AT A GLANCE Exploring the Topic
What do we know about music making? What do we want to find out? Vocabulary—English: instrument, instrumental, sound, accompaniment, homemade Spanish: instrumento, instrumental, sonido, acompañamiento, casero
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time for…
Interest Areas Music and Movement: Music and Movement: Music and Movement: listening Music and Movement: collection of Library: pictures of instruments and Outdoor Experiences collection of homemade and collection of homemade and station with CDs representing a homemade and standard instruments people engaged in musical experiences standard instruments standard instruments; chart variety of musical styles • Invite children to walk around Music and Movement: collection of paper and markers the school or outdoor area and listen homemade and standard instruments for music. • Encourage children to think Question of the Day Do you like to sing? Did you hear music on your Can we make a sound with Which instrument would you like to Do you think you can use these to make of ways to make music with way to school today? these? (objects such as keys, play? (offer three choices) music? (a comb and two spoons) outdoor materials. spoons, etc.) Physical Fun Movement: Movement: Movement: Movement: Song: Large Group Bounce, Bounce, The Kids Go My Body Jumps Let’s All Follow “Old MacDonald” • Intentional Teaching Card P21, Bounce Marching In Discussion and Shared Writing: Discussion and Shared Writing: What Discussion and Shared Writing: What “Hopping” Discussion and Shared Discussion and Shared Describing Sounds Do We Know About Music Making? Do We Want to Find Out About Music Writing: Responding to Writing: Describing Making? Family Partnerships Music Instrumental Music Materials: Mighty Minutes 72, Materials: Mighty Minutes 99, “Let’s “My Body Jumps”; collection of All Follow”; audio clips of instrumental Materials: Mighty Minutes 94, “Old • Send home a letter that introduces Materials: Materials: Mighty Minutes Mighty Minutes 70, instruments and other sound- and vocal music; collection of MacDonald”; video clip of a musician the study to families. 30, “Bounce, Bounce, “The Kids Go Marching In”; producing objects (e.g., keys, instruments; list of words from earlier playing spoons or comb; Intentional Bounce”; various audio clips of collection of instruments; audio washboard, cellophane paper) in the week that described the music Teaching Card LL54, “Asking Questions” • Invite families to contribute photos instrumental and vocal music clip of instrumental music children heard of family members experiencing music (playing an instrument, dancing at a wedding, singing Read-Aloud Nonfiction selection from the Selection from the “Children’s Chrysanthemum Reread the book from Day 2 that Selection from the “Children’s Books” list “Happy Birthday,” etc.). “Children’s Books” list that Books” list that explores the Book Discussion Card 26 (first explores the many ways that people that explores friendship and the ways that uses descriptive words for many ways that people play read-aloud) play musical instruments friends work together instruments, music, or sounds musical instruments Wow! Experiences
• Consider inviting a high school Option 1: Tongue Twisters Option 1: Rhyming Chart Option 1: Seek & Find Option 1: Counting & Comparing Option 1: Counting & Comparing Small Group band member to join in any of the Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card Instruments Instruments investigations by talking about his LL16, “Tongue Twisters”; LL10, “Rhyming Chart”; chart M03, “Seek & Find”; collection Intentional Teaching Card M02, Intentional Teaching Card M02, or her instrument, demonstrating chart paper and markers paper and marker; poem or of objects or pictures to be “Counting & Comparing”; “Counting & Comparing”; instruments the instrument, or playing music song with rhyming words; prop categorized; large basket; chart instruments to sort and compare; to sort and compare; card stock folded in Option 2: Same Sound Sort with children. that illustrates the poem or song paper and marker card stock folded in half to make half to make stand-up cards Intentional Teaching Card stand-up cards LL12, “Same Sound Sort”; Option 2: Rhyming Chart Option 2: Sorting & Classifying Option 2: Counting & Comparing variety of objects, including Intentional Teaching