Kindergarten - ELA
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 4
Day 4
Students are asked to point out continents and to point out Canada, Greenland, and Alaska on the map, using language such as "on the map" and "in very cold places." Students place a tuft of cotton "on the top of the musk ox's head," glue yarn "across the back," and may add a layer of cotton "to simulate the ox's qiviut," which uses spatial prepositions like on, in, across, and with in context. Instructions and prompts repeatedly use prepositional phrases while students perform placement and location tasks.
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
Activity 1 lists actions that include prepositional phrases (e.g., "riding in a car," "going to the beach," "playing with the baby") and asks the child to act out each activity as it is read. Reading and question prompts include language that contains common prepositions (for example, instructions to "point to the title" and descriptions like "Hondo went outside"). Activity 2 uses prepositional language in directions (e.g., "lay out the number cards in order," "point to each number").
Lesson 3
Day 3
Students are given instructions that include common prepositions, e.g., Activity 3 tells students to "work from left to right" and to place piles "one below the other." Activity 1 and handwriting directions use prepositions such as "to the bottom," "upward to the half-line," and the lesson asks students to point to words "on the page." Activity 4 directs students to write names "across the middle," and Activity 2 uses "with" in the popsicle-stick prompt.
Lesson 4
Day 4
The painting activity asks the child to paint a toy she likes to share "with" a friend and to dictate a sentence about her painting, which may elicit use of the preposition "with." The prompt also contrasts doing things "together and apart," which may encourage talk about relationships but does not explicitly teach prepositions. No other explicit instruction or exercises target the listed frequent prepositions.
Unit 3: I - The Little Island
Lesson 1
Day 1
The Skills list directs students to "Use positional and directional words (e.g., in, on, out, under, off, beside, behind) to locate objects," which directly targets frequent positional prepositions. In Activity 1 students glue a rock on the island, place trees, fireflies, and bushes, and color the water around the island, actions that require using prepositional phrases (e.g., on, around). Activity 2 has students look at a world map and discuss land and water, offering additional opportunities to use prepositions such as in and on.
Lesson 2
Day 2
Students hear and use phrases that include common prepositions, for example describing a pretend "picnic on the island" (on) and choosing gear "for that season" (for). Students encounter the preposition "from" in the phrase "as seen from above" when making an aerial island painting. Students are asked to describe seasonal changes (e.g., "in winter"), which may prompt use of prepositions like in and on in spoken responses.
Lesson 3
Day 3
Students are asked to identify where animals move (e.g., "in the water," "on land," "in the air") and to act out those movements, which requires recognition of the prepositions in and on. Students are instructed to "slide each animal from left to right," which involves the preposition from in a practiced action. The directions also include actions involving with (e.g., "hold a piece of ice with a pair of tongs"), exposing students to that preposition in a concrete context.
Lesson 4
Day 4
In Activity 2 students are asked to act out spatial relations: they pretend to be the winds and move "around," act out motions "over" and "around," and move a kitten "on, under, off, beside, near, far, above, in front of, and behind" the island. The story line includes the sentence "There was a little Island in the ocean. Around it the winds blew...," which exposes students to the preposition "in" and "around." These directions require students to physically perform and thus use multiple common prepositions in speech and action.
Lesson 5
Day 5
Students are directed to look "on the front cover," "open to the title page," and "flip it over to look at it," providing examples of the preposition on and to. Activity 1 uses phrases such as "in the house," "in comparison," and "from 1-20," and Measurement prompts include "with a tape measure" and "inches in each foot," exposing students to in, from, with, and of. The Writing Workshop has students draw and write "in the journal" and place work on the "left page" and "right page," giving further contextual uses of in and on.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 1
Day 1
The lesson text repeatedly uses high-frequency prepositions in instructions and descriptions (for example, phrases like "made up of," "in the book," "stick each one in its correct square," and "with guidance and support"). Activity directions require students to place stickers "in" labeled boxes and to refer to parts "of" animals and homes, and the skills section includes "from experiences."
Lesson 2
Day 2
Students are given directions that include target prepositions, for example, instructions to "glue or tape it on to the correct animal" and to cut out animal cards "from the two 'Match the Tail' sheets." Students follow spatial directions in the letter T activity (e.g., "start at the top...and drives down...from left to right") and are asked to explain tail purposes using prompts like "what that animal might need or use a tail for." The activity text also contains instances of many listed prepositions (to, from, in, on, off, for, of, by, with) embedded in task directions.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
The directions and activities contain multiple prepositions in context (e.g., "go on a leaf hunt," "walk around the neighborhood or to a local park," "on a large, flat surface," "by touching each one," "in a random pattern," and "on the table"). Students are instructed to arrange leaves "in a circle or a square" and to move or change leaves while another looks "away," which exposes students to spatial and movement prepositions through action.
Lesson 4
Day 4
The directions ask the child to place seeds between two paper towels, lay the paper towels flat inside an unsealed bag, and put the bag near a sunny window, which uses and practices prepositions such as between, inside, and near. Instructions also tell students to plant seedlings outdoors or in a cup or pot and to paste letters under the correct letter, exposing students to in, outdoors, in, under, and on in context. Descriptions of plant parts use prepositions in explanations (e.g., "carry the water from the roots to the leaves" and "pull the plant up from the roots"), providing additional examples of to and from.
Unit 6: F - Fireflies
Lesson 1
Day 1
Activity 2 asks students to find a hidden glow-in-the-dark firefly in a dark room using location clues (e.g., "above the sofa," "under the table," "beside the cabinet"), and gives the child a turn to hide and direct using clues. The lesson text contains several of the target prepositions in context (e.g., "in a dark room," "cut from the glow-in-the-dark paper," "direct you to it with clues," "cover of the book," and the vocabulary phrase "on-and-off"). Classroom instructions also use prepositional language in counting and directions (e.g., "count out 10 pennies," "look at the cover of the book").
Lesson 2
Day 2
Students hear and read many target prepositions embedded in instructions and book language (for example, the book text includes "blinking on, blinking off" and directions say "attach them to the head," "paint the back section," and "push each pipe cleaner through the holes"). Craft and activity directions use prepositions such as to, on, in, off, for, of, by, and with (e.g., "follow these instructions in the student activity book," "counting by 2s," "for legs," and "along with"). Students are asked to follow multi-step directions and to talk about insect characteristics and explain decisions, which creates occasions to hear and potentially use those prepositions in speech.
Lesson 3
Day 3
The Opposites activity asks students to find the pair on/off in the sentence "Blinking on, blinking off…" and to act out word pairs, which has students read and recognize the words on and off. The lesson text also uses several common prepositions in directions students hear or follow (for example: to, from, in, on, off, by, of), so students encounter these words while counting, reading, and following directions.
Lesson 4
Day 4
Students are given directions that include common prepositions: instructions say to "cut the creature pictures into cards" and "sort the cards into two groups," using into. Students are told to "paste them under the correct letter," "watch the video with your child," and "perform the dance for the family," which include under, with, and for. The directions also use in and on (e.g., "in the pictures," "on the first page," "count the number in each group"), so students follow tasks phrased with several target prepositions.
Lesson 5
Day 5
Activity 1 has students physically put pennies (fireflies) into and back out of a bowl and count them, using language such as "in the bowl" and "back." Activity 2 asks students to tell the story in their own words using the illustrations as a guide, which requires speaking about actions and locations. Activity 3 has students draw in the blank space of a journal and write words or sentences describing an activity, providing a written context where prepositional phrases could appear.
Unit 7: E - But No Elephants
Lesson 1
Day 1
The Skills list explicitly expects students to "Use positional and directional words (e.g., in, on, out, under, off, beside, behind) to locate objects," which directs student use of spatial prepositions. Activity 2 requires students to arrange animals "from left to right" and to say who came "first, second, third," prompting students to use positional language and the prepositions 'from' and 'to'. Activity 1 and directions include phrases such as "yellow for the canary" and "came to visit," giving students additional, incidental opportunities to encounter prepositions like 'for' and 'to'.
Lesson 2
Day 2
Activity 1 directs students to look at book illustrations and describe the position of animals using words such as "in," "on," "out," "under," "off," "beside," and "behind." The lesson gives modeled student responses (e.g., "The elephant's legs are under the floor," "The canary is on the elephant") so students practice producing prepositional phrases that locate objects in relation to one another.
Lesson 3
Day 3
Students are given directions that include common prepositions, e.g., they are told to "go out of the room," "knock on the door," "come in," and to "point out something in the room." Students sort and count animals "by" number of legs and are asked to practice writing "on a piece of scrap paper" and to trace "with an eraser/marker," which uses prepositions in spoken directions. An activity describes helping Grandma "by keeping her grass mowed for her," providing another example of prepositions in context.
Unit 8: C - Millions of Cats
Lesson 2
Day 2
Students hear and follow directions and story text that include several target prepositions: examples in the lesson text include "On the third page..." (on), "set out...to look for one" (to, for), "in the middle of the lake" (in, of), "from The Little Island" (from), and "set out...out over hills" (out). Activity instructions require students to act on prepositional cues (e.g., press a flat circle into the middle of the lake; add the Cc card to the file box; put another hill beside it).
Lesson 3
Day 3
Students encounter preposition words in directions and story references, for example when asked to note that most cats "wanted to go with the old man" and when instructed to "move one cat from the group." The directions also use the word "to" in imperatives (e.g., "ask your child to read it" and "ask him to count"), so students hear or read several items from the target list (to, from, with) while completing activities.
