- drawing materials
MA Standards:
English Language Arts/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).
English Language Arts/Language/L.PK.MA.1.e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
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.
Approaches to Learning/Persistence and Attentiveness: Maintains interest in a project or activity until completed.
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: “On the Hill”
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: Understand that a ramp, or inclined plane, is a surface with one end higher than the other; Describe the way objects move when they are placed on ramps
ELA Focus Skills: Phonological Awareness, Speaking and Listening, Vocabulary
Review what children have observed about objects rolling down a hill. Tell children you are going to teach them a poem about rolling down a hill.
- Ask children to imagine the poem as you read the words aloud.
- Recite “On the Hill.”
- Now tell children you want them to imagine they are the ones going down the hill as you read the poem aloud a second time. Encourage children to recite along with you.
On the Hill
As I was going down the hill
One bright and sunny day,
I passed a monkey on a bike
Pedaling up, the other way.
As I was going up the hill
Under the moon that night,
I saw the monkey zooming down
And then roll out of sight!
Educator Tip: To help children visualize the poem, you may want to review new vocabulary that they have been introduced to in the poem, such as pedaling and zooming. For example, say, The monkey is pedaling up the hill on his bike. (mimic the motion) What do you think it is like to pedal up a hill? Whenever possible, demonstrate word meanings with gestures and facial expressions. Have children repeat the word and the gesture after you.