Tammy Botts 3 April 2014

CHDV 150 Introduction to Curriculum Small Group Activity Form (revised)

Name of Activity: !'rric'l'm Area: (ength of Activity: Rhyme Time Matching Game ith AB! Boo" #y $r% &'ess (ang'age an) (iteracy 1*+20 min'tes

(earning ,#-ectives .specify at least three/: Child will be able to identify phonetic sounds of A-D. Phonological awareness Measure 20 ( D!" Child will be able to put the sounds of different letters to for# words. etter and word $nowledge Measure 2% ( D&" Child will be able to play and #a$e sets in a #atching ga#e with rhy#ing words of Dr. 'uess boo$ and letters (ust introduced. )nterest in literacy Measure %* ( D+", Me#ory and -nowledge Measure 2& (C./0" Material012'ipment Nee)e): A1C 1oo$ by Dr. 'uess Cardstoc$ cards with words written down Colored pen Dr. 'uess stic$ers Dry 2rase board with pen

3reparation .4hat )o yo' nee) to )o #eforehan)5/: 3a4e cards cut out, enough for each child to play ga#e(set of + for each child" 5ords that we learned in A1C 1oo$ written on each card 3a4e table cleaned off and dried 3roce)'res .step #y step/ 6 Be &pecific 7Beginning .8o ill 9 intro)'ce activity5/

) will introduce the acti4ity in Circle ti#e by reading the boo$ by Dr. 'uess, ABC. 5e will tal$ about the letters in the boo$ and what sounds they #a$e. 6hey all #a$e different sounds. 5e will focus on a s#all a#ount of letters so that they can get a better grasp of those without being o4erwhel#ed. .nce )74e introduced those letters and what sounds they #a$e, we will put so#e letters together and #a$e so#e s#all words.

 ) will write those words down on a dry erase board and as$ the# if they can thin$ of a word that rhy#es with it. 8or e9a#ple, we74e disco4ered the word :Cat7. 5hat rhy#es with cat; ) will wait for the $ids to co#e up with e9a#ples. ()f they need assistance, ) will only help a s#all a#ount, #aybe with the first letters" ) will write the words that rhy#e with the words that we found and put the# on the board. ) will gi4e each student a chance to co#e up with a rhy#ing word for each word we ha4e. 5e will go o4er to the language center7s table and each student will be gi4en a baggie with + sets of cards in the#. 2ach card will be a #atch to another one with the sa#e word on it. As a group we will loo$ o4er the cards and ) will go o4er the instructions of how to play the ga#e. 2ach child is to put their cards face down and #i9 the# up. 6hen, turn o4er the cards until you see a #atch. 2ach ti#e the child gets a #atch, he<she gets a Dr. 'uess stic$er. Put the #atches bac$ into the baggie until all the cards are bac$ in the baggie. =ow switch baggies with another student and try again. 5hen the ga#e is o4er the $ids will ha4e %0 stic$ers and ha4e learned about the letters ) introduced and that letters together #a$e words and words can #a$e rhy#ing sounds and be fun. 6his acti4ity has no safety issues or concerns. 7Mi))le: .8o ill 9 s'pport0enhance0scaffol)5/ 6 The person rea)ing yo'r lesson plan sho'l) #e a#le to i)entify hat yo' are saying or )oing to s'pport yo'r state) learning o#-ectives% T89& 9& :1R; 9M3,RTANT% ) will wal$ around and obser4e the children indi4idually playing the ga#e and see if any of the# need any assistance. )f a child is ha4ing too difficult of a ti#e with this acti4ity, ) would ha4e the# (oin another student and help the#. A goal is for the child to en(oy literacy and if they are frustrated, they won7t be en(oying it. ) will be watching to see if the ga#e holds their interest and that it is de4elop#entally appropriate. ) will as$ the# open-ended >uestions to further their learning? if they get a different #atch, ) will as$ the# in what ways are those words different<sa#e; 5hat word #ight you try instead; ) will as$ the# what sounds the letters #a$e in their #atches. A says a li$e apple, b says b li$e in bat, C says C li$e in cat, and D says d li$e in dog. 5hich sound do you thin$ this #a$es; )f a child cannot do this acti4ity and is frustrated, ) will as$ the teaching assistance to help the# or ha4e the student (ust #a$e #atches with the pictures. 71n): .8o ill 9 #ring this activity to a concl'sion an) transition to the ne<t activity5 Be very specific in ho yo' ill transition the chil)ren%/ 5hen there are only a few #inutes before the ne9t acti4ity, ) will gi4e the# a + #inute warning. Children need to begin putting their cards bac$ into their baggies and put it in the literacy and language bo9. Children need to start transitioning o4er to the ne9t acti4ity. 6o begin transitioning, we will sing the @A1CA song until all $ids are at ne9t acti4ity. )f so#e $ids are still trying to finish up their ga#e and are not #a$ing their way o4er, ) will e9plain to the# that the ga#e will be a4ailable for free ti#e in the language area anyti#e they want to play it. ) will encourage the# to do this, but not right now. Thro'gho't the )ay0 ee"= hat opport'nities ill the chil)ren have to reflect #ac" on this activity5 Children can reflect bac$ on this acti4ity by reading the A1C boo$. 6hey can go bac$ to the language table and play the ga#e with a friend or alone. 6hey can #a$e their own #e#ory sets with pictures or drawings. 6he children can reflect on this acti4ity by hearing words in other Dr. 'uess boo$s and recogniBing that they rhy#e.

 Children can reflect bac$ on this acti4ity by recogniBing the letters that we learned about in a boo$ they are loo$ing at.