Lesson 4
Day 4
The poem in Activity 2 contains several target prepositions in context (e.g., "on each shoulder," "climbing up my jeans," "hanging from the screens," "tumbling down the stairs," "in the bread," "in my shoe"). The Getting Started review asks the child to "divide the 10 cats into two groups," which uses the preposition "into." Students are asked to recite the poem, create motions for lines, and perform the poem for family members, which requires saying those prepositional phrases aloud.
Lesson 5
Day 5
Students hear and see prepositional language when following directions such as "place a penny in each space between the words" and when adults say "count in your daily life." The reading lines include the phrase "Once upon a time," which exposes students to a prepositional form, and students point to words while reading, encountering prepositions in context.
Unit 9: G - The Real Mother Goose
Lesson 1
Day 1
Students are asked to describe objects using relative position terms such as above, below, beside, in front of, behind, and next to. Activities prompt students to identify circles "in the room" and to "walk in a circle," providing practice with the preposition in and multiword prepositional phrases. The skills list explicitly requires describing relative positions of objects, which involves use of basic prepositional language.
Lesson 5
Day 5
Activity 1 instructs the child to put the ball somewhere in the room and to explain where it is compared to another object, with example utterances such as "the sphere is on top of the shelf" and "the sphere is next to the dog." Those prompts require children to produce locational prepositions like in, on, and of when describing the sphere's position.
Unit 10: O - Owl Babies
Lesson 2
Day 2
Students are asked to find shapes "in the room," which requires understanding the preposition in. The poem includes the line "He lives way up in the tree," giving students a modeled use of in and location language. Directions tell students to write facts "on the picture" and to get pictures "from the websites," and vocabulary includes the expression "on-and-off," exposing students to on, off, and from in context. Tasks such as dictating facts to an adult (dictate to you) and presenting a poster to others (present to friends or family) provide opportunities to use to and for in student speech.
Lesson 3
Day 3
Students follow spoken directions such as "Hop to the circle!" "Roll to the shape that looks like this," and "Dance to the triangle," practicing the preposition "to" in directional contexts. Students are asked to find shapes "in the room" and to "point out the word 'want' on the page," giving practice with the location prepositions "in" and "on." Students are prompted to notice how the music "goes along with" the story, which exposes them to the preposition "with."
Lesson 4
Day 4
Students are given directions that use target prepositions such as "make a circle...in the air" and "on the first page she will circle the correct beginning letter for each picture," so students perform actions described with in, on, and for. Students follow instructions to "cut out the letters from the bottom of the page" and "paste them under the correct letter," exposing them to from and out (and under). Students speak lines in the reader's theatre that include "To get us our food!", and adults/children are prompted to "look at the following website with your child," exposing use of to and with in speech and joint activities.
Lesson 5
Day 5
Students move paper owls "in" and "out" of the tree and place owls "in the sky," "in the tree," and "on the table/mat," practicing spatial language such as in, out, on, and to ("Three baby owls flew to the tree"). Students follow directions to draw and write "in his journal" and place writing "on one side" and "on the other side," exposing them to prepositions like in, on, of, for, by, and with in context. Students are asked to act out and describe placements and movements of owls, giving multiple opportunities to use these prepositions in speech and narration.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
Students are directed to place pom-pom apples "in the tree," move apples "to" baskets, and count how many have fallen "from" the tree while the text models phrases like "fell out" and "on the top part where the leaves are." Activity directions and questions ask students to look "on the map," locate the equator "around the middle," and point out regions "north and south of the equator," and students are asked to stand and pretend to be the Sun while the ball is tilted "toward" or "away from" them. The lesson text repeatedly uses prepositions such as in, on, to, from, out, with, of, and by in action-based prompts and map/globe activities.
Lesson 3
Day 3
Students read the sentence "Some of the buds develop into sweet-smelling apple blossoms" in The Seasons of Arnold's Apple Tree and are asked to read the word "some" in that sentence. Students read the book a second time and are asked to look for the word "some" and read it when they see it. The lesson text also contains other prepositions (for example, "from" in review instructions), so students are exposed to prepositions in context.
Lesson 5
Day 5
Students are given directions that contain common prepositions (e.g., "Put the circle in one place and the sphere in another," and "grouping them with the circle or the sphere"). Students discuss story setting using location/time language (e.g., "outside, near a tree, during the four seasons of the year") and are asked where and when a story takes place. Students are asked to write or dictate things they know about a season, which could elicit use of prepositional phrases in their speech or writing.
Unit 12: D - Dinosaurs Big and Small
Lesson 2
Day 2
Students hear and follow directions that include common prepositions: they press objects into playdough (into), observe fossils in the earth and footprints in/covered in layers of dirt (in), attach foam feet onto their feet (onto), and follow directions that use on and from (e.g., from the book, from previous weeks, from the top line to the bottom line). These phrases appear in multiple hands-on activities where students perform actions described with prepositions.
Lesson 3
Day 3
Students encounter and hear prepositions embedded in reading and directions (e.g., "in all capital letters," "on the page," "from previous weeks," "in the grocery store"). Students follow assembly and comparison directions that use prepositions in action (e.g., "place an object gently in each of the two bowls," "suspend one bowl from each end," "tie the four pieces of yarn together through the bowl's holes," "hang it around the hook"). The poem and read-aloud include relational words (e.g., "before I was even born") that students recite and act out.
Unit 13: P - Harold and the Purple Crayon
Lesson 3
Day 3
Students are asked to identify a square and a rectangle in the room (uses the preposition "in"). The story discussion includes phrases where Harold climbs "into" a trim little boat and where he "drew up" the covers, and students are prompted to turn to pages and point out words (uses prepositions such as "into," "up," "to"). The solid/flat activity asks students to show a shape "from" the previous lesson and to trace the bottom "of" each shape, and it contrasts drawings "on" paper with real buildings (uses "from," "of," "on").
Lesson 4
Day 4
Students are prompted to imagine that they are "sitting on a boat," which includes the preposition on, and they are asked "Where is she going?" which could prompt use of location/direction words. In the map activity, students place buildings, draw roadways, and "make [a toy car] travel from place to place," language that includes the prepositions from and to and invites talk about location and movement. Several community labels (e.g., "places of worship," "library," "post office") and placement tasks imply use of location words such as in, on, or at when students describe their map.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
In Activity 1 students draw number cards and place one beside each pail and put the corresponding number of pom-pom "blueberries" in each pail, so they perform actions that use spatial relations (beside, in). Students are asked to divide the blueberries between the two pails and record equations, which uses relational language (between). Reading and discussion prompts include prepositional phrases such as "on the mountain" and "from the cover," which students respond to during question-and-answer talk.
Lesson 2
Day 2
Students are asked to locate picture clues described as happening "in the past" and to point out items "in the kitchen," showing use of the preposition "in." Option 2 directs a child to place pom-poms "in a line from the top line to the bottom line of B," requiring the child to follow directions containing "in," "from," and "to." Additional phrasing such as "add it to the file box" and "had to hustle...to catch up" also includes use of "to" in context.
Lesson 3
Day 3
Students follow directions that include prepositions while doing activities: they put 10 blueberries in a pail and add blueberries into a second pail (Activity 2), and they take blueberries out, strain the juice off into another bowl, and place small pieces of cloth into the bowl (Activity 3). Students also retell the story Blueberries for Sal in their own words, an activity that could naturally involve prepositional language.
Lesson 4
Day 4
Students encounter several of the target prepositions in directions and text: instructions use "on a piece of paper," "in the book Blueberries for Sal," "cut out the letters," and "with your child." The song text includes "to see" and the phrase "other side of the mountain" (of). The review directions also include "from previous weeks," so students hear or read many of the frequent prepositions in context.
Unit 15: R - Rain
Lesson 1
Day 1
The unit lists the sight word "on," making that preposition an explicit focus. In Activity 1, the child is directed to place die-cuts on the blue construction-paper sky mat and to "place the gray sky on top of the blue sky," prompting use of the preposition on (and the phrase "on top of"). The lesson text also uses prepositional language in notes (e.g., "inside the Unit 15 bag"), providing additional incidental exposure to prepositional forms.
Lesson 2
Day 2
Students are prompted to describe rain "coming down from the sky," to "put the cup into the freezer," and to observe or leave ice "out of the freezer," which uses prepositions such as from, into, out, and in. Directions and descriptions also include language like "on each of the remaining pages," "draw a line from top to bottom," "a cup of water," and "by starting up high," providing examples of on, from, to, of, and by in contexts students will hear and likely use.
Lesson 3
Day 3
The lesson has the sight word card "on," directs the child to read the sentence "Rain on the green grass," and has the child point to and read the word "on." The reading tasks require the child to recognize and read the preposition "on" in context. The subtraction activity also uses the phrase "fell from the sky," which includes the preposition "from" in a spoken context.
Lesson 4
Day 4
Students are asked to identify where water is located using phrases like "in rivers, lakes, streams... and in the oceans," prompting use of the preposition in. Students place the glass plate "on top of the jar" and add ice to the top, and they are instructed to "paste them under the correct letter," which involve on/top and under in physical actions. The directions also use language such as "goes up into the atmosphere" and "work on a table covered with plastic," which provide additional exposure to prepositions like into and on.
Unit 16: N - Night in the Country
Lesson 1
Day 1
Students are asked to place and move apples "in the tree," "out of the tree," "into the basket," and to count how many remain, giving them opportunities to hear and use the prepositions in, out, into, to, and from during Activity 1. Activity 2 asks students to go "outside," walk "around your neighborhood," and imagine sounds "in the country" or "in the city," prompting spoken use of outside, around, and in. The lesson text also contains prepositional phrases in instructions and questions (e.g., "move it to the basket," "fallen from the tree") that students will encounter while performing tasks.
