Pa. Center for the Book—Family Literacy—Lesson Plans

Family Literacy Lesson PlansClifford's Sports Day

Adult Education Lesson Plan

Help Your Child Be a Good Sport

Early Childhood EducationLesson Plan

A Three-Legged Matching Game

GuidelinesUsing Guidelines

Sport Picture Cards Sport Word Cards

Parenting EducationLesson Plan

Let's Read and Talk About Clifford

Interactive LiteracyLesson Plan

Create Your Perfect Dog

How to Draw Dogs

BingoDog Personality Pictures

Resources

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Adult Education Lesson Plan for

Clifford’s Sports Day Name of Activity: Help Your Child Be a Good Sport Students Participating; size of group: Parents and

adult family members; any size group, with a minimum of two persons needed for role playing.

Lesson Goal: The learners will promote their children’s growth and development by learning skills in guiding and mentoring their children’s sportsmanship. Learning Objectives/Skills: The learners will be able to: a) Organize and relay spoken language effectively as they —

Identify and describe attributes of good sportsmanship. Describe specific problems they have experienced regarding their children’s sportsmanship.

b) Attend to spoken and written information presented on teaching sportsmanship, and integrate it with their experiences in order to generate a solution for guiding their children’s sportsmanship. c) Pursue generated solutions by role playing a scenario involving teaching sportsmanship. Environmental Adaptations, Time & Materials Needed:

The following activities can be adapted to different situations; however, a room with circular seating, space for small groups to role play, and a chalkboard or poster paper nearby would be ideal. The activities will take approximately 30 minutes depending on students. The following materials will be needed:

Large chart listing guidelines for teaching children to be good sports. You can base your guidelines on those used in programs the children already attend, or you may want to use our Guidelines for Teaching Sportsmanship.

One or more copies of the book, Clifford’s Sports Day. Pre-planned notes about possible scenarios for role play.

Procedure/Description of the Activity: 1. Discuss situations in which adults need to use coaching or mentoring skills: workplaces, community organizations, and child rearing. Seek input about experiences in those roles, pointing out ones that were successful. 2. Transition the conversation toward helping our children learn sportsmanship. Ask participants for their ideas about what behaviors make one a good sport. List these ideas on chart paper or on a board. 3. Refer to the focus book, Clifford’s Sports Day, explaining that this book provides a great opportunity to discuss following rules and being a good sport. If participants are unfamiliar with the book, read through it pointing out that Clifford is also learning to be a good sport. 4. Begin with a discussion of the kinds of problems that arise when children play group games. Affirm parents’ concerns and experiences. Prompt input regarding one or more of these kinds of situations: helping children learn to take turns, encouraging children to try even when the task is difficult, and helping children deal with not winning. You may want to note that when the children participate in the Early Childhood Education activity (three-legged race), they will need to take turns. 5. Explain that there are things we can say and do to help children learn sportsmanship: coaching and mentoring. As an example, today we will learn how to handle (one or more of) these common situations:

Trying even when the task is difficult Dealing with not winning Taking turns

6. Refer to your chart, or our Guidelines for Teaching Sportsmanship, and discuss the items listed there. Emphasize the importance of praising children’s efforts to make even small improvements. Point out that it takes lots of reminders and praise over time to change children’s habits.

7. Discuss one or more specific situations, giving examples of using the guidelines as you discuss each one. Select situations and solutions that are most appropriate considering issues that the learners raised earlier. 8. Assign participants to small groups to act out scenarios (for example, a child is going to play softball and has trouble hitting the ball, or a child gets angry when she misses in jump rope and won’t play any more; a child gets upset when her team doesn’t win, or gets mad when she looses a board game). In each group, someone should act out the child’s role, another should be the parent, and a third person should be an observer to give feedback. Reverse roles so that each person gets to practice the parent role. 9. Discuss success of role plays, affirm participants’ efforts to follow guidelines, and encourage participants to work on using them with their children. Refer to the list generated earlier about what makes a good sport. Encourage learners to continue to use their coaching and mentoring skills as they teach their children these sportsmanship behaviors. Assessment:

For Informal Assessment

Objective Participant’s Names Comments

a) Organize and relay spoken language effectively.

b) Attend to spoken and written information presented on teaching sportsmanship; and integrate it with their experiences in order to generate a solution for guiding their children’s sportsmanship.

c) Pursue generated solutions by role playing a scenario involving teaching sportsmanship.

