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Wishy-Washy Day
Duration:5 Days
Concepts Covered:
Activating Prior Knowledge
Previewing The Story
Conecpts About The Book
Concepts About Print
Be The Words
Reading Strategies
Retelling The Story
Awareness Of A Whole Word
Balloon Song:she

Day #1:
Focus: Activating Prior Knowledge, Previewing The Story, Show the students the scrub brush, the soap and the tub.
What are these items used for?
What books do these items remind you of?
Encourage the children to discuss the previous Mrs. Wishy Washy books they have read.
Read Mrs. Wishy Washy and Mrs. Wishy Washy's Tub and encourage the children to use the gesture whenever Wishy-Washy, Wishy-Washy is read.
Picture Walk
Show the students the new book and tell them it is another Big Book about Mrs. Wishy Washy for sharing together.
Ask a student to come up and point to the cover and the back of the book.
Ask the students to look at the cover of the book.
What is on the cover?
What do you think this story is going to be about?
Tell the students the story is called Wishy-Washy Day.Ask a student to point to the title of the story.
What do you think will happen in this story about Mrs. Wishy Washy?Allow different students to give predictions.
Open the book to the title page.
What do you see on the title page?
Be sure the students notice the title, the picture (hint) as well as the author and illustrator’s name.
Begin with the first page and draw the student’s attention to the pictures and encourage the students to use first, next, then and finally when discussing what is happening in the story.
Page 2:What do you think Mrs. Wishy Washy is telling the animals?
Page 3:How do the animals respond?
Where do the animals hide?
Page 12 & 13:What do you think Mrs. Wishy Washy is thinking?What do you predict will happen?
Page 15:What do you predict will happen to Mrs. Wishy Washy?
Read the story right through without stopping.Be sure to point to each word as you read.
After reading turn back to the cover of the book and invite the students to join in while you read.Encourage the students to use the same gesture for Wishy-Washy, Wishy-Washy as they did for the other Mrs. Wishy Washy books.
After reading the story encourage the students to think back to the other stories they read about Mrs. Wishy Washy.Encourage a discussion about what is the same about each book and what is different.

Day #2:
Focus: Concepts About Books & Concepts About Print & Be The Words & Reading Strategies & Retelling The Story
Point to the book on the Big Book Stand and tell the students that today they will be learning about different parts of the book and the story.
Ask the following questions before reading and have students come up and point to the parts of the book.Be sure to discuss what each part is for.
Where is the back of the book?
Where is the spine of the book?
Where is the cover of the book?
What do you see on the cover?
Where is the title page?
What do you see on the title page?
Where do you start reading the book?
Where does it tell the story?
Where do you begin to read the story?
Invite students to join in while you point to each word as you read.Encourage the use of the gesture each time wishy-washy is read.
Turn to Page 3 and ask the students to look at the text.Use your finger to show that the text is about the picture.
How many words are on this page?
How many letters are on this page?
Why are there spaces between the words in this sentence?
How do you know that this is a sentence? (capital/period) How do you know that Mrs. Wishy Washy is talking on this page?
Repeat this process as you go through several pages in the book.
Turn to page 4 & 5. (repeat for 6 & 7, 8 & 9)
Where is the cow hiding?
Invite a child to come up and put a frame around the word garden.
How do you know that the word is garden?
Hand out the word cards and play Be The Words-the children left on carpet read the words being held by students at front.
Turn back to the cover of the book and invite the students to join in while you read.Encourage the students to use the same gesture for Wishy-Washy, Wishy-Washy as they did for the other Mrs. Wishy Washy books.
Encourage the students to re-tell the story with the book closed using the following language:first, next, then, finally.

Day #3:
Focus: Concepts About Story
Features & Be The Words
& Retelling The Story
Point to the book on the Big Book Stand and tell the students that today they will be learning about story features, they will play Be The Words and they will practice retelling the story.
Read through the story once and then close the book.
Who are the characters?
What is the setting?
When does the story take place?
What happened at the beginning/middle/end of the story?
What was your favourite part? Why?
What does this story remind you of?
Turn to page 4 & 5. (repeat for 6 & 7, 8 & 9)
What animal is hiding on this page?
Invite a child to come up and put a frame around the word cow.
How do you know that the word is cow?
Hand out the word cards and play Be The Words-the children left on carpet read the words being held by students at front.
Turn back to the cover of the book and invite the students to join in while you read.Encourage the students to use the same gesture for Wishy-Washy, Wishy-Washy as they did for the other Mrs. Wishy Washy books.
Encourage the students to re-tell the story with the book closed using the following language:first, next, then, finally.

Day #4:
Focus: Concepts About Books & Concepts About Story Features & Retelling The Story & Be The Words Point to the book on the Big Book Stand and tell the students that today they will be learning about different parts of the book, story features, story retelling and then they will play Be The Words.
Ask the following questions before reading and have students come up and point to the parts of the book.Be sure to discuss what each part is for.
Where is the back of the book?
Where is the spine of the book?
Where is the cover of the book?
What do you see on the cover?
Where is the title page?
What do you see on the title page?
Where do you start reading the book?
Where does it tell the story?
Where do you begin to read the story?
Invite students to join in while you point to each word as you read.Encourage the use of the gesture each time wishy-washy is read.Close the book and ask the following questions.
Who are the characters?
What is the setting?
When does the story take place?
What happened at the beginning/middle/end of the story?
What was your favourite part? Why?
What does this story remind you of?
Encourage the students to re-tell the story with the book closed using the following language:first, next, then, finally.
Turn to page 14.Draw the student's attention to the text and explain that although it is one sentence it is stretched across two pages.Demonstrate with your finger how to read these two pages.Play Be The Words- hand out the words to various students and have them come up when their word is read"rest of the class reads the sentence when it is complete.Talk about who is holding the first word, the last word and the punctuation.
Invite students to join in while you point to each word as you read.Encourage the use of the gesture each time wishy-washy is read.

Day #5:
Focus:Concepts About The Book & Awareness Of A Whole Word Point to the book on the Big Book Stand and tell the students that today they will be learning the word “she” and then they will be rereading all the Wishy Washy Books.
Awareness Of A Whole Word
Sing the Balloon Song to the word she.Cheer it!Sit the students in a circle and encourage the class to read the story together.Have one child stand each time the word “she” is read.Count the number of children standing at the end to see how many times the word she was read.
Read the following books together:Mrs. Wishy Washy, Mrs. Wishy Washy’s Tub and Wishy Washy day.
Use first, next, then and finally language to retell each story.
What was your favourite book?Why?
What were your favourite activities that we did?Why?
What other stories can you think of that we could write about Mrs. Wishy Washy?