Lesson 2
Day 2
Students speak and answer guided role-play questions (e.g., "Where do you get your fruit?" with answers like "at the grocery store," "on a farm," "in the country," and "to the store"), which requires use of prepositions such as in, on, at, and to. Activity directions also include prepositions in student actions (e.g., "paint over the yellow crayon," "black paint with a small amount of liquid soap," and "scratch the paint off"), so students practice using words like over, with, and off in context.
Lesson 3
Day 3
Students read and retell Night in the Country, encountering prepositions in context such as "in the country" and "in the city." Instructional directions and activities include several target prepositions in command form (e.g., "to the bottom line," "of the letter 'n'," "for the river," "by flattening," "trace the letter n with his finger"). Students are asked to talk about landforms and follow multi-step directions that contain prepositions while building models and completing handwriting tasks.
Lesson 5
Day 5
Students move apples "to" baskets and move apples "from" the tree in Activity 1, which uses the prepositions to and from. Activity 2 models the preposition "in" in the reading prompt (e.g., "where in the country"), and Activity 3 asks students to write about what they do "in" the day and "at" night, prompting use of in/at in student writing. Several other prepositions (e.g., on, of) appear in prompts and instructions that students read or hear.
Unit 17: M - Marshmallow
Lesson 1
Day 1
Students are given the sight word "out" to read and recognize. Students encounter prepositions in context while reading and discussing the book (e.g., phrases like "came to Miss Tilly's house," "on the nose," and "before pouncing"). Students follow activity directions that use spatial prepositions when manipulating marshmallows on the number chart (e.g., "cover the numbers 1-10," "add the remaining marshmallows on numbers 11-15," and "lift it up to see the number 10 on it").
Lesson 3
Day 3
Students are shown the page that begins "As Oliver never went out..." and are asked to read and practice the word "out" using a matching word card. Students reread the book and read the word "out" as it occurs in context. The lesson text also contains prepositional phrases in directions (for example, "from top to bottom" when measuring animals and "with" when attaching marshmallows), which model additional prepositions in spoken directions.
Lesson 5
Day 5
The lesson text uses several common prepositions in context (for example, phrases such as "on top and bottom," the poem title "A Poem in Praise of Rabbits," and the example sentence "He wandered to the park"). The writing workshop includes fill-in-the-blank story prompts (e.g., "He wandered _______________________.") where students could supply prepositional phrases to describe location or movement. Activity instructions also contain prepositional language in directions (e.g., "move around the house," "stack two marshmallows," "test it on the floor").
Unit 18: U - Umbrella
Lesson 3
Day 3
Multiple instructional prompts and activity directions in the lesson use common prepositions: students are told to look "on page 14," retell the story "in his own words," work "outside" or "on a sidewalk," and trace while sitting "under the table" and again "up on his chair." The directions also include prepositions in instructional phrasing such as "from previous units," "with your child," and "to make 10," showing repeated exposure to words like on, in, under, up, from, with, and to.
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
The Skills list explicitly includes the target standard: "Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with)." Students are asked to place and order story sequence pictures (e.g., "put it on the left side of her work space," "put the pictures in order from the beginning to the end of the story") and to read or hear captions that contain prepositions (e.g., "The frog jumped away from the fish," "The turtle slid into the pond," "cover of Jump, Frog, Jump," "jumping with a jump rope," "count to 100").
Lesson 2
Day 2
Students sing and say phrases that include prepositions in the finger-play song (e.g., "Five little speckled frogs sat on a speckled log" and "One jumped into the pool"), exposing them to on and into. Students follow movement and placement directions that use prepositions (e.g., trace the letter J "from top to bottom," glue jewels "on top of" the J, and practice forming the letter "in the air"). Students sort animals using locational categories that use prepositions (e.g., animals that live primarily "on land" or "in water") and are asked to "count to 100 by 10s," which uses the preposition by.
Lesson 3
Day 3
In Activity 3, students read positional phrases from the book and place die-cut figures and props to show relationships (e.g., "The fly climbed out of the water," "The frog was under the fly"). The teacher then gives students the target prepositions and asks them to create original situations using each word: to, from, in, out, on, off, for, of, by, with, modeling the first one. Students are instructed to use the two die-cut figures and props to show each created sentence, producing the preposition in spoken context.
Unit 20: K - Kindness
Lesson 4
Day 4
Students dictate and write sentences for the "I Am a Good Citizen!" list that include prepositions (examples in the text: "in her home," "in trash cans," "of their communities"). The directions also use prepositions in activity instructions that students could echo when describing actions (e.g., "cut out pictures," "print pictures from the Internet," "post it for display"). These opportunities require students to produce spoken or written phrases that contain common prepositions such as in, of, from, out, and for.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 2
Day 2
Students are asked to look for natural resources being used in his home and to talk about materials (e.g., "wood from trees," "water for washing") which models and contains prepositions such as from, in, for, of, and by. Students are prompted to describe instrument construction using phrasing like "made of wood" and "used by people," exposing them to prepositions in context. Several directions for action (e.g., "look in his home," "roll it over the tape from top to bottom") use common prepositions while asking students to perform tasks and respond orally.
Lesson 3
Day 3
Students follow directions that contain common prepositions (e.g., "in the room," "in the book," "on the circular piece," "on the left/right," "from top to bottom," "under the correct heading"). Students place instrument pictures in the order they appear in the book and place job cards under the "Goods" or "Services" headings, actions that require moving objects to locations described with prepositions. Students assemble the die-cut cone and tape tabs "to" the cone, which uses spatial prepositions in procedural actions.
Unit 22: Y - Little Blue and Little Yellow
Lesson 1
Day 1
Students encounter and act on phrases containing common prepositions: they read the line "In school they sit in neat rows," place balls into a lid or pan, and are instructed to put stickers on paper and point to each sticker. The lesson text and skill statements also include prepositional phrases such as "by using objects or drawings," "inside a cardboard box lid," "on a piece of blank paper," and "with a spoon," which students hear and follow while completing activities.
Lesson 2
Day 2
Students are asked to describe rules for safety "in your home and family" and to give examples such as "using kitchen equipment only with the help of a parent," "holding hands when crossing a street or in a parking lot," and "staying close by in a store," which require use of prepositions like in, with, by, and to. The instructions and activity prompts use prepositions in context (e.g., "look at the front cover," "on the title page," "add it to the file box," "divide the dough into three parts," "mixing the blue and yellow together"), exposing students to common prepositions while they describe, manipulate, and explain tasks. The cooking and drawing activities ask students to explain how colors combine ("how to make the dough green"), which may elicit use of prepositions such as by, with, and of in student responses.
Lesson 3
Day 3
Students are asked to place objects and follow directions that include prepositions, for example "put two pencils in a row," "place four yellow stickers in a third row," and "form the letter y on the die-cut," which use in and on. Students read sentences from the story that include prepositional phrases such as "In school they sit still in neat rows" and are asked to "retell and act out the story," which uses the prepositions in, out, of, to, with, and for in teacher directions. The color-book and sticker activities also use prepositions in instructions (e.g., mix a little yellow and a little blue paint to form a circle of green; make two circles of paint on the left side).
Lesson 4
Day 4
Students are asked in Activity 1 to search for items "in each of the colors on the sheet," to collect items "in the lunch bag," and to sort items "onto the correct color boxes," which uses prepositions in directions and could prompt students to say phrases with in/onto/for/with. Activity 2 has students describe scenes (park shown "with green," mountain shown with torn black paper) and then write or dictate what is happening in a chosen scene, which could involve using prepositions to describe location and relationships. The instructions and tasks therefore contain and provide opportunities where prepositional language (e.g., in, on, with, for) may occur during student activity.
Unit 23: W - George Washington's Birthday
Lesson 3
Day 3
Students read sentences that include common prepositions (e.g., "George went down to breakfast." and "George went to the library for his morning lessons."), and they reread and point to words in those sentences. Students follow physical directions that use spatial prepositions (e.g., stand on the opposite side, throw the rock across the river, toss back to your child, step on a pillow, jump to a towel, step over a rope). Students perform tasks that use other prepositions in context (e.g., form the letter w with white chalk, count by 10s, name one symbol of our country of).
Lesson 4
Day 4
Activity 2 asks students to read sentences with highlighted words and then act out the sentences, which requires them to say and dramatize sentences such as "George went down to breakfast," "He peered out the kitchen door," "A friend of his brother's strode by," "toss another stone across the river," and "hacked off old tree branches." These student actions involve speaking and enacting phrases that contain common prepositions (to, out, of, by, across, off).
Unit 24: Q - The Quilt Story
Lesson 1
Day 1
The lesson explicitly lists 'under' as the sight word for the unit and includes many prepositional phrases in directions and the reading (e.g., 'with your child', 'in your home', 'on the back', 'by candlelight', 'from the center'). Activities ask students to arrange shapes 'side-by-side' and place pieces 'in the middle', engaging spatial relationships that map to prepositional concepts. The reading discussion and questions prompt students to describe settings and actions where prepositions naturally appear (e.g., traveling by horse and wagon; moving into an already-built house).
Lesson 4
Day 4
Students are instructed to "cut out the picture of the historical figure and glue it on the correct square," which requires understanding the preposition on. Students are told to "cut out the letters from the bottom of the page," which uses the preposition from, and to "paste them under the correct letter," giving spatial preposition exposure during the letter-sorting activity. Directions for sewing include phrasing like "tie the thread onto the needle," which uses a form of the preposition on/onto, and tracing activities use wording such as "in random order," providing incidental exposure to in.
