Unit 3 Lesson 1

VPCs Needed: bathroom[3], book[5], card[7], classroom[8], clothes[9], crayon[10], door[11], drink[12], ground[15],
hook[16], inside/outside[17], jungle gym[18], light[21], lunch[22], office[25], pencil[29], play dough[30], school[35],
shake[37], snack[39], song[40], storybook[42], table[44], wall[47], water[48], pink[51], green[52], brown[54], purple[55],
yellow[56], white[58], orange (color)

Component Teacher Student

Hello, How Are You Listen to identify the phrase,
(Song) • Sing the song. "Hello, how are you?"
2:30--3:00 • Greet the class with, Hello, boys and girls. How are you?
• Pause briefly for the class to respond. Then say, I'm fine, thank you!

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 e, n, x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound. (2x)
• Air-write and say the sounds of the U2 PCs together.

Crayons Are Fun Letter Phonogram Card(s): Listen to the sounds /k/ and /s/
(Poems) c while air-writing the letter "c".
3:00--3:30 VPC(s): Recognize words using picture
crayon clues.
Phonogram Word Card(s):
crayon/pencil/circle

• Teach the VPC. (T -S 2x)

• Show the PC and say the name of the letter.
• Direct students’ attention to your video. Air-write the PC while saying
the first sound. Hold up two fingers as you say the second sound. (2x)
• Show the PWC, say the sounds, and read the words.
• Point out the letter “C/c” in the poem by clicking on them. Say the
sound and read the word.
• Read the poem as you track the words.
• Direct students’ attention to your video. Read the poem using
gestures.
• Read again pointing to the pictures the second time.

Time for a Story VPC(s): Recognize words using picture

(Song) shake clues.
3:00--3:30
• Prop: stuffed animal
• Prop for students: an object to shake hands with
• Teach the VPC. (T -S 2x)
• Direct students’ attention to your video. Use a prop to model shaking a
friend's hand.
• Have the class get an object to shake hands with.
• For shake hands with a friend model and tell students to shake hands with
their friend (object).
• Have the class stand up and do the actions with you as you sing and
model the actions.

Transition: Stand up. Walk to something in the room that is blue and point to it. (1:00)
Jonny Bear Helps His VPC(s): Recognize words using picture
Mother clothes clues.
(Story Dictionary)
4:00--4:30 • Teach the VPC. (T-S 2x)
• Tell the story while pointing to the pictures.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Yes, It Is! VPC(s): Recognize words using picture
(Chant) bathroom, card, hook, office, pencil, play dough, snack, storybook, wall clues.
3:30--4:00
• Prop: a storybook
• Teach the VPCs. (T-S 2x)
• Point to the pictures as you say the questions and answers in the
chant.
• Direct students attention to your video. Hold up a storybook as you
ask the first question again to help with meaning. Use gestures for Yes,
it is and No, it isn't.

Transition: Jump like a rabbit around your chair. (1:00)

Colors Everywhere! VPC(s): Recognize words using picture
(Song) book, ground, light, pink, green, brown, purple, yellow, white, orange (color) clues.
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Sing the song as you point to the pictures. (2x)
• Using Card 2, ask, What color is the bird?
• Pause briefly before you point to it and help students respond with the
color. Model, The bird is red.
• Do the same for the rest of the items.
• Red bird
• Pink ball
• Green grass
• Blue sky
• Brown sandbox
• Purple balloon
• Yellow light (traffic light)
• Orange toy
• White rabbit
• Black ant

Marvin Goes to VPC(s): Recognize words using picture

School classroom, door, drink, inside/outside, jungle gym, lunch, school, song, clues.
(Story) table, water
3:30--4:00
• Teach the VPCs. (T -S 2x)
• Tell the story as you point carefully to the pictures.
• Direct students’ attention to your video. Knock on something so that
students can hear it and say, There is a knock on the door. Who is there?

Count and Shout! Listen to identify number

(Action Activity) • Direct students’ attention to your video. Have the class stand up. words 1-10.
3:30--4:00 Show them which direction to move in.
• Model the actions while you say them.

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 Unit 3 Lesson 2
VPCs Needed: bathroom[3], book[5], card[7], classroom[8], clothes[9], door[11], drink[12], eraser[13], ground[15],
hook[16], inside/outside[17], jungle gym[18], light[21], lunch[22], marker[23], merry-go-round[24], office[25], paint[27],
pencil[29], school[35], shake[37], snack[39], song[40], storybook[42], table[44], wall[47], water[48], green[52], brown[54],
purple[55], yellow[56], white[58]

Component Teacher Student

Colors Everywhere! VPC(s): Listen to sounds in words.
(Song) book, eraser, ground, light, paint, green, brown, purple, yellow, white
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Sing the song as you point to the pictures. (2x)
• Ask the class to listen to the sound /wh/ in everywhere as you sing.
• Using Card 3, ask, What color is the paint?
• Pause briefly before you point to it and help students respond with the
color.
• Model, The paint is red.
• Repeat with all items.
• Red paint (can with brush)
• Pink eraser
• Green door
• Blue wall
• Brown hook
• Purple play dough
• Yellow pencil
• Orange crayon
• White light (fluorescent bulb)
• Black shoe

Yes, It Is! VPC(s): Listen to identify the phrases,

(Chant) bathroom, card, hook, marker, office, pencil, snack, storybook, wall "What is this? Is this a ___?"
3:30--4:00 and "No, it isn't."
• Prop: ball
• Teach the VPCs. (T-S 2x)
• Holding up a ball, ask, What is this? Is this a monkey?
• Model, No, it isn't. It is not.
• Point to the pictures as you say the questions and answers in the chant.

Count and Shout! Listen to identify the phrases,

(Action Activity) • Have the class stand up and follow the directions. Say the activity "one time" and "___ times."
3:30--4:00 from beginning to end while modeling the actions.

Transition: Fly like a bird to a corner. (1:00)

Hello, How Are You Listen to identify the phrase,
(Song) • Sing the song. "I'm fine, thank you."
2:30--3:00 • Say, Hello, boys and girls. How are you?
• Help them respond, How are you?
• Say, I’m fine, thank you!
Jonny Bear Helps His VPC(s): Recognize the meaning of
Mother clothes words and phrases from U2.
(Story Dictionary)
4:00--4:30 • Teach the VPC. (T-S 2x)
• Tell the story.
• Using Card 2, ask, What color is the sky?
• Wait for replies. Help them say, The sky is blue.
• Ask, What are all the little bears doing?
• If needed, model, The little bears are playing.

Transition: Stand up tall. Stomp your feet. Raise your hands and put them down. (1:00)
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 e, n, x writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound. (2x)
• Air-write and say the sounds of the U1 PCs together.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Crayons Are Fun Letter Phonogram Card(s): Listen to sounds in words.
(Poems) c
3:00--3:30 Phonogram Word Card(s):
crayon/pencil/circle

• Show the PC and say the name of the letter.

• Direct students’ attention to your video. Air-write the PC together while
saying the first sound. Hold up two fingers as you say the second sound.
(2x)
• Hold up the PWC, say the sounds, and read the words.
• Click on the /k/ sound in the poem. Say the sound and read the word
crayons.
• Read the poem as you track the words. (2x)

Time for a Story VPC(s): Listen to identify the

(Song) shake directions.
3:00--3:30
• Prop for students: an object to shake hands with
• Teach the VPC. (T -S 2x)
• Have students grab an object to shake hands with.
• Direct students’ attention to your video. Have the class stand up and do
the actions with you. Sing the song and model the actions.

Marvin Goes to VPC(s): Listen to identify words about

School classroom, door, drink, inside/outside, jungle gym, lunch, merry-go-round, school.
(Story) school, song, table, water
4:00--4:30
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures.
• Using Card 2, ask, Where are the boys and girls?
• At school.
• Where do they hear a knock?
• The door.
• Who is there?
• Expect only one or two word responses.

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 Unit 3 Lesson 3
VPCs Needed: ant[1], bathroom[3], book[5], card[7], classroom[8], clothes[9], crayon[10], door[11], drink[12], ground[15],
hook[16], lunch[22], marker[23], merry-go-round[24], office[25], pencil[29], playground[31], shake[37], snack[39],
storybook[42], table[44], wall[47], water[48], pink[51], green[52], brown[54], purple[55], yellow[56], white[58], orange
(color)

Component Teacher Student

Time for a Story VPC(s): Listen to identify the
(Song) shake directions.
3:00--3:30
• Prop for students: an object to shake hands with
• Teach the VPC. (T-S 2x)
• Have students get an object to shake hands with.
• Have the class stand up and do the actions with you as you sing the song
and model the actions.
• Sing Card 1 again. Make sure the students stand up tall.

Marvin Goes to VPC(s): Listen to identify words about

School classroom, door, drink, lunch, merry-go-round, playground, table, water school.
(Story)
4:00--4:30 • Prop: stuffed animal
• Teach the VPCs. (T -S 2x)
• Tell the story as you point to the pictures.
• Direct students’ attention to your video. Slide a stuffed animal down
your hand and say, The monkey slides.
• Using Card 3, ask, Who opens the door?
• The teacher opens the door.
• What does the teacher say?
• Good morning.
• What do the boys and girls do?
• Laugh and clap their hands.
• Is it fun to have a monkey at school?

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 e, n, x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air -write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound
together. (2x)
• Air-write and say the sounds of the U2 PCs together.

Crayons Are Fun Letter Phonogram Card(s): Follow words left to right and
(Poems) c top to bottom.
3:00--3:30 VPC(s):
crayon
Phonogram Word Card(s):
crayon/pencil/circle

• Teach the VPC. (T -S 2x)

• Show the PC and say the name of the letter.
• Direct students’ attention to your video. Air-write the PC together
while saying the first sound. Hold up two fingers as you say the second
sound. (2x)
• Show the PWC, say the sounds, and read the words with a small
group.
• Click on the /k/ sound in the poem. Say the sound and read the word
crayons .
• Tell the class to follow the words with their eyes as you read the
poem and track the words.(2x)

Transition: Stand up. Clap your hands. Climb like a monkey. Sit down. (1:00)
Hello, How Are You Listen to identify the phrase, "I
(Song) • Sing the song. am doing well."
2:30--3:00 • Say, Hello, boys and girls. How are you?
• Help them respond and ask, How are you?
• Respond, I am doing well.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Jonny Bear Helps His VPC(s): Recognize the meaning of
Mother clothes words and phrases from U2.
(Story Dictionary)
4:00--4:30 • Teach the VPC. (T-S 2x)
• Tell the story expressively as you point to the pictures.
• Direct students' attention to your video. Gesture looking around for
students.
• Using Card 2 and ask, What is Jonny doing?
• Wait for replies. Help them say, He is looking around.
• Who is Jonny looking around for?
• Help them say, He is looking around for his brother and sister.

Transition: Stand up. Walk slowly around your chair. Turn around, turn around, and sit down. (1:00)
Colors Everywhere! VPC(s): Listen to identify the phrases,
(Song) ant, book, ground, pink, green, brown, purple, yellow, white, orange (color) "What color is the ___?" and
3:00--3:30 "The is ___."
• Teach the VPCs. (T-S 2x)
• Sing the song while pointing to the pictures. (2x)
• Using Card 4, ask, What color is the sweater?
• After students respond with the color, point to the item and model, The
sweater is red.
• Do the same for the rest of the items.
• Red sweater
• Pink umbrella
• Green chair
• Blue bed
• Brown table
• Purple toy box
• Yellow light (shining in the window)
• Orange fish
• White shirt
• Black hair

Count and Shout! Recognize the meaning of

(Action Activity) • Tell two students to shout, “One!” counting 1-10.
3:30--4:00 • Have the class stand up and do the actions with you. Give the directions
from beginning to end while modeling them.
• Tell them to shout the numbers as they count during the activity. Only
unmute 1-2 students.
Yes, It Is! VPC(s): Recognize the meaning of
(Chant) bathroom, card, hook, marker, office, pencil, snack, storybook, wall "No, it isn't."
3:30--4:00
• Prop: pen
• Teach the VPCs. (T -S 2x)
• Direct students' attention to your video. Hold up a pen and say, What is
this? Is this a pencil?
• Help students use gestures and say, No, it isn’t. No it’s not.
• Point to the pictures as you say the questions and answers in the chant.

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 Unit 3 Lesson 4
VPCs Needed: ant[1], bathroom[3], card[7], classroom[8], clothes[9], door[11], drink[12], hook[16], inside/outside[17],
lunch[22], office[25], pencil[29], play dough[30], playground[31], sandbox[34], school[35], shake[37], snack[39], song[40],
storybook[42], table[44], wall[47], water[48], pink[51], green[52], brown[54], purple[55], yellow[56], white[58], black[59],
orange (color)

Component Teacher Student

Hello, How Are You Listen to identify the phrase,
(Song) • Greet the class with, Let’s have a good day, boys and girls. "Have a good day."
2:30--3:00 • Sing the song.
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 e, n, x writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound
together. (2x)
• Air-write and say the sounds of the U1 PCs together.

Crayons Are Fun Letter Phonogram Card(s): Listen to the sounds /k/ and /s/
(Poems) c while air-writing the letter "c".
3:00--3:30 Phonogram Word Card(s):
crayon/pencil/circle

• Show the PC and say the name of the letter.

• Direct students’ attention to your video. Air-write the PC together while
saying the first sound. Hold up two fingers as you say the second sound. (2x)
• Show the PWC, say the sounds, and read the words with a small group.
• Click on the letter “C/c” in the poem, then say the sound and read the
word.
• Clicking on the crayons in the picture ask, What are these?
• Read the poem as you track the words.(2x)

Count and Shout! Listen to identify the phrase,

(Action Activity) • Have the class stand up and follow the directions. "Now, ___ and count to ___."
3:30--4:00 • Say the activity from beginning to end, pausing briefly before you
shout out the number words.
Transition: Boys, stand up, march to a door, and clap 3 times. Girls, stand up, walk to a door, and clap three times.
Walk back. (1:00)
Marvin Goes to VPC(s): Listen to identify words about
School classroom, door, drink, inside/outside, lunch, playground, school, song, school.
(Story) table, water
4:00--4:30
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures.
• Using Card 5, ask, What do the boys and girls do with Marvin?
• Model, The boys and girls slide with Marvin on the slide.
• What do they do on the swings?
• They swing on the swings.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Colors Everywhere! VPC(s): Listen to identify the phrases,
(Song) ant, sandbox, pink, green, brown, purple, yellow, white, black, orange (color) "What color is the ___?" and
3:00--3:30 "The is ___."
• Teach the VPCs. (T-S 2x)
• Sing the song as you point to the pictures. (2x)
• Using Card 1, say, I see colors everywhere. I see red, pink, green, blue,
brown, purple, yellow, orange, white, and black.
• Using Card 2, ask, What color is the balloon?
• Pause briefly before you point to it and help students respond with the
color.
• Model, The balloon is purple.
• Repeat with all items.
• Red bird
• Pink ball
• Green grass
• Blue sky
• Brown sandbox
• Purple balloon
• Yellow light (traffic light)
• Orange toy
• White rabbit
• Black ant

Transition: Stand up. Say a friend’s name and say, How are you? (1:00)
Yes, It Is! VPC(s): Recognize the meaning of
(Chant) bathroom, card, hook, office, pencil, play dough, snack, storybook, wall "What is this? Is this a ___?"
3:30--4:00
• Teach the VPCs. (T-S 2x)
• Direct students' attention to your video. Point to a wall and ask,
What is this?
• Is this a ball?
• Model, No, it isn't.
• Point to the pictures as you say the questions and answers in the
chant.

