Lesson Plan
Tiny Talk Lesson Plan
Students will learn and practice key vocabulary from Little Blue Truck, improve listening comprehension by answering questions during read-aloud, and express ideas through a sorting game to build foundational language skills.
This lesson builds foundational language skills in Pre-K students by expanding vocabulary, enhancing listening comprehension, and encouraging expressive speech in a supportive small-group setting, preparing them for successful classroom communication.
Audience
Pre-K Small Group (Tier 2 Language Intervention)
Time
30 minutes
Approach
Interactive read-aloud, vocabulary practice, and hands-on sorting game.
Materials
- Little Blue Truck by Alice Schertle (physical copy), - Mini Blue Truck Puppet, - Vocabulary Word Cards, - Story Sequencing Cards, - Animal and Vehicle Picture Cards, - Animal and Vehicle Sorting Mats, and - Listening Comprehension Checklist
Prep
Prepare Materials
10 minutes
- Print and cut out the Vocabulary Word Cards, Story Sequencing Cards, Animal and Vehicle Picture Cards, and Animal and Vehicle Sorting Mats.
- Review the Listening Comprehension Checklist to familiarize yourself with assessment criteria.
- Gather a physical copy of Little Blue Truck and the Mini Blue Truck Puppet.
- Organize all materials in a tray or folder for easy access during the lesson.
Step 1
Warm-Up Discussion
5 minutes
- Introduce the Mini Blue Truck Puppet; ask if students have seen a truck and what sound it makes.
- Display the first four Vocabulary Word Cards (beep, muddy, neighbor, horn) and have students repeat each word.
- For added support, show a small toy truck or picture; for advanced learners, ask them to use the word in a sentence.
Step 2
Read-Aloud
10 minutes
- Read Little Blue Truck aloud, using the puppet to engage students.
- Pause at key moments to ask simple comprehension questions (e.g., “Who did the truck meet?”).
- Note student responses on the Listening Comprehension Checklist to guide future support.
Step 3
Vocabulary Practice
5 minutes
- Spread the Vocabulary Word Cards face-up on the table.
- Students take turns picking a card, naming the picture, and using the word in a simple sentence (provide starters like “The truck goes ___”).
- Offer visual cues or sentence frames to support emerging speakers; challenge advanced students to add detail.
Step 4
Sorting Game
7 minutes
- Give each student a set of Animal and Vehicle Picture Cards and an Animal and Vehicle Sorting Mat.
- Instruct them to sort cards into the correct category (Animal vs. Vehicle), naming each as they place it.
- Encourage full sentences: “This is a cow. It is an animal.” Provide prompts for students needing extra support.
Step 5
Closing & Assessment
3 minutes
- Invite each student to share their favorite part of the story in one or two sentences.
- Use the Listening Comprehension Checklist to record comprehension and expressive language progress.
- As an extension, use the Story Sequencing Cards to have volunteers arrange events in order, reinforcing narrative understanding.
- Provide positive feedback and set a small goal for next session (e.g., using a full sentence).
Slide Deck
Truckin' Tiny Talk
Pre-K Small Group | Tier 2 Language Intervention
30-minute session
Today’s focus: Little Blue Truck
Welcome everyone! Introduce today’s theme and set expectations. Encourage students to listen and participate.
Lesson Objectives
• Learn key vocabulary: beep, muddy, neighbor, horn
• Improve listening comprehension
• Practice expressive language through a sorting game
Briefly review objectives so students know what we’ll do.
Materials
• Little Blue Truck by Alice Schertle (physical copy)
• Mini Blue Truck Puppet
• Vocabulary Word Cards
• Story Sequencing Cards
• Animal and Vehicle Picture Cards
• Animal and Vehicle Sorting Mats
• Listening Comprehension Checklist
Show each item or picture as you list materials.
Warm-Up Discussion (5 min)
- Show the Mini Blue Truck Puppet and ask: “What sound does a truck make?”
- Display first four Vocabulary Word Cards: beep, muddy, neighbor, horn.
- Have students echo each word; support with toy truck or picture.
