Download Lesson Plan in PDF - Lee & Low Books
Download Lesson Plan in PDF - Lee & Low Books
Download Lesson Plan in PDF - Lee & Low Books
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BEBOP CLASSROOM CONNECTION<br />
■ Encourage children to look at the pictures<br />
and the beg<strong>in</strong>n<strong>in</strong>g sound of the word.<br />
4. Be aware of the follow<strong>in</strong>g text features:<br />
■ The book conta<strong>in</strong>s number words<br />
■ The book conta<strong>in</strong>s familiar words: big,<br />
snowball, snowballs.<br />
■ There is a patterned phrase:<br />
“one snowball.”<br />
■ Only the number word changes on<br />
each page.<br />
■ The phrase on the last page is different:<br />
“Big Snowball Fight!”<br />
Read<strong>in</strong>g the Book<br />
1. Set a purpose by tell<strong>in</strong>g children to<br />
read the book to f<strong>in</strong>d out how many snowballs<br />
the children made and what they did with<br />
the snowballs.<br />
2. Have children read quietly, but out loud.<br />
Each child should be read<strong>in</strong>g at his or her own<br />
pace. Children should not read <strong>in</strong> chorus. Listen<br />
to children as they read by lean<strong>in</strong>g close or<br />
bend<strong>in</strong>g down beside each child.<br />
3. Look for these read<strong>in</strong>g behaviors dur<strong>in</strong>g the<br />
first read<strong>in</strong>g:<br />
■ Do the words they say match the pr<strong>in</strong>ted<br />
words <strong>in</strong> the book? (voice to pr<strong>in</strong>t match)<br />
■ Do they look at the pictures before they<br />
read the text or after they read?<br />
■ What do they do if they encounter<br />
an unfamiliar word? (appeal to you, try<br />
a strategy)<br />
■ Do their eyes go up to the picture before<br />
read<strong>in</strong>g the new word <strong>in</strong> the pattern?<br />
■ Are they say<strong>in</strong>g the <strong>in</strong>itial sounds of words<br />
before say<strong>in</strong>g the whole word?<br />
■ Are they say<strong>in</strong>g the <strong>in</strong>dividual<br />
letter sounds /o/ - /n/ - /e/ or blend<strong>in</strong>g<br />
the sounds?<br />
■ Do they reread if they come to an<br />
unfamiliar or unknown word?<br />
■ Have they self-corrected any mistakes?<br />
■ Is there any <strong>in</strong>flection or speech-like sound<br />
to their read<strong>in</strong>g?<br />
■ Have they responded with a laugh or<br />
other sound as they read the text?<br />
■ Do they make comments as they read?<br />
4. As children read, suggest a read<strong>in</strong>g strategy<br />
if they are struggl<strong>in</strong>g: “Try look<strong>in</strong>g at the picture<br />
to make sense of the pr<strong>in</strong>t.” Encourage children<br />
to take a guess or count the snowballs.<br />
5. Possible teach<strong>in</strong>g po<strong>in</strong>ts to address based<br />
on your observations:<br />
■ Review us<strong>in</strong>g the picture to help with each<br />
new number word.<br />
■ Review us<strong>in</strong>g the beg<strong>in</strong>n<strong>in</strong>g sound.<br />
■ Model how to reread the phrase if it<br />
doesn’t sound right or make sense.<br />
■ Call attention to the exclamation po<strong>in</strong>t on<br />
the last page.<br />
Big Snowball Fight Guided Read<strong>in</strong>g Level: B bebopbooks.com