{"id":443,"date":"2021-09-22T11:11:52","date_gmt":"2021-09-22T15:11:52","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=443"},"modified":"2022-03-24T12:26:04","modified_gmt":"2022-03-24T16:26:04","slug":"monster-truck-rally","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/oral-language-kit\/all-together-now\/monster-truck-rally\/","title":{"rendered":"Monster Truck Rally (pages 6\u20137)"},"content":{"rendered":"\n<div id=\"Section-One\" class=\"section\">\n\n\t<strong>Written by Carolyn Beck<\/strong><br>\n        <strong>Illustrated by Glen Mullaly<\/strong><br>\n        <strong>Text Type:<\/strong> Fiction: Poetry\u2014rhyming song\n\t<\/div>\n\n\t<br>\n\n\n   <span class=\"Blue_hi-lite_noItalics\"><strong>Oral Language Teaching Strategy:<\/strong><\/span><span class=\"Blue_hi-lite_noItalics\"><\/span><strong> <\/strong> <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/ol_teachingstrategies.pdf\" target=\"_blank\" rel=\"noopener\">Model Good Language Use<\/a> Clarify and model good language use, without correcting, when individuals need support.<strong> <\/strong><br>\n   <br>\n   <span class=\"Blue_hi-lite_noItalics\"><strong>Time:<\/strong><\/span> 20\u201330 minutes<br>\n   <span class=\"Blue_hi-lite_noItalics\"><strong>Materials:<\/strong><\/span> <br>\n&#8211;<em> All Together Now<\/em>, pages 6\u20137<br>\n&#8211; Media Key or Online: \u201cMonster Truck Rally\u201d audio<br>\n&#8211; boy and girl puppets<br>\n&#8211; one chair per student, arranged in 2 x 2 groupings <br>\n<span class=\"Blue_hi-lite_noItalics\"><strong>Grouping:<\/strong><\/span> whole class and partners<br>\n<span class=\"Blue_hi-lite_noItalics\"><strong>Assessment:<\/strong><\/span> <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/assessmentscale_BLM.pdf\" target=\"_blank\" rel=\"noopener\">Kindergarten Oral Language Assessement Scale<\/a>. See especially the section on Phonological and Phonemic Awareness.<br>\n <p><\/p>\n \n   \n     \n<div id=\"Section-Two\" class=\"section\">  \n \n <h2 id=\"FIRST_READING\"><span class=\"heading2\">FIRST READING<\/span><\/h2>\n <h3 id=\"BEFORE_SINGING_AND_READING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" id=\"beforeRd\"><\/a><\/span><strong>BEFORE SINGING AND READING<\/strong> <\/h3>\n <ul>\n   <li><p>Before students arrive, arrange classroom chairs in a 2 x 2 configuration (see diagram below). Each group of 4 chairs will be an imaginary monster truck.<\/p>\n    \n  \n      <p><img loading=\"lazy\" decoding=\"async\" src=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/img\/speech_bubbles\/oralanguage\/all_together\/monster_truck_rally\/monstertruckrally_D1.gif\" width=\"249\" height=\"178\" alt=\"diagram\" class=\"center\"><br>\n      <\/p>\n    \n   <\/li>\n <\/ul>\n <h3 id=\"Activating_and_Building_Background_Knowledge\"><em><span class=\"Blue_hi-lite\">Activating and Building Background Knowledge<\/span> <\/em><\/h3>\n <ul>\n   <li>Ask students if they have ever seen a monster truck. Ask what makes it a \u2018monster\u2019? Invite students to discuss their ideas with an elbow partner and then ask some students to share their ideas with the group.<\/li>\n <\/ul>\n <ul>\n   <li>\n   \t   Be sure to model appropriate language use, without correcting, \n     when \n     responding to and clarifying student ideas.\n     \n   <\/li>\n   <li>\n\t   <p class=\"speach-bubble left\">Today we&#8217;re going to use our imaginations and pretend that we&#8217;re all going for a drive in a monster truck.<\/p>\n\nTell students that they\u2019re going to pretend to drive a monster truck.\n   <\/li>\n   <li>\n   \n\t  Invite students to stand beside the chair that will be their seat in a monster truck. Demonstrate some or all of the following sounds and actions and ask students to copy you. Ask: \n     <ul>\n  <li> \t   <p class=\"speach-bubble left\">There are a lot of different sounds that we hear when we take a drive in a monster truck. Watch me and follow my actions. I&#8217;ll ask you to make a sound for each thing I do.