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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 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 2. 3. 4. 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 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 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?
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?
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A: AcquiringHigh Support
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C: CompetentLow Support
A: AcquiringHigh Support
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C: CompetentLow Support
1. Throughout the story have child think of other real or nonsense words that rhyme with words in book
Homework -Re-read Llama, Llama, Red Pajama with your child. Talk to them about the book and what they learned. - 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. --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. --As you read books with child, have them predict what will happen next in the story --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 -Find another book dealing with bedtime -Find another book dealing with emotions
*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.
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