Card Intentional Teaching Card M05, Option 2: Counting & Comparing Instruments some that begin with the LL10, “Rhyming Chart”; chart “Sorting & Classifying”; various Instruments Intentional Teaching Card M02, same sound; instruments paper and marker; poem or instruments or pictures of them; Intentional Teaching Card M02, “Counting & Comparing”; instruments and other music materials song with rhyming words; objects that define boundaries for “Counting & Comparing”; to sort and compare; card stock folded in prop that illustrates the poem sorting the instruments by size, instruments to sort and compare; card half to make stand-up cards; photos or or song; rhythm sticks or other color shape, material, etc. stock folded in half to make stand-up video from Day 4 sorting activity small instruments cards; camera or video camera
Mighty Minutes™ Mighty Minutes 15, Mighty Minutes 53, Mighty Minutes 08, Mighty Minutes 59, Mighty Minutes 60, “Say It, Show It”; numeral “Three Rowdy Children”; “Clap the Missing Word” “Clap the Beat”; several study-related “The Name Dance”; rhythm sticks cards from 1 to 10 rhythm sticks items or pictures
14 The Music Making Study Getting Started The Music Making Study Getting Started AT A GLANCE Investigation 1
What instruments can we play by hitting, tapping, or shaking them? Vocabulary—English: percussion, rhythm, tempo, sound effects, vibration, musical note, rest Spanish: percusión, ritmo, tempo, efectos de sonido, vibración, nota musical, silencio
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time for…
Interest Areas Music and Movement: Library: books involving Art: found items for making Discovery: materials for Art: water bottles; beads, sand, rice, Outdoor Experiences percussion instruments; pictures music and music making percussion instruments experimenting with different beans, etc. of people playing percussion sounds such as string, metal • Create a “musical wall” by attaching various instruments for different and plastic coat hangers, rubber materials to a fence or wall. Encourage purposes (across cultures) bands, etc. children to use the materials as percussion instruments and compare the sounds they Question of the Day How can we make sound with Do you have any questions for Can we make an instrument with Can we make music with this? What comes next in the pattern? can make with each object. this? (percussion instrument) our visitor? these? (bowl and aluminum foil or (percussion instrument) plastic wrap) Physical Fun • Intentional Teaching Card P09, Large Group Song: “Musical Junk” Song: “Move to the Beat” Song: “Move to the Beat” Song: “Clap the Missing Word” Song: “Ticky Ricky” “Up and Away” Discussion and Shared Discussion and Shared Discussion and Shared Writing: Discussion and Shared Writing: Discussion and Shared Writing: Musical Writing: Making Music Writing: Visiting Percussionist Making Instruments Instrument Sounds Patterns Family Partnerships
Materials: Mighty Minutes Materials: Mighty Minutes Materials: Mighty Minutes 91, Materials: Mighty Minutes Materials: Mighty Minutes 12, “Ticky • Invite a family member who plays a 66, “Musical Junk”; collection 91, “Move to the Beat”; drum “Move to the Beat”; photos of 08, “Clap the Missing Word”; Ricky”; chart paper and markers; rhythm percussion instrument to play it for the of percussion instruments instruments being made; teacher- collection of percussion sticks; basket of items class. made instrument from discarded instruments • Invite families to share their favorite songs, items; variety of discarded items musical styles, performances, etc., with for instrument making their child.
Read-Aloud Chrysanthemum Selection from the “Children’s Selection from the “Children’s Chrysanthemum Reread the book from Day 3 Wow! Experiences Book Discussion Card 26 Books” list that explores Books” list that highlights sights and Book Discussion Card 26 that highlights sights and sounds (second read-aloud) dance and movement sounds in nature (third read-aloud) in nature • Day 2: Classroom visitor who shares a concepts percussion instrument • If your school has a piano, arrange a time Small Group Option 1: Shared Writing on Option 1: Rhythm and Tempo Option 1: Letters Galore Option 1: Action Patterns Option 1: Musical Water to have children look inside the piano to Percussion Instruments Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card