Eeny, Meeny, Miny, Mo! - ADLC LOR · Eeny, Meeny, Miny, Mo! † Day 5 Early Learning 165 Module 7 Encourage your young reader to choose one consonant letter from the rhyme “Eeny,

Eeny, Meeny, Miny, Mo! • Day 5

155 Module 7Early Learning

Day 5Eeny, Meeny, Miny, Mo!

Some people use the phrase “Eeny, Meeny, Miny, Mo” to help them make choices. Today, you will use this ear tickler phrase to help you choose which daily activity to do fi rst, second, third, and for the remainder of the day.

Learning the rhyme “Eeny, Meeny, Miny, Mo” and making a Daily Activity Paper Chain will set the stage for choosing the order of the day’s activities. What Paper Chain activity will your learner’s hand be on when the last word of the rhyme is spoken? Will it be on Calendar Time, Letter and Word Time, Learning Centre Time, or one of the other activities? Whatever choices are made throughout the day, you and your learner are in for an “Eeny, Meeny, Miny, Mo” ear tickling good time!

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Day 5 • Eeny, Meeny, Miny, Mo!

Module 7

Calendar Time • construction paper, safety

scissors, glue • Alphabet Cards • calendar resources as required

Math Time • a selection of empty grocery

containers such as food boxes, plastic containers, and cans

Music and Movement • Music and Movement in the

Classroom resource • 2 craft sticks

Sharing Time • approximately 1 metre long

string • four clothespins or tape

Letter and Word Time • legal-size paper

Project Time • large piece of paper (28 cm X 43 cm) • children’s magazines and/or

photos that can be cut up and glued

• glue and scissors

What You Need Today

Learning Centre TimeDramatic Play Centre • a bag of pennies or counters • offi ce supply dot stickers • furniture arranged for

display and check out area • toy cash register (if

available)Math Centre • a selection of empty grocery

containers such as food boxes, plastic containers, and cans

Block Centre • blocks of various sizes • small toy people or smaller

blocksLetter and Word Centre • legal-size paper

Story Sharing Time • nursery rhyme books • Ear Tickler book • The Eency Weency Spider

book (optional)



Calendar Time

Time recommended: fl exible

Find a comfortable place to share the following “Eeny, Meeny, Miny, Mo!” rhyme. Read the rhyme a few times. Track each word with your fi nger.

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

Print this page.

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Let’s

• listen to a rhyme • play a choosing game • follow a sequence of activities • complete the calendar time activities

Continue with the following Home Instructor’s script sharing with your student a possible use for this rhyme.

Some people use the phrase “Eeny, Meeny, Miny, Mo” to help them make a choice. We will use this fun phrase to play a choosing game to decide the order of our day’s activities.

To play the game, let’s make a paper chain that shows all the activities we could possibly do today.

Project Tim

Music and Movement

Sharing Time



Making a Paper Chain

Procedure

Step 1: Guide your student to cut out each of the following Activity Strips or challenge your student to make his or her own strips using coloured construction paper. If this challenge is taken, guide your learner to print the names of the activities on the strips.

Step 2: Rub glue on one end of a strip. Then, wrap the opposite end of the strip to overlap the glued portion and hold it in place to give it a chance to dry in the desired position. Suggest to your learner to count to ten while pinching the ends together.

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Step 3: Show your student how to make the second strip poke through the fi rst wrapped strip and then wrap and glue the ends of the second strip.

Continue in this manner until all eight activities are linked together in the student’s chosen order.

When the paper chain is ready, show your student how to touch each link of the chain while saying the “Eeny, Meeny, Miny, Mo” rhyme. Demonstrate touching one link of the chain for each syllable of the rhyme.

After saying the rhyme, tell your student that the link that is touched when saying the last word of the rhyme (Mo) will determine what activity will be done fi rst in your day of learning.

After each activity is complete, guide your student back to the chain and play “Eeny, Meeny, Miny, Mo” to determine the next learning activity for the day!



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Encourage your young reader to choose one consonant letter from the rhyme “Eeny, Meeny, Miny, Mo”. Instruct your learner to fi nd the matching Alphabet Card.

Repeat the Calendar Time activities from Day 1. This time, chant the days of the week with the new letter in the initial consonant position such as Wunday, Wonday, Wuesday, Wednesday, Wursday, Wriday, and Waturday.

Also, add a clap for each syllable when chanting the days of the week. For example, Wonday will have two claps because there are two syllables in this word. Lastly, complete the other basic calendar activities.

Wun day, Won day, Wues day, ...

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Math Time


Using the grocery containers from Day 4 Math Time, review the Ollie Owl objectives, and then play the following game.

Let’s

• identify various sized grocery containers • use a rhyme to choose a container • estimate the number of containers from the

collection that is similar to the chosen one • count and record the number of a chosen container

Grocery Eeny, Meeny, Miny, Mo

Procedure

Step 1: Place three distinct types of grocery containers of various sizes in front of your student.

