Mice are Nice - ADLC LOR...Day 9 † Mice are Nice Module 7 Music and Movement Time recommended: 20...

Mice are Nice • Day 9

283 Module 7Early Learning

Day 9Mice are NiceToday, you and your learner will have the opportunity to explore the intriguing world of mice. You will begin by reading the ear tickler poem “Mice” by Rose Fyleman. Next, your learner will identify the rhyming pairs in the poem and think of other words that belong to the same rhyming families.

Math Time involves recording and sorting on a T-chart what mice should and should not eat. Then, your learner will play a card game of counting and matching the number of mice and cheese wedges from one to ten. Reading aloud the nursery rhyme “Hickory Dickory Dock” and acting out the reasons the mouse was running up and down the clock follow on the agenda.

Playing a consonant letter and sound jumping game comes next. More rhyming fun is in store for your learner during Letter and Word Time. Get ready for some mouse races during Project Time!

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Day 9 • Mice are Nice

Module 7

Calendar Time • Alphabet Cards • student’s calendar • other calendar resources as

required

Math Time • no special resources required

Music and Movement • Alphabet Cards

Sharing Time • no special resources required

Letter and Word Time • no special resources required

Project Time • 3 walnut shells • felt • toothpick or tiny stick • googly eyes (optional) • white glue

Learning Centre TimeDramatic Play Centre • various dress-up clothes and

house supplies • black construction paper • hair bands, bandanas, or

string

What You Need Today

Block Centre • blocks of various sizesMath Centre • no special resources required

Story Sharing Time • a selection of books for your

student • Ear Tickler book • The Big Book of Funny Letters

My mouse makes music munching my memo.



Calendar Time

Time recommended: fl exible

Find a comfortable place to sit and share this ear tickler poem. Track the words with your index fi nger as you read the poem together with your learner.

ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Mice(by Rose Fyleman)

I think miceare rather nice.

Their tails are long,Their faces small,They haven’t any chins at all.

Their ears are pink,Their teeth are white,They run about the house at night.

They nibble thingsthey shouldn’t touch,And no one seems to like them much.

But I think miceare nice.

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After sharing the poem, read it aloud a second time and ask your student to identify words that rhyme or have the same ending sound. Pause for emphasis after reading each set of rhyming words. Reread as necessary emphasizing the two rhyming words.

Next, say aloud one rhyming pair at a time. Play a Sound Substitution Game using the following Home Instructor Script. This is an oral activity with the emphasis on sounds, not spelling.

Say the words mice and nice.

Please tell me the fi rst sound in the word mice. What is the fi rst sound in the word nice?

Offer guidance and encouragement as the letter sounds are identifi ed.

We can make a new word simply by changing the fi rst sound!

What new word do we make if we change the “m” sound in “mice” to an “r” sound?

Guide your student to replace the “m” sound with an “r” sound. Use the Key Words and Actions Guide as a reference. Offer praise when the new word “rice” is created.

mice

nice

small

all

white

night

touch

much



Guide your learner to point out the rhyming words small and all in the poem “Mice”. Focus attention on the letters that sound and are spelled the same.

In front of the word all, add the letter sound “f” to make the word fall. Then, continue to substitute other initial consonants to the front of the word all, such as ball, call, hall, mall, tall, and wall.

Follow a similar word-making procedure by changing the initial consonant for the rhyming words white/night and touch/much.

Can you think of words that rhyme with white and night?

Let’s see, there is sight, might, kite, fight, bite, ...

Very good, how about much and touch?

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ActivitiesTeaching Tip

Experiencing diffi culty with rhyming may signal a more generalized problem with phonological awareness.

Being able to rhyme orally requires the ability to understand the concept of rhyme and to be able to

• segment: c-at - to know where to segment in the word

• delete: -at - to know that you have to take one sound away

• substitute: b-at - to know how to add a new sound at the beginning

• blend: cat - to know how to blend the segments together

The ability to segment, delete, substitute, and blend are the key components of phonological awareness. A student who recognizes or generates rhyme is certainly more likely to develop the skills he or she needs to be successful in using familiar word parts for reading and spelling.

Understanding the concept of rhyme requires the student to know which part of the word is important for rhyming. Students without a good sense of rhyme often focus on initial sounds or meaning rather than the entire rhyme. For example, your student may say that the words bat and book rhyme because they begin with the same letter.