Reflect on the Activity: 1.What worked well? 2. What didn’t work? 3. What might have made the activity more successful? 4. Did you notice any potential for follow-up activities based on what the students said or did? Transfer Home Ideas: Encourage parents to try the techniques at home and to report back on how they work. Also encourage parents to think about using this approach to deal with other problems they experience with their children’s sportsmanship and social interactions. Literacy Area(s)* Addressed: The Power and Pleasure of Literacy x The Literate Environment x Language Development Phonological Awareness Phonemic Awareness Types of Text Letters and Words Vocabulary Knowledge of Print x Building Knowledge & Comprehension Reading Comprehension Motivation Fluency x Multiple Literacy * from National Center for Family Literacy’s Building Strong Readers and Learning to Read and Write

Early Childhood Education Program for

Clifford’s Sports Day Name of Activity: Three-Legged Race and Matching Game

Students Participating; size of group: 10-16 or larger (Even number of students is recommended.)

Lesson Goal: Children will participate in a three-legged race that involves matching pictures of four sports with the printed word counterparts. Learning Objectives/Skills: The learners will be able to: a) Listen for particular words or sounds and recognize printed words and letters as they identify sports words (soccer, hockey, football, and baseball) by listening for and recognizing the sounds of the first letter. b) Engage in literacy related play and learn through turn-taking, as they take turns to race and find the pictures that match the words. Environmental Adaptations, Time & Materials Needed:

The following activities can be adapted to different situations: There should be enough adults to help children play the game, recognize words and the matching pictures. Preplan how many teams should race at once, depending on your space and numbers of children. You could have as many as four (therefore eight children), or as few as two (four children) The activities will take approximately 25 minutes depending on students. The following materials will be needed:

A big poster of sport word list (Baseball, Soccer, Football, Hockey). Capitalize and make bold the first letter of each word.

Enough big cards of each sport word for children to play the three-legged race game. Pictures of the counterpart sport words. Scarves or twine to tie legs together for the three-legged race.

Procedure/Description of the Activity: I. Gather children and seat them as if for storytime. Refer to Clifford’s Sports Day, and ask children to recall or recognize the various sports Clifford and his friends played. Ask children what sports they like and let them talk about it. Then show them the sport words listed on the poster. Help them learn to recognize the words by listening to the sounds of the first letter. Tell them that they will be playing a game where they will need to find the pictures that match each of these sports words. Practice while children are sitting. Set out the four sports pictures and have children take turns reading a sport word and matching it to the picture. 2. Teach children to listen to each word and the sound of the first letter. Ask them to say the sounds. Remember to praise them when they try. 3. Make sure that each child gets at least one turn to match, but engage all children in trying to say the sounds that go with the first letters. 4. Then tell children that they will be playing a three-legged race game. Ask one child to help you demonstrate the three-legged game they will play. You and the child choose a sport word, read it, and then run (with your legs tied together) to the finish line and find the picture that matches the word you have. Remember to praise and thank the child for helping. 5. Pair children. Tell them each time there will be two to four teams racing at a time, and that they will take turns to race. Give each team one of the sport word cards. Tell them to help each other figure out the word, and then look for the right picture at the finish line.

6. Before each race begins, help children recognize the word by pronouncing the first letter. Remember to keep encouraging and praising them during the race. Encourage the children who are waiting to cheer on their friends and to practice reading the words. Assessment:

For Informal Assessment

Objective Participant’s Names Comments

a) Listen to particular words or sounds and recognize printed words and letters.

b) Engage in literacy related play and learn through turn-taking.