ActivitiesMath Time

6 542

1

3

Mac

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Che

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Mac

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Mac

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Step 2: Have your student chant the rhyme “Eeny, Meeny, Miny, Mo” while touching each one of the three grocery containers in order from left to right. One container will be touched per syllable of the rhyme. After each of the three containers has been touched, prompt your student to repeat the procedure by going back to the fi rst container and continuing the rhyme until the last word has been matched to a container.

Step 3: When the rhyme is complete, instruct your student to identify the container that is being pointed to when the last word of the rhyme is spoken.

Step 4: Direct your student’s attention to estimate how many containers in the Day 4 store are the same or almost the same size as the last chosen rhyme container.

Mac

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Che

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Mac

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Che

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Mac

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Eeny, Meeny, Miny, Mo!

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Step 5: Record your student’s estimate on a piece of paper.

Step 6: Challenge your student to count and draw the number of containers that are the same or almost the same size as the chosen container. Point out to your learner how close to the actual number his or her estimate was. Use the following Home Instructor’s Observation Form to record your observations of your student counting and organizing abilities.

Step 7: Repeat all six steps by playing “Eeny, Meeny, Miny, Mo” with the remaining two containers.

I think there are 7 cans.

7



Home Instructor Observation Form

Use the following questions to guide your descriptions of your student’s ability to count and identify similar items.

1. Does your student use counters or other materials to keep track of the count? Describe your observations.

______________________________________________________________________________

______________________________________________________________________________

2. Does your student use a strategy for keeping track of what items have already been counted? Describe your learner’s strategy.

______________________________________________________________________________

______________________________________________________________________________

3. How does your student record the number of similar containers such as using pictures, tallies, or numerals?

______________________________________________________________________________

______________________________________________________________________________

4. When all three groups of items have been identifi ed and counted, ask your student to identify the container that has the most matches and the container that has the fewest matches. Record your student’s answer.

______________________________________________________________________________

______________________________________________________________________________

On the back of each estimate and picture page, print the abbreviated form of the module and day number (M7D5). Place your student’s three estimates, the three representational pictures, and the Home Instructor Observation Form in the Celebration Folder to celebrate and share your child’s ongoing learning accomplishments.

MaterialsStudent Folder

Print this page.

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ActivitiesMusic and

Movement Time

Music and Movement

Time recommended: 20 minutes

Open the Music and Movement in the Classroom resource to Lesson 1 “Can’t Sit Still”. Review and adapt the activity to fi t your learning situation.

It’s time to • listen and follow directions • identify fast and slow tempos in music • respond to questions through the use of pictures

Colour and cut out the following pictures of the rabbit and turtle. Tape or glue each picture onto a craft stick to make stick puppets.

Next, take turns chanting “Eeny, Meeny, Miny, Mo”. While one person chants the rhyme, the other person holds the

rabbit and turtle stick puppet. When the rabbit is held high, the person chanting

the “Eeny, Meeny, Miny, Mo” rhyme must say the words quickly. When the turtle is held low, the person chanting the rhyme must say the words slowly.



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Sharing Time


Prepare a clothesline in advance using the string secured at both ends.

Today, you will guide your student to tell a Clothesline Story from beginning to end.

You will be learning to

• use a rhyme to choose a set of four picture story prompts

• use picture story prompts to tell a story • follow a story sequence from beginning to end

Clothesline Story Procedure

Step 1: With your student, cut out the following four Story Time Pictures.

Step 2: In order from left to right, touch one picture for each syllable in the “Eeny, Meeny, Miny, Mo” rhyme.

Step 3: Instruct your student to pick up the picture touched when the fi nal word of the rhyme is chanted. Hang this picture on the left hand side of the clothesline with clothespins or tape.

Repeat steps 2 and 3 until all four pictures are hung from left to right.

ActivitiesSharing Time

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Step 4: Take turns telling a story that corresponds directly with the fi rst picture on the Clothesline Story. Model for your student a Sentence Starter to begin the story. For example, if the fi rst picture is of children running in a playground, you might start the story as follows: “Once upon a time, there were many, many children who loved to go to the playground everyday when the sun was shining brightly.”

Invite your student to add to the sentence starter with an idea from the second picture on the Clothesline Story. For example if the second picture is of a child smiling, offer the following: “There was one child at the playground who smiled and smiled, but he only watched the other children playing. All the children wondered why he watched and did not play.”

Continue taking turns with the fi nal two pictures to fi nish the story.

Step 5: You may wish to tell another story together with your student by repeating Steps 1 to 4. Ensure the four pictures are in a new sequence prior to chanting the rhyme.



Print this page.

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Have fun chanting the rhyme “Eeny, Meeny, Miny, Mo” while selecting which part of your lunch you will eat fi rst, second, third, and so on.

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ActivitiesLetter and Word Time

A FBE

C D

catdo

can

Letter and Word Time


Tell your student that the title of the rhyme “Eeny, Meeny, Miny, Mo” could be described as a ear tickler.

It’s time to

• review the writing strategy of alliteration • select words that begin with the letter M • create a sentence using the selected words

Use the following Home Instructor Script to review the writing strategy of alliteration.

