Teacher
Guide
Spot Goes to the Beach
I.
Pre-story knowledge activity:
Pre-story
concept questions
a. What
is a beach?
b. Where
do you go fishing?
c. What
can you play at the beach?
d. What
does it mean to go overboard?
e. What
does spoil mean?
f. Where
can you take a nap?
II.
Shared reading activity:
Read
the book aloud, while stopping after every page to comments about: plot
progression and main idea concepts. Involve students in making predictions
about the text.
Suggested Comments for Text:
Pages
1 & 2
A.
“Spot looks excited to go to the beach. Why do you think he is excited to go to
the beach?”
B.
“What do you need to take to the beach with you?’
Pages
3 & 4
A. “What does Spot want to buy?”
B. Look I see toys that can go in the
water: sailboat, duck floatie, beach ball
Pages
5 & 6
A.
“What toys did he get?”
B.
“How is Spot spoiled?’
Pages
7 & 8
A.
“The swimmer is not happy, you can tell by the look on his face?”
B.
“What happened to the ball?”
Pages
9 & 10
A.
“What is he napping on?”
B.
“The beach is a nice place to sleep because it is warm and soft to lay on the
sand.”
Pages
11 & 12
A.
“Where did the father go?”
B.
“Is the mom worried? How can you tell?”
Pages
13 & 14
A.
“What do you use to catch a fish?”
B.
“Look they are in a row boat”
Pages
15 & 16
A.
“Spot is overboard. Where did he go?”
B.
“I hope Spot is a good swimmer.”
Pages
17 & 18
A.
“Why is the swimmer angry?”
B.
“How can you tell?”
Pages
19 & 20
A.
“What do you think his new friend’s name is?”
Pages
21 & 22
A.
“Look they look so happy to be friends.”
III.
Post-story comprehension discussion:
A. Where
do Dad and Mom take Spot? (answer: the beach)
B. What
does Spot make at the beach? (answer: a sandcastle)
C. What
does Spot want to buy?
(answer: a sailor’s hat)
D.
Where does Dad hide?
(answer: in the sand)
E. Who
falls into the water?
(answer: Spot)
F. In
the end of the story, what does Spot make at the beach? (answer: a new friend)
The Beach
United
States Environmental Protection Agency
A beach is made of very small loose
rock (sand) that gathers at the shore of a body of water. Beaches are created
by waves or currents. The sand comes from erosion of rocks both far away from
and near the water. Coral reefs are a major source of sand.
A beach's shape depends on how the
waves move. Some waves move material up the beach, while others move it down
the beach. On sandy beaches, the waves move sand away from the beach, making
gentle slopes.
When the waves are not strong enough
to move the sand away, the beach is steeper.
Crabs, insects, and birds feed on
material left by the waves. Some small animals dig into the sand to get their
food. Birds use beaches to nest, and sea turtles lay their eggs on ocean beaches.
Sea grasses and other beach plants grow on areas of the beach and dunes where
there is not much activity.
United
States Environmental Agency. (2012). Beach Kids. Retrieved from
http://water.epa.gov/learn/kids/beachkids/index.cfm
Rhyming
Instructions:
Tell the child “we are going to do a
rhyming activity today. I am going to
read you three words and point to the pictures. Two the objects rhyme and one
doesn’t. Put an X on the object that doesn’t rhyme.”
1.) Spot Pot Rug
2.) Beach Key
Peach
3.) Hat Cat
Sand
4.) Boat Fish Dish
5.)
Pail Sail Wave
Blending & Segmenting: Teacher Copy
Read aloud the main word by sounding out each word
slowly. After reading the word slowly ask the child to look at the following
three words to determine which word the teacher said.
a. Sam
b. Pot
c. Mat
d. Nap
e. Now
f. Can
g. Not
h. Ball
i. Hill
j. Fish
Blending & Segmenting: Student Copy
|
Jam
|
Cat
|
Sam
|
|
Hot
|
Pot
|
Not
|
|
Sat
|
Map
|
Mat
|
|
Nap
|
Nat
|
Lap
|
|
Wow
|
Mow
|
Now
|
|
Tap
|
Cake
|
Can
|
|
Pig
|
Not
|
Need
|
|
Ball
|
Pat
|
Bat
|
|
Hill
|
Get
|
Fill
|
|
Dish
|
Wish
|
Fish
|
Manipulating Activity
The teacher will present a target 3 letter word to
the child (e.g., “nap”.) The teacher will also have one other phoneme found in
the extra section. The teacher will take away the first letter of the word and
substitute another phoneme. They will prompt the child to read the new
word.
1.
|
N
|
A
|
P
|
Extra letters to substitute for initial sounds:
|
M
|
T
|
L
|
2.
|
P
|
O
|
T
|
Extra letters to substitute for initial sounds:
|
H
|
C
|
N
|
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