Draw and Write Together: Animal Sound Parade

  • chart paper
  • crayons
  • magazine animal pictures (bear, mouse, hare, badger, gopher, mole)
  • marker

  • loud
  • soft
  • sound

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.
Literacy Knowledge/Early Writing: Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas.

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: Animal Sound Parade

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

STEM Key Concepts: Sounds have a source; Sounds vary in three ways: volume, pitch, and timbre

ELA Focus Skills: Concepts of Print, Fine Motor Skills, Speaking and Listening, Vocabulary

Write the heading “Animal Sound Parade” on a sheet of chart paper. Tell children that they are going to list all of the animals in Bear Snores On by Karma Wilson.

Flip through Bear Snores On and ask children to call out the animals they see. Allow children to point to an animal if the name of it is unfamiliar to them.

  • Have children share what they know about any of the animals that are on the list. Discuss and show pictures of any unfamiliar animals.

Once the list is complete, ask children to demonstrate the sounds some of the animals make. Encourage them to match the volume of the sound to the animal's sound. Ask,

  • How would you describe the sound that the (mouse) makes? Have children answer in complete sentences. If children have difficulty answering in complete sentences, supply them with the sentence stem “The <mouse> makes a <soft> sound.”

Then make a two-column chart underneath the list of animals and label one column “Soft” and the other column “Loud.”

  • Ask children to name the animals that make loud sounds.
  • Invite them to dictate, draw, or write them in the "soft" column. Repeat with animals that make loud sounds. 
  • Continue until all the animals in the book have been identified and sorted. 
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