Provided with ongoing instructions and modelling, your student will be able to enjoy, recognize, and generate rhyme. If your student continues to experience diffi culty, however, discuss your child’s diffi culties with your local Health Unit and pediatrician.



Calendar Time Activity

Ask your young reader to select three consonant letters from the poem “Mice” and fi nd the matching Alphabet Card.

With a chosen letter in the initial consonant position, such as “Sunday, Sonday, Suesday, Sednesday, Sursday, Sriday, and Saturday”, chant the days of the week.

Also, add a clap to each unit of sound made when chanting the days of the week. For example, the word, Sonday will have two claps because two units of sound (syllables) occur within the word.

Complete other basic calendar activities as necessary such as identifying the name of today and recording the date, weather, and special events.

b f

s

Suesday, that’s funny!

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Math Time

Time recommended: 30 minutes

Cut out the Mouse Cards and Cheese Wedge Cards on the following pages. While cutting out these resources, talk about what you and your learner know about mice.

It’s time to

• discuss what your learner knows about mice and what mice should and should not eat

• count and match mice and cheese wedges from one to ten

The “Mice” rhyme introduced information about mice eating things that they should not touch.

Discuss what a mouse might eat. Record and sort the suggestions into Should Eat and Should Not Eat categories on the following T-chart. For example, mice should eat seeds if they are pets. Prompt your student to be imaginative and think of items mice might eat, but really should not, such as chocolate.

Shuffl e the pre-cut Mice Cards and then ask your learner to place them face down in a pile. Mix the Cheese Wedge Cards and place them face up around the Mice Cards.

ActivitiesMath Time

6 542

1

3



Mouse Cards

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Mouse Cards

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Cheese Wedge Cards

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Cheese Wedge Cards

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Mice

Should Eat Should Not Eat

seeds chocolate

Mice T-Chart

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Instruct your student to take one Mice Card from the top of the pile and identify the number of mice on the card. Then, ask your young mathematician to fi nd the matching number of cheese wedges on a Cheese Wedge Card. Take turns matching the Mouse Cards with the Cheese Wedge Cards.

After completing the game, place the Mouse Cards and Cheese Wedge Cards in a plastic bag or container for future use such as Learning Centre Time.

10 mice match 10 cheese wedges.

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Music and Movement


Have fun reading aloud the nursery rhyme “Hickory Dickory Dock” that tells about a mouse and a clock.

Hickory Dickory Dock

Hickory Dickory Dock.

The mouse ran up the clock.

The clock struck one.

The mouse ran down.

Hickory Dickory dock!

It’s time to

• read aloud the nursery rhyme “Hickory Dickory Dock”

• talk about and act out reasons the mouse ran up and down the clock

• play a consonant letter and sound jumping game

ActivitiesMusic and

Movement Time



Talk about reasons the mouse might have wanted to run up and down the clock. Make a list of your ideas!

Select one reason and then act out this reason. For example, one explanation might be because a cat was chasing the mouse. Your student could pretend to be either the cat or the mouse. Say the rhyme while acting out the situation.

Play a jumping game by scattering the Consonant Letters Cards on the fl oor, jumping distance apart.

Review the “Hickory Dickory Dock” rhyme and identify the words Hickory and Dickory. Together with your student jump beside one Consonant Letter Card at a time and make a new word by substituting the fi rst sound with the sound on the Consonant Card. For example, when you jump beside the Letter B Card, you and your student will say the word Bickory.

The words you create will be nonsense words or ear ticklers! Have fun!

- chased by cat- wanted to know time- liked high places- food stashed there-

Maybe the baby mouse went there...

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ActivitiesSharing Time

Sharing Time


Discuss the question “Are mice nice?” Then, have your student fi ll in the missing information on the following Are Mice Nice? page.

I will learn to

• read, with help, the page Are Mice Nice? • print the names of family members and friends • interview family and friends for their responses to

the question “Are mice nice?” • complete a sentence

Begin by fi lling in the names of family members and friends to complete the fi rst piece of missing name information. Next, interview each person for a reason

mice are nice or not nice. If necessary, help your learner scribe the information.

