Lesson 1/Bezhik

LITERACY LESSON OVERVIEW: Appreciating Books Home Visitor Lesson Overview

INDIVIDUAL LEVEL

To prepare for lifelong success in understanding Book Appreciation, children ages 3-5 should be developing the following skills.

Keep in mind:  The expected progression of the development of each skill is listed in order starting at (a.).  Every child will develop skills at their own pace.  If you find a child has mastered one skill, begin to move on to the next.

Interacts During Read-Alouds and Book Conversations a. Contributes particular language from the book at the appropriate time  Says, “You’re not big enough,” when parent pauses in The Grouchy Ladybug b. Asks and answers questions about the text; refers to pictures  Responds, “He was mad. He threw his hat down.” c. Identifies story-related problems, events, and resolutions during conversations with an adult  When prompted says, “George got put in jail. He ran out the open door and got out.” d. Reconstructs story, using pictures, text, and props; begins to make inferences and draw conclusions  Joins in story discussion then says, “I think Max was upset that he was sent to bed without his supper.” Uses emergent reading skills a. Pretends to read a familiar book, treating each page as a separate unit; names and describes what is on each page, using pictures as cues b. Pretends to read, using some of the language from the text; describes the action across pages, using pictures to order the events; may need prompts from adult c. Pretends to read, reciting language that closely matches the text on each page and using reading-like information d. Tries to match oral language to words on page; points to words as reads; uses different strategies (eg. Sounding out words, knows words, and patterns in text) to make meaning from print

1 Retells Stories a. Retells some events from a familiar story with close adult prompting  Says, “The pig builds a house from it” when asked, ‘What does the first little pig do with the straw?” b. Retells familiar stories using pictures or props as prompts  Retells the basic events of The Three Little Pigs, using felt pieces on a felt board c. Retells a familiar story in proper sequence, including major events and characters  Starts with the three little pigs saying goodbye to their mother, remembers the correct order in which the pigs build their houses, and ending with the wolf climbing down the chimney and falling into the pot of hot water d. Retells stories with many details about characters, events, and storylines  Includes details about how the mother pig felt about her children leaving home, the pig’ personalities, and why building a house form bricks is better than building a house from straw or sticks

LITERACY LESSON PLAN: Appreciating Books Home Visitor Lesson Plan

2 Target Domain LITERACY: Book Appreciation.

Objectives Parent Skills------> Child Skills------> Domain Concepts: Attends to child’s skills; Shows interest in shared reading experiences; The Child will learn to Follows what the child is doing; Recognizes how books are love reading while read; developing an Is physically close to the child; Can identify the parts of a book appreciation and respect (e.g. the author, cover page, for books. beginning and end of the book); Shows enthusiasm about what Shows a respect for books the child is doing; Supports child in making Active, attentive listening. choices; Understands the importance of reading to a child.

Materials Needed ● Three Books from Inventory ● Medicine Wheel Early Learning Journey ● Tip-sheet “How to Read to a Child” ● Medicine wheel overview sheet ● Leave-behind materials (see wrap-up section)

Time Required Each lesson should be around 15-20 minutes in length, to leave an appropriate amount of time to complete the rest of your home visit. However, you may adjust the time you need to complete the lesson if need be.

How to Know Skills Are Being Learned Child: LOLLIPOP (Letter Recognition, Spatial Recognition) Parent: PICCOLO (Affection, Encouragement), Parent/Child Activity Folder

Warm-Up The goal of any warm-up is to make the parents feel more comfortable, secure, and open to asking questions. You can start the visit by engaging the participant in an informal conversation about she/he is feeling and how things are going in their life. Take

3 as much time as you need to answer their questions and listen to their concerns, keeping in mind that these lessons can be completed in about 15-20 minutes.

Review Previous Lesson and Follow-Up with Referrals If this isn’t the first lesson with this family, take time to review the previous lesson(s). Ask if she/he has any questions remaining from the previous session, and probe to find out if she/he remembers the teaching points – or better yet, if they have been practicing the skills at home and in the community.

Ask the following questions and document on the Medical Chart Tab on the Visit Encounter Form: o “Since our last visit, have you had any changes to your health insurance?” o “Since our last visit, have you had any changes to your medical home?” o “Since our last visit, have you or your child been to the doctor or hospital for any medical appointments or emergencies or other care?” If, in a previous visit with this family, any referrals were made to any services (medical, community, social services, etc.) follow-up and document that the referral was completed.

Introduction to Today’s Lesson Introduce the lesson and skills that you will be focusing on today:  Use the Objectives as a guideline for introducing the specific domain concepts.  If necessary, review the Teaching the Medicine Wheel Tip-Sheet before introducing Medicine Wheel teachings.  Remind the family that the Medicine Wheel can be used to teach us about life, language, and even math and literacy.

“Today we are going to pick a book to read! Reading to your children, even before they can understand, teaches them to associate books with love and affection. Add more why it’s important look for this in the Tip Sheet”

LITERACY Activities and Interactions Literacy: Appreciating Books

Here are the steps for completing the activity along with the supportive behaviors from the PICCOLO that this lesson targets. Keep in mind that each lesson will begin with the

4 home visitor teaching the activity. Eventually, the parents will transition to leading the activity with their child.

1. Introduce the overview of the Medicine Wheel. 2. With the parent, discuss the important steps to reading to a child.  Every child develops skills at their own pace (Beginning = EASTERN DIRECTION)  Read sitting close to the child  Read the same book over and over if children request it.  Ask questions about the book before reading it (such as where is the cover or title.  Point to the text and pictures with your finger as you read.  Model respect and careful handling of books. 3. Ask the child to choose a book from (books brought to visit, or use the Medicine Wheel. 4. Read the book, being sure to model the positive behaviors outlined in the tip sheet “Reading to Your Child.” Show the parent how to provide encouragement to their child, model physical closeness if the child is comfortable, and reassure parents that their child’s curious behaviors are normal and expected. Be aware of child’s response. a. Encourage child to talk about what they see in the book b. Ask questions about the text and pictures c. Ask the child “why” and “how” questions from the book *It is very important to give the child time to respond to questions! 5. The final step is to transition the parents to lead the activity with their child, while the home visitor provides guidance, encouragement, and acknowledgement of a job well done. Point out positive behaviors when the parent sits close to the child, provides positive feedback, supports the child’s book selections or decisions, and/or shows enthusiasm about the activity. 6. Explain use of Parent/Child Activity Folder

Lesson Wrap-Up Ask the parents: 1. What was your favorite part of today’s lesson? 2. How could you continue practicing these activities after I leave today?

5 This may also be a good time to discuss any upcoming community events such as Baby Celebrations, Powwows, or health education classes.

Leave-behind Materials Provide the parents with the following resources and any other hand-outs they may need to support their family’s learning after today’s lesson:  Tip-Sheet: How to Read to a Child  Medicine Wheel Overview  A Book  Parent/Child Activity Folder: Encourage parent to continue recording activities between home visits on the Activity Log

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