Beacon Lesson Plan Library

Go Far in a Car

Sandi King
Bay District Schools

Description

Traveling in a car can take you near or far. Through this literature-based lesson, students learn about rhyming words, that different things move at different speeds, and vocabulary as they explore transportation.

Objectives

The student understands the concept of words and constructs meaning from shared text, illustrations, graphics, and charts.

The student understands basic phonetic principles (for example, knows rhyming words; knows words that have the same initial and final sounds; knows which sound is in the beginning, middle, end of a word; blends individual sounds into words).

The student identifies frequently used words.

The student creates and acts out number stories using objects.

The student understands that different things move at different speeds (bicycle/motorcycle, car/plane, tortoise/hare)

The student understands basic modes of transportation (for example, walking, riding animals, various kinds of animal-drawn wagons, boats, trains, bicycles, cars, airplanes, space shuttles).

The student listens to, views, and discusses stories and other media about modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages.

Materials

- Baer, Edith. [This Is the Way We Go to School]. New York. Scholastic. 1990.
- Hill, Lee Sullivan. [Get Around In The Country]. Minneapolis. Carolrhoda Books. 1999.
- Vocabulary and matching picture cards (from the associated files to the lesson plan, How Do You Get To School?)
- A low bulletin board that students can reach
- Previously used teacher made chart of the song, “The Wheels on the Bus” (words from the associated files to the lesson plan, How Do You Get To School?)
- Chalk or dry erase board or chart paper
- Three large markers, black for writing and red and blue for the rhyming activity
- Six sticky notes with car written on them
- Previously used Formative Assessment Checklists for each student (from unit’s associated files)
- Centers

Preparations

1. Locate and preview the book [This Is the Way We Go to School]. This book will be used daily throughout the unit and is a core teaching tool.
2. Locate and preview the book [Get Around In The Country]. If this book cannot be located, use any book depicting a wide variety of modes of transportation used for a variety of purposes.
3. Have available the vocabulary and matching picture cards from the associated filesto the lesson plan, How Do You Get To School?
4. Continue use of a low bulletin board.
5. Continue use of the charted song, “The Wheels on the Bus.”
6. Locate a chalk or dry erase board or large piece of chart paper.
7. Locate large markers (or colored chalk) of three colors, black for writing red and blue for the rhyming word activity.
8. Write car on six sticky notes to be used in the song activity. The sticky notes with car on them will be used to cover bus each time it is on the chart for “The Wheels on the Bus.” Therefore, write car about the same size as the words on the song chart.
9. Locate the Formative Assessment Checklists used previously. These checklists were downloaded, printed, and duplicated from the unit’s associated files.
10. Continue round one of centers as described in the center information in the unit’s associated files.

Procedures

Note: This is lesson two of seven for the Beacon Learning Center unit, Going to Grandma’s. A link to the unit is available in the top right corner of this online lesson.

This lesson reviews the five standards taught previously and adds "knows rhyming words" and "listens to, views, and discusses stories about modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages."

Session 1 - Language Arts:

1. Gain students’ attention by singing the song, “The Wheels on the Bus.” Invite students to sing along. Point to the words on the chart as you sing. Suggest that the song be sung about a different kind of transportation. Cover bus on the chart with sticky notes that have car written on them. Now sing the song using a car instead of bus. Point to the words as you sing. This song can also be sung anytime during the day that songs are normally included such as transitions between areas, during outside play, etc.

Session 2 - Language Arts:

2. Show the book [This Is the Way We Go to School]. Ask students if they remember what the book is about. Affirm that the book is about how children get to school and about transportation.

3. Since this book uses rhyme to tell the story, this is a perfect opportunity to teach students the phonetic principle of rhyming words.

4. Give a mini-lesson on rhyming words. Read page one of the book. Be sure to read it in a rhythm so the students will easily hear the rhyme.

5. Ask students if they heard any words that were not the very same but sounded a lot alike. One and one are the same. Two and two are the same. Two and do are what we are attempting to have students discover as sounding alike but not the same word. Give any assistance necessary to have students discover these words.

6. Write to and do in a vertical list on the board. (Even though the book uses two, the example is best illustrated in the beginning using to and do.) Tell the students that to and do are rhyming words because they sound the same except for the very beginning of the word.

7. Using a red marker, circle the t in to and the d in do. Reinforce that the only difference in the sounds of rhyming words is the beginning. Verbalize that you are circling the beginning because it can be different. A red circle means it can be different.

8. Add the word who to the list. Say the three words in the list. Ask if who sounds like to and do. Does it rhyme? Ask what part of who is different from the other two words. Ask how you should mark the word to show that the beginning can be different. Reinforce that a red circle means it will be different. Using the red marker, circle the wh in who.

9. Add the word chew to the list. Say all the words in the list. Ask if chew sounds like the other words in the list. Does it rhyme? Using the red marker, circle the ch and reinforce that the beginning of the word is the only thing that can be different in a rhyming word. Red circle means it is different.

