Unit 6:  Nursery Rhymes, Other Rhymes, and Chants

Study Focus: Rhythms and Rhymes (week 2 of 2)

Study Focus Description: This study focuses on introducing students to rhyme and the rhythms of language, song, and poetry.

Student Understandings: Students will develop an understanding of rhyme and the rhythms of the English language through the use of Nursery Rhymes. Students will use Nursery Rhymes to practice rhyming words through poems and songs.

Guiding Questions:

1.      Can students recite Nursery Rhymes?

2.      Can students identify the rhyming words within the Nursery Rhymes?

3.      Can students maintain rhythm and beat of Nursery Rhymes?

4.      Can students classify Nursery Rhymes as real or make believe?

5.      Can students identify the characters in Nursery Rhymes?

Guiding Vocabulary: poem, nursery rhyme, rhyme, Mother Goose, rhythm, beat, time, real, make believe, pretend, characters, recite

Grade-level Expectations

GLE#

GLE Text and Benchmarks

ELA-1a

Demonstrate understanding of phonological awareness by  manipulating endings of words and nonsense words to make rhyming sounds (PK-LL-L3) (ELA-1-E1)

ELA-1b

Demonstrate understanding of phonological awareness by  manipulating syllables in spoken words (segment/blend) (PK-LL-L3) (ELA-1-E1)

ELA-1d

Demonstrate understanding of phonological awareness by repeating each word in a simple sentence. (PK-LL-L3) (ELA-1-E1)

ELA-2

Demonstrate understanding of phonemic awareness by manipulating and identifying individual sounds (phonemes) in spoken words with three sounds (PK-LL-L3) (ELA-1-E1)

ELA-3a

Demonstrate understanding of alphabetic principle by identifying own first name in print  (PK-LL-L3) (ELA-1-E1)

ELA-3b

Demonstrate understanding of alphabetic principle by identifying at least eight uppercase or lowercase letters, focusing on those in the student’s name (PK-LL-L3) (ELA-1-E1)

ELA-4

Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books (PK-LL-L4) (ELA-1-E1)

ELA-5a

Demonstrate understanding of book and print concepts by recognizing that a book has a cover and identifying the cover and title of a book.  (PK-LL-R3) (ELA-1-E2)

ELA-5b

Demonstrate understanding of book and print concepts by holding a book right side up.  (PK-LL-R3) (ELA-1-E2)

ELA-5c

Demonstrate understanding of book and print concepts by differentiating between an illustration and printed text.  (PK-LL-R3) (ELA-1-E2)

ELA-5d

Demonstrate understanding of book and print concepts by recognizing that print is read left-to-right and top-to-bottom.  (PK-LL-R3) (ELA-1-E2)

ELA-6

Relate pictures to characters (PK-LL-R4) (ELA-1-E4)


 

ELA-7

Role-play using different voices to represent characters in familiar stories (PK-LL-S1) (ELA-1-E4)

ELA-8

Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5)

ELA-9

Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5)

ELA-10

 Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)

ELA-11

Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)

ELA-12a

Demonstrate understanding of texts read aloud using a variety of strategies by sequencing two or three pictures to illustrate events in a story. (PK- LL-R2) (ELA-7-E1)

ELA-12b

Demonstrate understanding of texts read aloud using a variety of strategies by participating in a group discussion to predict what a book will be about. (PK- LL-R2) (ELA-7-E1)

ELA-12c

Demonstrate understanding of texts read aloud using a variety of strategies by determining whether the prediction was accurate. (PK- LL-R2) (ELA-7-E1)

ELA-13

Identify problems and solutions in stories that are read aloud (PK-LL-R2) (ELA-7-E2)

ELA-14a

Use simple reasoning skills by identifying reality and fantasy in texts read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-14c

Use simple reasoning skills by asking simple questions about a story read aloud (e.g., who, where).  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-15

 Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)

ELA-16

Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)

ELA-17

Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)

ELA-19

Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)

ELA-20

Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)

ELA-21

Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)

ELA-22

Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)

ELA-23

Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)

ELA-24

Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)

ELA-25

Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)

ELA-26

Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)

