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:

Scarecrow Template Crayons, colored pencils, and/or markers Glue Brads

Vocabulary Term

Definition

Description of the Sign

lady/woman

• an adult female • spread the fingers apart

• touch the tip of the thumb to the chin and then to the chest

forest

• an area of land covered with trees

• spread the fingers of one hand apart

• create a ninety degree angle with the elbow of the hand with the fingers spread and the fist of the opposite hand

• shake the fingers and move the hand in a back and forth motion

pumpkin

• a large yellow-orange fruit having many seeds

• place the tip of the middle finger on the tip of the thumb

• make the opposite hand into a fist position and place the hand on top of the fisted hand

• flick the middle finger away from the thumb

cottage

• a small house

• bring the hands close together (almost making contact)

• touch the tips of the fingers of both hands together

• lift the bottom of the hands and draw the tips of the fingers away from one another and downward

collect

• to gather into a group

• place the palm of one hand upward

• cup the opposite hand on top of the hand with the palm facing upward and repetitively draw the cupped hand toward the body

clomp

• to stomp • place both hands in front of the body with the palms facing downward

• alternate elevating and depressing the hands

wiggle

• to move in a back and forth motion

• move the hips from side to side as the hands are drawn from the knees to the hips

shake

• to move in a back and forth motion

• pull the shirt outward with the tips of the thumb and index fingers and shake the shirt

herbs

• grass • place one hand in a fist in front of the body horizontally

• elevate the opposite hand through the fist, spreading the fingers of the hand being elevated

clap

• the hands brought forcefully together to produce a loud noise

• face the palms of the hands toward one an-other

• repetitively bring the hands together and apart

nod

• repetitive movement of the head upward and downward

• elevate and depress the head

afraid

• full of fear • begin with the hands in fists next to the sides of the body

• bring the fists forward, while spreading the fingers of both hands

boo

• expression used by one in an attempt to scare another

• place both hands next to the side of the face with the fingers squeezed together and the thumbs folded over onto the palms

• bring the hands forward as the fingertips are brought together to create the “o” handshape

scare

• to fill another with fear

• begin with the hands in fists next to the sides of the body

• bring the fists forward, while spreading the fingers of both hands

windy

• movement of air • breeze

• place the hands in front of the body with the fingers spread apart

• move the hands from side to side

silver

• soft, grey, metallic color

• touch the ear with the index finger of the hand

• draw the finger away from the ear as the hand is brought to a fist position (“s” handshape)

shining

• to give off light

• create a “c” handshape with the index finger and thumb of one hand

• touch the corner of the eye with the index finger and elevate the hand diagonally

• bring the two hands together in the fist position

• as the fingers spread apart, elevate and draw the hands apart

spices

• plants used to add flavor to food

• place the fingertips of one hand on the tip of the thumb

• turn the hand downward

• rapidly touch the tips of the fingers to the thumb in an alternate manner

middle

• center

• place the palm of one hand upward

• position the middle finger of the opposite hand in the center of the palm of the hand facing upward

shoes

• outer covers for feet

• place both hands in the fist position in front of the body

• repetitively draw the sides of the fist together and apart

pants

• clothing worn on the lower body

• begin with the fingertips of both hands just above the knees

• slide the hands upward

• end at the hips, as the fingertips make contact with one another

shirt

• clothing worn on the upper body

• pull the shirt outward with the tips of the thumb and index fingers and shake the shirt

gloves

• material worn on the hands for protection

• begin with the palm of one hand facing downward and the fingers spread

• place the opposite hand, with the fingers spread, on top of the hand facing downward

• slide the top hand upward toward the wrist

1. lady/woman

2. forest

3. pumpkin

4. cottage

5. collect

6. clomp

7. wiggle

8. shake

9. herbs

10. clap

11. nod

12. afraid

13. boo

14. scare—see afraid

15. windy

16. silver

17. shining

18. spices

19. middle

20. shoes

21. pants

22. shirt

shirt shoes

pants pumpkin Sets 1 and 2

cottage clap

silver scare Sets 3 and 4

hat

nuts

herbs Sets 5 and 6

night

gloves

lady Sets 7 and 8

garden

little