- Paper* or real socks
- Paper* or cloth pants (just a small outline cut out of fabric)
- Brown paper to be mud, brown washable markers, or a little real mud
- A bowl to be a clothes washer bin
- A little water (optional)
- I Got Mud On My Socks! target text*
*Items included below
State and Model the Objective
Tell the children they will be washing socks and pants, and will read a text that uses short vowel sounds.
Read I Got Mud On My Socks! target text together
- (Note: The word “wash” does not follow the short-a pattern. Make sure to point out this word as an exception. Consider reading it yourself when it appears in the text.)
- Engage children in shared reading of I Got Mud On My Socks! (see below).
- Have the children act out portions of the text (e.g., walk in place, act like their clothes got dirty, wipe off “mud,” pretend to take off socks and wash them).
- Have the children read the text again, fading support as appropriate.
Get socks muddy
- Put old socks over the children’s hands; tell them to pretend their hands are feet.
- Let the children pretend to step in mud.
- Place “mud” on socks and pants using brown paper "spots,” marker, or a little real mud.
- Wash socks and pants
- Introduce a bowl that will be the bin of a washing machine.
- Let the children pretend to spin the socks and pants in the bin.
Change words with short vowel sounds
- Use letter cards (see below) to help children spell words from the lesson (e.g., mud, got, sock, bin, spin).
- Allow children to change the vowel sounds in each word.
- Ask the children if the word they made is a real word or a silly word.
SEEL Target Texts
I Got Mud on My Socks!
K Reading: Foundational Skills Standard 3b.
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels
Get Mud Off Socks