Use the puppet to engage. Prompt each child to answer or repeat.
Vocabulary Focus
Repeat and discuss:
• beep
• muddy
• neighbor
• horn
Point to each card on screen or printed set.
Read-Aloud (10 min)
• Read Little Blue Truck aloud using the puppet.
• Pause at key pages to ask: “Who did the truck meet?” or “What happened next?”
• Record responses on the Listening Comprehension Checklist.
Read expressively; use puppet voices if you like.
Comprehension Questions
• Who is the first animal the truck meets?
• What sound does the sheep make?
• How does the truck get muddy?
• Who helps the truck at the end?
Display 2–3 questions at a time; give think time.
Vocabulary Practice (5 min)
- Spread Vocabulary Word Cards face-up.
- Students take turns:
– Name the picture
– Say: “The truck goes ___.” - Offer sentence frames or ask advanced students for more detail.
Model one turn: pick a card, say word, use sentence frame.
Sorting Game (7 min)
- Give each child Animal and Vehicle Picture Cards + a Sorting Mat (#tiny-talk-sorting-mats).
- Instruct: Sort into Animal vs. Vehicle, naming each.
- Encourage full sentences: “This is a cow. It is an animal.”
Circulate to prompt and support full sentences.
Closing & Assessment (3 min)
• Invite each student to share favorite part in 1–2 sentences.
• Note progress on Listening Comprehension Checklist.
• Extension: Volunteers arrange Story Sequencing Cards.
• Give positive feedback and set next-session goal.
Make this brief and positive; set up for next time.
Next Steps
• Encourage students to use today’s vocabulary at home.
• Next session: retell the story using sequence cards.
• Goal: Use full sentences when sharing ideas.
Preview next lesson and encourage students to practice their new words.
Worksheet
Tiny Talk Sorting Worksheet
Name: ____________________ Date: ____________
Instructions: Look at the words below.
- Circle the animal words.
- Underline the vehicle words.
Cow Truck Sheep Car Pig Bus
Next, fill in the blanks to show whether each word is an animal or a vehicle.
- Cow is a _______________.
- Truck is a _______________.
- Sheep is a _______________.
- Car is a _______________.
- Pig is a _______________.
- Bus is a _______________.
Use the Animal and Vehicle Picture Cards if you need help remembering what each word means.
Answer Key
Sorting Worksheet Answer Key
Overview of Thought Process
- Identify each word as representing either a living creature (animal) or a mode of transportation (vehicle).
- Recall definitions:
- Animal: A living organism that breathes, eats, and moves on its own (e.g., cow, sheep, pig).
- Vehicle: A machine or structure used to carry people or goods from one place to another (e.g., truck, car, bus).
- Apply these definitions consistently to sort and fill in the blanks.
Section 1: Circle Animals & Underline Vehicles
Words: Cow Truck Sheep Car Pig Bus
• Circle the animal words: Cow, Sheep, Pig
• Underline the vehicle words: Truck, Car, Bus
Rationale:
- Cow, Sheep, and Pig are living farm animals that eat and breathe.
- Truck, Car, and Bus are machines used to transport people or goods.
Section 2: Fill in the Blanks
- Cow is a animal.
Reason: A cow is a living creature that eats grass and gives milk. - Truck is a vehicle.
Reason: A truck carries goods and drives on roads. - Sheep is a animal.
Reason: A sheep is a wool-producing farm animal. - Car is a vehicle.
Reason: A car transports people on streets and highways. - Pig is a animal.
Reason: A pig is a farm animal raised for meat. - Bus is a vehicle.
Reason: A bus carries multiple passengers along a route.
Use this key to guide grading and to discuss the differences between living creatures and modes of transportation with students. You can refer back to the Animal and Vehicle Picture Cards for visual support if needed.
Worksheet
Tiny Talk Vocabulary Cards
Name: ____________________ Date: ____________
Instructions:
For each word below:
- Say the word aloud.
- Draw a picture in the box.
- Complete the sentence using the word.
1. beep
Draw the picture:
Sentence: The truck goes _______________.
2. muddy
Draw the picture:
Sentence: The truck gets _______________.
