TEACHING
GUIDE
TEACHING
Location
Kindergarten Reading Level
TEACHING
2
LOCATION
Standards
Arts
• Identifies and demonstrates movement elements and skills in performing dance.
• Understands and applies media, techniques, and processes related to the visual arts.
• Uses acting skills.
Language Arts
Reading
• Uses the general skills and strategies of the reading process.
• Uses reading skills and strategies to understand and interpret a variety of
informational texts.
Mathematics
• Understands and applies basic and advanced properties of the concepts of geometry.
Social Studies
• Understands the characteristics and uses of spatial organization of Earth’s surface.
Multiple Intelligences Utilized
• Linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal,
and naturalistic
Copyright © 2005 by Lerner Publications Company
All rights reserved. International copyright secured. Student pages may be
reproduced by the classroom teacher for classroom use only, not for commercial
resale. No other part of this teaching guide may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means—electronic,
mechanical, photocopying, recording, or otherwise—without the prior written
permission of Lerner Publications Company, except for the inclusion of brief
quotations in an acknowledged review.
Books in the Location series
include:
Above and Below
Behind and In Front
In and Out
Left and Right
Near and Far
Over and Under
LernerClassroom
A division of Lerner Publishing Group
241 First Avenue North
Minneapolis, MN 55401 U.S.A.
800-328-4929
Website address: www.lernerclassroom.com
Manufactured in the United States of America
1 2 3 4 5 6 — DP — 10 09 08 07 06 05
ISBN 0-8225-5349-X PMS Blue 286U
TEACHING
Lesson 1
Location Song
Purpose: Students will sing a song using location
vocabulary.
Materials
• Location books
• chart paper
• marker
Objectives
• Recall location vocabulary.
• Express location vocabulary in song.
• Demonstrate meanings of vocabulary terms.
• Examine vocabulary choices.
• Compose different lyrics.
• Recommend other vocabulary terms.
Activity Procedures
Prepare
(teacher)
• Write the “Location Song” lyrics on a piece of chart
paper (listed below). You may want to add rebus
clues for the motions.
Pretest
(teacher, students)
• Call out different location words as students move
their hands to demonstrate the meanings.
Read
(teacher, students)
• Read the Location books.
LOCATION
Model
(teacher)
• Demonstrate the “Location Song” with motions.
(Sung to the tune of “Head, Shoulders, Knees, and
Toes.”)
Behind, in front, above, below, above, below
Behind, in front, above, below, above, below
Left and right and near and far
Behind, in front, above, below, above, below
Motions:
Behind: Touch back.
Left: Touch left hip.
In front: Touch stomach. Right: Touch right
hip.
Above: Touch head.
Near: Right hand on
heart.
Below: Touch toes.
Far: Stretch out hand
and arm.
Practice
(class)
• Sing the “Location Song” with motions.
Discuss
(teacher, students)
• What other location words did we read about?
• How can we change this song to use different
location words?
Evaluate
(teacher)
• Monitor understanding during class participation.
3
4
TEACHING
LOCATION
Lesson 2
Can You See
What I See?
Purpose: Students will direct others to an object’s
location using location vocabulary.
Materials
• Location books
• chart paper
• marker
Objectives
• Recall location vocabulary.
• Explain how to use location vocabulary.
• Utilize location vocabulary to find an object.
• Compare the ease of finding objects with and
without location vocabulary.
• Develop directions using location vocabulary.
• Defend use of location vocabulary.
Activity Procedures
Prepare
(teacher)
• Select two familiar classroom objects whose locations
are in plain sight, but not regularly used. Students
should need directions to find them.
Pretest
(teacher, students)
• Ask a student to get the first chosen object for you.
• When the student struggles, ask the other students
what you could do to help the student find the
desired object.
Read
(teacher, students)
• Read Location books.
Model
(teacher, students)
• Brainstorm location vocabulary and record words
on chart paper.
• Explain how using location vocabulary can make
it easier to find an object.
• Choose a volunteer to find the second object.
• Give the volunteer directions using location
vocabulary.
• Explain to students how to play the Location Game:
Step 1: One student (Boss) picks an object
in the room and keeps it secret.
Step 2: Another student (Finder) is chosen
to discover the object.
Step 3: The Boss gives the Finder directions
using location vocabulary.
Step 4: When the Finder finds the selected
object, the Finder and the Boss
switch roles.
