First Grade - ELA
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students are prompted to describe locations and functions of rooms and objects (e.g., "Ask your child what else she can find in her home environment," "As you enter each room, ask your child what each room is used for," and "circle items in the picture that relate to meeting our basic needs"). The instructions and activity prompts use and model prepositional language such as in, on, over, to, and on the chart (e.g., "on the chart," "in the kitchen," "over her head," "bring it up to her mouth"), giving students opportunities to hear and potentially say prepositional phrases.
Lesson 2
What Is a Map?
Students are asked to identify and use positional words in multiple activities (e.g., "What is beside the refrigerator?", "What is in front of the couch?", "What is next to the bathtub?", "What is behind the desk chair?"). The skills list explicitly states students will "Model and use directional and positional vocabulary." Students label maps, place objects on maps, and answer questions that require use of prepositional phrases to describe location (beside, in front of, next to, behind, in, on).
Lesson 6
Exploring Animal Habitats
Students are asked location and movement questions such as "Where are the plants?" and "How do the animals move?" while drawing and labeling habitats, which invites use of spatial prepositions. The role-play extension includes actions described with prepositions (for example, "drinking water from a pond, flying through the sky"). The skills list also tells students to "make connections through the use of oral language" and to "use words that name, describe, and tell action," supporting oral use of relational words.
Lesson 8
Animal Care
Students answer explicit location and habitat questions about the story (e.g., "Where did he find it?" and "Where did the salamander need?"), which prompts use of prepositional phrases like in the forest or in his room. Students create a salamander home by placing a bowl of water in a shoebox and collecting materials outside, an activity that encourages language about location and movement (e.g., in, on, outside, into). The lesson also asks students to discuss where animals live (homes, yards, natural habitats), providing opportunities to produce prepositions of place.
Lesson 9
Animal Designs
Students read and say sentences that use the preposition "in" (e.g., "A fish swims in the ocean," "A parrot flies in the rainforest"). Activity pages and spoken prompts require students to produce sentences using the frame "A ______ can't live in the ________" and to write habitat names with the phrase "___ in the ___." Several activities ask students to describe where animals live, prompting repeated use of the preposition "in."
Lesson 10
Amazing Animals
Students read and hear sentences that contain prepositions such as "in the bottom of the deep ocean," "under this huge shell," "on a green leaf," and "in cold weather." Activity instructions and pages use prepositional phrases like "on the 'Amazing Changes' page," "about the animal," "in the missing body parts," and "between them." Role-play and discussion prompts ask students to describe where something is or what they would do (e.g., where an arm is stuck, where a lizard sits), which naturally involve prepositional language.
Final Project
Animal Research / My Environment
Students are asked to complete pages and labels that use prepositions, for example the prompt "is found in ______" on the "Where In The World?" page and the direction to "shade the regions on the globe," which uses "in" and "on." The home pages include wording such as "inside and outside" and titles like "Things I Do in My Environment," giving students occasions to write or draw about locations using prepositional language. Students are also prompted to label pictures (e.g., labeling where an animal is found or where things occur), which may require short phrases containing prepositions.
Unit 2: Weather
Lesson 2
Types of Precipitation
Students follow multi-step directions that include prepositions (e.g., put water in a glass jar, put a thin plate on top of the jar, fold the paper in half, fold left to right/top to bottom). Students describe scenes from books and pictures (e.g., describe what is happening in the sky, what characters look like when hot or cold), which would naturally elicit prepositional phrases (e.g., in the sky, under an umbrella). Students label and write about pictures (Option 1 and Option 2) and draw outside scenes of activities in precipitation, actions that can require use of prepositions to describe locations and movement.
Lesson 5
Fall
Students are asked to write sentences about a fall picture and to copy or dictate sentences, providing opportunities to use prepositional phrases (e.g., "in the fall," "on the calendar," "on a sheet of paper"). Directions for activities include spatial language students must follow or use, such as "closest to the ground," "off of the trees," and "on the side that has the veins." Students also answer questions about location and actions in the scene (e.g., what are people doing? what does the sky look like?), which can prompt use of prepositions in their responses.