10. Hopefully, a student will notice that the o in the first three words in the list is not in chew. This is the time to introduce the sound of the o in do, to, and who. Tell students that the ew in chew has the same sound. It is not the letters that make the word rhyme, it is the sound. Using a blue marker, draw a box around the o in to, do, and who, and the ew in chew. As you draw the boxes, say the sound. Emphasize that the ending sound must match if the words rhyme. A blue box will show the rhyming sounds.

11. Ask students for other words they know that rhyme with the words in the list. When a word is suggested, say the new word and the word to. Say them together several times. Ask students to listen carefully to the ending sound. Emphasize that the middle and ending sounds must match if the words rhyme. Only the beginning can be different. Ask for a thumbs up or thumbs down signal as to whether the new word rhymes with the others and should be added to the list. Write any appropriate words in the list.

12. Using the red marker, circle the beginning sound of each new word added to the list. As you are circling, remind students that the beginning sound is the only thing that can be different in rhyming words. Red circle means different.

13. Using the blue marker, draw a box around the rhyming sound of each new word added to the list. Remind students that the middle and ending sound must match the others if this is a rhyming word. Remind students that the blue box is around the rhyming sounds.

14. Emphasize the rhyming sounds of all the words in the list as you touch each box. This helps tune the students listening to the middle and ending sounds.

15. Ask students to listen for rhyming words as you read the book aloud.

16. As each set of rhyming words is read, stop and ask for the words to be identified. Make a new list of the two rhyming words.

17. Circle the beginning sound with red while reminding students that the beginning sound will be different.

18. Draw a blue box around the rhyming sound while reminding students that the middle and ending sounds must match. Say the words several times emphasizing the rhyming sounds to assist students in hearing the sounds.

19. Read the entire book to the students in this way.

20. On the final pages of the story are more words that rhyme with to and do. Guide students to discover that they can be added to the list that already exists.

21. As the activity progresses, formatively assess students as to their ability to understand the concept of words and to construct meaning of words from shared text and illustrations. Did students use the context and/or illustrations to assist in comprehension? Also, formatively assess students as to their ability to understand the basic phonetic principle of rhyming words. Could they tell you which words rhyme? Did they understand that the rhyming sounds come from the middle and end of the words and that the beginning sounds can be different?

22. Give both affirmative and corrective feedback. The purpose of formative feedback is to tell the students why they are right (affirmative) or to guide them toward the correct answer (corrective). An example of affirmative feedback is: Yes, Perry rhymes with Ferry. They have different beginning sounds but the ending sounds match. An example of corrective feedback is: No, Fay and Flo do not rhyme. They do not have the same ending sound. What other word ends like Flo?

23. Mark the Formative Assessment Checklist.

24. As you use the Formative Assessment Checklist, check to make sure that all students are receiving equal opportunity to contribute to discussions and answer questions. Don’t allow a few students to dominate.


Session 3 - Social Studies, Science, Language Arts:

25. Review the definition of transportation as movement from one place to another.

26. Call on individual students to read the transportation vocabulary words on display on the bulletin board. Point to the word, but allow them to use the matching picture as a clue.

27. As the activity progresses, formatively assess students as to their ability to identify the words. Mark the Formative Assessment Checklist.

28. Show students the book [Get Around In The Country]. Ask students to look for modes of transportation as you take a picture walk through the book.

29. The purpose of the picture walk is to discuss modes of transportation, whether they are used to move people, products (cargo), and/or ideas, their importance, advantages (a good about it), and disadvantages (a bad about it) .

30. Define product as things. If transportation moves things, it moves a product. Another name for product is cargo. Ask what products are moved? Guide students towards responses such as: food is moved from the maker to the store, and then moved again when my mom buys it and takes it home, new cars are moved by huge trucks to the different car lots to be sold, etc.

31. Define ideas as words. Ask how can words be moved? Guide students towards responses such as: checking out a book moves the words in a book from the library to our classroom, buying a magazine and carrying it home moves the words from the store to my house, buying a newspaper moves the words from the newspaper office to my house, the Internet carries words from other computers to my computer, the phone lines carry my words to other people I’m calling.

32. On the first few pages of the book, ask students to name the mode of transportation. Then, you model telling what the transportation carries, why it is important, and its advantages (a good thing about it) and disadvantages (a bad thing about it).

33. After you have modeled this procedure several times, begin having students fill in the information as to what is carried, why it is important, and its advantages (a good thing about it is) and disadvantages (a bad thing about it is). Call on as many students as possible while this discussion is progressing.

34. As the activity progresses, formatively assess students as to their ability to identify modes of transportation from the text or illustrations in the book. Formatively assess students as to their ability to discuss whether modes of transportation are used to move people, products, or ideas from place to place, their importance, and their advantages and disadvantages as they participate in the book discussion. Can they tell what is good and/or bad about each mode of transportation? Can they tell why it is important? Mark the Formative Assessment Checklist.

