Fishing For Tools

Kimberly Granato
Today's Date and Date of Implementation

September 21st, 2015

September 28th, 2015
Title of Lesson

Fishing For Tools

Age Level and Number

Age 4
Group of 4 children
Curriculum Areas
English Language Arts
PA PreK Standards

1.1.3 Practice new vocabulary with teachers assistance

1.1.3 Match vocabulary to picture clues

1.1.3 Use new vocabulary when speaking

1.6.2 Share experience when asked

1.6.3 Communicate using detail when relating personal experiences

Purpose

The purpose of this activity is to build a students vocabulary, ability to match illustrations to text
and colors to colors, expose them to unfamiliar objects, and encourage their use of manners
while asking for something.
Work Sampling Assessment

I.D.1
I.D.3
II.A.1
II.B.1

Behavioral Objectives

After reading the story, students will be able to identify different tools by their names and
pictures.
During the activity, students will be able to give and receive items while using the correct
manners.
Given 20 mixed up pairs of cards, students will be able to work together and ask questions to
match up the pairs.
During the activity, students will be able to ask for certain cards using the correct vocabulary
terminology.
Materials
White board to record student responses
White board marker

A deck of tool cards.

I Love Tools By: Philemon Sturges Illustrator: Shari Halpern
Motivation/Anticipatory Set

1. Anticipatory Set - I will activate childrens prior knowledge by asking them to name any
tools that they already know about, and if possible, how they are used.
2. Motivation - I will ask them how they think their toys were made. I will use some of their
favorite toys to get them excited to learn how they were made, which will transition into reading
I Love Tools and then into the Fishing for Tools activity.
Procedures

1.

Go through anticipatory set before reading the story and ask the children what tools they
are already familiar with. Write the childrens responses on the board so they can see how it is
spelled.

2.

Once they have given all their responses, go through the list and ask how, if they know,
each tool is used.

3.

Once responses have finished, introduce the book to the students by reading the title,
author, and illustrator.

4.

Ask the students if they can identify any of the tools that are present on the front of the
book.

5.
6.

Begin reading the story without stopping throughout.

Once the book is finished, ask the students if anyone can remember what a certain tool is
used for, or vice versa.

7.

Once the question is responded to, flip back to the front of the book and go over the
review of tools and what they are used for. There is also a review in the back of the book as
well that could be used.

8.

Now explain that there will be an activity set up at the table top games center for four
students at a time to play with.

9.

Go around the classroom and have each student pick which center they want to start out
at.

10.
Tell the students that if they want to get called on to pick centers, they have to be sitting
nice and quiet on the carpet.
11.
Once students have divided up, and four kids are at the table top center, sit down with
them and begin going over the activity.
12.
Start off by asking the students if anyone knows how to ask for something politely.
Depending on how they respond, either move on, or correct them on how to ask for something
using please and thank you.
13.
Explain that the game is similar to Go Fish where they have to make pairs by asking the
other students if they have a card that would match up to one in their hand. The only
difference is that there is no drawing pile.
14.
Deal out the cards to the students, each student gets five cards. Decide which student
goes first and have them pick another student to ask for a card to match one of theres.
15.

Repeat this process until all of the cards have been paired up.

Differentiation

To make this activity harder for the advanced students, I would either remove the words, the
pictures, or change the color of the text on the cards, that way they only have one reference point
rather then three. To make it less challenging for students who are having difficulties, I would
add more pictures to the cards and also decrease the amount of cards that are included in the
game. The students could also lay their cards down on the table rather then holding them in their
hand, that way they can see who has the matching card and still be able to ask for it politely.
Closure

When the activity is over I will call all of the students together and review what we covered in
the book and in the game. I will have pictures of the individual tools without the text on them
and ask the children if they remember what each tool was. If they are stuck I will give them
some hints along the way. I will also ask the students how to politely ask for something, and
what they should say after receiving something.
Assessment
I will assess each objective by listening to what the children are saying through out
the activity. If they are using the correct terminology for the individual tools, and
are able to match all of the cards by working together then they have completed
that learning objective. I will also be listening for the correct manners being used
through out the game and also after the game. If the students are using please and

thank you in and out of the game then they have also completed that learning
objective.