Nursery Rhymes and Fables: Supplemental Guide 1B | Roses Are Red & Ring Around the Rosie 31
If I name something that you do not think is sweet, quietly and carefully
move to the “not sweet” area. [Model walking quietly and carefully to the
“not sweet” area.]
If you cannot decide, remain in the starting place.
[After students have moved to show their choice, have them also
verbalize it. For example, the group will say, “Sugar is sweet.” Ask
students to move back to the starting place before reading the next
word.]- Answers may vary for all.
- s u g a r
- salt
- raisins
- chocolate cake
- carrots
- a piece of toast
- a p p l e
- [your name]
[Students may have different opinions. If so, you may ask them to explain
their opinions.]
End-of-Lesson Check-In
Roses Are Red & Ring Around the Rosie
Choose four students to focus on and record their scores on the Tens
Recording Chart. For this type of informal observation, you should
give a score of zero, five, or ten based on your evaluation of students’
understanding and language use.
0 Emergent understanding and language use
5 Developing understanding and language use
10 Proficient understanding and language use- Have students place Response Cards 1 and 2 on their lap. Say a few
key words from either “Roses Are Red” or “Ring Around the Rosie”
(e.g., roses, posies, pocket, sugar, violet, etc.) and ask students to
hold up the Response Card that relates to the words you say. - Say the poem together.