Hearing with my Ears - ADLC LOR · Loud sounds can hurt your ears. Your ears tell you a lot about your environment. You could walk in the woods and hear a rushing stream before you

Hearing with my Ears • Day 7

233 Module 2Early Learning

Day 7Hearing with my Ears

Sounds are all around you. There are sounds you like to hear, such as the voice of a friend. Some sounds are scary, especially at night when you do not know what is making them. Loud sounds can hurt your ears.

Your ears tell you a lot about your environment. You could walk in the woods and hear a rushing stream before you even see it. A bell ringing at a railroad crossing tells you to be careful; a train is coming down the tracks. If your kitten is lost, you might hear it mewing in a tree.

People who are born deaf cannot hear. Other people become deaf because of illness or accident. Because hearing-impaired people cannot hear, they learn other ways to communicate. Sometimes they read lips, use sign language, or are able to regain their hearing through an operation.

While involved in today’s activities, you will develop a better appreciation for your ability to hear.

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Day 7 • Hearing with my Ears

Module 2

Calendar Time • student’s calendar • Sentence Starters, Days of

the Week, and Period Cards • Weather Sentence Starter

and Weather Cards

Math Time • Dot Pattern Cards • tray of sand or other textured

product • ball

Music and Movement • Sunscreen and hat, if

necessary

Sharing Time • Polar Bear, Polar Bear

What Do You Hear? by Bill Martin, Jr. (included with the program resources)

Letter and Word Time • Pipe cleaner or modelling clay • tray of textured substance

Project Time Project Choice 1 • no special resources required

Project Choice 2 • computer and Internet

access • library resources

Learning Centre TimeDress-up Centre • see activity for list of

resources

Letter and Word Centre • pocket chart or other

suitable substitute

Science Centre • grains of rice • lid • rubber band

Music/Art Centre • musical instruments and

posters (optional) • equipment for listening and

playing music

Math Centre • several colourful boxes • various items such as

buttons, seeds, or stones

Story Sharing Time • suggestions listed with

activity

What You Need Today



Learning to read a calendar helps promote early reading skills such as reading from left to right and from top to bottom. It will also help your child develop early numeracy skills by learning to use numbers in the context of relevant events.

Calendar Time

Time recommended: 15 minutes

Ask your learner to read with you the days of the week found across the top of his or her calendar.

Identify any special events or dates that may be coming up soon. Ask your student to locate an event that will happen soon and then one that will happen later. Talk about the number of days or sleeps until the event and compare the number of days between the events.

Using the sentence starter “Yesterday was”, have your student choose the correct Day of the Week Card to complete the sentence. Encourage your learner to use his or her personal calendar if needed.

Continue to complete the sentences “Today is” and “Tomorrow will be” in a similar way.

ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Sunday

MondayTuesday

Wednesday

Thursday

Friday

Saturday

ActivitiesTeaching Tip

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

October 20XX

13 4 5 6 7 8 9

10 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 30

2

Sunday, Monday,Tuesday, Wednesday, Thursday, Friday...

Today is

Tomorrow will be

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Module 2

Weather Time

Before looking outside, ask your young meteorologist to predict what the weather will be like today. Next, check outside, and then complete the Sentence Starter “Today the weather is”.

Ask your youngster to draw a weather symbol on the personal calendar.

Guide your student to read the other Weather Cards by using the fi rst letter of each word as a clue.

As the day progresses, you may want to encourage your learner to change the Weather Card to refl ect the current weather condition.

Talk about what the student knows about hot and cold weather and what it feels like to experience these weather conditions. Also, talk about things that are hot and cold.

Guide your youngster to cut out the hot and cold pictures found on the following page, and then sort the pictures into two groups, hot and cold.

Discuss the reasoning behind the groupings and how he or she knew whether the items were hot or cold.

Collect the pictures and place them in an envelope or zippy bag for use another day.

Today the weather is sunny .

cloudy sunny

rainy snowy



Print this page.

Hot and Cold

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Module 2



Math Time


Begin by playing the following game.

Spot the Dots and Make the Matching Numeral Game

Step 1: Briefl y hold up one of the 1 to 5 Dot Pattern Cards.

Step 2: Ask your learner to identify the number of dots on the card, but not to tell you the number until you turn the card face down.

Step 3: Tell your learner to say the number of dots on the card. If incorrect, repeat the previous steps. If your student continues to experience diffi culty, help as necessary.

Step 4: In a tray of sand or other textured substance, guide the index fi nger of your learner’s dominant hand in the formation of the identifi ed numeral. Remember to talk aloud about the movements you are using to form each numeral such as moving straight down or in a circular motion. Use the Printing Chart originally found in the Module 1 Appendix to guide instruction.

Step 5: Repeat the above steps with the remaining Dot Pattern Cards. Display each card at least twice.

