Step 3: Engage children in lesson activities. Use the fox and Rosie cutouts and the farmyard map to reinforce the positional words. Prompt the children to describe Rosie’s location in relation to other objects and the fox. Where’s the fox?” (Under/underneath Rosie’s house/coop) Position the cutout of the fox under the chicken coop. Ask: “Where is Rosie?” (In her house) Turn the page. In this case, you could put the cutout of Rosie directly on top of the henhouse on the map.

The first page shows Rosie in her henhouse. There aren’t many words in the book, so you will need to ask the questions that describe Rosie’s locations. Continue to move Rosie and the fox around the farmyard map as you read the book. Be sure that you can position Rosie and the fox around the farmyard. Using the map of the farmyard, model where Rosie is after the children describe her location.Depending on who or what we were asking about.”

Or we can say, Rosie is in front of the windmill. For example, say: “Yes, the windmill is behind Rosie. You can also point out the opposite use of the positional words. Say: “Where is the windmill?” ( Behind Rosie).

Ask about several of the objects in relation to Rosie. If they don’t use positional words, redirect their observations using directional words. Uh oh! I see a fox behind Rosie.” Ask the children to describe what they see. Say: “I see that Rosie is next to the chicken coop. Initiate dialogue by first describing where Rosie is. Ask the children to describe the cover and what they see by using some positional words.Let’s begin by looking at the cover of the book.” When you think you hear a word that describes Rosie’s location or where she is walking, please raise a quiet hand. We will be paying attention to all of the positional words that describe her walk around the farmyard. Say: “Today we are going to take a walk with Rosie. We use positional words to give directions and to make sure we know where other objects are located in relation to ourselves.” Say: “You all are near me. Say: “Near, far and behind are all positional words that help you to navigate your positioning. What words gave them a hint as to where to go and how to position themselves? Explain that you asked the children to come near and you instructed them not to be too far away and not to sit behind the easel. When the children are gathered, ask them how they knew what to do.Don’t sit behind the easel because you won’t be able to see.” Emphasize the directional words as you give the instructions. Say: “If you are too far away from me, you won’t be able to hear. Use a couple of directional words to guide their positioning. Begin the activity by asking the children to come near and join you on the rug.

Rosie's Walk by Pat Hutchins