Time for a Story VPC(s): Listen to identify the

(Song) shake directions.
3:00--3:30
• Prop: two stuffed animals
• Teach the VPC. (T -S 2x)
• Hold up two stuffed animals and have them shake hands as you say,
Shake a friend’s hand.
• Have the class stand up, find something to shake hands with, and do the
actions with you as you sing.

Jonny Bear Helps His VPC(s): Respond to simple questions.

Mother clothes Recognize words using picture
(Story Dictionary) clues.
4:00--4:30 • Teach the VPC. (T -2 2x)
• Tell the story as you point to the pictures.
• Show the VPC and ask the class to listen for the word clothes in the story.
• Using Card 5. Point to the pictures and ask, What do the little bears take
to Mother?
• Wait for replies. Help them say, Clothes .

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 Unit 3 Lesson 5
VPCs Needed: bag[2], bathroom[3], blocks[4], box[6], classroom[8], crayon[10], door[11], game[14], hook[16], inside/
outside[17], jungle gym[18], left/right[20], marker[23], merry-go-round[24], office[25], page[26], paper[28], pencil[29],
playground[31], sand[33], sandbox[34], school[35], shake[37], slide[38], swing[43], trash[46], wall[47], window[49],
red[50], blue[53], brown[54], purple[55], yellow[56], black[59], orange (color)

Component Teacher Student

Colors Everywhere! VPC(s): Recognize words using picture
(Song) crayon, door, hook, pencil, wall, brown, purple, yellow, orange (color) clues.
3:30--4:00
• Prop: items to show different color, e.g. crayons/colored paper/pens
• Teach the VPCs. (T -S 2x)
• Sing the song.
• Invite a small group to sing along with you the second time.
• Ask, Do you see colors everywhere?
• What colors do you see?
• Direct students' attention to your video. Show a few colors from
different items as you say the color with a few students.
• Using Card 3 ask, What color is the hook?
• Point to it and model, The hook is brown.
• Repeat with other items.
• Red paint (can with brush)
• Pink eraser
• Green door
• Blue wall
• Brown hook
• Purple play dough
• Yellow pencil
• Orange crayon
• White light (fluorescent bulb)
• Black shoe

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 c, e, n writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound
together. (2x)
• Air-write and say the sounds of the U2 PCs together.

My Toy Box VPC(s): Listen to the sound /ks/ when

(Poems) box, game, red, blue, black air-writing the letter "x".
3:00--3:30 Letter Phonogram Card(s):
x
Phonogram Word Card(s):
box/six

• Teach the VPCs. (T -S 2x)

• Show the PC, say what the letter is. Direct students’ attention to your
video and air -write it while saying its sound. (2x)
• Show the PWC, point out the sound, and read the words.
• Click on the letter “x” in the poem. Say the sound /ks/ and read the word.
• Read the poem as you track the words.(2x)

Yes, It Is! VPC(s): Listen to identify the phrase,

(Chant) bathroom, classroom, office "Yes, it is."
3:00--3:30
• Teach the VPCs. (T -S 2x)
• Direct students' attention to your video. Hold up your hand and ask, Is
this my hand?
• Model, Yes, it is.
• Invite a small group to say the questions and answers in the chant with
you as you point to the pictures.

Transition: Stand up, march to a wall, and march back. (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Our Day at School VPC(s): Recognize words using picture
(Story) bag, marker, paper, sand, school, trash clues.
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Point to the pictures as you tell the story.
Three VPC(s): Recognize words using picture
(Big Book) red, brown clues.
1:30--2:00
• Teach the VPCs. (T-S 2x)
• Sing the song as you track the words.
• Sing the song again as you point to the pictures.

Transition: Stand up tall. Clap your hands 3 times as you count out loud, 1, 2, 3! (1:00)
Give it to a Friend! VPC(s): Recognize words using picture
(Action Activity) left/right clues.
4:00--4:30
• Prop: stuffed animal, eraser
• Prop for students: have students get an object
• Teach the VPC. (T -S 2x)
• Direct students’ attention to your video. Use a stuffed animal to
demonstrate passing an item back and forth when you say, Give it to a
friend.
• Have students get an object that they can use for the activity. Students
can pretend to give it to a friend.
• Give the directions and model the actions mirroring left and right.

Time for a Story VPC(s): Recognize the meaning of

(Song) shake directions.
2:30--3:00
• Teach the VPC. (T-S 2x)
• Have the class stand up and do the actions as you sing.
• Pause slightly before you model the actions to see how much the
students understand.
I Like These Things VPC(s): Recognize words using picture
(Story) blocks, inside/outside, jungle gym, merry-go-round, page, playground, clues.
3:30--4:00 sandbox, slide, swing, window

• Teach the VPCs. (T-S 2x)

• Point to the pictures as you tell the story.
Hello, How Are You
(Song)
Count and Shout!
(Action Activity)

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 Unit 3 Lesson 6
VPCs Needed: bag[2], blocks[4], box[6], crayon[10], door[11], game[14], ground[15], inside/outside[17], jungle gym[18],
left/right[20], marker[23], merry-go-round[24], page[26], paper[28], playground[31], reach[32], sand[33], sandbox[34],
school[35], slide[38], song[40], spin[41], swing[43], tape[45], trash[46], window[49], red[50], blue[53], black[59]

Component Teacher Student

We Say Please! VPC(s): Recognize words using picture
(Song) song clues.
2:00--2:30
• Teach the VPC. (T-S 2x)
• Say, Please help me count the boys and girls. After they count, say,
Thank you for helping me count the boys and girls.
• Sing the song while pointing to the pictures as needed.
Give it to a Friend! VPC(s): Listen to identify the words
(Action Activity) left/right left and right.
4:00--4:30
• Props: stuffed animal, eraser
• Prop for students: have students get an object
• Teach the VPC. (T -S 2x)
• Direct students’ attention to your video. Use a stuffed animal to
demonstrate passing an item back and forth when you say, Give it to a
friend.
• Tell the class to get an object for the actions and listen for the words left
and right as you give the directions.
• Model the actions mirroring left and right .

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 c, e, n writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air -write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound
together. (2x)
• Air-write and say the sounds of the U1 PCs together.

My Toy Box VPC(s): Listen to sounds in words.

(Poems) box, game, red, blue, black
3:00--3:30 Letter Phonogram Card(s):
x
Phonogram Word Card(s):
box/six

• Teach the VPCs. (T -S 2x)

• Direct students’ attention to your video. Air-write the PC together while
saying its sound. (2x)
• Say the sound and read the words on the PWC.
• Click on the /x/ sound in the poem and read the word box.
• Read the poem as you track the words.(2x)

Transition: Fly like a bird around your room. Crawl like an alligator to your chair. (1:00)
Three Listen to identify the word
(Big Book) • Count the birds on the cover. three.
2:00--2:30 • Click on the title as you read it.
• Sing the book as you track the words.
• Read the book as you track the words.
I Like These Things VPC(s): Listen to identify the phrase, "I
(Story) blocks, inside/outside, jungle gym, merry-go-round, page, playground, like ___."
4:00--4:30 sandbox, slide, swing, tape, window

• Teach the VPCs. (T-S 2x)

• Tell the story as you point to the pictures.
• Go back and show some VPCs and have a few students name what they
like. Help them say, “I like the ___.”

Transition: Everyone put your hands on your head. Count to three and put your hands in your lap. (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Hello, How Are You Listen to sounds in words.
(Song) • Greet the class, Hello, boys and girls. How are you?
2:00--2:30 • Repeat the question, How are you? emphasizing the /r/ in are.
• Invite a small group to sing along.
Our Day at School VPC(s): Recognize words using picture
(Story) bag, crayon, door, marker, paper, sand, school, trash clues.
3:30--4:00
• Teach the VPCs. (T-S 2x)
• Ask, What do we need to make a book?
• Help them respond, We need paper, crayons, and markers.
• Tell the story as you point to the pictures.
Let's Spin! VPC(s): Recognize words using picture
(Song) ground, reach, spin clues.
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Direct students attention to your video. Help students understand right
and left by mirroring for them to see what is their left and right.
• Have the class stand up. Facing the students, mirror left and right as you
sing and model the actions.

Colors Everywhere!
(Song)
Time for a Story
(Song)

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 Unit 3 Lesson 7
VPCs Needed: bag[2], blocks[4], book[5], box[6], door[11], eraser[13], game[14], ground[15], inside/outside[17], jungle
gym[18], left/right[20], merry-go-round[24], page[26], paper[28], playground[31], reach[32], sand[33], sandbox[34],
school[35], slide[38], song[40], spin[41], swing[43], tape[45], trash[46], window[49], red[50], blue[53], black[59]

Component Teacher Student

Three Recognize the meaning of
(Big Book) • Show the cover. Ask, How many birds do you see? three.
2:00--2:30 • Model, Three.
• Ask students to hold up three fingers.
• Sing the book as you point to the words.
• Read the book as you point to the words.
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 c writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• Show the card and say the name of the letter. Direct students’ attention
to your video. Air -write the phonogram and say the sounds together. (2x)
• Air-write and say the sounds of the U2 PCs together.

Yes? No? Letter Phonogram Card(s): Listen to the sounds while air-
(Poems) e, n writing the letters.
3:30--4:00 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Direct students’ attention to your video. Air-write the “e” PC while

saying the first sound. (2x) Hold up two fingers as you say the second
sound.
• Show the “e” PWC, say the highlighted sounds, and read the words.
• Repeat the same two steps with the “n” PC and PWC.
• Click on the /n/ sound in no, can, an, elephant, panda, and snake in
the poem.
• Read the poem as you track the words. (2x)

Let's Spin! VPC(s): Listen to identify the word

(Song) ground, left/right, reach, spin move.
3:30--4:00
• Teach the VPCs. (T-S 2x)
• Direct students' attention to your video. Model how to move to the right,
move to the left, move up, down, and around and around.
• Facing the students, mirror left and right as you sing and model the
actions. Help students move accurately.

Transition: Please sing the Alphabet Song as you walk to a corner . (1:00)
Our Day at School VPC(s): Listen to identify the phrases,
(Story) bag, book, door, eraser, paper, sand, school, trash "We looked for ___" and "We
3:30--4:00 found ___."
• Props: Pencil, bag
• Teach the VPCs. (T -S 2x)
• Direct students' attention to your video. With a pencil hidden, say, I need
my pencil. Will you help me look for it?
• A student can tell you to go to the right or left. Hold up the bag.
• After you find it in the bag, say, We looked for the pencil. We found it in
my bag.
• Tell the story while pointing to the pictures.

We Say Please! VPC(s): Listen to identify the phrase,

(Song) song "Please ___."
3:30--4:00
• Teach the VPC. (T -S 2x)
• Say, Please help me have fun by jumping 2 times.
• After they jump, say, Thank you for helping me have fun!.
• Sing the song while pointing to the pictures.

Transition: Stand up and spin around 5 times. (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
My Toy Box VPC(s): Follow words left to right and
(Poems) box, game, red, blue, black top to bottom.
2:30--3:00 Letter Phonogram Card(s):
x
Phonogram Word Card(s):
box/six

• Teach the VPCs. (T -S 2x)

• Direct students’ attention to your video. Air-write the PC together
while saying the sound. (2x)
• Point out the /ks/ sound on the PWC and let the class read the words.
• Click on the letter “x” in the poem and ask the class what sound it
makes. Read the word.
• Tell the class to follow the words with their eyes as you read the
poem while tracking the words. (2x)

I Like These Things VPC(s): Listen to identify the phrase, "I

(Story) blocks, inside/outside, jungle gym, merry-go-round, page, playground, like to ___."
4:00--4:30 sandbox, slide, swing, tape, window

• Prop: book
• Teach the VPCs. (T -S 2x)
• Tell the story pointing to the pictures.
• Direct students’ attention to your video. Show a book and say, This is my
book. I like my book.
• Using Card 3, ask, What do you like to do?
• Do you like to swing?
• Do you like to run?
• Wait for responses. Help them say, I like to .

Give it to a Friend! VPC(s): Listen to identify the words

(Action Activity) left/right left and right.
2:30--3:00
• Props: stuffed animal, eraser
• Prop for students: object for the activity
• Teach the VPCs. (T -S 2x)
• Direct students’ attention to your video. Use a stuffed animal to
demonstrate passing an item back and forth when you say, Give it to a
friend.
• Tell the class to get an object and listen for the words left and right as
you give the directions.
• Model the actions mirroring left and right .

Crayons Are Fun

(Poems)
Yes, It Is!
(Chant)

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 Unit 3 Lesson 8
VPCs Needed: ant[1], bag[2], blocks[4], book[5], door[11], eraser[13], ground[15], jungle gym[18], left/right[20],
marker[23], merry-go-round[24], page[26], paper[28], playground[31], reach[32], sand[33], sandbox[34], school[35],
shake[37], slide[38], spin[41], swing[43], tape[45], trash[46], window[49], black[59]

Component Teacher Student

Time for a Story VPC(s): Recognize the meaning of
(Song) shake directions.
2:00--2:30
• Teach the VPC. (T-S 2x)
• Say, Clap your hands and turn around.
• Have the class stand up and do the actions as you sing. Pause slightly
before you model the actions to see if students recognize the directions.

I Like These Things VPC(s): Listen to identify the phrase, "I

(Story) blocks, jungle gym, merry-go-round, page, playground, sandbox, slide, like ___."
4:00--4:30 swing, tape, window

• Teach the VPCs. (T-S 2x)

• Tell the story as you point to the pictures.
• Say, I like to play with my friends outside.
• Ask, What do you like to do?
• Wait for a response. Help them say, I like to swing.

Give it to a Friend! VPC(s): Listen to identify the words

(Action Activity) left/right left and right.
4:00--4:30
• Props: erasers
• Student prop: an object from their room
• Teach the VPC. (T -S 2x)
• Direct students’ attention to your video. Hold up an item and call a
student’s name and pretend to give it to that student. Ask the student
to give the item back to you. Repeat with a few more students and
direct the class to do the same with the direction, Give it to a friend .
• Tell the class to listen for the words left and right as you give the
directions from start to finish.
• Model the actions mirroring left and right .

Transition: When I'm hungry, I like to eat! Boys and girls, eat like a bear! (1:00)
Black VPC(s): Follow words left to right and
(Big Book) ant, black top to bottom.
2:30--3:00
• Teach the VPCs. (T-S 2x)
• Go through the book pointing to and naming the black things.
• Sing the book as you point to the words. (2x)
Our Day at School VPC(s): Listen to sounds in words.
(Story) bag, book, door, eraser, marker, paper, sand, school, trash
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Ask, What do we need to make a book?
• Model, We need paper, crayons, erasers, and markers.
• Tell the story as you point to the pictures.
• Using Card 6, emphasize the sound /t/ in looked, walked, and skipped.

Transition: Stand up. Walk to something that is black and point to it. (1:00)
Let's Spin! VPC(s): Listen to identify the word
(Song) ground, reach, spin shout.
3:00--3:30
• Teach the VPCs. (T -S 2x)
• Have the class stand up. Facing your camera, mirror left and right as you
sing and model the actions.
• At the end of Cards 2, 4, and 6, help students to listen and shout, Yeah!

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 c, x writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• Use the current unit PCs. For each PC, show the card and say the name of
the letter. Direct students’ attention to your video. Air-write the phonogram
together as you say the sounds. (2x)
• Air-write and say the sounds of the U1 PCs together.