<\/p>\n\nWhat sound does opening the truck door make? (<em>scre-e-e-e-e-chy <\/em>sound)<\/li>\n  <li>What sound does closing a door make? (<em>slam<\/em> sound, made by clapping hands)<\/li>\n  <li>What sound does fastening a seat belt make? (<em>click <\/em>sound)<\/li>\n  <li>What sound does turning on an engine make? (<em>r-r-r-r-r-r-r <\/em>sound)<\/li>\n  <li>What sound does the engine make when it starts? (<em>vroom<\/em> sound) <\/li>\n  <li>What does a truck sound like when it\u2019s driving? (<em>m-m-m-m-m-m<\/em> sound)<\/li>\n  <li>What sound is made when we turn a corner too fast? (<em>e-e-e-e-e-e-e-e <\/em>sound)<\/li>\n  <li>What sound is made when we drive on a bumpy road? (<em>tha-thump, tha-thump, tha-thump <\/em>sound)<\/li>\n  <li>What\u2019s the sound of the windshield wipers? (<em>ch-ch-ch-ch-ch <\/em>or<em> squeak-squeak-squeak <\/em>sound)<\/li>\n  <li>What\u2019s the sound of the turning indicator? (<em>tick-tock-tick-tock <\/em>sound)<\/li>\n  <li>What\u2019s the sound when the truck stops? (<em>silence<\/em>) \n  <\/li>\n     <\/ul>\n   <\/li>\n   <li>\n\t   <p class=\"speach-bubble left\">When you got ready to make the sound &#8220;r-r-r-r,&#8221; is your mouth opened or closed? Where is your tongue? Get ready to make the sound and feel how your tongue, teeth and lips work together to make the sound.<\/p>\n\t   \n\t   To draw students\u2019 attention to the initial sound of a word, teach them how to become aware of how our mouths \u2018get ready\u2019 \n   to say a word. [Phonological awareness] <\/li>\n <\/ul>\n <h3 id=\"Setting_a_Purpose\"><em><span class=\"Blue_hi-lite\">Setting a Purpose <\/span> <\/em><\/h3>\n <ul>\n   <li>\n\t   <p class=\"speach-bubble left\">Those sounds were great! Our monster truck sound really powerful. I have a new sound for you. It&#8217;s the song that plays on my monster truck&#8217;s radio.<\/p>\n\t   \n\t   Introduce the song \u201cMonster Truck Rally\u201d and explain to students that they should listen to the song and join in when they feel comfortable. Ask them to listen to find out what monster trucks can do. [Analyzing]<\/li>\n <\/ul>\n <ul>\n   <li>Play the \u201cMonster Truck Rally\u201d song two or three times and allow students to respond naturally to the music.\n   <\/li>\n <\/ul>\n \n   <\/div>\n     \n<div id=\"Section-Three\" class=\"section\">  \n \n \n\n   <h3 id=\"DURING_SINGING_AND_READING\">DURING SINGING AND READING<\/h3>\n <ul>\n   <li>\n\t   <p class=\"speach-bubble left\">Hi, my name is (name) and I was listening to your monster truck sounds. Wow, monster trucks really make a lot of noise! Now, I have a surprise for you.<\/p>\n\t   \n\t   Bring out a boy puppet and introduce him to the students. Use a different voice to speak as the boy. <br>\n<br>\n<br>\n   <\/li>\n <\/ul>\n <ul>\n   <li>\n\t   <p class=\"speach-bubble left\">I have a poem to read to you. Listen carefully and tell me what you notice.<\/p>\n\t   \n\t   Display the double-page illustration for \u201cMonster Truck Rally.\u201d Use the puppet to invite students to listen to the poem. \n     <br>\n   <\/li>\n <\/ul>\n <ul>\n   <li>\n\t   \n<p class=\"speach-bubble left\">Have you heard the words in this poem before? Let&#8217;s listen to the song again and see if the words are the same.<\/p>\n\t   \n\t   Use the puppet to track the print as you read the poem to the class. After reading, use the puppet to ask students what they noticed about the poem. Then, if necessary, guide students to realize that the words of the poem are the same as the words of the song. test\n\n\n\n<\/li>\n <\/ul>\n <ul>\n   <li>Model appropriate language and avoid correcting student responses (e.g., \u201cWe don\u2019t say it like that, we say \u2026\u201d), so that students are encouraged to talk freely and without intimidation.\n    \t  \n\t  <p class=\"speach-bubble top\">\n\t\t  <strong>Dilshan<\/strong>: Noises&#8230; vroom!<br><br>\n\t\t  <strong>Teacher<\/strong>: That&#8217;s right, the word &#8216;vroom&#8217; was one of the noises in the monster truck song.