Lesson 6
Winter
The lesson text uses and models prepositions in context: it states "In the summer, the Earth leans toward the Sun, and in the winter the Earth leans away from the Sun," and it uses "during the winter" when explaining indoor activities. Students are asked to describe the outside environment in winter and to dictate or write a story about what they do "in the winter," which provides opportunities to use prepositions in speech and writing. The sentence prompt "In the winter I _______" and guided speaking prompts explicitly include prepositional phrases.
Lesson 7
Spring
Students follow directions that include prepositions such as "in the spring," "in the soil," "across her hand," "on a windy day," and "into plants" when they plant seeds, place objects on their hands, and describe the season. Students hear and read prepositional phrases while attempting to read poems, drawing illustrations next to poems, and answering questions about where things are (e.g., next to the poem, up high in the trees).
Lesson 8
Summer
Students fill in a story with phrases such as "to the ___________" and "___________ in the waves," which requires using prepositions like to and in. Students describe scenes in the picture and answer questions (e.g., where activities happen and whether they could happen in winter), prompting use of spatial and temporal prepositions. Students write season names beneath or below temperatures and explain how they place puzzle pieces, which involves using positional prepositions (beneath, below, next to, etc.).
Unit 3: Community
Lesson 1
On the Town
Students complete fill-in-the-blank sentences (Activity 2, Options 1 and 2) that contain prepositions such as at, in, to, from, and with (e.g., "The kids rode the bus to _______."; "I put _______ in my cart at the _______."). Students draw a new page and write or dictate a sentence about Charlie visiting a place (Activity 3), providing opportunities to use location words and prepositional phrases in their own writing or speech. The discussion questions in Activity 1 prompt students to talk about places Charlie visited, which encourages spoken use of simple prepositions (e.g., to, at, in).
Lesson 2
My Community Environment
Students trace paths on a community map and discuss which buildings are near each other or far apart. Optional extension questions require students to answer location questions using phrasing such as "closer to," "at the grocery store," "on the same side of," and "farther north/farther west." Students label places on a poster and write or dictate brief descriptions of how each place serves the community, which can elicit use of spatial prepositions.
Lesson 3
Jobs in the Community
Students encounter prepositional words in instructions and texts (for example, the phrase "during the day" in Activity 3 and directions such as "in the community," "next to the worker's name," and "draw a line from the worker to the place"). Students are asked to read aloud, write, or dictate sentences about community workers (Activity 5 and the "When I Grow Up" fill-ins), which requires sentence construction where prepositions could appear. Activities ask students to place tallies "next to" names and to match workers "to" workplaces, exposing them to spatial prepositions in context.
Final Project
I Can Make A Difference
Students write plan and reflection sentences that include prepositions (e.g., "bring the meal over," "buy what we need at the store," "take it to the person," "spend time serving at a soup kitchen," "pick up trash in the park," "paste it in the box on the plan sheet"). The activity prompts (sentence starters like "I am planning to __," "The first thing I will do is __," and "I helped __ with __") require students to produce phrases that commonly use prepositions such as to, at, in, with, and over. Students carry out and describe actions (calling, going, bringing, giving) that naturally involve prepositional language while planning and reflecting.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 5
How Old?
Students are given directions that contain and require understanding of prepositions, for example: 'put the pictures in order from oldest to youngest' and 'then from youngest to oldest.' Activities tell students to work 'in your yard or to a park,' to look 'inside the tree,' and to 'paste the number beside the person,' which involve spatial and temporal prepositions in instructions. The handwriting and question-writing tasks ask students to write sentences and questions that include phrases such as 'on her birthday,' providing examples of prepositional phrases in context.
Lesson 7
More Attributes
Students are asked to place blocks "in" one circle, "in" the other, and where the circles "overlap," and to lay the yarn circles "beside" each other and "in the middle" to make a Venn diagram (Activity 3). Activities instruct students to put words "above" the circles, sort toys and "place them in the appropriate places on the diagram," and to sort items "into" two or three groups (Activities 1 and 4). The Student Activity Page and handwriting practice also direct students to write and trace the word "Venn" and show overlapping circles "beside" the practice section, reinforcing spatial language in context.
Lesson 9
Solids and Liquids
Students write down definitions that include prepositional phrases (e.g., "takes the shape of the container it is in"). Students perform actions described with prepositions when they place ice cubes in a cup, put a cup of water in the freezer, pour sugar into a cup, and paste pictures on labeled sheets, which exposes them to words like in, into, on, and out of. Students describe observations (e.g., what happened to the liquid, what caused the ice to change) using language that can include prepositional phrases.
