Sight Safari Teacher Guide Day 1 of 5 • Sight Safari Grade 1 ELL Entering
Anchor: Brown Bear, Brown Bear
Sight Safari Teacher Guide
Weekly Essential Question: How do our senses help us learn? • Today: Our Eyes & Sight
5-Day Sensory Journey at a Glance
Day 1
Sight (See)
Day 2
Hearing (Hear)
Day 3
Touch (Feel)
Day 4
Smell & Taste
Day 5
Celebration
Day 1 Target Sentence Frame
“I see a [color] [animal].”
Focus purely on sight without sound confusion.
WIDA Entering Supports
Binocular Gesture: Two hand circles on eyes when saying “see”.Color Pointing: Touch physical color blocks to prompt adjective.Choral Repetition: Whole-class rhythmic chanting with teacher.
1
Warm-Up: Eyes Awaken & Binoculars (10 min)
TPR Routine
Close eyes with head down. Teacher gently claps: “Wake up, eyes!” Students open eyes and form hand binoculars. Chant together 3 times: “My eyes! I can see!” Introduce the Day 1 inquiry question: “What do our eyes help us see in our classroom?”
2
Brown Bear Choral Read-Aloud (15 min)
Interactive Echo
Open Brown Bear, Brown Bear, What Do You See? Read the title question with binoculars. For each page, lead the call-and-response: Teacher: “Brown Bear, Brown Bear, what do you see?” Students with binoculars: “I see a red bird looking at me!” Emphasize color words with high-contrast visuals.
Sight Safari Teacher Guide • Day 1 Page 1 of 2 • Continue to Modeling & Practice
Sight Safari: Guided Practice & Checks
Day 1 Execution
3
Sight Card Modeling & Sentence Strip (15 min)
Visual Modeling
Place the I SEE A ________ builder card in your pocket chart. Hold up the Brown Bear card. Tap the eye icon: “I see a brown bear.” Repeat with Red Bird, Yellow Duck, and Green Frog. Have students take turns placing an animal into the strip and leading the choral class chant.
4
Sight Practice Pages & Partner Share (15 min)
Written Scaffold
Distribute Sight Safari Practice Pages . Guide students to trace the eye icon, trace the dotted verb “see” , color the animal with the matching crayon, and complete the sentence line. Partners pair up, put on binocular fingers, and read their page to their buddy.
5
Exit Ticket: Binocular Spy (5 min)
Formative Check
Hold up an animal card behind your back and peek it out slowly. Student makes binoculars and states: “I see a [animal]!” Single-word color or animal responses accepted for pre-emergent students.
Entering Level 1 Differentiation Matrix
Level 1: Pre-Production
Binocular gesture + point to animal card or say single color word (e.g., “Brown!” ).
Level 1: Early Production
Produces 2-3 words: “See bear” or full framed sentence with choral pacing support.
Multilingual Transfer
Affirm L1 words for sight (Spanish: ver / ojos , Arabic: نظر / عيون , Vietnamese: nhìn / mắt ).
Tomorrow (Day 2): Hearing Safari
We transition from sight to our ears and animal sounds!
Sight Safari Teacher Guide • Day 1 Page 2 of 2 • Ready for Instruction
Sight Safari Picture Cards Day 1 • Sight Safari Brown Bear, Brown Bear
Cut along dashed lines
Sight Safari Picture Cards
Day 1 Focus: Point with your finger binoculars and practice “I see a [color] [animal].”
Day 1 Sense Eyes
SEE / SIGHT TPR: Binoculars around eyes
“I see with my eyes!”
Builder Strip Pocket Chart Card
I see a .
Place an animal card on the line to complete the sentence!
Look with your eyes! 👀
BROWN BEAR
Animal 1
🐻
Color: Brown
I see a brown bear.
RED BIRD
Animal 2
🐦
Color: Red
I see a red bird.
YELLOW DUCK
Animal 3
🦆
Color: Yellow
I see a yellow duck.
