chicka chicka abc - adlc lor...chicka chicka abc † day 1 early learning 33 module 7 s und a y mond...

Chicka Chicka ABC • Day 1

29 Module 7Early Learning

Day 1Chicka Chicka ABC

Picture books invite us to construct an imaginary world. Starting with the printed words, we learn to build images, situations, and people in our minds. When you observe closely what goes on, you will realize this is an amazing achievement. Initially, young children may be gripped by the words—held spellbound, delighted, and overwhelmed. Given the opportunity, as the spell breaks, children begin to respond in various ways. They draw on parts of the imaginary world in their play and, progressively, in drama and writing.

Children learn to read and write as they listen to and become familiar with selections of literature containing repeated patterns, rhythm, rhyme, and logical sequence or refrains. This language must to be experienced for the sensory pleasure of its sound and because it provides a model for the child’s own developing powers as a reader and writer. Books with strong patterns, repetition, rhyme, or rhythm lend themselves particularly well to inspiring young learners.

Today, you and your learner will enjoy the sensory pleasure of reading the book Chicka Chicka ABC by Bill Martin Jr. and John Archambault. What did A tell B and B tell C? Well, you are about to fi nd out as you proceed through the day’s activities.

30 Early Learning

Day 1 • Chicka Chicka ABC

Module 7

Calendar Time • Chicka Chicka ABC by

Bill Martin Jr. and John Archambault

• Alphabet Cards • calendar resources as

required

Math Time • various kinds of counters

such as interlocking cubes

Music and Movement • Music and Movement in the

Classroom resource • sidewalk chalk • non-peeling paint tape

Sharing Time • old box such as a shoe box • craft knife (adult use only) • old sock • stapler • packing tape • craft paper • markers • selection of small items (one

that begins with each letter of the the alphabet)

• Alphabet Cards

Letter and Word Time • Chicka Chicka ABC by


Project Time • Chicka Chicka ABC by


• chosen art resources such as construction paper, paints, felt pens, paper towel rolls

Learning Centre Time • review chosen centre for

suggestions

Story Sharing Time • favourite and other chosen

books • Ear Tickler Book

What You Need Today



Calendar Time

Time recommended: fl exible

Welcome your student to the new module, Ear Ticklers! During this module, your learner will have several opportunities to have fun playing with sounds of spoken language.

You will

• read the Chicka Chicka ABC book together • learn about consonant letters • practise the days of the week and the months of the

year

Find a comfortable place to relax and share a book with your young reader. Hand the book Chicka Chicka ABC to your student and read aloud the title and name of the author. Then, encourage your learner to talk about the pictures looking through the pages.

Read the book with your learner, placing your index fi nger under each word. Have fun together imagining that the letters are really falling off the tree!

Then, encourage your student to choose the consonant letters b, j, k, m, n, p, or t from the book Chicka Chicka ABC. Instruct your learner to fi nd the matching Alphabet Card.

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

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Module 7

ActivitiesTeaching Tip

Consonants are speech sounds that are not vowels. Vowels are the letters a, e, i, o, u, and sometimes y. Consonants are the letters b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, sometimes y, and z.

Most consonants have more regularity in sound-symbol correspondence. Initial consonants are important because they are necessary for the student to track print when doing shared reading.

When teaching letter-sound associations, pick one of the letters that represent only one sound such as b, j, k, m, n, p, or t. Also, start with letters that do not look alike.

Making a New Calendar

If today is your student’s fi rst Calendar Time or if it is the fi rst day of a new month, refer to Preparing for Calendar Time in the Calendar Package. On the Calendar Page, guide your student to fi ll in the name of the month and the numbers up to today’s date. For the Calendar Picture Page, instruct your student to draw a picture that relates to the title Chicka Chicka ABC or a chosen picture relating to the month or season.

Your learner will need approximately 30 minutes to prepare a new calendar and complete Today’s Calendar Time Activities.

If your learner’s calendar from Module 6 is still current, proceed to the following text.



Sunday

MondayTuesday

Wednesday

Thursday

Friday

Saturday

Begin by having your student focus attention on his or her personal calendar. The following script will be useful in leading today’s calendar activity.

Let’s have fun with the days of the week by chanting their names, beginning with Sunday.