Lesson 10
Earth Materials: Rocks, Soil, and Water
Students are introduced to prepositions in Activity 5 where they are told that prepositions tell where someone or something is and examples such as over, under, above, and below are given. Students brainstorm additional location words (behind, beneath, at, beside, on, in, out, near, next to, between, by, against, across) and complete multiple fill-in-the-blank sentences using prepositions (e.g., The frog jumps ___ the lily pad; The worm is ___ the dirt). Option 2 asks students to write full prepositional phrases and to experiment with different prepositions that could work in each sentence.
Lesson 11
Using Earth Materials
The lesson text and activity directions contain multiple prepositions and prepositional phrases (for example: "throughout the day," "inside and outside the house," "on a scavenger hunt," "in the yard," "in the soil," "for protection," and "without a yard"). Activities ask the child to describe Earth materials, keep a water-use log, make lists, take photos, and discuss properties of soil, which involve describing locations and actions using prepositional language. Students are prompted to speak or write about where items are and how materials are used, creating contexts where prepositions appear in student language.
Unit 2: Senses
Lesson 1
My Five Senses
Students are asked to dictate and record four complete sentences describing a sensing experience (Activity 3, Option 2), which requires them to produce spoken and written language. Activity 4 asks students to write or copy a sentence about a sense (example: "I smell with my nose."), providing at least one explicit sentence-writing task. Directions and task prompts repeatedly use prepositional phrases (e.g., "in the center of the web," "on the bottom of the page," "before she reads the book," "during the week"), so students encounter prepositions while following and completing activities.
Lesson 4
Hearing and Seeing
Students are asked to draw and follow a line representing light rays "through the cornea, to the retina, and then to the optic nerve," which uses prepositions (through, to). Students cut, label, and paste parts of the eye and ear diagrams where directions use spatial words such as "behind the pupil and iris," "along the optic nerve," and "to the back of the brain." Students are prompted to describe orally and in writing their blindfolded walks and listening activities, which requires using prepositional phrases to report locations and movement.
Lesson 6
Experimenting With Our Senses
Students follow multi-step directions that include prepositions (e.g., "put a blank index card in front of each glass," "draw a line down the middle," "record his description on the left side/right side"). Students perform actions using spatial prepositions during the scratch 'n sniff activity (e.g., "spread a thin layer of glue over the side," "sprinkle a little bit of the spice on top of the glue," "turn the four cards over"). Students also produce spoken and written language when they tell a story about a favorite flavor and write or dictate a sentence about something they smelled or tasted today.
Lesson 7
Using All of Our Senses
The lesson text contains prepositional language students will hear or read (e.g., "throughout the day," "around the block," "around a lake," "at the ocean"), exposing students to prepositions in context. Students are asked to write or copy a sentence about their nature walk and to explain how they use their senses, which could prompt use of prepositional phrases to describe location or time. Student prompts and questions (e.g., "What did you notice…?", "Which sense did you use most? Least?") encourage descriptive language that may include prepositions.
Lesson 8
Writing About Our Senses
Students complete the sentence "My popcorn felt ______ before it popped. After it popped it felt ______." and fill sensory descriptors in the blanks, exposing them to the temporal words before and after. Students draw "My popcorn before popping" and "after popping," reinforcing those temporal relationships. Instructions and task prompts use prepositional phrases such as "in the row," "in the blanks," "on the stove," and "at the end of the day," which students hear and follow.
Unit 3: We're the Same, We're Different
Lesson 4
Interests and Hobbies
Students are asked to dictate, write, and share sentences describing their hobby, which requires composing phrases that can include prepositions. The "My Interest" prompts repeatedly use the preposition "about" (e.g., "What is one thing you liked about _______?", "What can you do to learn more about _______?") and students interview others using questions that include "about" (e.g., "What do you enjoy most about your hobby?"). These activities require students to read, speak, and write phrases where a common preposition appears.
Lesson 6
Different Families
Students respond to prompts that include prepositions such as "from" (e.g., "My family is similar to a family from _______"), "in" (e.g., "What are your responsibilities in your family?"), and "to" (e.g., "compare her family to the family from another country"). Students also complete sentences and dictate ideas and responses, which will require using words that function as prepositions in context.