BLUE HORSE
Animal 4
🐴
Color: Blue
I see a blue horse.
Sight Safari Picture Cards • Set A Page 1 of 2 • Cut & Laminate for Pocket Chart
Day 1 • Sight Safari Brown Bear Story Friends
Cut along dashed lines
Sight Safari Picture Cards (Set B)
Reinforce color recognition and sight sentence frame: “I see a ___.”
GREEN FROG
Animal 5
🐸
Color: Green
I see a green frog.
PURPLE CAT
Animal 6
🐱
Color: Purple
I see a purple cat.
WHITE DOG
Animal 7
🐶
Color: White
I see a white dog.
BLACK SHEEP
Animal 8
🐑
Color: Black
I see a black sheep.
GOLD FISH
Animal 9
🐠
Color: Gold / Orange
I see a goldfish.
CHILDREN
Story Finale
🧒🏽👧🏻
Looking at us!
I see children looking at me.
Sight Safari Picture Cards • Set B Page 2 of 2 • Complete Story Set
Sight Safari Practice Pages Name:
Date:
Sight Safari: I See!
Day 1: Use your eyes to see Brown Bear’s friends.
Day 1 • Sight
Day 1 Color & Word Bank
brown bear
red bird
yellow duck
blue horse
1
Look at the animal. Trace “see” and finish the sentence.
🐻 Brown
I see a .
Trace “see” with your pencil Hint: brown bear
🐦 Red
I see a .
Trace “see” with your pencil Hint: red bird
🦆 Yellow
I see a .
Trace “see” with your pencil Hint: yellow duck
2
Draw an animal you see with your eyes.
Eyes at work
I see a .
Sight Safari Practice Pages • Day 1 Page 1 • I See • Turn over for Color Match
Name:
Date:
Sight Safari: Color Detective
Match each animal to what your eyes see.
Sight Matching
1
Circle the matching color your eyes see.
🐸
Frog
What color do your eyes see?
Green Red Blue
🐴
Horse
What color do your eyes see?
Yellow Blue Brown
🐱
Cat
What color do your eyes see?
Purple Green White
2
Write your Day 1 sentence.
I see a .
Example: “I see a green frog.” or “I see a blue horse.”
✓ Day 1 Senses Check:
I can use my eyes to see I can say “I see a...”
Sight Safari Practice Pages • Day 1 Page 2 • Ready for Day 2: Hearing Safari tomorrow!
Sight Words Trio Activity Mats Name:
Date:
Sight Word Trio: I • SEE • A
Three small words that make big sentences!
Word Trio
Word 1 Points to ME!
I Roll playdough
Trace 3 times:
I I I
TPR: Hand on heart ❤️
Word 2 Look with EYES!
see s - e - e
Trace 3 times:
see see see
TPR: Finger binoculars 👀
Word 3 One thing! ☝️
a Circle & stick
Trace 3 times:
a a a
TPR: Hold up 1 finger ☝️
I + see + a = “I see a...”
Tap your heart (I ), make binoculars (see ), hold up 1 finger (a )!
Sight Words Trio Activity Mats • Part 1 Page 1 • Turn over for Word Sort & Sentence Train
Name:
Date:
The “I See A” Sentence Train
Sort the words, then cut and paste to build sentences!
Sentence Train
1
Color or dab each word:
I = Red see = Orange a = Blue
I
see
a
see
I
a
a
I
see
a
see
I
2
Build Sentence 1 and Sentence 2 with your cut tiles!
Glue “I”
Glue “see”
Glue “a”
Glue 🐻
.
Glue “I”
Glue “see”
Glue “a”
Glue 🦆
.