Practice
(student pairs)
• Play the Location Game.
Discuss
(teacher, students)
• Which objects were the hardest to find?
• Why is it better to use location vocabulary instead
of saying phrases like, over there or turn here?
Evaluate
(teacher)
• Observe student understanding of locations while
playing the game.
TEACHING
Lesson 3
Bird Watching
Purpose: Students will demonstrate location
vocabulary by placing items in a picture.
Materials
• Location books
• Bird Watching p. 13
• bird boxes p. 14
• crayons
• scissors
• glue
Objectives
• Recall location vocabulary.
• Explain location vocabulary.
• Illustrate location vocabulary.
• Examine use of space in a diagram.
• Devise a plan to demonstrate behind.
• Defend a plan to demonstrate behind.
Activity Procedures
Prepare
(teacher)
• Copy Bird Watching p. 13 for each student.
• Copy bird boxes p. 14 for every two students.
• Cut bird boxes p. 14 in half.
Pretest
(teacher, students)
• What are some of the words that describe where
something is?
Read
(teacher, students)
• Read Location books.
LOCATION
Model
(teacher)
• Find the locations listed in the directions for Bird
Watching p. 13, such as nest, bench, tree, and
birdbath.
• Demonstrate how to cut out birds from bird boxes
p. 14 along the dotted lines. First cut on the thick
dotted lines. To prevent misplaced birds, tell
students not to cut the thin dotted lines until it is
time to glue.
• Tell students to listen to your directions for where
to glue the birds on Bird Watching p. 13.
• Students may want to color the birds before gluing
them down.
Practice
(teacher, students)
• Read these directions to the students as they
follow along:
1. Glue bird 1 in the birdbath.
2. Glue bird 2 below the nest.
3. Glue bird 3 to the right of the birdbath.
4. Glue bird 4 under the bench.
5. Glue bird 5 above the nest.
6. Glue bird 6 over the tree.
7. Glue bird 7 in front of the tree.
Discuss
(teacher, students)
How can we put bird 8 behind the tree? Explain why
your idea is a good idea.
Evaluate
(teacher)
Evaluate Bird Watching p. 13 for correct placement
of birds.
5
6
TEACHING
LOCATION
Lesson 4
Location Collage
Purpose: Students will find photographs and printed
words that represent location vocabulary.
Materials
• Location books
• chart paper
• magazines
• construction paper
• scissors
• glue
Objectives
• Recall location vocabulary.
• Explain location vocabulary.
• Gather pictures to illustrate location vocabulary.
• Compare words in text to find key vocabulary terms.
• Create a collage to illustrate location vocabulary.
• Choose the image that best illustrates a term.
Read
(teacher, students)
• Read Location books.
Model
(teacher)
• Demonstrate how to create a collage of location
words using magazine pictures.
• Explain how to find location vocabulary in the
magazine text.
• Assign a location term to each student or small
group.
Practice
(students, small groups)
• Students create a collage of magazine pictures and
text to represent their location term.
Discuss
(teacher, students)
• Of all the pictures you found, which one best shows
your location word? Why?
• Was it harder to find pictures or words?
Activity Procedures
Prepare
(teacher)
• Create a list of location vocabulary (above, below,
left, right, over, under, in front, behind, out, in, near,
and far) on chart paper. Post the list in the
classroom.
• Decide whether students will work in small groups or
individually.
Pretest
(teacher, students)
• What do these words say?
Evaluate
(teacher)
• Monitor student participation during the activity.
• Review finished collages for evidence of
understanding.
TEACHING
Lesson 5
Location Charades
Purpose: Students will demonstrate location
vocabulary by playing charades.
Materials
• Location books
• scratch paper
• pencils
Objectives
• Recall location vocabulary.
• Explain location vocabulary.
• Plan pantomimes to illustrate location vocabulary.
• Distinguish between opposite vocabulary terms.
• Formulate meanings of pantomimes.
• Assess the difficulty of performing location terms.
Activity Procedures
Prepare
(teacher)
• On pieces of scratch paper, write down sets of
location terms. Each pair of students will need a set
of words.
Pretest
(teacher, students)
• Call on students to verbally explain meaning of
location terms.
Read
(teacher, students)
• Read Location books.
LOCATION
Model
(teacher)
• Explain how to play charades.
• Demonstrate how to act out one of the
location terms.
