Where Does It Go?
Students will be able to describe location of objects using positional language.
- Gather students together for a read aloud.
- Display the cover of the read aloud text, and go on a brief picture walk to introduce the story.
- Read aloud the text.
Explicit Instruction/Teacher modeling(5 minutes)
Prior to the start of this lesson, create a classroom anchor chart with the target vocabular words posted on it, you can use an extra set of the cards from the game.
- Explain that today students will get to practise using new language, called Positional language. You can say, "We use special words, called position words to describe the location or position of something. We often use something else to help us, watch while I use this block and this desk to show you."
- Hold the block and say, "I am going to put the block under the desk."
- Model placing the block under the desk. Then ask the students what they noticed (e.g., you only moved the block, but used the desk in your description).
- Repeat with additional position words and invite the students to repeat after you.
- Post the classroom anchor chart of the positional words used in this lesson for reference.
Guided practise(5 minutes)
- Display an object (e.g., block) and describe the location, e.g. "The block is on the table." Ask the students to point or come to the front of the room to place the object in the correct location.
- Repeat this process with a variety of objects and positional words.
- Model how to play the game Where Is the Block?With a partner using the position card deck.
- Review instructions for the game
Step 1: Game should be played on a desk or table
Step 2: Position cards are placed in a stack face down on table
Step 3: Objects are placed betweeen the partners on the table
Step 4: Partner A chooses a position card from the stack (while not showing it to partner B) and provides direction using that card, e.g. "Put the block under the desk."
Step 5: Partner B moves the object
Step 6: Partner A reveals the card and Partner B corrects position if needed
Step 7: Trade roles and continue playing until all cards have been used.
Independent working time(10 minutes)
- Pair students with a partner and pass out the materials for them to play Where Is the Block?Independently.
- As students play, circulate around the room and check in with individual pairs to assess their understanding and answer any questions.
- Pre-teach the target vocabulary words prior to this lesson (over, under, beside, on top of) by allowing students to practise identifying the location of objects as you move them.
- Provide additional practise for students before or instead of pair work by having students all play the game Where Is the Block? as a group. The teacher gives the directions and students can describe position (e.g., I moved the cup under the desk).
- Invite students to create additional positon cards to add to the deck (inside, outside, through, etc.) and have them practise describing additional positions using the new cards.
- As students are working in their pairs, note whether they are able to listen to their partners direction and use the correct positional language.
- Check for common errors or misunderstandings (e.g. mixing up over/under or top/bottom), and provide additional opportunities for practise as needed.
Review and closing(5 minutes)
- Gather the students back together and play a class round of the game Where Is the Block?
- Ask students to show with their hands where things are located (e.g. gesture under/over, etc).
- Have students turn and talk to a partner to reflect on the lesson by answering the question, "What are some positional words? When might we use them?"
- Close the lesson by reviewing positional language (using your class anchor chart) and saying, "Positional language is the way we describe the location of something."