*Lesson Title: Spot the Animals By: Steve Jenkins (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. 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 colors and animals. 3. Narrative Skills: To expose to basic, short narratives and question and answer format Programmer Materials: 1. Spot the Animals book 2. Possible pictures of other animals or book with other animals Customer Materials: 1. Spot the Animals 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). 3. The text is consistently on the left side and the pictures are on the right side, the flaps also all open from the left side to the right side. This may help the baby develop the left to right eye movement needed in reading. 4. If the child is old enough have them lift the flaps themselves and reveal the animal that is hiding. Reinforce this behavior by being enthusiastic about the animals they reveal

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 Adjectives Color words B: BuildingIntermediate Level

1. Before reading: Point out all the different colors featured on the cover. Name each color as you point to it. 2. During reading: Point out and emphasize the color animal you are looking for and the color of the page which the text is printed on. 3. During reading: As the flap is lifted and the animal is revealed, make a big deal out of what color the animal is 4. After reading: Use the last 2 page spread in the book to revisit the colors.
5. After reading: Point to different familiar objects in the room and say the color of each.

A: AcquiringHigh Support
For last 2 page spread point to and say the colors slowly

C: CompetentLow Support
For last 2 page spread see if child can match the color to the animal on the facing page. This is the color yellow. Can you point to the yellow animal?
When pointing to objects in room, point to several objects that are the same color and then ask child if they can point to something else that is that color

Activity 2: Vocabulary Animals B: BuildingIntermediate Level

1. Before reading: Point out the different animals on the cover of the book. If child is able, have them name those animals 2. During reading: As each flap is lifted to reveal an animal, repeat the name multiple times to emphasize what it is (Focus on the basic name for this age group, not the more specific name listed underneath) 3. After reading: On the last two page spread, point out the different animals. 4. After reading: Show them another book, toys, or pictures of other animals and tell them what the animals are

A: AcquiringHigh Support

C: CompetentLow Support
For last 2 pages ask Where is the fish? Where is the snake? Have child point to the animals

Activity 1: Narrative Skills B: BuildingIntermediate Level

1. While this book does not have an overall narrative, it does have mini-narratives on each 2 page spread. Emphasize question/answer format as reading 2. Model narrative reading with child. Ask questions and answer them to create mini-stories for each page (Where is the fish swimming? The ocean. Where do you think he is going? Maybe he is going to his house or maybe he is going to visit his friend.

A: AcquiringHigh Support

C: CompetentLow Support
Let child answer some of the questions you ask to shape the story

Homework 1. Reread Spot the Animals with your child, try one part of interactive reading (Commenting on picture, asking questions, etc.) 2. As you spend time with your child, point out the different colors they see. You could pick a Color of the Day and try to find as many things that are that color each day that you can. For example, on a Red Day, you point out as many red things as you see. For older children, have them look for red things as well At the Library 1. Find another book about colors 2. Find another Lift-the-Flap book

Song: I Love Colors I love colors, yes I do! Red and orange and green and blue! I love colors, dark and bright, Yellow, purple, black and white!

*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