Describe and compare measurable attributes. K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object has the attribute, and describe the difference. “more of”/“less of” For example, directly compare the heights of two children and describe one child as taller/shorter. I can distinguish between what is possible and what isn’t I know I have it when I can put my picture in the right place on the floor/chart possible, impossible Vocabulary: Supplies: Nursery rhymes Crayons Paper Nursery rhymes on sentence strips or download and cut apart sentences and Chart labeled “possible” “impossible” Launch: Are Minions real? Trolls? Can Dorry really talk whale? Why or why not? Is is possible/impossible for (character) to (talk)? Talk about things people do in real life or the weather and how it is possible to do these things or see these things happen. Have some students give examples of possible and impossible. Now look at some of our nursery rhymes. On my chart I have it labeled possible and impossible. We are going to read our nursery rhymes sentence by sentence and decide if it is a possible or impossible sentence. Explore/Share: Read the rhyme aloud. Take cut out strips and call on students to come up and place them on the chart. Reread the sentence as you hand it to the child. Go through all of your sentence strips, placing them under category headings. Does everybody agree with the placement of each sentence?
Describe and compare measurable attributes. K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. I can distinguish between what is possible and what isn’t I know I have it when I can put my picture in the right place on the floor/chart Vocabulary: possible, impossible Supplies: Nursery rhymes Crayons Paper Nursery rhymes on sentence strips or download and cut apart sentences Chart labeled “possible” and “impossible” Launch: Are Minions real? Trolls? Can Dorry really talk whale? Why or why not? Is is possible/impossible for (character) to (talk)? Talk about things people do in real life or the weather and how it is possible to do these things or see these things happen. Have some students give examples of possible and impossible. Now look at some of our nursery rhymes. On my chart I have it labeled possible and impossible. We are going to read our nursery rhymes sentence by sentence and decide if it is a possible or impossible sentence. Explore/Share: Read the rhyme aloud. Take cut out strips and call on students to come up and place them on the chart. Reread the sentence as you hand it to the child. Go through all of your sentence strips, placing them under category headings. Does everybody agree with the placement of each sentence?