*Lesson Title: One Little Blueberry By:Tammi Salzano Age Group: 19-36 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 number words, verbs, and adjectives. 3. Narrative Skills: To work on prediction skills before and during the story. 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. One Little Blueberry book 2. 3. 4. Customer Materials: 1. One Little Blueberry 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 One Little Blueberry 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?

C: Competent Low Support

1. Say: This book is full of words. Words tell us lots of things. Think about signs you see when you are in the car. What are some things that those signs tell us to do? 2. Say: An important word is your name. If you see your name on something, what does it tell you about that thing?

Activity 2: 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
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?

Activity 1: Vocabulary Adjectives -- Numbers B: BuildingIntermediate Level

1. As read book, point out numbers. Have child count the number of insects on each page that are about to chase the blueberry. This will help child associate the printed number with an actual number of objects. 2. After reading have child count numbers of things in the room. How many chairs are there? How many toys? How many books did I bring?

A: AcquiringHigh Support
.

C: CompetentLow Support
Have child practice writing numbers or tell them a number and have them draw that many lines on a piece of paper

Activity 1: Vocabulary Adjectives B: BuildingIntermediate Level

1. As read the book have the child describe each insect on the page. Point out how the book describes the insects spotted fuzzy etc. 2. Ask child what they think unfamiliar adjectives mean, then show them how to use the pictures to guess what a word might mean. 3. After reading have child describe objects in room: color, size, pattern, etc.

A: AcquiringHigh Support
.

C: CompetentLow Support
Have child describe themselves with different adjectives

Activity 1: Vocabulary Verbs B: BuildingIntermediate Level

1. As read book point out the actions the different insects and blueberry are doing 2. Explain any unfamiliar verbs: spied rolling dove chirped munch swooped 3. After reading story ask child: How would you follow the blueberry? Encourage child to think of lots of different verbes to explain their pursuit of blueberry (run, chase, crawl, ride, slide, etc.) 4. Revisit unfamiliar verbs in story and have the child act those verbs out

A: AcquiringHigh Support
.

C: CompetentLow Support

Activity 1: Narrative Skills Predicting B: BuildingIntermediate Level

1. Before reading the story have child guess what the story is about 2. After reading part of the book have the child guess how many and what is going to pursue the blueberry next. 3. Before finishing book ask child to guess what is going to happen to the blueberry (who is going to eat it, how it is going to get away, etc.)

A: Acquiring High Support

C: CompetentLow Support

Activity 1: Phonological Awareness--Rhyme

4

B: BuildingIntermediate Level
1. As begin to read story emphasize the rhyming words 2. After a few pages of reading story, pause before the 2nd rhyming word and ask child What do you think this word should be? 3. After finishing story tell the child There were lots of Rhyming words in that story. Rhyming means the end of the words sounded alike. Cat and Bat are rhyming words. What other words do you know that sound like Cat and Bat?

A: Acquiring High Support

1.

C: Competent Low Support

1. Throughout the story have child think of other real or nonsense words that rhyme with words in book

Homework -Re-read One Little Blueberry with your child. Talk to them about the book and what they learned about numbers - -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 have them practice counting aloud and different objects --As you read books with child, have them predict what will happen next in the story At the Library --Find another book about counting --Find a non-fiction book about insects

*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
6

 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