Reflect on the Activity: 1.What worked well? 2. What didn’t work? 3. What might have made the activity more successful? 4. Did you notice any potential for follow-up activities based on what the students said or did? Transfer Home Ideas: Give each child a set of word and picture cards so they can do the race at home. If there are not enough children at home, the three-legged race can be transferred as a hammer matching game. Prepare a soft toy hammer, sport word cards and pictures. Then instead of having children holding words and racing to find the right picture, when the parent holds up a word card, the child uses the toy hammer to hit on the right picture that matches the word held by the adult. Start out by challenging the child to read the card and find the correct picture before the adult counts to ten. As the child becomes more familiar with each word and the picture, increase the speed of the game. (Suggestion: The toy hammer can be replaced with a roll-up newspaper or a paper towel hold-roll.) Literacy Area(s)* Addressed: x The Power and Pleasure of Literacy x The Literate Environment Language Development x Phonological Awareness x Phonemic Awareness Types of Text x Letters and Words x Vocabulary x Knowledge of Print Building Knowledge & Comprehension Reading Comprehension Motivation x Fluency Multiple Literacy * from National Center for Family Literacy’s Building Strong Readers and Learning to Read and Write

Baseball

Soccer

Football

Hockey

Pa. Center for the Book : Family Literacy Activities

GUIDELINES FOR TEACHING SPORTSMANSHIP

1. Recognize your child's feelings.

● "I understand why that makes you upset."● "It's hard to wait turns, isn't it."

2. Model a different way to behave.

● "Next time you lose, say to yourself, "I can't win every time-maybe I will the next time.'"● Tell about a similar situation when you were a child, and what you did.

3. Coach your child just before she goes to play the game.

● "Remember, while you wait your turn, watch the others to see what you can learn from them."

● "I bet you will remember to keep trying even if you don't hit the ball every time."

4. Observe and praise your child for her accomplishments.

● "I saw how you kept trying. Aren't you proud of yourself?"● "You were probably disappointed when your team didn't win, but you didn't get mad-

good for you!"

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Suggestions for Discussion, Using Guidance Chart

Don't Give Up--Keep Trying

1. Recognize Your Child's Feelings: Tell your child that you know it is frustrating when you can't get something right the first time.

2. Model a Different Way: Let your child know that you understand her feelings. Tell your child about something that you had to work hard on, and how it was frustrating for you. Talk about situations where you needed to ask others to help you.

3. Coach Your Child: Before your child is about to play the game or sport, remind her that she should feel proud of herself for trying. Talk about what that might mean, e.g., it takes lots of spills to learn to rollerskate, but you are tough!"

4. Watch and Praise: Praise your child by connecting her efforts to her improvement and enjoyment. For example say, "I can tell that you are trying hard, you stayed up on your skates longer that time."

Cope with Losing

1. Recognize Your Child's Feelings: Tell your child that you know how much he wants to win, and that he feels upset when he doesn't.

2. Model a Different Way: Tell your child about times when you lost a game or contest, and how you felt about it. Tell your child that you learned that, "Nobody can win every time." Tell your child that you coped with losing by reminding yourself of things you could do well.

3. Coach Your Child: Before your child is about to play, remind her that it's easier to have fun if you don't always have to win. Talk with your child about something she can tell herself if she doesn't win: e.g., "I tried hard anyway," "I don't have to win to have fun," "Maybe I'll win another time."

4. Watch and Praise: Praise your child if she loses, but doesn't get angry. Praise her for her good control, and remind her of things she did well.

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Waiting your Turn

1. Recognize Your Child's Feelings: Tell your child that you know how hard it is to wait.

2. Model a Different Way: Show your child how to wait in line without bothering anyone, pushing, etc. Talk with your child about things he can think about or do while he is waiting in line.

3. Coach Your Child: Before your child goes to play, remind him to tell himself what to do while he is waiting.

4. Observe and Praise. Watch for your child to wait his turn, and then tell him that you are proud of how well he did.

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Parenting Education Lesson Plan for

Clifford’s Sports Day Name of Activity: Learning About Safety with Clifford

Students Participating; size of group: Family members, any size group from one to several

Lesson Goal: Parents will learn how to engage their child in discussing events in the storybook presented, and to help their child remember the safety message in the book. Learning Objectives/Skills: The learners will be able to: a) Suggest appropriate questions and statements that will help their children pay attention to and personally connect with the story, Clifford’s Sports Day. b) Support their children’s literacy learning by suggesting when they could remind their children to play safely like Clifford did in the story. Environmental Adaptations, Time & Materials Needed:

The following activities can be conducted in the home or in a group setting. No particular room arrangements are needed. The activities will take approximately 20 minutes depending on students. The following materials will be needed:

Copies of Clifford’s Sports Day for leader and for each family. Chalk board or other surface for writing students’ suggestions.