Cut out the tiles below to build both sentences: Snip along the lines
I
see
a
🐻
I
see
a
🦆
Sight Words Trio Activity Mats • Part 2 Page 2 • Read to a partner: “I see a bear!” 🌟
Hearing Safari Teacher Guide Day 2 of 5 • Hearing Safari Grade 1 ELL Entering
Anchor: Polar Bear, Polar Bear
Hearing Safari Teacher Guide
Weekly Essential Question: How do our senses help us learn? • Today: Our Ears & Hearing
5-Day Sensory Journey at a Glance
Day 1 ✓
Sight (Eyes)
Day 2
Hearing (Ears)
Day 3
Touch (Hands)
Day 4
Smell & Taste
Day 5
Celebration
Day 2 Target Sentence Frame
“I hear a [animal] [sound].”
Anchor: “I hear a lion roaring in my ear!”
WIDA Entering Supports
Cupped-Ear TPR: Cup both hands to ears whenever saying “hear”.Sound Mimicry: High auditory engagement through fun onomatopoeia.Eyes vs. Ears Sort: Explicit contrast to reinforce sensory function.
1
Warm-Up: Ears Awakening & Sound Mystery (10 min)
TPR & Realia
Ask students to close their eyes. Ring a small chime or tap rhythm sticks. Say: “What body part woke up? Our ears!” Cup hands behind ears and tilt heads. Lead choral chant: “My ears! I can hear!” Review: “Yesterday we used eyes to see. Today we use ears to hear!”
2
Polar Bear Choral Echo & Animal Sounds (15 min)
Call & Response
Read Polar Bear, Polar Bear, What Do You Hear? Prompt with cupped ears: “Polar Bear, Polar Bear, what do you hear?” Students respond together: “I hear a lion roaring in my ear!” Practice target animal sounds with full physical movements (Lion: Roar! , Elephant: Trumpet! , Duck: Quack! ).
Hearing Safari Teacher Guide • Day 2 Page 1 of 2 • Continue to Modeling & Practice
Hearing Safari: Delivery & Assessment
Day 2 Execution
3
Sound Box Modeling: Listen & Reveal (15 min)
Auditory Game
Hide behind a cardboard box or screen. Make an animal sound: “Quack! Quack!” Students cup ears and say: “I hear a duck!” Reveal the duck picture to confirm. Display sentence strip: I HEAR A ________. Have student volunteers point to the ear icon and read the complete sentence.
4
Hearing Practice Pages & Echo Pairs (15 min)
Independent Work
Hearing Safari Practice Pages Name:
Date:
Hearing Safari: I Hear!
Day 2: Use your ears to listen to animal sounds.
Day 2 • Hearing
Day 2 Animal Sound Bank
“Roar!” Lion
“Trumpet!” Elephant
“Quack!” Duck
“Tweet!” Bird
1
Listen to the sound. Circle the animal and trace the sentence.
Sound: “Roar! Roar!”
🦁 🦆 🐸
I hear a .
Sound: “Trumpet! Pawoo!”
🐱 🐘 🐴
I hear a .
Sound: “Quack! Quack!”
🦆 🐻 🐦
I hear a .
2
Draw an animal you hear making a sound.
Ears at work
I hear a .
Hearing Safari Practice Pages • Day 2 Page 1 • I Hear • Turn over for Senses Check
Name:
Date:
Sense Detective: Eyes or Ears?
How do our senses help us learn? Match the body part to the sense.
Senses Sort
1
Circle the right sense for each clue.
🌈
Bright red and yellow colors
How do you learn about colors?
Eyes (See) Ears (Hear)
🔔
Loud school bell ringing
How do you learn it is time for recess?
Eyes (See) Ears (Hear)
🦁
Lion roaring loudly
How do you know the lion is near?
Eyes (See) Ears (Hear)
2
Write your Day 2 hearing sentence.
I hear a .
Example: “I hear a lion roar.” or “I hear a duck quack.”
✓ Day 2 Senses Check:
I can use my ears to hear I can say “I hear a...”
Hearing Safari Practice Pages • Day 2 Page 2 • Ready for Day 3: Touch Safari tomorrow!