• Assign partners.
Practice
(students)
• Students will take turns performing and guessing
the terms.
Discuss
(teacher, students)
• Which terms were the hardest to perform?
• Why are behind and in front difficult to demonstrate
without talking?
Evaluate
(teacher)
• Observe student understanding during the activity.
7
8
TEACHING
LOCATION
Lesson 6
Pick a Shape
Purpose: Students will use location vocabulary to
find shapes.
Materials
• Location books
• Pick a Shape p. 15
• pencils
Objectives
• Recall location vocabulary.
• Explain location vocabulary.
• Utilize location vocabulary to find a shape.
• Compare the ease of finding objects.
• Create geometric answers.
• Defend the use of location vocabulary.
Activity Procedures
Prepare
(teacher)
• Copy Pick a Shape p. 15 for each student.
Pretest
(teacher, students)
• How can we help someone find a certain toy
on our shelves?
Read
(teacher, students)
• Read Location books.
Model
(teacher)
• Discuss why using location vocabulary makes it easier
to explain where things are located.
• Explain how to complete Pick a Shape p. 15.
Practice
(teacher, students)
• To complete Pick a Shape p. 15, teacher should read
the page aloud as students follow along.
Discuss
(teacher, students)
• Why are location words like above, below, and
on needed?
Evaluate
(teacher)
• Evaluate Pick a Shape p. 15 for completeness
and understanding.
TEACHING
Lesson 7
Simon Says
Purpose: Students will play a game to demonstrate
understanding of location vocabulary terms.
Materials
• Location books
Objectives
• Recall location vocabulary.
• Explain how to use location vocabulary.
• Utilize location vocabulary to describe
body movements.
• Evaluate the ease of a game.
• Develop strategies to make the game harder.
• Defend suggestions to modify the game.
Activity Procedures
Prepare
(teacher)
• Prepare the room to allow for playing Simon Says.
Pretest
(teacher, students)
• Ask students to demonstrate location terms
by using gestures.
Read
(teacher, students)
• Read Location books.
LOCATION
Model
(teacher, students)
• Explain how to play Simon Says.
• Demonstrate how to play using a few volunteers.
Practice
(teacher, students)
• Play Simon Says using location vocabulary.
Discuss
(teacher, students)
• Is this game difficult or easy? Explain.
• How can we make this game harder? Why will
this idea make it more difficult?
Evaluate
(teacher)
• Observe student participation and understanding
during the activity.
9
10
TEACHING
LOCATION
Lesson 8
Obstacle Course
Purpose: Students will use location vocabulary to
describe their path through an obstacle course.
Materials
• Location books
• chart paper
• marker or pencil
Objectives
• Recall location vocabulary.
• Explain how to use location vocabulary.
• Utilize location vocabulary to describe
body movements.
• Identify body position using location vocabulary.
• Develop ways to alter movement through obstacles.
• Explain suggestions to modify the game.
Activity Procedures
Prepare
(teacher)
• Prepare an obstacle course in the gym, classroom,
or on the playground.
• Label pieces of chart paper for each obstacle
(station) of the course. Ensure that students will
demonstrate a variety of location terms from the
Location series.
Pretest
(teacher, students)
• How can we describe where you are right now?
Read
(teacher, students)
• Read Location books.
Model
(teacher)
• Explain to students how to follow the
obstacle course.
• Encourage students to think about their location
during the obstacle course.
Practice
(students)
• Follow the obstacle course.
Discuss
(teacher, students)
• Ask students to list the location terms that describe
their movement through each obstacle.
• Record these terms on the chart paper for
each obstacle.
• How could we change an obstacle so that we would
use other location words to describe our movement?
Evaluate
(teacher)
• Evaluate student understanding during the
class discussion.
TEACHING
Lesson 9
Opposites
Purpose: Students will use pre-reading skills to match
location terms with their opposites.
Materials
• Location books
• Opposites p. 16
• pencils
Objectives
• List examples of opposites.
• Explain the meaning of the term opposite.
• Classify word pairs as opposites.
• Compare the spatial relations of objects.
• Develop additional opposite terms.
• Justify helpfulness of understanding opposites.
Activity Procedures
Prepare
(teacher)
• Copy Opposites p. 16 for each student.
Pretest
(teacher, students)
• What are examples of opposites?
• Can you think of words to describe locations?
Read
(teacher, students)
• Read Location books.