Eeny, Meeny, Miny, Mo has three words beginning with the same letter and sound.

The appropriate response is “the letter M”.

Touch the three letters that are the same in the words Meeny, Miny, Mo.

Encourage your learner to touch all three.



Together, identify the name, sound, and action for the repeated letter M. Use the Key Words and Actions Guide to guide your instruction.

Using two or more words beginning with the same letter and sound together is called alliteration.

Let’s be authors who use alliteration, too!

With your learner, brainstorm and record a list of words that begin with the M sound, such as monkey, money, moon, and milk.

Then, read the words aloud to your student. Encourage your student to select approximately eight new words that begin with the letter M.

Together, make one sentence using the selected words.

Provide your student with a large piece of paper. On half of the paper, assist your student to draw a large M. For your student, print the sentence words in order beside the letter M using a Shared Writing approach.

Key Words and Actions Guide

Letter Key Word Description of Action Graphic of Action

m mountain Form a m (mountain-likeshape) in the air with theindex finger and full armmotion.

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Leave space for your student to draw a picture that matches the sentence.

On the back of this page, print the abbreviated form of the module and day number (M7D5). Save this M Alliteration Page in the Celebration Folder. During the next two days, additional alliteration pages will be added to create a Big Book of Funny Letters for your student to read during Story Sharing Time.

My monkey makes money by selling milk and mittens to minature mice.

MaterialsCelebration Folder



Project Time


If your student was given the opportunity to choose his or her favourite things and activities, what things would be chosen? The following activity gives your learner the chance to explore favourite things.

Let’s

• list things and activities that you identify as favourites

• create a collage of favourite things and activities

Collage of Favourites

Procedure

Step 1: Provide your student with a large piece of paper (approximately 28 x 43 cm) with the words, ‘I like…’ printed near the top under the title. Read the words aloud, and then pause and prompt your student to fi nish the thought.

Step 2: Scribe for your student a list of things and activities that your student identifi es as favourites. Then, instruct your student to draw or glue on pictures from magazines and newspapers or photos of favourite things.

ActivitiesProject Time

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Step 3: Guide your learner to print the word that matches the favourite item. Say each sound of the word slowly, and ask your student to print the sounds that are heard in the word. Encourage all your learner’s letter and/or sound attempts.

Step 4: Have your student print his or her name at the bottom of the page or on the back of the page. Then, display your student’s work at the Letter and Word Centre.

On the back of the collage, print the abbreviated form of the module and day number (M7D5). Place this Collage of Favourites in the Celebration Folder.

I like ...bikingice creamswimmingpineapple

Collage of Favourites

MaterialsCelebration Folder



Learning Centre Time


Dramatic Play Centre

After the trip to the grocery store, your student may wish to make adjustments to the “Store” in progress at this centre. Continue playing store. An activity description and set-up suggestions are noted with the Day 4, Dramatic Play Centre activity.

Math Centre

Provide various containers of various shapes and sizes. Take turns sorting the containers by a single attribute. While one person sorts the containers into two or more piles, the other person discusses what is the same about the containers. For example, one person may sort the boxes into one pile with lids off and one pile with lids attached. Enjoy sharing the attribute that each of you identifi es when sorting.

ActivitiesLearning Centre Time

Toothpaste

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Block Centre

With your student, build a wall with blocks around a pretend swimming pool. Place little toy people (and animals) or smaller blocks on top of each block. Play a game to decide which toy person or block will jump into the pool fi rst. Have your student touch each little toy person or small block while chanting the “Eeny Meeny Miny Mo” rhyme. When the rhyme is done, your student can make the selected toy person or block do a fancy dive into the pool. Continue the rhyming game until all toy people or small blocks have jumped into the pool.

As your student is jumping the small items into the pool, use the opportunity to model the use of sequencing language such as fi rst, second, third, next, before, after, and last.

Eeny, Meeny, Miny, Mo.Which one will start the show?

Toothpaste



Letter and Word Centre

During Letter and Word Time earlier today, your learner completed an alliteration activity with the letter M. This time may be ideal for choosing words that begin with a chosen letter so that other examples of alliteration can be displayed and enjoyed.

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Story Sharing Time


Provide a selection of nursery rhymes and other favourite books.

Listed below are some book titles you may wish to share with your student. These titles may be available at the local library.

• Barney and Baby Bop Go to the Grocery Store by Donna D. Cooner

• Something Good by Robert Munsch

While reading with your student, look for words that make you laugh or smile. When you fi nd a funny word or idea, record it in the Ear Tickler book started on Day 1 of this module. After recording any new words or phrases, read the Ear Tickler book together!

Keep this Ear Tickler book available for daily enjoyment..

Happy Reading!

ActivitiesStory Sharing Time

Documents

Eeny, Meeny, Miny, Mo! - ADLC LOR · Eeny, Meeny, Miny, Mo! † Day 5 Early Learning 165 Module 7 Encourage your young reader to choose one consonant letter from the rhyme “Eeny,