Debra Weller, Capistrano USD, for Transitional and Traditional Kindergarten
Parquetry (attribute) blocks are a sure thing to help children learn about shapes. Debra presented this in two sections to show a differentiated lesson for Kindergarten and Transitional Kidnergarten. The components of the lesson would work well for either group. Adapt this lesson according to the unique needs of your students.
- flat attribute blocks-squares. circles, triangles, squares and rectangles
- word cards- on sentence strips write ‘triangle’, ‘circle’, ‘square’ and ‘rectangle’￼
- white paper
- 9 X12 drawing paper
- fine tip black permanent markers
- watercolor set
- water containers
Shapes-Math Counts, Scholastic Press
The Shape of Things, Doyle Ann Dodds
Mouse Shapes, Ellen Stoll Walsh
Transitional Kindergarten Lesson
1. Before children enter the room, place 5 or 6 attribute blocks in the center of each table.
2. Prior Knowledge-Explain the objective for the lesson- “We are going to identify shapes in our classroom environment.” Point out an example of a circle, rectangle, square and triangle in classroom objects. On whiteboard or chart paper write- What do we know about shapes? Solicit and record each child’s response on the chart.
3. Input- Read a shape book. Hold up and identify the circle, square, rectangle, and triangle attribute blocks.
4. Active Learning- Direct children to the tables. Ask them to look at the attribute blocks. Advise them to talk about the shapes and to choose one shape and bring the shape to the carpet sitting area. Children join hands, sit on the floor, each child holds the chosen shape.
Show children the sentence strip word cards. Explain- “We are going to sort the shapes into groups of the same shapes.” Place word cards in columns on the floor.Invite each child to have a turn to identify the shape and place it in the correct column. Count the shapes in each column. Ask each child to retrieve his/her shape from the floor graph.
5.Informal Assessment- As children are excused to the tables, ask each child to identify the shape they are holding.
6. Pass out white 9 X12 drawing paper and permanent black markers. Model tracing a single shape. Show children how to overlap the shape as it is traced several times. Children repeat the process. Demonstrate how to watercolor the shapes.
7. Pass out watercolors, brushes and water containers. Children watercolor the shapes.￼
8. Assessment- while the children are painting, circulate with the four attribute blocks- circle, triangle, square and rectangle. Ask each child to identify the shapes and record responses.
9. Extension and Review- When the watercolors are dry, pass the art work back to each child. Have children sit on the floor in a circle. Each child holds up art work and says, “I painted (name the shape).” Place shape word cards on the floor. Invite each child to place their art work in the correct column. Count and compare the graph.
10. Mount the watercolor shapes as a display.
Repeat steps 1-4.
Pass out clipboards which have white paper attached. Pass out pencils.
The teacher models tracing an attribute block on the white paper with a pencil.
The teacher models writing the words for each shape. Each child writes the word for the shape on the paper.
Say-“We are going on a shape hunt to find shapes in our environment. Look around the classroom. Every time you find the matching shape on an object in the classroom or on the playground, make a tally mark on your paper.” Teacher models making a tally mark.
Give children 10 minutes inside and 10 minutes outside.
Children come inside with clipboards and sit in a circle.
Teacher says-“Count your tally marks and write the number on your paper.”
Each child takes a turn to orally share the name of the shape and the number of tally marks. Collect papers. Post a display.
Assessment– repeat TK assessment in number 8.
Extension-Children can write simple sentences- I saw _______ triangles on the shape hunt. For homework, develop a shape hunt sheet for the children to find shapes at home and in their neighborhood. Give the children magazines and have them cut out environmental shapes, make a shape book, label each page with the shape word. This same lesson can be modified to include solid shapes.