Grade Level (s): K or 1
Subjects: English/Language Arts, Mathematics
Learner Outcomes: This culminating activity, while fun, will reinforce the learner's knowledge of "reading" environmental print. The student will be able to play bingo while reading environmental print.
Duration of Lesson: 1 hour
Materials: Examples of environmental print, overhead projector, transparencies with examples of environmental print, internet, computer, printer, tagboard, bingo markers
Technology Tools/Courseware: Overhead projector, internet, printer, computer
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 bingo game.
Procedures:
1. Collect duplicate
samples of environmental print. Use one sample for the bingo board
and one for the playing card.
2. Construct lotto boards from tagboard, dividing the board into 9 equal squares or boxes. When deciding on the size of the game board and squares, consider the size of the print samples. Include as much context as possible. Every square on every board will have a different print sample.
3. Make 9 playing cards for each player. For example, if 4 children are playing the game, make 36 playing cards. The cards should match the print samples on the board. This website really helps when making the cards.
4. Review what environmental print is. Discuss examples of print as referred to in Lesson 1.
5. 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.
6. Give each player a bingo board and put all bingo cards face down in the center of the play area. Each child takes a turn, drawing a card and reading the print without showing the other players the print sample.
7. The child who has the sample on his/her game board gets the card and places it on his/her board. If no one has the sample, the card goes onto a discard pile.
8. The player covering his game board first, wins!
9. Use cards for sorting and classifying each by type of item.
Modifications: If applicable, the teacher will need to develop any modifications found necessary by a Individualized Education Plan. For very young children, players show each card to allow visual matching.
Enrichment Activities: Older children can read the samples on their boards to find out if they can match the card. Younger students will use visual clues.
Evaluation/Assessment: Observation of game, this rubric
RLA.1.1.6 Understand level appropriate
sight words and vocabulary.
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.1.1.2 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 |