*Lesson Title: Odd One Out: In, Out, and All Around By: Guido van Genechten 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 correlation between pictures & words. To recognize the left-to-right and top-tobottom directionality of print. 2. Vocabulary: To understand and use prepositions and animal words

Programmer Materials: 1. In, Out, and All Around book 2. Small stuffed animal or small ball since used in other lessons/ages?

Customer Materials: 1. In, Out, and All Around 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/Picture Correlation B: BuildingIntermediate Level

1. As read book stop after each question and have child answer the question asked using the picture. If they are having trouble, help them by pointing out the animal they are looking for. (Warning: Some of these answers are VERY difficult to find, familiarize yourself with book before going) 2. Point out word and picture that matches it (turtle then point to turtle in picture)

A: AcquiringHigh Support
Ask direct questions and say the words say the turtle. Can you show me the turtle?

C: Competent Low Support

Ask question posed in book and let child find answer on their own

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 Prepositions B: BuildingIntermediate Level

1. 2. 3. Before reading ask how we know that a book is right side up (words and pictures are not standing on their heads) As read book highlight the prepositions (these are usually in larger type). Talk about what they mean, have child find the answers to the questions with prepositions in them After reading give the child a small object or stuffed animal. Ask the child to place the animal under the table, inside the box, between the wall and the couch, etc. Conversely, place the animal yourself in those locations and ask the child to describe where the animal is.

A: AcquiringHigh Support
.
Use simple prepositions: In, on, under, on top of

C: CompetentLow Support

Use more complex prepositions: Between, beside, through

Homework 1. Re-read In, Out, and All Around with your child. Help them find the answers to the questions posed in the book. 2. Work on prepositions with your child. Play a game similar to the one played in the lesson, where the child is instructed to place an object on under between etc. At the Library 1. Find another book featuring prepositions 2. Find another book which asks many questions (Ask your librarian for help)

Song Options: Wheres the Monkey? (Can also do with Ball if decide to use that) Wheres the Monkey? Wheres the Monkey? The Monkeys under the bed, the monkeys under the bed Wheres the monkey, theres the monkey, the monkeys under the bed. Wheres the Monkey? Wheres the Monkey? The Monkeys in the drawer, the monkeys in the drawer Wheres the monkey, theres the monkey, the monkeys in the drawer. Wheres the Monkey? Wheres the Monkey? The Monkeys on your head, the monkeys on your head Wheres the monkey, theres the monkey, the monkeys on your head. 3

Wheres the Monkey? Wheres the Monkey? The Monkeys over the table, the monkeys over the table Wheres the monkey, theres the monkey, the monkeys over the table. Wheres the Monkey? Wheres the Monkey? The Monkeys next to the door, the monkeys next to the door Wheres the monkey, theres the monkey, the monkeys next to the door. Wheres the Monkey? Wheres the Monkey? The Monkeys between ___ and ___, the monkeys between ____ and _____ Wheres the monkey, theres the monkey, the monkeys between _____ and _____. Wheres the Monkey? Wheres the Monkey? The Monkeys behind the ______, the monkeys behind the ______ Wheres the monkey, theres the monkey, the monkeys behind _______.

Going on a Bear Hunt (with prepositions) Were going on a bear hunt (Were going on a bear hunt) Im not afraid (Im not afraid) Gonna catch a big one (Gonna catch a big one) Its a beautiful day (Its a beautiful day) Its a fence. A wide, strong fence. Cant go over it (Cant go over it) Cant go through it (Cant go through it) Gotta go under it (Gotta go under it) Wiggle, wiggle, wiggle, wiggle Oh look, tall grass. Swishy-wishy grass. Cant go over it (Cant go over it) Cant go under it (Cant go under it) Gotta go through it (Gotta go through it) Swish Swish Swish Swish Look! Theres a tree. A tall, mighty tree. Cant go under it (Cant go under it) Cant go through it (Cant go through it) Gotta go over it (Gotta go over it) Climb, Climb, climb, climb Oh, a river. A cold, wet river. Cant go over it (Cant go over it) 4

Cant go under it (Cant go under it) Gotta go through it (Gotta go through it) Splish splash Splish splash Look! Theres a cave? Want to go inside? (Want to go inside?) Ooh, its dark in here. (Ooh, its dark in here) Oh, whats that? (Oh, whats that?) Two big fuzzy ears (Two big fuzzy ears) Two big googly eyes (Two big googly eyes) One big mouth... (One big mouth) Ahhhhhhhhhh! It's a BEARRRRRR! Quick, back through the river (Splish splash, splish splash) Over the tree (Climb, Climb, Climb) Though the field (Swish swish swish) Under the fence (Wiggle, wiggle, wiggle) Back into the house Shut and lock the door! Whew! Were safe!

*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 6