*Lesson Title: Hello Baby!

By Mem Fox Age Group: 0-18 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 animal words, body parts, and verbs 3. Narrative Skills: To become familiar with predicting what comes next 4. Phonological Awareness: To be exposed to basic rhyme and rhythm sounds. Programmer Materials: 1. Hello Baby! book Customer Materials: 1. Hello Baby! 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 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
Repeat name of animal multiple times

C: CompetentLow Support
If child is talking, have them say the name of the animal Have child say what they know about the animal (What color it is, what sounds it makes)

Activity 1: Vocabulary Animals B: BuildingIntermediate Level

1. Before reading: Point to the different animals on the cover and say what they are 2. During reading talk more about the different animals, what color they are, where they live, etc.

A: AcquiringHigh Support
Repeat animal names multiple times

C: CompetentLow Support
If child is talking, have them say the name of the animal

Activity 2: Vocabulary Body Parts B: BuildingIntermediate Level

1. During reading talk about the body part featured on each page, point to the monkeys toes and then wiggle the babys toes 2. After reading: Point to the basic body parts on baby (toes, fingers, head, nose, ears, legs, arms) and/or on you or a stuffed animal. Repeat each body part name a couple of times

A: AcquiringHigh Support
Focus on two body parts, say and point to body part multiple times

C: CompetentLow Support
Have baby point to their or stuffed animals toes, mouth, eyes, head, etc.

Activity 3: Vocabulary Verbs B: BuildingIntermediate Level

1. During reading: Point out the different things the animals are doing 2. During reading: Talk about other actions those animals do 3. After reading: Talk about things the baby does (eating, crawling, standing, etc.)

A: AcquiringHigh Support
Move baby around (as appropriate) and say verbs Oh, you are standing! You are bouncing! Etc.

C: CompetentLow Support
Ask baby what the animal doesGive options Does a lion swim? Does a lion slither? Does a lion walk?

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

1. Emphasize the rhyming words in the book, since rhymes go from page to page, perhaps revisit the word that rhymed on the previous page occasionally. Tusk, hmm that sounds like Dusk, Tusk-Dusk, fun!

A: AcquiringHigh Support
Repeat rhyming words multiple times

C: CompetentLow Support
Encourage child to repeat rhyming words with you. Say Those words sound alike! They rhyme!

Homework 1. Reread Hello Baby! with your child. Talk about the different animals and their colors 2. As you go through your day with your baby talk about different animals you encounter (real or toys) At the Library 1. Find another book about animals 2. Find another board book

Song: Who are the Animals Who are the animals that live on the farm Who are the animals that live on the farm Who are the animals that live on the farm Let us learn their names. The duck is an animal that lives on the farm. The duck is an animal that lives on the farm. The duck is an animal that lives on the farm. Now we learned her name. Repeat with other animals: cow, pig, horse, etc.

*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