- Samantha on a Roll (book)
- wheel
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.2: Recall information for short periods of time and retell, act out, or represent information from a text read aloud, a recording, or a video (e.g., watch a video about birds and their habitats and make drawings or constructions of birds and their nests).
Head Start Outcomes:
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Social Emotional Development/Self-Concept and Self-Efficacy: Identifies personal characteristics, preferences, thoughts, and feelings.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 12: Listen to, recite, sing, and dramatize a variety of age-appropriate literature.
Watch Together: “What Do Wheels Do All Day?” (BTL show) #2
STEM Key Concepts: The shape of an object affects whether it will roll or slide or stay put
ELA Focus Skills: Active Viewing, Comprehension, Gross Motor Skills, Vocabulary, Word Recognition
Before You Watch
Tell children they are going to watch the video Between the Lions “What Do Wheels Do All Day?” again. Set a viewing focus for them by asking them to look for things with wheels in the video so they can compare them to things with wheels in Samantha on a Roll by Linda Ashman.
Have children recall and discuss what they remember from viewing the video the first time.
As You Watch
Model active viewing: name the characters, describe the action, and repeat any featured words.
- Show the video without interruption so children can enjoy the rhyme and rhythm.
- Encourage children to chime in with rhyming words.
After You Watch
- Review the many ways wheels help people.
- Hold up the picture of the parade and ask, What things with wheels are in the parade that are different from the ones in the parade in Samantha On A Roll?
- Invite children to share what things they have seen at a parade that have wheels.
- Invite each child to pantomime using one of the wheeled machines shown in the video, such as pushing a wheelbarrow or riding a unicycle. Let the other children guess what is being portrayed.
Finally, ask the same question you asked last week to help children become aware of how much they rely on wheels in their everyday life. How have wheels helped you today?
English Language Learners: Help children identify things with wheels by asking questions such as, How did you get to school today? Did the <car, bus, etc.> have wheels to make it go? You may want to help children grasp meaning as you hold up a toy car, bus, etc. and roll the wheels as you ask the questions.