M35, Intentional Teaching Card M44, “Musical watch the hammers strike the strings. Intentional Teaching Card M14, “Patterns”; rhythm LL07, “Letters, Letters, Letters”; “Action Patterns”; action cards, Water”; five tall drinking glasses, glass jars, LL01, “Shared Writing”; chart sticks alphabet rubber stamps; colored pocket chart or glass bottles of the same size; water; paper; markers; percussion inkpads and construction paper, spoon or pencil; measuring cup; funnel; How to Make Percussion Instruments Option 2: Rhythm and Tempo Option 2: Action Patterns instruments or magnetic letters and magnetic food coloring Use small bowls or other containers Intentional Teaching Card board Intentional Teaching Card M35, Option 2: Shared Writing on M14, “Patterns”; collection of “Action Patterns”; cards with Option 2: Reading Music of various sizes. Secure plastic wrap Percussion Instruments percussion instruments Option 2: Jumping Beans percussion instrument photos; Intentional Teaching Card M44, or aluminum foil tightly over the top Intentional Teaching Card Intentional Teaching Card LL05, percussion instruments to match “Musical Water”; five tall drinking of the bowl or container and fasten it LL01, “Shared Writing”; chart “Jumping Beans”; construction the cards; pocket chart glasses, glass jars, or glass bottles of with tape. paper; markers; percussion paper; marker; scissors; lamination the same size; water; spoon or pencil; instruments supplies or clear contact paper; measuring cup; funnel; food coloring; coffee can (with smooth top edge) audio recorder
Mighty Minutes™ Mighty Minutes 36, Mighty Minutes 35, Mighty Minutes 100, “La, La, La” Mighty Minutes 46, Mighty Minutes 25, “Freeze”; “Body Patterns”; chart paper “My Name, Too” “Strolling Through the Park” audio clips of dance music; card with rest ( ) symbol 턽 28 The Music Making Study Getting Started The Music Making Study Getting Started AT A GLANCE Investigation 2
What other musical instruments are there? How do people play them? Vocabulary—English: resonator, practice, pitch, applause, audience, tradition, celebration, performance Spanish: resonador, practicar, tono, aplauso, público, tradición, celebración, interpretación musical
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time for…
Interest Areas Music and Movement: Library: music books Art: rubber bands; string; cans; Sand and Water: materials for Music and Movement: listening Outdoor Experiences collection of instruments other cartons; shoe boxes, etc., for making sounds station with music from different Music and Movement: sheet than percussion instruments making stringed instruments cultures • Play a louder/softer game in which you music; blank sheet music Art: rubber bands; string; cans; use loud or quiet voices as clues to help cartons; shoe boxes, etc., for making Art: rubber bands; string; cans; children find a hidden object or location stringed instruments cartons; shoe boxes, etc., for making on the playground. stringed instruments Physical Fun Question of the Day Do you know someone who What shapes do you see on this Can we make an instrument Do you have any questions for How do you think people play • Intentional Teaching Card P17, “Balance plays an instrument? instrument? with these? (empty tissue box our visitor? this instrument? on a Beam” and rubber bands) Family Partnerships Large Group Song: “A-Hunting We Will Go” Poem: “Here Is the Beehive” Poem: “Riddle Dee Dee” Movement: High in the Tree Movement: The Wave • Day 4: Invite families to come and listen Discussion and Shared Discussion and Shared Discussion and Shared Writing: Discussion and Shared Writing: Discussion and Shared Writing: to the visiting musician. Writing: Making Music With Writing: Exploring Sheet Music Making a Stringed Instrument Visiting Musician Music-Making Traditions Stringed Instruments Materials: Mighty Minutes 79, Materials: Mighty Minutes Materials: Mighty Minutes 51, Materials: Mighty Minutes 34, Wow! Experiences Materials: Mighty Minutes “Here Is the Beehive”; pieces of 04, “Riddle Dee Dee”; rubber “High in the Tree” “The Wave”; audio clip of 58, “A-Hunting We Will sheet music bands; string; cans; cartons; instrumental music; globe; pictures • Day 4: Classroom visitor who plays an Go”; letter cards; stringed shoe boxes; photos of different of people from different parts of the instrument instrument instruments world playing instruments