LOCATION
Model
(teacher)
• Explain how to complete Opposites p. 16.
Practice
(students)
• Complete Opposites p. 16 by following along with
the teacher.
Discuss
(teacher, students)
• Can you think of any other location words that are
the opposite of above? Far?
• Why is it helpful to understand opposites?
Evaluate
(teacher)
• Evaluate Opposites p. 16 for understanding.
11
12
TEACHING
LOCATION
Additional Resources
BOOKS
Appelt, Kathi. Elephants Aloft. San Diego: Harcourt
Brace, 1993.
This simple story, told in prepositions, follows two
elephants as they travel the world.
Berenstain, Jan, and Stan Berenstain. Inside, Outside,
Upside Down. New York: Random House, 1997.
The Berenstain Bears use simple text and colorful
illustrations to introduce simple prepositions
and adverbs.
Bernhard, Durga. To & Fro, Fast & Slow. New York:
Walker & Company, 2001.
A girl observes such opposites as over and under,
rainy and sunny, and full and empty during time
spent with her parents.
Cleary, Brian P. Under, Over, By the Clover: What Is a
Preposition? Minneapolis: Carolrhoda Inc., 2002.
Prepositions are presented in action, such as
“beside the chair,” and “next to Rover.” The
prepositions are highlighted in the text.
Got, Yves. Sam’s Opposites. San Francisco: Chronicle
Books, 2003.
A bunny rabbit named Sam introduces pairs
of opposites.
Gunzi, Christiane. Opposites. Chanhassen, MN: TwoCan, 2003.
This introduction to the concept of opposites
features familiar objects and words to illustrate
sizes and positions.
Heller, Ruth. Behind the Mask: A Book about
Prepositions. New York: Putnam Juvenile, 1998.
Readers learn about prepositions and how they
are used through rhyming text.
Hoban, Tana. All about Where. New York:
Greenwillow Books, 1991.
Location words, such as above, between, and in,
are illustrated with photographs.
Matthias, Catherine. Over-Under. Chicago:
Children’s Press, 1984.
A boy’s day in the park demonstrates the
meaning of many prepositions.
Miller, Margaret. Where’s Jenna? New York: Simon &
Schuster, 1994.
As Jenna’s parents try to get her to take a bath,
various prepositions are illustrated for the reader.
The prepositions are shown in bold type.
Pittau, Francisco. Elephant Elephant: A Book of
Opposites. New York: Harry N. Abrams, 2001.
Two elephants change their appearances to
humorously illustrate a wide variety of opposites.
Wells, Rosemary. How Many? How Much? New York:
Viking, 2001.
Timothy learns about math concepts, including
directionality and spatial relations.
Wilbur, Richard. Opposites, More Opposites, and a Few
Differences. San Diego: Harcourt, Inc., 2000.
A collection of light-hearted poems helps readers
understand opposites.
WEBSITES
Raising Our Kids: Help Your Child Learn
Spatial Concepts
http://www.raisingourkids.com/cms/
index.php?page= articles&id=154
This article provides helpful tips for parents and
educators on how to teach spatial concepts to
young children.
Spatial Concepts
http://www.meddybemps.com/9.600.html
Visitors to this site will find advice and activities
to teach spatial concepts to young children. A
simple interactive activity is also available.
Where Is It?
http://www.ed.gov/pubs/Geography/where.html
The U.S. Department of Education website
offers age-specific activities for teaching
spatial concepts.
13
Bird Watching
Name
Teaching Location
14
bird boxes (use with Bird Watching p. 13)
Directions: Cut along the dark dotted lines. Listen to the
teacher’s directions before cutting along the light dotted
lines.
1
3
5
7
2
4
6
8
bird boxes (use with Bird Watching p. 13)
Directions: Cut along the dark dotted lines. Listen to the
teacher’s directions before cutting along the light dotted
lines.
1
3
5
7
2
4
6
8
Teaching Location
15
Pick a Shape
Name
Directions: Look at the shapes. Answer the questions below.
Which shape is over the heart
Which shape is under the star
?
?
Which shape is above the oval
Which number is in the circle
?
?
Which shape is to the right of the triangle
Which shape is below the diamond
Teaching Location
?
?
16
Opposites
Name
Directions: Match each picture with its opposite.
behind
far
above
in front
in
below
left
right
near
out
Teaching Location