Touch Safari Teacher Guide Day 3 of 5 • Touch Safari Grade 1 ELL Entering
Hands & Skin Investigation
Touch Safari Teacher Guide
Weekly Essential Question: How do our senses help us learn? • Today: Our Hands & Touch
5-Day Sensory Journey at a Glance
Day 1 ✓
Sight (Eyes)
Day 2 ✓
Hearing (Ears)
Day 3
Touch (Hands)
Day 4
Smell & Taste
Day 5
Celebration
Day 3 Target Sentence Frame
“I feel a [texture] [object].”
Target Adjectives: soft (cotton), rough (sandpaper/bark).
WIDA Entering Supports
Tactile Realia: Real swatches of faux fur (bear), cotton, sandpaper.Palm-Stroke TPR: Stroke forearm gently for “soft”; tap fingers for “rough”.Mystery Feely Bag: Students reach in without looking to isolate touch.
1
Warm-Up: Magic Hands Awakening (10 min)
TPR Routine
Ask students to rub their palms together rapidly to feel the warmth: “Feel that? Warm!” Wiggle fingers and touch palms to cheeks. Say: “Our hands and skin help us feel!” Lead choral chant: “My hands! I can feel!” Contrast: “Eyes see, ears hear, hands feel!”
2
Mystery Feely Box Exploration (15 min)
Sensory Inquiry
Introduce a decorated cardboard box with two hand holes. Invite a student to place their hands inside without peeking. Hand them a soft plush bear. Prompt: “How does it feel? Is it soft?” Model the frame: “I feel a soft bear.” Next, hand them a rough pinecone: “I feel a rough pinecone.”
Touch Safari Teacher Guide • Day 3 Page 1 of 2 • Continue to Modeling & Practice
Touch Safari: Delivery & Assessment
Day 3 Execution
3
Texture Chart Modeling: Soft vs. Rough (15 min)
Anchor Chart
Create an anchor T-chart on chart paper: SOFT (☁️) vs. ROUGH (🪨) . Pass around swatches of soft cotton balls, velvet cloth, rough sponges, and sandpaper. As each student feels a sample, they place it on the chart and state: “I feel soft cotton” or “I feel rough sponge.”
4
Touch Practice Pages & Texture Tracing (15 min)
Independent Work
Distribute
Touch Safari Practice Pages Name:
Date:
Touch Safari: I Feel!
Day 3: Use your hands to feel soft and rough textures.
Day 3 • Touch
Day 3 Texture Bank
☁️
SOFT Bear fur, cotton, blanket
🪨
ROUGH Tree bark, stone, pinecone
1
Touch the picture. Trace “feel” and complete the sentence.
🧸 Soft
I feel a soft .
Trace “feel” with your pencil Hint: bear
🌲 Rough
I feel a rough .
Trace “feel” with your pencil Hint: tree
🐱 Soft
I feel a soft .
Trace “feel” with your pencil Hint: cat
2
Draw something soft you like to touch.
Hands at work
I feel a soft .
Touch Safari Practice Pages • Day 3 Page 1 • I Feel • Turn over for Texture Sort
Name:
Date:
Sense Detective: Soft or Rough?
Use your sense of touch to sort each object.
Texture Sort
1
Circle how each object feels to your hands.
🐻
Brown Bear’s Furry Coat
How does bear fur feel?
Soft ☁️ Rough 🪨
🧱
Hard Brick Wall
How does a brick feel?
Soft ☁️ Rough 🪨
🐑
Black Sheep’s Wool
How does wool feel?
Soft ☁️ Rough 🪨
2
Write your Day 3 touch sentence.
I feel a .
Example: “I feel a soft bear.” or “I feel a rough tree.”
✓ Day 3 Senses Check:
I can use my hands to feel I can say “I feel a...”
Touch Safari Practice Pages • Day 3 Page 2 • Ready for Day 4: Scent & Taste Safari tomorrow!