Encourage your student to use a fi nger or novelty pointer to point to each day as it is being chanted.

Together, we will chant the days of the week again by using the letter you selected from the Alphabet Cards and placing this letter at the beginning of each day of the week. For example, if you chose the letter D, we will say, Dunday, Donday, Duesday, Dednesday, Dursday, Driday, Daturday.

Repeat this chanting of the alternate names of the days of the week to reinforce the sound of the chosen letter and to enjoy the sound of the language.

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Module 7

Today is Monday

Identify for your student the day you are starting this module such as Monday by pointing to the matching Day of the Week Card. Then say,

With your fi nger, fi nd the day of the week on your calendar. Repeat after me, “Today is Monday.”

Help your learner as necessary to identify the name of today on the calendar.

From the Calendar Package, place the Word Card “Today is” in front of your learner.

Repeat after me, “Today is”. Please fi nd the Day of the Week Card to help me complete the next part of your sentence.

Place today’s Day of the Week Card after the word is.

Next, I will tell you the number for today’s date. It is the _______.



Model the correct way of saying the date, for example, “Today is the “fi rst”, not “one”.

Please fi nd today’s number from all the numbers in front of you.

Guide your learner to order and say the ordinal name of each Calendar Number up to today’s date.

Begin with the fi rst number of this month and count the numbers aloud, stopping at today’s date.

Now, add a Comma Card and the Word Card the after today’s Day of the Week Card.

A comma means that we need to pause briefl y when we read this part of the sentence.

Let’s say what our sentence says so far; for example, “Today is Monday, the ______....”

In the blank, say the number word for today’s date such as fi rst, second, or third.

Today is Monday , the 3rd

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Module 7

The month we are in is ______.

If necessary, name the month for your student. Emphasize the fi rst letter sound as you say the name of the month.

Please fi nd the current Month Card.

Help your student as necessary to fi nd the current Month Card.

Place the Word of, the current Month Card, and another Comma Card after the Date Card.

The year we are in is ______.

Guide your learner to identify the current Year Card.

Please fi nd the current Year Card.

Place the Year Card after the Month and Comma Card.

Today is Monday , the 3rd of June



Together with your learner, read your completed sentence a few times.

Next, challenge your student to read the entire sentence, beginning each word with the letter sound that was selected at the beginning of Calendar Time. For example, if the letter D was chosen, your student might say, Doday, dis, Donday, da dird dof Dune, dwo dousand deight

Today is Monday , the 3rd of June , 2008 .

Dunday, Donday, Duesday, Dednesday...

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Module 7

On the top-right side of the current calendar square, guide your learner to draw a small symbol that matches today’s weather conditions. Invite your student to stand at a window and look outside before determining the weather, or step outside for a moment to get a better feel for the day’s weather. Use the Weather Cards to encourage the use of descriptive weather words.

Discuss any special plans for today and any future plans for this month. Help your student use a small symbol to mark these activities on the calendar. For future events, count the number of days or sleeps until the event.

3I am going on a sleepover tonight!



Math Time

Time recommended: 30 minutes

Introduce Math Time with the following Home Instructor’s script.

Let’s sing the ABC song to start Math Time!

Pause and then prompt.

Do you think that saying letters is a funny thing to do during Math Time?

Ask your student why that might be funny. You are looking for an answer that suggests the idea that the ABCs are letters and that usually we talk about numbers during Math Time.

It’s time to

• learn the ABC song • identify the number of letters in the alphabet • show the number of alphabet letters in a special

way

The words to the ABC song are as follows. The tune of the song is the same as “Twinkle, Twinkle, Little Star.”

ActivitiesMath Time

6 542

1

3

1

A

2

B

3

C

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Module 7

ABC Song(sung to the tune of “Twinkle, Twinkle Little Star”)

A,B,C,D,E,F,G,H,I,J,K,

L,M,N,O,P.Q,R,S,T,U,V,W,X,

Y, and Z.Now, I know my A,B,Cs;

next time won’t you sing with me?

After singing the ABC song, continue with the following Home Instructor’s script.



Do you think we said the names of lots of letters or only a few?

How can we fi nd out how many letters are in the alphabet?

