Mice are Nice
Attachments:
- Mice Are Nice (.flipchart)
Author: Danielle Armstrong
School District: Madrid Waddington School
Intended Audience: Elementary - Kindergarten
Content Area: Reading, Writing, and Mathematics
Grade Level: Kindergarten
Technology Integration:
Technology Hardware: Promethean Board and Active Voters
Technology Software: Active Inspire
Internet Resources:
Other Content Areas for STEM Integration:
Content Area: Math, Science, and Technology Basics for communication skills.
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Mathematics:
Problem Solving Strand:
Students will solve problems that arise in mathematics and in other contexts.
- The students will act out or model with manipulatives activies involving mathematical content from literature and or story telling.
The students will apply and adapt a variety of appropriate strategies to solve problems.
- Use informal counting strategies to find solutions.
- Use manipulatives to model the action in problems.
Students will organize and consolidate their mathematical thinking through communitcation.
- Share mathematical ideas through the manipulation of objects.
Number Sense and Operations Strand:
Students will understand numbers, multiple ways of representing numbers, relationships amoung numbers, and number systems.
- Count the items in a collection and know the last counting word tells how many items are in the collection (1-5).
- Count out a collection of a specified size 1-5.
Students will understand meanings of operations and procedures, and how they relate to one another.
- Solve and create additions and subration verbal word problems
- Determine sums and differences by various means.
ELA Standards:
- Students will read, write, listen and speak for information and understanding. Performance indicator: Reading The student will have experiences designed to develop competency in: Acquiring information and understanding by collecting data, facts, and ideas.
- Students will read, write, listen and speak for literary response and expression. Performance indicator: Listening The student will have experiences designed to develop competency in: Drawing on personal experiences and knowledge to understand texts.
- Students will read, write, listen and speak for literary response and expression. Performance indicator: Reading The student will have experiences designed to develop competency in: Comprehending, interpreting, and critiquing imaginative texts in every medium.
- Students will read, write, listen and speak for literary response and expression. Performance indicator: Writing The student will have experiences designed to develop competency in: Presenting interpretations, analyses, and reactions to the content and language of a text
Problem Statement:
How will strengthening ones phonemic awareness skills make one a better reader in the future?
Learning Objectives:
By the end of this learning experience students will be able to:
- Identify pictures that begin with the /m/ sound.
- Identify the number of syllables in words beginning with letter m.
- Identify where they hear the /m/ sound in words (beginning, middle, or end).
- Listen to the poem “Five Little Mice”.
- Identify the numbers 1-5.
- Use proper letter formation to write a capital letter M.
Necessary Resources:
Handout(s): Handwriting Without Tears lined paper.
Other:
Cubes to represent mice
Fundations picture card for the letter m.
Scott Foresman Early Intervention picture cards
Steps for Implementing Learning Experience:
Day 1
- The teacher will introduce the Wilson Fundations picture card for the Letter M. The teacher will say the letter, picture, and then sound. (m, man, /m/) and have students echo back.
- The teacher will show a set of random picture cards form the Scott Foresman Early Intervention program (7 that begin with letter m and 5 that beginning with other letters of the alphabet and have students put their thumbs up if the card begins with the /m/ sound and put their thumbs down if the card does not begin with the /m/ sound.
- The teacher will then use a set of flip charts that where created using the ActiveInspire program and the Promethean board to reinforce varies phonemic awareness skills developed around the letter M.
- Chart 1: The students will take turns coming to the board and dragging the mice that have pictures on them that begin with the sound of /m/ to the picture of the cheese that has a letter m of it and dragging the mice that do not have pictures that begin with the /m/ sound to the picture of the cat.
- Chart 2: The students will take turns coming to the Promethean board and dragging varies pictures to the correct box to represent the number of syllables they hear in a set of words that begin with the letter m.
- Chart 3: The students will drag pictures to the begninnig, middle or ending box to represent the position in which they hear the sound of /m/ in a set of pictures.
Day 2
- The students will use the active voters and identify whether a set of pictures does or does not start with the sound of /m,/.
- The students will use dry erase markers and practice making the capital letter M on a piece Handwriting Without Tears lined paper.
- The Students will listen and track the words on the Promethean board while the teacher reads aloud the poem “Five Little Mice. On Each page of the flip chart the students will determine the pattern from the poem and identify the number when one is subtracted to the amount shown.
Day 3
- Using the Promethean board students will take turns coming to the board and counting the number of mice and subtracting one to get the difference. The students will use cubes at their desks to represent the number of mice on the board and subtract one to get the differences with numbers 1-5.
- The students will use the active voters to show how to get the differences when subtracting one from numbers 1-5.
Instructional Modifications:
Time used for Planning:
Five hours to develop flip charts and write the learning experience objectives.
Time for Implementation & Assessment:
- Number of Days -3
- Length of Period: 30 minutes
Assessment Tools:
The teacher will observe students manipulating the cubes correctly to represent the numbers 1-5.
The students will use the active voters to identify pictures that begin with the letter m.
The students will use the Handwrting Without Tears format on dry erase sheets to show proper letter formation of the capital letter M.
The students will use the Promethean board to show understating of phonemic awareness through a series of activities (identifying beginning sounds, syllables and position of sounds in words).
Reflection:
A reflection will be submitted after the presentation of the lesson.
Student Work:
This will be submitted with the final copy of the learning experience.
Rigor and Relevance Target:
Quadrant A- Acquistion
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
My goal is that students will be better equipped to read because of the many experiences the Promethean board and flipcharts gave in strengthening the pre-reading skills necessary for reading (identifying beginning sounds, syllables, phonemes in words etc…).