Scent and Taste Safari Teacher Guide Day 4 of 5 • Scent & Taste Grade 1 ELL Entering
Bear’s Picnic Inquiry
Scent and Taste Safari Teacher Guide
Weekly Essential Question: How do our senses help us learn? • Today: Nose (Smell) & Tongue (Taste)
5-Day Sensory Journey at a Glance
Day 1 ✓
Sight (Eyes)
Day 2 ✓
Hearing (Ears)
Day 3 ✓
Touch (Hands)
Day 4
Smell & Taste
Day 5
Celebration
Day 4 Target Sentence Frames
“I smell a [flower / lemon].”
“I taste a [sweet berry / honey].”
WIDA Entering Supports
Nose Sniff TPR: Gently wiggle nose or touch tip of nose with finger.Tongue Tap TPR: Tap lips or tongue to signal tasting.Safe Aroma Jars: Cinnamon, fresh lemon peel, mint sprig.
1
Warm-Up: Sniff & Taste Awakening (10 min)
TPR Routine
Ask students to inhale gently through their nose: “Sniff, sniff! What body part works? Our nose!” Touch finger to nose: “My nose! I can smell!” Next, pretend to take a lick of sweet honey: “Mmm, sweet! My tongue! I can taste!” Review all 4 senses learned so far with quick body taps.
2
Bear’s Picnic: Aroma Jars & Taste Inquiry (15 min)
Sensory Picnic
Set out Bear’s Picnic basket with three aroma jars (covered with cotton fabric): Jar 1 (Lemon), Jar 2 (Cinnamon), Jar 3 (Fresh Pine/Flower). Pass each jar to small groups: “Smell with your nose! What do you smell?” Students sniff and chant: “I smell a lemon!” Next, show pictures of Bear’s sweet honey and blueberries: “I taste sweet honey!”
Scent and Taste Safari Teacher Guide • Day 4 Page 1 of 2 • Continue to Modeling & Practice
Scent and Taste Safari: Delivery & Assessment
Day 4 Execution
3
Sentence Strip Modeling: Nose vs. Tongue (15 min)
Visual Modeling
Display two strips in pocket chart: “I SMELL A ________” (with nose icon) and “I TASTE A ________” (with tongue icon). Show a picture of a rose: student points to the nose strip. Show a picture of an apple: student points to both or the tongue strip. Group chants both sentences with corresponding TPR.
4
Practice Pages & Picnic Drawing (15 min)
Independent Work
Distribute Scent and Taste Safari Practice Pages . Walk students through Part 1 (trace
Scent and Taste Practice Pages Name:
Date:
Scent & Taste Safari
Day 4: Use your nose to smell and your tongue to taste.
Day 4 • Smell & Taste
Day 4 Picnic Bank
🌸 flower (Smell)
🍋 lemon (Smell)
🍯 sweet honey (Taste)
🍎 red apple (Taste)
1
Look at the sense icon. Trace the action and complete the sentence.
🌸 Nose
I smell a .
Trace “smell” with your pencil Hint: flower
🍯 Tongue
I taste sweet .
Trace “taste” with your pencil Hint: honey
🍋 Nose
I smell a .
Trace “smell” with your pencil Hint: lemon
2
Draw a yummy food you like to taste or smell.
Picnic Snack
I taste a .
Scent and Taste Practice Pages • Day 4 Page 1 • Turn over for Nose vs Tongue Sort
Name:
Date:
Sense Detective: Nose or Tongue?
Which body part helps us learn about each item?
Senses Sort
1
Circle Nose (Smell) or Tongue (Taste) for each item.
🌹
Sweet Red Rose
How do you enjoy the rose scent?
👃 Nose (Smell) 👅 Tongue (Taste)
🍦
Cold Sweet Ice Cream
How do you know it is sweet?
👃 Nose (Smell) 👅 Tongue (Taste)
🍕
Warm Cheesy Pizza
How do you know it is salty and warm?
👃 Nose (Smell) 👅 Tongue (Taste)
2
Write your Day 4 sentence.
I smell a .
Example: “I smell a flower.” or “I taste sweet honey.”