Read-Aloud Nonfiction selection from the My Name Is Celia/Me llamo Selection from the “Children’s Selection from the “Children’s My Name Is Celia/Me llamo Celia “Children’s Books” list that Celia Books” list that focuses on Books” list that highlights characters Book Discussion Card 27 points out shapes found on Book Discussion Card 27 musical vocabulary with vivid imaginations (second read-aloud) musical instruments (first read-aloud)
Small Group Option 1: Fences for Farmers Option 1: Puzzles Option 1: Geoboard Music Option 1: Observational Drawing Option 1: Observational Drawing of Intentional Teaching Card M50, Intentional Teaching Card M23, Intentional Teaching Card of Instruments Instruments “The Farmer Builds a Fence”; “Putting Puzzles Together”; M21, “Geoboards”; geoboards; Intentional Teaching Card LL45, Intentional Teaching Card elastic band or rope (about 8 feet puzzles or puzzle cards geobands; shape cards with one “Observational Drawing”; LL45, “Observational Drawing”; long) with ends attached; two- shape on each card instruments; paper; markers instruments; paper; markers Option 2: Geoboards dimensional shapes Intentional Teaching Card Option 2: Straw Shapes Option 2: Observational Drawing of Option 2: Observational Drawing of Option 2: My Shadow and I M21, “Geoboards”; geoboards; Intentional Teaching Card Instruments Instruments Intentional Teaching Card geobands; instruments or images M42, “Straw Shapes”; geometric Intentional Teaching Card Intentional Teaching Card M47, “My Shadow and I”; of instruments of different shapes shapes; drinking straws cut to LL45, “Observational Drawing”; LL45, “Observational Drawing”; overhead projector or flashlights; different lengths; pipe cleaners; instruments; paper; markers; camera instruments; paper; markers; camera instruments of different shapes paper; pencils or crayons
Mighty Minutes™ Mighty Minutes 84, Mighty Minutes 24, “Dinky Mighty Minutes 65, “People Mighty Minutes 22, “Hot or Cold Mighty Minutes 14, “Scat Singing” “Let’s Make Letters” Doo”; musical instruments Patterns” 3-D Shapes”; musical instruments
40 The Music Making Study Getting Started The Music Making Study Getting Started AT A GLANCE Investigation 3
How can we make music with our voices? Vocabulary—English: melody, lyrics, pitch, vocal cords, lungs Spanish: melodía, letra, tono, cuerdas vocales, pulmones
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time for…
Interest Areas Library: poetry books Library: books that feature Art: materials for making a Computer: Web sites that show how Music and Movement: listening Outdoor Experiences people of different cultures thank-you card vocal cords work to make sound station with audio clips of vocal singing and sharing music music; writing materials • Create one or more megaphones by cutting a hole in the center of a paper plate and Question of the Day Do you have a favorite song? Which song do you want to Do you have any questions for Do you know what this is? Which song do you want to sing bending the plate into a cone shape. Invite sing today? our visitor? (a kazoo) today? children to experiment outdoors with the sounds they can make using a megaphone. Large Group Song: “This Old Man” Poem: “Come Play With Me” Song: “Clap a Friend’s Name” Game: Hippity, Hoppity, Song: “The People in Your Physical Fun How Many? Neighborhood” Discussion and Shared Discussion and Shared Discussion and Shared • Use Intentional Teaching Card P22, “Follow Writing: Favorite Songs Writing: Listening to Music Writing: Visiting Musician Discussion and Shared Writing: Discussion and Shared Writing: the Leader.” Follow the guidance on the card. From Other Cultures Vibrating Vocal Chords Changing Our Voices When Invite the leader to use a megaphone to call Materials: Materials: Mighty Minutes Mighty Minutes We Sing out directions as he or she goes. 96, “This Old Man”; a sticker Materials: Mighty Minutes 42, 40, “Clap a Friend’s Name”; Materials: Mighty Minutes 07, for each child “Come Play With Me”; audio Intentional Teaching Card “Hippity, Hoppity, How Many?”; Materials: Mighty Minutes 01, Family Partnerships clips of music from different SE11, “Great Groups” kazoo; rubber bands “The People in Your Neighborhood”; parts of the world xylophone or other barred • Invite families to look for or create instrument; pitch pipe opportunities to sing with their children.