Lesson 8
Different Holidays and Traditions
Students are asked to write sentences for each holiday using sentence stems such as "On ______ (holiday) we celebrate by ______," which requires use of the preposition on and the prepositional phrase introduced by by. Activity 4 has students place holiday graphics on calendar dates and discusses that holidays occur on certain days and in specific months, giving practice with on and in. The lesson text also uses prepositional phrases in prompts (e.g., around the world, in the same way) that students encounter while discussing holidays.
Lesson 9
Different Modes of Transportation
Students complete a handwriting sentence that provides the preposition choices "in/on" (Activity 4), directly prompting use of those prepositions. Several tasks frame movement with prepositional phrases such as "from one place to another" and scenarios like "travel from one island to another," which expose students to the prepositions from and to. Students draw and tell stories about trips "to a destination" and act out riding "on" different modes of transportation, creating opportunities to use simple prepositions in speech and picture descriptions.
Final Project
Differences Make the World Go 'Round
Students fill sentence frames that contain prepositions such as "I live in ___," "___ might live in ___," "I get to the store by ___," and "Jung Wei from China might get to the grocery store by bicycle." Students write and illustrate comparisons using sentence stems that include prepositions (in, from, by) and then share their book orally with family or a person from the chosen country. The examples and activity pages require students to produce written sentences that incorporate these prepositions.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 1
What Is a Pattern?
The Skills section directs students to use words such as 'before' or 'after' to describe relative position in a sequence. Several activities ask students to name objects in order (for example, saying 'butterfly, ant, butterfly') and to describe patterns aloud using prompts like 'First, there is ___. Next, there is ___.' The handwriting activity has students write three sentences describing a pattern using sequential language ('First', 'Next', 'Then').
Lesson 2
Recognizing Types of Patterns
The lesson's Skills list explicitly tells students to "Use words such as 'before' or 'after' to describe relative position in a sequence of events or objects." Activities ask students to name ordinal positions (first, second, third) and to decide how rows follow a pattern, which requires describing relative position. The Wrap-up asks students to explain how they can decide if a pattern is ABAB or AABB, prompting use of sequence words.
Lesson 3
What Comes Next?
The Skills section explicitly asks students to "Use words such as 'before' or 'after' to describe relative position in a sequence of events or objects," and activities repeatedly prompt questions like "What comes before __?" and "What comes after __?" Students are asked to place objects "in front of" them and to draw shapes "on the outside," which requires use of spatial prepositional phrases. The handwriting activity has students write a question using the word "after," giving a written practice opportunity for a preposition.
Lesson 5
Making Color Patterns
Students are asked to "put" dot stickers "on the leaves" and to describe the patterns they create, prompting use of location words like "on". The Skills section explicitly states students should "Use words that describe color, size, and location," which directs students to use positional language. Activity 3 asks students to write or copy a sentence describing something they created, giving students an opportunity to use prepositions in writing or speaking.
Lesson 8
Creating and Writing About Patterns
Students are prompted to "use words such as 'before' or 'after' to describe relative position" in the Skills list. Activity 3 asks students to write the sequence words first, then, and next multiple times. Student pages include sentence frames students complete (e.g., "__________ comes before __________" and "__________ comes after __________") and prompts such as "First comes ___ / Then comes ___ / Next comes ___" that require students to produce relational words.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 3
Poetry Patterns
Students read and sing the song "A-Hunting We Will Go," which contains lines with prepositions such as "Put it in a box," "Put it in a pail," "Put it on a log," and "Put it on a dish." The student pages include a fill-in-the-blank version of the song and a handwriting task that prompt students to write the line "We'll find a ____ put it _________ and then we'll let it go," which can require supplying prepositions like "in" or "on."
Lesson 5
Story Patterns
The lesson's Skills list explicitly tells students to "Use words such as 'before' or 'after' to describe relative position in a sequence of events or objects," which directs student use of common prepositional/time-sequence words. Activity pages prompt students to fill boxes labeled "In the beginning," "In the middle," and "In the end," and ask students to speak or write what happened at the beginning, middle, and end, requiring them to use sequence words in oral and written responses. Activities ask students to predict and describe what will happen next and to dictate or write sentences about events, which elicits use of relative-position and time words in speech and writing.
