4 minute read
Sound Search Books
by General
Modules 1 and 2 also include Sound Search Books, multi-layered books designed to boost students’ letter-sound recognition skills while building content knowledge, oral vocabulary, and a sense of sequence. Each book features focus letters and is set in a specific location. Beginning on page 1, students are asked to explore the location alongside the character(s) or people featured in the book. As students study each illustration, they seek out items beginning or ending with the identified Focus Letter Sounds. Adult-read text is included on each page spread to orient students to what is happening in the scene. The sentences contain words featuring the Focus Letter Sounds to reinforce phonemic awareness and support students in their search. The following routine may be used flexibly. Students can explore the books in whole or small groups, and tasks can be spread out across multiple reads.
ROUTINE TO CONSIDER FOR SOUND SEARCH BOOKS
1. Read the title aloud. Then direct students to the back of the book and read the teaser aloud.
2. Turn to the title page. Point to each encircled letter as you say the letter and corresponding sound. Then have students repeat the phonetic sound.
3. Turn to the Sound Search section on the next two pages. Use your knowledge of students’ vocabulary to preview illustrations and words as needed.
4. Read aloud the text on page 1. Have students search for the specific items listed, naming each item with support as needed and saying the corresponding sound.
5. Pair students. For pages 2–11, use the following routine to explore each page spread.
• Read aloud the Context paragraph.
• Direct student pairs to study the illustrations. Encourage them to point out the details described in the text.
• Then read the Task paragraph beginning with, “Find things that begin* with the sound of …”
• Prompt students to repeat the corresponding sound prior to searching.
• Instruct pairs to search for items that begin with the Focus Letter Sound(s), one sound at a time.
6. Direct pairs to return to the Sound Search section. Ask: “What illustrations did you find to match the sounds?”
7. Challenge students to return to the book to find additional items with the Focus Letter Sounds.
*Note: Level K Module 2 includes two Sound Search Books featuring both initial and final sounds. When students should be directed to focus on the final sound, an underscore will precede the letter: _x.
Teachers may choose to break up the steps above by reading all the Context paragraphs on pages 2–11 and giving students time to study the images to establish the book’s content. Teachers may work with students to identify any unknown vocabulary encountered in the text. Then the teacher would return to the beginning of the book, read the Task paragraph on each page spread, and direct students to search for items with the Focus Letter Sounds.
While searching for items with the Focus Letter Sounds, students may search the whole book, focusing on one letter sound at a time—or the teacher may direct students to search one scene at a time, identifying items that begin with the multiple Focus Letter Sounds before moving on to the next scene.
The Sound Search section in each Sound Search Book lists a sampling of illustrations featuring the Focus Letter Sounds. Each Book Note includes an expanded word list. The lists are organized by Focus Letter Sound. Within those lists, words are arranged by page numbers that indicate the first instance of each item, action, or description. Note that the Sound Search section illustrations and the Book Note word lists are not exhaustive or meant to serve as checklists for students. The expanded word lists in the Book Notes are meant to be a resource for teachers to assist students as needed in locating items. Although students do not need to locate all the illustrations, you may help students find as many as possible. Students may require varying levels of support with these words based on their content and vocabulary knowledge.
• Some words, such as fish, may be in many students’ vocabularies already and will not require an introduction; whereas a content-specific word, such as fabric, may require a brief explanation before students are able to identify the item within the scene. If students are unfamiliar with a particular word, such as fabric, point out an instance of the word within the scene and have students point to the item while repeating the word. Then reinforce phonemic awareness by asking students to discriminate between the Focus Letter Sounds on the page.
For example, have students repeat the word fabric and then ask them to name the Focus Letter Sound fabric starts with.
• If students identify items that do not contain the Focus Letter Sound(s), redirect them to the encircled focus letter(s) on the page and have students repeat the Focus Letter Sound(s). Students may search again, looking for items that feature one Focus Letter Sound at a time. If students need further assistance, provide a hint for an example in the illustration before asking students to return to their search. For example, on a page that features i, if students say scratch instead of itch, direct their attention to the Focus Letter Sound i on the page and ask:
“Can you find something that is like scratch that starts with the /ĭ/ sound?”
If students need additional support with the setting or content of the book, consider reading aloud the About section, located on page 12, before asking partners to explore the book. To extend students’ learning, read the More section (on the inside back cover) after students explore the book.
For additional information on how to support students as they engage with Sound Search Books, see pages 41–43 of this teacher resource.
