yummy yummy gatefold - capstone library · writing ccss w.k.2, l.k.6, w.1.2, l.1.6 • draw a...

Yummy_Yummy_Gatefold.indd 5-1 20/11/2013 1:11 pm

BLM 1Name: Date:

BLM 2Name: Date: • Compare and contrast: Have children flip through the text

and recall the four types of fruit. Write the names of the fruit on the board, and have children describe the fruit using pictures in the text as a prompt. Select children to draw pictures of the fruit on the board. Have students compare and contrast the fruit. Ask, How are these types of fruit the same? How are they different? Discuss how they are all big, and they all grow on a tree. Encourage children to talk about how the types of fruit are different colors and shapes.

Phonological awareness/Graphophonics CCSS RI.K.4,

FS.K.2.b, FS.K.2.c, FS.K.2.e, RI.1.4, FS.1.1.a, FS.1.3.b,

• Discuss how looking at the initial letter can assist with reading a word. Identify the word ‘orange’ and say, This word starts with the sound ‘o’. What can you see in the illustration that starts with this sound? Repeat with other words, such as ‘pear’ and ‘tree’.

• As a group, discuss the strategy of blending sounds together. Write the letters ‘it’ on paper and explain the strategy of sounding ‘it’ rather than ‘i-t’. Record other vowel and consonant blends from the text, such as ‘is’, ‘ig’ and ‘ed’. Have children practice blending these sounds and then find words in the text with these sounds.

• Locate the word ‘big’ in the text. Discuss the strategy of reading this word by segmenting it into onset and rime (i.e. say ‘b-ig’ rather than ‘b-i-g’). Brainstorm other words that end with the rime ‘ig’. Discuss how these words are similar to ‘big’. Identify and discuss other words in the text that can be read using the onset and rime strategy, such as ‘r-ed’.

• Say the word ‘big’ aloud and ask, What sound can you hear at the beginning of the word? Then say the word again and have children identify the sound they hear at the end. Repeat with other words, such as ‘red’ and ‘look’.

Vocabulary CCSS RI.K.10, FS.K.3.c, FS.K.4, RI.1.10, FS.1.3g, L.1.5.a

• Visual recognition of high frequency words: ‘and’, ‘big’, ‘it’, ‘this’, ‘at’, ‘here’, ‘is’, ‘look’, ‘me’, ‘my’. Have children locate these words in the text. Write the words on flash cards (two cards for each word) and have children use the cards to play a game, such as Memory.

• Provide children with crayons, pencils, and markers and have them practice writing the high frequency words using the different materials.

• Theme words—colors: Ask, What colors can you see? As a group, brainstorm other colors that children know. Say the name of a color, and have children stand next to something of that color in the room. Repeat with different colors. Have children identify the colors of the fruit in the text. Ask, Which piece of fruit was red/orange/green/yellow? Have children identify the fruit in the text. On a large sheet of paper, record the word ‘red’, and draw a picture of a red apple. Have students brainstorm and draw other things that are red. Repeat with ‘orange’, ‘green’, and ‘yellow’. Have students complete BLM 2 (page 4), drawing pictures of things that are red, yellow, green, and orange.

Fluency CCSS RI.K.10, FS.K.4, RI.1.10, FS.1.4.b

• Talk about the concept of reading fluently—smoothly and without stopping. Use the text to model how to read fluently. Have children practice reading the text to each other smoothly and without stopping.

Text conventions CCSS RI.K.5, FS.K.1.d, L.K.2.b, L.1.2.b

• Uppercase and lowercase letters: Discuss uppercase and lowercase letters. Ask the children to identify uppercase and lowercase letters in the text. Discuss how uppercase letters are used at the beginning of sentences. Provide students with two sheets of paper. Have them look through the text and record the lowercase letters on one sheet and the uppercase letters on the other.

• Periods: Talk about how periods are used at the end of sentences. Flip through the book and have children identify the periods on each page.

• Exclamation points: Identify the exclamation points in the text. Discuss how an exclamation point is used to show something is important. Model how readers change their voice when there is an exclamation point. Ask children to practice changing their tone when reading sentences with exclamation points.

Writing CCSS W.K.2, L.K.6, W.1.2, L.1.6

• Draw a picture of an apple on a sheet of paper. Give students an apple to look at, feel, and taste. Then have students describe what the apple looks like, how it feels, and how it tastes. Record their sentences on the paper. Emphasize the use of high frequency words and sound–letter correspondence while writing. Repeat with a banana, a pear and an orange. Have students complete BLM 3 (page 5), writing sentences to describe an apple, a banana, and a pear.

ELL engagement CCSSSL.K.2 SL.K.3, SL.K.4, L.K.5.a, L.K.5.c

SL.1.2, SL.1.3, SL.1.4, L.1.5.a, L.1.5.c

• Ask, What is fruit? What fruit have you eaten? What is your favorite fruit? What does fruit taste like? Give children a variety of fruit or pictures of fruit. As a group, sort the fruit into categories, e.g. based on color, shape, taste, or texture. Ask, How are these fruits similar or different? Encourage children to describe the fruit and explain how it was sorted.

• Discuss why fruit is good to eat. Talk about how fruit is a healthy food. Have children look in their lunch boxes and identify healthy foods they have to eat. Ask, What other healthy foods can you think of? As a group, make a list of healthy foods and display it in the classroom.

Assessment• BLMs 1, 2, and 3 completed• Note the child’s responses, attempts, and reading

behaviors before, during, and after reading• Collect work samples, e.g. BLM 1 could be kept in the

child’s portfolio• Complete Oral Reading Record (page 6)

Main teaching focus Comprehension: Matching pictures with sentences.

Other teaching focus Graphophonics: Initial letter names/sounds—using the initial letter and the picture to help with reading the word.

Teacher’s note Children cut out the pictures of fruit at the bottom of the page, read the sentences, then match and paste the pictures with the sentences.

Here is my fruit!You will need: scissors, glue

Here is my apple.

Here is my orange.

Here is my pear.

Here is my banana.

Main teaching focus Oral language development: Identifying and recognising colors.

Other teaching focus Oral language development: Comparing and contrasting.

Teacher’s note Children trace over the words, and then draw pictures of things that are red, yellow, green, and orange in the boxes.

ColorsYou will need: colored pencils or crayons

red yellow

green orange

BLM 1Name: Date:

SL.1.2, SL.1.3, SL.1.4, L.1.5.a, L.1.5.c

Here is my apple.

Here is my orange.

Here is my pear.

Here is my banana.

red yellow

green orange

BLM 1Name: Date:

SL.1.2, SL.1.3, SL.1.4, L.1.5.a, L.1.5.c

Here is my apple.

Here is my orange.

Here is my pear.

Here is my banana.

red yellow

green orange

yummy yummy gatefold - capstone library · writing ccss w.k.2, l.k.6, w.1.2, l.1.6 • draw a...

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