PLR ueE pM s i l PsIN o rD on gE re PR: sl sa Cn h s e c k REMEMBER! l i s Read It Again-PreK! t It’s time to consider individual children’s progress… This week, complete a Pupil Progress Checklist for each study child. [ 19 ] Lesson Plans (You will find the checklist in the Progress Monitoring and Implementation Notes section of your Read It Again! binder). Read It Again-PreK! | myreaditagain.com 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Lesson 1: Let’s Read to See What is Happening Week 1 Book: Clifford Goes to Dog School by Norman Bridwell Before and During Reading: Print Knowledge Materials Learning Objective 1: To recognize that print carries meaning and to • Book: Clifford Goes to distinguish print from pictures. Dog School by Norman Bridwell 1. Introduce the title. You could say: The title of the book tells us the name of the story. 2. Read the title of the book and point to each word: The title of our book is Clifford Goes to Dog School. (Point to each word separately and run your finger under the word as you read it.) As you read it again, have one or two children come up and point to each word in the title of the book. 3. On the first page, point to the print and explain its function. You could say: Here are the words that tell us what is happening. Let’s read the words to find out what is happening. 4. On every page, point to the words as you read them. 5. On the last page, ask an individual child to come up to the book by saying: Can you show me the words on this page? You may repeat this for a few children. [ 21 ] After Reading: Vocabulary Learning Objective 2: To understand and use words for unfamiliar actions (verbs). Target Words: begging, heeling, walking, shaking, sitting Learners’ Ladder 1. Tell the children: Let’s talk about all the things that Clifford did in this book. Turn to the beginning of the book and open to the first page. 2. Show the children each page and ask: What is Clifford doing? Allow individual Don’t forget to take a children to provide their own responses, but follow these with model responses look at the Learners’ that use the target words. For example, on the first page, you might say: Clifford Ladder for ideas is begging for food. Begging is what an animal does when he wants something, about adapting the like food. You can see by the picture he wants the food. What is he doing here? Vocabulary activity to (Give children a chance to answer.) Repeat their answer or say again: He is diverse learners. begging for food. Be sure to model each target word and its meaning. Lesson Plans Read It Again-PreK! | myreaditagain.com 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Read It Again! Learners’ Ladder Lesson 1: Vocabulary Scaffolding Strategies Scaffolding Examples Use the reasoning strategy to help chil- Example 1: dren consider the meaning of the target Teacher: Rochelle, how do you verbs. know when an animal, like a Too dog, is begging for something? Easy! Example 2: Teacher: Why is it important to teach dogs to heel? [ 22 ] For children for whom the lesson Just seems just right, you can use the Right! lesson plan as written! Use the reducing choices Too Example 1: strategy to help children Teacher: Jim, let’s think about when Hard! learn the meaning of target Clifford is heeling in this book. Look on vocabulary words. this page- is Clifford walking or heeling? Example 2: Teacher: Let’s think about some things a dog would beg for. Do you think a dog would beg for food? for a toy? for a bath? myreaditagain.com | Read It Again-PreK! Lesson Plans 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Lesson 2: Which Words Sound the Same? Week 1 Book: Clifford Goes to Dog School by Norman Bridwell Before Reading: Phonological Awareness Learning Objective 1: To identify when two words share a rhyming pattern. Learners’ Ladder 1. Introduce the activity by saying: We are going to look at some pictures that rhyme. I’ll say the name of the picture and you say it after me. 2. Show each of the “OG” picture cards (dog, frog, hog, and log), and have the children name each card. Tell the children: All these words rhyme; they sound the same at the end. See how my mouth is the same at the end? Don’t forget to take a look 3. Make some rhymes with the “OG” cards, and discuss these rhymes with the at the Learners’ Ladder children, as in: This picture is dog (show card) and it rhymes with frog (show for ideas about adapting card). My mouth does the same thing at the end: frog, dog. Continue this process the Phonological for other pairs (dog-log, dog-hog). Awareness activity to 4. Hold all four cards in your hand, and allow children to select two cards from diverse learners. your hand and say the two words on them. Then ask the whole group: Do (word) and (word) sound the same? Does your mouth do the same thing? [ 23 ] During and After Reading: Narrative Materials Learning Objective 2: To identify and describe the setting and • Book: Clifford Goes to characters of a story. Dog School by Norman Bridwell 1. Read the book Clifford Goes to Dog School with the children. Stop reading periodically to highlight the character and the setting in the book. Ask • OG Picture Cards: children open-ended questions about the characters, such as: Why did he do dog, frog, hog, log that? What will he do next? Also, describe any changes that happen in the • Large paper and setting, such as: Clifford was outside. marker 2. After reading the book, place the large paper where all children can see it. At the top write the word: Characters. 