ELA-27

Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4) (ELA-4-E5)

ELA-28

Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)


 

ELA-29

Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-4-E7)

ELA-30

Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)

ELA-31

Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)

M-1

Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)

M-2

Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E)

M-3

Identify an object’s position as first or last (PK- -G3) (N-1-E)

M-4

Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)

M-5

Compare sets of objects using the words same/different and more/less/fewer (PK-CM-N1) CM (N-3-E) (N-7-E)

M-6

Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E) (M-3-E)

M-7

Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-2-E)

M-8

Identify rectangles, squares, circles, and triangles using concrete models (G-2-E)

M-9

Sort concrete objects by an attribute (e.g., shape, size, color) (PK-CM-D1) (G-2-E) (D-1-E)

M-10

Use words that indicate direction and position of an object (e.g., up, down, over, under, above, below, beside, in, out, behind) (PK-CM-G3) (G-3-E)

M-11

Recognize and manipulate an object’s position in space (e.g., blocks, assembling puzzles) (PK-CM-G3) (G-3-E) (G-4-E)

M-12

Arrange objects or pictures of objects to make an object or picture graph (PK-CM-D2) (D-4-E)

M-13

Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P1) (PK-CM-P2) (P-1-E) (P-3-E)

SCI-1

Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1)

SCI-2

Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1)

SCI-3

Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)

SCI-4

Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4)

SCI-5

Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-E-A5) (SI-E-B4)

SCI-6

Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)

SCI-7

Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)

SCI-8

Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (PK-CS-I4) (SI-E-B3)


 

SCI-9

Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)

SCI-10

Determine whether objects float or sink through investigations (PK-CS-P1) (PS-E-A1)

SCI-11

Describe properties of materials by using observations made with the aid of equipment such as magnets, magnifying glasses, pan balances, and mirrors (PK-CS-P4) (PS-E-A2)

SCI-13

Compare the properties of different solids and liquids through observation (PK-CS-P1) (PS-E-A4)

SCI-14

Identify components of simple mixtures (e.g., salt/water, rice/beans, iron filings/sand) (PK-CS-P1) (PS-E-A5)

SCI-15

Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3)

SCI-16

Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3)

SCI-17

Identify different sounds as soft or loud (PK-CS-P3) (PS-E-C1)

SCI-18

Identify selected substances as hot or cold (PK-CS-P2) (PS-E-C3)

SCI-19

Identify parts of the body and how they move (PK-CS-L1) (LS-E-A3)

SCI-21

Distinguish food items from nonfood items (PK-CS-L1) (LS-E-A6)

SCI-22

Learn about animals and plants through nonfiction literature (PK-CS-L1) (LS-E-B1)

SCI-23

Observe and care for pets and plants (PK-CS-L1) (LS-E-B1)

SCI-24

Describe plants and animals in the schoolyard or home environments (PK-CS-L1) (LS-E-C1)

SCI-25

Explore and describe various properties of rocks, minerals, and soils (PK-CS-L2) (ESS-E-A1)

SCI-26

Describe the weather and its daily changes (PK-CS-ES2) (ESS-E-A4)

SCI-27

Describe different types of weather students have experienced and give examples of how daily activities and appropriate attire are affected by weather conditions (PK-CS-ES2) (ESS-E-A4)

SCI-28

Learn about objects in the sky through nonfiction literature (PK-CS-ES3) (ESS-E-B1)

SS-1

Identify representations of roads, bodies of water, and buildings in play activities  (PK-CSS-G1) (G-1A-E1)

SS-2

Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives)  (PK-CSS-G3) (G-1A-E2)

SS-4

Discuss ways people can help each other (e.g., sharing, paying attention, taking turns)  (PK-SE-C1) (C-1D-E4)

SS-5

Participate in patriotic activities  (PK-CSS-C2) (C-1D-E4)

SS-6

Demonstrate an awareness of the uses of money in play activities  (PK-CSS-E1) (E-1A-E3)

SS-7

Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow  (PK-CSS-H1) (H-1A-E1)

 


 

 Study Focus

 

