BMW Consortium

 

Information Literacy

& Technology Integration

 Unit Template

 

Author

Name

Linda Bangert

School Name

Menominee Indian School District

Email Address

lbangert@misd.k12.wi.us

Date Created

6-15- 05

Unit Overview

Title

Learning from Mother Goose

Enduring Understandings/Generalizations :

Mother Goose Rhymes will help them recognize words that rhyme and patterns can help them learn new words.

Subject Area - Reading

Grade Level - Kindergarten

Unit Description

Students will be able to enjoy Mother Goose rhymes while learning how to identify the words that rhyme and how the patterns can help them to learn new words.

Standards, Benchmarks, & Student Learning Targets

Content Standard: Reading/Language Arts:  Students will respond to a wide range of writing to build understanding of written materials of themselves and of others.

Benchmarks:

Student Learning Targets:

Use effective reading strategies to achieve their purposes in reading.

 

K  S L

Be able to listen to, recall, and tell about nursery rhymes.

Be able to learn how rhymes work in a given text.

Use prior knowledge to help them understand nursery rhymes.

Listen to rhymes for important details.

Follow directions orally and in writing.

Memorize and record a nursery rhyme, then dramatize it for the class.

Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge of letter/sound relationships and analyzing word structures.

K  S L

Recognize word patterns that rhyme.

Use letters and sounds to decode rhyming words.

Be able to recite a rhyme with a group and by yourself.

Recognize high frequency words in nursery rhymes and learn them for life.

Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and text.

K  L

Be able to name a rhyming word or find a picture of a rhyming word when given a clue word.

 

Play rhyming games. (Concentration, Match Rhyme Pictures)

 

Content Standard: Writing/ Students will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.

Benchmarks:

Student Learning Targets:

Use a variety of writing technologies including pen, paper,  as well as the use of a computer and productivity software to organize and create information.

K  S  P  L

Students will correctly copy and write words that rhyme on both paper and on the computer.

Students will correctly name their work

 

ITL Standard:

Benchmarks:

Student Learning Targets:

Produce a document using a graphic organizer program.

K  S  P  L

Use Kidspiration to produce a Mother Goose Rhyme, using three pattern words and matching them with pictures.

 

Student Assessment

Constructed responses, checklists, selected responses, observations will be used to assess students on an on-going basis.

 

Performance Assessment Criteria

Rubrics have been designed to assess performance on the comprehension, vocabulary, rhyming and computer tasks

Collaboration

The Instructional Technology Specialist will set aside time for the class to be in the computer lab.

 

Unit Implementation

Length of Unit

Four weeks for 30 to 45 minutes per day.

Prerequisite Skills

Some knowledge of letters and sounds, colors, and print concepts.  To have prior knowledge of Kidspiration.

Accommodation Options

ELL / IEP Students

This will be based on the class demographics.

Assistive Technology Needs

Management/Organization Tips

All materials such as the overheads for the nursery rhymes should be prepared a head of time. Charts for the Pattern and Everyday Words should be prepared. A chart for the word wall words, which students will decide what  words they want to know. Books, pictures and  a stuffed Mother Goose might be available.
Materials and Resources Required for Unit

Adopted Print Materials

Nursery rhymes and pattern words ideas were used from Easy Lessons for Teaching Word Families, Judy Lynch ,Scholastic 1998

Adopted and other Audio/Visual:

Over head projector, computer lab and Kidspiration

Supplemental Resources (including Internet resources):

http://www.ipl.org/youth/StoryHour/goose/

http://curry.edschool.virginia.edu/go/wil/ill.pdf

http://www.kinderkorner.com

 

Supplies

Highlighters, pencils and kindergarten lined paper, drawing paper, crayons, sentence strips, index cards and assorted books that have nursery rhymes.

Technology – Hardware

Computer(s)

Projection system

Tape Recorder

Printer

Technology – Software

Internet Browser

Inspiration or Kidspiration

 

Unit Plan Flow Chart/Timeline: 30 to 45 minutes per day for 4 weeks. (Summer school)

 

Week1

Week2

Week 3

Week 4

Day1

Introduce Mother Goose Nursery Rhymes with a big stuffed Mother Goose who reads to the children a few of her favorite nursery rhymes.

Introduce Jack and Jill.

Teacher models by highlighting the rhyming words while reading the nursery rhyme.

Students’ choral reads with teacher.

Students chorally read high frequency words, and phonograms on the back of their copy of Jack and Jill.

 

 

 

Reread and review Jack and Jill

Introduce Jack Sprat

Teacher models by highlighting the rhyming words while reading the nursery rhyme.

Students choral read the nursery rhyme with teacher.

Students will choral read high frequency words, and phonograms on the back of their copy of Jack Sprat.

 

Reread and review Jack Sprat

 Introduce Rain.

Students identify, by raising their hands, rhyming words while reading the nursery rhyme.

Students choral read with teacher.

Students read high frequency words, and phonograms on the back of their copy of Rain.

 

Reread and review Rain

Introduce Humpty Dumpty.

Students identify, by raising their hands, rhyming words while teacher reads the nursery rhyme.

Students choral read with teacher.