Lesson 5
Day 5
Students are instructed to move or travel to shapes in Activity 1, which uses the preposition "to." Activity 2 asks students to look at the picture "on the front cover," using the preposition "on." Activity 3 includes prompts that use "with" (e.g., "carry with him...", "have your item with you") and the phrase "one of" appears in writing topic choices, providing incidental exposure to the preposition "of."
Unit 25: X - An Extraordinary Egg
Lesson 1
Day 1
Students answer a comprehension question that uses the location phrase "inside the egg," prompting use of the preposition inside/in. In Activity 1 students are asked to "point to a number between 1 and 50," "count to 50," "count by 10s to 50," and to place a small object and "put the 'egg' on it," which elicits use of prepositions such as between, on, to, and from (in the skill statement "count forward from a given number"). These task instructions require students to hear and respond to several common prepositions in context.
Lesson 2
Day 2
Students are asked questions that include and elicit prepositional language (for example, "Do birds hatch from eggs?" and "What is inside of the egg?"), and they are prompted to find letters and numbers using prepositions (for example, "look at the front cover…find the lowercase letter x in the word ‘extraordinary'" and "Point to the number 32"). Students follow multi-step directions that use prepositions in actions (for example, "Cover your work area with newspaper," "put on an apron," "Place a tissue paper strip into the mixture," and "Leave a small hole around the knot").
Lesson 4
Day 4
Students are given directions that contain many target prepositions: they are told to "climb out of the water," "sit under a blanket," "get on all fours," "hatch from eggs," and to "tape it to the plate" or "paste them under the correct letter." The activity text also uses prepositions in context (e.g., "in the water," "on the dry ground," "with their mothers," "from the bottom of the page"). These instructions require students to follow actions described with common prepositions such as in, out, on, to, from, with, and under.
Lesson 5
Day 5
Students are instructed to "lay the eggs into 4 rows of 10 eggs each" and to "divide the eggs into two unequal groups" and to "lay both groups out in groups of 10," which uses prepositions such as into and out in meaningful spatial contexts. Students are asked to "draw the egg in her journal" and to write about "what is inside," which includes the preposition in/inside. The directions also include phrasing such as "count the eggs by pointing to each one," providing occurrences of by and to in action prompts.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
Students locate where zebras live on a world map and hear/location phrases such as "in Africa," "on grassy plains," and references "from northern South Africa to the Cape of Good Hope," giving contextual use of prepositions. Students manipulate animal cards and are asked to lay animals "in rows of 10," take away animals "from one row," create groups "with 9," and divide animals "into two groups," providing practice with prepositions in math directions. Students follow sewing directions that use spatial prepositions such as "into a piece of cardboard," "through one hole from underneath," and "to the back of the tray."
Lesson 3
Day 3
Students encounter and read sentences that include common prepositions (for example, the sentence "A few of the animals crept cautiously up to this new and wonderful sight..." uses to/up to). Students follow and hear directions that use prepositions such as in (sit inside your homemade cave), on (lay it flat on the table), with (go into the cave with you), by (make the letter z by pressing down on the bag), for (for an added challenge), and of (number of legs).
Lesson 4
Day 4
Students follow directions that include prepositions when they are told to "cut out the letters from the bottom of the page and paste them under the correct letter," and to "glue each animal to the scene." Students hear and act out sentences containing prepositions during the read-aloud (e.g., "peered into the darkness," "out to tell the others," "on their way," "running...through the trees"). The descriptive animal paragraphs also include prepositions in context (e.g., "in the tall grass," "on their heads," "in the water") that students read and use while coloring and placing cut-outs.
Lesson 5
Day 5
Students are asked to "line them up in order from what he thinks would be the shortest to the tallest," which includes the preposition "from." Students are instructed to "put a sticky note on each card," to identify books with an "outdoor setting," and to draw or write "in his journal," exposing students to "on," "out/in," and "in." Students are also asked to write words or phrases "about" a book and to identify settings and similarities, which may prompt use of prepositions such as "about," "in," and "between."
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
Students hear and read sentences that include common prepositions while participating in activities (e.g., "2 ghosts came out to play," "Divide the ghosts into two unequal groups," "on the outside of the card," "below the eyes," and "from previous weeks"). Students follow directions that require understanding spatial and directional phrases (e.g., fold in half, glue on the outside, place eyes below). Students are prompted to describe or explain pages and to create story problems, which could elicit use of prepositions in speech.
Lesson 5
Day 5
Students physically place stars on a work mat and are instructed to add stars to the mat and count totals, which involves spatial language such as 'on' and 'to'. Directions describe stars 'in the sky' and the phrase 'to say good night to' appears in the writing workshop, providing incidental examples of prepositions in context. Students also glue numbered stars to paper (using 'to'/'on' in the directions) and fill in blanks to complete a sentence frame.
Unit 28: Thanksgiving
Lesson 2
Day 2
Students are asked to name something "for which he is grateful," and recall sentences from the text that include prepositions (e.g., "left England in search of a new home," "the Mayflower in the water," "with its cold winds"). Activity instructions use prepositions in context (e.g., "glue them to the sticks," "Attach the sticks to the bottom of the boat," "fill a basin... with water," "on the boats/water"). Students act out sentences such as "Winter came with its cold winds," which contain target prepositions used in meaningful contexts.
Lesson 4
Day 4
Students encounter and follow directions that contain frequent prepositions in the craft and card activities (e.g., "on the plate," "to the back," "inside of the card," "on the front," "for someone he appreciates," "with a black marker"). The Lincoln story and craft steps use prepositions in context (e.g., "in his back pocket," "into the chinks," "on the five-dollar bill"). These uses appear repeatedly across multiple student tasks (drawing, cutting, gluing, attaching, writing).
Unit 29: Christmas
Lesson 3
Day 3
Students are asked to "count out five bells and string them on the pipe cleaner," which uses the prepositions out and on in a concrete action. In the art activity students are told to cover the paper "with the colors of the aurora borealis" and to "cover the sky with the black watercolor paints," providing use of the preposition with. Directions also tell students to "page through the book with your child" and to note animals encountered "on the northern tundra," showing use of through, with, and on in reading and discussion tasks.
Lesson 4
Day 4
Students are prompted to talk about locations and movements (e.g., "On Christmas Eve," "find your approximate location on the world map," "where he lands," "See if Santa can land on all 7 continents"), which gives them opportunities to use prepositions such as on, in, and to. In the craft directions students are told to "glue the hat to Santa's head," "glue a row of cotton balls at its base and then continue around," and "add ... a red pom-pom for a nose," providing practice with prepositions like to, at, around, and for. The activity language and image descriptions also include prepositional phrases (e.g., "in the western part of the United States," "with a bushy beard").
Lesson 5
Day 5
Students are asked to "bring a card to a neighbor" and "compose a letter to Santa Claus," which include the preposition "to." Students are directed to "draw a picture in his journal" and to write a description of "his favorite part of celebrating Christmas," which include the prepositions "in" and "of." The activity prompt to do a "helpful chore around the house for a sibling" exposes students to the preposition "for."
Unit 30: February Celebrations
Lesson 2
Day 2
Students encounter frequent prepositions in multiple places in the text: Activity 2 uses phrases like "on the front and ... on the back," "turn each coin to the 'heads' side," and "sort your cup of mixed change into piles." The Getting Started section and Activity 1 include prepositions in context such as "in order to be elected," "from the United States," and "for four years," and other items use "with" and "of."
Lesson 3
Day 3
Students follow step-by-step craft directions that use prepositions in context (e.g., fold a piece of red construction paper in half; draw a large heart with the fold in the middle; glue a pink heart to the red heart). Students are asked to write a message on the body of the mouse and to glue on a lacy doily and attach a mouse at the edge of the mouse with a construction paper tail, which uses prepositions such as on, at, with, to, for, and of. Students also hear and read instructions containing location and direction words (e.g., around the edge; inside; in the middle).
Lesson 4
Day 4
Students hear and read multiple common prepositions embedded in the materials and directions (examples include "to attend school," "in January," "during Black History Month," "in the back of the city buses," "for peace," "with different skin colors," and "on 3-5 of the remaining clouds"). Students are asked to dictate or write sentences for their dream book (e.g., "I have a dream that all children would have plenty of food to eat"), which creates opportunities to use prepositions in their own writing. Craft directions (e.g., color the people "with different skin colors," stick cotton balls "around" the cloud) model prepositional usage in procedural language.
Lesson 5
Day 5
Students are prompted to "write TO: _______________" on the valentines, providing an explicit instance of the preposition "to" in writing. Students are asked what they would say "to the President" and to dictate that content, exposing them to the preposition "to" in speaking and addressing. Directions such as "Cut on the fold lines" include the preposition "on," which students follow while manipulating the cards.
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students are asked to complete sentences such as "The most important room in my house is the __" and "We use this room for __, __, and __," which requires using the prepositions "in" and "for." Students are prompted to discuss "where does the food come from?" and to describe where items are found as they walk through rooms, which elicits use of "from" and "in." Directions such as "circle one item on the picture" and "write the number in the blank" require students to follow and produce phrases with "on" and "in."
Lesson 2
What Is a Map?
The lesson lists "Model and use directional and positional vocabulary" as a skill and asks students to locate and describe places on maps. Students are asked concrete questions that require prepositional answers (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?"). Students label and place objects on maps (Activities 2 and 3), which requires using positional language to describe where items are located.
Lesson 6
Exploring Animal Habitats
Students are asked location questions such as "Where are the plants?" and prompted to draw and label habitat features, which invites use of location words. The fill-in-the-blank writing prompt "I am a ______. I live in the ______." explicitly includes the preposition "in." The role-play examples (e.g., "drinking water from a pond, flying through the sky") and prompts about where animals get water or what animals are doing provide incidental opportunities to use prepositions like "from" and location/prepositional phrases.
