Curriculum Connections


Michigan Curriculum Framework Connections

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This table describes how Say Say Oh Playmate connects to the Michigan Curriculum Framework for English Language Arts Standard (Middle/Later Elementary).

 Standard
Say Say Oh Playmate Focus

 

Meaning and Communication

All students will read and comprehend general and technical material.
Read with developing fluency (poetry) rhymes and stories
  • Hear the rhythm in clap songs
  • Rereading of clap songs to apprehend contextual clues
  • Lyrics strips
Employ multiple strategies to construct meaning, including the use of sentence structure, vocabulary skills, context clues, text structure, mapping, predicting, retelling, and general questions.
  • Word recognition clues
  • Context clues
  • Recognize rhyme
  • Identify sound/letter relationships
Employ multiply strategies to recognize words as they construct meaning, including the use of phonics, syllabication, spelling patterns, and context clues.
  • Organize word leaves
  • Letter/sound associations
  • Phonetic awareness
  • Onset and Rime
Respond to oral, visual, written, and electronic texts, and compare their responses to those of their peers.
  • Reconstruct clap routines
  • Lyrics strips

 

All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions.

Recognize and use author’s techniques in their own texts. Examples include grammatical structures and appropriate organization.
  • Reconstruct clap routines
  • Modeling
  • Selection of word leaf (parts of speech/rhyming words)
Plan and draft texts, and revise and edit in response to suggestions expressed by others about such aspects as ideas, organization, style and word choice.
  • Reconstruct clap routines
  • Create new lyrics and clap routines
  • Follow suggestions provided by program tutorial (Sam)
Identify multiple language conventions and use them when editing texts. Examples include recognition of sounds, verbs, and spelling.
  • Contextual clues within clap song
  • Prior knowledge of clap song
  • Transfer of oral language mastery to print
  • Lyrics Strips
Language
All students will use the English language effectively. Color
Describe language patterns used in their spoken, written, and visual communication contexts, such as school, home, neighborhood, playgrounds, storybooks, and hobbies.
  • Final product activity
  • Classroom/discussion connections
  • Develop critical thinking skills
  • Connection to individual prior knowledge and shared experiences
Explore and discuss how languages and language patterns vary from place to place and how these languages and dialects are used to convey ideas and feelings.
  • Internet connection to songs from around the country
  • Regional differences of clap routines
  • Transfer of knowledge from oral to print clap routine
Literature  
All students will read and analyze a wide variety of classic and contemporary literature and other texts to seek information, ideas, enjoyment, and understanding of their individuality, our common heritage and common humanity, and the rich diversity in our society.
  • Identification and recognition of the literacy experiences that African American children experience outside of the conventional classroom
  • Identify clap routines as a valued genre in literacy construction
  • Recognize clap routines as a valuable scaffolding tool to be used to transfer knowledge or oral language to written language.

 

English/Language Arts Strands

 Area  Outcome
Spoken Language Speak confidently
  • Phonemic awareness
  • Communicating ideas orally
  • Appropriate articulation fluidity of speech
Reading Read fluently
  • Pronunciation of words
  • Comprehension of material
  • Vocal inflection and dramatization
  • Retention of information
Writing Writing mechanics
  • Organization of ideas
  • Correct spelling
  • Left to right orientation
  • Use of capitalization
  • Appropriate punctuation
Poetry Rhyme
  • Understand one word rhymes
  • Grasp basic poetry patterns
  • Generate simple poetry

SSOP Learning Opportunities

 Activity  Learning Opportunity
Reconstructing existing lyrics
  • Reinforce phonemic awareness
  • Develop letter to sound relationship
  • Recognize and extend onset and rime patterns
  • Recognize consonant blends
  • Use word recognition clues (analogies)
  • Make connections between oral and written language
  • Identify written word units
  • Identify syllabic distinction
  • Identify text structures
  • Syntactic clues
  • Left to right writing direction
  • Capital letters
  • Provide regular proofreading practice
  • Practice decoding skills
Writing lyrics
  • Develop the basic dictionary skills by means of a letter prompted word search, rhyming word search, and categorical word search
  • Explore creative ideas and new topics
  • Identify and employ rhyming patterns
  • Identify language patterns used in familiar contexts
Revising existing lyrics
  • Reinforce and apply Reconstructing Lyrics skills
  • Encoding semantic clues to identify word order
  • Encode syntactic clues
  • Understand sentence structure
  • Distinguish between use of capital and lower case letters
  • Recognition of inflectional endings
  • Determine grammatical order
Creating own lyrics
  • Plan and draft texts
  • Practice spelling skills
  • Develop pragmatic skills
Recording lyrics
  • Additional opportunities to practice
  • Recognizing and remembering the words learned in clap routines
  • Repetitive practice of sight word vocabulary
Reconstructing clap routine
  • Apply pattern symbols
  • Transfer abstract to concrete
  • Symbols to Sam
  • Sam to user
  • User to symbol
  • User to user
  • Recognize and understand that patterns exist
  • Patterns individual song
  • Rules of patterns in song
  • Employ pattern matching skills
Creating clap routine
  • Reinforce and apply Reconstruct Clap Routine skills
  • Encourage creative development