Read-Aloud Selection from the “Children’s My Name Is Celia/Me llamo Selection from the “Children’s Selection from the “Children’s Selection from the “Children’s Books” list that explores dance Celia Books” list that focuses on Books” list that explores a variety of Books” list that talks about feelings Wow! Experiences and movement using your imagination dances or other movements Book Discussion Card 27 • Day 3: Visiting musician who creates music (third read-aloud) with his or her voice
Small Group Option 1: Writing Poems Option 1: Rhyming Chart Option 1: Writing Lyrics Option 1: Writing Lyrics Option 1: Tallying Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card LL27, Intentional Teaching Card M06, LL27, “Writing Poems”; LL10, “Rhyming Chart”; chart LL27, “Writing Poems”; paper; “Writing Poems”; paper; pencils; “Tallying”; clipboard; paper; pencils paper; pencils; markers; chart paper and marker; song from pencils; chart paper chart paper or crayons paper the class’s favorite list Option 2: Writing Lyrics Option 2: Writing Lyrics Option 2: Graphing Option 2: Writing Poems Option 2: Rhyming Chart Intentional Teaching Card Intentional Teaching Card LL27, Intentional Teaching Card M11, Intentional Teaching Card Intentional Teaching Card LL27, “Writing Poems”; paper; “Writing Poems”; paper; pencils; “Graphing”; large graph paper or LL27, “Writing Poems”; LL10, “Rhyming Chart”; chart pencils; chart paper; audio or chart paper; audio or video recorder chart paper with lines drawn for paper; pencils; markers; chart paper and marker; song from video recorder graphing; markers; stickers paper; instruments; audio the class’s favorite list recorder
Mighty Minutes™ Mighty Minutes 100, Mighty Minutes 24, Mighty Minutes 89, Mighty Minutes 14, Mighty Minutes 87, “La, La, La” “Dinky Doo” “We Like Clapping” “Scat Singing” “One, Two, Buckle My Shoe”; chalkboard or chart
52 The Music Making Study Getting Started The Music Making Study Getting Started AT A GLANCE Investigation 4
What different styles of music are there? How do they make us feel? Vocabulary—English: styles of music to be introduced (e.g., Caribbean, jazz, classical, rock, etc.); emotions Spanish: estilos de música ( p. ej., caribeña, jazz, clásica, rock); emociones
Day 1 Day 2 Day 3 Make Time for…
Interest Areas Music and Movement: CDs representing a Art: audio clips of instrumental and vocal Art: audio clips of instrumental and vocal music; Outdoor Experiences variety of musical styles music; painting materials painting materials Physical Fun Question of the Day Which book would you like to read today? Do you and your friends like the same music? How do you feel today? • Intentional Teaching Card P12, “Exploring Pathways” (offer two or three books that feature music)
Large Group Song: Let’s Make Letters Rhyme: Disappearing Rhymes Song: “This Old Man” Family Partnerships Discussion and Shared Writing: Discussion and Shared Writing: Discussion and Shared Writing: How Does • Ask families to send in lyrics to a favorite family song Music and Feelings Describing Styles of Music Music Make Us Feel? to be included in a class songbook.
Materials: Mighty Minutes 84, Materials: Mighty Minutes 88, Materials: Mighty Minutes 96, “Let’s Make Letters” “Disappearing Rhymes”; dry erase board “This Old Man” or chalkboard
Read-Aloud Book chosen from the question of the day Whistle for Willie Selection from the “Children’s Books” list that Book Discussion Card 28 (first read-aloud) illustrates how music can bring people together
Small Group Option 1: Stepping Stones Option 1: I’ll Give You a Clue Option 1: Character Feelings Intentional Teaching Card M55, “Stepping Intentional Teaching Card M51, “Can You Intentional Teaching Card SE05, “Character Stones”; masking tape or chalk Find It?”; small objects typically found in Feelings”; books in which characters experience a classroom a range of emotions while engaged in a musical Option 2: Where’s the Beanbag? experience Intentional Teaching Card M56, “Where’s the Option 2: Do You Want To Go on Beanbag?”; beanbags; basket or tub; masking an Adventure? Option 2: Feelings tape; chart paper; marker Intentional Teaching Card M36, “We’re Intentional Teaching Card SE06, “Talk About Going on an Adventure”; box or overturned Feelings”; pictures of people expressing a variety wastebasket; sheet or long piece of cloth; table; of emotions while interacting with instruments stool; two large cardboard boxes; large plant; or participating in musical experiences photographs with geographic features
Mighty Minutes™ Mighty Minutes 67, Mighty Minutes 46, Mighty Minutes 93, “Let’s Stick Together”; magnet; audio clip of “Strolling Through the Park” “Oh, Dear! What Can the Matter Be?” instrumental or vocal music (using words related to feelings) The Music Making Study Getting Started The Music Making Study Getting Started AT A GLANCE Investigation 5
Who works with music for their jobs? What tools do they use? Vocabulary—English: songwriter, DJ, conductor, baton, concert hall, repair, recording, microphone Spanish: compositor, DJ, director de orquesta, batuta, auditorio, reparar, grabación, micrófono
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time for…
Interest Areas Blocks: photos of music venues Dramatic Play: concert hall Dramatic Play: concert hall Discovery: materials for repairing Dramatic Play: concert hall Outdoor Experiences (local and famous ones from instruments; collection of Library: invitations to the end- Library: invitations to the Music and Movement: record songs for around the world) instruments; polishing rags Physical Fun of-study celebration end-of-study celebration the celebration Dramatic Play: concert hall • Use Intentional Teaching Card P24, “Swing & Jump Rope.” Follow the Question of the Day What does this person do? (photo Do you know what this is used Do you have any questions for Can we fix this instrument? (broken Do you know what this is? (an object guidance on the card. Encourage of a DJ or other person working for? (a baton) our visitor? homemade instrument) used to record music, e.g., microphone, children to sing, rhyme, or chant as with music) audio recorder) they jump rope.
