*Lesson Title: Llama, Llama, Red Pajama By: Anna Dewdney Age Group: 19-36 months

*Adapted from Read It Again-PreK program Myreaditagain.com

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 which describe emotions and sounds 3. Narrative Skills: To work on prediction skills and to relate words to what emotions the characters are feeling 4. Phonological Awareness: To expose child to rhyme and to associate the word rhyme with words that sound alike in their ending sounds. Programmer Materials: 1. Llama, Llama, Red Pajama book Customer Materials: 1. Llama, Llama, Red Pajama 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 acti vities using the scaffolding strategies at end of lesson.

Activity 1: Print Knowledge Print carries meaning Whats a title? B: BuildingIntermediate Level
1. Show child the cover of the book Llama, Llama, Red Pajama 2. Ask child to show you the title of the book. 3. Say: Show me the title of the book, the name of our book. What does the title of the book tell us about the story? See if they understand that the title can help tell what will happen in the story.

A: AcquiringHigh Support
1. Say: The title tells us the name of the book. Look at the cover of the book. Which part is the title? Is it the picture (point to the illustration) or the words (point to the title)? 2. Ask: Where do I look to find the title? Do I look on the front of the book or the back of the book?

C: Competent Low Support

1. Say: This book is full of words. Words tell us lots of things. Think about signs you see when you are in the car. What are some things that those signs tell us to do? 2. Say: An important word is your name. If you see your name on something, what does it tell you about that thing?

Activity 2: Print Knowledge Print Directionality B: BuildingIntermediate Level

1. Throughout the book, with your finger, track the text on each page of the book while reading. 2. Every few pages, say: I am pointing to the words as I read. I am going to start over here (point to the left margin) and go all the way across the page. I read from this side (left) to this side (right). I am going to read this way: from here (point to top line) to here (point to bottom line).

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?

Activity 1: Vocabulary Emotions B: BuildingIntermediate Level

1. Before reading story ask child What do you think the llama on the front cover is feeling? 2. As read story point out vocabulary words associated with emotions: fret whimpers moans pouts tizzy patient and discuss what they mean

A: AcquiringHigh Support
During reading ask: How does Baby Llama feel?
After reading: Give child 2 options of things Baby Llama could have done instead of screaming (one good, one bad) and ask which would be better

C: CompetentLow Support
Throughout the story ask child: How would you feel if you were Baby Llama right now? How do you think Mama Llama feels?

After story discuss better ways Baby Llama could have dealt with his fear and frustration

Activity 1: Phonological Awareness--Rhyme B: BuildingIntermediate Level

1. As begin to read story emphasize the rhyming words 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 and ask which sound alike

C: CompetentLow Support
Throughout the story have child think of other real or nonsense words that rhyme with words in book

Homework 1. Re-read Llama, Llama, Red Pajama with your child. Talk to them about the book and what they learned. 2. 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. 3. As you spend time with your child and they encounter different emotions, teach them the vocabulary that goes with the feeling they are having. Knowing how to say Im angry, Im frustrated, etc. will help them express themselves with fewer meltdowns. 4. As you read books with child, have them predict what will happen next in the story 5. Practice rhyming with your child. As you are sitting in your house, in the car, at the store say There is a red car, what rhymes with car? Bar, star, tar, zar. Model rhyming to them and as they develop have them come up with rhyming words too. At the Library 1. Find another book dealing with bedtime 2. Find another book dealing with emotions

Song: If Youre Happy and You Know It (with emotions) If youre happy and you know it, clap your hands, If youre happy and you know it, clap your hands, If youre happy and you know it and you really got to show it, If youre happy and you know it, clap your hands. If youre sad and you know it, cry Boo Hoo If youre angry and you know it, stomp your feet If youre scared and you know it, shiver and shake If youre surprised and you know it, cry Oh My! If youre sleepy and you know it, close your eyes If youre happy and you know it, clap your hands

*Scaffolding Strategies
Use these strategies throughout the lesson to help meet the specific needs of the child.

High Support Strategies

Eliciting strategy Provides children with the correct answer to a task by providing an exact model of the ideal response. Programmer: What rhymes with cat? Bat rhymes with cat. Jose, tell me: bat, cat. Programmer: What does this word say? This word says Danger. Rashaun, say Danger. Programmer: Jose, bat and cat rhyme. Lets say it together: bat, cat. Programmer: These words say Chicka Chicka Boom Boom. Ill point and say each word Rashaun, read them with me.

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.

Reducing Choices Strategy

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?

Low Support Strategies

Reasoning Strategy Programmer: These two words rhyme. Tell me a reason what makes rhyming Asks children to explain why something happened or will happen, words special to you. or to explain why something is the Programmer: This animal is dangerous. way it is. What words should be written on the side of its cage? Programmer: Tell me about a time where you see signs with words on them. Programmer: We talked about rhymes before. Do you remember what a rhyme is? Programmer: What will happen next? Predicting Strategy Asks children to describe what might happen next or to hypothesize the outcome of an event/activity Programmer: What do you think they will find?

Generalizing Strategy

Asks children to extend the lesson content beyond the lesson itself to past or future personal experiences.

*Read It Again-PreK program 5