The Itsy Bitsy Spider

One, Two, Buckle My Shoe

One, Two, Three, Four, Five

Little Boy Blue

Twinkle, Twinkle, Little Star

Whole Group Activities

DR-TA

ELA 1a, 1d, 2, 4, 5a, 6, 8, 9, 11, 12b, 12c, 13, 14a, 14c, 21, 22, 27, 29

Story Chain

ELA 1a, 1d, 2, 4, 12a, 21, 22, 23, 24, 27, 29, M 3, 13

Story Chain

ELA 1a, 1d, 2, 4, 12a, 21, 22, 23, 24, 27, 29, M 3, 13

Story Chain

ELA 1a, 1d, 2, 4, 12a, 21, 22, 23, 24, 27, 29, M 3, 13

DR-TA

ELA 1a, 1d, 2, 4, 5a, 5c, 6, 8, 9, 11, 12b, 12c, 13, 14c, 21, 22, 27, 29

Morning Circle Time

ELA 1d, 3a, 3b, 4, 21, 22, 26, 27, 28, 29, 31;

M 1, 3, 4, 5, 7, 13;

SCI 26, 27; SS 4, 5, 7

Do you like spiders?

Can you fasten buckles?

Have you ever been fishing?

Do you like the color blue?

Do you like stars?

Storytime

Suggested alternative story titles are listed in

the bibliography.

ELA 1a,1b, 1d, 4, 5a, 5b, 5c, 5d, 6, 7, 8,  9, 10, 11, 12b, 12c, 14c, 25,  29

The Itsy Bitsy Spider by Iza Trapani

Five Little Piggies by David Martin

Three Little Kittens by Paul Galdone

To Market, To Market by Anne Miranda

Twinkle, Twinkle, Little Star by Iza Trapani

Small Group Activities

Spider web opposites

ELA 1a, 1d, 2, 23, 24, 27, M 10, 11, 13

Learning Log: number books

ELA 3a, 3b, 5a, 5b, 5c, 5d, 15, 20, 24, M 1, 2, 4

Counting:

Catching fish

ELA 21, 24, M 1, 2, 4

Make Haystack snacks

ELA 1a, 1d, 2, 21, 22, 23, 24, M 6, 13, SCI 3, 4, 7, 18, 21

Learning Log:

Star Pictures

ELA 4, 9, 21, 24, M 11, SCI 5, 28

Music and Movement

props to coordinate with the featured Nursery Rhymes

Dr. Jean Sings Silly Songs CD, Nursery Rhymes & Good Ol’ Times - Dr. Jean

Frog Street Press Nursery Rhyme CD

Hip Hop Alpha Bop, Rhyming to Read – Jack Hartmann

Clapping rhythms: Hinky Pinky Bumble Bee; Cookie Jar

Field Experiences/

Guest Speakers

Guest musician to play a horn


 

 Study Focus Activities for Learning Centers that can be incorporated into your existing center activities.  Remember any center activity that you can do indoors, could be done outdoors!

Language/Literacy

ELA 3, 15, 17, 20, 24

Introduce letters to students in various multi-sensory ways. Sample activities are indicated below. Adjust the activities by inserting the letter(s) that is (are) being introduced and changing the letter(s) as needed.

Can you find the letter?

Letter symbols

Sand Letters

Letter rubbings

Playdough letters

Letter jars

Dot letters

Letter puzzles

 

Gel board

Letter game

Math

M 1, 2, 4, 5, 6, 8, 9, 12, 13

 

Number Relations

Itsy Bitsy Spider Counting:  Make a grid of spider webs. 

Use plastic, die cut or foam spiders and die or spinner.  Have students roll die and count out that number of spiders on the grid.  If the students roll a 3, they may place all three spiders on one web or they may use one-to-one correspondence and put 1 spider on each web until they have a total of 3 spiders on the grid.

Measurement

Cut multiple pieces of yarn into different lengths.

Have students compare lengths of yarn and line them up from shortest to longest, then have students combine the different lengths of yarn to make an Itsy Bitsy Spider Web.

Geometry

Three little kittens’ mitten shape hunt.