3. neighbor
Draw the picture:
Sentence: My _______________ is kind.
4. horn
Draw the picture:
Sentence: The truck uses its _______________.
Worksheet
Tiny Talk Story Sequencing Cards
Name: ____________________ Date: ____________
Instructions: Cut out each card on the dotted lines. Shuffle them and then arrange them in the order the events happened in Little Blue Truck. Once in order, use the cards to retell the story in your own words.
Card 1
Little Blue Truck drives down the road, saying “Beep, beep!”
Draw or stick a picture:
Card 2
The friendly farm animals (cow, pig, sheep, and duck) greet the truck as he passes by.
Draw or stick a picture:
Card 3
The truck gets stuck in the muddy puddle and cannot move on its own.
Draw or stick a picture:
Card 4
The farm animals all push and pull together to help get the truck out of the mud.
Draw or stick a picture:
Card 5
The truck says thank you and drives home with his new friends waving goodbye.
Draw or stick a picture:
After sequencing, place the cards side by side and tell the story from beginning to end.
Worksheet
Tiny Talk Picture Cards
Name: ____________________ Date: ____________
Instructions:
- Cut out each card along the dotted lines.
- Color the picture in each box.
- Practice saying the word aloud with a friend or family member.
Cow
Draw or color the picture of the cow below:
[───────────────]
Word: Cow
Pig
Draw or color the picture of the pig below:
[───────────────]
Word: Pig
Sheep
Draw or color the picture of the sheep below:
[───────────────]
Word: Sheep
Duck
Draw or color the picture of the duck below:
[───────────────]
Word: Duck
Truck
Draw or color the picture of the truck below:
[───────────────]
Word: Truck
Car
Draw or color the picture of the car below:
[───────────────]
Word: Car
Bus
Draw or color the picture of the bus below:
[───────────────]
Word: Bus
After coloring, group the cards into animals and vehicles.
Worksheet
Tiny Talk Sorting Mats
Name: ____________________ Date: ____________
Instructions: Cut out the two mats along the dashed line. Use the Animal and Vehicle Picture Cards to place each card on the correct mat.
Animal
Place animal cards here:
Vehicle
Place vehicle cards here:
Answer Key
Listening Comprehension Checklist
Purpose: Use this checklist during the read-aloud of Little Blue Truck to track each student’s understanding of the story, ability to recall details, and use of target vocabulary. This tool will guide your instructional decisions and inform future goals.
Instructions for Teachers
- Record each student’s name in the leftmost column.
- As you pause to ask each comprehension question, mark ✓ for a correct response or ✗ for an incorrect/partial response.
- Note whether the student uses target vocabulary (beep, muddy, neighbor, horn) spontaneously when answering questions.
- Observe expressive language skills (phrase length, sentence structure) and jot brief notes in the Comments column.
- After the session, review patterns to plan differentiated support or enrichment.
| Student Name | Who did the truck meet? (Q1) | What sound does the sheep make? (Q2) | How did the truck get muddy? (Q3) | Who helped the truck at the end? (Q4) | Used Vocabulary? (beep, muddy, neighbor, horn) | Expressive Language (Sentences) | Comments/Next Steps |
|---|---|---|---|---|---|---|---|
Expected Answers & Scoring Guidelines
- Who did the truck meet?
- Expected: “Cow, pig, sheep, and duck” (any order accepted).
- What sound does the sheep make?
- Expected: “Baa” or “baa, baa.”
- How did the truck get muddy?
- Expected: “It drove through a puddle” or “it went through mud.”
- Who helped the truck at the end?
- Expected: “The farm animals” (cow, pig, sheep, duck) helped push and pull it out.
Vocabulary Use:
- Listen for natural use of any of the four focus words—beep, muddy, neighbor, horn—in responses or comments.
- Mark ✓ if a student uses at least one vocabulary word correctly.
Expressive Language:
- Note whether responses are single words, short phrases, or full sentences.
- Aim for next-session growth: encourage using at least one full sentence to answer each question.
Use this checklist to celebrate progress, identify support needs, and set personalized language goals for each student.