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*Lesson Title: The Snowy Day By: Ezra Jack Keats 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 verbs 3. Narrative Skills: To work on memory of what has preceded in story and predict what will come next. Programmer Materials: 1. The Snowy Day book Customer Materials: 1. The Snowy Day 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.

Activity 1: Print Knowledge Print carries meaning Whats a title? B: BuildingIntermediate Level
1. Show child the cover of the book The Snowy Day 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 Verbs B: BuildingIntermediate Level


1. Before reading brainstorm with child different activities that can be done in the snow 2. As read focus on vocabulary that describe Peters actions: looked sank dragged smacking slid dreamed 3. Use pictures to help child guess what the words might mean 4. After reading: Discuss what actions Peter did in the snow

A: AcquiringHigh Support
Say different simple verbs that could be done in the snow and have child act them out Walk throw jump etc.

C: CompetentLow Support
Use some of the more difficult verbs from the book: sank dragged smacked and have child act them out

Activity 1: Narrative Skills Predicting B: BuildingIntermediate Level


1. Before reading: Look at the cover of the book, discuss with child what the book might be about and what the child likes doing in the snow 2. During reading: Ask child What do you think Peter will do next? What do you think was sticking out of the snow that he used to make a new track? Etc. 3. After reading: Discuss whether the story was what we expected it to be based on the title and cover

A: AcquiringHigh Support
When asking child what Peter will do next or uses to make a new track give the child options to choose from

C: CompetentLow Support

Activity 2: Narrative Skills Characters B: BuildingIntermediate Level


1. Explain that characters are the people who do the action in the story. Ask child Who do you think the characters in this story are? 2. Ask What do we know about Peter in this story? (He has a red coat, he is too young to play in snowball fight, he has a friend, he has a mother, he likes the snow, etc.)
3

A: AcquiringHigh Support
Create a list of attributes Peter has throughout the story Homework

C: CompetentLow Support
Ask questions at the end to help with memory

1. Re-read The Snowy Day 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 spend time with your child this week, ask them to tell you what they are doing with their bodies, give them new verbs to help build their vocabulary of verbs At the Library 1. Find another book about weather 2. Find another book by Ezra Jack Keats

Song Options: Snowky Pokey (Hokey Pokey) You put your right mitten in, You take your right mitten out, You put your right mitten in and you shake it all about. You do the Snowey pokey and you turn yourself around. That's what it's all about. Additional verses: You put your left mitten in You put your scarf in You put your right boot in You put your left boot in You put your hat in You put your snowself in Ring Around the Snowman (Ring Around the Rosie) Ring around the snowman, A pocket full of snow, Snowflakes snowflakes, We all fall down!

*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