\n\n\t\t<\/p>\n    \n   <\/li>\n   <li>Use the puppet to track the words in the poem as the song is played again. Encourage students to sing along. [Phonological awareness] \n\n<\/li>\n <\/ul>\n <ul>\n   <li>Focus on comprehension by offering prompts:\n     <ul>\n  <li>What noises do the monster trucks make? Are these like any of the noises we made with our monster trucks? [Analyzing\/making connections]<\/li>\n  <li>How are the children in the illustration feeling as they play with the monster trucks? What makes you think that? [Inferring]<\/li>\n  <li>Are the children driving the trucks? How are they making them work? (using remote controls) [Analyzing\/inferring]<\/li>\n     <\/ul>\n   <\/li>\n <\/ul>\n <ul>\n   <li>Choose some of the noise words in the poem (e.g., \u2018Vroom\u2019) and discuss how your mouth gets ready for the first sound. [Phonological awareness]<\/li>\n <\/ul>\n <h3 id=\"Adding_Playful_Movements\"><em><span class=\"Blue_hi-lite\"><strong>Adding Playful Movements<\/strong><\/span> <\/em><\/h3>\n <ul>\n   <li>Play the song and encourage the students to \u2018drive\u2019 their imaginary trucks around the rooms as they sing the song.&nbsp;<\/li>\n <\/ul>\n \n   <\/div>\n     \n<div id=\"Section-Four\" class=\"section\">  \n \n <h3 id=\"AFTER_SINGING_AND_READING\"><span class=\"Heading3\"><span class=\"heading2\"><\/span><\/span>\n   <span class=\"Heading3\"><a name=\"afterRd\" id=\"afterRd2\"><\/a>AFTER SINGING AND READING<\/span> <\/h3>\n <ul>\n   <li>\n\t   <p class=\"speach-bubble left\">Monster trucks are big and strong. What can they do that regular trucks can&#8217;t do?<\/p>\n\t   \n\t   Revisit the purpose for singing and reading by asking students what types of things these monster trucks can do. [Analyzing]<\/li>\n <\/ul>\n \n   <\/div>\n     \n<div id=\"Section-Five\" class=\"section\">  \n \n \n <h2 id=\"SECOND_AND_FURTHER_READING\" class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd2\"><\/a>SECOND AND FURTHER READING<\/h2>\n <p>The students will want to reread and re-sing \u201cMonster Truck Rally.\u201d During further lessons, consider including a balance of ideas from the following areas.<br>\n <\/p>\n <h3 id=\"Engaging_in_Playful_Language_Activities\"><em><span class=\"Blue_hi-lite\">Engaging in Playful Language Activities <\/span><\/em><\/h3>\n <ul>\n   <li>Together with students, decide on a topic for a new song about a different kind of vehicle or something else that is noisy. Brainstorm noise and action words and write them out using the same pattern as the poem. Sing the words together along with the music-only song track. <\/li>\n <\/ul>\n <ul>\n   <li> Together with students, look for action words in the song (\u2018zip,\u2019 \u2018zoom,\u2019 \u2018jump,\u2019 \u2018come,\u2019 \u2018bump,\u2019 \u2018bang,\u2019 \u2018roll,\u2019 \u2018bounce,\u2019 \u2018slam,\u2019 \u2018charge,\u2019 \u2018fly,\u2019 \u2018buck,\u2019 \u2018rear,\u2019 \u2018clap,\u2019 \u2018cheer\u2019). Discuss the meanings of the words, then have students suggest actions to perform for each word. Practise reading the poem slowly, having students perform the actions along with each word.<br>\n   <\/li>\n <\/ul>\n<h3 id=\"Extending_Comprehension\"><em><span class=\"Blue_hi-lite\">Extending Comprehension<\/span><\/em> <\/h3>  \n <ul type=\"disc\">\n   <li>\n\t   <p class=\"speach-bubble left\">Remember when we were pretending to drive in our own monster trucks? Let&#8217;s use our imagination to describe what our trucks looked like. Elisha, what can you tell us about your monster truck?<\/p>\n\t   \n\t   Ask students to visualize and describe their own monster trucks. Use students\u2019 descriptions to help draw comparisons between their different imagined monster trucks.<br>\n     \n   <\/li>\n   <li>Encourage each student to paint a word picture of their monster truck for an elbow partner by using as many describing words as <br>\n   possible. Give several students the opportunity to <br>\n   describe their monster trucks to the whole group. <\/li>\n <\/ul>\n <ul type=\"disc\">\n   <li>\n\t   <p class=\"speach-bubble left\">Let&#8217;s look at the monster trucks in the illustration. What&#8217;s the same as the monster truck you imagined? What&#8217;s different from your monster truck?<\/p>\n\t   \n\t   Revisiting the illustration accompanying \u201cMonster Truck Rally,\u201d invite students to compare their imagined monster trucks with those shown in the illustration.<br>\n     \n   <\/li>\n <\/ul>\n <ul type=\"disc\">\n   <li>Display the digital cloze version of the text on the Media Key. Working with the whole class, or with a small group, reread together and encourage students to supply the missing words (spaces for words highlighted in yellow). You may decide to pause to consider word predictions and prompt, \u201cDoes that make sense?