The Little Old Lady Who Was Not Afraid of Anything Linda Williams Activity One – Vocabulary Introduction Targeted Skill(s): Vocabulary development Instructions: Prior to reading the story, pre-teach the vocabulary terms that are essential to comprehension of the story. Suggested vocabulary terms to be pre-taught are listed below. Write the vocabulary term on a large piece of paper, demonstrate the sign for the vocabulary term, and use the illustrations from the book to provide visual aides. Request that the children sign the vocabulary term with you. Challenge each child to use as many words as he/she can to describe the cover of the book. After teaching each vocabulary word and prior to reading the story, ask children to identify each article of clothing by showing them the actual garment. As you read the story, perform the actions described in the story by using each of the articles of clothing. For instance, as you read, “and the shoes went CLOMP CLOMP,” stomp the pair of shoes on the floor. Vocabulary Terms: Materials: List of vocabulary terms Large piece of paper Marker Photographs of each sign (attached) Articles of Clothing lady woman forest pumpkin cottage collect clomp wiggle shake herbs clap nod afraid boo scare windy silver shining spices middle shoes pants shirt gloves
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The Little Old Lady Who Was Not Afraid of Anything...The Little Old Lady Who Was Not Afraid of Anything Linda Williams Activity One – Vocabulary Introduction Targeted Skill(s): Vocabulary
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The Little Old Lady Who Was Not Afraid of Anything Linda Williams
Activity One – Vocabulary Introduction Targeted Skill(s):
Vocabulary development Instructions:
Prior to reading the story, pre-teach the vocabulary terms that are essential to comprehension of the story. Suggested vocabulary terms to be pre-taught are listed below. Write the vocabulary term on a large piece of paper, demonstrate the sign for the vocabulary term, and use the illustrations from the book to provide visual aides. Request that the children sign the vocabulary term with you. Challenge each child to use as many words as he/she can to describe the cover of the book. After teaching each vocabulary word and prior to reading the story, ask children to identify each article of clothing by showing them the actual garment. As you read the story, perform the actions described in the story by using each of the articles of clothing. For instance, as you read, “and the shoes went CLOMP CLOMP,” stomp the pair of shoes on the floor.
Vocabulary Terms:
Materials: List of vocabulary terms Large piece of paper Marker Photographs of each sign (attached) Articles of Clothing
lady woman forest pumpkin cottage
collect clomp wiggle shake herbs
clap nod afraid boo scare
windy silver shining spices middle
shoes pants shirt gloves
Activity Two – Same Sounds Targeted Skill(s):
Phonological awareness (phonemic awareness) Instructions: Divide the children into groups of three. Provide each child with one picture from a given set. For example, group one will receive set one pictures, group two will receive set two pictures, and so on. Ask each group to take a turn standing in the front of the group, displaying their set of pictures. Re-quire the group to state which two words start with the same sound. As the children choose the correct words, model the beginning sound. For instance, “yes, both words start with “sh,” shirt and shoes.” Materials:
Picture Sets
Activity Three – Scarecrow Sequencing Targeted Skill(s):
Reading comprehension Sequencing
Instructions: Review the concept of sequencing by explaining that sequencing is the order in which events happen. Use the example, of the children’s morning routine. For instance, ask children, “when you wake up, what do you do first?,” “what do you do after you eat breakfast,” “do you brush your teeth after you go to school or before you go to school,” and so on. Allow children to color, cut out, and as-semble their own scarecrow. As the children complete their scarecrows, encourage them to recall the sequence of events that occurred during the story. As a group, ask five students to form a line and rec-ollect the events of the story by performing the action with their scarecrows as well as their own bodies. For example, the first student will state, “the shoes went CLOMP CLOMP,” the second student will state, “the pants went WIGGLE WIGGLE,” and so on. Materials: