Danny Likes to Help Lap Book, the larger, lap-sized version of Danny Likes to Help, is the perfect size for reading aloud with children who are just beginning to read on their own. Danny likes to help. Danny is very good about helping Dad around the house. If Dad needs something done, Danny is right there to lend him a helping paw. Danny Likes to Help Lap Book is a D leveled, Emergent title.
Danny Likes to Help Lap Book is part of the Early Childhood Unit 1 Kit: All About Me. This unit provides an opportunity for young students to better understand themselves and build strong self-esteem as they experience physical growth and their first efforts at self-sufficiency and becoming an individual. Each book’s corresponding lesson plan encourages self-awareness by helping students compare what is alike, and what is different, between them and their peers. Using hands-on activities, the students will create their own “All About Me” book to share with classmates and families.
Each themed unit consists of six lap-sized (8.5 x 8.5″) books and a coordinating set of detailed, hands-on lesson plans tailored to teach the principles demonstrated in the books. Unit 1 Kit: All About Me comes with the 9.75″ Danny Dog to use during classroom story times, or just for fun!
The lap-sized books may also be purchased individually and are perfect for small group reading with students.
Level D Readers
Danny Likes to Help Lap Book is a lap-sized D leveled reader, based on independent evaluation by Fountas & Pinnell using the F&P Text Level Gradient™. The title is appropriate for Emergent readers (Levels D-E). Level D fiction titles typically feature stories about simple one-dimensional human characters or animal fantasy where the animal characters have human experiences, exhibit emotions, talk, and have the ability to reason. The printed text in Level D readers continues to be strongly supported by illustrations. While the vocabulary and themes are familiar to the reader, at this level they can be examined in more depth. Additionally, Emergent readers no longer rely as heavily on repetitive language patterns.
For students reading at Level D, voice‐print matching is smooth and automatic. They no longer track text with their fingers. They’re able to read pages with up to six lines of text and increased sentence complexity. The text can include prepositional phrases, adjectives, simple contractions, and possessive words (using apostrophes). Some of the sentences on a page can be longer (containing more than six words) and carry over to a second line of text. Level D readers are able to consistently self-monitor, and cross‐check other sources of information to self‐correct while they are reading.
The guided reading Emergent reader category includes Levels D-E. Emergent readers have a good understanding of the alphabet and early phonics that help them decode unknown words. They are developing comprehension skills and word-attack strategies, and are comfortable with a significant number of high-frequency words. Emergent readers are more flexible in their ability to handle varied placement of text on a page and understand most punctuation. They’re also able to recognize that reading has a variety of purposes and reading different kinds of books is enjoyable for distinct reasons. Readers at the Emergent level are able to understand a wider range of punctuation and can read dialogue, reflecting the meaning through their phrasing. They’re also able to recognize and understand inflectional endings, like s and ing, and the effect those endings have on root words.
Readers at this level benefit from reading both fiction and nonfiction/informational books. Reading nonfiction helps young students develop background knowledge, which increases their comprehension ability by enabling them to make sense of new ideas. Additionally, informational texts have the potential to motivate students to read more by tapping into their personal interests. MaryRuth Books offers many fiction and nonfiction/informational leveled readers, suggested and used by Reading Recovery® and Guided Reading educators, when teaching Emergent readers.