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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 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?
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
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
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
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.
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.