3. Review each of the key characters in the story. You could say: In our book we met Clifford, Emily Elizabeth, and Auntie. Write each of the names on the sheet, leaving lots of space between names. 4. Go around the group of children and ask each child to tell you his/her favorite character and dictate why. Record children’s answers below the character name. Allow children’s answers to guide what you write, but extend their answers. If the child says, Clifford is good, you could extend this answer, as in: Alex said he likes Clifford the best because he is a good dog and was looking out for Emily Elizabeth. Lesson Plans Read It Again-PreK! | myreaditagain.com 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Read It Again! Learners’ Ladder Lesson 2: Phonological Awareness Scaffolding Strategies Scaffolding Examples Use the predicting strategy to help Example 1: children consider words that rhyme. Teacher: That’s right Cameron, dog and hog rhyme! Now I have Too another card. What are some possible words that might be on Easy! this card? Can you guess? Example 2: Teacher: When we read our book, you can listen for words that rhyme with dog. What are some words you think we might hear in this book? [ 24 ] For children for whom the lesson Just seems just right, you can use the Right! lesson plan as written! Use the eliciting strategy to Too Example 1: help children learn the Teacher: Frog and hog rhyme. My mouth Hard! meaning of target does the same thing at the end of the words vocabulary words. frog and hog. Brianna, does my mouth do the same thing at the end of the words frog and hog? Example 2: Teacher: Here I have two words- dog and log. Dog and log rhyme! Tell me, dog and log rhyme. myreaditagain.com | Read It Again-PreK! Lesson Plans 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Lesson 3: What Do These Words Do? Week 2 Book: Chicka Boom Boom by Bill Martin, Jr. & John Archambault Before and During Reading: Print Knowledge Learning Objective 1: To recognize that print carries meaning and to distinguish print from pictures. Learners’ Ladder 1. Show the children the cover of the book Chicka Chicka Boom Boom. Point to the title and ask the children what the title of a book does. You may say: Here is our title. What does the title tell us? You may have to model the answer. Tell the children: The title tells us what the story is about. Don’t forget to take a 2. Read the title while pointing to each word as you say it. look at the Learners’ 3. Before reading, you could ask children to predict what they think the story will Ladder for ideas about be about. You might say: The title says ‘Boom Boom.’ What do you think is going adapting the Print to happen in this book? Knowledge activity to 4. Throughout reading, pause and point to specific words and explain that the diverse learners. words help tell the story. For example, you may say: These words say ‘Chicka Chicka Boom Boom’ (pointing to words). You might ask some children to point to some words also, as in: David, can you come show me where it says ‘Chicka Chicka Boom Boom?’ [ 25 ] After Reading: Vocabulary Materials Learning Objective 2: To understand and use words which describe • Book: Chicka Chicka things and actions (adjectives and adverbs). Boom Boom by Bill Martin, Jr. & John 1. After reading, tell the children: Let’s talk about all the different colors we saw in Archambault the book. Let’s see if we can remember all of our color names. Hold up and name • Color Cards: each of the color cards. blue, green, red, 2. Give each child a color card. You can explain: I’m going to give each of you a yellow, purple, orange color. As we go through the book, let’s see if we can find everyone’s color. Let’s look (3 sets) at the letters in the book, and look for letters that are the colors on our cards. 