More From the Meadow
Lesson 4 of 5
Objective: SWBAT to add or substitute individual sounds to a rime to make new words. Student Objective: I can substitute letters to make new words.
As the children come to the rug to meet, I begin singing the song, "Five Green and Speckled Frogs." The children begin to join in with me, "Five Green and speckled frogs, sat on a speckled log, eating the most delicious bugs--yum! Yum! One jumped into the pool where it was nice and cool, then there were four green speckled frogs--glug! Glug!" ...And so we continue until all the children are with us and ready to go on to the lesson.
This is just a great way to gather students to the rug and direct the focus on me and the lesson to come.
I load the Prezi presentation again, but pause when is time at the section about the frog and the -og word family. (A Prezi presentation is like a powerpoint but there is a little more animation with it. Prezi is a website that you can join for no cost and create your own presentations or you can use others that have been released for use--like my "Over in the Meadow" presentation.)
Do you remember our lesson from yesterday? Yes, Over in the Meadow. We are going to take another look at the presentation from yesterday with a particular focus when we get to the section about the frogs. (PAUSE) When we see the words by the frogs, what do you notice that is the same in each of the words? -og is correct! When we have words that end the same way, we say that they do what? Rhyme! When we have several words that end the same way, we say that those rhyming words make a word family. Today we will be looking at the word family -og.
Our focus will then be directed to the –og word family with the words: bog, frog, log and polliwog. The children will be asked about the meaning of these new vocabulary words and phonologically what they have in common. I write these words onto a piece of chart paper and ask the children to help me spell them. Why do you think I chose these words to write about? I chose these words because they are related to the frogs.
The children will then be given instruction on how to draw a frog, and then receive four pieces of green paper to create four different frogs, each one having an –og word written on their bellies. These will then be glued on a brown “log” and then blue paper to create their “bog” scene.
We will be making a picture of some frogs on a log. Each log will have four frogs, and on each frog, you will be writing one of our focus words. I will show you how I make frogs for those of you who think you might need help. I start by making two hills--it almost looks like lowercase m without the straight line down. Under the two hills, I draw a sideways oval. I give my frog a smiling mouth in the oval and an eye in each hill. Then I draw a circle body underneath the head. You can draw legs if you want, but they are hard to cut out. Next, write one word from our word family on your frog. You will be making three more frogs in the same way and then cutting them out.
I have also given you a rectangle of brown paper and a larger piece of blue paper. With your black or brown crayon, draw the "bark" on your brown paper to make your log. Write the word log on the brown paper and then glue it to the blue paper. Decorate the blue paper with green "weeds and cattails" to make your "bog". Then you can glue your frogs to the picture. Please remember to put your name on the back of your paper, so I can give it back to you.
It will take the children around fifteen minutes to do this project. This is a great time to go from table to table to assist or have students read the words from the -og family to you. I like to carry a paper on a clipboard with me to take notes when I do this.
Following clean-up from our project, the children will get four Gummy frogs, a graham cracker “log”, and a paper plate “pool”. We will sing, “Four Green and Speckled Frogs” and act out the song with our gummy frogs before enjoying our treat. I have a copy of the book that I will share at the same time.
After we have sang the song and eaten are snack, the children do a short worksheet to review the sounds that we just worked on for -og. I edited the worksheet so that the ending -og is not visible. (The original worksheet shows these letters.)
Class, now I want to see how well you were following along with our lesson. On this paper are three pictures: a dog, a log, and a frog. The beginning sounds are there for you, but the ending sounds that make the words rhyme, are not there. You will need to think about what you just learned and add the ending to each word. We will check this together in about six minutes, so you will have two minutes to write down the letters for each word.
Sometimes we do things with a time limit so that the children are not wasting time and that we have enough time to do everything that needs to be done in a day.