On the back of the Are Mice Nice? page, have your student draw a picture of a

favourite Mice are nice or Mice are not nice

idea.

Also on the back of the Are Mice Nice? page, print the abbreviated form of the module and day number (M7D9). Place this page in the Celebration Folder.

Are Mice Nice?___________________________________________ thinks mice are nice because________________________________________________________________________________________________________________________________________________

___________________________________________ thinks mice are nice because________________________________________________________________________________________________________________________________________________

_______________________________________ thinks mice are not nice because________________________________________________________________________________________________________________________________________________

_______________________________________ thinks mice are not nice because________________________________________________________________________________________________________________________________________________

MaterialsCelebration Folder



Are Mice Nice?

___________________________________________ thinks mice are nice because

________________________________________________________________________

________________________________________________________________________

___________________________________________ thinks mice are nice because

________________________________________________________________________

________________________________________________________________________

_______________________________________ thinks mice are not nice because

________________________________________________________________________

________________________________________________________________________

_______________________________________ thinks mice are not nice because

________________________________________________________________________

________________________________________________________________________

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Is it time to break for lunch?

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Letter and Word Time


Cut out each of the following pairs of Rhyming Pictures.

Have your student mix-up the Rhyming Pictures and place them face up in front of him or her.

Ask your student to fi nd two pictures that rhyme or sound the same at the end. Focus attention on the observation that their endings sound the same, but their beginning sounds are different.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

Hand and sand rhyme.



Pictures of Rhyming Pairs

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Project Time


Mice for a Mouse Race!

Procedure

Step 1: Refer to photographs and other information about mice from reference books or on the Internet. Describe colour, size, body parts, habitats, and eating habits.

Step 2: Provide walnut shells or another suitable substitute for your student to colour with markers or paint.

Step 3: Provide store-bought googly eyes or small circle shapes made from construction paper or felt for your student to glue onto the shell.

Step 4: Offer tiny felt pieces for the nose, ears, and tail. Assist your student to use white glue and a toothpick to glue on each body part.

Step 5: Place a marble under each mouse walnut shell that was made.

Step 6: Make a slanting slope using a smooth surface such as a piece of wood, a child-sized table or chair, a long block, and a hardcover book.

Step 7: Place each mouse at the top of the slanted surface and have a race to see which mouse will roll to the bottom fi rst, second, and third. Guide your learner to chant the ordinal numbers when the race cars pass the fi nish line.

ActivitiesProject Time

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Learning Centre Time


Dramatic Play Centre

Prepare mouse ears by taping two black construction paper circles onto a hair band, bandana, or string. Make one for each Mouse in the House.

Introduce the following fi nger rhyme.

ActivitiesLearning Centre Time

Slowly, Slowly

Slowly, slowly, very slowly,Goes the garden snail.

Climb your fi ngers gently and slowly up your student’s arm.

Slowly, slowly, very slowly,Up the garden rail.

Continue climbing your fi ngers gently and slowly up your student’s arm.

Quickly, quickly,Goes the little mouse.

Gently climb your fi ngers quickly up your student’s arm.

Quickly, quickly,In his tiny house.

When saying the word house, tickle under your student’s chin.



Suggest pretending to be mice in a mouse house. Invite your youngster to play “house” by imagining the kinds of things mice might do such as scurrying about and gathering food. Encourage a friend or sibling to join in the fun, too.

Block Centre

Chant the following “Round About, Round About” fi nger rhyme for your student. Have your student outstretch one hand. With your index fi nger, circle the palm of your student’s hand while chanting the rhyme lines,

Round about, round about,

goes the wee mouse.

uppity, uppity in the wee house.

Then, while saying, “uppity, uppity in the wee house”, creep slowly with your fi ngers up your student’s arm and tickle under his or her chin when you say the word house.

After having fun with this rhyme, suggest your student build a Mouse House with blocks! Then bring in the walnut shell mice from Project Time to play with in and around the house.