\u201d or \u201cDoes that sound right?\u201d Then click on the colour-highlighted spot to reveal the word, saying, \u201cLet\u2019s check that out.\u201d An option on the tool bar allows you to create your own cloze versions of the text to meet the needs of the students you are working with. Click on the \u2018Help\u2019 button to find out how to use the different features of the digital texts. <br>\n   <\/li>\n <\/ul>\n <h3 id=\"Developing_Phonological_Awareness\"><em><span class=\"Blue_hi-lite\">Developing Phonological Awareness<\/span> <\/em><\/h3>\n <ul>\n   <li>Use percussion instruments (e.g., drums, tambourines, sticks, rattles) to beat out the rhythm of the music as you listen to the song. <\/li>\n <\/ul>\n <ul>\n   <li>Ask students to clap the syllables in the two-syllable words \u2018Monster,\u2019 \u2018Rally,\u2019 \u2018Rumble,\u2019 and \u2018Brumble.\u2019<br>\n   <\/li>\n <\/ul>\n <h3 id=\"Enriching_Print_Concepts\"><span class=\"Blue_hi-lite\"><em>Enriching Print Concepts<\/em><\/span><\/h3>\n\t\n <ul>\n   <li>\n\t   <p class=\"speach-bubble left\">My sister is here and I think she would love this poem. Could you help her read along with us?<\/p>\n\t   \n\t   Invite students to help another puppet (e.g., a girl puppet) to read the poem and sing the song. Use the boy puppet used earlier to introduce the new puppet. <\/li>\n <\/ul>\n <ul>\n   <li>Students take turns being the girl puppet and tracking the words to the poem with the puppet while the whole class reads the poem together. Alternate between reading the poem and singing the song. <\/li>\n <\/ul>\n <ul>\n   <li>Create a \u2018Noisy Class\u2019 chart. List each student\u2019s name along with a noise word that begins with the same first letter. For example:\n     <ul>\n  <li>Booming Beth<\/li>\n  <li>Tick-Tock Tom<\/li>\n  <li>Swishing Sarah<\/li>\n  <li>Rumbling Ronnie <\/li>\n     <\/ul>\n   <\/li>\n <\/ul>\n <ul>\n   <li> You may wish to call students by their \u201cnoisy names\u201d at other points during the school day.<\/li>\n <\/ul>\n \n   <\/div>\n     \n<div id=\"Section-Six\" class=\"section\">  \n\n <h3 id=\"FOLLOW-UP_IN_CENTRES\" class=\"Heading3\"><span class=\"heading2\"><a name=\"followUp\" id=\"followUp2\"><\/a><\/span>FOLLOW-UP IN CENTRES <\/h3>\n <ul type=\"disc\">\n   <li>Students can sculpt or build their own monster trucks from clay, blocks, or boxes and other scrap material. Have students name their trucks and introduce them to the rest of the class.<\/li>\n <\/ul>\n <ul>\n   <li>If school computers have recording software, students can observe the different sound waves created when they make loud truck sounds and quiet truck sounds. The sound waves can be used to illustrate the differences between \u2018indoor voices\u2019 and \u2018outdoor voices.\u2019 <\/li>\n <\/ul>\n <ul>\n   <li>Place the big book in the listening centre with a pointer to encourage word-matching practise as students listen to the fluent reading on the Media Key or online. <\/li>\n <\/ul>\n <ul>\n   <li>Create a \u2018Find It\u2019 game by writing some key words of the song on sticky notes and placing them by the big book. Students match the word on the sticky note with the word in the poem, placing the sticky note overtop.<\/li>\n <\/ul>\n \n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Carolyn Beck Illustrated by Glen Mullaly Text Type: Fiction: Poetry\u2014rhyming song Oral Language Teaching Strategy: Model Good Language Use Clarify and model good language use, without correcting, when individuals need support. Time: 20\u201330 minutes Materials: &#8211; All Together Now, pages 6\u20137 &#8211; Media Key or Online: \u201cMonster Truck Rally\u201d audio &#8211; boy and [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4727,"parent":406,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-443","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/443","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=443"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/443\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/406"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/4727"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=443"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}