This activity can be done with partners or teacher and student.  You will need cards with a different shape on each card and three 1”x1” mitten shapes.  Have students close eyes and their partner or the teacher will hide the 3 kittens’ mittens under three different shape cards.  The students will then name the shape that they think the mitten is hiding under.  They will repeat this process until they find all three mittens.    .

Data Collection

BLM Graph: Which is your favorite Nursery Rhyme?

Patterning

Twinkle, Twinkle Little Star Patterning:  Using different color star stickers, have students copy, extend and create different patterns.


 

Science

SCI 1,2,3,4,5, 6, 7, 8, 9, 11,22,23,24,25,

ELA 5a, 5b, 5c, 5d,17,21,22,24,

26,31

M 6,9,11,

SS 4

learning logs and writing tools, nonfiction books relating to current study

books and pictures of spiders and spider webs

constellation books/posters

books and pictures about fish and fishing

Gross Motor

ELA 23, 24

M 11,13

SCI 15,16

SS 4

fishing

shoe relay game

Blocks

ELA 15, 17, 20, 23, 24

M 1,2,3,5,6,8,9,10,

11

SCI 3, 9,16,

SS 1, 2, 4

writing tools, paper, and tape for making student-made signs and labels

Nursery Rhyme characters - use clip art or photocopies of characters. Cut them out and glue to cardstock, laminate then roll cardstock into tubes to make stand up characters for students to use in the block area.

 

Manipulative/

Table Games

ELA 23, 24

M 1,2,3,4,5,6,8, 9,10,11,13

SCI 9

SS 4

counting spiders onto web-counting mats - use a die, spinner, or numeral cards and have students count out the corresponding number of spiders onto the web-counting mats

buckles and laces dressing boards for students to manipulate

counting stars on sky-counting mats (black construction paper) - label each sky-counting mat with numerals 1 – 10 and have students count out the corresponding number of stars (erasers, beads, or stickers)

plastic fish to count or sort

Computer

ELA 30

A variety of selected games/activities based on available technology and student needs

http://www.mothergoose.com/index.htm

Art

ELA 23, 24

M 5, 6, 8, 9, 10

SCI 3, 13, 14

SS 4

star pictures (constellations) - using black or dark blue construction paper, have students create pictures using star stickers or make prints with star and moon-shaped stamps.

provide paints and collage materials in colors and textures that will evoke some of the nursery rhymes -  egg shells (Humpty Dumpty), shades of blue collage materials (Little Boy Blue), marble painting white on black paper (Itsy Bitsy Spider), shoe prints (One, Two, Buckle My Shoe)


 

Sensory

ELA 22, 23, 24

M 5, 6, 10

SCI 2, 3, 10, 13, 14

SS 1, 4

Sand:

add plastic spiders and tongs

Water:

fishing

Music

ELA 27, 28

M 1,  2,  3,  4, 10, 11, 13

SCI 15, 17, 19

SS 4

CD player and CDs, previously introduced musical instruments

Some featured songs:

All songs on Frog Street Press Nursery Rhyme CD

Nursery Rhymes and Good Ol’ Times – Dr. Jean

Hip Hop Alpha Bop, Rhyming to Read – Jack Hartmann

Dramatic Play

ELA 7, 21, 22, 23, 24, 27

M 1, 2, 5, 6, 7, 10, 11

SCI 3, 15, 17, 18, 21, 26, 27

SS 2, 4, 6, 7

In addition to the regular housekeeping center, add one or more of the following:

dress up props to act out nursery rhymes: fishing pole, toy telescope; real or toy horn

Books and Listening Center

ELA 1a, 1d, 3a, 5a, 5b, 5c, 5d, 6, 7, 10, 11, 12a, 14a, 14c, 21, 22, 23, 24, 25, 26, 27, 29

SS 2, 4

A variety of books and recordings related to the study focus; puppets, flannel board and/or magnetic board figures; class-made books

Writing

ELA 3a, 3b, 15, 16, 17, 19, 20

M 11, 13

SS 4

blank books; paper in a variety of colors and sizes; student name cards; variety of writing tools such as: pencils, colored pencils, crayons, markers