Yes? No? Letter Phonogram Card(s): Listen to the sounds while air-
(Poems) e, n writing the letters.
3:30--4:00 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Show the “e” PC. Ask what the letter is. Direct students’ attention to your
video. Air -write and say its sound together. (2x)
• Say the sound and read the words on the "e" PWC.
• Air-write the “n” PC together while saying the first sound. (2x
• Hold up two fingers as you say the second sound.
• Say the sounds and read the words on the "n" PWC.
• Click on the /e/ sound in the poem.
• Read the poem as you track the words.(2x)

We Say Please! Listen to identify the phrase,

(Song) • Say, I am your GrapeSEED teacher. Can you say, “Thank you for "Thank you for ___."
2:00--2:30 teaching”?
• Help the class say, Thank you for teaching.
• Sing the song while pointing to the pictures.
Jonny Bear Helps His
Mother
(Story Dictionary)

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 Unit 3 Lesson 9
VPCs Needed: ant[1], bathroom[3], classroom[8], game[14], ground[15], hook[16], laugh[19], left/right[20], marker[23],
merry-go-round[24], office[25], play dough[30], reach[32], sand[33], sandbox[34], school[35], scissors[36], slide[38],
song[40], spin[41], swing[43], wall[47], red[50], green[52], brown[54], white[58], black[59], orange (color)

Component Teacher Student

We Say Please! VPC(s): Listen to identify the phrase,
(Song) song "May we ___?"
2:30--3:00
• Teach the VPC. (T-S 2x)
• Ask, What do you say if you want to play?
• Model, Please, may we play?
• Sing the song while pointing to the pictures.
Give it to a Friend! VPC(s): Recognize the meaning of "left
(Action Activity) left/right hand" and "right hand".
4:00--4:30
• Props: erasers
• Student prop: an object from their room
• Teach the VPC. (T -S 2x)
• Direct students’ attention to your video. Hold something up and pretend
to give it to someone in class.
• Tell students to get an object hold it in their hand.
• Say, Hold it in your left hand. Now, give it to a friend.
• They can pretend to give it to a friend.
• Say, Hold it in your right hand. Give it to a friend.
• Repeat as needed.
• Say the directions from start to finish.
• Model the actions mirroring left and right.

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 c, x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• Use the current unit PCs. For each PC, show the card and say the name of
the letter. Direct students’ attention to your video. Air -write the phonogram
together as you say the sounds. (2x)
• Air-write and say the sounds of the U2 PCs together.

Yes? No? Letter Phonogram Card(s): Follow words left to right and
(Poems) e, n top to bottom.
3:30--4:00 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Direct students’ attention to your video. Air-write the “e” PC together

while saying the first sound. (2x) Hold up two fingers as you say the second
sound.
• Say the sounds and read the words on the “e” PWC together.
• Repeat the same two steps with the “n” PC and PWC.
• Click on the /n/ sounds in the poem.
• Read the poem as you track the words. (2x)

Transition: Stand up. Walk like an elephant to a wall. Crawl like an alligator around your room. (1:00)
Marvin Goes to VPC(s): Recognize the meaning of
School merry-go-round, sand, sandbox, slide, swing words about school.
(Story)
3:30--4:00 • Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures.
• Using Card 6, ask, Where do they climb?
• Help them respond, They climb on the jungle gym.
• What do they ride on?
• They ride on the merry-go-round.

Three VPC(s): Follow words left to right and

(Big Book) red, brown top to bottom.
2:00--2:30
• Teach the VPCs. (T -S 2x)
• Read the title.
• Read the book as you track the words.
• Sing the book with a small group as you track the words.

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Component Teacher Student
Let's Spin! VPC(s): Listen to identify the word put.
(Song) reach, spin
3:00--3:30
• Teach the VPCs. (T -S 2x)
• Have the class stand up. Facing your camera, mirror left and right as
needed.
• Direct students' attention to your video and model the action to stand on
one foot and put it down again.
• Sing the song and model the actions.

Yes, It Is! VPC(s): Recognize the meaning of

(Chant) bathroom, classroom, hook, office, wall "Yes, it is."
3:30--4:00
• Prop: a table
• Teach the VPCs. (T -S 2x)
• Direct students' attention to your video. Touching a table, ask, What is
this?
• Is this a table?
• Nod your head and respond, Yes, it is.
• Let a small group say the first two cards with you.
• Have the class listen as you say the rest.

Transition: Stand up. Look to the right. Look to the left. Stomp your feet and sit down. (1:00)
Black VPC(s): Recognize words using picture
(Big Book) ant, black clues.
3:30--4:00
• Teach the VPCs. (T-S 2x)
• Point to and name the black things in the book.
• Read the book as you track the words.
• Sing the book as you track the words.
We Love School! VPC(s): Recognize words using picture
(Story) game, ground, laugh, marker, play dough, school, scissors, green, clues.
2:30--3:00 white, orange (color)

• Teach the VPCs. (T-S 2x)

• Tell the story as you point to the pictures.
• Sing the last card.
Colors Everywhere!
(Song)
Count and Shout!
(Action Activity)

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 Unit 3 Lesson 10
VPCs Needed: ant[1], blocks[4], book[5], box[6], classroom[8], crayon[10], game[14], ground[15], laugh[19], page[26],
paint[27], play dough[30], sand[33], scissors[36], shake[37], tape[45], trash[46], wall[47], window[49], red[50], green[52],
blue[53], white[58], black[59], orange (color)

Component Teacher Student

Hello, How Are You Listen to sounds in words.
(Song) • Sing the song with a small group.
2:00--2:30 • Say, I am fine, thank you!
• Ask a small group to repeat the phrase. Help the class pronounce the /n/
in fine.
We Love School! VPC(s): Listen to sounds in words.
(Story) ground, laugh, scissors, green, white, orange (color)
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Emphasize the sound /s/+/k/ as you say, I love school.
• Direct students' attention to your video. Ask, Do you love school?
• After the class responds, point to you and the students and say, I love
school. You love school. We love school.
• Tell the story as you point to the pictures.
• Sing the last card.

Count and Shout! Recognize the meaning of

(Action Activity) • Have the class stand up and do the actions as you give the "Now, ___ and count to ___."
3:00--3:30 directions.
• Model only when needed.

Transition: Stand up. Skip to a wall. Laugh as you walk back. (1:00)
Black VPC(s): Listen to sounds in rhyming
(Big Book) ant, black words.
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Sing the song as you point to the words.
• Point out the rhyme in ants/pants, hair/chair, and hats/cats.
Time for a Story VPC(s): Recognize the meaning of
(Song) shake directions.
2:30--3:00
• Teach the VPC. (T-S 2x).
• Say, Raise your hands and put them down.
• Have the class stand up and do the actions as you sing.
• Model only as needed.
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 c, e, n writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound. (2x)
• Air-write and say the sounds of the U1 PCs together.

Transition: Boys and girls, run slowly around your chair. (1:00)
I Like These Things VPC(s): Recognize the meaning of "I
(Story) blocks, book, classroom, crayon, game, page, paint, play dough, sand, like ___."
3:30--4:00 tape, trash, wall, window

• Teach the VPCs. (T-S 2x).

• Tell the story carefully pointing to the pictures.
• Using Card 5, say, Marvin says, “I like everything in the classroom.”
• Do you like everything in your classroom at school?
• Wait for a response.
• Model, Yes, I like everything in the classroom. I like crayons and
markers.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
My Toy Box Letter Phonogram Card(s): Recognize words using picture
(Poems) x clues.
2:30--3:00 VPC(s):
box, red, blue
Phonogram Word Card(s):
box/six

• Teach the VPCs. (T -S 2x)

• Show the PC and ask, What letter is this? Then, have the class help
air-write and say the sound. (2x)
• Point to the highlighted sound on the PWC and let the class say the
sound and read the words.
• Point to the box in the picture and ask what it is.
• Click on the /ks/ sound in the poem. Say the sound and read the
word.
• Invite a small group to read the poem with you.

Transition: Stand up. Look up. Look down. Clap your hands. Sit down (1:00)
Writer Instruction Chapter(s): U3 - Assignment 1 Listen to sounds in words.
U03 • NOTE: Make sure students have their Writers, pencils, and erasers. Produce the sounds /k/ and /s/
(Lesson Planning • Using Page 2, show the page and point to the letter as you say, This while writing the letter "C/c".
Components) is the letter “C/c”.
10:00--12:00
• Have the class trace the letters with their fingers while saying the /k/
and /s/ sounds. Then, have the class trace the letters with a pencil
while saying the sounds.
• Using Page 3, have the class write the letters and say the /k/ and /s/
sounds as you unmute a few students and listen. Point to the pictures
and ask the class to listen as you say the beginning sound in each
word.

Our Day at School

(Story)

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 Unit 3 Lesson 11
VPCs Needed: bag[2], bathroom[3], box[6], card[7], crayon[10], door[11], eraser[13], game[14], hook[16], laugh[19], left/
right[20], light[21], marker[23], office[25], paper[28], pencil[29], play dough[30], reach[32], sand[33], sandbox[34],
school[35], scissors[36], snack[39], song[40], spin[41], storybook[42], swing[43], table[44], trash[46], wall[47], pink[51],
blue[53], brown[54], purple[55], yellow[56], orange (color)

Component Teacher Student

We Say Please! VPC(s): Listen to sounds in words.
(Song) song
2:00--2:30
• Teach the VPC. (T-S 2x)
• Sing the song while pointing to the pictures.
• Direct students' attention to your video. Have the class look at your
mouth as you emphasize the /th/ in thank you in the song.
• Model, We thank you!

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 e, n, x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air -write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound. (2x)
• Air-write and say the sounds of the U2 PCs together.

Crayons Are Fun Letter Phonogram Card(s): Recognize and name the
(Poems) c upper and lowercase letter "C/
2:00--2:30 Phonogram Word Card(s): c".
crayon/pencil/circle

• Point out the crayons in the picture.

• Show the PC and say the name of the letter.
• Direct students’ attention to your video. Air-write the PC together while
saying the first sound. Hold up two fingers as you say the second sound. (2x)
• Let a small group say the sounds and read the words on the PWC.
• Click on the letter "C/c" in the poem and ask the small group to say the
name of the letter.
• Read the poem.
• Invite a small group to read along with you the second time.

Give it to a Friend! VPC(s): Recognize the meaning of "left

(Action Activity) left/right hand" and "right hand".
3:30--4:00
• Prop: erasers
• Student prop: an object from their room
• Teach the VPC. (T -S 2x)
• Direct students to hold an item in their left hand and act out giving it to a
friend. Then hold it in their right hand and act giving it to a friend. Repeat as
needed.
• Say the directions from start to finish as you model the actions mirroring
left and right.

Yes, It Is! VPC(s): Listen to sounds in words.

(Chant) bathroom, card, hook, office, pencil, snack, storybook, wall
3:30--4:00
• Prop: pencil
• Teach the VPCs. (T -S 2x)
• Direct students' attention to your video. Hold up a pencil and say, What is
this? Emphasize the sound /wh/ in what.
• Model, This is a pencil. Emphasize the sound /s/ in pencil.
• Show Card 4. Point to the picture and say, This is an office. Emphasize
the sound /s/ in office.
• Invite a small group to say the questions and answers in the chant with
you as you point to the pictures.

Transition: Boys, stand up. Skip to a wall. Girls, stand up. Walk to a wall. Now, boys, walk back. Girls, skip back. (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Our Day at School VPC(s): Listen to identify the phrases,
(Story) bag, door, eraser, paper, sand, swing, trash "We looked for ___" and "We
4:00--4:30 found ___."
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures.
• Direct students' attention to your video. Act out the phrases, “We
looked for ___” and “We found ___.”
Three Listen to sounds in words.
(Big Book) • Sing the book with a small group as you track the words.
1:30--2:00 • Tell the class to listen to the sounds /th/ in three and /ow/+/n/ in brown
and down .
• Read the book as you track the words.
Let's Spin! VPC(s): Recognize the meaning of
(Song) reach move.
3:00--3:30
• Teach the VPC. (T-S 2x)
• Have the class stand up. Mirror left and right as you sing and model
the actions.
• Help students move accurately if needed.

Transition: Hop like a rabbit and count to three. Then, sit in your chair. (1:00)
We Love School! VPC(s): Listen to identify the phrase,
(Story) crayon, game, laugh, marker, play dough, sandbox, school, scissors, spin "We love ___."
3:00--3:30
• Teach the VPCs. (T -S 2x)
• Tell the story as you point to the pictures. Sing the last card.
• Direct students’ attention to your video. Use gestures and facial
expressions as you model, We love school! We love it every day.

Colors Everywhere! VPC(s): Recognize words using picture

(Song) box, light, table, pink, blue, brown, purple, yellow, orange (color) clues.
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Sing the song as you point to the pictures. (2x)
• Ask, What do you see everywhere?
• Point to some colors and model, I see colors everywhere.
• Using Card 4, ask, What color is the umbrella?
• After students respond with the color, point to the item and model, The
umbrella is pink.
• Repeat with other items.
• Red sweater
• Pink umbrella
• Green chair
• Blue bed
• Brown table
• Purple toy box
• Yellow light (shining in the window)
• Orange fish
• White shirt
• Black hair

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 Unit 3 Lesson 12
VPCs Needed: box[6], classroom[8], crayon[10], door[11], drink[12], game[14], inside/outside[17], jungle gym[18],
laugh[19], lunch[22], marker[23], merry-go-round[24], paper[28], play dough[30], playground[31], sandbox[34],
school[35], scissors[36], shake[37], slide[38], spin[41], swing[43], table[44], water[48], blue[53]

Component Teacher Student

Writer Instruction Chapter(s): U3 - Assignment 2 Listen to sounds in words.
U03 • NOTE: Make sure students have their Writers, pencils, and erasers. Produce the sounds /e/ and /ē/
(Lesson Planning • Using Page 4, show the page and point to the letter as you say, This when shown the letter "e".
Components) is the letter “E/e”.
10:00--12:00
• Have the class trace the letters with their fingers while saying the /e/
and /ē/ sounds. Then, have the class trace the letters with a pencil
while saying the sounds.
• Using Page 5, have the class write the letters and say the /e/ and /ē/
sounds as you unmute students and listen. Point to the pictures and
ask the class to listen as you say the beginning sound in each word.

Transition: Stand up. Wiggle like a snake. Wiggle like a worm. Let’s wiggle and then, sit down. (1:00)
Hello, How Are You Listen to sounds in words.
(Song) • Sing the song with a small group.
2:00--2:30 • Ask the class to listen to the /m/ in I’m and I am.
• Exchange greetings with the class.
• Help them respond, I'm fine, thank you. I am doing well.
Count and Shout! Recognize the meaning of
(Action Activity) • Let the class stand up and do the actions as you give the "Now, ___ and count to ___."
3:00--3:30 directions.
• Watch and help them follow along accurately.
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 c writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• Use the current unit PC. Show the card and say the name of the letter.
Direct students’ attention to your video. Air -write the phonogram together
and say the sound(s). (2x)
• Air-write and say the sounds of the U1 PCs together.

Transition: Let's tiptoe like a cat to a corner. (1:00)

We Love School! VPC(s): Recognize the meaning of "We
(Story) crayon, laugh, marker, play dough, sandbox, school, scissors, spin love to ___."
3:00--3:30
• Prop: markers
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures. Sing the last card.
• Direct students' attention to your video. Show a few markers. Say, We
love to use markers.

Yes? No? Letter Phonogram Card(s): Listen to sounds in words.

