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Lesson Goals: 1. To demonstrate and to educate parents on what to do before, during, and after reading a book 2. To demonstrate to parents how to scaffold activities using high or low support based on a childs reading skills : A: acquiring B: building C: competent 3. To demonstrate CAR strategy to engage child and to encourage talking: C:omment on something you see or read in the story and wait A:sk a question about the story or the pictures and wait R:espond by adding a little more to either the childs response or your comment Lesson Objectives: 1. Print Knowledge: To recognize print carries meaning and distinguish print from pictures. To recognize the leftto-right and top-to-bottom directionality of print. 2. Vocabulary: To understand and use words for animals both adult and baby 3. Phonological Awareness: To be exposed to and recognize rhyme and repetition Programmer Materials: 1. Little Hide and Seek: Baby Animals book 2. Animal parent and baby cards Customer Materials: 1. Little Hide and Seek: Baby Animals book (giveaway) 2. Ready to Read Journal and Folder Requirements for Lesson: 1. Read entire book at each visit. 2. Underline title and author with finger at each reading. 3. Underline words with finger as you read. 4. Demonstrate best read aloud skills. 5. Use enthusiasm, excitement, and changes in your voice. 6. During lesson, observe and gauge childs responses to determine how to scaffold activities using the scaffolding strategies at end of lesson.
A: AcquiringHigh Support
1. Open up book and begin reading. Have book facing child so they can see the page and your fingers are moving in same direction.
2. Say to the child: I am going to read from left to right. Hold your finger up and show me which direction I will read on this page. Lets do it together.
C: CompetentLow Support
1. If child understands print directionality, when reading ask them: Where do you think I am going to start reading on this page? Do you think I will start on this page (point to the right) or this page (point to the left) first?
A: AcquiringHigh Support
--Talk about the color of the pages
--Focus on easier animals (Dog/Puppy; Rabbits; Kitten; Giraffe; Bear/Cub; Cow/Calf, etc.)
C: CompetentLow Support
--Talk about what different adult and baby animals are called --Focus on more unusual animals (Reindeer, Arctic terns, Polar Bear, Huskies, Tortoises, Fawns, Donkey, etc.)
2. After a few pages of reading story, pause before the 2nd rhyming word and ask child What do you think this word should be? 3. After finishing story tell the child There were lots of Rhyming words in that story. Rhyming means the end of the words sounded alike. Cat and Bat are rhyming words. What other words do you know that sound like Cat and Bat?
A: AcquiringHigh Support
Give child 3-4 words where 2 rhyme. Ask child which 2 words sound alike Homework
C: CompetentLow Support
1. Throughout the book have child think of other real or nonsense words that rhyme with words in book
1. Re-read Little Hide & Seek: Baby Animals with your child, help them find the different animals 2. Encourage your child to play with the book on their own and locate the different animals 3. Always make sure you are running your finger along the bottom of the words as you read to emphasize that writing and reading is done from top to bottom and from left to right. Have your child practice running their fingers underneath the words as well, even if they dont correspond to the correct word you are reading. This gives them an opportunity to practice word directionality on their own. 4. Review different animals with your child. As you go throughout your day and see animals (birds, dogs, cats, etc.) talk about them, their names, where they live, what they do, what they say, etc. 5. As you go throughout your day with your child, practice rhyming. Make up silly songs that rhyme, when they repeat a word over and over help them think of other words that rhyme with that word At the Library 1. Find another book about baby animals 2. Find another seek and find book
Song: The Little Green Frog Eee-Ah went the little green frog one day (Stick tongue out on Ah) Eee-Ah went the little green frog Eee-Ah went the little green frog one day So we all went Eee-Ah-Oh! Grrr! Grrr! Went the big brown bear one day (Make bear claws on Grrr!) Grrr! Grrr! Went the big brown bear 3
Grrr! Grrr! Went the big brown bear one day So we all went Grrr! Grrr! Growl! Wiggle, wiggle, went the little pink worm one day (Wiggle like worms) Wiggle, wiggle, went the little pink worm Wiggle, wiggle went the little pink worm one day So we all went wiggle, wiggle, slide! Splish, Splash went the little blue fish one day (Make fish with hands swimming) Splish, splash went the little blue fish Splish, splash went the little blue fish one day So we all went splish, splash, splish! Eee-Ah went the little green frog one day (Stick tongue out on Ah) Eee-Ah went the little green frog Eee-Ah went the little green frog one day So we all went Eee-Ah-Oh!
*Scaffolding Strategies
Use these strategies throughout the lesson to help meet the specific needs of the child.
Co-participating strategy
Provides children with the correct answer to a task through their completion of the task with another person the teacher or a peer.
Programmer: What rhymes with cat? Helps children to complete a task by Lets see cat and hill, cat and bat which two rhymed? reducing the number of choices of correct answers. Programmer: What letter is this Rashaun is it R or S?
Generalizing Strategy
Asks children to extend the lesson content beyond the lesson itself to past or future personal experiences.