Procedure/Description of the Activity: 1. Read through the book once, while participants follow along. 2. Tell students that it is important to talk about stories as you read to children so that they will keep paying attention, and to help them make a connection between what they are reading and their daily lives. Model a couple of statements/questions yourself: “Do you think that Clifford can jump over all those hurdles?” “I would love to have Clifford on my team!” 3. Read back through the book, asking parents to suggest comments and questions on every couple of pages. Praise their attempts, writing down three or four of the comments that might work for anyone. Try to get a response from each student. 4. Focus on and discuss Clifford’s heroic action at the end of the story, and point out that this is an important thing to talk about when they read the book with their children. Tell parents that we can remind children to think of a storybook character’s actions to help guide their behavior. Ask each participant to suggest a good time for reminding a child to think about Clifford, and play safely like he did. Praise their appropriate ideas. 5. Remind parents that their children may enjoy talking about other aspects of the story, too. Even when we have preplanned some things to talk about, we need to be watch for aspects of stories that appeal to our particular children. For example some children love laughing at Clifford’s mishaps and guessing what he will do next!

Assessment:

For Informal Assessment

Objective Participant’s Names Comments

a) suggest appropriate questions and statements that will help their children pay attention to and personally connect with the story, Clifford’s Sports Day.

b) support children’s literacy learning by suggesting when they could remind their children to play safely like Clifford did in the story.

Reflect on the Activity: 1.What worked well? 2. What didn’t work? 3. What might have made the activity more successful? 4. Did you notice any potential for follow-up activities based on what the students said or did? Transfer Home Ideas: Send copies of the book, Clifford’s Sports Day, home with each family so that they can read and discuss the book with their children. Literacy Area(s)* Addressed: x The Power and Pleasure of Literacy The Literate Environment x Language Development Phonological Awareness Phonemic Awareness Types of Text Letters and Words Vocabulary Knowledge of Print x Building Knowledge & Comprehension x Reading Comprehension Motivation Fluency Multiple Literacy * from National Center for Family Literacy’s Building Strong Readers and Learning to Read and Write

Interactive Literacy Lesson Plan for

Clifford’s Sports Day Name of Activity: Create Your Perfect Dog! Students Participating; size of group:

Group of 5-10 or larger Lesson Goal: Children will connect and extend the reading of a story about Clifford, to imagining dogs that they would like to have. Their parents will support these extensions by assisting the children as they describe, draw, read and write. Learning Objectives/Skills: The learners will be able to: a) Increase their oral language skills (children) by understanding and using these personality words to describe the dogs that they imagine: frightened, sleepy, happy, sad, angry, and surprised. b) Increase their emergent reading skills (children) by recognizing or attempting to recognize the printed personality words by using picture cues and the sounds of beginning letters. c) Increase their emergent writing skills (children) by drawing, coloring and dictating descriptions of the dogs they have imagined. They may do the drawing on their own or they can cut and paste individual parts from the dog personality pictures. d) Support children’s emergent reading and writing (parents) by engaging their children in meaningful conversation, helping them understand and read new words, and encouraging them to draw, write and color. Environmental Adaptations, Time & Materials Needed:

The following activities can be adapted to most situations, however children and families will need table or desk space for drawing, coloring, and perhaps cutting and pasting. The activities will take approximately 25 to 30 minutes depending on students. The following materials will be needed:

A big poster listing personality words with pictures of dog expressions, made from the dog personality pictures.

Papers for children to draw on and to write about the perfect dogs they have imagined. Optional, for children who have difficulty drawing: copies of how to draw dogs, or pre-cut dog parts

(heads, feet) from the dog personality pictures. Enough materials so that each child can make a picture of the perfect dog she has imagined (paper

for drawing and pasting their dog parts on, scissors, glue, crayons) Clifford’s Sports Day or another book about a dog. Crayons and copies of the song sheet for Bingo for each child.

Procedure/Description of the Activity: 1. Gather children and seat them for story time and read Clifford’s Sports Day or another story about a dog.

(Suggestion: Other Clifford books, Good Dog, Carl by Alexandra Day, or one from the resources list). After the story, talk with children and families about the personality traits of the dog in the book.

2. Explain that dogs have personalities, just like people do! Refer to the personality words listed on the

poster, telling children that this is how some people describe their dogs. Read each word, and explain what a dog that would be like (e.g., a sad dog would like lots of attention, a frightened dog might need to sit in your lap during car rides). Ask children to imagine a dog that would be just perfect for them. Ask them what kind of personality their perfect dog would have, what size it would be, what color coat, etc.