(Poems) e, n
3:00--3:30 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Air-write the “e” PC together as you say its sound. (2x)

• Say the sound and read the words on the “e” PWC together with a
small group.
• Direct students’ attention to your video. Air-write the “n” PC together
while saying the first sound. (2x) Hold up two fingers as you say the
second sound. (2x)
• Say the sounds and read the words on the “n” PWC together with a
small group.
• Click on the /e/ sound in the poem and read the words.
• Read the poem as you track the words.
• Invite a small group to read along the second time.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Time for a Story VPC(s): Recognize the meaning of
(Song) shake directions.
2:30--3:00
• Teach the VPC. (T-S 2x)
• Tell the class to be very quiet.
• Have the class stand up and do the actions as you sing.
• Help the class with the directions if needed.
• End with, Let's be very quiet, please.

Transition: Everyone put your hands on your head. Count to three and put your hands in your lap. (1:00)
My Toy Box Letter Phonogram Card(s): Recognize and name the
(Poems) x upper and lowercase letter "X/
2:30--3:00 VPC(s): x".
box, game, blue
Phonogram Word Card(s):
box/six

• Teach the VPCs. (T-S 2x)

• Show the PC and ask, What letter is this?
• Direct students’ attention to your video. Air-write and say the /ks/ sound
with the class. (2x)
• Say the PWC with the class.
• Click onthe letter “X/x” in the poem. Have a student say the sound and
read the word.
• Invite a small group to read the poem with you.

Marvin Goes to VPC(s): Recognize the meaning of

School classroom, door, drink, inside/outside, jungle gym, lunch, merry-go- words about school.
(Story) round, paper, playground, slide, swing, table, water
4:00--4:30
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures.
• Using Card 7, ask, Where do they play?
• Model, They play in the sand in
• the sandbox.
• Do you play in the sandbox?
• Who yells?
• Help them respond, The boys and girls yell.
• Can Marvin Monkey yell?
• Marvin Monkey cannot yell.
• Who is quiet?
• Marvin is quiet.
Jonny Bear Helps His
Mother
(Story Dictionary)

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 Unit 3 Lesson 13
VPCs Needed: ant[1], blocks[4], book[5], classroom[8], clothes[9], crayon[10], game[14], ground[15], left/right[20],
light[21], marker[23], page[26], paint[27], play dough[30], reach[32], sand[33], sandbox[34], song[40], spin[41], tape[45],
trash[46], wall[47], window[49], pink[51], green[52], blue[53], purple[55], yellow[56], white[58], orange (color)

Component Teacher Student

We Say Please! VPC(s): Listen to sounds in words.
(Song) song
2:00--2:30
• Teach the VPC. (T-S 2x)
• Tell the class to listen to the /z/ sound as you say, Please, may I get a
drink?
• Have the class repeat.
• Sing the song while pointing to the pictures as needed.

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• Show the card and say the name of the letter. Direct students’ attention
to your video. Air -write the phonogram together and say the sound. (2x)
• Air-write and say the sounds of the U2 PCs together.

Crayons Are Fun Letter Phonogram Card(s): Recognize words using picture
(Poems) c clues.
2:00--2:30 Phonogram Word Card(s):
crayon/pencil/circle

• Direct students’ attention to your video. Air-write the PC together while

saying the first sound. Hold up two fingers as you say the second sound.
(2x)
• Let a small group say the sounds and read the words on the PWC pointing
out the picture of the crayon.
• Read the poem together with a small group.(2x)

Transition: Everyone stand up. Now, spin around, around, and around. Tiptoe around your chair. (1:00)
Jonny Bear Helps His VPC(s): Respond to simple questions.
Mother clothes
(Story Dictionary)
4:30--5:00 • Teach the VPC. (T-S 2x)
• Read the story.
• Using Card 5. Point to the pictures and ask, Is Mother going to wash the
clothes?
• Wait for replies. If needed, say, Yes. Yes, she is.

Colors Everywhere! VPC(s): Recognize the meaning of

(Song) ant, light, paint, sandbox, pink, green, blue, purple, yellow, white, orange "What color is the ___?" and
2:00--2:30 (color) "The ___ is ___."

• Teach the VPCs. (T -S 2x)

• Sing the song with a small group pointing at the pictures. Sing the second
time with a different small group.
• Using Card 2, ask, What color is the grass?
• If they answer "green ," help them respond, The grass is green.
• Repeat with other items.
• Red bird
• Pink ball
• Green grass
• Blue sky
• Brown sandbox
• Purple balloon
• Yellow light (traffic light)
• Orange toy
• White rabbit
• Black ant

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Give it to a Friend! VPC(s): Recognize the meaning of "left
(Action Activity) left/right hand" and "right hand".
3:00--3:30
• Prop: erasers
• Student prop: object for the activity
• Teach the VPC. (T-S 2x)
• Go through the whole activity, pausing briefly before you model the
actions. Watch and help if students are confusing left and right.

Transition: I see colors everywhere! Stand up. Walk to something that is red and point to it. Now, walk to something
that is green and point to it. (1:00)
I Like These Things VPC(s): Listen to sounds in words.
(Story) blocks, book, classroom, crayon, game, marker, page, play dough, sand,
3:00--3:30 tape, trash, wall, window

• Teach the VPCs. (T-S 2x)

• Tell the story as you point to the pictures.
• Then, using cards 4, 5, 9, 10, and 11, tell the class to listen to the /ing/
sound as you the words.
• Point to the pictures and emphasize the /ing/ as you say, playing,
everything, painting, reading, making, marking, and drawing.

Yes? No? Letter Phonogram Card(s): Listen to review sounds in

(Poems) e, n words.
3:00--3:30 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Direct students’ attention to your video. Air-write the “e” PC together

while saying the first sound. (2x) Hold up two fingers as you say the second
sound. (2x)
• Say the sounds and read the words on the “e” PWC together with a small
group.
• Repeat both steps with the “n” PC and PWC.
• Click on the /b/ sound in baby, but, and the /d/ sound in panda, and said in
the poem and read the words.
• Read the poem.
• Then, have a small group say it with you the second time.

Let's Spin! VPC(s): Recognize the meaning of put.

(Song) ground, reach, spin
2:30--3:00
• Teach the VPCs. (T-S 2x)
• Say, Raise your right hand and put it down. Raise your left hand and
put it down.
• Have the class stand up. Mirror left and right as you sing pausing briefly
before you model the actions.

Three Recognize the meaning of

(Big Book) • Ask the class to show you three fingers. three.
1:00--1:30 • Ask, What's the name of this big book?
• Invite a small group to read along with you as you track the words.
• Sing with a different small group as you track the words.
Marvin Goes to
School
(Story)
Yes, It Is!
(Chant)

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 Unit 3 Lesson 14
VPCs Needed: ant[1], bag[2], book[5], classroom[8], door[11], drink[12], eraser[13], inside/outside[17], jungle gym[18],
lunch[22], merry-go-round[24], paper[28], playground[31], sand[33], shake[37], slide[38], swing[43], table[44], trash[46],
water[48], black[59]

Component Teacher Student

Hello, How Are You Recognize the meaning of
(Song) • Listen to a small group sing and help with pronunciation. "Hello, how are you?," "I'm
2:00--2:30 • Greet the class with, Hello, how are you (today)? fine, thank you."
• Respond to their greetings, I'm fine, thank you!
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 c, e, n writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound. (2x)
• Air-write and say the sounds of the U1 PCs together.

My Toy Box Letter Phonogram Card(s): Listen to sounds in words.

(Poems) x
2:00--2:30 Phonogram Word Card(s):
box/six

• Ask, Do you have a toy box? What color is your toy box?
• After the students respond, model, My toy box is blue.
• Direct students' attention to your video. Air-write and say the PC with the
class. Then, listen to them say the PWC. (2x)
• Read the poem with a small group.
• Ask the class to clap on the sound /ks/ as you read the poem again.

Transition: Stand up tall. Stomp your feet. Raise your hands and put them down. Then, sit down. (1:00)
Time for a Story VPC(s): Respond to directions with
(Song) shake actions.
2:00--2:30
• Teach the VPC. (T-S 2x)
• Have the class stand up and do the actions as you sing. Surprise them by
switching the order of the last direction in Card 1 to say, Stomp your feet
and stand up tall.
• Watch the class do the actions as you sing.

Marvin Goes to VPC(s): Recall information provided or

School classroom, drink, inside/outside, jungle gym, lunch, merry-go-round, from experience to answer
(Story) playground, slide, table, water questions.
4:00--4:30
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures.
• Using Card 8, ask, Who is thirsty?
• Model, Marvin is thirsty.
• What does he do?
• He gets a drink of water.
• Then where do they go?
• They go inside the classroom.
• Where do the boys and girls sit?
• They sit down in their chairs.
• Where does Marvin sit?
• Marvin sits on the table.
• Do you sit on the table?
• Is that a nice thing to do?

Transition: Stand up. Hold your left hand up. Hold your right hand up. Spin around two times. Then, sit down. (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Our Day at School VPC(s): Recognize the meaning of "We
(Story) bag, book, door, eraser, paper, sand, swing, trash looked for ___" and "We found
3:30--4:00 ___."
• Prop: a ball
• Teach the VPCs. (T -S 2x)
• Tell the story as you point to the pictures.
• Hide a ball somewhere the students will see it before class. Say, Where is
the ball? I cannot find it.
• Will you help me look for it?
• Have students help you find it. After they tell you where it is, say, We
looked for the ball. We found it on the chair.

Black VPC(s): Listen to identify the word

(Big Book) ant, black black.
2:00--2:30
• Teach the VPCs. (T-S 2x)
• Ask the class to listen to the word black.
• Tell them to point to something black in their rooms.
• Invite a small group to sing along as you point to the words.
Count and Shout! Listen to sounds in words.
(Action Activity) • Give the directions in reverse order from the ending to the beginning.
3:00--3:30 • Tell the class to listen to the sounds /ch/ in touch and march, and /t/+/s/
in that’s.

Writer Instruction Chapter(s): U3 - Assignment 3 Listen to sounds in words.

U03 • NOTE: Make sure students have their Writers, pencils, and erasers. Produce the sound /n/ when
(Lesson Planning • Using Page 6, show the page and point to the letter as you say, This shown the letter "n".
Components) is the letter “N/n”.
10:00--12:00
• Have the class trace the letters with their fingers while saying the /n/
sound. Then, have the class trace the letters with a pencil while saying
the sound.
• Using Page 7, have the class write the letters and say the /n/ sound
as you unmute students and listen. Point to the pictures and ask the
class to listen as you say the beginning sound in each word.

We Love School!
(Story)

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 Unit 3 Lesson 15
VPCs Needed: bag[2], bathroom[3], blocks[4], book[5], box[6], card[7], classroom[8], crayon[10], door[11], eraser[13],
game[14], hook[16], inside/outside[17], laugh[19], left/right[20], light[21], marker[23], office[25], page[26], paint[27],
pencil[29], play dough[30], sand[33], sandbox[34], scissors[36], snack[39], spin[41], storybook[42], swing[43], tape[45],
trash[46], wall[47], window[49], green[52], purple[55], yellow[56], white[58], orange (color)

Component Teacher Student

Colors Everywhere! VPC(s): Respond to simple questions.
(Song) box, eraser, hook, light, paint, play dough, purple, yellow, white, orange
3:00--3:30 (color)

• Teach the VPCs. (T-S 2x)

• Sing the song with a small group as you listen and help with
pronunciation.
• Using Card 3, ask, What color is the pencil?
• Point to the picture and model, The pencil is yellow.
• Repeat with other items.
• Red paint (can with brush)
• Pink eraser
• Green door
• Blue wall
• Brown hook
• Purple play dough
• Yellow pencil
• Orange crayon
• White light (fluorescent bulb)
• Black shoe

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 c, x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together and say
the sound(s). (2x)
• Air-write and say the sounds of the U2 PCs together.

Yes? No? Letter Phonogram Card(s): Listen to sounds in words.

(Poems) e, n
2:30--3:00 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Air-write the “e” PC and and say its sound together with a small
group. (2x)
• Use the “e” PWC, say the sound, and read the words together with a
small group.
• Show the "n" PC and ask the class what letter it is. Direct students’
attention to your video. Air -write it together while saying the first
sound. (2x) Hold up two fingers as you say the second sound. (2x)
• Use the “n” PWC, say the sounds and read the words together with a
small group.
• Click on the /e/ sound in the poem. Have the class say the sound and
read the words elephant and yes.
• Invite a small group to read the poem with you.
Transition: I see colors everywhere! Stand up. Walk to something that is blue and point to it. Now, walk to something
that is yellow and point to it. (1:00)
Yes, It Is! VPC(s): Listen to and participate in
(Chant) bathroom, card, office, pencil, snack, storybook, wall conversations.
3:30--4:00
• Teach the VPCs. (T -S 2x)
• Listen to a small group say the first two cards.
• Then, say the rest together as you point to the pictures.
• Pick a few individuals to ask the class questions about objects in their
room using, What is this? Is this a__?

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
I Like These Things VPC(s): Recognize the meaning of "I
(Story) blocks, book, classroom, crayon, game, marker, page, sand, tape, trash, like to ___."
3:30--4:00 window

• Teach the VPCs. (T-S 2x)

• Tell the story as you point to the pictures.
• Model, I like to play with my friends outside.
• Ask, What do you like to do?
• Wait for a response. Model, I like to sing and dance.

Black Recognize the color black and

(Big Book) • Point to the black things in the book and have the class name them. name it.
2:00--2:30 • Tell the students to clap when they hear the word black as you read
the book.
• Point out the sounds /r/ in color and hair, and /b/+/l/ in black.
• Sing the book with a small group as you track the words.

Transition: Stand up tall and stomp your feet. Raise your hands and put them down. Then, sit on your chair. (1:00)
We Say Please! VPC(s): Recognize the meaning of
(Song) inside/outside "Please ___."
2:00--2:30
• Teach the VPC. (T-S 2x)
• Ask, If you want your friend to open the door, what do you say?
• Model, Please, open the door.
• Invite a small group to sing along while you point to the pictures as
needed.

We Love School! VPC(s): Recognize the meaning of "We

(Story) laugh, sandbox, scissors, spin, green love ___."
2:30--3:00
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures. Sing the last card.
• Say, We love our school. Ask the class to raise their hand if they love
school.
• Ask, What do you love?
• Model, We love playing.

Give it to a Friend! VPC(s): Recognize the meaning of "left

(Action Activity) left/right hand" and "right hand".
2:30--3:00
• Prop: erasers
• Prop for students: an object
• Teach the VPC. (T-S 2x)
• Go through the whole activity, pausing briefly before you model the
actions. Watch and help students who are confusing left and right.

Our Day at School VPC(s): Listen to sounds in words.

(Story) bag, door, swing
3:00--3:30
• Teach the VPCs. (T-S 2x)
• Tell the story as you point to the pictures.
• Emphasize the sound /n/+/d/ in and, find, around, found, and sand.
My Toy Box
(Poems)
Let's Spin!
(Song)

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 Unit 3 Lesson 16
VPCs Needed: classroom[8], clothes[9], crayon[10], door[11], game[14], ground[15], inside/outside[17], jungle gym[18],
laugh[19], left/right[20], lunch[22], merry-go-round[24], paper[28], playground[31], reach[32], shake[37], slide[38],
spin[41], table[44], water[48]

Component Teacher Student

Hello, How Are You Recognize the meaning of "I
(Song) • Sing as a call and response. You start and a small group responds. Sing am doing well" and "Have a
2:30--3:00 the last part together. good day."
• Exchange greetings with the class. Help them respond, I am doing well.
Have a good day!
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 e, n writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound. (2x)
• Air-write and say the sounds of the U1 PCs together.

My Toy Box Letter Phonogram Card(s): Listen to review sounds in

(Poems) x words.
2:30--3:00 Phonogram Word Card(s):
box/six

• Direct students' attention to your video. Air-write and say the PC with the
class.
• Then, say the PWC together. (2x)
• Read the poem as you track the words.
• Click on the /m/ sound in the poem. Have a student help say the sound
and read the words my and games.
• Read the poem with a small group.