Lesson 7
Tools in My Environment
Students are asked to "fill the sack with tools" and to "look in drawers and cabinets," which requires using prepositions like with and in as they locate items. Directions also ask students to "put the tools in order from the shortest to the longest" and to "lay each tool on the sheet beneath the ruler," providing opportunities to hear and use prepositions such as from, on, and beneath. The activity pages label a blank "inches," and instructions tell students to record measurements "in" the blanks, reinforcing the preposition in.
Lesson 8
Animal Care
The lesson contains multiple prompts and instructions that use and elicit prepositional phrases, for example: "in their homes or backyards," "put a small bowl of water in the box," and "draw food on paper." Question prompts such as "Where did he find it?" and "Where did he find it?" ask students to respond with location phrases (e.g., in the forest, in his room). Activity directions (e.g., "go to a friend's house," "play with the pet," "put in real food") give students opportunities to hear and use common prepositions in context.
Lesson 9
Animal Designs
Students are prompted to produce sentences that use the preposition "in," for example: "A __________ can't live in the ____________. A __________ lives in the ________________." The student activity captions repeatedly use "in" (e.g., "A fish swims in the ocean," "A parrot flies in the rainforest"). One activity instructs students to "print a small picture of the animal from the Internet," which includes the preposition "from."
Lesson 10
Amazing Animals
Students read and hear sentences containing common prepositions in the text and scenarios (for example: "in order to live in their environments," "in cold weather," "on the 'Amazing Changes' page," "in the bottom of the deep ocean," "under this huge shell," and "on a green leaf"). Students perform Activity 2 role-play where they must explain what they would do as the animal, an activity that naturally prompts location and movement language using prepositions. Students also read and answer math and descriptive prompts that include locative language (for example, phrasing such as "between them" appears) and draw or describe missing body parts, which may elicit prepositional use.
Lesson 11
Amazing Me
The text contains multiple instances of common prepositions in teacher prompts and examples (e.g., "in their environments," "put on more clothes," "from being in the Sun," "outside playing," and directions like "fold a piece of blank paper in half twice" and "read the ideas aloud"). Students are asked to respond to spoken scenarios (how they would change when cold, from sun exposure, or when they need glasses) and to describe and record changes, which could involve using prepositional phrases in oral or written replies.
Final Project
Animal Research / My Environment
Students are prompted to complete the "Where in the World?" page with the sentence frame "The ______ is found in ______," which requires using the preposition "in." Students are asked to draw their house "inside and outside" and to "shade the regions on the globe," prompting use of location words such as "inside," "outside," and "on." Directions also tell students to staple pages "along the left side" and the activity page descriptions reference positions like "top left corner" and "bottom right corner," which involve spatial prepositional phrases.
Unit 2: Weather
Lesson 2
Types of Precipitation
Students are asked to follow directions that include prepositions (e.g., "put 4–5 ice cubes on top of the plate," "count the raindrops as they fall in the jar," "fold the paper in half left to right/top to bottom," and "cut the top off at an angle"). Questions prompt students to produce spatial language (e.g., "Ask your child where the water we drink and the water we bathe in comes from," and prompts to describe what is happening in the sky). Activity instructions and book discussions repeatedly use prepositions such as from, in, on, off, to, and of in contexts students must attend to and act on.
Lesson 3
Measuring and Charting Weather
Students follow directions that use common prepositions, for example: "Put the thermometer in the first bowl," "Record the temperature on the 'Measuring Temperature' sheet," and "put a flat-bottomed jar outside" and "measure the depth of the water in the jar." Craft and assembly steps require placement language (e.g., glue the cactus onto a larger piece of construction paper; attach the planter to the bottom of the cactus). The wrap-up asks students to give examples of how weather can be measured, which could prompt use of prepositions (e.g., in the jar, on the sheet, with a ruler).
Lesson 4
Simulating Weather
Students encounter frequent prepositions in the activity directions and procedures, for example: "from the 'Pinwheel Pattern' page," "put the lid back on," "drop the match in the bottle," and "take the lid off." The Weather Song and wrap-up include phrases students read aloud such as "rain falling from the sky," exposing them to prepositions in context. Students are asked to follow directions and point to words as they sing, so they read and hear prepositions while performing tasks like "insert the push pin into the center of the side of the pencil eraser" and "take the pinwheel outside."
Lesson 7
Spring
Students are given directions that include common prepositions: they are asked to draw a line from the poem to the picture (using 'from' and 'to') and to color and plant seeds on brown construction paper or in soil (using 'on' and 'in'). The instructions include phrases like "Plant seeds with your child" and "one seed of each color," which expose students to 'with' and 'of.' Facts and prompts (e.g., "What is the weather like in the spring?" and "For seeds to grow, they need dirt, water, and sunlight.") also use 'in' and 'for.'
Lesson 8
Summer
Students encounter prepositions embedded in the story text and read-aloud prompts: sentences include phrases such as "went on a ___ to the ___," "play in the waves," and "the water cooled her off." Activity instructions ask students to read the completed story aloud or read along, which exposes them to these common prepositions in context. The activities also have students fill in blanks and complete sentences, so students will produce the surrounding phrases that contain prepositions when they read or speak the sentences.
Final Project
Weather Games
Students are prompted to speak and write about weather and seasons (skills list: "Use new vocabulary in speech and writing" and "Make oral presentations"), including giving a three-day weather forecast. Instructions and prompts use prepositions students are likely to produce: e.g., asking the child to "put on two articles of clothing" (Activity 1 extension), to "turn over two cards" and "put out just the seasonal cards" (Activity 2), and to "look out of a window" and "step outside" when observing weather (Activity 3). The Weather Forecast page asks questions using prepositions such as "What is the temperature? How should people dress for this weather?" which could elicit responses containing prepositions like in, on, for, out, and with.
Unit 3: Community
Lesson 1
On the Town
Students read and complete sentences that contain prepositions such as "from" ("Today I got a book from the ___"), "with" ("I played with my friend at the ___"), "to" ("The kids rode the bus to ___"), "in" ("I put ___ in my cart at the ___"), and "for" ("For dinner we ate ___ at the ___"). Students orally answer comprehension questions about places Charlie visited using phrases that include prepositions (e.g., "to the park," "from the library").
Lesson 2
My Community Environment
Students trace paths on a community map and discuss which buildings are near or far, which requires using spatial prepositions (e.g., from one building to the next, to the fire station). The optional extension prompts students to answer location questions that explicitly use or elicit prepositions (e.g., "closer to the museum or the police station?", "on the same side of the main road"). Activity 2 has students discuss where each place is located and label a poster, encouraging use of prepositional phrases such as "in the library" or "by the river."
Lesson 5
Resources
Students sort pictures into columns labeled "Natural" (subtitled "from the earth") and "Manmade" (subtitled "from people"), which requires reading and using the preposition "from." Instructions and labels direct students to put or write items "in the left corner," "in the right corner," "on the bottom," and to cut "out" and paste in order "from least to greatest," so students encounter and use prepositions such as in, on, out, from, and to. Activity prompts ask students to explain where resources are found, put items "in the bag," and look "inside and outside," giving students opportunities to say or write phrases using prepositions like in, inside, outside, and by (as in "made by people").
Lesson 6
A Good Community Citizen
Students hear and read many example sentences that contain common prepositions (for example: in a community, on the street, to the manager, in the grocery store, at the park, for a woman, beneath the picture, at home). Students are prompted to explain decisions about actions, label pictures, and describe family members and behaviors, which can require using spatial and relational words. Activity directions such as sorting pictures into "Good Home Environment" and "Not a Good Home Environment" create contexts where prepositional language may be used.
Lesson 9
Caring for Our Communities
The story and question prompts contain many common prepositions (e.g., in an apartment, across the street, next to it, in front of the apartment, to the store, from the ground, on the things). Activity prompts require actions using prepositions (e.g., place an X on the things that are not good in the community; circle the things that make the community good). The role-play/game example has a student line that uses a preposition ("I am looking for a book about dogs"), showing students produce prepositions in spoken responses.
Final Project
I Can Make A Difference
The lesson includes multiple sentence frames and example sentences that contain common prepositions: planning prompts and examples use "to" and "for" ("I am planning to help my mom...", "for a person who is in need"); activity suggestions use "in" and "with" ("Pick up trash in the park", "spend time with the people who live there"); directions reference "on" and "by" ("on the day you do the community project", "resources made by humans"). The student reflection starter "I helped __ with __" and the planning steps ("The first thing I will do is...", "Next I will...", "Finally I will...") provide places where students can produce phrases that include prepositions.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 1
Describe It
Students handle and describe objects placed "in" and taken "out" of a bag during Activity 1, and they hear and repeat descriptive phrases that include prepositions (e.g., "comes from a tree," "something you use in the bathtub"). Students write or copy sentences describing items (Activity 4), which may include prepositional phrases. Students work with worksheets and verbal directions that use location words such as "on the top," "on the bottom," and "beneath," exposing them to prepositional language like in, on, from, out, of, and by.
Lesson 3
Size, Shape, and Color
Students are asked to place and arrange objects (e.g., "place a metal spoon in front of your child," "place them on the blanket," "bring out 5-8 of her favorite toys and place them on the blanket"), which exposes them to location words like in front of, on, and out. Students are instructed to walk around the house (inside and/or outside) and find objects, and to organize a row of clothing in her closet by color, which uses prepositions such as around, inside, outside, in, and by. The activities also include mixing actions described with with and by (e.g., "mix white with red," "by combining the three primary colors"), giving additional incidental exposure to common prepositions.