3. Tell children that they will get to create these perfect dogs. Ask them to talk with their families and decide

what their perfect dog will be like. Encourage them to use some of the new personality words they just learned.

4. (Optional) If children are likely to have difficulty drawing their own dogs, you might want to cut out dog

heads and feet from the dog drawings so that they can glue parts of their choice on their drawings.

5. Take children and parents to tables where materials are laid out for making their dogs. Circulate and support their work. When the children finish with their pictures, ask them if they would like their parents to help them write their dogs’ names and something about their personalities on the pictures. Remember to praise their literacy skills specifically.

6. As children and families finish, invite them to come back to the group area and share their pictures.

Praise everyone’s efforts. Again, encourage the use of the new vocabulary as children talk about the dogs they have created.

7. Begin wrap-up by passing out song sheet for Bingo, and encouraging everyone to sing along. Point out

that the children can read some of the words to the song, so encourage them to point as they sing. Pass out crayons so that children can color the pictures as parents and group leaders talk. Discuss the effectiveness of the activity to encourage children’s learning new words, attempting to read and write. Praise parents for their participation and for supporting their children’s literacy.

Assessment:

For Informal Assessment

Objective Participant’s Names Comments

a) Increase oral language skills (children) by understanding and using these personality words to describe the dogs that they imagine: frightened, sleepy, happy, sad, angry, and surprised.

b) Increase emergent reading skills (children) by recognizing or attempting to recognize the printed personality words, by using picture cues and beginning letters.

c) Increase emergent writing skills (children) by drawing, coloring and dictating descriptions about the dogs they have imagined. They may do the drawing on their own; or they can cut and paste individual parts.

d) Support children’s emergent reading and writing (parents) by engaging their children in meaningful conversation, helping them understand and read new words, and encouraging them to draw, write and color.

Reflect on the Activity: 1.What worked well? 2. What didn’t work? 3. What might have made the activity more successful? 4. Did you notice any potential for follow-up activities based on what the students said or did? Transfer Home Ideas: Encourage children and families to hang up the pictures of their perfect dogs at home. Encourage parents to join their children in drawing and writing at home at other times: drawing pictures and writing names of family members, writing a thank you note, making a picture and sign for their bedroom door. Literacy Area(s)* Addressed (check all that apply): x The Power and Pleasure of Literacy The Literate Environment x Language Development Phonological Awareness x Phonemic Awareness Types of Text x Letters and Words x Vocabulary x Knowledge of Print Building Knowledge & Comprehension x Reading Comprehension Motivation Fluency Multiple Literacy * from National Center for Family Literacy’s Building Strong Readers and Learning to Read and Write

Pa. Center for the Book : Family Literacy Activities

Resources for Lesson Plan: Clifford's Sports Day

Books

Books about Sports

Reference Books

Web Sites

Web sites about Clifford

Web sites about Dogs

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Story Books about Sports

Baseball Bob, by William Joyce (Boardbook)

Bob the dinosaur's ability to play left and right field (a long neck and a long tail have their advantages!) earn him a spot on a professional baseball team. This zany story has funny illustrations and even includes the "Ballad of Dinosaur Bob" to sing.

(HarperCollins Publishers, 1999.)

Baseball, Football, Daddy and Me, by David Friend, illustrated by Rick Brown (p)

A young son and his father enjoy going to all sorts of sporting events: from baseball, football, basketball, soccer, and hockey games, to horse racing, golfing, and tennis tournaments. This book is great for talking about different sports, and the words are easy and rhyme.

(Viking, 1990.)

Elympics, by X. J. Kennedy, illustrated by Graham Percy

This book of poems is divided into two parts: Summer Games and Winter Games, and features elephant characters competing in a variety of sports. The poetry is a little hard to read, but this book has great pictures and will introduce young children to many Olympic sports.

(Philomel Books, 1999.)

The Football That Won… by Michael Sampson, illustrated by Ted Rand (p)

This action-packed book tells the story of an awesome play that won a Super Bowl. The text repeats the previous page before adding a new sentence, which will help young pre-readers learn.

(A Bill Martin Book, 1996.)

