As the children gather on the rug for our daily story time, I introduce them to the finger play called "Five Fat Peas".
Boys and girls I am going to teach you a finger rhyme called, "Five Fat Peas". We have done some counting out rhymes like this before. Let's see if you can predict the next number.
I point out that they can predict the next number because the children already have some number experiences. They can see that I have pulled out the books that we have already read about peas, and I introduce today's book title, 1, 2, 3 Peas. We look at the cover and discuss how we think this book might be like the other stories we have read.
How do you think this story is going to be similar to other books that we have read this week? I want you to notice some of the real or not real things that the characters do.
We notice that the cover has large numbers on it, so the children predict that this is a counting book.
If time allows, I like to read stories through twice, once for the sheer enjoyment of the story and once to emphasize specific goals of the lesson. In this book, the author counts and rhymes numbers 1- 10, counts 11 through 20 and then skip counts by tens to one hundred. As we read the story a second time, we focus on counting by ones, counting on from ten and counting by tens.
On the board, I have already written the number words one to ten. I point out that the author could have written the story in a different way by using number words instead of numbers. When we look at the number words we realize that many of them cannot be sounded out by the phonemes that my students recognize. I point out that the words need to be memorized like our "popcorn" words. Together, we write the numbers next to the number words to help make the mental connection. Repeating the reading of the high-frequency words increases the students' sight knowledge and builds fluency.
I can see that some of these words can not be sounded out like our "Popcorn" words. These words do not just "pop" into our heads--yet. We need to learn them first. I will write the number next to the number words to help you out.
Next I would like to teach you another little rhyme for counting peas. The rhyme goes like this: One pea, two peas, three peas, four. Five peas, six peas, seven peas more. Eight peas, nine peas, ten peas then, start to count all over again.
The second part of this lesson involves applying what we have learned about number words by reading a rhyme about numbers and peas. The rhyme is written on a chart and I point to the words as we read the poem. I like to point out the words for the children to make a correlation between the words.
For the assessment piece of this lesson, I have made a little booklet for the children to read and illustrate. The booklet matches the rhyme that we just read, so this gives the children an opportunity to practice and memorize the number words.
The children cut out the pages on the outside solid line and cut each page in half on the dotted lines. The pages are stacked by the number words at the top and then stapled. The children illustrate the booklet with pea drawings similar to the style of the author.
When the booklets are complete, the students will read their books to each other or as a choral reading.
They can take this little book home to read to their families. (To copy the booklet, run them back to back. At the bottom of the one page is the rhyme of "Peas Porridge Hot". This gets cut off to make a separate booklet to extend the lesson for children that need something more challenging.)
I have included two resources to use for extension activities or as further assessment.