Count and Shout! Listen to sounds in words.

(Action Activity) • Have the class stand up and do the actions. Give the directions at a
2:30--3:00 slightly faster pace.
• Emphasize the sound /t/ in count, shout, pat, elephant, eight, and rabbit.

Transition: Stand up. Now climb like a monkey and count to nine. (1:00)
Jonny Bear Helps His VPC(s): Communicate information
Mother clothes about the story.
(Story Dictionary)
4:30--5:00 • Say the VPC. (S-T-S)
• NOTE: Transition to Student- Teacher-Student (S-T-S) with this lesson for
all VPCs.
• Tell the story as you point to the pictures.
• Then, go to Card 6. Point to the pictures and ask, Is Jonny tall or short?
• Wait for replies. Model, Jonny is short.
• Ask, Can he touch the line? Wait.
• Model if needed, No.
• Ask, Who says, I will help you?
• Wait. Model if needed, His sister.

Let's Spin! VPC(s): Listen to sounds in words.

(Song) ground, left/right, reach, spin
3:00--3:30
• Say the VPCs. (S -T-S)
• Have the class stand up. Mirror left and right as you sing pausing
briefly before you model the actions.
• Emphasize the sound /k/ in look and /v/ in move.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Three Listen to and participate in
(Big Book) • Sing the book with a small group as you track the words. conversations.
1:30--2:00 • Showing the picture ask, What do you see up in the sky? Wait for replies.
• Model, I see three birds up in the sky.
• Ask, How many birds are red?
• How many are brown?
• After they respond, model, One is red. Two are brown.
• Read the book as you track the words.

Transition: Hop like a rabbit and count to eight. Now, jump like a tiger and count to three. (1:00)
Time for a Story VPC(s): Respond to directions with
(Song) shake actions.
2:00--2:30
• Say the VPC. (S-T-S)
• Have the class stand up and do the actions as you sing. Surprise them by
switching the order of the last directions on Card 2 to say, Clap your hands
and turn around.
• Watch the class do the actions as you sing.

Marvin Goes to VPC(s): Listen to sounds in words.

School classroom, crayon, door, game, inside/outside, jungle gym, laugh, lunch,
(Story) merry-go-round, paper, playground, slide, table, water
3:30--4:00
• Say the VPCs. (S-T-S)
• Invite a small group to say the story along with you quietly. Emphasize
the /th/ sound in the, there, then, and they.
• Using Card 4, ask, Who does Marvin Monkey eat lunch with?
• Model, Marvin Monkey eats lunch with the boys and girls.
• Then, where do they go?
• They go outside to the playground.

Crayons Are Fun Letter Phonogram Card(s): Listen to review sounds in

(Poems) c words.
3:00--3:30 Phonogram Word Card(s):
crayon/pencil/circle

• Direct students’ attention to your video. Air-write the PC together while

saying the first sound. Hold up two fingers as you say the second sound.
(2x)
• Let a small group say the sounds and read the words on the PWC.
• Click on the /b/ sound in the poem. Have a student help say the sound
and read the word.
• Have the class listen as you read the poem.
• Read the poem again together with a small group.

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 Unit 3 Lesson 17
VPCs Needed: bag[2], book[5], door[11], eraser[13], inside/outside[17], laugh[19], left/right[20], marker[23], paper[28],
play dough[30], sand[33], sandbox[34], school[35], scissors[36], shake[37], song[40], swing[43], trash[46]

Component Teacher Student

Writer Instruction Chapter(s): U3 - Assignment 4 Listen to sounds in words.
U03 • NOTE: Make sure students have their Writers, pencils, and erasers. Produce the sound /ks/ while
(Lesson Planning • Chapter(s): U3 - Assignment 4 writing the letter "X/x".
Components) • Using Page 8, show the page and point to the letter as you say, This
10:00--12:00
is the letter “X/x”.
• Have the class trace the letters with their fingers while saying the /
ks/ sound. Then, have the class trace the letters with a pencil while
saying the sound.
• Using Page 9, have the class write the letters and say the /ks/ sound
as you unmute students and listen. Point to the pictures and ask the
class to listen as you say the beginning sound in each word.

Transition: When I'm thirsty, I like to drink milk! Drink your milk and sing, This is the way I drink my milk… (1:00)
We Say Please! VPC(s): Recognize the meaning of
(Song) book, inside/outside "Thank you for ___."
1:30--2:00
• Prop: stuffed animal and objects on a desk/table
• Say the VPCs. (S -T-S)
• Direct students’ attention to your video. Show that you have a few toys
on your desk. Ask the stuffed animal to help you clean up and have it help
you clean up.
• Model, Thank you for helping.
• Sing the song with a small group while pointing to the pictures as needed.

We Love School! VPC(s): Recognize the meaning of "We

(Story) laugh, play dough, sandbox, school, scissors, song love ___."
2:30--3:00
• Prop: a picture of your family/friends
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures. Sing the last card.
• Direct students' attention to your video. Showing a picture of your family/
friends, model, I love my family. I love my friends.
• Ask, Who do you love? Help them respond.

Give it to a Friend! VPC(s): Listen to sounds in words.

(Action Activity) left/right
3:00--3:30
• Prop: erasers
• Student prop: an object from their room
• Say the VPC. (S-T-S)
• Emphasize the /l/ in left, and the /r/ in right as you say the VPC (S-T-S).
• Do the activity facing your camera.

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 c, x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together and say
the sound(s). (2x)
• Air-write and say the sounds of the U2 PCs together.

Transition: What color do you like today? Let’s sing, red is the color of many things, and walk around our chairs . (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Yes? No? Letter Phonogram Card(s): Recognize and name the
(Poems) e, n upper and lowercase letter "N/
2:00--2:30 Phonogram Word Card(s): n".
elephant/bed/zebra, nose/ant/run

• Direct students’ attention to your video. Air-write the “e” PC while

saying the first sound. (2x) Hold up two fingers as you say the second
sound. (2x)
• Show the “e” PWC, let a small group say the sounds and read the
words.
• Show the "n" PC and ask what the letter is.
• Direct students’ attention to your video. Air-write and say its sound
together twice with a small group.
• Use the "n" PWC, say the sound, and read the words with a small
group.
• Click on the letter “N/n” in the poem. Have the small group help say
the sound and read the words.
• Invite a small group to read the poem with you.
Time for a Story VPC(s): Respond to directions with
(Song) shake actions.
1:30--2:00
• Say the VPC. (S-T-S)
• Sing the song at a slightly faster pace as you watch the students do the
actions.
Our Day at School VPC(s): Listen to sounds in words.
(Story) bag, door, eraser, marker, paper, sand, swing, trash
3:30--4:00
• Say the VPCs. (S-T-S).
• Tell the story while pointing to the pictures.
• Emphasize the sound /r/ in other, door, under, paper, more, marker, and
our.
• Using Card 2, ask questions. Help them respond and model as necessary.
Ask, What do we want to make?
• We want to make a book.
• What do we need?
• We need paper, crayons, and markers.
• What do we have?
• We only have erasers.

Black Respond to simple questions.

(Big Book) • Point to the black things in the book and have a small group name
2:00--2:30 them.
• Ask, What things are black in the book?
• Help them respond using words from the book.
• Have the class listen as you read and track the words.
• Sing the book with a small group.
I Like These Things
(Story)

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 Unit 3 Lesson 18
VPCs Needed: ant[1], bathroom[3], blocks[4], box[6], card[7], crayon[10], drink[12], eraser[13], game[14], ground[15],
hook[16], laugh[19], light[21], office[25], page[26], paint[27], paper[28], pencil[29], play dough[30], reach[32], snack[39],
song[40], storybook[42], table[44], tape[45], wall[47], water[48], window[49], red[50], pink[51], green[52], brown[54],
purple[55], yellow[56], white[58], black[59], orange (color)

Component Teacher Student

Let's Spin! VPC(s): Recognize the meaning of
(Song) ground, reach shout.
2:30--3:00
• Say the VPCs. (S-T-S)
• Have the class stand up. Mirror left and right as you sing. Pause
briefly before you model the actions.
• As you sing the word, shout, have them shout, Yeah!
My Toy Box Letter Phonogram Card(s): Listen to review sounds in
(Poems) x words.
2:00--2:30 Phonogram Word Card(s):
box/six

• Direct students’ attention to your video. Air-write the PC with the class
and say it with a small group. (2x) Say the PWC together with a small group.
• Read the poem with the small group.
• Click on the letter “d”. Have a student help say the sound and read the
words red and and.

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 e, n writing the letters.
Components) Unit 1 d, f, k, m, z
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together. Say all
sounds of the phonogram holding up fingers to indicate each sound. (2x)
• Air-write and say the sounds of the U1 PCs together.

Yes, It Is! VPC(s): Listen to sounds in words.

(Chant) bathroom, card, hook, office, pencil, play dough, snack, storybook, wall
3:00--3:30
• Say the VPCs. (S -T-S)
• Show Card 1. Point to the picture and say, This is a card . Emphasize
the sound /k/ in card.
• Listen to a small group say the chant and help with the sounds /k/ in
card, and classroom, and /s/ in pencil and office.

Transition: Stand up. Touch your head, shoulders, knees, and toes, and sit down. (1:00)
Marvin Goes to VPC(s): Recall information provided
School crayon, drink, game, laugh, song, water and from experience to
(Story) answer questions about
4:00--4:30 • Say the VPCs. (S-T-S) school.
• Tell the story as you point to the pictures.
• Using Card 9, ask questions. Help them respond and model if necessary.
Ask, What do the boys and girls do?
• The boys and girls sing a song.
• Can Marvin Monkey sing?
• Marvin cannot sing.
• Can you sing?

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Colors Everywhere! VPC(s): Listen to and participate in
(Song) ant, box, light, pink, green, brown, purple, yellow, white, orange (color) conversations.
2:30--3:00
• Say the VPCs. (S -T-S)
• Sing the song with a small group pointing to the pictures. (2x)
• Using Card 4, ask, What color is the umbrella? Is it green?
• Model, No, it isn't. The umbrella is pink.
• Red sweater
• Pink umbrella
• Green chair
• Blue bed
• Brown table
• Purple toy box
• Yellow light (shining in the window)
• Orange fish
• White shirt
• Black hair
• Continue to ask questions as you point to the objects. Model the
response if needed.

Transition: Stand up. Swim like a fish around your chair. (1:00)
Hello, How Are You Recognize the meaning of "I'm
(Song) • Sing as a call and response with a small group starting and you fine, thank you," and "I am
2:30--3:00 responding. Sing the last part together. doing well."
• Exchange greetings with a small group. Help them respond, I'm fine,
thank you. I am doing well.
Crayons Are Fun Letter Phonogram Card(s): Listen to review sounds in
(Poems) c words.
2:00--2:30 Phonogram Word Card(s):
crayon/pencil/circle

• Direct students’ attention to your video. Air-write the PC together while

saying the first sound. Hold up two fingers as you say the second sound.
(2x)
• Let a small group say the sounds and read the words on the PWC.
• Read the poem with a small group.
• Click on the /f/ sound in the poem. Have the small group say the sound
and read the word.
• Ask, Are crayons fun? Do you like crayons?

Transition: Stand up. Let’s air-write the letter f. (1:00)

I Like These Things VPC(s): Recognize the meaning of "I
(Story) blocks, eraser, page, paint, paper, table, tape, window, red, black like ___."
3:30--4:00
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures.
• Model, I like playing with balls and balloons.
• Ask, What do you like playing with?
• Wait for a response, then model, I like playing with blocks and toys.

Count and Shout! Recognize the meaning of

(Action Activity) • Ask the class to clap one time. Then, ask them to clap three times. "one time, ___ times."
3:00--3:30 • Have the class stand up and do the actions as you give the
directions at a slightly faster pace.
Yes? No?
(Poems)
Three
(Big Book)

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 Unit 3 Lesson 19
VPCs Needed: ant[1], bag[2], book[5], eraser[13], game[14], ground[15], inside/outside[17], laugh[19], left/right[20],
marker[23], paper[28], play dough[30], sand[33], sandbox[34], school[35], scissors[36], shake[37], song[40], spin[41],
swing[43], trash[46], black[59]

Component Teacher Student

Black VPC(s): Match spoken word to print.
(Big Book) ant, black
1:30--2:00
• Say the VPCs. (S-T-S)
• Point out the sounds /r/ in color and hair and /b/+/l/ in black by clicking
on the letters.
• Sing the book with a small group as you point to match spoken words to
print.

Phonograms Letter Phonogram Card(s): Listen to the sounds while air-

(Lesson Planning Unit 3 c, x writing the letters.
Components) Unit 2 b, g, l, u
1:00--1:30
• For each PC, show the card and say the name of the letter. Direct
students’ attention to your video. Air-write the phonogram together and say
the sound(s). (2x)
• Air-write and say the sounds of the U2 PCs together.

Time for a Story VPC(s): Listen to sounds in words.

(Song) shake
1:30--2:00
• Say the VPC. (S -T-S)
• Invite a small group to sing along with you as you point to the
pictures and stress the sound /z/ in the words raise, friends, and
please.
Our Day at School VPC(s): Listen to and participate in
(Story) bag, book, eraser, paper, sand, swing, trash conversations.
3:30--4:00
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures.
• Say, There are walls and chairs in my room.
• Model, I see a wall and chairs.
• Ask, What do you see in your room?
• Help them respond if needed.

We Say Please! VPC(s): Recognize the meaning of

(Song) inside/outside, song "May we ___?"
2:00--2:30
• Say the VPCs. (S-T-S)
• Sing the song with a small group as you point to the pictures as needed.
• Ask, If you want to play, what do you say?
• Model, Please, may we play?

Transition: Boys and girls, stand up. Shake your head and say, No, it isn't. (1:00)
Give it to a Friend! VPC(s): Recognize the meaning of "left
(Action Activity) left/right hand" and "right hand".
3:30--4:00
• Prop: erasers
• Prop for students: an object
• Say the VPC. (S-T-S)
• Tell the class to raise their left/right hand. Mirror left/right if needed.
• Go through the whole activity giving the directions and modeling as
you mirror left and right.
• Watch and help with accuracy.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
We Love School! VPC(s): Listen to and participate in
(Story) game, ground, laugh, marker, play dough, sandbox, school, scissors, spin conversations.
3:30--4:00
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures. Sing the last card.
• Say, We sing many songs together. Name some songs they know.
• Ask, What songs do you love?
• Help them respond and model if needed.

Yes? No? Letter Phonogram Card(s): Match spoken word to print.

(Poems) e, n
3:00--3:30 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Say the name of the letter without showing the PCs. Watch the class air-
write and say its sound(s).
• Listen to a small group say the sounds and read the words on the PWCs.
• Model pointing to each word as you read the poem.
• Read the poem with a small group while you point to the words.
• Read the poem again with a different small group.

Transition: Stand up. Say a friend’s name and say, Hello, how are you? (1:00)
Writer Instruction Chapter(s): U3 - Assignment 5 Produce the number words
U03 • NOTE: Make sure students have their Writers, pencils, and erasers. while writing 1-5.
(Lesson Planning • Chapter(s): U3 - Assignment 5
Components) • Using Page 10, show the stroke order to trace the numbers 1-5.
10:00--12:00
• Then, have the class trace the numbers with their fingers while
saying the number words.
• Using Page 11, have the class trace the numbers with a pencil while
saying the number words as you unmute students and listen.

Count and Shout!