 

 

 


 

Whole Group Activities

 

Whole Group Activity 1: The Itsy Bitsy Spider (GLEs: ELA 1a, 1d, 2, 4, 5a, 6, 8, 9, 11, 12b, 12c, 13, 14a, 14c, 21, 22, 27, 29)

 

Materials List: The Itsy Bitsy Spider by Iza Trapani (book)

 

Open by singing this familiar song with the students, using hand motions to simulate the spider climbing, the rain falling and the sun drying up the rain. Most students will be familiar with this song and will join in. Ask students where they think the spider was trying to go in the song. Following a modified DR-TA (view literacy strategy descriptions), display the front cover of the book. Ask students what they believe the story will tell them about the spider. Read the story, pausing where appropriate for comments and questions and checking students’ predictions. After each segment of the story, ask students:

·    Where do you think the spider is going?

·    Why does the spider keep trying to climb things?

·    What do you think the spider will climb next?

At the end of the story, review some of the students’ predictions about the story. Did the spider end up where they thought he would? Discuss how the spider kept on trying and trying even though he kept getting knocked down.

 

Accommodations: None needed

 

 

Whole Group Activity 2: One, Two, Buckle My Shoe (GLEs: ELA 1a, 1d, 2, 4, 12a, 21, 22, 23, 24, 27, 29, M 3, 13)

 

Materials List: rebus story from http://www.enchantedlearning.com/rhymes/Onetwo.shtml, sentence strips, pocket chart (optional)

 

Prior to the lesson, print out the rebus story. Enlarge the clip art from the web site or create your own. Print each line of the rhyme on sentence strips, adding the clip art in the appropriate places.

 

Open by reciting the poem, using your fingers to indicate the numbers in the rhyme. Repeat 2 or 3 times, encouraging students to join in as they are able. Explain to the students that they are going to work in partners to create a story chain (view literacy strategy descriptions) of the rhyme. Divide the class into 10 partners. Hold up and read aloud each of the sentence strips created prior to the lesson. Explain that each pair of students will get a strip with part of the rhyme written on it. Their job is to figure out what their strip says and put it in the correct order with all the other strips. Lead the class in reciting the rhyme. As each line is recited, have the pair with that strip come forward with the strip and post it, either taped to the board or in a pocket chart. Continue until all the strips have been put in the correct order from beginning to end. Close with a final recitation of the rhyme, pointing to the text and rebus pictures as each is recited.

 

 

 

Accommodations: Assist students having difficulty figuring out what their strip says. Assist students with putting rhyme rebus strips in the correct order.

 

 

Whole Group Activity 3: One, Two, Three, Four, Five (GLEs: ELA 1a, 1d, 2, 4, 12a, 21, 22, 23, 24, 27, 29, M 3, 13)

 

Materials List: rebus story from http://www.enchantedlearning.com/rhymes/Onefive.shtml, sentence strips, pocket chart (optional)

 

Prior to the lesson, print out the rebus story. Enlarge the clip art from the web site or create your own. Print each line of the rhyme on sentence strips, adding the clip art in the appropriate places.

 

Open by reciting the poem, using your fingers to indicate the numbers in the rhyme. Repeat 2 or 3 times, encouraging students to join in as they are able. Explain to the students that they are going to work in partners to create a story chain (view literacy strategy descriptions) of the rhyme. Divide the class into partners. Hold up and read aloud each of the sentence strips created prior to the lesson. Explain that each pair of students will get a strip with part of the rhyme written on it. Their job is to figure out what their strip says and put it in the correct order with all the other strips. Lead the class in reciting the rhyme. As each line is recited, have the pair with that strip come forward with the strip and post it, either taped to the board or in a pocket chart. Continue until all the strips have been put in the correct order from beginning to end. Close with a final recitation of the rhyme, pointing to the text and rebus pictures as each is recited.

 

Accommodations: Assist students having difficulty figuring out what their strip says. Assist students with putting rhyme rebus strips in the correct order.

