Objectives  Identify letters and letter sounds; learn and sort words based on initial

Teaching Guide
sound; describe foods and the role they play in nutrition and health
Yummy ABC’s
Materials  magazines, construction paper or cardboard, crayons or colored pencils,
glue, scissors

30 minutes, Days 1–3

Build Background
Activate Prior Knowledge  Tell children: Today, we will read about foods. Ask
children to name a few of the foods that they know. What is your favorite food?
What type of food is it? Can you give me an example of a kind of vegetable? What kinds of
fruit do you like to eat? Tell children that they are going to keep a food diary. Ask
them to write a list of the foods that they like to eat and what meal they have it
with, i.e., eggs for breakfast, a sandwich for lunch, or chicken for dinner.

Introduce the Focus Skill: Letter Sounds  Review letters and sounds
using the following routine: This is the letter (Gg). Sometimes it makes the sound
(/g/) like in (grapes). Point to (grapes) on (p. 11). Sometimes it makes the sound
(/j/) like in (gelatin). Point to (gelatin) on (p. 12). Repeat after me: (/g/ grapes; /j/
gelatin). Explain that each food in the book begins with a different letter of the
alphabet. Ask each child to share his or her food diary with the class, say the
food names, and the first sound they hear. For example: /e/ eggs. When do you eat eggs? (At breakfast.)

Acquire New Vocabulary  Introduce the New Words on p. 33. Read each word aloud and use it in a sentence, emphasizing
the initial letter sound in the key word. For example, say: I don’t like to sit out in the hot, blazing sun. Ask children to first pick out the foods
from the list. Then ask them to write their own sentences mixing both the food words and the other new words. Brainstorm with the
class different ways of combining the new words in sentences. For example: My mom has a recipe for jelly rolls. Oysters are healthy.
Jelly rolls are not healthy. Review correct pronunciation and spelling as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. After reading each page,
point to the letter and say the name(s) of the food(s) on the page. Have children repeat. Then ask the children to compare and contrast
each food’s color, smell, texture, and taste. For example, after reading p. 18, they may say: A mango is orange. Meatballs smell good. Melons
feel bumpy on the outside. Marzipan tastes sweet. Have partners talk about their favorite foods in the book. Ask them to tell their partner
which foods they prefer and why. For example, after reading p. 10, they may say: I like fruit better than frankfurters because I like sweet foods
better than salty foods.
60 minutes, Days 4–5

❤HEALTH
Curricular Enrichment: Health  Have children read the Fun Facts on pp. 34–39. Explain that they will make
their own food pyramids. You may want to provide access to a computer for children to conduct additional research on
what a typical food pyramid looks like, what health and nutrition are, and why they are important. Distribute magazines,
construction paper or cardboard, crayons or colored pencils, glue, and scissors for children to make their food pyramids. Tell
them to cut out pictures of only healthy foods, like fruits, vegetables, meats, grains, and dairy products, from the magazines.
Have children glue the magazine pictures to their corresponding food groups on the pyramid. Ask each child to present his or
her food pyramid individually to the class. Ask children why the pictures they cut out from the magazines are healthy and how
they help our bodies.

Home Connection  (Teacher, you may want to photocopy this activity for children to complete with a family member.)
Talk with your child about the foods he/she learned about. Have your child assist you in preparing dinner. Encourage your child
to identify the ingredients you are including in the recipe and
have him/her tell you if they are fruits, vegetables, meats, etc. NATIONAL STANDARDS
For example: I’m making spaghetti sauce. What foods am I using to
Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.9, K-12.11, K-12.12
make it? (tomatoes, onions, garlic, herbs, salt, etc.) Mathematics: Numbers PK-2.1, PK-2.2, PK-2.3; Algebra PK-2.1; Geometry PK-2.3, PK-2.4;
Measurement PK-2.1; Data & Analysis PK-2.1, PK-2.2, PK-2.3; Communication PK-12.1,
PK-12.2, PK-12.3, PK-12.4; Connections PK-12.2, PK-12.3; Representations PK-12.1, PK-12.3
Science: K-4.1, K-4.2, K-4.6
Social Studies/Geography: K-12.1, K-12.2, K-12.4, K-12.6
Health: H.K.-4.1, H.K.-4.3, H.K.-4.4, H.K.-4.6, H.K.-4.7
Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6
Technology: K-12.1, K-12.3, K-12.5
Foreign Language: K-12.4

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