cat on IWB) What’s this?
Ss: Cat. (Or: It’s a cat.)
FT: Very good! It’s a cat. Now let’s say it how Snuggles will say it. Let’s say the
onset and rime of cat. /k/ (1 second) /at/
Students: /k/ /at/
FT: Very good! /k/ /at/.

Continue to use the script from above as a guide to review the onset and rime of the
remaining 5 pictures on the die.

When the class has finished chorally reporting the onset and rime of each word, use the
script to the right to lead students in playing the activity.
 4. Cool Down (5 min.) Play Bye Bye Goodbye MP4. Encourage students to watch, “dance,” and sing if they are
Farewell & Dismissal able. Given the repetitiveness and simplicity of the movements, attentive students should
Overview be able to perform some of them. You will likely find them singing “Bye Bye Goodbye!”
Goal Develop interpersonal relationships through bidding farewell to teachers by the song’s end. Make a point to give positive reinforcement for anything students do,
and classmates. even if it is just listening attentively.
Input Teacher talk, Bye Bye Goodbye MP4 (Running Time – 1:40) The singing in Bye Bye Goodbye will stop about 45 seconds before the music. While the
Activity Students sing Bye Bye Goodbye then prepare for dismissal music is still playing, walk around class saying “Goodbye” to individual students and
Teacher Role Facilitator waving. Encourage them to do the same.
Student Role Performer
Mode Whole Class Do not push students to participate. As long as students are watching you sing and
Implementation perform the song’s actions, they’ve met the minimum requirements for this first exposure
to the song.
Before Class
Familiarize yourself with lyrics and movements that accompany Bye Bye Goodbye MP4 If you count stars at the end of class, do so at this juncture. Even if students cannot yet
(Running Time – 1:40). Cf. PK Songs And Lyrics PDF for lyrics and movements. count, they will benefit from listening to you do so. Hold up fingers as you count so that
During Class students begin to make a connection between the words you are using and to what these
If needed, use your Class Attention Grabber to call students to attention. When you words refer.
have students’ attention, display Bye Bye Goodbye MP4 on IWB. Use the script below:
Tell students this it is time to get ready to go home. Play Bye Bye Goodbye MP4 at a low
volume. Starting with CT, send students one-by-one to retrieve their jackets and book
FT: Our time together is almost over. Before we go, we should say “Goodbye!” bags. Students may need help getting dressed. Once a student is dressed, tell them to line
(Wave to CT.) Goodbye!
up. Again, work with CT to model.
CT: (Wave to FT.) Goodbye!
FT & CT: (Wave to class.) Goodbye! (Students may or may not respond.) Before leading your class to the lobby, ask each student in line, “How does snuggles say
(FT points to IWB.) ___?” using the sentence “/k/ /at/.” Use pictures from Onset & Rime Picture PDF. Do not
FT: Now, we’ll watch (mime watching) and listen to (mime listening) Bye Bye, press students to answer the question as they may still be unfamiliar with the vocabulary
Goodbye. I’ll sing (mime singing) and dance (mime dancing). and the question being asked.
CT: Now, we’ll watch (mime watching) and listen to (mime listening) Bye Bye,
Goodbye. I’ll sing (mime singing) and dance (mime dancing) too.
FT: (gesturing to students) You’ll watch (mime watching then point at yourself
and CT) me and CT. You can sing (mime singing) and dance (mime dancing)
too. We will sing and dance in our seats. (FT and CT sit.)