- "Sounds We Hear" chart
- marker
- loud
- quiet
- soft
- sound
- source
MA Standards:
Foundational Skills/RF.PK.MA.1: With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.
Writing/W.PK.MA.2: Use a combination of dictating and drawing to explain information about a topic.
Head Start Outcomes:
Language Development/Expressive Language: Uses language to express ideas and needs.
PreK Learning Guidelines:
English Language Arts/Composition 16: Use their own words or illustrations to describe their experiences, tell imaginative stories, or communicate information about a topic of interest.
Draw and Write Together: Sources of Sounds
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: Sounds have a source; A sound can be tracked to its source; An action has to happen to make a sound; Different objects make different sounds; Sounds vary in three ways: volume, pitch, and timber
ELA Focus Skills: Concepts of Print, Speaking and Listening
Review the “Sounds We Hear” chart with children. Encourage children to talk about sound concepts and dictate, draw, or write any new ideas they have about sound on the chart. Prompt concept discussion ideas, such as,
- Every sound come from a source
- Follow a sound to find its source
- Indoors and outdoor sounds
- Sounds can be loud or quiet
- Different objects make different sounds
- An action has to happen to make a sound
Ask children to talk more about the sources of the sounds they hear. Say, Carrie said she heard a tweeting sound. Where did you hear the sound? How did you find the source of the sound? Was the sound louder or softer when you got closer?
- As children or you write on the chart, point out how you begin each sentence at the left side of the page.
- Track each word as you read aloud the chart. Have children track and read the words with you.