Students read high frequency words, and phonograms on the back of their copy of Humpty Dumpty.

 

Day2

Reread Jack and Jill

Discuss the characters, setting, and what happened first, next and last.

Draw a picture about the best part of the nursery rhyme.

Reread Jack Sprat

 

Discuss the characters, setting, and what happened first, next and last.

Draw a picture of the characters.

Reread Rain

Students reread Jack Sprat

Discuss the characters, setting, and what happened first, next and last.

Draw a picture about what happened last in the nursery rhyme.

Reread Humpty Dumpty

Students reread Rain.  Discuss the characters, setting, and what happened first, next and last.

Color your pictures that are on each nursery rhyme or choose one from a folder.

Day3

Reread Jack and Jill in groups.

Using highlighters, students find and highlight the words in the nursery rhyme.

Find the missing rhyming word for the pocket chart sentence strips.

Write three new words. Choose two words from the word list and one from the highlighted words.

Reread Jack Sprat in groups.

Using highlighters, students find and highlight the words in the nursery rhyme.

Find the missing rhyming word for the pocket chart sentence strips.

Write three new words. Choose two words from the word list and one from the highlighted words.

Reread Rain in groups.

Using highlighters, students find and highlight the words in the nursery rhyme.

Find the missing rhyming word for the pocket chart sentence strips.

Write three new words. Choose two words from the word list and one from the highlighted words.

Reread Humpty Dumpty in groups.

Using highlighters, students find and highlight the words in the nursery rhyme.

Find the missing rhyming word for the pocket chart sentence strips.

Write three new words. Choose two words from the word list and one from the highlighted words.

Day4

Reread Jack and

Jill in partners.

Go to computer lab to use Kidspiration.

Students type in three highlighted words from Jack and Jill. Then find three pictures or words that rhyme to finish a Mother Goose Rhyming Sheet.

Reread Jack Sprat in partners.

Go to computer lab to use Kidspiration.

Students type in three highlighted words from Jack and Jill. Then find three pictures or words that rhyme to finish a Mother Goose Rhyming Sheet.

Reread Rain, in partners.

Go to computer lab to use Kidspiration.

Students type in three highlighted words from Jack and Jill. Then find three pictures or words that rhyme to finish a Mother Goose Rhyming Sheet.

Reread Humpty Dumpty in partners.

Go to computer lab to use Kidspiration.

Students type in three highlighted words from Jack and Jill. Then find three pictures or words that rhyme to finish a Mother Goose Rhyming Sheet.

Day5

Nursery Rhyme Day

Memorize and record on a tape recorder the Jack and Jill rhyme, then in partners, role play it for the class

Nursery Rhyme Day

Memorize and record on a tape recorder Jack Sprat.

Play Rhyming Word Sort Game

Word Sort Directions

Word Sort Pictures: 1 2 3 4 5 6 7 8 9 10 11 12 13

 

Nursery Rhyme Day

Record on a tape recorder memorized nursery rhyme.

When finished, play Concentration.

Concentration Directions

Concentration Game

Nursery Rhyme  Day

Record on a tape recorder their memorized nursery rhymes.

When finished, they can choose to play Concentration or Rhyming Word Sort

Self-Reflection:  To be completed upon unit implementation.

What worked well?

The overall Nursery Rhyme Unit worked well for summer school. I taught the unit as written with some exceptions. I did not use all of the assessments. I used only three of the ones I designed. They were the rhyming rubric, vocabulary rubric and the weekly progress report.

I also substituted the Kids Inspiration with the Waterford Early Learning Computer Program. I had problems getting the lab time scheduled when I needed it and administration recommended that I do the Waterford Early Learning Program, as it is a computer component that students are familiar with and could continue their learning from the end of the school year into the summer session. They were on the computer 20 minutes per day continuing to learn their alphabet letters sounds and beginning reading skills.

We did all of the rhymes but I put them on charts with colored pictures and bright colored print, as I didn’t have access to an overhead projector. We did the concentration games with groups of four students and then we did them with different partners. The students liked them and I made more copies for them to take home and play with their parents or siblings.

Suggestions for Improvement

I felt it would have been best if I could have done the Kidspiration program, as it would have allowed me to see how it worked in the unit. Overall I think the exchange or substitution was better for the students as it was another practice of what I was trying to teach with the rhyming and vocabulary. This was the recommendation from the kindergarten teachers who were in charge of the Waterford program during the regular school year.

What materials/technology will be needed if this unit or lesson is repeated?

I added the Waterford Early Reading Program for 20 minutes per day. Everything else could be repeated.

How well were the standards met?

Some were met quite well. The rhyming and vocabulary rubrics were done and they were good. Because I didn’t get time to do the others then I would have to say they were fair.

What impact did technology integration have on the unit?

I felt the Waterford Program had a larger impact on the students learning than the Kidspiratio that I would have had for the unit. Because it integrates the five components for Reading First, I think it was more beneficial for the students.

Comments About the Process

The process worked fairly well for our kindergarten students in the summer school setting. I tried to follow the format exactly as planned to see how it would work. some of the students needed more advanced materials and some needed more practice for the rhyming and vocabulary.