- chart paper
- marker
- down
- ramp
- up
MA Standards:
Language/L.PK.MA.1.e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Speaking and Listening/SL.PK.MA.1a: Observe and use appropriate ways of interacting in a group (e.g., taking turns in talking, listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer, gaining the floor in appropriate ways).
Head Start Outcomes:
Social Emotional Development/Self-Regulation: Follows simple rules, routines, and directions.
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
PreK Learning Guidelines:
English Language Arts/Language 1: Observe and use appropriate ways of interacting in a group (taking turns in talking; listening to peers; waiting until someone is finished; asking questions and waiting for an answer; gaining the floor in appropriate ways).
Recite Together: “One Ramp, Two Ramps”
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: A ramp, or inclined plane, is a surface with one end higher than the other
ELA Focus Skills: Phonological Awareness, Small Motor Skills, Speaking and Listening, Vocabulary
Educator Prep: Write the words to the chant on chart paper. Display it for children to view easily.
Tell children you are going to teach them a chant called “One Ramp, Two Ramps.” Review what children have learned about ramps to introduce the chant. Recite “One Ramp, Two Ramps” with the up and down movements.
Invite children to chant it with you.
One Ramp, Two Ramps
One ramp, two ramps, (count on fingers)
Three ramps, four, (count on fingers)
Five ramps, six ramps, (count on fingers)
seven ramps, (count on fingers)
More? (palms up and shrug)
Ramps going up, (swoop hand up)
Ramps going down, (swoop hand down)
I see ramps (form binoculars with hands, scan area)
All over town!
Adaptation: Simplify for younger children by saying a line and showing the movement to one child at a time.
English Language Learners: Have children count with you in their home language as you raise your fingers one at a time. After children say a number in their home language, say it in English. Have children repeat it in English after you.