3. Turn to each page of the book, and name some of the letters on the page. Help children match their color cards to the colors of letters. You could say: I see lots of red letters on this page. Who has the red card? Amy, your card is red. Come find a letter that is red just like your card. 4. Continue flipping through the book and calling on children to match their color to the book. Give each child a turn. During this activity, model how colors describe nouns to make phrases, as in: the purple L, the blue M, etc. Lesson Plans Read It Again-PreK! | myreaditagain.com 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Read It Again! Learners’ Ladder Lesson 3: Print Knowledge Scaffolding Strategies Scaffolding Examples Use the generalizing strategy to help Example 1: children consider that print Teacher: Words are all around us carries meaning. and give us information. Think about Too signs you see when you are in the car. They have words that tell us to Easy! do something. What are some things those signs tell us to do? Example 2: Teacher: Words in the book tell us the story. In our room, words give us information about people in our class. An important word is your name. If you see your name on some- thing, what does it tell you about that thing? [ 26 ] For children for whom the lesson Just seems just right, you can use the Right! lesson plan as written! Use the reducing choices Too Example 1: strategy to help children Teacher: The title tells us the name of the Hard! recognize that print carries book. Look at the cover of the book. Which meaning and is different part is the title? Is it the picture (point to from pictures. the illustration) or the words (point to the title)? Example 2: Teacher: Where should I look to find the title? Would I look on the front of the book or the back of the book? myreaditagain.com | Read It Again-PreK! Lesson Plans 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Lesson 4: Can You Hear the Rhymes? Week 2 Book: Chicka Boom Boom by Bill Martin, Jr. & John Archambault Before Reading: Phonological Awareness Materials Learning Objective 1: To identify when two words share a rhyming pattern. • Book: Chicka Chicka Boom Boom by Bill 1. Review the concept of rhyming words with the children. Ask the children: Who Martin, Jr. & John remembers what rhyming words are? Remind children: Rhyming words sound the Archambault same at the end. • EE picture cards: 2. Show each of the “EE” picture cards (tree, bee, see, and knee), and have the tree, bee, see, knee children name each card. Tell the children: These words all rhyme. My mouth does the same thing at the end of these words. • II picture cards: cry, 3. Make some rhymes with the “EE” cards, and discuss these rhymes with the tie, fly children, as in: This picture is bee (show picture) and it rhymes with tree (show picture). My mouth does the same thing at the end of these words: bee, tree. 4. Hold all four cards in your hand, and allow children to select two cards from your hand and say the two words on them. Then ask the whole group: Do (word) and (word) sound the same? Does your mouth do the same thing? 5. Add the “II” cards (cry, tie, fly) to your hand. Create a non-rhyming pair (cry and bee) and tell the children: Listen to these two words, cry and bee. Cry and bee do not sound the same. See how my mouth is different? Allow children to pull pairs [ 27 ] from your hand, and help them to identify if the two words rhyme. During and After Reading: Narrative Learning Objective 2: To identify and describe the setting and characters of a story. Learners’ 1. Read the book Chicka Chicka Boom Boom. During reading, stop to highlight the Ladder characters and settings of the story. You could say: This story is all about letters. The letters are the characters in this story. Here the letters are climbing up the tree. What else are the characters doing? Use open-ended questions to actively involve Don’t forget to take a children in the discussion during reading, such as: What will the letters do next? look at the Learners’ Where are the letters now? Ladder for ideas 2. After reading, engage the children in a discussion about the setting of the story. about adapting the Explain what a setting is (where a story takes place); show each page of the book Narrative activity to and ask children to describe the setting. You could ask: Where are the letters diverse learners. now? What does time of day is it? Have you been in a setting like this? Lesson Plans Read It Again-PreK! | myreaditagain.com 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 192021 22232425262728293031 3233343536373839404142434445464748495051 525354555657585960 Read It Again! Learners’ Ladder Lesson 4: Narrative Scaffolding Strategies Scaffolding Examples Use the reasoning strategy to help Example 1: children consider characters and their Teacher: Simon, you said the motivations to go to different settings. letters snuck out in the night to Too go climb the coconut tree. Why do you think they went to the Easy! coconut tree? Why do you think they had to sneak out at night? Example 2: Teacher: All the big letters came to rescue the little letters. Where do you think the big letters were? Why weren’t they climbing the tree with the little letters? [ 28 ] For children for whom the lesson Just seems just right, you can use the Right! lesson plan as written! Use the eliciting strategy to Too Example 1: help children identify the Teacher: Cathy, look- the letters are in the Hard! characters and settings coconut tree! Where are the letters? in the book. Example 2: Teacher: Nathan, this book is silly because all the characters are letters! Nathan, tell me- the characters are all…what? Letters! myreaditagain.com | Read It Again-PreK! Lesson Plans