Begin the lesson with a quick "What am I?" mystery activity about dogs. Provide clues about a dog breed, and have participants guess what type of dog is described. For example:

• I’m a black and white dog with spots. I am often connected with firefighters. What am I? (A Dalmatian)
• I’m a big dog with long, golden hair. I am great with families, and always seem to be smiling. What am I? (A Golden Retriever)
• I am small and low to the ground. Some say I look like a hot dog. What am I? (A Dachshund/wiener dog)

Repeat the clues and give wait time for participants to confer with a neighbor and offer a solution. Have participants share their answers and reveal the answers.

Introduce the book, King & Kayla and the Case of the Missing Dog Treats by Dori Hillestad Butler to participants. In this book, the dog, a golden retriever named King, uses clues to investigate the mystery of who ate the missing dog treats. This book is a good example of an emergent reader text.

Be sure not to single out participants, as some may not be familiar with certain dog breeds. Consider having them work as a team to figure out the answer.

Other dog "What am I?" options:

• I'm very small, weighing no more than six pounds, but big in personality. I have big round eyes and can fit in a handbag. What am I? (A Chihuahua)
• I am muscular and have a bit of a crab-like waddle. I am full of love, despite my scowl. Some of my relatives are British or French. What am I? (A Bulldog)

Consider asking anticipatory questions while looking at the cover:

• Has anyone read this series before?
• What do you think happened to the treats?
• Does anyone have a guess as to who took them?

As your child begins to read independently, it can be challenging to know which books are good picks for their reading stage. A "just right" book is different for every reader and changes over time. The five-finger method that will be introduced today is a quick way to assess texts.

In addition, we will practice context clue strategies using the book King & Kayla and the Case of the Missing Dog Treats by Dori Hillestad Butler. These strategies are building blocks for determining the meaning of unfamiliar words and can be practiced when reading together.

• utilize a five-finger method to identify texts that are at an appropriate reading stage; and
• assist children in determining and or clarifying the meaning of unknown words within King & Kayla and the Case of the Missing Dog Treats using context clue strategies.

When selecting new books, keep in mind that all of us are more likely to read books about our favorite topics. The same is true for children (e.g., books about animals, dinosaurs, vehicles, or fairies); books that support their interests are fun to read. Over time, readers may identify favorite authors or genres (e.g., fiction, nonfiction, or poetry). Children's book awards can also help to provide lists of notable titles.

For a children's book to receive an award it must be carefully examined by a team of professionals within the field. Children's book awards recognize and celebrate high-quality children's literature, highlighting books that are well-written, engaging, and thought-provoking. One of these awards is the Geisel Award. It is given annually to the best books for beginning readers.

The award is named after Theodor Seuss Geisel, also known as Dr. Seuss, and was established in 2006 by the American Library Association. The Geisel Award is highly regarded in the field of children's literature. The award honors books that "provide a stimulating and successful reading experience for the beginning reader containing the kind of plot, sensibility, and rhythm that can carry a child along from start to finish."

The book King & Kayla and the Case of the Missing Dog Treats by Dori Hillestad Butler received a Geisel Award Honor in 2018. Not all Geisel books are like King and Kayla. Some, like 2021 Winner See the Cat: Three Stories About a Dog, written by David LaRochelle, have less text but maintain high interest and create a "successful reading experience." In addition, Move Over Rover by Karen Beaumont, a book highlighted in another Family Literacy lesson, was the 2007 Geisel Award winner.

Emergent reader texts are designed to introduce early readers to larger blocks of text and reinforce reading skills, such as letter recognition and sound-symbol correspondence. By utilizing simple, repetitive language and familiar topics, these texts promote comprehension and help young readers feel successful, leading to increased confidence.

Criteria for a Geisel Book:

• Subject matter must be intriguing enough to motivate the child to read;
• The book may or may not include short "chapters;"
• New words should be added slowly enough to make learning them a positive experience;
• Words should be repeated to ensure knowledge retention;
• Sentences must be simple and straightforward;
• There must be a minimum of 24 pages. Books may not be longer than 96 pages
• The illustrations must demonstrate the story being told;
• The book creates a successful reading experience, from start to finish;
• The plot advances from one page to the next and creates a "page-turning" dynamic. - ALA Geisel Award website

If possible, provide examples of other Geisel Award winning books for participants to review. See included list of recent Geisel Award titles.

Additional children's book awards:

• John Newbery Medal
  Caldecott Medal
  Coretta Scott King Award
  Jane Addams Children's Book Award
  Pura Belpré Award
  Sibert Medal
  Ezra Jack Keats Book Award
  Walter Dean Myers Award

It is exciting to witness an emerging reader independently read a book. However, much like goldilocks, a child may find that a book is too hard and will be discouraged, or too easy and become bored. So, how can a parent/caregiver find a "just right" book for their early reader?

The five-finger rule is a way for readers to assess if a book is "just right." This method is a useful tool for young readers to assess the difficulty of a book and make informed decisions about what to read. It can be applied when selecting books from a library, bookstore, or a personal bookshelf.

Distribute copies of King and Kayla to each of the participants and ask them to turn to any page and review the text. Encourage participants to consider their child's reading stage.

Hold up one finger for each unknown word.

0-1 fingers = too easy
2-3 fingers = just right
4-5 fingers = too hard

It is important to note that while the five-finger rule helps identify "just right" texts, it doesn't mean that books that are too easy or too challenging should be avoided. Reading both within and outside of their comfort zone offers various benefits.

Easier texts can boost the confidence of emergent readers and help them to practice fundamental skills, like sounding out words, that will aid them in reading more difficult texts. Additionally, re-reading familiar books can enhance fluency.

Challenging texts with high-interest topics can help build vocabulary and provide opportunities for collaborative reading. These challenging texts can inspire children to want to read them individually and recognize their growth over time.

Texts that are "just right" can strike a balance between familiar and unfamiliar words. As children read independently, they are bound to come across words that are unfamiliar to them. Encountering unfamiliar words can reduce the enjoyment of reading and discourage new readers. Adults can be role models for children by demonstrating positive reading strategies, such as using context clues to decipher the meaning of unfamiliar words.

Share the five-finger rule bookmarks with parents/caregivers for future reference.

If multiple copies of King and Kayla are not available, provide other Geisel Award-winning books. See Geisel Award booklist for titles.

The five-finger method is based upon the concept of the zone of proximal development (ZPD). It assesses what a learner can do independently and what a learner can only do with support. This theory was developed by psychologist Lev Vygotsky in the early 1900s and expanded by Jerome Bruner through the theory of scaffolding in the late 1960s. Recent studies have critiqued the over-simplification of this learning theory for not taking social and cultural factors into account.