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Microsoft Word - Administrators handout

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Read It Once Again
www.readitonceagain.com
info@readitonceagain.com
864-472-5156 PH
864-472-5563 FX
2

One book is chosen to become the classroom theme. All
learning and activities are linked to the story.


The story is repeated to allow teachers the opportunity to
expand on vocabulary and concepts in all areas.

Read It Once Again
www.readitonceagain.com

864-472-5156
PH
info@readitonceagain.com



2007



864-472-5563 FX
Read It Once Again
will provide a comprehensive curriculum that
promotes and establishes an early literacy based foundation for
the development of basic skills including cognitive, fine motor,
gross motor, speech, adaptive skills, and socialization.
Read It
Once Again
will also provide the educator with student goals and
objectives based on developmental milestones with structure and
rational. The curriculum engages the parent/guardian in the
education process and fosters the communication process between
the home and school.


Promotes literacy


Provides continuity for your Early Childhood
department


Accountability from classroom teachers


Easy to create long range planning


Follows state standards and developmental guidelines


Can be used alone or is compatible with other curriculums


Supports special education IEPs (Individual Educational Plan)


Documented record of student success


Coordinates classroom activities with special therapy
services (SLP, OT, PT)


Provides assistance for inexperienced teachers


Motivating and flexible format for experienced teachers

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Improves speech and language skills

Incorporates language into these preschool domains:


cognitive


gross motor


fine motor


adaptive


socialization


Creates an atmosphere combining literacy with fun and
learning

Promotes early literacy by introducing them to familiar
childrens literature

Age appropriate materials promoting success

Captures the fun of using rhyme, rhythm and repetition
as a tool for promoting language



4 5





Provides an appropriate language rich environment


Curriculum consistency and structure


Provides goals and objectives for each domain


Provides activities and graphic reproducibles to
support goals and objectives


Decreases planning and preparation time


Increases teaching time


Accountability and justification for activities


Unscripted format where teacher creativity is
encouraged


Each unit is structured in the same format.
There are nine sections
.

1. Introduction:
Teaching tips and suggestions for implementing a unit
2. Speech and Language:
Vocabulary activities and concepts
3. Cognitive:
Colors, numbers, shapes and more
4. Motor:
Gross motor covers large muscle activities
Fine Motor covers cutting, pasting, lacing and pre-writing
5. Adaptive or Self-Help:
Dressing, hygiene and recipes relating to the story

6.
Socialization:
Activities dealing with emotions, groups games for peer
interaction and reward certificates
7. Music and Rhymes:
Mother Goose rhymes, songs and finger plays
8. Parent Letters:
Letters to introduce and conclude the unit and an assessment
tool to informally measure student progress
9. Paint Masters:
Simple graphics of characters and objects found in the story
Lesson plan and assessment forms, plus one month of sample
lesson plans

6 The following pages
represent a sampling of
goals and objectives along
with supporting activities
for the story of
The Very Hungry
Caterpillar
by Eric Carle.

All units contain ample
activities to last for an
entire month.

7 At A Glance
Vocabulary and Teachable Concepts

These key vocabulary words and phrases are found in
The Very Hungry Caterpillar.

Objects, Nouns
At the beginning of each unit, teachers are provided with At A Glance. At a Glance
is a quick summary of the vocabulary throughout the story. It also provides teachable
concepts that relate to the story. Each unit reinforces color concepts. Colors are
listed with matching colored illustrations from the book.

moon
apple
ice-cream
cone
sausage
egg

pears
pickle


cupcake
leaf
plums
cheese watermelon
sun

salami
house


strawberries
caterpillar
oranges lollipop butterfly
Sunday Monday Tuesday
Wednesday
Thursday Friday

Saturday


one
two

three
four


five









Verbs and Action Words

lay
hungry pop
out
looked
up
built
nibbled pushed ate














8
Teachable Concepts

Food identification

days of the week
sequencing skills
Sweet/sour
small/tiny
sun/moon
Day/night
color
recognition
eggs
hatching
Little/big
fat/slim
counting
One to one correspondence
eat/nibble

week/7 days
Hungry/full
beautiful

Stages of cocoon development






Color Recognition

Yellow
sun/cheese
Red
strawberry/apple/watermelon/cherry
pie
Green
pickle/watermelon/pears/leaf/caterpillar
Purple
plum
Orange oranges
Blue
lollipop
Brown
cocoon/cake












9
Speech and Language Goals and Objectives
Each domain has a list of goals and objectives focusing on that particular
area of development.

These speech goals and objectives focus on language skills that are
emphasized when reading
The Very Hungry Caterpillar.

TO IMPROVE SPEECH AND LANGUAGE SKILLS, THE CHILD WILL:

1. Increase the number of spoken or signed words in his/her vocabulary.

2. Use these prepositions and articles of speech:
in, the, of, a, on, and, to, but, that

3. Answer who, what, and where questions:
Who turned into a beautiful butterfly? (caterpillar)
What did the caterpillar eat on Monday? (apple)
Where was the egg laying? (leaf)

4. Use the plurals of common words by adding an S.
pears
strawberries
plums
oranges

5. Use the past tense of common verbs:
stayed
pushed
nibbled





6. Relate experiences with some understanding of sequence, beginning and
closure.

7. Tell a familiar story using picture cues.

8. Sing familiar songs and repeat rhymes or finger plays associated with
the story.

9. Use these pronouns:
he, his, himself



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10. Repeat familiar 3 and 4 word phrases:
He ate through..

But he was still hungry.

11. _____Point to _____Name objects that are pictured in the story:
sun
caterpillar
strawberry
pickle
cherry pie
cocoon moon

apple

orange
cheese
sausage butterfly
leaf

pear
cake
salami cupcake
egg

plum
ice-cream
lollipop


watermelon

12. Distinguish between big and little objects or pictures.

13. Demonstrate knowledge of these positional concepts:

on, over, beside, under

14. Demonstrate knowledge between same and different.





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Sequencing Cards

Each activity is introduced with a plan giving objectives as well
as instructions. All plans are structured in the same format to insure consistency.

Domain:

Language, Cognitive
Identifying domains provides clarity, justification, and
accountability for each activity.
Objectives:


Child will identify characters and objects.

Child will retell story using
Sequencing Cards
.
Goals and objectives often match those found on IEPs.

Materials:

Sequencing Cards


card stock or durable paper

markers, scissors

felt board or Velcro board
Necessary patterns or work pages are always provided to assist
teacher preparation. Teachers have more time teaching and less
time preparing activities.
Instructions:

Copy, color, and cut
Sequencing Cards.


Teacher will retell story using
Sequencing Cards.


Assist the child in retelling the story while
arranging the pictures in correct order.
Step by step instructions help inexperienced teachers, assistants,
volunteers, parents, or substitute teachers.
Suggestions:

Child can use
Sequencing Cards
while listening to the story that
has been recorded on cassette tape.

Child can use
Sequencing Cards
to retell story to classmates during
center time.
Suggestions help teachers to adapt the lesson and help to meet
the needs of all children.


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Sequencing Cards
Consistent graphics and visual cues are used throughout the unit to reinforce visual repetition
as