I sing as a shared reading text, Love Your Friends, by Helen Moore (sung to the tune of Row, Row, Row Your Boat):
Love, love, love your friends,
Share your toys and play.
Say nice words and do kind things,
Be happy all the day.
I chart the song and track the words as we sing. I will then choose a student to track the words with a pointer and we sing the song again! This is a fun way for students to see and practice that 1:1 correspondence with words that is so important in reading!
I like this song because it covers the characteristics of a friend that we have discussed in this unit. It is manageable for my second language learners because it is short and sweet, so to speak! I will hear the kids singing this song throughout the year!
I read The Gingerbread Friends emergent reader with the students. I put mine on the document camera and students have their books in front of them at their desks.
I say: Boys and girls, let’s read the title together. We read the title together and I help them to use letters and sounds to blend the words together.
I prompt: We know the first word. That is one of our sight words and is on the word wall. What is that word? (the)
I continue: This next word is a long one, but we've seen it a lot this week in the book we've been reading. Let's try to sound it out. What sound does 'g' make? I will tell you that in this word, it is a 'soft g.' (/g/) What sound for 'i?' (/i/)
I follow the same pattern for sounding out the words. I will stop and chunk parts of the word together by blending up until the point in the word that we've sounded out.
I usually chunk by syllable, so for 'gingerbread' I would stop after we sounded out G-I-N and say: Let's put those sounds together. We call that blending. Let's blend G-I-N. We read together 'gin."
We continue on in the same fashion with 'ger' and 'bread' and finally blend the whole word 'gingerbread.' I also talk quickly about it being a compound word, pointing out the two small words (ginger, bread) that make the bigger word (gingerbread)
Once they figure out ‘gingerbread,’ the ‘friends’ word usually come to them quickly because this is the book we’ve been reading.
Because this book has high use of sight words and high levels of picture support for the text, the kids can have a fair amount of success with this reader. As we read each page, the kids should know the sight words, as the ones I’ve used are review. We use the letters, sounds and pictures to help us read the non sight words. I model by thinking aloud and sounding out the words in the same way that I modeled reading the title. The kids usually join in and take over the reading fairly quickly, as we’ve done this repeatedly since the beginning of the year.
Purposeful Reading-Reading for Details
As we read each page, I tell the kids we are reading for details and some details we might need to add to the picture!
I say: As we read, let's look at the picture to see if it matches what the words tell us. If they don’t, we will add the necessary details to the picture!
As we read each page we add:
p.2- add the word ‘bakery’ on the bakery
p.3-color man and woman ‘brown’
p.4-add purple hair
p.5-add one swan
p.6-add man and woman on top of cake
p.7- draw gingerbread friends
Manageable + Challenge = Success and Learning
As you can see, there is a lot packed in this emergent reader! Students are practicing their decoding, sight word recognition and reading for meaning. I have given it to them through manageable text, so the balance of challenge and success is harmonious!
Highlighting Sight Words
After adding details to the pictures, we go back to the front cover and scan each page for sight words that we know. I have my book on the document camera and students are seated at their desks. We use yellow crayons to 'highlight.'
I say: Who can tell me how we highlight our words? (circle the word with yellow then color in the circle)
I prompt: Excellent. Let's look at the title. Do you see any sight words there that we've practiced? There is one word in the title that is on our word wall because it is a sight word we have practiced. (The) Yes! Let's highlight 'The' by circling it and coloring in the circle with yellow. I will highlight mine and you highlight yours.
As students are highlighting 'the' in the title, I walk around to monitor and assist where necessary. This gives my struggling learners the 1:1 time they need with me to build both understanding and independence. It allows me to tailor my instruction, even if for a brief moment, to meet their needs.
This is something we do often in my class, so students are familiar with the format. However, I always have my book as a model on the document camera so that students can self check and self correct. If students are highlighting the wrong word, I prompt: Look at my page? Did you highlight the same word I did?
As we find those words, we highlight them with yellow crayon. (I included a sample of highlighting for page 1, but you can see the highlighting along with the pictures in the links in the "Interact" section of this lesson.)
Title Page- The
p.1-the, no, one, to
p.2-the, to, a
p.3-he, can, see, a, and
p.4-he, can, see
p.5-he, can, see
p.6-he, can, see, a, and, on
p.7-he, can, see
Here is a video explanation of the highlighting and adding details!