Unit 3: Patterns in Your World
Lesson 3
Night and Day
Students describe and label the positions of the Sun, Moon, and Earth (e.g., discuss where they are located in relation to one another and move "around" in circles). The text uses and models prepositions in context (phrases such as "during the day," "at night," "around the Sun," "on the tape," and "about a foot away"). Students are asked to record or dictate sentences about activities "During the Day" and "At Night," providing opportunities to use prepositional phrases in their writing or speech.
Lesson 6
Seasonal Weather Patterns
Students are asked temporal questions using prepositions such as "Which month comes after March?" and "Which season comes before summer?", requiring them to reason with and respond to 'after' and 'before'. Instructions tell students to place or paste months "beneath the season" and to identify the month, season, and weather "on the calendar," which have students act on spatial prepositions like "beneath" and "on."
Lesson 9
Counting Patterns
Students hear and follow directions that include prepositions such as "pull two objects toward her at a time," and they place objects "in" the car and move clowns "behind" the car as they act out the story. Students are also asked to look for or place items "around the house" when practicing counting by twos. These spoken and action directions expose students to frequently occurring prepositions in context.
4: Change
Unit 1: Changes on Planet Earth
Lesson 2
What Changed?
Students are asked to name their location using phrases such as "in the kitchen" or "in the house," prompting use of the preposition in. The lesson models and has students notice prepositions of place in context (e.g., "a spider can crawl on its web and then off its web," "sit on his bed," "go into the community"). The Student Activity Page asks students to describe changes that include movement and position (from...to, outside), and students are asked to record a sentence for each example, providing writing practice with prepositional phrases.
Lesson 4
Changes in the Environment
Students hear and read contextual sentences that contain prepositions in Activity 1 (e.g., "from the sky," "on the ground," "in the morning," "to your friend's house," "outside," "at the pool," and "in the distance"), and they are asked to discuss those situations. Students are asked to write two sentences about a time weather caused them to change an activity and to copy a sentence about a favorite season in the handwriting activity, providing opportunities to produce prepositional phrases. The instruction to order branches "from the least to the greatest" and prompts like "Go in the backyard" also include common prepositions that students will encounter while completing tasks.
Lesson 5
Changes in Location
Students read and describe locations using spatial prepositions in the introduction (e.g., "The spider is under the couch," "The spider is behind the door"). In Activity 1 students fill blanks on the "Where Did He Go?" wheel using a provided word box of prepositions (behind, under, in front, on top, beside) and may write full prepositional phrases. In Activity 2 students move a cut-out mouse to positions named by sentences ("The mouse is in front of the TV," "The mouse is between the pillows") and are prompted to write simple sentences describing location. In Activity 3 and Wrapping Up students observe and write or follow spoken directions that use prepositions ("Stand on top of the bed," "Sit under the table"), giving repeated spoken and written practice.
Lesson 6
Changes in the Sky
Students perform activities that require and model spatial language: they stand "about 5 feet away," watch an adult "walk in a circle around" them, and are instructed to "revolve around" and "rotate" while trading places. Students cut out and assemble an Earth/Moon/Sun model and attach the Earth "on top" of the Moon rod and the Sun to the "end" of the Earth rod, which invites description of positional relationships. Students are asked to describe how objects "in the sky" change positions and to discuss where the Sun is "at different points in the day."
Lesson 7
Living Things Change
Students follow directions that use prepositions, such as "Color the lizard on the leaf" and "Color the one on the branch," requiring understanding of on and on/at relationships. Students practice spatial language in movement and gestures (e.g., hands over head, walk around in a small circle, pretend to put on a coat) and answer questions about changes in place (Did it change its place? Did it move?). Student tasks ask them to place and glue paper pieces (glue to the bottom of a sheet, glue on top of the snowdrift), which involves interpreting and acting on prepositional phrases.
Lesson 8
Plants and Change
Students follow directions that include prepositions such as in, on, into, near, and from when finding sections in the book, gluing labels on diagrams, and attaching plant parts to folded paper. Students place cups and seeds "in the window" or "in the closet," predict and record outcomes for those locations, and are asked to describe where plant parts are when they draw, label, and list parts on handwriting paper.
