*Lesson Title: 123 Count with Me By: Georgie Birkett (Ill.

) 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. To practice writing numbers 2. Vocabulary: To understand and build basic vocabulary words and practice numbers

Programmer Materials: 1. 123 Count with Me book

Customer Materials: 1. 123 Count with Me 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 123 Count with Me 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). 3. Ask child which way the flaps open on the book (left to right), Ask them what else goes left to right (writing, reading)

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 3: Print Knowledge Writing B: BuildingIntermediate Level

1. Show child how the book gives directions on how to write each number 2. Have child trace each number with their finger, write each number in the way the book instructs them to

A: AcquiringHigh Support
After reading have child write their age on a piece of paper, keep practicing with their finger on that page in book if they are having trouble

C: CompetentLow Support
After reading have child write each number on a piece of paper, consulting book as necessary for how to write it

Activity 1: Vocabulary Basic Words B: BuildingIntermediate Level A: AcquiringHigh Support

Focus on basic words (dog, train, books, etc.) 1. As read book, show child the picture/word connection for words they are unfamiliar with

C: CompetentLow Support
Focus on harder words fat hides parrot rockets blasts off late floats squeaks lost trace

Activity 2: Vocabulary Numbers B: BuildingIntermediate Level

1. As read book, count different things with child 2. After read book: Count aloud and count objects in room

A: AcquiringHigh Support
Practice counting up to 3 or 5 depending on level of child

C: CompetentLow Support
Talk about what letter starts each word on page

Homework 1. Re-read 123 Count with Me with your child 2. 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. Have them practice opening flaps left to right to reinforce this directionality 3. As you spend time with your child have them practice counting aloud and counting different objects 4. As you go throughout your day with your child, ask them what different common objects names are, help them increase their vocabulary by giving them names for the world around them

At the Library 1. Find another counting book 2. Find a book that deals with basic vocabulary words

Song: 5 Little Fingers One little finger standing on its own. (Hold up index finger) Two little fingers, now theyre not alone (Hold up middle finger) Three little fingers happy as can be. (Hold up ring finger, dance them around) Four little fingers go walking down the street. (Hold up four fingers, walk them forward) Five little fingers. This one is a thumb. (Hold up four fingers and thumb, move thumb around on This one is a thumb) Wave bye-bye cause now we are all done. (Wave bye-bye)

*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