They even have it in board book now! How cool is that! :-P I get board books when I can as they hold up a lot better. However, I know that sometimes the board books are abbreviated versions so would have to check into that before purchasing.
This book is one of our favorites...has been for years. You can really use it as a jumping board into so many different concepts/activities.
* peddler, caps-vocabulary
* buying and selling
* money-how much makes 50 cents?
* balancing/copying (monkey see monkey do)-gross motor
* counting and classifying caps (and other items)
* monkeys (oh my...there is SO much you can do with a monkey theme!)
* short a cvc word (cap/man) or -ap word families
* rest and the importance of rest
* positional words
* emotions
* gravity (caps falling down)
Let me just back up a bit though. I want to share the little blending song we used during our moveable letters. Tweaking a repeated activity a bit keeps interest. Working with the short vowel sounds and CVC words is something we do at each session. The little song is a version from one published in the Mailbox publication Phonological Awareness. I just changed it to work with our activity. Each child had a tray with their consonant letters and a bowl of their vowels. I had a mat with pictures of the words we were going to use. I sang the song, they blended the sounds together to say the word then they spelled it using our tile letter on their black felt.
Tune: London Bridges
What word sounds like /p/ /i/ /g/, /p/ /i/ /g/, /p/ /i/ /g/?
What words sounds like /p/ /i/ /g/?
Spell it now for me.
I noticed we needed more work on hearing the difference between the short vowel sounds so now we'll use more then one vowel sound within each set for a bit. Today was short e and i.
A. causing problems for C. because he decided to correct C. instead of letting me do it. :-P One of those days. They were definitely (all of them!) pushing each other's buttons. Bad enough that when we had some extra time to play (rainy) I ended up having them clean up and work on puzzles instead. Anyway, C. needs practice with his penmanship (lower case, mainly) so he always write the words on the white board and we all "check our work".
Okay...back to Caps for Sale (which by the way you can use /c/ /a/ /p/ to connect this activity to your book if you wish :-)) For large motor the children acted out Caps for Sale to the tune of the Farmer in the Dell. For example...we talked about how the peddler would have to walk in order to balance all those caps on his head (straight and tall). "The peddler sold his caps. The peddler sold his caps. Heigh Ho the Derry-o, the peddler sold his caps." (Walked straight and tall saying, "caps for sale, caps for sale, 50 cents a cap!) Then we moved on to other parts of the story. We also did a bit of "Monkey See Monkey Do" where one child was the peddler and the rest of us were monkeys and we copied the peddler's action.
For our numeral formation activity I scanned in a page of the book. I found this activity online...however, though it's on multiple sites...the original site no longer had it. So easy enough to make it on my own. (Scanner, ah! Laser printer, love it! Personal paper cutter and personal laminating machine. Those all make my life so much easier. :-))
Art today is still a continuation of our color book, inspired by http://www.theartgarden.info/. We added black to our primary and secondary colors today. We compared them to our work last week in which we used white paint instead of black.
Below is a neat exploration page. As mentioned before, I always allow them to explore with the rest of their paint on fresh paper when I first had a "task" for them to complete.
He was twisting the q tip in a circle. Turned out pretty neat...I think I'll put q tips out with fingerpaint the next time and see what happens!
Letter Formation
Mm
I'm not big into coloring sheets and so on but needed something easy to prepare for this activity as I was having computer problems and my time was short. So this is what we did with this sheet. We used markers (m is for markers) and traced inside of the block letters three times using the correct formation. Then they underlined the m's in the words. We talked about how many chunks in each word and also tried to rhyme with the words.
Scissors
Word Family Helpers (Mailbox)
With my PreK students we used only single letters. With C. we used blends. I encouraged them to read the word using the onset + rime technique and then tell me a sentence using it. That way I know they were comprehending what the word was.
Phonological Awareness and Listen and Do were both zoo related. I may have shared this phonological awareness activity in a previous post but will again in case I haven't. :-) On our dry erase board I wrote the letters E I E I O. As soon soon as they read it they knew I was going to do something with the song Old MacDonald. But we tweaked it a bit and Old MacDonald went to the zoo. :-) They took turns choosing a zoo animal. We decided what the beginning letter was and wrote it in front of each vowel. I took this time to describe how the letter is written so they got that repeated 5 times. :-) Then we sang the song. For example- monkey.
ME MI ME MI MO
Old MacDonald went to the zoo. ME MI ME MI MO.
And at the zoo he saw a monkey. ME MI ME MI MO.
With an ooh, ooh, ah ah here and an ooh, ooh, ah, ah there.....
All for now. Maybe something here can be used as a jumping board for what you do with your kiddos!
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