Lesson 9
Heat Causes Change
Students hear and use prepositional phrases in procedures and prompts (e.g., "put the bowl in the microwave," "pour the water into a small saucepan," "on the stove," "out of the freezer," "lay the candle on its side," "after fifteen minutes," and "during this experiment"). The Student Activity Pages and activity instructions place objects "next to" or "to the side" and ask students to measure or record changes "in" paper clips and "inches," providing contexts where prepositions appear in speech and writing. Activity 4 asks students to write or copy a sentence about an observation, which could require use of prepositions to describe locations and times.
Unit 2: Characters Change
Lesson 4
Comparing Characters
Students are prompted to write sentences that use temporal and spatial relationships, for example in the "I Change" pages where they complete "When I had my problem...", "After I solved my problem...", and "Before I was... but now I am...". Students write comparisons and descriptions that include prepositions in phrases such as "in each character's circle," "in the books," and "within our control / out of our control." Students match causes and effects and describe events (e.g., "The kids made fun of Chrysanthemum's name" → "She began to hate her name"), which invites use of prepositional phrases when explaining relationships.
Unit 3: A First Look at History - Change Over Time
Lesson 1
People and Families Change
Students are asked to put pictures in order "from youngest to oldest," which requires using the prepositions from and to. Students place pictures on index cards and mark heights "on" the chart and "beside" the chart, using spatial prepositions like on and beside. Students discuss time phrased as "in ten years" and answer questions using between ("Between which two years did you grow the most?").
Lesson 2
Understanding Time
The lesson explicitly lists time-related vocabulary including the prepositions "before" and "after" in the Skills section and asks students to use terms for past/present/future (e.g., "in the past," "in the present"). Activity 2 has students say or record time expressions that include prepositional forms such as "two weeks ago," "three years ago," and "one month from now," and asks questions that require using "in" (e.g., "Were you born in the past, present, or future?"). Calendar and sequencing activities ask students to state dates and order events using terms like "yesterday," "today," and "tomorrow," which involve prepositional/time-word usage.
Lesson 7
People of the Past
Students read and hear sentences that include prepositions (e.g., phrases in the lesson such as "in the past," "from the oldest to most recent," "at night," "in circles around the sun," and "in order to make a change"). Students are asked to discuss chronology and relationships (placing historical figures "from the oldest to most recent" and describing where a person "would fit in chronological relation"), which requires understanding words that express relations. Students are asked to write a sentence about a historical person, providing an opportunity to use prepositions in their own writing.
Final Project
My Past, Present and Future
Students write sentence stems that begin with prepositional phrases such as "In the past..." and "In the future..." on multiple activity pages (e.g., "In the past my home was...", "In the past I did..."). Students place drawings and responses in instructed locations using wording that references position, such as "On the left" and "On the right," when completing the Elements of Culture and other pages. Students are prompted to write or dictate short sentences that include these prepositions as part of their book or comparison pages.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
Students are prompted to answer where a cap goes on the body ("A cap goes on my head"), which requires using the preposition "on." The facts and instructions include prepositional language that students are exposed to, such as "from left to right," "from top to bottom," and "on a page," and students practice pointing while reading. The Life Application asks students to look for objects "in his room, around the neighborhood, or in the grocery store," exposing students to prepositions like "in" and "around."
Lesson 2
Letter Sounds Review II
The lesson introduces the sight words "of," "to," and "in" and has students identify these words using sight-word cards (Activity 1.3, Day 3 Activity 3.1). Students are asked to read the words aloud, flip the cards to practice recognition, and find these words in the "Weekly Message #2." The activities require students to point to and say the words and to recognize them in connected text.
Lesson 3
Letter Sounds Review III
Students are asked to identify and read sight words that include frequently occurring prepositions such as "of," "to," and "in" (Activity 1.1, Activity 3.2, Sight Words review). Students read sentences that contain the preposition "in" (e.g., "The mop is in the __________________.") and are prompted to read sight word cards aloud during review and wrapping up. Students also encounter these words in connected text when reading the readers and weekly message, providing exposure to prepositions in context.
Lesson 4
Letter Sounds Review IV
Students read and use the word cards 'in', 'on', and 'to' during Activity 5.3 when they build and complete sentences (e.g., "the cat ran to a _____", "a _____ was on the bed", "a fox is in the _____"). In Activity 3.1 students are asked to circle the word 'in' in sentences and then read the sentences aloud, demonstrating recognition and use of that preposition in context. Sight word practice (Activity 1.3 and 4.2) includes reading preposition cards such as 'in' and 'on' aloud as part of the sight-word set.