 

 

Whole Group Activity 4: Little Boy Blue (GLEs: ELA 1a, 1d, 2, 4, 12a, 21, 22, 23, 24, 27, 29, M 3, 13)

 

Materials List: rebus story from http://www.enchantedlearning.com/Littleboyblue.html, sentence strips, pocket chart (optional)

 

Prior to the lesson, print out the rebus story. Enlarge the clip art from the web site or create your own. Print each line of the rhyme on sentence strips, adding the clip art in the appropriate places.

 

Open by reciting the poem, using your fingers to indicate the numbers in the rhyme. Repeat 2 or 3 times, encouraging students to join in as they are able. Explain to the students that they are going to work in partners to create a story chain (view literacy strategy descriptions) of the rhyme. Divide the class into partners. Hold up and read aloud each of the sentence strips created prior to the lesson. Explain that each pair of students will get a strip with part of the rhyme written on it. Their job is to figure out what their strip says and put it in the correct order with all the other strips. Lead the class in reciting the rhyme. As each line is recited, have the pair with that strip come forward with the strip and post it, either taped to the board or in a pocket chart. Continue until all the strips have been put in the correct order from beginning to end. Close with a final recitation of the rhyme, pointing to the text and rebus pictures as each is recited.

 

Accommodations: Assist students having difficulty figuring out what their strip says. Assist students with putting rhyme rebus strips in the correct order.

 

 

Whole Group Activity 5: Twinkle, Twinkle Little Star – DR-TA (GLEs: ELA 1a, 1d, 2, 4, 5a, 5c, 6, 8, 9, 11, 12b, 12c, 13, 14c, 21, 22, 27, 29)

 

Materials List: Twinkle, Twinkle Little Star by Iza Trapani (book)

 

Open by singing this familiar song/rhyme with the students. Most of the students will be familiar with the first verse of this song and will join in.

 

Using a modified DR-TA strategy (view literacy strategy descriptions), read the book Twinkle, Twinkle, Little Star aloud to the students. Begin by displaying the front of the book and asking students to predict what the story will be about. Ask students to imagine going on a magical journey with a star. Where would they go? What would they expect to see? Begin reading the story, pausing where appropriate for comments and questions about the story text and illustrations. Encourage students to use picture clues along with the text to help them predict what will happen next in the story. Following the reading, ask students if they were surprised at what happened in the story. Ask students to think about what they did or did not like about the story. Give students an opportunity to share their ideas about the story.

 

Close by singing the song again.

 

Accommodations: None

 

 

Small Group Activities

 

 

Small Group Activity 1: Spider Web Opposites (GLEs: ELA 1a, 1d, 2, 23, 24, 27, M 10, 11, 13)

 

Materials List: picture/word cards depicting opposites (hot, cold, up, down, front, back), ball of yarn

 

Prior to the lesson, make a set of cards depicting opposites. (e.g. a picture of fire with the word “hot” written below on one card and a picture of ice with the word “cold” written below on another card) There should be at least 3 pairs of opposites cards for this activity. Punch 2 holes in the tops of the cards and string some yarn through them, making the cards into necklaces for the students to wear during this activity.

 

 

 

Sitting in a circle on the floor with a small group of 5 students, sing the song The Itsy, Bitsy Spider while using hand motions to act out the lyrics. Explain to the students that they are going to make a web for the itsy bitsy spider using yarn. Explain that to help them know how to roll the ball of yarn, they are going to wear cards with opposites on them. Read/show each card to the students and discuss which are opposite pairs (e.g. hot is opposite of cold). After each student and the teacher is wearing an opposite card, be sure that opposites are across one another in the circle, rather than beside one another. Begin the web by having one student hold the yarn ball, holding the loose end of the yarn in one hand. The student will orally identify his/her opposite card by saying: “The itsy bitsy spider crawled on something _(UP)_. Then the itsy bitsy spider crawled on something __(DOWN)__.” As the student says this, he/she should roll the yarn ball to the student wearing the card that shows the opposite of his/her own card. That student then holds on to the yarn while rolling the ball to another student. The third student repeats the task of the first student. Play continues until all the students have rolled the ball and all the matches have been made. Play a second round so that all students have an opportunity to make the opposite matches.