Lesson 5
How Old?
Students are asked to put pictures "in order from oldest to youngest" and "from youngest to oldest," which uses the prepositions "from" and "to." Directions tell students to "draw a line from the number to the picture" and to paste the number "in the box with the oldest person," using "from," "to," "in," and "with." Activities reference locations such as "in your yard," "to a park," and "on the right," and include actions like "cut out pictures," exposing students to "in," "to," "on," and "out." The prompt "Where is your mommy?" and spatial tasks (finding trees, placing ages beside pictures) create opportunities for students to respond with prepositional phrases.
Lesson 6
The Measure of Things
Students are asked to place and line up objects "in a straight row" and to record measurements "on the page," exposing them to prepositions such as in and on. Activity directions and student pages repeatedly use location/comparison phrases (e.g., "on the left," "on the right," "between the two sides of the balance," "in the bowl," "with a ruler"), so students encounter and must respond to those prepositions while measuring and comparing. The balance and capacity activities require students to describe where items are placed (e.g., which item is on which side of the scale) and to write or say comparisons that include prepositional phrases.
Lesson 7
More Attributes
Students are directed to place and sort objects using spatial language: they are asked to "sort them into only two groups," "put the yellow blocks in one circle and the triangles in the other," and "put the words above the circles." Instructions also tell students to lay circles "beside each other" and place items "in the middle" where circles overlap, so students physically practice placement using prepositions like in, into, above, and beside.
Lesson 8
Amazing Attributes
Students are instructed to place objects "on" the paper or "in" the crate/tub and to describe whether items "sink" or "float," which requires using spatial language (e.g., "on top of a liquid," "in the crate/tub"). The Sink or Float activity also uses the preposition "from" in the direction to select objects "from nature." Directions include phrasing such as "by dropping them in the crate/tub," giving students exposure to the preposition "by."
Lesson 10
Earth Materials: Rocks, Soil, and Water
Activity 5 defines prepositions as words that tell where and provides examples ("over," "under," "above," "below"). The teacher/parent and child brainstorm list explicitly includes many location words such as behind, at, beside, on, in, out, off, out of, below, and by. Multiple student activity pages require students to fill blanks in sentences (The frog jumps ___ the lily pad; The boat floats ___ the water; The worm is ___ the dirt; The girl is playing ___ her grandmother), giving students direct practice using prepositions and creating prepositional phrases (Option 2).
Lesson 11
Using Earth Materials
Students keep a water log and may record or dictate events and make a collage, which involves describing actions and locations (e.g., times water is used, pictures placed on a collage). Students go on a scavenger hunt "inside and outside the house" and take photos or lists of items, using locational language. Students work "in the yard," discuss properties "of" soil and whether soil is good "for" plant growth, which uses several common prepositions in context.
Unit 2: Senses
Lesson 1
My Five Senses
Students are asked to write or copy a sentence about a sense with the example "I smell with my nose," which uses the preposition "with." In the Senses Web activities students cut and place pictures or words "on" the webs, and instructions and questions (e.g., "Which body part do you use for each of your senses?") prompt use of prepositions such as "on" and "for." Option 2 asks students to dictate sentences describing experiences (e.g., "at an art museum"), giving opportunities to produce prepositional phrases while describing sensing experiences.
Lesson 2
Senses and Body Parts
Students hear and read sentences that include common prepositions: the story uses "went to the pet shop," "in the corner of a large cage," and "brought him out." Teacher directions and activities also use prepositions students follow, for example, asking students to "glue it on her face," and scenarios in Activity 2 use phrases like "walk in the door," "go to your room," and "sit down at the table."
Final Project
A Sensible Party
Students are asked to gather supplies and "put them together in a box, basket, or closet," which requires using the preposition in. Students are instructed to "invite guests by telephone or email" and to record place, date, and time on invitations, which uses prepositions such as by and implies use of at/for. The Party Planner pages include prompts and sample text (e.g., on the blank sheet, on the chart) that contain common prepositions in context for students to read and copy.
Unit 3: We're the Same, We're Different
Lesson 2
Physical Characteristics
Students are prompted to place cutouts and glue items "on the bodies" and "on the sides of the page," which requires using locative prepositions. The story and questions include phrases and prompts that contain prepositions students can repeat and use (e.g., "on my back," "over the pond," "around the pond," "at the beginning/in the middle/at the end"). Students are also asked to retell the story and put event boxes "in the order in which they occurred," an activity that invites use of prepositions of sequence and location.
Lesson 3
Different Personalities
Students are directed to place or write items 'in the middle of the first web' and to put cut-apart words 'face up on the table,' exposing them to the prepositions in and on. Directions use other frequent prepositions in context (e.g., 'with your child,' 'from Activity 1,' 'to the tune of...'), and students are asked to write, cut out, paste, or present words and webs, which uses prepositional language in task instructions.
Lesson 6
Different Families
The sentence stems in Option 1 and Option 2 include prepositions: students complete prompts such as "My family is similar to a family from _______ because we both _______." and "My family is different from a family from _______." Students are asked to locate countries "on the map," which requires attention to the preposition "on." The skills list includes "Complete sentences" and "Attempt to write words and sentences," which will have students produce the provided sentence frames.
Lesson 7
Different Homes
Students are asked to identify and describe different homes and the materials used (e.g., "in different types of homes," "used to build his home"), which naturally includes locational and relational language. Activities ask students to record country names above homes, add details around the homes, and write a sentence about their home, providing opportunities to use prepositions (e.g., on, in, above, with). Discussion prompts (e.g., "Why do people have homes?" "What do you enjoy most about your house?") encourage oral responses that can include common prepositions.
Lesson 8
Different Holidays and Traditions
Students are prompted to write sentences using the frame "On __________ (holiday) we celebrate by _________________________________," which directly models use of the prepositions on and by. Students glue holiday graphics on calendar dates, an activity that requires them to place items 'on' specific dates. Students match traditions with holidays and draw themselves celebrating 'with' family, and the text includes phrases like 'passed down from one generation to the next,' exposing students to from and to in context.
Lesson 9
Different Modes of Transportation
Students complete a handwriting sentence that requires choosing the preposition 'in' or 'on' ("I have ______ in/on a _________"). Students respond to multiple travel scenarios phrased with 'from' and 'to' (e.g., "From one island to another?", "From your house to the grocery store?") when they circle or write the best mode of transportation. Students tell and record stories about trips and talk about where they went, providing opportunities to use prepositions such as 'to,' 'from,' 'in,' and 'on'.
Lesson 11
Being Part of a Group
Students are directed to complete prompted sentences that include prepositions (e.g., "One group I belong to is ________________." and "The members in the group are alike because ________________."). Instructions and activities use prepositions in context (e.g., "sort them into two groups," "part of a group," and "a group to which he belongs"), so students encounter and must respond to phrases containing common prepositions such as in, of, to, and into.
Final Project
Differences Make the World Go 'Round
Students are given sentence frames that explicitly include common prepositions such as "I live in _______" and prompts using "from" (e.g., "_______ from _______"). Transportation and example text use "by" and "to" (e.g., "I get to the grocery store by car," "I like to eat pizza"). The wrap-up and directions also include opportunities to use "with" when students are asked to share their book with family or meet a person from the chosen country.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 5
Making Color Patterns
The skills list includes "Use words that describe color, size, and location (LA)," which targets location/prepositional language. Students are instructed to "cut out the leaves" and to "put them on the leaves," and to work "on a separate sheet of paper" and "on handwriting paper," so students perform actions that use prepositions such as on, out, and in. Activity directions also reference creating necklaces "for friends and family," providing use of the preposition for.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 3
Poetry Patterns
Students sing and read the song "A‑Hunting We Will Go," which contains prepositions in context (e.g., "Put it in a box," "Put it on a log," "Put it on a dish"). Students complete a fill‑in‑the‑blank writing activity (We'll find a ____ put it _________) and a handwriting activity that requires writing lines from the song, which can lead them to write prepositions like in or on. The activities ask students to reread verses and supply missing words, permitting students to produce those prepositions orally or in writing.
Lesson 4
Sentence Patterns
Students read and produce sentences that include prepositions in context, for example: "The dog eats... its food from the bowl," "James played with his toys," and sentences containing phrases like "in the sky," "on her computer," and "down the street." Activity pages prompt students to extend sentences (e.g., adding "from the bowl") and to copy sentences from books where these words appear. Acting-out and copying activities require students to form and record sentences that incidentally contain some common prepositions such as from, with, in, and on.
Unit 3: Patterns in Your World
Lesson 3
Night and Day
Students are asked to discuss where the Sun, Moon, and Earth are located in relation to one another and to label pictures of each body, which invites spatial language. Students perform a globe-and-flashlight activity where they place tape on the United States, spin the globe, and describe when the U.S. is "facing the Sun" or when the light is "on" the tape. Students draw and write sentences on "During the Day" and "At Night" pages, providing opportunities to use prepositional phrases in their descriptions.
Lesson 4
Daily Routines
Students encounter and read phrases that contain frequent prepositions such as 'get out of bed' (out) and 'put on shoes' (on) on the 'My Morning Routine' activity page. In the example routine for dinner students see sentences like 'Put food on the table' (on) and 'Sit in my chair' (in), and the activity instructions use prepositions such as 'ending with the hour ... with the hour he goes to bed' (with). Students are also asked to write or dictate sentences describing routines and to fill in steps for routines, providing opportunities to produce sentences that could include prepositions (e.g., 'A Routine for ____').