Lesson 5
Adding s, More Word Families, Ending with ck
The lesson introduces the sight words "she," "on," and "are" and has students point to and read the word "on" (Activity 1.3). Students trace and write the sight word "on" on the Writing Sight Words pages (Activity 2.1). Students read and write dictated sentences that include the preposition "on," for example "A tub was on the dock," and read sentences aloud after writing them (Activity 5.3).
Lesson 6
Open Syllables and Digraph th
Students read and practice the sight word "with" and other sight words in Activity 1.3 and Activity 3.2. Students assemble and read sentences that contain prepositions (e.g., "We sat on the log.", "The man ran with his pet.", "The cats are on the path.") in Activity 5.1 and then write dictated sentences including "We are with them." in Activity 5.3. Students read and copy the student page sentence "We go by the hut.", exposing them to the preposition "by."
Lesson 7
Consonant Digraphs ch, sh, wh, ph
Students read and write sentences that contain prepositions (e.g., sentence dictation: "The moth is on the dish." and "I chat with a fox in a hut."). Students answer a comprehension question that requires a prepositional phrase to locate an object ("Where is the ship at the beginning of the book? (by the dock)"). Sight-word activities and the word-search include prepositions as sight words (for, with), and examples prompt students to point to and read those words in context.
Lesson 8
Blends with s
Students read and underline sight words that include 'to' in the Weekly Message and read sentences aloud that contain prepositions (e.g., 'in,' 'by,' 'for') during Sentence Dictation. Students answer comprehension questions that use or refer to prepositions (for example, responding why Meg and Dan are no longer on the sled, which uses 'on'). Students also write dictated sentences that require them to produce sentences containing prepositions (The fox has a snack in the shack; They swim by the dock; This is the spot for the desk).
Lesson 9
Blends with l
Students are asked to identify and read words in the Weekly Message that include prepositional words such as with, in, and to. In Making Sentences, students complete sentence prompts that include prepositions (e.g., "The fox sat by the _____" and "They can _____ at the _____") and are asked to create and read their own sentences. In sentence dictation and reading tasks students produce sentences that contain prepositions (e.g., "The ducks fly in the sky." and "He has a sack of blocks.").
Lesson 10
Blends with r
Students are shown the sight word cards for this lesson and practice the words "one," "from," and "by" (Activity 1.3). They are asked to point to each sight word as the teacher says the words and to read and write the sight words on the "Writing Sight Words" page (Day 5). The lesson includes identification tasks that treat "from" and "by" as vocabulary items to recognize and spell.
Lesson 11
Ending Blends
Students are asked in Activity 3.3 to lay out sight word cards and point to words matching prompts that include prepositional words (e.g., "from," "with," "to") and words that function as prepositions. In Day 4's Reader activity (At Camp) students read and answer questions that elicit prepositional phrases in responses (e.g., "at camp," "hunt for ants on plants," "swim in the pond"). These tasks require students to recognize and orally use some common prepositional words while reading and responding.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students are asked to find and underline the word "with" in the Weekly Message and to locate "with" in the sight word search (Activity 1.1; Activity 5.1). Example sentences read aloud include "What were you doing with all that candy?" and students are asked to point to each word when they hear it (Activity 1.3). Students read and show sight words that include "with," practicing recognition and reading of that preposition in context.
Lesson 13
Glued Sounds ng and nk
Students read and write sentences that include prepositions (e.g., they answer "Where do the king and his friends sleep?" with "in bunk beds," read/write "The ring is on her hand," and write "Hank drank from the well"). Students use sentence starters that contain prepositions (e.g., "We _____ on the _____," "The _____ ran to the _____") and are asked to make sentences aloud using the provided words. Students also hear and repeat sentences with prepositions during dictation and reader activities.
Lesson 14
Three-Letter Beginning Blends
Students read and write sentences that contain common prepositions: dictation sentences include "The shrimp swim in the tank." and "There are ants in the shrub." Students also read and produce sentences with "on" ("He can strum on the strings.") and respond to reader prompts using "at" ("at the track," "at the pond"). The Life Application and example sentences also include prepositional phrases (e.g., "in the shrub," "in the square").