(Action Activity)

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 Unit 3 Lesson 20
VPCs Needed: bag[2], bathroom[3], box[6], card[7], classroom[8], door[11], eraser[13], game[14], ground[15], hook[16],
laugh[19], left/right[20], lunch[22], marker[23], office[25], paper[28], pencil[29], play dough[30], reach[32], sand[33],
sandbox[34], school[35], scissors[36], snack[39], storybook[42], swing[43], table[44], trash[46], wall[47], red[50], pink[51],
green[52], blue[53], brown[54], purple[55], yellow[56], white[58], black[59], orange (color)

Component Teacher Student

Hello, How Are You Respond to simple questions.
(Song) • Listen to a small group sing and model accurate pronunciation as
2:00--2:30 needed.
• Exchange greetings with the class. Ask, Are you having a good day?
• Wait for a reply. Model if needed.

Our Day at School VPC(s): Recall information provided to

(Story) bag, eraser, marker, paper, sand, swing, trash answers questions.
4:00--4:30
• Say the VPCs. (S-T-S)
• Tell the story as you point o the pictures.
• Using Card 3, ask, Where did we look?
• Help them respond.
• Model, We looked in the trash.
• We looked out the door.
• Show Card 8 and ask, Where did we find our crayon?
• Help them respond.
• Model, We found it under the swing.

Transition: When I'm thirsty, I like to drink water! Now, drink like Marvin Monkey. (1:00)
Phonograms Letter Phonogram Card(s): Listen to the sounds while air-
(Lesson Planning Unit 3 c, e, n writing the letters.
Components)
Unit 1 d, f, k, m, z
1:00--1:30

• Direct students’ attention to your video. Air-write the phonogram

and say the sound(s) with the class. (2x)
• Air-write and say the sounds of the U1 PCs together.
My Toy Box Letter Phonogram Card(s): Listen to review sounds in
(Poems) x words.
1:30--2:00 Phonogram Word Card(s):
box/six

• Direct students' attention to your video. Air-write and say the PC with the
class. (2x) Say the PWC together.
• Read the poem with a small group.
• Click on the /l/ sound in the poem and have a small group help read the
words.

We Love School! VPC(s): Listen to and participate in

(Story) game, ground, laugh, sandbox, scissors conversations.
3:30--4:00
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures. Sing the last card.
• Ask questions to mimic a simple conversation. Help them respond and
model if necessary.
• What do you love?
• I love to sing songs.
• Respond, I love to sing songs, too!
• Then, ask, Do you love school?
• We love school!
• Do you love English?

Let's Spin! VPC(s): Respond to directions with

(Song) left/right, reach actions.
2:30--3:00
• Say the VPCs. (S-T-S)
• Have the class perform the actions as you sing the song. If needed, stop
and do the actions with them.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Yes, It Is! VPC(s): Respond to simple questions.
(Chant) bathroom, card, hook, office, pencil, play dough, snack, storybook, wall
3:00--3:30
• Prop: eraser
• Say the VPCs. (S-T-S)
• Ask the questions on the chant and listen to the class answer.
• Holding up an eraser ask, Is this a ball?
• Help them respond, No, it isn't.
• After the class responds ask, Is this an eraser?
• Help them respond, Yes, it is.

Three Respond to simple questions.

(Big Book) • Read the book with a small group as you track the words.
1:30--2:00 • Using the cover, How many birds are up in the sky?
• Help them respond, Three birds are up in the sky.
• Invite a small group to sing as you track the words.

Transition: Stand up tall and stomp your feet. Now, raise your hands and put them down. Please, sit down. (1:00)
Marvin Goes to VPC(s): Recall information provided or
School classroom, door, lunch, school, table from experience to answer
(Story) questions.
4:00--4:30 • Say the VPCs. (S -T-S)
• Invite a small group to help say Cards 1-7. Have them listen to you say
the rest of the story.
• Using Card 9, ask questions. Help them respond and model if necessary.
• Ask, Who plays a game? The boys and girls play a game.
• Can you play games?
• Does Marvin Monkey know how to play the game?
• No, Marvin does not know what to do.

Colors Everywhere! VPC(s): Listen to and participate in

(Song) box, red, pink, green, blue, brown, purple, yellow, white, black, orange conversations.
3:00--3:30 (color)

• Prop: blue book

• Say the VPCs. (S -T-S)
• Listen to a small group sing and help as needed.
• Have students look around their rooms and point to familiar objects.
• Hold up a book and model the sentence, The book is blue.
• Prompt students to speak by asking, What color is your door?
• Help them respond, The door is white .

Give it to a Friend! Respond to directions with

(Action Activity) • Prop: erasers actions.
2:30--3:00 • Student prop: an object from their room
• Go through the whole activity giving the directions. Watch and model
the actions only when needed.
Black
(Big Book)

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 Unit 3 Lesson 21
VPCs Needed: ant[1], blocks[4], book[5], box[6], clothes[9], drink[12], inside/outside[17], page[26], paint[27], paper[28],
song[40], table[44], tape[45], red[50], pink[51], green[52], blue[53], brown[54], purple[55], yellow[56], white[58],
black[59], orange (color)

Component Teacher Student

Writer Instruction Chapter(s): U3 - Assignment 6 Produce the number words
U03 • Chapter(s): U3 - Assignment 6 while writing 6-10.
(Lesson Planning • NOTE: Make sure students have their Writers, pencils, and erasers.
Components) • Using Page 12, show the stroke order to trace the numbers 6-10.
10:00--12:00
• Then, have the class trace the numbers with their fingers while
saying the number words.
• Using Page 13, have the class trace the numbers with a pencil while
saying the number words as you unmute students and listen.

Transition: Stand up tall and pat your head. Now, rub your stomach. Please walk around your chair and sit down. (1:00)
We Say Please! VPC(s): Recognize the meaning of
(Song) book, inside/outside, song "May we ___?"
2:30--3:00 Recognize the meaning of
• Say the VPCs. (S -T-S) "Please ___."
• Say, Please, sing the song with me today.
• Sing the song with a small group gradually singing quieter, so you can
hear the group and know which phrases they need to work on the most.
• Ask, What do you say if you want to go outside and play? Model, Please,
may we go outside to play?

Phonograms Letter Phonogram Card(s): Produce the sounds when

(Lesson Planning Unit 3 e, n, x shown the letters.
Components)
Unit 2 b, g, l, u
1:00--1:30

• Direct students’ attention to your video. Air-write the phonogram

and say the sound(s) with the class. (2x)
• Air-write and say the sounds of the U2 PCs together.
Crayons Are Fun Letter Phonogram Card(s): Match spoken word to print.
(Poems) c
1:30--2:00 Phonogram Word Card(s):
crayon/pencil/circle

• Direct students’ attention to your video. Air-write the PC together while

saying the first sound. Hold up two fingers as you say the second sound.
(2x)
• Listen to a small group say the sounds and read the words on the PWC.
• Model pointing to each word as you read the poem.
• Read the poem again with a small group.

I Like These Things VPC(s): Listen to sounds in words.

(Story) blocks, drink, page, paint, paper, table, tape, red, black
3:00--3:30
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures. Emphasize the sounds /z/
chairs, games, scissors, walls, windows, crayons, pencils, markers, and
erasers and the /s/ in books, blocks, and storybooks.
Black VPC(s): Listen to sounds in words.
(Big Book) ant
1:30--2:00
• Say the VPC. (S-T-S)
• Read it with a small group as you emphasize the /t/+/s/ in boots, ants,
pants, hats, and cats.
• Sing the book together with a different small group as you track the
words.

Transition: Hop like a rabbit and count to three. Then, sit on your chair. (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Colors Everywhere! VPC(s): Listen to and participate in
(Song) box, pink, green, blue, brown, purple, yellow, white, orange (color) conversations.
2:00--2:30
• Say the VPCs .(S -T-S)
• Sing the song with a small group. (2x)
• Using Card 3, ask, What color is the paint?
• Point to the picture and model, The paint is red.
• Using Card 3, point to a picture, ask a student, What color is the ?
• After the student responds, model the complete sentence.
• Red paint (can with brush)
• Pink eraser
• Green door
• Blue wall
• Brown hook
• Purple play dough
• Yellow pencil
• Orange crayon
• White light (fluorescent bulb)
• Black shoe

Count and Shout! Recognize the meaning of

(Action Activity) • Give the directions from beginning to end. When using Card 1, "one time, ___ times."
3:00--3:30 watch to make sure students know how many times they should
count and shout.
Jonny Bear Helps His VPC(s): Communicate information
Mother clothes about the story.
(Story Dictionary)
4:30--5:00 • Say the VPC. (S-T-S)
• Tell the story as you point to the pictures.
• After reading Card 7, stop.
• Point to the pictures. Ask the class the following questions. Help them
respond if needed. Is Mother Bear happy?
• Yes.
• What does she say to her little bears?
• Thank you.
• What do the little bears answer?
• You are welcome, Mother.
• Read the rest of the story.

Yes, It Is!
(Chant)

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 Unit 3 Lesson 22
VPCs Needed: bag[2], bathroom[3], book[5], card[7], door[11], eraser[13], ground[15], hook[16], jungle gym[18], left/
right[20], merry-go-round[24], office[25], paper[28], pencil[29], play dough[30], playground[31], reach[32], sand[33],
sandbox[34], school[35], slide[38], snack[39], spin[41], storybook[42], swing[43], trash[46], wall[47]

Component Teacher Student

Three Listen to sounds in words.
(Big Book) • Help the class hear the sound /r/ in Three as you read the title.
2:00--2:30 • Listen to a small group sing and help as needed.
• Invite the group tor read with you as you follow the words.
Phonograms Letter Phonogram Card(s): Produce the sounds when
(Lesson Planning Unit 3 c, e, n, x shown the letters.
Components)
Unit 1 d, f, k, m, z
1:00--1:30

• Direct students’ attention to your video. Air-write the phonogram

and say the sound(s) with the class. (2x)
• Air-write and say the sounds of the U1 PCs together.
My Toy Box Letter Phonogram Card(s): Match spoken word to print.
(Poems) x Listen to sounds in words.
1:30--2:00 Phonogram Word Card(s):
box/six

• Have the class say the PWC.

• Point out the /ks/ sound in the poem as you say the sound. Ask a student
to read the word box.
• Model pointing to each word as you read the poem.
• Have the students point to each word on their screen as you read the
poem with a small group.

Let's Spin! VPC(s): Listen to sounds in words.

(Song) ground, left/right, reach, spin
2:30--3:00
• Say the VPCs. (S-T-S)
• Sing the song as the class does the actions. Watch and help as
needed.
• Emphasize the /n/+/d/ in ground and around.
Hello, How Are You Listen to and participate in
(Song) • Sing as a call and response between teacher and a small group. conversations.
2:00--2:30 • Pair up a few students and have them take turns exchange
greetings with each other.
Yes, It Is! VPC(s): Listen to and participate in
(Chant) bathroom, card, hook, office, pencil, play dough, snack, storybook, wall conversations.
3:30--4:00
• Say the VPCs. (S-T-S)
• Direct students' attention to your video. Touching a wall, ask, What
is this?
• Help them respond, This is a wall.
• Let a small group ask the questions in the chant and you answer
them.

Transition: Stand up. Stomp your feet 5 times. March to a corner. Walk back. (1:00)
Time for a Story Respond to directions with
(Song) • Give the directions mixing up the order as students do the actions. actions.
2:00--2:30
Our Day at School VPC(s): Recall information provided to
(Story) bag, book, door, eraser, paper, sand, school, swing, trash answers questions.
4:30--5:00
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures.
• Using Card 4, ask, Where did we look for our markers?
• Help them respond, Under the chairs.
• Using Card 6, ask, Where did we find our markers?
• Help them respond, Down in the sand.

Transition: Stand up and walk to a window. Look outside. Then, look to the left. Look to the right. Skip to your chair
(1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Give it to a Friend! Respond to directions with
(Action Activity) • Student prop: an object from their room actions.
3:00--3:30 • Go through the activity giving the directions. See if students can
perform the actions accurately without seeing them modeled.
Marvin Goes to VPC(s): Listen to sounds in words.
School jungle gym, merry-go-round, playground, sandbox, slide
(Story)
3:30--4:00 • Say the VPCs. (S-T-S)
• Invite a small group to say the story along with you in a small voice.
• Listen and help with the sound /z/ in is, opens, says, boys, girls,
please, hands, and swings, and /s/ in sits, puts, gets, makes, and it’s.

We Say Please!
(Song)
I Like These Things
(Story)

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 Unit 3 Lesson 23
VPCs Needed: bathroom[3], box[6], card[7], clothes[9], drink[12], eraser[13], game[14], hook[16], inside/outside[17],
laugh[19], light[21], office[25], paint[27], paper[28], pencil[29], play dough[30], school[35], scissors[36], snack[39],
song[40], spin[41], storybook[42], table[44], tape[45], wall[47], red[50], pink[51], green[52], brown[54], purple[55],
yellow[56], white[58], black[59], orange (color)

Component Teacher Student

Colors Everywhere! VPC(s): Listen to and participate in
(Song) box, light, pink, green, brown, purple, yellow, white, orange (color) conversations.
2:30--3:00
• Say the VPCs. (S -T-S)
• Listen to a small group sing the song. (2x)
• Using Card 4, ask, What color is the ?
• Praise students who respond.
• Red sweater
• Pink umbrella
• Green chair
• Blue bed
• Brown table
• Purple toy box
• Yellow light (shining in the window)
• Orange fish
• White shirt
• Black hair
• Invite two students to ask and answer questions. One will ask, What color
is the ? The other will reply, The is .

Jonny Bear Helps His VPC(s): Communicate information

Mother clothes about the story.
(Story Dictionary) Listen to and participate in
4:30--5:00 • Say the VPC. (S-T-S) conversations.
• Tell the story as you point to the pictures.
• Using Card 8. Point to the pictures. Ask questions and help them respond
if needed.
• Is Jonny sleepy?
• Yes.
• What does he rub?
• He rubs his eyes.
• What does he do with the toothbrush?
• He brushes his teeth.
• When it's time to go to bed, do you brush your teeth?

Count and Shout! Respond to directions with

(Action Activity) • Give the directions mixing up the numbers. actions.
3:00--3:30

Transition: Stand up. Walk like an elephant to a corner. Crawl like an alligator back. (1:00)
Yes, It Is! VPC(s): Respond to simple questions.
(Chant) bathroom, card, hook, office, pencil, snack, storybook, wall
3:30--4:00
• Prop: chair
• Say the VPCs. (S -T-S)
• Showing your chair, ask, Is this a chair?
• Help them respond, Yes, it is.
• Say the chant asking or answering every other question with a small
group.

We Love School! VPC(s): Listen to sounds in words.

(Story) game, laugh, play dough, school, scissors, spin
3:00--3:30
• Say the VPCs. (S-T-S)
• Read the title of the story.
• Emphasize the sound /v/ in love.
• Invite a small group to say the first 2 cards with you.
• Stop and ask them to listen as you point to the pictures and say the rest
of the story.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Phonograms Letter Phonogram Card(s): Produce the sounds when
(Lesson Planning Unit 3 x shown the letters.
Components)
Unit 2 b, g, l, u
1:00--1:30

• Direct students’ attention to your video. Air-write the phonogram

and say the sound with the class. (2x)
• Air-write and say the sounds of the U2 PCs together.
Yes? No? Letter Phonogram Card(s): Listen to review sounds in
(Poems) e, n words.
3:00--3:30
• Direct students’ attention to your video. Air-write and say the PCs with
the class. (2x)
• Ask the class to listen to the /k/ and /l/ sounds in the poem.
• Point to /k/ in snake, asked , can , and crawl as you say the sound and
read the words.
• Click on the /l/ in elephant, crawl, and little .
• Read the poem.

