Nursery Rhymes are conducive to explicit phonics instruction and reinforce high frequency words. Taking a familiar rhyme and mixing up the words can help children to begin to form sentences. Prior to the lesson, I wrote out this sentence on a sentence strip: I can put words in order to make a sentence. Then I cut the sentence strip into sections by words, and mixed the sentence up. You will need to do the same for the Procedure section of the lesson, too, with "Mary had a little lamb," and This little pig went to market."
Children come join me on the rug so that we can begin our literacy block. I had a plan for what I was going to do for our lesson today, but somehow my word cards got all mixed up, so if you would help me to organize them, maybe we can get started.
Of course, this is staged, so that I can introduce the objective and setting the stage for the lesson.
The children start to give me verbal commands to straighten out my word cards into a sentence and then we read it together.
Can you help me read this sentence so that you know our objective for today's lesson? "I can put words in order to make a sentence."
The more a student hears something, the more ingrained it becomes to their memory. When I have children repeat rhymes or activities over and over again, I am using the information to build a foundation into their memories. Kindergarten children are so active that unless I repeat stories, rhymes or vocabulary over several times, I cannot be sure that they got it the first time. I am not saying to repeat it so often that the listeners are bored, but two or three times reinforces the teaching.
Thanks for helping me straighten that out. The sentence that you helped me to make is our objective for today. I can put words in order to make a sentence. Before we start making sentences, I want you to learn and practice the nursery rhyme, "Hickory Dickory Dock."
Let's echo chant this rhyme. I will say the first line of the rhyme and then I will wait for you to repeat me.
Hickory, Dickory Dock. The mouse ran up the clock. The clock struck one, the mouse ran down. Hickory, Dickory Dock.
Who is the character in this rhyme? (the mouse)
What does he do? (runs up the clock)
What does it mean, the clock struck one? (the clock chimed one o'clock)
Why do you think the mouse ran down the clock? (he was frightened by the sound.)
If you look at this picture, you can see this special kind of clock. Do you know what this kind of clock is called? (It is a grandfather clock and it makes a sound called a chime whenever the time hits an o'clock.)
What time would it be if the clock struck three? (three o'clock)
Now let's take a look at some of my word cards: had-Mary-little-lamb.-a
I have five cards here, but they are all out of order. If you think you know in which order the cards should go, please do not tell. You will have a chance to share in a minute. I want everyone to have a chance to think it through, but I also want to teach you some rules for knowing how to put words into sentences.
First, look carefully at the words we have on the chalk ledge. When we write sentences in our journals we always begin the first word with what kind of letter? ( a capital letter) So do you see any words that begin with a capital letter? (Mary) So our first rule for making sentences is that the first word always begins with a capital. Let's put the word "Mary" in the first spot.
Next, how do all of our sentences end when we write in our journals? (with a period, with a punctuation mark) That's right! Do you see any punctuation marks on our cards? (there is a period by lamb.) We will put this card in the last position.
That leaves us with three cards to arrange in the middle: had-little-a. Let's leave them in that order and put them in between Mary and lamb. Mary had little a lamb. Does any of that make sense? Mary had begins to make sense, but there are words still out of order. What do you think we can rearrange to make better sense?
By this time the children have figured out the sentence. Mary had a little lamb.
I place another set of cards (This little pig went to market.)on the ledge and go through the same process, capital letter-first, punctuation-last and we read and move the cards until the sentences make sense.
Kindergartners start learning the basics of sentence structure — namely capitalizing I and the first letter of the first word in a sentence, ending their sentences with a period or a question mark. This worksheet is designed to see if the children can finish a sentence that has already been started.
Now that we have learned to unscramble sentences, I have a page for you to show me what you know. At the top in the picture section, the sentence begins: "Hickory, dickory dock, the mouse..." You need to unscramble the words--the-ran-clock.-up--to complete the beginning of the rhyme.
The page that I used came from something I purchased. I have added the link, but you could certainly create something similar.