Lesson 7
Patterns at Home
Students are prompted to identify and describe patterns "in the house," "on fabric, wallpaper, and/or a rug," "on a dish," and "on clothing" during the Pattern Scavenger Hunt and other activities, so they will encounter and use prepositions such as in and on. Activity 5 asks students to write or dictate and then copy a sentence that describes a pattern found in her closet, which requires producing a prepositional phrase (e.g., in the closet, on the shirt). The quilt activity uses language like "work its way out from the center," exposing students to out and from in a spatial context.
Lesson 8
Symmetrical Patterns
Students encounter and hear prepositions in procedural language such as "folded in half," "from side to side," "from top to bottom," "on the wings," and "on top of each other." Instructional prompts use location/directional phrases when guiding students to fold shapes, sort shapes "in" groups, and look "in" nature. The handwriting and discussion prompts invite students to describe symmetry, which could include using prepositional phrases (e.g., "in half," "at the waist").
Lesson 9
Counting Patterns
Students are asked to tell and write sentences about the clowns in the car, which requires using prepositional phrases such as "in the car." Students act out a story and place clown faces into and out of the car, and they cut pieces "from" sheets and place objects "on" pages when completing activity pages. Counting directions use prepositions in context (e.g., count "by" twos, count "to" twenty, put pennies "in" pairs), giving students repeated exposure to common prepositions in spoken and written tasks.
4: Change
Unit 1: Changes on Planet Earth
Lesson 2
What Changed?
Students are asked to state their location using phrases such as "in the kitchen" and "in the house," which requires using the preposition in. The text prompts and examples include movement descriptions using prepositions, e.g., "a spider can crawl on its web and then off its web" and picture sequences described as "from a tree to a bare tree," so students must use on, off, from, and to when describing changes. Activity directions ask a child to "sit on his bed" and to change location, prompting students to produce location words in commands and responses.
Lesson 5
Changes in Location
Students complete sentence blanks using a provided word box with prepositions such as "behind," "under," "in front," "on top," and "beside." Students move a cut-out mouse to locations described by sentences like "The mouse is in front of the TV," "The mouse is on top of the couch," and "The mouse is between the pillows." Students write or speak sentences describing object relations in Nature Relations (e.g., "The bush is beside the tree") and follow spoken/written directions (e.g., "Stand on top of the bed," "Sit behind the door").
Lesson 6
Changes in the Sky
Students are asked to stand while the adult 'walk[s] in a circle around' them and to 'revolve' and 'rotate,' language that uses spatial prepositions such as around and in. In Activity 3 students 'attach the Earth circle to the square' and place 'the Earth ... on top,' requiring them to follow directions containing prepositions (to, on). The Wrapping Up and Life Application sections prompt students to 'describe how objects in the sky change positions' and to 'discuss where the Sun is,' which elicits use of positional prepositions (e.g., in, on, away from).
Lesson 7
Living Things Change
Students receive and act on instructions that include prepositions such as "on" ("Color the lizard on the leaf", "glue it on top of the snowdrift"), "in" ("Color the rabbit brown in the summer", "Color the rabbit white in the winter"), and "to"/"of" ("glue this sheet to the bottom of a sheet of blue construction paper", "bottom third of a sheet"). Students follow directions for coloring, cutting, and gluing that require understanding these spatial and temporal words.
Lesson 8
Plants and Change
Students follow many directions and complete tasks that use common prepositions in context (e.g., placing cups "in the window" or "in the closet," gluing labels "on the page," cutting pieces "from a plant," and looking for seeds "in the kitchen"). Students also hear prepositional phrases while reading pages and during videos (e.g., "in the book," "on the page," "into four different cups"). Several activities require students to locate, move, attach, or describe items using prepositional language.
Lesson 9
Heat Causes Change
Students perform actions that use common prepositions in context (e.g., they take ice out of the freezer, put ice in a bowl, pour water into a saucepan, put the pan on the stove, and put water back into the freezer). Students are asked to draw and label states of matter in bowls and to write or copy a sentence about observations on handwriting paper, activities that can prompt use of words like in, out, on, and into. The lesson text and activity instructions consistently include prepositions (in, out, on, into, from, for) in the directions students follow.
Lesson 10
Chemical Changes
Students encounter and read/hear multiple common prepositions in activity instructions (e.g., 'break three eggs into a bowl' uses into; 'beat the eggs with a whisk' uses with; 'scramble the egg in a hot pan on the stove' uses in and on; 'heat from the stove' uses from). The wrap-up and activity prompts ask students to explain how they made decisions and describe changes, which would require using prepositional phrases (e.g., describing where or how they mixed or put items).
Final Project
Mobile of Change
Student directions and activity labels repeatedly use positional and relational words: e.g., "Put that side of the paper on the front of a hanger," "in the first box... in the second box," "glue the pairs of boxes on the front and back," and "attach the shapes to the hanger." Several student pages are organized by spatial/relational categories such as "Changes in Position," "Change in Location," and "Change in the Environment," which use prepositional language in context.
Unit 2: Characters Change
Lesson 6
Positive and Negative Change
Students encounter several common prepositions in the texts and prompts (for example: 'in a barn,' 'run away from him,' and matching items like 'you get to play' and 'you get to eat them' use 'in', 'from', and 'to'). Activity 3 asks students to write or dictate sentences describing a change and provides example sentences that include prepositions (e.g., 'I felt like the world was crashing in around me.' and 'I jumped with joy!'). Students also are asked to illustrate and label cause-and-effect scenarios on a blank sheet of paper, a task that could naturally include prepositional phrases (e.g., 'on a blank sheet of paper', 'in his control').
Unit 3: A First Look at History - Change Over Time
Lesson 2
Understanding Time
Students are asked to answer questions using time phrases such as "Were you born in the past, present, or future?" and to describe events "in the past," "in the present," and "in the future," which requires use of the preposition in. The instructions include phrases students will hear and use, e.g., "practice counting to 100 by ones and fives" (use of by), "look at a calendar" and "decide what the date is today" (use of on/a calendar appears in directions), and the text models "one month from now" (use of from). Students record dates and verbally place events in time, producing language that contains some high-frequency prepositions.
Lesson 3
Communities Change
Students are asked comprehension questions that invite prepositional responses (e.g., "Where did the story happen?" which elicits answers like "on Maple Street," and "When would you have most liked to visit Maple Street?" which elicits answers like "in the past" or "in the present"). Timeline activities ask students to place events "from past to present" and to number/paste events on a vertical timeline, which calls for using spatial and temporal prepositions (e.g., on, in, from, to). The handwriting activity asks students to write a sentence about The House on Maple Street, which could require use of prepositions such as of, in, or on.
Lesson 4
Past and Present
Students label and place items on a timeline and are instructed to put images "on the timeline" and "in the past/in the present," exposing them to prepositions such as on and in. Students complete written prompts (e.g., "One way the young person is different from me is") and write a sentence describing how life in the past differs from today, which requires using prepositional phrases (e.g., from, in, of).
Lesson 7
People of the Past
The lesson text repeatedly uses common prepositions in student-facing prompts and materials (e.g., "from the past," "from past to present," "place them in order from the oldest to most recent," and "on the Internet"). The Student Activity Page descriptions include prepositions such as in ("in her field," "in their communities"), of ("people of all colors"), on ("on the Internet"), and to ("to initiate a good change"). Activity 4 asks the child to write a sentence about a historical person, which creates an opportunity for students to produce sentences that may include common prepositions.
Final Project
My Past, Present and Future
Students are prompted to write sentences beginning with prepositional phrases such as "In the past..." and "In the future...," and multiple activity pages repeat "In the past..." and "In the future...". Instructions ask students to place labels "on the left-hand side" and "on the right side," and to "compare it to her own time" and present the book "to her family," which requires use of prepositions like on, to, in, of, and from. The skills and directions also include language such as "choose one of the three time periods" and "use... for reference," providing opportunities for students to produce the prepositions of and for.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
Students are directed to place letter cards "in front of" the at card when building word families, and they are asked questions that elicit spatial/prepositional answers (e.g., "Where do I go on your body? (A cap goes on my head.)"). Students point to text "from left to right and from top to bottom on a page" and are asked to find words "in" the Weekly Message, which has them locating items using prepositional language. The routine to "look for objects... in his room, around the neighborhood, or in the grocery store" prompts students to use location-based prepositions when reporting discoveries.
Lesson 2
Letter Sounds Review II
The lesson lists the sight words for the week as "of," "to," and "in." Activity 1.3 explicitly introduces these words with sight-word cards and has students turn the cards face down, flip them, and say each word aloud. Day 3 Activity 3.1 has students find and point to "to," "and," "of," and "the" in the Weekly Message and read or identify the sight words in context.
Lesson 3
Letter Sounds Review III
Students identify and read the sight words 'to', 'in', and 'of' using sight word cards (Activity 1.3 and Activity 4.3). Students read and point to words in the Weekly Message that includes 'to' and 'of' and circle punctuation (Activity 1.1). Students read sentences and the reader that include 'in' and 'on' (What's Missing? and Reader The Bug: e.g., 'The mop is in the tub', 'hop on a dog', 'nap on a rug'), demonstrating recognition of those prepositions in context.
Lesson 4
Letter Sounds Review IV
Students read and identify prepositional words in context when Activity 3.1 asks them to circle words such as "in" in sight-word sentences. The Making Sentences card set (Activity 5.3) includes prepositions like "to," "on," and "in," and students use those cards to complete and create sentences (e.g., "the cat ran to a _____," "a _____ was on the bed"). Students also encounter "to" and "of" as sight words in the Weekly Message and are prompted to point to and read them.