Listen to your student’s suggestions, and then guide your learner to proceed with the suggestion. For example, if your student suggests counting the letters, provide the Alphabet Letter Cards that accompany this program for your student to count. If your student uses a posted Word Wall, he or she can count the Word Wall letters. Work together to identify that the English alphabet has 26 letters.

Please fi nd a way to show that there are 26 letters. Build, glue, or draw something to show how many letters there are.

Offer various suggestions to encourage your student to represent the number of alphabet letters in a special way.

How do you know your model (or picture) shows exactly the number of letters in the alphabet? What does each cube (or button, or circle) represent?”

3

4

c

d

5

6

e

f

1a

2b

7g

8

h

9

i

10

j11

k

12

l

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Module 7

Invite your learner to suggest a second way to represent the letters of the alphabet.

Scribe your young recorder’s descriptions of the representations on the following Description of My Representation 1 and 2.

Description of My Representation 1

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Print this page.



________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Description of My Representation 2

Guide your student to print the 26 letters of the alphabet on the following Let’s Print and Count the Alphabet page. After the letters of the alphabet have been recorded, ask you learner to print the matching numeral below each one. The fi rst one has been done as an example.

Print this page.

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Module 7

Let’s Print and Count the Alphabet

Print this page.



Music and Movement


Turn to Lesson 12 in the Music and Movement in the Classroom resources. Review the activity, and then play the CD #1 Track 14 “Alphabet Soup”

Let’s

• learn the alphabet through singing • improve singing skills • play an alphabet game

After completing the Activity steps of Lesson 12, continue with the Extension steps.

Next, tell your learner that you are now going to play a game of Name Hopscotch.

ActivitiesMusic and

Movement Time

46 Early Learning


Module 7

Name Hopscotch

Step 1: Go outside with your student to a safe, paved area nearby.

Weather Note: If weather or other conditions do not permit playing hopscotch outside, substitute nonpaint-peeling tape on a suitable fl oor space in your house to make the hopscotch pattern. Print the letters in your student’s name onto blank pieces of paper (letter size approximately 22 cm x 23 cm). The edges of the paper can then be taped to the fl oor.

Step 2: Direct your student to print each letter of your learner’s name with chalk on the pavement.

MascotStep 3: Together count the number of letters printed on

the pavement.

Step 4: Draw for your student the same number of squares in a hopscotch pattern (two squares, followed by one square and repeat.)

M a s c o t



Step 5: Have your student jump on each letter in order. Instruct your student to say the letter aloud every time he or she lands on a new letter.

Step 6: Instead of jumping with two feet, challenge your student to jump with one foot only.

Step 7: Introduce a hopscotch-jumping pattern of one foot, two feet, one foot, two feet. For example, with the name Alexander, the student would place one foot on the letter A, two feet on the letters l and e and one foot on the letter x. Continue with this alternating one foot, two feet pattern until the end of the word.

Have fun!

de

r

Le

e

A le

xa

n

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Module 7

ActivitiesSharing Time

Sharing Time


Prior to beginning Sharing Time, use the following steps to make an Alphabet Surprise Box.

Procedure Step 1: Find a box large enough for a toy or small

household item.

Step 2: Cut a hole in the side of the box large enough for your student’s hand to fi t comfortably inside.

Step 3: Find an old sock and cut off the toe end.

Step 4: Tape or staple the open sock end to the hole. This procedure will provide a sleeve for your student to reach through to feel inside the box.

Step 5: Cover the box with paper or simply print the words, Alphabet Surprise Box on the outside. If your learner is interested, the box can be decorated.

Step 6: Have ready the Alphabet Cards and a selection of items that fi t inside the box.



To begin, tell your student,

Close your eyes and don’t peek.

Using the prepared Alphabet Surprise Box, place one of the alphabet letters beside the box. Hide one item that begins with that letter inside the box. For example, if the letter P Alphabet Card is placed next to the box, place a small purse inside the box.

Say to your student,

Open your eyes!

Ask your learner to identify the name of the letter beside the box and make the matching sound. Use the Key Words and Actions Guide as a reference. Keep in mind that some letters have more than one sound.

Tell your learner that the name of the item inside the box begins with the same letter as the Alphabet Card. Allow your student to feel the item, and then guide your learner to suggest items that begin with the same sound.