Lesson 15
More Ending Blends
Students write dictated sentences that include the preposition "on" (An elk slept on the bed; The rafts drift on the pond), so they practice using a preposition in writing. Students copy and write sight words that include the preposition-like word "from" on the Writing Sight Words page. Students read and point to words in sentences and reader text that contain prepositional phrases during reading and dictation activities.
Lesson 17
Semester Review
Students read and point to sentences that contain common prepositions such as "They ride in their car," "The library is over there," and "Their house is down the street" on the "There and Their" activity page. In Sentence Dictation (Activity 3.2) students write the sentence "The dogs slept in the yard," which requires reading and writing the preposition "in." When creating and dictating short readers, students may encounter and reproduce positional words (e.g., "left side," "over there") in context.
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
Students read and identify words in sentences that contain prepositions (for example, they point to the word in the sentence "The pencil is over there"). The sight-word practice includes the word "up," and students are asked to read and fluently recognize it. In sentence dictation, students write sentences that include prepositions ("The kids bike on the path."), requiring them to reproduce a preposition in writing.
Lesson 2
Long Vowels o, u, and e with Silent e
Students write and read sentences that include prepositions, for example they will write the dictated sentence "They use the hose on the grass," which contains the preposition "on." Students follow directions that use spatial prepositions when sorting and gluing pictures into columns (e.g., placing images "in" one column or "in" another column) and when cutting and pasting pictures onto pages. Students also read and point to text and sight words in contexts that include prepositions (for example, directions like "write the following words in one column").
Lesson 3
Hard and Soft c and g
Students are asked to learn the sight words "about," "out," and "many," and they practice reading those words aloud (Activity 1.3). A dictated sentence that students write is "Many mice are in the cage," which exposes students to the preposition "in" in a writing task (Activity 5.3). The Weekly Message and other reading activities include the words "about" and "out," giving students opportunities to read words that can function as prepositions.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
Students practice and read sight words that include prepositional words: the lesson names "in" and "on" as common words children use, and it gives sight-word practice with words such as "about" and "out." At the end of the lesson, students are asked to read sight words (about, out, many, some, would, rather, other, more) and to use each word in a sentence, which requires them to produce those words in spoken or written context. Sight-word activities ask students to point to, read, and reread words, providing opportunities to encounter these frequently occurring words in text.
Lesson 6
Long e Spellings ee, ey, ea
Students are introduced to the sight word "into" (Activity 1.3) and read or practice the word "out" on the spelling test (Activity 4.3). Students use word cards (Activity 4.2) that include words functioning as prepositions/adverbs (e.g., out, into, home, there) and are asked to make sentences aloud with those cards. Students also read and write sentences and sight words that contain these words during reading, dictation, and spelling activities.
Lesson 12
Other Vowel Sounds oi, oy
Students write and read sentences that contain prepositions: sentence starters include 'by', 'in', and 'with' (e.g., 'The _____ swim by the ____.' and 'The _____ ran in the _____ with _____'), and a dictated sentence is 'The boys play with the toy.' Students also fill sentence starters and read aloud sentences that already include these prepositions.
Lesson 13
Other Vowel Sounds ou, ow
Students read and write sentences that include prepositions, for example in the Sentence Dictation they write "The brown cow is in town." and in comprehension questions they respond to "What does the hound do during the day?". Students are asked orally "Where do you find ou and ow in words?", which requires using the preposition 'in' when answering. The directions also include phrases like "from left to right, top to bottom," exposing students to common prepositional usage.
Lesson 14
Other Vowel Sounds aw, au
Students answer a comprehension question that elicits a prepositional phrase: the question "Where do the pups sleep?" expects the response "on a bed of straw," which requires the preposition on. Several activities require students to place or sort items "in" columns or "in" a bowl (Sorting Short o Words, Alphabet Soup), which involves using simple prepositional language during tasks. The introduction and instructions also contain prepositional language (e.g., "During this lesson"), showing incidental exposure to prepositions.
Lesson 17
Year-End Review
The lesson explicitly introduces the sight word "over" (Activity 1.3) and asks students to read and say that word; the Sight Words Search (Activity 4.1) has "over" and "only" listed for students to find and read. The Sentence Writing activity asks students to write one or two sentences about pictures, which could allow students to produce prepositional phrases if they choose to do so. The lesson repeatedly has students read, locate, and write words that include "over" in multiple activities.