✓ Day 4 Senses Check:
I can use my nose & tongue I can say “I smell / I taste”
Scent and Taste Practice Pages • Day 4 Page 2 • Ready for Day 5: Grand Senses Celebration!
Senses Celebration Teacher Guide Day 5 of 5 • Grand Finale Grade 1 ELL Entering
Unit Culmination
Senses Celebration Teacher Guide
Weekly Essential Question Synthesis: How do our senses help us learn? • All 5 Senses Together!
5-Day Sensory Journey Completed!
Day 1 ✓
Sight (Eyes)
Day 2 ✓
Hearing (Ears)
Day 3 ✓
Touch (Hands)
Day 4 ✓
Smell & Taste
Day 5 ★
Celebration!
Unit Synthesis Goal
“My senses help me learn!”
Students pair each of the 5 body parts to its sensory verb.
Cumulative Celebration Routine
Whole-Body Senses Chant: Point to eyes, ears, hands, nose, mouth.Sensory Safari Stations: 5 quick-stop learning centers in the room.Keepsake Book: Assembling the student portfolio booklet.
1
Warm-Up: The Grand 5 Senses Wake-Up Chant (10 min)
Cumulative TPR
Gather in a celebration circle. Lead the cumulative rhythmic body chant: “Eyes to see! (binoculars) • Ears to hear! (cupped ears) • Hands to feel! (rub palms) • Nose to smell! (sniff) • Tongue to taste! (lip tap) • My senses help me learn!” Repeat with increasing tempo as students laugh and cheer.
2
Classroom Sensory Safari Walk (15 min)
Active Exploration
Guide students through 5 labeled classroom stations: Station 1 (Look through magnifying glass / colors), Station 2 (Listen to gentle rainmaker shaker), Station 3 (Feel faux bear fur swatch), Station 4 (Smell fresh pine or flower), Station 5 (Taste sweet raisin or cracker). At each station, students call out the target frame.
Senses Celebration Teacher Guide • Day 5 Page 1 of 2 • Continue to Booklet & Graduation
Senses Celebration: Graduation & Portfolio
Day 5 Execution
3
My Five Senses Keepsake Booklet (15 min)
Portfolio Keepsake
Distribute Senses Celebration Keepsake Booklet . Students fold or assemble the 5 sensory panels: eyes (I see), ears (I hear), hands (I feel), nose (I smell), tongue (I taste). They draw their self-portrait on the cover: “I am a Sense Detective!”
4
Official Sense Detective Badge Ceremony (15 min)
Ceremony & Pride
Call each student up individually. Award them their Official Sense Detective Badge (wearable paper badge with all 5 senses stamped). Each student shares one sentence with their booklet:
Senses Celebration Keepsake Booklet Name:
Date:
My Five Senses Keepsake Book
How do our senses help us learn? Complete your sensory portfolio!
Portfolio
1. Sight Eyes
I see a .
My eyes help me see colors and shapes.
2. Hearing Ears
I hear a .
My ears help me hear sounds and words.
3. Touch Hands
I feel a .
My hands help me feel soft and rough.
4. Smell & Taste Nose & Tongue
I smell
I taste
“My Five Senses Help Me Learn Every Day!” ⭐
Five Senses Safari Keepsake Booklet Page 1 • Portfolio Page • Turn over for Graduation Certificate
Official Graduation Certificate
SUPER SENSE DETECTIVE
This certifies that
has successfully explored all Five Senses during the Five Senses Safari and can use their eyes, ears, hands, nose, and tongue to learn about the world!
Teacher Signature
Level 1 Explorer
Date
Cut out and wear your Sense Badges!
Attach to shirt or lanyard
Day 1
I SEE with eyes
Day 2
I HEAR with ears
Day 3
I FEEL with hands
Day 4
I SMELL with nose
Day 5
I TASTE with tongue
Five Senses Safari Graduation Page 2 • Congratulations, Sense Detective! 🌟