Transition: Stand up. Wiggle like a snake. Wiggle like a worm. Let’s wiggle and then, sit down. (1:00)
We Say Please! VPC(s): Respond to simple questions.
(Song) inside/outside, song
1:30--2:00
• Props: stuffed animal, eraser
• Say the VPCs. (S -T-S)
• Ask, What do you say if I give you an eraser ?
• Direct students’ attention to your video. Show handing the stuffed animal
an eraser and having the stuffed animal say, Thank you.
• Sing the song with a small group while pointing to the pictures as needed.

Crayons Are Fun Letter Phonogram Card(s): Listen to review sounds in

(Poems) c words.
2:30--3:00 Phonogram Word Card(s):
crayon/pencil/circle

• Say the name of the letter without showing the PC. Watch the class air-
write and say its sounds. (2x)
• Let a small group say the sounds and read the words on the PWC. Help as
needed.
• Read the poem with a small group.
• Click on the letter "u" in the poem. Have a student help say the sounds
and read the words /u/ fun and /ū/ use.

I Like These Things VPC(s): Recall information from

(Story) drink, eraser, paint, paper, table, tape, red, black experience to answer
3:30--4:00 questions.
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures.
• Showing Card 8, say, Marvin likes to drink when he is thirsty.
• Ask, What do you like to do when you are hungry or thirsty? Help them
respond if needed.

Let's Spin!
(Song)
Three
(Big Book)

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 Unit 3 Lesson 24
VPCs Needed: blocks[4], card[7], crayon[10], drink[12], game[14], ground[15], jungle gym[18], laugh[19], left/right[20],
lunch[22], page[26], paper[28], pencil[29], reach[32], scissors[36], slide[38], snack[39], song[40], spin[41], storybook[42],
tape[45], water[48], window[49]

Component Teacher Student

Hello, How Are You Listen to and participate in
(Song) • Divide the class in half. The first half sings the first four sentences. conversations.
3:00--3:30 The second half sings the next four sentences. Sing the last part of
the song together.
• Have students greet a friend by name and ask how they are.
Give it to a Friend! Respond to directions with
(Action Activity) • Student prop: an object from their room actions.
4:00--4:30 • Have the class raise their left hand and their right hand.
• Go through the activity.
Phonograms Letter Phonogram Card(s): Produce the sounds when
(Lesson Planning Unit 3 c, e, n shown the letters.
Components)
Unit 1 d, f, k, m, z
1:00--1:30

• Direct students’ attention to your video. Have the class stand up

and say the sound(s) as you air-write the phonograms together. (2x)
• Air-write and say the sounds of the U1 PCs together.

Transition: Stand up. Touch your head, shoulders, knees, and toes. (1:00)
Time for a Story Listen to sounds in words.
(Song) • Listen to a small group sing and do the actions as you point to the
2:30--3:00 pictures for Cards 1-3.
• Say Card 4 while stressing the sound /kwh/ in quiet.
I Like These Things VPC(s): Listen to and participate in
(Story) blocks, card, page, pencil, scissors, slide, snack, storybook, tape, window conversations.
3:30--4:00
• Say the VPCs. (S -T-S)
• Invite a small group to say Cards 1-5 with you. Have them listen to you
say the rest.
• Ask, What color paint do you like?
• Help them respond, I like blue paint.
• What color markers do you like?
• I like black markers.

Three Match spoken word to print.

(Big Book) • Read the book with a small group as you point to each word.
1:30--2:00 • Point to the birds in the picture. Ask, How many birds are red and how
many are brown?
• Model, One is red and two are brown.
• Point to each word as you sing with a different small group.
My Toy Box Letter Phonogram Card(s): Produce the sound /ks/ when
(Poems) x shown the letter "x".
1:30--2:00 Phonogram Word Card(s):
box/six

• Show the PC and invite the class to air-write the letter as they say the
sound. (2x)
• Click on the X/x in the poem and have a student say the sound and read
the word.
• Have a small group read the poem with you.
• Listen to the class read.

Marvin Goes to VPC(s): Listen to and participate in

School crayon, drink, game, jungle gym, laugh, lunch, paper, song, water conversations.
(Story)
3:30--4:00 • Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures.
• Using Card 10, ask, What can a monkey do?
• Help them respond. A monkey can mark with a crayon.
• Can you mark with a crayon?

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Let's Spin! VPC(s): Respond to directions with
(Song) ground, left/right, reach, spin actions.
2:00--2:30
• Say the VPCs. (S-T-S)
• Ask the class to point to the right or left. Watch and mirror the
action.
• Sing while students do the actions. Watch and help as needed.

Transition: Stand up. Marvin Monkey is quiet. He cannot yell. Let’s climb like Marvin being quiet. (1:00)
Writer Instruction Chapter(s): U3 - Assignment 7 Produce the sounds while
U03 • Chapter(s): U3 - Assignment 7 writing the letters.
(Lesson Planning • NOTE: Make sure students have their Writers, pencils, and erasers. Produce the number words
Components) • Using Pages 14-15, have the class trace the letters with a pencil while writing the numbers
8:00--10:00
while saying the sounds as you unmute students and listen. 1-10.
• Using Page 15, have the class trace the numbers with a pencil while
saying the number words as you unmute students and listen.

Black
(Big Book)
Our Day at School
(Story)

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 Unit 3 Lesson 25
VPCs Needed: ant[1], bag[2], bathroom[3], box[6], card[7], door[11], eraser[13], game[14], ground[15], hook[16], inside/
outside[17], laugh[19], light[21], marker[23], office[25], paper[28], pencil[29], play dough[30], sand[33], sandbox[34],
school[35], scissors[36], snack[39], song[40], spin[41], storybook[42], swing[43], trash[46], wall[47], pink[51], green[52],
brown[54], purple[55], yellow[56], white[58], orange (color)

Component Teacher Student

We Say Please! VPC(s): Listen to sounds in words.
(Song) inside/outside, song
2:00--2:30
• Say the VPCs. (S-T-S)
• Ask, Can you teach me how to swim like a snake?
• After students do the motions say, Thank you for teaching me how to
swim like a snake.
• Point to the pictures as you listen to a small group sing. Help with the /t/
sound in today, put, outside, to, letting, and teaching.

Phonograms Letter Phonogram Card(s): Produce the sounds when

(Lesson Planning Unit 3 x shown the letters.
Components)
Unit 2 b, g, l, u
1:00--1:30

• Have a small group say the sound as you air-write the phonograms
together. (2x)
• Air-write and say the sounds of the U2 PCs together.
Crayons Are Fun Letter Phonogram Card(s): Approximate reading with
(Poems) c purpose and understanding.
2:00--2:30 Phonogram Word Card(s):
crayon/pencil/circle

• Air-write and say the PC with the a small group. (2x)

• Listen to the small group say the PWC.
• Ask, Do you see the letter “C/c”? Point to it and have a small group say
the sound and read the word.
• Read the poem with the small group, then listen to them read and help as
needed.

Colors Everywhere! VPC(s): Listen to and participate in

(Song) ant, box, light, pink, green, brown, purple, yellow, white, orange (color) conversations.
2:00--2:30
• Say the VPCs. (S -T-S)
• Listen to a small group sing. (2x)
• Using Card 2, ask, What color is the sandbox?
• Promote responses in complete sentences.
• Red bird
• Pink ball
• Green grass
• Blue sky
• Brown sandbox
• Purple balloon
• Yellow light (traffic light)
• Orange toy
• White rabbit
• Black ant
• Pair up a few students and have them take turns asking and
answering each other. One will ask, What color is the ? The other will
reply, The is.

Transition: Stand up. Reach up high in the sky and fly with your hands. (1:00)
Our Day at School VPC(s): Recognize the meaning of "We
(Story) bag, door, eraser, paper, sand, school, swing, trash looked for ___" and "We found
3:30--4:00 ___."
• Say the VPCs. (S -T-S)
• Say the title of the story.
• Have a small group say the story with you as you point to the pictures.
• Using Card 2. Say, Help me find the erasers in the picture.
• After finding it, ask, What did we look for?
• Pause for response and then model, We looked for the erasers.
• Where did we find them? We found it on the table.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Black Listen to and participate in
(Big Book) • Read the book as you track the words. conversations.
2:00--2:30 • Ask, Do you see something black in your room?
• Help them respond, My bag is black.
• Sing the book with a small group as you track the words.

Transition: Stand up. Point to your nose. Point to your ears. Now wiggle your toes and sit down. (1:00)
Hello, How Are You Listen to and participate in
(Song) • Listen to a small group sing the song. conversations.
2:30--3:00 • Model greeting a student using any of the language from the song.
• Hello, how are you?
• I am doing well. How are you today?
• I’m fine, thank you. Have a good day!
• Then, have students greet a friend.
Yes? No? Letter Phonogram Card(s): Listen to review sounds in
(Poems) e, n words.
1:30--2:00
• Listen to the class say the sound(s) as you air-write the PCs together. (2x)
• Ask a student if they see the /u/ sound. Point it out in but by clicking on it
and read the word.
• Read the poem.
• Then, listen to a small group say the poem.

Count and Shout! Respond to directions with

(Action Activity) • Give the directions mixing up the order of the animals. actions.
3:00--3:30

Transition: Stand up tall and stomp your feet. Raise your hands and put them down. Then, sit back down. (1:00)
We Love School! VPC(s): Listen to sounds in words.
(Story) game, ground, laugh, marker, play dough, sandbox, scissors, spin
2:00--2:30
• Say the VPCs. (S-T-S)
• Emphasize the sound /ks/ in sandbox.
• Tell the story as you point to the pictures.
Yes, It Is! VPC(s): Listen to sounds in words.
(Chant) bathroom, card, hook, office, pencil, snack, storybook, wall
3:30--4:00
• Say the VPCs. (S -T-S)
• Listen to a small group say the first card. Say the rest with the small
group. Listen and help with the sound /n/+/t/ in isn’t and /t/+/s/ in it’s.
• Let a few volunteers ask the class a question using objects in their
rooms. Help them respond.

Give it to a Friend!
(Action Activity)
Jonny Bear Helps His
Mother
(Story Dictionary)

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 Unit 3 Lesson 26
VPCs Needed: ant[1], book[5], clothes[9], crayon[10], drink[12], eraser[13], game[14], jungle gym[18], laugh[19], left/
right[20], light[21], marker[23], paint[27], paper[28], play dough[30], playground[31], reach[32], sandbox[34], school[35],
scissors[36], slide[38], song[40], spin[41], water[48], pink[51], blue[53], purple[55], yellow[56], orange (color)

Component Teacher Student

Time for a Story Respond to directions with
(Song) • Let a small group sing along with you as the whole class does the actions.
1:30--2:00 actions and you point to the pictures.
Marvin Goes to VPC(s): Recall information provided to
School crayon, drink, game, jungle gym, laugh, paper, playground, slide, song, answers questions.
(Story) water
3:00--3:30
• Say the VPCs. (S-T-S)
• Invite a small group to say the story with you as you point to the
pictures.
• Using Card 10, ask, What does Marvin do with the crayon?
• He marks with the crayon.
• What are his marks like?
• His marks are funny.

Phonograms Letter Phonogram Card(s): Produce the sounds when

(Lesson Planning Unit 3 e, n shown the letters.
Components)
Unit 1 d, f, k, m, z
1:00--1:30

• Direct students’ attention to your video. Have the class say the
sound(s) as you air-write the phonograms together. (2x)
• Air-write and say the sounds of the U1 PCs together.
My Toy Box Letter Phonogram Card(s): Listen to review sounds in
(Poems) x words.
2:30--3:00 Phonogram Word Card(s):
box/six

• Direct students' attention to your video. Air-write and say the PC with the
class. (2x)
• Say the PWC together.
• Click on the /b/ sound in the poem and have a small group read the
words.
• Invite the small group to read the poem with you.

Transition: Everyone stand up. Walk around your room. Now, stop! Tiptoe to a corner. Swim back to your chair. (1:00)
Three Listen to and participate in
(Big Book) • Listen to a small group say the book. Help as needed. conversations.
1:30--2:00 • Using Pages 2 -3, ask, What do you see?
• After they respond, model, I see three birds.
• What color are they?
• One is red and two are brown.
• Listen to a different small group sing as you track the words.
Jonny Bear Helps His VPC(s): Communicate information
Mother clothes about the story.
(Story Dictionary)
4:30--5:00 • Say the VPC. (S-T-S)
• Tell the story as you point to the pictures.
• Using Card 8. Point to the pictures and ask, What do Brother and Sister
do?
• Wait. Then help them respond, Brother washes his face with water. Sister
uses a comb to comb her hair.

Transition: Stand up and wiggle. Wiggle like a snake. Wiggle like a worm. Sit down. (1:00)
Give it to a Friend! VPC(s): Respond to directions with
(Action Activity) left/right actions.
3:30--4:00
• Prop for students: an object
• Say the VPC. (S -T-S)
• Review left and right .
• Begin the activity.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Crayons Are Fun Letter Phonogram Card(s): Listen to review sounds in
(Poems) c words.
1:30--2:00 Phonogram Word Card(s):
crayon/pencil/circle

• Say the sounds of the letter without showing the PC and have the
class air-write and tell you what the letter is.
• Click on the /l/ sound in the poem and have a student read the word.
• Invite a small group to read the poem with you as you track the
words. (2x)

Let's Spin! VPC(s): Respond to directions with

(Song) reach, spin actions.
2:30--3:00
• Say the VPCs. (S-T-S)
• Ask the class to look to the right or left. Watch to ensure they follow
accurately.
• Sing while students do the actions. Watch and help as needed.
Transition: Stand up. Hold up your left hand. Hold up your right hand. Spin around and shout, Yeah! Please sit down.
(1:00)
Colors Everywhere! VPC(s): Listen to and participate in
(Song) ant, book, eraser, light, paint, pink, blue, purple, yellow, orange (color) conversations.
2:30--3:00
• Say the VPCs. (S -T-S)
• Listen to a small group sing the song.
• Using Card 3, ask, What color is the ?
• Help students respond as needed.
• Red paint (can with brush)
• Pink eraser
• Green door
• Blue wall
• Brown hook
• Purple play dough
• Yellow pencil
• Orange crayon
• White light (fluorescent bulb)
• Black shoe
• Choose students to ask each other questions using, What color is
the ?and The is .

We Love School! VPC(s): Recall information provided to

(Story) marker, play dough, sandbox, school, scissors answers questions.
3:00--3:30
• Say the VPCs. (S-T-S)
• Invite a small group to say the story with you as you point to the pictures.
• Ask, What do we love?
• Help them respond, We love school.

We Say Please!
(Song)
Count and Shout!
(Action Activity)

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 Unit 3 Lesson 27
VPCs Needed: bag[2], bathroom[3], blocks[4], book[5], card[7], door[11], eraser[13], hook[16], inside/outside[17],
laugh[19], marker[23], office[25], page[26], paper[28], pencil[29], play dough[30], sand[33], sandbox[34], school[35],
scissors[36], snack[39], song[40], spin[41], storybook[42], swing[43], tape[45], trash[46], wall[47]

Component Teacher Student

Hello, How Are You Listen to and participate in
(Song) • Call on students to greet a friend and ask how they are. conversations.
2:30--3:00 • Dive the class into two groups. Sing in a call and response manner.
We Love School! VPC(s): Recall information from
(Story) laugh, marker, play dough, sandbox, spin experience to answer
3:00--3:30 questions.
• Say the VPCs. (S-T-S)
• Say, The boys and girls in the story love school! We love school, too!
Tell me what you love at school.
• Help them respond, We love to ___. Or, I love to ___.
• Say, I love to listen to stories. Please say the story.
• Then, listen as a small group says the story. Help as needed.