ActivitiesMath Time

6 542

1

3

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Module 2

Step 6: Order the Dot Pattern Cards from smallest to largest and then from largest to smallest.

Next, encourage your young mathematician to practice listening carefully and performing the following adapted version of the game “Simon Says”.

“Simon Says” Instructions

Simon says

• Clap your hands fi ve times

• Jump up and down three times

• Slap your sides eight times

• Tap your head two times

• Touch your toes seven times

• Bend your knees nine times

• Bounce up and down ten times

• Bounce a ball three times

• Walk fi ve giant steps



Learning to snap one’s fi ngers is usually a diffi cult activity for young children. With time and patience, your youngster will more than likely develop this ability. It is an important skill to learn, however, because it helps to develop fi ne-motor muscles. In this case, snapping fi ngers also provides a kinesthetic way of learning number sequence.


Simon says touch your knees!

Once your learner has completed the directions, take turns creating directions of your own.

Last, guide your learner to clap together in rhythm, counting forward numbers up to 10. Then, snap together counting backwards. Practice this clapping and snapping activity several times without losing a beat between the last clap and the fi rst snap.

If your learner continues to experience diffi culty over the course of the school year, contact your child’s teacher.

The sequence of counting numbers used for this activity should be extended as your learner’s counting skills develop.

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Module 2

Music and Movement


Weather permitting, take this opportunity to go on a listening walk. Take along a clipboard with blank paper and a pencil attached to record the sounds.

Before beginning your walk, encourage your learner to predict what sounds he or she will hear such as birds and crickets chirping, dogs barking, rain, wind blowing through evergreens, or the crunch of leaves.

Stop along the way to use a tape recorder or video camera to record the sounds. At times, your youngster may want to close his or her eyes to concentrate on hearing things near and far.

At the end of the walk, listen to the sounds again. Take turns identifying each sound.

If it is not possible to go on a listening walk today, record some sounds around the house such as the sound of a running mixer, vacuum cleaner, washing machine, dryer, or running water, ringing doorbell, and a door shutting.

ActivitiesMusic and

Movement Time



Story Time


Talk about a visit to a zoo and what animal sounds you would hear. List the names of the animals and their sounds on a chart similar to the one shown below.

Animal Soundlion roarboa constrictor hiss

Find a cozy spot to review and read the book, Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr. Use the following points to guide you in your reading.

• Read the title and review with your learner that the letters p in the word polar and b in the word bear are pronounced in a similar way. Ask your learner to place one hand in front of his or her mouth, and then say the p and b sounds. Your student will feel the air on his or her fi ngers when making these sounds.

ActivitiesSharing Time

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Module 2

A prediction is a guess based on available evidence as to what the learner believes will happen next in the story. Help your student learn to make predictions by fi rst talking aloud about your predictions. Predicting is a strategy that helps your learner make sense of the story.

• Examine the front and back cover of the book. Discuss the name of the author and illustrator.

• Ask your young reader to predict what the book will be about.

• Look at the pictures on each page of the book. Focus attention on the physical attributes of each animal and the sound that animal makes.

• Read the book, tracking each word with your index fi nger and modeling that text is read from left to right and top to bottom. While reading about each animal, model the animal sound and guide your student to imitate that sound.




After you have read the book,

• talk about your emergent reader’s predictions and how they compare with events in the story.

• review the story. Talk about the animals, the sounds they make, their natural habitats, what they eat, and other interesting details.

• add any additional animal names and the sounds they make to the chart started earlier. If you do not know the sound that animal makes or the answer to any other questions, consider doing some research at the local library or on the Internet.

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Module 2

Animal Sound

lion roar

boa constrictor hiss

polar bear snarl

hippopotamus snort

fl amingo fl ute

zebra bray

elephant trumpet

leopard snarl

peacock yelp

walrus bellow

zookeeper whistle

MaterialsCelebration Folder

• On the back of the Animal Sounds chart, help your student print his or her name and the abbreviated form of the module and day number (M2D7). Post the chart in the Science Centre for use during Learning Centre Time.



Enrichment Activity

A visit to a local zoo introduces your learner to many animals, sounds, habitats, and diets. If available, bring along a video camera or a tape recorder to record interesting details of your visit. Also, bring along a clipboard with blank paper and a pencil attached as well to review your visit.

For lunch today, let’s try some foods that are noisy when you eat them

such as carrots, turnips, and celery.

Also, whenever possible encourage your hungry youngster to listen to foods as they cook such as the sound of sizzling bacon. The sound of liquids being poured into different containers makes for some interesting listening experiences as well.

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Module 2

Letter and Word Time

Recommended Time: 30 minutes

Today, focus your learner’s attention on the Key Word and Action for the letter b, the sound of the letter “b” and the formation of the capital B and small b. You will also help your learner review the sound of the letter “p”.

