*Lesson Title: I Kissed the Baby!

By: Mary Murphy 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 expose child to vocabulary, particularly verbs 3. Narrative Skills: To become familiar with short narrative structure and prediction skills. Programmer Materials: 1. I Kissed the Baby! book Customer Materials: 1. I Kissed the 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
Open up book and begin reading. Have book facing child so they can see page and your fingers are moving in same direction

C: CompetentLow Support
Ask child: Can you follow along the page with me, left to right?

Activity 1: Vocabulary Verbs B: BuildingIntermediate Level

1. Before reading say: Who kissed the baby? That duck mommy kissed the baby! 2. During reading have caregiver do the different actions in the book to baby (tickle, pretend to feed, sing, kiss) 3. During reading emphasize the verbs several times (saw, fed, sang, tickled, kissed) 4. After reading revisit verbs through word and action

A: AcquiringHigh Support
.

C: CompetentLow Support
--After reading have the child do the different verbs in the book, and others, to a stuffed animal or doll

Activity 2: Vocabulary Animals B: BuildingIntermediate Level

1. Before reading ask: What are the animals we see? It is a mommy duck and a baby duck! 2. During reading point out the different animals and say their names or if child is older have them name the animals 3. After reading revisit the different animals seen in the book
2

A: AcquiringHigh Support
You say names of animals

C: CompetentLow Support
Have child say names of animals and sounds the animals make if they know For unfamiliar animals say the name and have child repeat after you (Stork, squirrel, dragonfly, ant)

Activity 1: Narrative Skills--Predicting B: BuildingIntermediate Level

1. Before reading: Talk about what kind of baby is kissed 2. During reading: As the child a few pages in what kind of baby all these animals are visiting and doing things with. 3. After reading: Discuss whether it was the baby animal we expected it to be

A: Acquiring High Support

C: CompetentLow Support

Homework 1. Reread I Kissed the Baby! with your child 2. Talk about different verbs you do with your child throughout the week. I cuddled the baby! I rocked the baby! I fed the baby! etc.

At the Library 1. Find another black and white book 2. Find another book with animal babies

Song: Peek-a-boo! (To tune of Frere Jacques) Peek-a-boo (Cover and uncover eyes) Peek-a-boo (Cover and uncover eyes) I see you (Gently poke baby in belly) I see you (Gently poke baby in belly) I see your button nose (Touch babys nose) I see your tiny toes (Wiggle babys toes) I see you Peek-a-boo! (Cover and uncover eyes)

*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