Large Group Movement: Shape Hunt Game: Feely Box (follow the Movement: Jack in the Box Game: I’m Thinking Of…” (use Movement: Paper Towel Rap Family Partnerships guidance on the card using (follow the guidance on the different instruments from the Discussion and Shared Writing: a baton) card using a baton to signal classroom collection as the objects) Discussion and Shared Writing: • Send a letter home inviting families to Jobs With Music instead of a whistle) Recording Artists the end-of-study celebration. Discussion and Shared Writing: Discussion and Shared Writing: Materials: Mighty Minutes 97, Materials: Mighty Minutes 64, “Paper What Does a Conductor Do? Discussion and Shared Writing: Repairing Instruments Wow! Experiences “Shape Hunt”; three-dimensional Preparing for Our Site Visit Towel Rap”; an empty paper towel roll for shapes or shape cards; photo of a Materials: Mighty Minutes Materials: Mighty Minutes 18, “I’m each child labeled with his or her name; DJ or other person working with 48, “Feely Box”; baton; box or Materials: Mighty Minutes 74, Thinking Of…”; classroom collection clipboard; paper; markers; clip of people • Day 3: Site visit to a place where music; clipboards; book about bag for a baton; video clip of a “Jack in the Box”; baton; chart of instruments; broken homemade working in a recording studio people work with music jobs in music conductor in action; collection from yesterday’s large-group instrument; clipboard; chart; markers; of instruments; audio clip of an roundup; clipboard; paper; video clip or photograph of someone orchestra not playing in unison; markers repairing an instrument at work clipboard; paper; markers
Read-Aloud Selection from the “Children’s Whistle for Willie Selection from the “Children’s Selection from the “Children’s Whistle for Willie Books” list that features people Book Discussion Card 28 Books” list that features people Books” list that features people using Book Discussion Card 28 who work with music (second read-aloud) who work with music their imaginations (third read-aloud)
Small Group Option 1: Board Games Option 1: Story Problems Option 1: Rhyming Chart Option 1: Did You Ever See…? Option 1: Same Sound Sort Intentional Teaching Card M77, Intentional Teaching Card M22, Intentional Teaching Card Intentional Teaching Card LL14, Intentional Teaching Card LL12, “Board Games”; board games with “Story Problems”; collection of LL10, “Rhyming Chart”; chart “Did You Ever See…?”; pictures of “Same Sound Sort”; a variety of objects, dice and playing pieces manipulatives paper and marker; poem or song familiar animals; audio recorder including some that begin with the same with rhyming words; prop that sound; cardboard box or bag to store Option 2: Let’s Go Fishing Option 2: More or Fewer Towers Option 2: Rhyming Riddles illustrates the poem or song. objects Intentional Teaching Card M39, Intentional Teaching Card Intentional Teaching Card LL11, “Let’s Go Fishing”; child-size M59, “More or Fewer Towers”; Option 2: Rhyming Tubs “Rhyming Riddles”; chart paper Option 2: Rhyming Tubs fishing poles made from a stick interlocking cubes; More/Fewer Intentional Teaching Card LL44, and markers; pictures of objects that Intentional Teaching Card LL44, or dowel, string, and magnet spinner; numeral–quantity cards “Rhyming Tubs”; plastic tub; represent two-phoneme words; props “Rhyming Tubs”; plastic tub; bag or small (attached to the end of the string); or die bag or small box; pairs of small that rhyme with chosen words box; pairs of small toys or other objects set of fish cards; paper clips objects with names that rhyme with names that rhyme
Mighty Minutes™ Mighty Minutes 29, Mighty Minutes 44, Mighty Minutes 07, “Hippity, Mighty Minutes 42, Mighty Minutes 28, “Baa, Baa, Black Sheep” “Two Plump Armadillos” Hoppity, How Many?” “Come Play With Me” “Counting Calisthenics”