P

50 Early Learning


Module 7

Together, tell a story about the letter item by taking turns adding ideas to the story. Begin with a sentence or two. Then stop talking and let your student fi nish your last sentence or add a new idea to further the story. To make the story interesting and fun, you may wish to offer a problem or twist to the story when it is your turn. Keep going with the story until you are both delighted with your tale!

Story Example

Home Instructor: Once upon a time, there was a bug who liked…..

Student: people.

Home Instructor: He liked people so much, that everyday he….

Student: kissed them on the nose.

Home Instructor: The problem was that when the people were kissed, they sneezed and blew the bug far away. When the bug landed, he always felt….

Student: sad.

Home Instructor: To help himself feel better, the bug would….

Student: swing on the swings.



Home Instructor: One day while swinging, the bug was lucky enough to fi nd one person who loved to swing almost as much as the little bug. Happily, the little bug found that when a kiss was placed upon the child’s nose, the child

Student: did not sneeze and the bug did not get blown away.

Home Instructor: So the little bug stayed with the child and they

Student: decided that they would play in the tall grass.

Play this story game again. This time you can hide your eyes while your student places a letter beside the box and hides an item inside the box that begins with the corresponding letter sound.

Extension

Tell a story using the Alphabet Surprise Box in the same manner as above. Challenge each other to use as many words as possible that start with the displayed letter.

To tell the story, take turns telling one idea at a time. For example, if the item is a toy dog, you might begin the story with, “Once upon a time, there was a delightful dog named Dora!” After this story starter, your student will take a turn. For example, the idea might be, “Dora dined on a delicious dog dinner.” Continue until you run out of D words. Model the use of a Children’s Dictionary to help you think of d words.

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Module 7

What ABC foods can you have for lunch today? Asparagus and apples ... broccoli and bananas

... carrots and celery ...?



Letter and Word Time


Place the book Chicka Chicka ABC by Bill Martin Jr. and John Archambault in front of your young reader. Then, continue with the following Home Instructor’s Script.

Show me the front or cover of the book where we need to start reading.

Guide your learner as necessary. Next, open the book on the fi rst page.

Show me by pointing with your fi nger where we should start reading.

Which way should we go as we read?

Read the fi rst two or three pages.

Show me a word. Point to it.

Place your fi ngers so that two words are between them.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

54 Early Learning


Module 7

How many words are between my fi ngers?

Remove your fi ngers.

Now, can you show me a letter? Point to it.

What is the name of that letter?

Let your learner see the book as you read it. Involve your young reader by moving your fi nger under the words as you read. Invite your young reader to interact with the text, commenting on the illustrations, anticipating the language and content of the print, and asking questions.

Occasionally, ask a question about what you are reading, make a comment, or ask your learner about his or her favourite part as well. Have fun with the rhythm of the text!

Chicka

Chicka

ABC



Use the Alphabet Cards to help your student review the sound(s) of ten chosen letters. Turn the chosen Alphabet Cards face down and have your student turn the top card face up.

Next, guide your learner with the following procedures:

1. Model for your student standing up tall with arms above the head and saying the letter name.

2. Hold hands on hips and say the sound(s) the letter makes.

3. Touch the fl oor and say a word that begins with the letter.

After you have modelled for your learner the three steps with the fi rst letter, select the next letter from the deck. Take turns until your student appears ready to change the activity.

b

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Module 7

Project Time


Make a Coconut Tree!

Enjoy rereading the book Chicka Chicka ABC by Bill Martin Jr. and John Archambault.

After reading the story, ask your learner to point to the coconut tree illustrations shown throughout the book. Invite your young observer to tell you what he or she knows about a coconut tree.

Record your learner’s observations as shown below.

Place various art supplies such as construction paper, paint, markers, specialty scissors, and other creative art supplies in front of your learner.

Encourage your young artist to make a unique coconut tree using chosen art supplies.

Display the completed Coconut Tree at the Block Centre.