Phonograms Letter Phonogram Card(s): Produce the sounds when

(Lesson Planning Unit 3 c shown the letters.
Components)
Unit 2 b, g, l, u
1:00--1:30

• Have a small group say the sound(s) as you air-write the

phonograms together. (2x)
• Air-write and say the sounds of the U2 PCs together.
Yes? No? Letter Phonogram Card(s): Produce the sound /n/ when
(Poems) n shown the letter "n".
1:30--2:00
• Show the "n" PC. Ask, What letter is this?
• Watch and listen to the class air-write and say its sound. (2x)
• Have the class clap on the /n/ sound as you read the poem with a few
students.
• Have a student click on the letter "n" in the poem and have a student say
the /n/ sound.
• Read the poem.
• Then, listen to a small group say the poem.

Transition: When I'm thirsty, I like to drink water! Drink your water and sing, This is the way I drink my water… (1:00)
I Like These Things VPC(s): Listen to and participate in
(Story) blocks, card, page, pencil, scissors, snack, storybook, tape conversations.
3:30--4:00
• Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures.
• Ask, Where do you like to play games?
• Do you like playing games outside?
• Help them respond if needed.

Transition: Stand up tall and pat your head. Now, rub your stomach. Please walk around your chair and sit down. (1:00)
Yes, It Is! VPC(s): Listen to and participate in
(Chant) bathroom, hook, office, wall conversations.
3:00--3:30
• Prop: a marker
• Say the VPCs. (S -T-S)
• Direct students' attention to your video. Point to a marker and ask, What
is this? Is this a chair?
• Help them respond, No it isn't. It is a marker .
• Say the first two cards with a small group.
• Listen to the small group say the last two cards. Help as needed.

We Say Please! VPC(s): Listen to and participate in

(Song) inside/outside, song conversations.
2:00--2:30
• Say the VPCs. (S-T-S)
• Ask, What do you say if you want me to count the windows? After they
respond, model, Please help us count the windows.
• What do you say after I help?
• After they respond, model, Thank you for helping us count.
• Listen to a small group sing. Help with pronunciation as needed.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
My Toy Box Letter Phonogram Card(s): Produce the sound /ks/ when
(Poems) x shown the letter "x".
2:00--2:30 Phonogram Word Card(s):
box/six

• Show the PC. Ask, What letter is this?

• Watch and listen to the class air-write and say the sound. (2x)
• Click on the /ks/ sound in the poem and have a student read the word.
• Invite a small group to read the poem with you.

Count and Shout! Respond to directions with

(Action Activity) • Give the directions changing the body parts. actions.
3:00--3:30

Transition: Stand up. Fly like a bird and count to ten. Count and shout: 1, 2, 3, 4, 5, 6, 7, 8, 9,10. (1:00)
Our Day at School VPC(s): Listen to and participate in
(Story) bag, book, door, eraser, paper, sand, school, swing, trash conversations.
4:00--4:30
• Props: a bag with classroom objects inside
• Say the VPCs. (S-T-S)
• Invite a small group to say the story with you as you point to the pictures.
• Direct students' attention to your video. Use phrases from the story as
you look for supplies in your bag. Let the class help you. Ask, What did you
look for?
• What did you find?
• Hold up 3-4 objects. Help them respond only if needed.

Time for a Story Respond to directions with

(Song) • Watch the class do the motions as you sing the song. actions.
1:30--2:00
Black
(Big Book)

2 Beta Version © 2022 GrapeSEED Media Limited

 Unit 3 Lesson 28
VPCs Needed: bag[2], bathroom[3], card[7], classroom[8], door[11], eraser[13], game[14], ground[15], hook[16], inside/
outside[17], laugh[19], left/right[20], light[21], lunch[22], office[25], paper[28], pencil[29], play dough[30], reach[32],
sand[33], sandbox[34], school[35], scissors[36], snack[39], song[40], storybook[42], swing[43], table[44], trash[46],
wall[47], pink[51], green[52], blue[53], brown[54], purple[55], yellow[56], white[58], orange (color)

Component Teacher Student

We Say Please! VPC(s): Listen to and participate in
(Song) inside/outside, song conversations.
2:00--2:30
• Say the VPCs. (S-T-S)
• Ask, What do you say if you want me to sing with you?
• Model, Please sing a song with us.
• Sing with a small group.
• Say, Thank you for singing with me.

Phonograms Letter Phonogram Card(s): Produce the sounds when

(Lesson Planning Unit 3 e, n, x shown the letters.
Components)
Unit 1 d, f, k, m, z
1:00--1:30

• Direct students’ attention to your video. Listen to the class say the
sound(s) as you air-write the phonograms together. (2x)
• Air-write and say the sounds of the U1 PCs together.
Crayons Are Fun Letter Phonogram Card(s): Produce the sounds /k/ and /s/
(Poems) c while writing the letter "C/c".
2:00--2:30 Phonogram Word Card(s):
crayon/pencil/circle

• Show the PC. Ask, What letter is this?

• Watch and listen to the class air-write and say the PC and PWC. (2x)
• Click on each letter in the word fun as you say the sounds /f/ /u/ /n/.
Have a small group read the word.
• Listen to the small group say the poem.
• Then, read the poem with them as you track the words.

Transition: Stand up. Look around your room. Look on the floor. Look under your foot. Look out the window. (1:00)
Our Day at School VPC(s): Recall information provided to
(Story) bag, eraser, paper, sand, swing, trash answers questions.
4:00--4:30
• Say the VPCs. (S-T-S)
• Invite a small group to say the story with you.
• Using Card 5, ask, Where did we look?
• Help them respond only if needed.
• Can we find our paper?
• Help them respond only if needed.

Give it to a Friend! VPC(s): Respond to directions with

(Action Activity) left/right actions.
2:30--3:00
• Prop: erasers
• Student prop: an object from their room
• Say the VPC. (S -T-S)
• Do the activity with the students as you mix up the order of the
directions. Watch and help if needed.

Marvin Goes to VPC(s): Recall information provided to

School classroom, door, game, lunch, school, table answers questions.
(Story)
3:30--4:00 • Say the VPCs. (S-T-S)
• Tell the story as you point to the pictures.
• Using Card 11, ask questions. Help them respond and model if necessary.
• Ask, What time is it now?
• It's time to go home.
• What do the boys and girls do?
• They wave goodbye to Marvin.
• Was it fun to have a monkey at school? Yes, it was fun to have a
monkey at school.

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Three Listen to and participate in
(Big Book) • Read the book with a small group. conversations.
2:30--3:00 • Listen to another group sing the book.
• Using Page 4 and 5, ask, Where are the birds.
• Wait for replies. Then model, The birds are in the sky.
• Ask, Are the birds high or low?
• Wait for replies. Model, The birds are very high.
Yes, It Is! VPC(s): Listen to and participate in
(Chant) bathroom, card, hook, office, pencil, snack, storybook, wall conversations.
3:30--4:00
• Say the VPCs. (S-T-S)
• Have a small group say the chant with you. Listen and help with
accuracy.
• Direct students' attention to your video. Looking around your room, ask,
What is this? Is this an office?
• Encourage and praise responses in complete sentences.

Let's Spin! VPC(s): Respond to directions with

(Song) ground, reach actions.
2:30--3:00
• Say the VPCs. (S -T-S)
• Invite a small group to sing with you as the whole class does the actions.

Transition: Clap your hands 5 times. Then, stand up and hop like a rabbit around your chair. (1:00)
We Love School! VPC(s): Recall information from
(Story) laugh, play dough, sandbox, scissors experience to answer
3:30--4:00 questions.
• Say the VPCs. (S -T-S)
• Say the story with a small group as you point to the pictures.
• Call on a student to tell what they love to do at school. Repeat with
a few students before moving on
Colors Everywhere! VPC(s): Respond to simple questions.
(Song) light, pink, green, blue, brown, purple, yellow, white, orange (color)
3:30--4:00
• Say the VPCs. (S -T-S)
• Sing the song with a small group. (2x)
• Then, using Card 2, ask, I see colors everywhere I look. What colors do
you see outside?
• Help students respond only if needed.
• Using Card 3, ask, What colors do you see inside the school?
• Help students respond only if needed.
• UsingCard4, ask, What colors are inside the house?
• Help students respond only if needed.

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 Unit 3 Lesson 29
VPCs Needed: blocks[4], box[6], card[7], clothes[9], merry-go-round[24], page[26], paint[27], pencil[29], playground[31],
scissors[36], slide[38], snack[39], storybook[42], tape[45]

Component Teacher Student

Time for a Story Respond to directions with
(Song) • Have a small group sing as the whole class does the actions as you actions.
1:30--2:00 point to the pictures.
We Love School! Listen to and participate in
(Story) • Invite a small group to say the story with you. conversations.
3:00--3:30 • Ask, What do you love to do in school?
• Help them respond, We love to ___.
• Ask, What do you love to do at home?
• We love to ___. Help only if needed.
Phonograms Letter Phonogram Card(s): Produce the sounds when
(Lesson Planning Unit 3 c shown the letters.
Components)
Unit 2 b, g, l, u
1:00--1:30

• Direct students’ attention to your video. Listen to the class say the
sound(s) as you air-write the phonograms together. (2x)
• Air-write and say the sounds of the U2 PCs together.
My Toy Box Letter Phonogram Card(s): Approximate reading with
(Poems) x purpose and understanding.
2:30--3:00 VPC(s):
box
Phonogram Word Card(s):
box/six

• Say the VPC. (S-T-S)

• Direct students’ attention to your video. Air-write the letter without
showing the PC. Have the class say its sound. (2x)
• Listen to a small group say the PWC.
• Invite the small group to read the poem.
• Ask half the group to read the first sentence and the other half read the
second sentence.
• Then, read the poem together with a different small group.

Transition: Stand up. Walk to something that is pink and point to it. Walk to something that is black and point to it.
(1:00)
Black Approximate singing with
(Big Book) • Read the book with a small group as you track the words. purpose and understanding.
2:00--2:30 • Listen to a small group sing as they follow the words.
• Have students point to the black things they see in their room.
Jonny Bear Helps His VPC(s): Communicate information
Mother clothes about the story.
(Story Dictionary)
4:30--5:00 • Say the VPC. (S-T-S)
• Tell the story as you point to the pictures.
• Using Card 5. Ask questions, but wait for their response before helping.
• Ask, When you give your clothes to your mother to wash, do you take
the things out of your pockets?
• Yes, I do.
• After they put the clothes on the line, what will they make?
• Something very nice to eat.
• Can you help your mother make something very nice to eat?
• Yes.

Hello, How Are You Listen to and participate in

(Song) • Sing the song with a small group. conversations.
2:30--3:00 • Have the students greet a friend and tell them to “Have a good
day.”
Count and Shout! Respond to directions with
(Action Activity) • Give the directions in random order. actions.
2:30--3:00

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Yes? No? Letter Phonogram Card(s): Produce the sounds /e/ and /ē/
(Poems) e when shown the letter "e".
2:30--3:00
• Show the "e" PC. Ask, What letter is this?
• Watch and listen to a small group air -write and say each sound. (2x)
• Point out the many different /e/ sounds in the poem. Have the small
group say each sound and repeat the words.
• Have the small group read the poem as you listen.

Transition: Stand up. Walk like an elephant around your room. Now, crawl like an alligator to your chair. (1:00)
I Like These Things VPC(s): Recall information from
(Story) blocks, card, merry-go-round, page, paint, pencil, playground, scissors, slide, experience to answer
3:30--4:00 snack, storybook, tape questions.

• Say the VPCs. (S-T-S)

• Invite a small group to say the story with you as you point to the pictures.
• Ask, What do you like in this story?
• The slides.
• Do you like reading under the table?
• Yes. Help them respond if needed.
• Where do you like to read storybooks?
• In the classroom.
• Help them respond if needed.

Let's Spin!
(Song)
Three
(Big Book)

2 Beta Version © 2022 GrapeSEED Media Limited

 Unit 3 Lesson 30
VPCs Needed:

Component Teacher Student

Colors Everywhere! Listen to and participate in
(Song) • Listen to a small group sing. Make sure they're pronouncing ending conversations.
3:00--3:30 sounds. (2x)
• Call on two students at a time. Have them ask each other questions
about colors in the room using, What color is the ? and The
is .
• Repeat with a few more pairs of students.
Yes, It Is! Listen to and participate in
(Chant) • Listen to a small group say the first two cards. Say the last two with conversations.
3:30--4:00 them.
• Direct students' attention to your video. Pointing to your chair, ask,
What is this? Is this a hook?
• Help them respond, No it isn't. This is a chair.
• Invite a few students to ask you a question.
Let's Spin! Respond to directions with
(Song) • Listen to a small group sing while the whole class does the actions. actions.
2:00--2:30
Marvin Goes to Recall information provided to
School • Let a small group say the story with you as you point to the pictures. answers questions.
(Story) • Ask, Where are the boys and girls?
3:30--4:00 • The boys and girls are at school.
• Who is knocking?
• Marvin Monkey.
• What does the teacher do?
• The teacher opens the door.

Transition: Stand up. Spin around slowly. Spin around fast. Stop. Spin around slowly. (1:00)
Three Approximate singing with
(Big Book) • Invite a small group to read the book with you as you track the purpose and understanding.
1:30--2:00 words.
• Listen to another group sing as you track the words.
Phonograms Letter Phonogram Card(s): Produce the sounds when
(Lesson Planning Unit 3 x shown the letters.
Components)
Unit 1 d, f, k, m, z
1:00--1:30

• Direct students’ attention to your video. Listen to the class say the
sound as you air-write the phonograms together. (2x)
• Air-write and say the sounds of the U1 PCs together.
Crayons Are Fun Letter Phonogram Card(s): Approximate reading with
(Poems) c purpose and understanding.
2:00--2:30 Phonogram Word Card(s):
crayon/pencil/circle

• Watch and listen to a small group air - write and say the PC and PWC. (2x)
• Have half the class read the first sentence and the other half read the rest
of the poem.
• Read the poem with a small group.
• Ask, Are crayons fun? Do you like crayons?

Give it to a Friend! Respond to directions with

(Action Activity) • Student prop: an object from their room actions.
2:30--3:00 • Do the activity together, mixing up the order of the directions at a
slightly faster pace. Watch and help as needed.
Transition: Everyone sit on the floor. Put your hands on your shoulders and pat. Put your hands in your lap. Now sit
back in your chair. (1:00)

GrapeSEED Connect Field Test Version © 2022 GrapeSEED Media Limited 1

Component Teacher Student
Our Day at School Recall information provided to
(Story) • Let a small group say the story with you as you point to the pictures. answers questions.
3:30--4:00 • Using Card 9, ask, What did we look for?
• We looked for the things to make our book.
• What did we find?
• Some paper, a crayon, and a marker.
• Help them respond if needed.

We Say Please! Listen to and participate in

(Song) • Ask, What do you say if you want me to dance with you? Model, conversations.
2:00--2:30 Please dance with us.
• Ask, What do you say after I dance with you?
• Model, Thank you for dancing with us.
• Stand up and do the actions as you sing together. Unmute a small
group to listen to.
Yes? No? Letter Phonogram Card(s): Approximate reading with
(Poems) e, n purpose and understanding.
3:00--3:30 Phonogram Word Card(s):
elephant/bed/zebra, nose/ant/run

• Have a small group say the PCs and read the PWCs together. (2x)
• Listen to the group say the poem.
• Ask half the class to say the question and the other half to say the reply.
• Listen to a different small group say the poem.

I Like These Things

(Story)

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