- chart paper
- drawing materials (optional)
- “It’s a Whatchamacallit” poem for each child
- markers
MA Standards:
Foundational Skills: RF.PK.MA.2.a: With guidance and support, recognize and produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/).
Writing: W.PK.MA.2: Use a combination of dictating and drawing to explain information about a topic.
Head Start Outcomes:
Literacy Knowledge/Phonological Awareness: Identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.
Literacy Knowledge/Early Writing: Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 14: Recognize and supply rhythm and rhyme in poetry.
Draw and Write Together: It’s a Whatchamacallit
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Concepts of Print, Phonological Awareness, Speaking and Listening, Vocabulary
Educator Prep: Prepare for each child a sheet of paper with the “It’s a Whatchamacallit” poem written on the bottom half of the page.
Tell children they are going to create a “Whatchamacallit” group book.
Ask children to name something they like. Explain that you will help them write that word in the first line.
- Then have them generate a word that rhymes with the object they named.
- Have them dictate or write that word on second line.
Demonstrate by creating one poem together. Read the first line as you insert the word poodle.
- Read the full line. I think it's a poodle.
- Then ask for suggestions for a word that rhymes with poodle.
- Tell children that they can make up a word if they choose. Write the word on the second line.
- Read the first and second lines. I think it's a poodle. Or maybe a badoodle.
- Then read the full poem to children. Track print direction and sweep from one line to the next as you read.
Have children dictate or write their rhyme words in the poem and then draw a picture of their whatchamacallit on the page.
It’s a Whatchamacallit
I think it’s a ,
Or maybe a .
Oh, I think I’m not really sure.
So, I’ll just call it a Whatchamacallit,
And not think about it any more!