*Lesson Title: This Little Piggy By: Hannah Wood (Ill.

) 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. Vocabulary: To be exposed to a wide range of words 2. Phonological Awareness: To be exposed to rhyme and rhythm, to promote song with baby, to get body moving in time with rhythm Programmer Materials: 1. This Little Piggy book Customer Materials: 1. This Little Piggy 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: Vocabulary B: BuildingIntermediate Level

1. Focus on just a couple of rhymes or songs when doing this lesson 2. Teach caregiver and child the song and motions that go with the song 3. Point out key words in the rhymes or songs you pick (baby, shout, spider, rain, sun, teddy bear, happy, clap, stamp, piggy, wheels, bus, head, shoulders, knees, toes, monkeys, open, shut) 4. Talk about what those words mean with baby and point out examples in book, on their body, or in their world

A: AcquiringHigh Support
Have caregiver do movements with baby

C: CompetentLow Support
Let child clap or do movement with song

Activity 1: Phonological Awareness B: BuildingIntermediate Level

1. Each of these rhymes or songs has a rhyme and rhythm 2. Tell parent singing is good for babies who are learning language 3. Sing song with baby and caregiver 4. Touch different parts of baby that go with song, do hand motions, leg motions that go with song

A: AcquiringHigh Support
Have caregiver do movements with baby Homework --Read/Sing parts of this book with your child over the upcoming month --Sing to your baby when you are walking or in the car

C: CompetentLow Support
Let baby clap or do movement with song on their own

--Do motions with your babys hands and body that go along with rhymes and songs, for older children have them start to do the motions themselves and sing along with you At the Library --Find a CD of Nursery Rhymes or Childrens songs --Find another nursery rhyme book

Song: Will be singing throughout lesson, so not adding another song here 2

*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 3