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Math Centre

Continue to play the Mice and Cheese Wedge Cards game or you can try the number code activity below. Your learner is to determine the letters assigned to the numbers to spell words and then determine the numbers to the letters given. Use the alphabet chart provided to complete this number code activity.

a b c d e f g h i j k l m 1 2 3 4 5 6 7 8 9 10 11 12 13

n o p q r s t u v w x y z14 15 16 17 18 19 20 21 22 23 24 25 26

13/9/3/5 ice

2/5/1/18

3/8/1/9/18

18/1/11/5

3/1/11/5

hat

cat

coat

goat

____/____/____/____

____/____/____/____

____/____/____/____

____/____/____/____/____

____/____/____/____ ____/____/____/____

____/____/____

____/____/____

____/____/____/____

____/____/____

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Story Sharing Time


For Story Sharing Time, provide a selection of nursery rhyme books. Also, take turns with your student reading the Big Book of Funny Letters. Your student may enjoy labelling the large letter while you read the funny sentences. After reading it a few times, your student may show interest in helping read all the words.

Listed below are some additional book titles you may also wish to share with your student. Many will be available at the library:

• Lilly’s Purple Plastic Purse by Kevin Henkes • Mouse Mess by Linnea Asplind Riley • The Little Mouse, The Red Strawberry, and the Big

Hungry Bear by Don Wood • Eek! There’s a Mouse in the House by Wong Herbert

Yee • Mouse Count by Ellen Stoll Walsh • Mouse Paint by Ellen Stoll Walsh • If You Give a Mouse a Cookie by Laura Joffe

Numeroff • Town Mouse Country Mouse by Jan Brett • Lunch by Denise Fleming • Whose Mouse are You? by Robert Kraus • Mice Squeak, We Speak by Arnold Shapiro • Three Blind Mice by Paul Galdone

Did you or your student fi nd any more words that make you laugh or smile? Did you add them to the Ear Tickler book? When not working in or reading the Ear Tickler book, place it in Celebration Folder.

Congratulations, you have fi nished Module 7!

ActivitiesStory Sharing Time

Observation Checklists

After completing Module 5, you used the following Early Literacy Observation Checklist to assess your learner’s developing knowledge about books and print as well as attitude toward reading and writing. Today, you will complete the same Early Literacy Observation Checklist along with an Early Numeracy Observation Checklist. Completing these checklists will help you monitor your child’s continuing progress in literacy and numeracy learning.

Knowledge of Literacy 1

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Early Literacy Observation ChecklistStudent’s Name: ____________________________________ Date(s): ____________________

What have you observed about your student’s developing knowledge about books and print and attitude toward reading and writing? Please complete the following Early Literacy Observation Checklist.

Completing this Early Literacy Observation Checklist over a period of a few days might make this activity more enjoyable for your learner and enhance your observations.

Choose a simple unfamiliar storybook with pictures. Ensure that the book has

• pictures and title on front cover • pictures and text on each page • appropriate print size and spacing

1. Features of a book

Pass a book by the spine to your student and ask

The student understands . . . Yes Not Yet

• What is this? Concept of book

• What do you do with it? Purpose of book

• What is inside it? Content of book

(words, pictures, stories)

• Show me the front of the book. Front of book

• Show me the top of the book. Top of book

• Show me the title of the book. Title of book

• Where is the author’s name? Author’s name Further Observations

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Knowledge of Literacy2

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2. Opening a book The student understands . . . Yes Not Yet

• Ask your student to open the book Opening book to where the story starts

Further Observations

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3. Beginning to read The student understands . . . Yes Not Yet

• Ask your student to to show where First line of print on the page to start reading.


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4. Directionality The student understands . . . Yes Not Yet

• Ask your student to indicate by Left to right

pointing which way one reads. Top to bottom


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5. Page turning The student understands . . . Yes Not Yet

• After reading a page to your Turn the page student, ask, “What does one do next?”


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6. Ending the reading The student understands . . . Yes Not Yet

• After reading several pages to your Last page, last word student, ask, “Where does the story end?”


_____________________________________________________________________

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7. Concepts of words, letters, and conventions of print

Ask your student to do the following. The student understands . . . Yes Not Yet

• Follow by pointing to the words Matches spoken to

being read. printed word

• Point to a word. Word

• Point to letter. Letter

• Point to a period. Period

• Point to a question mark. Question mark


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8. Comprehension of story

After the story has been shared with your student, ask him or her to retell the story and/or respond to questions. Does the retelling include the following?