35. When the picture walk is complete, remind students that they have seen a lot of different kinds of transportation in the book. Wonder out loud as to how fast the different modes of transportation are, comparing them to the speed of a car. To find out more about the Think Aloud comprehension strategy, see the Weblink section.

36. As you read the first pages of the book, model expressing whether the transportation is faster or slower than a car and how you know.

37. Read the following pages. Ask students to classify each mode of transportation as to whether it is faster or slower than a car.

38. As the activity progresses, formatively assess students as to their ability to understand that different things move at different speeds. Can students express whether a mode of transportation is faster or slower than a car? Give affirmative and corrective feedback. Mark the Formative Assessment Checklist.

Session 4 - Mathematics):

39. Review the class graph, How I Get To School, created previously.

40. Ask a student to read the transportation words along the left side of the graph. Use this opportunity to review the words. If reading the word is not successful, remind students of the bulletin board with the words and pictures. If reading is still not successful, tell students the word and point out phonemic clues as to the words pronunciation.

41. As the activity progresses, formatively assess students as to their ability to identify words. Give affirmative and corrective feedback. Mark the Formative Assessment Checklist.

42. Monitor the Formative Assessment Checklist to see which students have not been formatively assessed or need additional attempts to demonstrate mastery of these words. Use the checklist as your guide as to which students to call on.

43. Use the graph to demonstrate how to tell math stories. For example, tell this story, “Many of the students in our class came to school on four wheels. Let’s count the students who came on four wheels.” Then ask students to identify which modes of transportation on the graph have four wheels. As the bus and car are identified as having four wheels, tell students whose names are on the graph for the car and bus to make a line across the front of the room by the graph. Ask a student to count everyone in the line. Then end the story by saying, “(appropriate number) of students from our class come to school on four wheels.”

44. After you have modeled using the graph to tell math stories and how students can be the objects acting out the stories, begin giving students more involvement by telling a story and then asking how the students can be used to act out the story. Give several examples of you telling the story and students figuring out how to act out the story using their peers.

45. Finally, ask volunteers to tell math stories. After each story is told, select students to act out the story.

46. As the activity progresses, formatively assess students as to their ability to create and act out number stories using objects. Give affirmative and corrective feedback. Mark the Formative Assessment Checklist.

Session 5 - Centers – Round 1, Day 2 of 5:
Group the students into five groups. Each group participates in one center per day for five days. Explanations of the various centers are available from the unit’s associated files.

Session 6 - Outdoor Activity:
During outdoor play, review that different objects move at different speeds. Have object races such as who can roll the kick ball the fastest or who can throw a wad of paper the fastest, etc. to reinforce the concept of objects moving at different speeds. Give formative feedback to reinforce the concept of speed of objects.

Assessments

Formative assessments of the identified standards will be conducted as described in the procedures. Results of the formative assessment are recorded on the Formative Assessment Checklist from the unit’s associated files. For a link to the unit see the top right corner of this lesson plan or the extensions section for the URL.

Assess students as to their ability to understand the basic phonetic principle of rhyming words. Could they tell you which words rhyme? Did they understand that the rhyming sounds come from the middle and end of the words and that the beginning sounds can be different? Could they recognize rhyming words?

Assess students as to their ability to discuss whether modes of transportation are used to move people, products, or ideas from place to place, their importance, and their advantages and disadvantages. Can they tell what is good and/or bad about each mode of transportation? Can they tell why it is important? Can they tell what is moved by the transportation?

Assess students as to their ability to understand that different things move at different speeds. Can they tell which objects are slower and faster?

Assess students as to their ability to understand basic modes of transportation. Can they identify which objects are modes of transportation?

Assess students as to their ability to understand the concept of words and to construct meaning of words from shared text and illustrations. Do they use the text to make meaning of words? Do they use the illustrations to make meaning of words? Do the context of the words and the illustrations aid in comprehension?

Assess students as to their ability to identify frequently used words. Can the student read words after they have been presented? Can the student locate the word in a passage or from the bulletin board?

Assess students as to their ability to create and act out number stories using objects. Can they tell a number story? Do they use the objects to act out the story?

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3852. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).
2. The graphing activity can easily be extended to include, The student interprets data exhibited in concrete or pictorial graphs.
3. Any of these activities can be modified to accommodate whole groups or small groups.
4. ESOL students may need a peer tutor to assist in translations.
5. The list of vocabulary may be sent home for parental assistance in learning the words.
6. All sessions of this lesson can be adapted to whole group or small group to meet the needs of individual classes.
7. See the Effective Reading Instructions document from the unit plan's associated files for a correlation between strategies from this lesson and effective reading instruction.

Web Links

Students interact with rhyming words as they use this poem to explore various modes of transportation children use to visit their grandmas. Audio is available for this online book.
A Visit With Grandma

This is a teacher resource on the stragegy of Think Aloud as a questioning technique.
Think Aloud

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