Hooray for Snail! by John Stadler (p)

Snail is the smallest batter on the baseball team, but will his amazing hit give him enough time to round the bases? The simple sentences and action-filled pictures in this book combine to tell the story of one remarkable little slug.

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(HarperCollins Publishers, 1984.)

Morgan Plays Soccer, by Anne Rockwell, illustrated by Paul Meisel

Morgan Brownbear is clumsy at soccer despite his friend Nina Jane Monkey's best efforts, until one day his coach makes a surprise change! Full of colorful soccer illustrations, this book shows that everyone is good at something.

(HarperCollins Publishers, 2001.)

Nick Plays Baseball, by Rachel Isadora (p)

This story about a young boy who loves to play baseball explains lots of baseball rules, drills, and equipments. Be prepared for a lot of baseball questions; just read the informative text and examine the illustrations for the answers!

(G. P. Putnam's Sons, 2001.)

Pigs on the Ball: Fun with Math and Sports, by Amy Axelrod, illustrated by Sharon McGinley-Nally (p)

The Pig family goes mini-golfing for Mr. Pig's birthday. The illustrations are colorful and busy; the words are challenging, but they help to introduce some fun math

(Simon & Schuster Books for Young Readers, 1998.)

Rhinos Who Play Soccer, by Julie Mammano

A team of rhinos plays a match of soccer with the Alligator All-Stars. The pictures in this book are full of the action of soccer, and there is a section at the back of the book that explains all of the special soccer lingo.

(Chronicle Books, 2001.)

You Can't Catch Me, by Charlotte Doyle, illustrated by Rosanne Litzinger

A bug, a bee, a cat, a dog, a squirrel, and a young child run around outside trying to catch one another. Bright, colorful pictures make this chase story very fun.

(HarperFestival, 1998.)

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Reference Books

2002 Things to Do With Your Kids, by Caryl Waller Krueger (2001)

Elementary Teacher's Handbook of Indoor and Outdoor Games, by Arthur Kamiya (1985) - P

Everybody's a Winner: A Kid's Guide to New Sports and Fitness, by Tom Schneider (1976) - P

From Head to Toe, by Eric Carle (1997) - P

Hopscotch, Hangman, Hot-Potato, and Ha, Ha, Ha: A Rulebook of Children's Games, by Jack Maguire; foreword by Bob "Captain Kangaroo" Keeshan (1990) - P

More Innovative Games, by Brenda Lichtman (1999) - P

Outdoor Games for Elementary Children: Active Games and Academic Activities for Fun and Fitness, by David R. Foster and James L. Overholt (1994) - P

Rules of the Game: the Complete Illustrated Encyclopedia of all the Sports of the World, by the Diagram Group (1995) - P

Team Sports, Gymnastics, and Dance in Community Settings: A Guide for Teachers, Coaches, and Parents, by Patricia A. Sullivan (2003) - P

The Book of Rules: A Visual Guide to the Laws of Every Commonly Played Sport and Game (1998)

The Recreation Handbook: 342 Games and Other Activities for Teams and Individuals, by Robert L. Loeffelbein (1992) - P

The Way to Play: the Illustrated Encyclopedia of the Games of the World, by the Diagram Group (1975)

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Related Web Sites

Web sites about Clifford

http://pbskids.org/clifford/ Games, stories, printable color papers, find out when Clifford is in your town….

http://search.ebay.com/search/search.dll?MfcISAPICommand=GetResult&ht=1&SortProperty=MetaEndSort&query=clifford&?query=cliffordAt ebay.com, there are all sorts of Clifford products

http://www.partysolver.com/Clifford party supplies - just enter "Clifford" into the search box

http://www.amazon.com/exec/obidos/tg/browse/-/301883/qid%3D1056084878/sr%3D4-2/ref%3Dsr%5F4%5F2/103-0126626-6148651At Amazon.com, there is a Clifford store

Web sites about Dogs

http://www.animalnetwork.com/dogfancy/t/alist13.aspx?category=Essays&cid=3531Dog fans post short essays about their dear dogs.

http://www.i-love-dogs.com/index.htmlDog stories, dog humors, meet dogs on the personal websites

http://www.creekvue.com/poems.htmlDog poems and stories (funny or sad…)

http://www.takingthelead.co.uk/1/dogpoems.htmDog poems

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