Grade Band: Early Childhood Unit 20 Unit Topic: The Three Little Pigs

© 2013 n2y ULS, January 2014

Lesson 1 Instructional Targets

Pre-Kindergarten 4 – 5 years Toddler 3 – 4 years Language and Literacy Development: Early Reading/Print Concepts • Follow words left to right, top to bottom, page to page. • Recognize that spoken words are represented by written language. • Recognize that words are separated by spaces in print. • Actively engage in group reading activities. Language and Literacy Development: Early Reading/ Comprehension • Retell familiar stories. • Identify the author and illustrator of a story.

Language and Literacy Development: Early Reading/Print Concepts • Distinguish pictures from letters and words in text. • Show growing interest in reading related activities. • Show awareness of different functions of print materials, such as menus,

lists, newspapers, letters, etc. • Participate in reading through page turning, pointing, etc. Language and Literacy Development: Early Reading/ Comprehension • Use pictures to describe information in books.

Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Leveled Book: Animals on the Hunt for a New Home This Leveled Book is presented in three leveled formats:

• Level C – two or more lines of detailed text • Level B – simple storyline with predictable text • Level aa – a captioned story

• Emerging readers need exposure to book reading in a shared experience that builds on active participation: turning pages, repeating lines, pointing to

pictures, making comments and asking questions. Consider the adaptations that will facilitate increased participation for all students. • Level aa is in one-word text format to label the illustration. Level aa also includes manipulative pictures. Encourage students to match the manipulatives to

the picture on each page.

In this story, Animals on the Hunt for a New Home, the animals are looking for a new home. The animals will find different types of homes to live in. Discuss how the animal homes are the same and different. • Introduce the story by asking students, “Do you have any animals? Where can we find animal homes? What kind of home do you live in?” • On the first reading, do a picture walk. Ask students to name and describe the pictures in order to make associations to personal experiences. Have

students match picture cards to the illustrations on the story page. • Read the story aloud. Use the highest level of the story to model fluency. Use the additional levels to encourage student reading, picture identification and

story retell. After reading, ask who and what questions about the story to encourage retell. Show the symbol pictures (raccoon, eagle, turtle, bee, spider, fox, and bear) to encourage retell.

• As a group, reread the story aloud, repeating words and phrases. Encourage choral reading of sentences. • During independent or paired reading, focus on individual student abilities to participate with text or supported-text versions. Have students participate in

turning pages and following along with the teacher. Use manipulative pictures to support reading. • Support student reading participation, using the communication board to do so. • Follow the reading with discussion of where people live. Discuss how people’s homes are different depending on where they live. Ask, “Where do you live?

What is your home made of?” Bulletin Board Extension: Encourage students to talk about animal homes as they help make the “This Is My Home” bulletin board located at the end of this lesson. Ask, “Where does an eagle live? Do the turtle and fox live in trees?”

Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will participate in shared reading

through retelling and pretend reading. • Students will participate in a shared story by

stating repeated words and phrases. • Students will follow left-to-right progression

during shared reading.

• Students will participate in shared reading by pointing to pictures to convey information.

• With support, students will assist in page turning during shared reading.

• Students will demonstrate a response to show active engagement in read-alouds.

• Students will speak words and sentences from a story through an active participation response (e.g., voice output device, eye gaze choice board).

Resources and Materials Notes Leveled Book: Animals on the Hunt for a New Home Communication board Manipulatives: raccoon, eagle, turtle, bee, spider, fox, bear, tree, nest, pond, beehive, web, den, cave Picture/Word cards: raccoon, eagle, turtle, bee, spider, fox, bear, tree, nest, pond, beehive, web, den, cave

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com

Grade Band: Early Childhood Unit 20 Unit Topic: The Three Little Pigs

© 2013 n2y ULS, January 2014

Lesson 1 – Bulletin Boards Instructional Targets

Bulletin Board

Pre-Kindergarten 4 – 5 years Toddler 3 – 4 years Language and Literacy Development: Listening and Speaking • Describe familiar people, places, things and

events. • Use language to clearly communicate ideas,

feelings and needs.

Language and Literacy Development: Listening and Speaking • Respond appropriately to simple questions. • Show a progressive understanding vocabulary and

language within conversation and play.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will share information in a

discussion or conversation through multiple exchanges.

• Students will use picture supports to share information in a discussion or conversational exchange.

• Students will participate in conversational exchanges by using communication technology and picture supports.

Bulletin boards may be engaging and educational. Bulletin boards should become a tool for developing each student’s participation as a listener and a communicator. As the month’s topics are expanded and displayed through the bulletin board, ask questions and engage the students in conversation that enables each to gain new meaning. The suggestions in this activity are related to the monthly unit topic.

This Is My Home • Place the title, “This Is My Home,” on the bulletin board. • Create a forest scene on the bulletin board. • Tell students that they are creating a big picture of where animals live. • Encourage students to help by crumpling up brown paper for boulders, tearing green paper for the tree,

cutting green paper for grass, and tan paper for the den. • Ask, “What animal lives in the tree? What animal lives in the den?” • Have students look through magazines to find pictures or provide animal pictures from SymbolStix.com. • Each day, have one student choose an animal from the animals selected above, that he or she can

pretend to be. Have students say who they are (“I am a rabbit”) and where they live (“I live in a den”). • Encourage students to ask questions to the “Animal of the Day.” “What do you eat? Do you have a

family?” • Add pictures of animals in the appropriate setting on the board. This bulletin board idea extends learning from Lessons 1 and 2.

Students with communication difficulties should be provided with an opportunity to share information. Provide picture cards, communication boards, simple voice output or other participation modes.

Three Little Pigs’ Houses • Place the title “Three Little Pigs’ Houses” on the bulletin board. • Cut a house shape from heavy brown construction paper. • Give each student a house shape and glue. • Provide dried grass or straw, toothpicks for sticks and small rectangular paper for bricks. • Encourage students to choose one material to decorate their house. • Have each child describe their house. Ask, “Is your house strong? Could the wolf blow your house

down?”

This bulletin board idea extends learning from Lesson 3.