I have been wanting to share this with you, since I started making this set of activities!! I was finding it very hard to contain myself, as the product neared completion 🙂 Now, it’s DONE!!
I was inspired to begin working on a series of “FIVE” poems and activities. Five is just as an important benchmark for early learners as ten. It is that beginning benchmark that children learn, when they look at their fingers or toes. I love “FIVES” just as much as I love “TENS”!
The whole inspiration for this project was a wonderful post from the blog “How Long Is This Hall?” She used a Pringles can, some plastic frogs, and Velcro to create this magnificent manipulative!!!
Please check out her froggies! They are adorable.
If you’ve read my blog before, you probably know that I love sharks! I have a love/fear relationship with them. It borders on obsession when Shark Week rolls around, but I have passed my love (hopefully not my fear) of sharks to my children. When we started talking about which animal we would use first, there was no question- SHARKS!!!
I created an original shark poem, based on all of the number poem where animals leave one, by one throughout the song. I made class copies of the poem, print in B/W or color. You can laminate or put in sheet protectors for students to find and circle letters, words, punctuation. Below is a copy of the poem, and two types of sharks manipulatives to use with it. In the pack, I included an ocean scene and small shark manipulatives. I laminated both and used Velcro to attach the sharks to the Ocean. Students can pull a shark off with each stanza of the poem.
Using the Pringle can manipulative, students will pull one shark off and place it back into the Pringles can. When you are done, simply put all the sharks into the can and pop on the top. Easy storage 🙂
There is so much more to this set of activities than the poem and the manipulatives. I included each sentence of the poem in sentence form. They are too long for one sheet of paper, so I laminated and taped them together.
I use these sentences in a pocket chart, but you could as easily use them on the floor. When using a pocket chart, I had to tape the title to the top of the pocket chart, so that the full poem would fit.
Below, is a picture of the poem on the pocket chart, as well as, the pictures that match each sentence.
Students can use the pictures as visual cues to read the poem. You can also have students come up and match the pictures to the text. This way they are referring back to the text to find the correct illustration.