Little Book: Betty Backwards Objectives Vocabulary Materials Summary * to read for the nouns: bed, blouse, | * cassette or Betty does everything main idea breakfast, cat, dessert, CD player backwards. She gets to read for details dinner, football, + audiocassette/CD | up when other people to recognise night, pyjamas, pa l= school, skirt, story, patterne teeth, vegetables, weekends * to use context for meaning verbs: be, brush, do, cat, get dressed, get up, go, have, play, read, sleep, walk to predict content to relate the story to one’s own life go to bed. She gets dressed in her pyjamas before she goes out to play, and she goes to school at the weekend. That's why people call her Betty Backwards! SS Before Reading 1. Ask students to take out pages 93-94 from the back of their Workbooks. Model how to make a Little Book by folding the pages in half. Make sure all the books are ready before continuing. x . Create interest by choosing four students. Begin to walk backwards and ask them to walk backwards with you across the room. Write the names of classroom objects backwards on the board: ksed, koob. Ask students to guess what they are. Point out the title of the story, Betty Backwards. Tell students to look at the pictures in the story and guess what the story will be about. What do they think backwards means? . Reading strategy awareness: Make predictions. Encourage students to look at the pictures and name a few words they think they will find in the story. Write the words on the board so that students can check their predictions later. op SA SSP ESET During Reading 1. Invite students to relax and listen as you play the audio or read the story aloud to them. Use gestures and point to the pictures to help students understand the meaning of new vocabulary. Remind them that they can ask questions and talk about the story when you read it for the second time. atta Suide students through a “visual an , ane reading of the story. Encourage Students to use gestures and point co the pictures with you this ime. You may wis Pe model some of the things Betty does backwards, such as reading a book from x the end to the beginning, and encourage students to copy you. Help students to recognise the predictable patterns in the story. (Betty does everything backwards, She isn’t like you and me. Betty does things differently!) Cue them to join in on the repeated verse. Get them to track the Print in their books as they read with you, [f students interrupt frequently with questions about meaning, help them realise it is not necessary single word in a story to idea. Encourage them to from context, from accoi pictures and from each to know every get the main seek meaning mpanying other.3. nee Check students’ earlier predictions about words they thought they might find in the story. Reread the text so that students can find out whether their predictions were correct. Echo read. ‘To help students develop oral reading skills, echo read the book with them, Play the audio or read aloud the first sentence. Ask students to repeat after you as they track the print in the story. Repeat for each sentence. Guide students to imitate the stress, rhythm and intonation patterns of each sentence. 5. Choral read. ‘To help students develop fluency in their oral reading, ask the class to read the story aloud with you. Read expressively as you emphasise key words. Keep a pace that is comfortable for students. Ask students to track the print as they read and listen for words they don’t know. Above all, have fun! a aaa After Reading To check reading comprehension, ask questions such as the following about Betty’s activities. What does Betty do at ten o'clock at night? When does she get dressed in ber pyjamas? When does Betty go to school? What does she do before she goes to school? What does Betty do before she goes to sleep? Reading strategy awareness: Sequence of events. Ask small groups of students to sequence the events on one page of the story. Model this with the class for the first page. Draw a long line on the board. On the top left-hand side of the line draw a moon and a clock that says 10.00 (She gets up at 10.00 at night,). Then draw a toothbrush (She brushes her teeth.), a plate of food (She eats dinner:), and pyjamas (She gets dressed in her pyjamas,). Finally, draw a Dall and trees (She goes outside to play.). Ask students to read the page once more to make sure you recorded Betty's activities in the correct order. Then ask students to ogy their own “timelines” for their pages eff share them with the class. Allow Students to say whatever words they can as they explain their pictures. It is not important that they speak in complete sentences. Ask students to relate Betty Backwards to their own lives. Ask students to tell you what they would like to do backwards. Give students some examples such as Do ‘you want to eat dessert before you eat your vegetables? Do you want to go to school only at the weekend? Put students in pairs to share their ideas with each other. 4, Encourage students to take their Litde Books home and read Betty Backwards with their families and friends. If you feel that students will want to read the book but will need support, record the story on audio for them. To help students of all abilities, record the story: 1) sentence by sentence, pausing for students to repeat each sentence; 2) one page at a time, pausing for students to repeat each page; 3) in its entirety without pausing. wis Workbook page 7 may be given now. Answers are on page TID. Extension ‘The backwards game. Write one of the events from the story backwards; for example, desserd teg. Tell students that the words you wrote are in the story, but that you wrote them backwards. Tell them to guess the words. Allow them to look in their books for help. Repeat this activity a few times with other words. Then get students to continue the activity in pairs. RUM Re eeBetty Backwards gets up at ten o’clock at night. She eats dinner after she brushes jf — her teeth. She gets dressed in her 3 ; pyjamas before she goes out to play. 7/7 (Betty does everything backwards. She isn’t like you and me. Betty does things differently!) \Betty Backwards goes to school at the weekend, She plays football before she goes to school. © \y, She walks her cat after school. p (Betty does everything backwards. She isn’t like you and me. Betty does things differently!)Betty Backwards has breakfast before she goes to bed. She eats her dessert before her vegetables. She gets a dressed in a skirt and blouse before F she goes to sleep. (Betty does everything backwards. 4 i She isn’t like you and me. 9 Betty does things differently!) 3 sitiatiiaiian i i om1 uUN ‘€ 400g SF, Betty Backwards reads her mum a story. She reads from the end to the beginning. She goes to sleep after her mum does. (Betty does everything backwards. She isn’t like you and me. Betty does things differently!)