LEARNING OBJECTIVE

Children will learn:

1. FIRM 
2. Rapid Automatic Naming of Nouns. (Use objective from LG1S1)
3. To hear and give the first sound they hear of the name/word given
4. To apply the TREE behavior chart in the language station
5. To name the objects in the station and the classroom

LEARNING STYLES

• Visual
• Auditory

Building the Brain Minutes

What You Will Need

• Intro to LG1
• LG1S1
• RAN Noun cards 
• Or order Building Language Photo Library from Lakeshore

Whole Group Activity

• IMPORTANT: Print out and read the instructions prior to giving the lesson. See resource in the What You Will Need box.These resources are in the Unit 1 overview.  

1-2 MIN

FIRM - Reteaching FIRM each day is important so children understand that “Show me FIRM” means to sit up straight, look at the teacher, and be ready to learn. Add reminders such as, “Show me that your brain is ready to learn,” and, “Why do we get in the FIRM position?”

3-5 MIN

Step 1: RAN (Rapid Automatic Naming) with noun cards. Always do this activity two times in a row. To Begin, start with 2-3 one syllable easy picture cards (pig, house, cat, door, tree) and begin building your deck by adding a new picture card each day. Slowly but consistently flip through cards at a constant speed, even if all children don’t name them. You will be doing Rapid Automatic Naming of pictures several times a day with the whole class. It’s important to do it an additional time with the children who have less developed language skills. 

3-5 MIN

Step 2: First Sound Fluency

Use the same noun cards and have the children give the first sound they hear when the name of the object in the picture was given. Practice with 4 to 6 more cards and notice if children are able to give the first sound they hear of each picture shown. It's important to do it an additional time with the children who have less developed listening skills. 

Engage and Introduce

What You Will Need 

• TREE behavior chart

Whole or Small Group Activity

Review with the children the TREE behavior chart.

Take a walking tour of the classroom and find objects with picture labels. Help children name each object. 

• Make sure that there are picture labels on the shelves of the objects or items that need to go in that place. For example, a picture of crayons on the shelf where they are to be put back when the child is finished using them. This will help the children remember where to put things back and it will help to keep the exploration station neat and organized. 

Teacher: Our classroom is filled with so many items that are going to help us learn and grow. 

Apply

Teacher: Our classroom is filled with so many items that are going to help us learn and grow. Let's take a walk around our classroom and see what labeled items we can find and name!

Explain to the children that the label help them to match the item to the picture so they put it away in the correct place. 

Assessment

Notice if children are able to identify the names of objects and tell some details about them.

Closure and Celebrate

On our tour, we matched a lot of items with their picture label and learned that they each have a name. You listened very well to the directions as we took our tour around the room. CREATION kids can listen to and follow directions.

CREATION Kids Connections

See how many objects the children can identify within the classroom. Encourage them to tell as much as they can about each object. 

As the children are identifying the many objects around the room, select items that they can describe in detail. 

Ask children to describe the item. 

Example: Fish. Ask the children questions to help them understand how to give more information.

1. What color is it?

2. What shape is it?

3. How does it feel? (smooth, bumpy, rough)

4. How big is it?

5. Where would I find it?

WHAT TO PREPARE FOR NEXT TIME

• Name Sorting
• Materials Needed:Children's names on strips of paper, Labels for objects around the room, Picture chart with pictures of the children and items around the room, Camera, Poster board, Marker