Continuing this month with my Farm Theme I created a 3rd Farm book for my students…Farmer, Farmer What Do You See? The other books include Farmer, Farmer What Do You Hear? and Farmer, Farmer Who’s in the Tractor? The focus for Farmer, Farmer What Do You See? is to learn farm vocabulary terms and the prepositional concept “in”. All 10 farm animals are “in” different locations around the farm. The repetition of the concept “in” helps the student learn this prepositional term, as well, as different places on the farmer such as the chicken coop, field, and hay stack.
Here is how I set up the book with the animal pictures attached to the last page.
There are several different ways to read the book depending on the students’ level. For some of my students, I have the students touch each word square at the top of the page so we can read the “animal animal what do you see?” phrase together. As we move to the bottom of the page I read “A” and point to the animal on the page to see if the student can independently name the animal and then either the student or I finish the sentence “in the….” I have the students find the correct animal from the right side of the book and place it in the blank box. Then we read the final sentence together again. For these students I often ask questions during the book such as “what does the pig say?” or “what color is the pig?” to review some of the concepts we worked on during the past few sessions.
Some of my students need additional prompting to participate in the book activity. For these students I read the top of the page as I point to each picture. After a few pages I try and pause to see if my students can help finish the phrase “what do you see?” as I point to the pictures and also my eyes for the see word. I then move to the bottom of the page and read the final sentence pointing to the animal on the page and saying the animal’s name. Sometimes I give the student a choice of 2 animals with the visual paired with the verbal. For example, “pig or sheep in the mud” as I hold up the picture of both animals. Again I reread the final sentence with the animal picture in the blank book. I model the name of the animal and the sound the animal makes before we turn the page. I try to have my student produce the name of the animal (or a verbal approximation) and the animal sound.
I have some of my students complete the final page to see if they can remember where are the animals are on the farm.
If the student is having trouble remembering where the animal was then I turn back to that page in the book and read the final sentence again such as “a pig in the mud.” Then I see if the student can find the mud picture and place it in the empty box next to the pig phrase. After the student matches all the locations with the correct animal we read the final page together pointing to every box. This is a challenging activity for some of the students but it is a great review of the vocabulary we just learned.