Hickory, Dickory Dock
Rhyme Activities
Welcome .... ready to have some fun with a
mouse and a clock? This rhyme is very versatile so
curriculum extensions are unlimited. Some of the
following suggestions may serve as a beginning in the
unit development. I will update with more pictures of
our activities soon.
A BEGINNING.....
Copy the poem on chart paper in large letters for a
group of students to read. In my classroom, I write the poems
on lined tag paper, decorate with the specific theme, and
laminate. The rhymes are kept on two large rings that hang
on a pocket chart stand made of PVC pipe.
Classroom Chart of the Rhyme
Phonemic Awareness Activities
| Targeted Skills | Activities |
|
* Word Family /ock. * /ck/ ending blend * short sound of /o/ * /ou/ and /ow/combination sounds * if your are using Zoo Phonics, follow the blend cards and signals. * Capital letters * Punctuation * Vocabulary
|
* Read the poem to the
students each day of the week.
* Have students raise their hand or a mouse card each time they hear a rhyming word, a /ck/,/ow/ or /ock/ family sound (target one skill each reading. * On chart paper, web the /OCK/ family of words. * Cut pictures of things that have /ock/ from magazines, clip art, etc. Write the words on sentence strips that match each picture. Place these in a pocket chart for a matching. Some suggestions may be sock, clock, rock, dock, block, flock, frock, hock, lock, tock. This is IMPORTANT for students learning English as a second language. * Draw a square around all of the /ock/ or /ck/ ending sounds. You can also use a fly swatter for this. Cut a square in the top part of the swatter. This will frame the targeted sounds/blends/ etc.
|
| Pocket Chart Activities |
* Sentence Strip Activities
1. Write sentences from the poem on sentence
strips. Leave out targeted words. Write these words
on index cards or tag board. Place the sentence
strips in a pocket chart. Students read the sentence
and find the missing word from each one. (Cloze
Reading).
2. Write sentences using the words from the
/OCK/ word family. An example may be: " The
mouse lost his sock." There are several variations of
this activity to include:
* Shared writing of the sentences.
* Make sentences in groups to make a
class book.
* Use picture cards of the /ock/ words
in prewritten sentences to develop specific
vocabulary.
* If using Zoo Phonics, use the /m/ card
and mouse character (Missy), to develop
sentences or story lines about her.
Asking and Telling Sentences
Write sentences on sentence strips. Make some of the
sentences interrogative; some declarative. Write the punctuation
mark on a mouse figure (clip art, etc). Place the sentences in
the pocket chart and have students place the correct
punctuation at the end of each sentence. An example may be:
Pocket Chart Sentences
| What time is it on the clock |
| The mouse ran up and down |
| When did the mouse run down |
| Did you see the mouse on the clock |
Telling Time
1. Make clocks for each student. The face should be
about the size of a dinner plate. Make two hands (hour and
minute) that move. Attach the hands in the center with
a brad. Work on telling time concepts (hour and half hour)
using the rhyme:
Hickory, dickory, dock,
The mouse ran up the clock.
The clock struck ______ (move hands of the
clock model to different times and have students tell
the time).
I also make an enlarged grandfather clock with hands
that move for group practice and a center. The mouse
cards have the time written in digital code. The students
have to move the hands to tell the time. A picture of the
clock is in the classroom picture section, wall mural.
2. Time Journal - Take white construction paper. Give
students six pages. One is the cover called, "My Time
of Day." Students will write a time, draw a clock, and
what they do at that time. For kindergarten, you may
want to have the pages with the sentences typed and blanks
for the student to complete. This activity also reinforces
sequencing skills.
An Example
| I wake up at _______ o'clock. |
| I eat breakfast at _____ o'clock |
| School starts at ____ o'clock |
| I eat lunch at ___ o'clock |
| I go to sleep at __ o'clock |
More pages could be added to extend the sequencing
activity.
3. COUNTING SKILLS:
* Count by 2,5, 10.
* Count minutes by 5s.
* Identify hours in a day.
ART ACTIVITIES
* Pictures of the TLC activity the class did is on the
classroom picture page. Information about TLC art
is listed in the resource section.
* A picture will be added soon for the mouse phonics
manipulative we made. This was an idea found in
the book, Phonics Nursery Rhyme (see Resource Section).
TIC - TOC RHYMES.....
Using the pattern of the poem, we made a rhyme book
using different hours of the day and the vocabulary cards of
the /ock/ word family, different animals that rhyme with
the target time, or children's names. This requires some
brainstorming time of rhyming words for each hour. Chart
the words for easy reference during the writing project.
Students can work on the book at a center or write their
own rhyme book. Modify according to age, language ability,
and developmental level of the students. An example of
some of our ideas is:
"Hickory, dickory dock. The ____ (object) ran
up the clock. The clock struck two, the sock fell in
my shoe. Hickory, dickory dock.
Hickory, dickory dock. The bee flew up the clock.
The clock struck three the bee stung me. Hickory,
dickory dock.
ANOTHER POEM TO REINFORCE /CK/
STORY ELEMENTS
AND COMPREHENSION
Concepts:
* Real vs. Fantasy - could this happen? Why?
* Guided reading comprehension questions.
* Inference - cause and effect - what would make
the mouse run up a clock? Why would the mouse
be running?
Want more??????
* Additional activities, books, songs, poems, and links
can be found in the Mice are Nice web pages.
* More pictures and activities will be added to this section
soon.
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