 

Accommodations: Assist students in identifying the correct opposite pairs. Assist students with rolling the yarn ball while still holding on to the yarn.

 

 

Small Group Activity 2: Number Books (GLEs: ELA 3a, 3b, 5a, 5b, 5c, 5d, 15, 20, 24, M 1, 2, 4)

 

Materials List: large assortment of stickers with many duplicates of each sticker; crayons/markers; folded paper booklets (one per student)

 

Prior to the lesson create a learning log (view literacy strategy descriptions) booklet for each student by stacking 3 sheets of 8.5x11 inch copy paper. Fold the papers in half and staple them at the mid point to create a six page booklet for each child. On the front page of each booklet, write My Number Book. On each subsequent page, write the numerals 1 – 5, one numeral per page.

 

Have each student write his/her first name on the front of the book. Tell students to put stickers on each page to match the number on that page. As students finish their books, have them dictate what they chose to put on each page. Write student dictation on each page (e.g. 2 birds or 5 flowers, etc.).

 

Accommodations: Assist students having difficulty with writing their names or putting the correct number of stickers on the accompanying page.

 

 


 

Small Group Activity 3: Catching Fish (GLEs: ELA 21, 24, M 1, 2, 4)

 

Materials List: construction paper fish cut-outs, magnetic tape, horseshoe magnets, 2 - 3 foot long dowel rods or similarly sized sticks, yarn or string, numeral cards

 

Prior to the lesson, prepare the following materials:

·    Code the paper fish with dots (1 – 10 dots on each fish, depending on needs of the students)

·    Attach about 1 inch of magnetic tape on either side of the paper fish “noses”

·    Make fishing poles by tying a length of yarn/string to each pole then tying a horseshoe magnet to the other end of the yarn/string

·    Make numeral cards with numbers to correspond with the number of dots on each fish

 

Scatter the fish on the floor. Point out to the students that each fish has a certain number of dot “scales” on its sides. Also, point out that each fish has a magnet on its “nose.” Tell students that they can use the fishing poles with the horseshoe magnets to catch the fish by touching the horseshoe magnet at the end of the string/yarn to the magnet on the fish. Challenge students to pull a numeral card then catch a fish with the same number of “scales.”

 

Accommodations: Assist students in controlling the fishing poles and magnets. Adjust the numbers and number of fish according to the skill levels of the students participating in the activity.

 

 

Small Group Activity 4: Haystack Snacks – Cooking (GLEs: ELA 1a, 1d, 2, 21, 22, 23, 24, M 6, 13, SCI 3, 4, 7, 18, 21)

 

Materials List: waxed paper, teaspoons, butterscotch chips, peanuts, peanut butter, chow mein noodles, microwave, Little Boy Blue

 

Before using this activity, be sure to check for any food allergies, especially peanuts.

 

Have students wash hands thoroughly before coming to the center. Recite Little Boy Blue with the students. Explain that Little Boy Blue fell asleep under a real haystack but that they are going to help make candy haystacks. Following the recipe below, encourage students to assist with measuring and stirring the candy ingredients. Emphasize that it’s important to measure each ingredient correctly so that the candy turns out right. Have each student help scoop out a portion of the candy to make his/her own haystack to be eaten later for a snack.

 


Recipe:

Teacher Preparation: Microwave the butterscotch chips and peanut butter on 50 percent power for 3 to 5 minutes. Add remaining ingredients and blend to coat noodles thoroughly. Drop by teaspoonfuls onto waxed paper.

 

Note: This recipe can be doubled or halved according to the number of servings needed.

 

Accommodations: Assist students with measuring and stirring ingredients and scooping out the haystacks.