Ask your learner to place his or her lips slightly apart and place one hand in front of the mouth. Say the “b” sound as in the words bat and ball. Remind your learner that this same mouth action was performed when saying the letter p.

Then, have your student motion hitting a ball with a bat.

Key Words and Actions Guide

Letter Key Word Description of Action Graphic of Action

bat and ballb Pretend to hold a bat in your hand and swing the bat at an imaginary ball.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can



While looking in a mirror, encourage your learner to practice a few times saying the sounds of the letters b and p. Have your young speech pathologist observe and talk about the formation of the mouth and the position of the tongue. He or she can feel the puff of air coming from the mouth when each letter is spoken.

Guide your learner to hunt for items inside and outside the house that begin with the sound of the letter b. While hunting for the items, encourage your learner to sing the following song.

A-hunting we will go,

a-hunting we will go,

We’ll fi nd a b and set it on our knee,

then we will let it go.

Record the names of the items that begin with this sound and post the list at the Letter and Word Centre.

After your hunt is complete, review the list of names of all the b items.

BBobBruceBonnieBingo

bbootsbatballboxbuttonbonnetbear

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Module 2

Using a pipe cleaner or play-dough, guide your student to make an upper and lower case Bb.

When remembering the formation of the small letter b, your learner might think of the straight line as a bat and the circular shape as a ball.

On a cookie sheet fi lled with sand or another textured substance have your writer use his or her index fi nger to make a capital B and small b.

Bb



Guide your learner to practice printing the capital B and small letter b on the following lines. If your student has diffi culty printing the capital and small letter, focus only on the small letter.

Print this page.

upstairs

main floor

basement

upstairs

main floor

basement

1

2

3

1 2

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Module 2

Project Time


Your student may choose to do one or both of the following projects.

Project Choice 1: How do your ears work?

Read and discuss with your student the following information about how the ear works. Use the following graphic of the ear to guide your discussion.

Sounds travel through the air without being seen, but you hear the sounds with your ears. These sounds are like rings that appear when you throw a rock in the water, but these rings are invisible. You can’t see them with your eyes, but your ears hear them.

Your outer ear, the part you can see, collects sound waves and sends them into your ear canal, a tunnel that leads to your eardrum. When the sound waves reach the eardrum, they make it vibrate or move back and forth quickly. Loud sounds make it vibrate faster.

ActivitiesProject Time

outer ear

ear canal eardrum



The middle ear, with three tiny bones, is on the other side of the eardrum. One bone is shaped like a hammer, one like an anvil and the other like a stirrup. When the eardrum vibrates, the little bones begin to jiggle and bump against the oval window leading to the inner ear.

In the inner ear, a curled-up tube fi lled with liquid and lined with tiny hairs picks up the vibrations and sends the message to your brain. Your brain lets you know how to react. If it is a loud noise, you might cover your ears. If it is a soft sound, you might cup your ear to hear better.

Take this opportunity to discuss ear safety such as not poking things in your ears.

middle ear

inner ear

anvil: a heavy iron block on which metal is shaped

stirrup: one of a pair of metal or leather loops that hang from either side of a saddle

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Module 2

Help your students cut out the What Sounds Do You Hear? cards on the following page.

Place the cards face down. Take turns turning a card face up and identifying the sounds one might hear in each location. Encourage family and friends to join in the game. Record information about the sounds found in each place on separate sheets of paper. Make a cover page for the front.

Staple the pages together to make a What Sounds Do You Hear? booklet. On the back of the booklet, guide your learner to print his or her name and the abbreviated form of the module and day number (M2D7). Place the booklet in the Celebration Folder.

at the circus

in the park

in the rain

on a playground

at the beach

at night

in the forest

in the country

at a ball game




at the beachin the parkin the country

at a ball gameat the circus

at nighton a playground in the rain

in the forest

What Sounds Do You Hear?

Print this page.

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Module 2



Project Choice 2: How Animals Hear Booklet

Discuss with your learner why having good hearing is important for animals.

Through your discussion, explain that animal ears are all shapes and sizes. Many animals have no visible ears. Birds have no outer ears, but beneath their feathers are small openings behind their eyes. Rabbits have large ears that can be tuned to pick up sounds coming from all directions. Many fi sh have a line running along the side of their body that picks up vibrations travelling through the water.

Animals need good hearing. Animals such as lions and tigers must be able to hear as well as see the prey they are stalking. Animals that are hunted such as deer and mice, must be alert to the sounds of approaching predators. A fl ap of a wing or a snapping branch may be the only warning sign of danger.

Enjoy doing futher research on animals and hearing at your local library or on the Internet. For example, you could do some research on why dogs hear sounds that you cannot.

Recording some of the information that your student learns about animals and hearing in a booklet.