Lesson 5
Adding s, More Word Families, Ending with ck
Students read and practice sight words that include the prepositions "on" and "of" through flash-card review and tracing/writing pages. Students read and write dictated sentences that use the preposition "in" ("The hens are in the pot.") and "on" ("A tub was on the dock."), so they practice placing these words in context. Students also encounter the words "on" and "of" on multiple activity pages and in the Weekly Message, and they point to, read, and write those words during activities.
Lesson 6
Open Syllables and Digraph th
Students read and practice the sight word "with" and are asked to point to and read it among other sight words. Students form and reorder sentences that include prepositions (e.g., "We sat on the log.", "The man ran with his pet.", "The cats are on the path.") and read/write sentences containing prepositions (e.g., "We go by the hut.", "We are with them."). Students identify and read cards or words that include prepositions while doing sight-word and sentence activities.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
Students learn the sight word "for" and practice it in sentences (Activity 1.3). Students locate and read the words "for" and "with" in the Sight Words Search and are asked to point to sight words that include the digraph th such as "with" (Activity 1.3 and Activity 5.2). Students read and write sentences that contain prepositions (e.g., "The moth is on the dish." and "I chat with a fox in a hut.") and answer comprehension questions that use a preposition ("Where is the ship...?" — by the dock).
Lesson 8
Blends with s
Students are asked to read the Weekly Message and underline sight words, including the word "to." In Activity 1.2 the child is asked to read the words "by" and "me" and note open-syllable vowels. In Activity 5.2 students write and then read dictated sentences that include the prepositions "in" (The fox has a snack in the shack), "by" (They swim by the dock), and "for" (This is the spot for the desk).
Lesson 9
Blends with l
Students are asked to find and underline sight words in the Weekly Message that include prepositions such as "with," "in," and "to." Students use Set 2 sentence cards and are prompted to build sentences that explicitly include prepositions (e.g., "The fox sat by the _____"), providing practice with "by" and "at." Students write dictated sentences that contain prepositions, such as "The ducks fly in the sky." and "He has a sack of blocks." which practices "in" and "of."
Lesson 10
Blends with r
Students read and identify sight words that are prepositions, including 'from' and 'by' (Activity 1.3; Writing Sight Words page). Students locate and underline common prepositional words such as 'to,' 'with,' and 'in' in the Weekly Message (Activity 1.1). Students answer comprehension questions and write dictated sentences that use prepositions (e.g., questions using 'to' and 'on' in Activity 4.2 and the dictated sentence 'They can run on a track.' in Activity 5.3).
Lesson 11
Ending Blends
Students are asked to recognize and point to sight words that include prepositions (Activity 3.3 asks them to find words such as 'from', 'with', 'you', and 'to'). Students read and write sentences that contain prepositions (Sentence Dictation includes sentences like "The champ ran fast on the track." and "The elf sat on the shelf."). During reading and discussion of the reader At Camp, students encounter and respond to phrases containing prepositions (e.g., "hunt for ants on plants," "swim in the pond").
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students locate and read prepositions in the Sight Words Search (the word list includes from and with) and show and read the words after finding them. Students spell and practice the word off when asked for the opposite of on, and they are asked to read sentences that include prepositions (e.g., "What were you doing with all that candy?" and "Today, we are planning on going on to the zoo."). Students are asked to point to words when they hear them in dictated or example sentences, reinforcing recognition of prepositions in context.
Lesson 13
Glued Sounds ng and nk
Students write and read dictated sentences that include prepositions: e.g., "The ring is on her hand." and "Hank drank from the well." Students answer a comprehension question using the preposition "in" ("in bunk beds"). Students are prompted to make sentences with the starter "We _____ on the _____," which requires using the preposition "on."
Lesson 14
Three-Letter Beginning Blends
Students read and write sentences that include the prepositions "in" and "on" (Activity 5.2: "The shrimp swim in the tank." and "He can strum on the strings."). Students encounter "in" in reader questions (e.g., "squint in the sun") and are prompted to read sentences aloud that contain prepositions. The lesson also references the phrase "over there" when introducing the sight word "there," giving an additional incidental example of a preposition.
Lesson 15
More Ending Blends
Students write the sight word "from" on the Writing Sight Words page and practice reading sight words including "use" and "each." Students write dictated sentences that include the preposition "on" ("An elk slept on the bed." and "The rafts drift on the pond.") and then read them aloud. Students read and answer questions about Reader #15 that include phrases with "on" and "of" (for example, "on the bank of the river"), producing those prepositions orally.
Lesson 16
R-Controlled Vowels (ar)
Students read and answer comprehension questions that include the prepositions "in" and "on" (e.g., "What else might you find in a barn on a farm?"). Students also write dictated sentences that include "in" ("What can we do in the yard?") and are asked to read and write those sentences. Several reader and activity prompts require students to read aloud and respond to sentences containing prepositions.
Lesson 17
Semester Review
Students write dictated sentences that include prepositions (e.g., "The dogs slept in the yard." and "They drink milk in a glass.") and read the Weekly Message that contains prepositional uses (e.g., "going to review"). Students also search for sight words in a word-search that explicitly lists the preposition "from." Several student directions and activity prompts include common prepositions (e.g., "on handwriting paper," "cut ... off of the pages," "take out the lowercase letter cards").
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
Students read and write sentences that include prepositions (e.g., they write the dictated sentence "The kids bike on the path," and read phrases like "in the fall"). The teacher prompts include prepositional phrases in context (e.g., "for the sticky stuff you use when wrapping presents (tape)" and "The pencil is over there"), and students read and point to words in those sentences. The sight-word practice includes the word "up," and the lesson uses the infinitive marker "to" throughout instructions and activities.
Lesson 2
Long Vowels o, u, and e with Silent e
Students write the dictated sentence "They use the hose on the grass," which requires them to produce the preposition "on" in writing. Students are asked to reread the Weekly Message and prior readers, including titles such as "In the Fall" and "They Chose To Doze," so they read occurrences of words like "In" and "To." Students also read and point to words in sentences and texts throughout the week, exposing them to prepositions in context.
Lesson 3
Hard and Soft c and g
Students practice sight words that include the preposition-form 'out' and the word 'about' during Activity 1.3, flipping sight word cards and reading them aloud. Students write and read dictated sentences that include the preposition 'in' ("Many mice are in the cage.") during Day 5 Sentence Dictation. Students also encounter and read a sentence with 'in' when answering comprehension questions about the reader (e.g., asking where mice are).
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
Students read and write the preposition "in" during Sentence Dictation: one dictated sentence is "The herd is in the barn." Students are asked in Wrapping Up to read sight words including "about" and "out" and then "use each word in a sentence," which requires them to produce those words in context. Earlier activities note that students may commonly use words like "in" and "on" when discussing high-frequency words, prompting them to identify and read those words.
Lesson 5
Long a Spellings ai, ay
Students read and write several sentences that contain common prepositions: the Fill-in-the-Blanks activity includes sentences with "with," "in," "at," and "to" (e.g., "Dad will spray us with a hose," "The dogs stay in the yard," "We may get to hike at the lake"). During Day 5 sentence dictation students write "The train is on the track," which requires using the preposition "on." The Life Application example sentence has multiple prepositions ("in the rain by the pail").
Lesson 6
Long e Spellings ee, ey, ea
Students encounter preposition words in sight-word practice and assessments (e.g., the sight-word list includes "into," and the Day 4 spelling test lists "out"). Students use word cards to make sentences in Activity 4.2 where the card set includes "out," giving an opportunity to place that word into sentences. The Life Application "I Spy" example models the preposition "with," showing an adult usage that students can hear and imitate.
Lesson 10
Other Long Vowel Patterns
Students read and point to words and sentences that include common prepositions such as "to" (Weekly Message #10) and "from" (question: "How does the man stop the colt from bolting?"). Students read and say sentences that contain the preposition "for" ("The teams race for gold.") and hear/obey directions using prepositional phrases (e.g., "in front of it" when building words). Students also encounter prepositional words in teacher prompts and story questions (e.g., "to a post," "around its neck").
Lesson 12
Other Vowel Sounds oi, oy
Students are prompted to make sentences using provided word cards with sentence starters that include the prepositions "in" and "with" (Activity 4.1). The sentence dictation asks students to write "The boys play with the toy," requiring them to write and use the preposition "with" (Activity 5.2). The Weekly Message and other text include the preposition "for" (e.g., "voice for writing"), so students encounter some common prepositions in reading tasks.
Lesson 13
Other Vowel Sounds ou, ow
Students encounter preposition words in reading and writing tasks: the sight word list includes "down," the Weekly Message and activities include words such as "out" and "now," and the sentence dictation has "The brown cow is in town," which contains the preposition "in." Students are asked to point to and read words in the Weekly Message and to write dictated sentences that include at least one preposition.
Lesson 15
These Make More Than One Sound: oo and ea
Students write and read sentences that include prepositions, for example they write the dictated sentence "She took the hat off the hook," and read phrases such as "plays in the pool" and "What do you have on your head?" Students encounter prepositions in printed text and oral reading (e.g., the Weekly Message uses "By now" and wrapping-up questions use "In which word..."). These activities require students to read and reproduce sentences containing the prepositions off, in, on, and by.
Lesson 17
Year-End Review
Students are asked to write sentences and are given example sentences that include prepositions ("The ducks are on the dock," "The clouds are in the sky"), so students practice reading and producing 'on' and 'in'. The sight word activity introduces and has students read the word "over," and the Alphabet Soup activities include the word "out," which students read and may spell. Students also encounter these words in reading tasks (sentence writing, sight word search, and word-building) and are asked to read them aloud.