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Section 2: Elaboration on Critical Principles for Developing Language and Cognition in Academic Contexts

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Section 2: Elaboration on Critical Principles for Developing Language and Cognition in Academic Contexts

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Students will learn to listen and interact with The Cat in the Hat, identify rhyming words, make predictions, check meaning, and discuss the story to enhance meaning.

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Seuss, Dr. (1987). Cat in the Hat. Big City Records.

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Students will interact with the teacher and the text as the book is read out loud while children sit on the carpet. Students will be encouraged to anticipate rhyming words and participate in discussions about the plot of the story and their thoughts on what is happening in the book to demonstrate learning.

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The purpose of the lesson is for students to listen and interact with the story The Cat in the Hat.

Students will sit in the circle in their spots while the story is read.

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Introduce the story and tell students it is Dr. Seuss's birthday, and to honor him and his love of books, we are reading The Cat in the Hat.

Have students make predictions before and during the reading.

Tell students the book has a lot of rhyming words and they can help read with you.

After you are reading pause at times of obvious rhymes for the students to read collectively.

If a student says the wrong word encourage them by saying I see why you said that it rhymes.

Students who aren't participating can be asked to help with the next rhyme by calling their name beforehand.

As you make predictions ask students who are quiet what they think.

Facilitate short discussions during the book, ensuring turn-taking and asking for quiet raised hands.

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At the end talk about the book collectively and their favorite parts. If their predictions were correct, and if so, why or why not.

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Students can work together in small groups on a coloring activity about what happened. Boxes can be used to demonstrate an understanding of the structure of the story.

Students can create puppets and act out the story.

Students can dress up and act out the story.

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Evaluation will be through the follow-up lessons and activities as well as participation during the reading of the story. Students who need more help will be paired with more advanced students in peer groups.

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“Chrome-Extension://EFAIDNBMNNNIBPCAJPCGLCLEFINDMKAJ/Https://Www.Nejm.Org/Doi/Pdf/10.1056/Nejmoa1905795?Articletools=true.” Edited by Faye Ong and John McLean, California English Language Development Standards, 2014, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/www.cde.ca.gov/sp/ml/documents/eldstndspublication14.pdf.