- marker
- scissors
- sentence chart
- sentence strips
- move
- ramp
- roll
- slide
- stay put
MA Standards:
English Language Arts/Writing/W.PK.MA.2: Use a combination of dictating and drawing to explain information about a topic.
Head Start Outcomes:
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: We Went Walking
© 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; An object placed on an inclined plane will roll, slide, or stay put
ELA Focus Skills: Concepts of Print, Listening and Speaking, Vocabulary
Educator Prep: Photocopy the “Looking For Ramps, Slides, and Tracks” words on a sheet of paper for each child. Tape a copy to the bottom of each of ramp drawing they made while observing outside.
Write the lines to "Looking for Ramps, Slides, and Tracks" on sentence strips. As you write, talk about where you begin each sentence, how you form the letters, and the spaces you leave between words. When you get to the last two lines, explain that each child will have a chance to complete the verse.
Tell children that they will be writing about the ramps, slides, and tracks they observed and recorded outside today.
- Place the sentence strips in a sentence chart. Read each sentence aloud.
- Invite children to complete the last two lines. Encourage children to tell how an object moved down the ramp to fill in the last sentence. (roll, slide, stay put) If necessary, prompt discussion by saying, I saw a slide. What did you see?
Looking for Ramps, Slides, and Tracks
We went walking.
Looking for ramps, slides, and tracks.
What did you see?
I saw a .
I a it.
Write each child’s response on a sentence strip (cut to fit). Insert it in the space on the last line. Read the chart in unison each time you insert a different response. Track each word as you read.