Students are seated on the carpet with me. I ask: Do you remember the book we read yesterday? What was the title? (Wind Says Goodnight) That book was about the wind and today we are going to sing a song about the wind!
I show the words to Windy on the SMARTboard or I chart them on paper.
First, I read the song, pointing to each word as I read so that students see directionality and moving from word to word, "jumping over' the spaces between the words. I model how to sing “Windy” song and then encourage the kids to sing it a couple of times through with me. We will be singing this for several days, so I say: Boys and girls, remember this song because we will give it another try tomorrow!
Read Aloud with Text Dependent Questions
I ask show students the cover of Wind Says Good Night and ask: What was the title of our book? What was it about? I take student answers, clarifying and confirming where appropriate.
Read aloud pp. 1-13: Wind Says Good Night by Katy Rydell
Because CCSS call for an emphasis on text dependent questions, I ask after each question: How do you know that? or What is the evidence in the text?
Page 1: What is keeping the girl awake? (Mockingbird was singing)
Page 2: How does mockingbird feel about singing? (loved to sing)
Page 5: What instrument is the cricket playing? (fiddle) Is that real or fantasy? Why?
Page 7: What word describes how Frog plays his instrument? (strumming)
Page 8: What is moth doing? (dancing)
Page 13: What causes the moon to stop shining? (wind carried cloud across the moon-evidence from picture) (across the earth-evidence from words)
Each student has a Wind Says Goodnight emergent reader. We read the title together and students quickly picture walk through the reader before we start reading. I ask: Do you notice any familiar characters in this book? We name the characters we see on the pages.
We then read the book together. This can be done in small or whole group. I have mine on the document camera(whole group) or in front of me (small group) and students are reading with their ‘reading finger’ in their own book. Students track the words so that I can see they have 1:1 correspondence. I will step away from the document camera and monitor those students who either don’t have the 1:1 correspondence or need me near them to keep them on task!
If we come to a word that students are struggling with, we use our letters and sounds to figure it out. I help them through the process if they need my support. If students mispronounce a word, I have them echo the word after I model its pronunciation. I usually stop when we get to a sight word that students should know and let them read that aloud to me.
Because this is an abbreviated version of the story with direct picture/text correlation, it is meaningful and the kids enjoy this book.