The student understands . . . Yes Not Yet

• Setting (time, place, characters)

• Theme (problem or goal)

• Plot (events)

• Sequencing (beginning, middle, end)

• Responding to questions (recall, opinion, inferences)?


_____________________________________________________________________

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9. Letter identifi cation

Upper Case (Use the following Capital Letter Identifi cation page and Capital Letter Identifi cation Scoring page.)

• Ask your student: Can you fi nd some letters that you know? (The student might start with the fi rst letter of his or her name.)

• Point to each letter (going down the list) and ask your student to identify each letter. Place a check mark or a star in the column if the letter is correctly identifi ed.

• Ask your student to identify the sound each letter makes. Place a check mark or a star in that column if the letter sound is correctly identifi ed.

• Ask your student if he or she knows a word that begins with that letter. Print the word that your learner thought begins with that letter.

If your student hesitates, prompt with questions such as the following.

• Do you know its name? • Do you know what sound it makes? • Do you know a word that starts like that? • Do you remember the Key Word and Action for this letter? (If not, demonstrate

the Keyword and Action for the letter.)

• Make note of the hesitation that your student experienced, if any in that column.

Lower Case (Use the following Lower Case Letter Identifi cation page and Lower Case Letter Identifi cation Scoring page.)

• Follow the same procedure as with the Capital Letters above. (Choosing a different day or session to present lower case letters may be preferable.)

Noting hesitations is important. Fluency (speed of recognition) is important.


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Capital Letter Identifi cation

PLKUXFSZO

GQERNYCJB

ATDMWIHV


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Capital Letter Identifi cation ScoringStudent’s Name: __________________________ Date(s): ____________________

PLKUXFSZOGQERNYCJBATDMWIHV

Letters Letter Name Letter Sound Word that Begins with that Letter Hesitation


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Lower Case Identifi cation

rxmocwgqj

sdkyzafni

vtbelhpu


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Lower Case Identifi cation ScoringStudent’s Name: __________________________ Date(s): ____________________

Letters Letter Name Letter Sound Word that Begins with that Letter Hesitation

rsixdvmktoybczewalgfhqnpju


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10. Environmental print (Use the following Environmental Print page.)

Ask your student to “read” the following environmental print:

The student can “read” the . . . Yes Not Yet

Stop sign

Restroom sign (boys’)

Restroom sign (girls’)

Walk sign

Wheelchair access symbol


_________________________________________________________________

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_________________________________________________________________

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Environmental Print


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11. High-frequency sight words (Use the following Student High-Frequency Sight Words page.)

The following 12 words plus the student’s name make up, on average, one-quarter of all early reading. Ask your student to read each sentence, using the picture and word cues.

The student . . . Yes Not Yet

• Recognizes own name

• Uses some initial letters to try to identify words

• Uses word shape and/or length

• Uses context (including picture clues)

• Recognizes some sight words in context

How many? _________ out of 13 (12 plus name)


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Student High-Frequency Sight WordsStudent’s Name: __________________________ Date(s): ____________________

I am _____________________.

Mom and Dad are happy.

It is a bike.

I go to bed.

She is in the house.

You are a friend.

It is a can of pop.

I see the kite.

It is little.

He is happy.

He was sad.

Knowledge About Books and Print and Attitudes Toward Reading and Writing19

SUBMIT WITH MODULE 5 SUBMISSIONS


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Student High-Frequency Sight WordsStudent’s Name: __________________________ Date(s): ____________________

I am _____________________.

Mom and Dad are happy.

It is a bike.

I go to bed.

She is in the house.

You are a friend.

It is a can of pop.

I see the kite.

It is little.

He is happy.

He was sad.


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12. Assessing concepts of print through writing (Use the following Student Writing Sample page.)

This assessment may be taken from any written work your student has done, or you can have your student write on the following Student Writing Sample page. Because your learner might exhibit various writing skills, please highlight or check all skills evident in the list below.

Your student, who is asked to write a story,

The student . . . Yes Not Yet

• used pictures (without print)

• knows directional pattern (left to right, top to bottom of page)

• uses squiggles, sticks, wavy lines, scribble

• uses random strings of letters

• copies print

• creates words (regardless of spelling)

• uses some initial consonants correctly

• can print own name

• can spell a few words correctly

• creates phrases (two or more words)

• uses a pattern

• creates a sentence (a complete thought)

Attach your student’s writing sample.


