Read Together: The Listening Walk #2

  • different
  • hear
  • imagine
  • same
  • sound

MA Standards:

Literature/RL.PK.MA.1: With prompting and support, ask and answer questions about a story or a poem read aloud.
English Language Arts/Literature/RL.PK.MA.9: With prompting and support, make connections between a story or poem and one’s own experiences.

Head Start Outcomes:

Literacy Knowledge/Book Appreciation and Knowledge: Asks and answers questions and makes comments about print materials.

PreK Learning Guidelines:

English Language Arts/Reading and Literature 6: Listen to a wide variety of age appropriate literature read aloud.
Science and Technology/Living Things and Their Environment 15: Use their senses of sight, hearing, touch, smell, and taste to explore their environment using sensory vocabulary.

Read Together: The Listening Walk #2

© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.

STEM Key Concepts: Sounds have a source; Different objects make different sounds

ELA Focus Skills: Speaking and Listening, Vocabulary

Before You Read
Tell children you are going to read The Listening Walk by Paul Showers again. Tell them that for this reading you want them to close their eyes and imagine the different sounds the girl hears on her walk.

Explain to children that when they imagine something they try to make a picture in their mind of what that thing looks like and sounds like. Say,

  • I will stop reading when I come to a sound so you can try to imagine it before I go on.

As You Read
Ask questions such as,

  • What object do you think is making the twick, twick sound when the dog was walking?
  • Compare sounds from the city and the park (loud dak-dak-dak of the jackhammer/quiet prrrooo, prrrooo, prrrooo of the pigeons). Ask children if they have ever heard these sounds before.

After You Read
Ask questions such as,

  • Did closing your eyes help you imagine the sounds? Why?
  • Did you think about sounds you heard on your listening walk to help you imagine some of the sounds the girl hears? How did that help you imagine the sound?
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