Make a cover page for the front of the How Animals Hear booklet. On the back of the booklet, guide your learner to print his or her name and the abbreviated form of the module and day number (M2D7). Place in the Celebration Folder.

predator: an animal that lives by hunting other animals for food


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Module 2

Learning Centre Time

Recommended Time: 60 minutes

Encourage your student to choose from the different activities found at the following centres. Noted below are suggestions only. This is a time of free exploration and should be directed by your learner. Your role as the Home Instructor is to encourage and support your youngster. You can have as many or as few centres operational as you feel works for you and your learner.

Dress-up Centre

If you do not have an old phone that your learner can use at this centre, make tin-can telephones. Put one tin-can telephone in this centre and one in another centre.

Directions for Making a Tin-Can Telephone

Step 1: Thread each end of a string through a small hole in the bottom of each can.

Step 2: Tie the string around a paper clip to keep it from pulling out.

ActivitiesLearning Centre Time



Step 3: Stretch the string so it is pulled taut between the cans.

Step 4: Take turns speaking into the tin can in a soft voice and listening to a partner with the can held over the ear.

Follow-up

What happens if the string is not pulled tightly?

Another Suggestion

Encourage talking on the phone and calling family and friends whenever possible.

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Module 2

Letter and Word Centre

Print the following lists of words and phrases on sentence strips so they can be manipulated in a pocket chart or other suitable substitute. Use a different colour pen to write each list of words. Add other names, sounds, and places when you are ready to create different sentences.

Animals

seals tigers monkeys parrotssnakes gorillas lions alligators

Sounds

hiss howl growl roargrunt bark squawk squeal

Places

in the tree on the beach near the waterby the river from the hill in the junglenear the rocks behind the log from the swamp

Direct your student to use one strip from each set to complete a sentence. Examples: Snakes hiss in the jungle.



Science Centre

Your student may be interested in doing the following experiments.

Grains of Rice Experiment

Follow these steps to do this experiment.

Step 1: Place grains of rice on a lid.

Step 2: Lightly tap on the lid with a pencil. What happened?

Step 3: Observe and record what happened. Why did the rice dance?

Step 4: Hit the lid with the grains of rice harder. Are the results the same?

Discuss what you see, feel, and hear.

Rubber Band Experiment

Stretch a rubber band and pluck it. Discuss what you see, feel, and hear.

Explanation

Sounds are made when something vibrates. We hear sounds when our ears detect vibrations moving through the air.

vibration: rapid movement back and forth or up and down

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Module 2

Music Centre

If you have any musical instruments in your home, consider setting up a centre around the practice area. Add to the centre some pictures of other instruments, home-made instruments, a tape recorder, and other equipment used for listening to and playing music.

Whenever possible, have your young musician and other participants listen and move to the tempo of various types of music.

Also, consider visiting a music store and requesting the sales representative demonstrate how some of the instruments are played and the sounds they make.

If the opportunity is possible, you and your learner could also attend a concert or a musical presentation.



Music and Art Centre

Encourage your young musician and artist to paint and draw what he or she hears and feels while listening to various kinds of music. Talk about the artwork and consider what music looks and feels like.

Math Centre

Your young mathematician may be interested in playing a How Many are in the Box? game. To play the

game, provide several colourful boxes. Place a different number of items up to ten such as

buttons, seeds, or stones in each box.

Take turns shaking a box, estimating the number of objects in the box, and then opening the box to count the number of items. Use only amounts of objects that your child feels comfortable counting.

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Module 2

Story Sharing Time Recommended Time: 20 minutes

Encourage your emerging reader to read the book Polar Bear, Polar Bear What Do You Hear? Do not correct your youngster’s version of the story; instead, stay positive and enjoy what he or she remembers. For example, you may notice that your child has learned to read from the front to the back of the book and remembers the title and the names and sounds of some of the animals. Provide your learner with specifi c praise for these accomplishments. Date and record your observations and place them in the Celebration Folder.

If you have not already done so, you may want to borrow from your local library some of the following books to read during another Story Sharing Time.

Sound by Wendy Barker and Andrew HaslamEars by Douglas MathersThe Five Senses: Hearing by Maria RuisEars Are for Hearing by Paul ShowersThe Noisy Book by Margaret Wise BrownThe Quiet Noisy Book by Margaret Wise Brown

Polar Bear, Polar Bear, What Do You Hear? by Bill Martin

Read-Aloud Rhymes for the Very Young by Jack PrelutskyTrain Song by Diane SiebertA Light in the Attic by Shel Silverstein

ActivitiesStory Sharing Time

Enjoy your stories!


Documents

Hearing with my Ears - ADLC LOR · Loud sounds can hurt your ears. Your ears tell you a lot about your environment. You could walk in the woods and hear a rushing stream before you