ActivitiesProject Time

A coconut tree

- has big leaves- grows coconuts- has a straight and tall trunk



Learning Centre Time


Dramatic Play Centre

Place a puppet and the prepared Coconut Tree in front of your learner. Encourage your student to have the puppet re-tell the Chicka Chicka ABC story and any other favourite stories that he or she would like to retell. Invite family and friends to act out the part of various story characters. If you do not have puppets, a few old socks with black marker eyes and a letter printed on the end of the nose make interesting puppets.

Perhaps your young puppeteer may wish to have an audience after he or she has had the opportunity to practise puppet re-telling of the stories.

ActivitiesLearning Centre Time

K

T

58 Early Learning


Module 7

Puppets can serve as excellent teaching tools if you know how to make the best use of them. Puppetry is valuable if it

• provides opportunity of oral expression

• encourages creativity and imaginative thinking

• prompts spontaneous dialogue (Through puppets, children express themselves more freely than in other forms of dramatic activities.)

• helps children with challenges, such as these:

- Shy children behind a puppet usually feel able to express themselves.

- The stutterer becomes another voice.

- The imaginary boundaries of a puppet sometimes help a child develop self-control (show-off, hyperactive, and aggressive child).

- Being another person stimulates responsibility and cooperation.

- Storytelling can be creative.

- Participants listen and respond.



Expressive activities for puppetry include the following:

• Manipulate your puppets. Try to show characteristics and feelings such as happy, sad, angry, smiling, old, mean, and sleepy.

• Describe your puppet.

- What is he called?

- What does he like or dislike?

- What is his favourite food?

- How does he feel about certain things such as ice cream?

• Tell a favourite story. (Enunciate clearly.)

• Dramatize a familiar story or poem.

• Design a puppet to represent a certain character.

• Use the puppet to entertain your friends or to instruct, describe, or explain.

60 Early Learning


Module 7

h

b

c

f

j

d

g

12

3

56

7

4

1189

10

Block Centre

Ask your learner to briefl y describe the coconut tree that he or she completed and displayed at this centre during Project Time.

Invite your learner to use the blocks to make an imaginary coconut tree. Then, place the Alphabet Cards at the top of the coconut tree.

Gently shake your coconut tree and watch the Alphabet Cards drop to the fl oor. Take turns picking up a card, saying its name, and the sound it makes.

Math Centre

Using the pattern from the Chicka Chicka ABC book, guide and help your learner to make a Chicka Chicka 123 book with numbers 1 to 10 or 1 to 26. For example, the fi rst few pages of the book would read as follows:

1 told 2 and 2 told 3, “I’ll meet you at the top of the coconut tree.”

“Whee! said 4 to 5, 6, and 7.

“I’ll beat you to the top of the coconut tree.” …



Letter and Word Centre

Select a letter sound that your learner is experiencing diffi culty with for review.

Begin by having your student print the capital and lowercase representation of this letter with a permanent marker on an infl ated balloon. Your learner may have fun drawing something that begins with the letter on the balloon as well.

Together, think of some words that begin with this letter. Record the list of words as you both say

them aloud.

Your student can then tap the balloon trying to keep it up in the air. With each tap, the sound of the letter

should be made. If the balloon lands on the fl oor, your student must say a word that begins with that letter before picking the balloon up to tap it again.

You and your student may wish to play this game a few times, placing a different letter on each balloon.

Extension: Together with your learner, try to keep several lettered balloons in the air at a time.

Kk

Hh

L lMm

DdBb Gg

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Module 7

Story Sharing Time


If possible, visit a public library and ask the librarian for humorous book titles written for young children.

Listed below are some book titles you may wish to look for at the library.

• Purple Hair? I Don’t Care by Diane Young • Barnyard Dance by Sandra Boynton • Dr. Seuss’ ABCs by Dr. Seuss • Good Dog Carl by Alexandra Day • If You See a Mouse by Richard Powell • Mortimer by Robert Munsch • Mr. Brown Can Moo. Can You? by Dr. Seuss

While reading with your student, look for words that make you both laugh. For example, Boom, Boom in Chicka Chicka ABC. When you fi nd a funny word or idea, have your student record the word(s) in an Ear Tickler book. Each time you sit down for Story Sharing Time in Module 7, you and your student can read the collection of funny words or ideas.

ActivitiesStory Sharing Time

chicka chicka abc - adlc lor...chicka chicka abc † day 1 early learning 33 module 7 s und a y mond...

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