Grade Level (s): K or 1
Subjects: English/Language Arts
Learner Outcomes: The student will be able to match 2 identical examples of environmental print while playing a game of concentration.
Materials: Collect 5 to 10 matching pairs of print samples yourself from the newspaper, internet, and your cupboard and from parents (by using this letter), tagboard, overhead, transparencies, internet, printer, computer
Technology Tools/Courseware: Overhead projector, internet, computer, printer
Teacher Notes: Since the print that each child can "read" depends on his/her environment and experiences, the print used in the lesson should be made into transparencies and reviewed on an overhead projector so everyone has a fair chance in the concentration game.
Procedures:
1. Review what environmental print is.
Discuss examples of print as referred to as in Lesson
1(procedure #2).
2. Review examples of environmental print that you have prepared onto transparencies for this activity. Good places to find your own examples of environmental print include the internet, newspapers, and your own cupboard. You can use this link to make your cards. Go to the alphabetized links at the bottom.
3. Explain how to play concentration (memory). Concentration can be played by one student or a small group of 2 to 4 students. Players turn all of the samples face down so the print cannot be seen. The first player turns over two print samples at a matching pair. If successful, the player keeps the pair and takes another turn. When an unmatched pair is turned over, a different player takes a turn.
4. Children try to read each sample they turn over. Classmates may help.
5. The game can consist of pieces in a particular category, such as cereals or traffic logos or children can sort and classify the game cards by type.
Modifications: If applicable, the teacher will need to develop any modifications found necessary by a Individualized Education Plan.
Enrichment Activities: Teacher can modify the game to include one example of environmental print and another with just the word. That way, the student is searching for the word without the clues to force them to recognize the letters used to form the word.
Evaluation/Assessment: Observation of game
RLA.1.1.16 Use
reading skills and strategies to understand a variety of informational
resources to support literacy learning ( e.g., environmental print; written
directions; signs; caption; labels; informational books).
RLA.1.1.17 Increase
amount of independent reading.
TEC.1.1.1 Use
a keyboard to input information using letters, numbers, arrow key and delete
key: begin to use left/right hand position.
TEC.1.1.2 Use
a mouse to click and drag.
TEC.1.1.3 Start
and exit programs as well as locate files.
TEC. 1.3.2 Create
text and insert images.
1. Use input devices and output devices
to successfully operate computers and other technologies.
2. Use variety of media and technology
resources for directed and independent learning activities.
3. Communicate about technology using
developmentally appropriate and accurate terminology.
4. Use developmentally appropriate
multi-media resources to support learning.
5. Work cooperatively and collaboratively
with peers, family members, and others when using technology in the classroom.
Job/Career Clusters: N/A
Authors:
Liza Jonczak
Pam Chambers
Stephanie Unger
Shepherdstown Elementary
| Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 |