 

 

Small Group Activity 5: Star Pictures (GLEs: ELA 4, 9, 21, 24, M 11, SCI 5, 28)

 

Materials List: I Am a Star by Jean Marzollo (book), black construction paper, white crayons or chalk, star stickers

 

Read the story aloud to students, pointing out the pictures of the constellations. Explain to the students that they are going to make a learning log (view literacy strategy descriptions) of their own constellations or star pictures. Give each student a piece of black construction paper and a small sheet of foil star stickers and a white crayon or chalk. Encourage students to think about what kind of picture they are going to make before putting the stickers on the paper. Have students use the crayon or chalk to draw lines between the stars to finish their picture. Once students have finished their constellations, have them tell what they created while you use white crayon to write their responses on their paper. These pages may be displayed on a bulletin board before being placed in student portfolios.

 

Accommodations: Assist students having difficulty deciding how/what to create with their stars.

 

 


Sample Assessments

General Guidelines

 

Documentation of student understanding will be recorded by the teacher through observation, notes, and anecdotal records as well as student-generated products. These items will be dated and kept in the form of portfolio assessment.

 

General Assessments

·         Photos, audio tapes, or videotapes to record student behaviors

·         Student products

·         Checklists for recording student behaviors, understanding and skills

·         Teacher observations

·         Anecdotal records

 

Activity-Specific Assessment

 

·         Small Group Activity 2: Note student ability to recognize numerals 1 – 5 and match sets to those numerals.

 

 

 

Resources

 

Children’s Books

Aesop. City Mouse-Country Mouse. ISBN 0-590-41155-1

Ahlberg, Janet and Allan. Each Peach Pear Plum. ISBN 0-590-41081-4

Appleby, Ellen. The Three Billy-Goats Gruff. ISBN 0-590-41121-7

Dussling, Jennifer. Stars. ISBN 0-448-41148-2

Eagle, Kin. Hey Diddle Diddle. ISBN 1-58089-007-5

Eagle, Kin. It’s Raining, It’s Pouring. ISBN 978-1-879085-71-8

Eagle, Kin. Rub a Dub Dub. ISBN 1-58089-075-X

Galdone, Paul. The Three Bears. ISBN 0-590-61971-3

Galdone, Paul. Three Little Kittens. ISBN 0-89919-796-5

Gibbons, Gail. Stargazers. ISBN 0-590-47486-3


 

Hale, Sarah Josepha. Mary Had a Little Lamb. ISBN 0-590-43774-7

Halpern, Shari. Little Robin Redbreast. ISBN

Hoberman, Mary. Miss Mary Mack. ISBN 0-439-04022-1

Huck, Charlotte. Princess Furball. ISBN 0-590-43686-4

Hyman, Trina Schart. Little Red Riding Hood. ISBN 0-8234-0653-9

Lodge, Bernard. There Was an Old Woman Who Lived in a Glove. ISBN 1-58089-018-0

Marshall, James. Goldilocks and the Three Bears. ISBN 0-590-44992-3

Marshall, James. The Three Little Pigs. ISBN 0-590-45781-0

Martin, David. Five Little Piggies. ISBN 0-7636-1081-X

Marzollo, Jean. I Am a Star. ISBN 0-439-11320-2

Miranda, Anne. To Market, To Market. ISBN 0-15-200035-6

Siomades, Lorianne. Three Little Kittens. ISBN 0-439-29161-5

Tolhurst, Marilyn. Somebody and the Three Blairs. ISBN 0-590-53960-4

Trapani, Iza. The Itsy Bitsy Spider. ISBN 978-1-879085-69-5

Trapani, Iza. Row Row Row Your Boat. ISBN 978-1-58089-077-9

Trapani, Iza. Twinkle, Twinkle, Little Star. ISBN 978-1-879085-70-1

Wilcox, Leah. Falling for Rapunzel. ISBN 0-439-75046-6

Wood, Audrey. King Bidgood’s in the Bathtub. ISBN 0-590-47499-5

Young, Ed. Lon Po Po. ISBN 0-590-44069-1

 

 

Recordings

Dr. Jean Feldman: Nursery Rhymes and Good Ol’ Times

Dr. Jean Feldman: Dr. Jean Sings Silly Songs

Frog Street Press: Nursery Rhymes CD

Jack Hartman: Hip Hop Alpha Bop

Jack Hartman: Rhyming to Read

 

Websites

http://www.enchantedlearning.com/rhymes