_________________________________________________________________

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Student Writing Sample

Student’s Name: __________________________ Date(s): ____________________

Title _____________________________________________________________________________

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13. Attitudes toward reading and writing (Use the following Student Attitudes Toward Reading and Writing page.)

View each picture on the following page. The faces look very happy, happy, so-so, and sad. Ask your student to pick one of the pictures that shows how he or she feels when eating some cake, opening a present, falling down, and getting dressed.

Read each of the four questions and have your student circle the face that depicts his or her response to the question.

Home Instructor’s Observation

Your student . . . Yes Not Yet

• appears attentive and enjoys being read to

• chooses to look at books independently during choice times

• chooses to share what he or she has written

• shows interest in writing during choice times


_________________________________________________________________

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Student Attitudes Toward Reading and Writing

Student’s Name: __________________________ Date(s): ____________________

Circle your student’s response to each question.

• How do you feel when someone reads to you?

• How do you feel about writing a message or story?

• How do you feel about sharing a book with a friend?

• How do you feel about sharing your writing with a friend?


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Perhaps you and your student have additional comments and/or questions about Module 7.

Home Instructor’s Comments

Add any further comments or questions about your student’s learning below or on a separate sheet.

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Student’s Thoughts

Tell me what you think is the most important or the most interesting thing you have learned while completing this module.

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Knowledge of Numeracy 31

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Early Numeracy Observation ChecklistStudent’s Name: ____________________________________ Date(s): ____________________

What have you observed about your student’s developing mathematical knowledge and understanding? Please complete the following Early Numeracy Observation Checklist.

Completing this Early Numeracy Observation Checklist over a period of a few days might make this activity more enjoyable for your learner and enhance your observations.

1. Number Concepts

Can your student...Yes Not Yet

• say the number sequence 1 to 10 by 1’s, starting anywhere from 1 to 10 and from 10 to 1

• recognize at a glance and name familiar arrangements of 1 to 5more objects or dots

• relate a numeral, 1 to 10, to its respective quantity

• represent and describe numbers 2 to 10 concretely and pictorially

• compare quantities 1 to 10 using one-to-one correspondence

• demonstrate an understanding of counting by indicating that the last number said identifi es “how many”

• show that any set has only one count


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Knowledge of Numeracy32

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2. Number Operations


• represent the processes of addition through role-playing and the use of manipulatives

• represent the processes of subtraction through role-playing and the use of manipulatives


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3. Patterns and Relations


• demonstrate an understanding of repeating patterns (two or three elements) by identifying patterns using manipulatives, sounds, and actions

• demonstrate an understanding of repeating patterns (two or three elements) by reproducing patterns using manipulatives, sounds, and actions

• demonstrate an understanding of repeating patterns (two or three elements) by extending patterns using manipulatives, sounds, and actions

• demonstrate an understanding of repeating patterns (two or three elements) by creating patterns using manipulatives, sounds, and actions

Knowledge of Numeracy 33

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4. Shape and Space


• use direct comparison to compare two objects based on a single attribute, such as length (height), mass (weight), and volume (capacity)

• sort 3-D objects using a single attribute


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1 Student Refl ections

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While completing this module, your student has developed his or her knowledge and skills in various areas of learning. Discuss and scribe your learner’s responses to the following sentence openers.

I am really good at ...

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Student Refl ections2

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I am really proud of ...

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3 Student Refl ections

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I want to get better at ...

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Student Refl ections4

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I can help myself get better by ...

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Learning Anytime Anywhere Journal

Important learning experiences can happen anytime and anywhere. The space below and on the following pages provides you the opportunity to record personal and situational learning experiences. This activity is optional, but it is certainly worthwhile. The dated entries can be as simple as a phrase, a sentence, or a paragraph. In some journal entries, you may wish to record a lot of information, and in others you may choose to make a few pertinent comments or none at all.

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Mice are Nice - ADLC LOR...Day 9 † Mice are Nice Module 7 Music and Movement Time recommended: 20...

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Transcript of Mice are Nice - ADLC LOR...Day 9 † Mice are Nice Module 7 Music and Movement Time recommended: 20...