Grandma's Favorite Things

Lift Off to Literacy: Using a Shared Reading Approach

Lesson Plan THIS FILE IS NOT ARTWORK - Please use this file for position only

Early Emergent reading stage Levels A & B Set: My Family and Me

Shared Book

Student Version

Vocabulary Starter

Grandma’s Favorite Things is a fictional story full of fun and alliterative verse. Find out what things Grandpa buys for Grandma’s special birthday surprise at the visit to the store. Will it be sushi, seafood, spaghetti, or six sizzling sausages?

Vocabulary Oral vocabulary dogwood favorite flowers grapes macaroons marshmallows pasta pepperoni pickles pizza sausages seafood sizzling spaghetti spicy sushi

High-frequency words a and be I of with you was

Key concepts • C hildren can help adults solve problems.

• W e try to give people what they like on their birthdays.

• D ifferent people have different things that they like and dislike.

Texas Essential Knowledge and Skills Reading K(2) (D) (ii) Demonstrate print awareness by holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep.

K(3) (B) Use illustrations and texts the student is able to read or hear to learn or clarify word meanings.

K(5) (E) Make connections to personal experiences, ideas in other texts, and society with adult assistance.

Phonics and Phonemic Awareness K(2) (B) (i) Demonstrate and apply phonetic knowledge by identifying and matching the common sounds that letters represent.

K(2) (B) (iv) Demonstrate and apply phonetic knowledge by identifying and reading at least 25 high-frequency words from a research-based list.

Writing K(6) (B) Provide an oral, pictorial, or written response to a text.

Speaking and Listening K(1) (B) Restate and follow oral directions that involve a short, related sequence of actions.

Grandma’s Favorite Things

Introducing the book

Second reading of the book

Show the front cover of the shared book Grandma’s Favorite Things. Say: This book is called Grandma’s Favorite Things.

Point to each word as you say it to demonstrate one-to-one correspondence between the written and spoken word. Point out the name of the author and the illustrator. Say: The author wrote the words and the illustrator drew the pictures. This book is about going shopping.

Do you go shopping? What things do you like to buy? Discuss students’ responses.

Read the book a second time to the students. Say: I’m going to read the book to you again. This time I want you to join in when I read the names of what the girl suggests to buy.

First reading of the book Read the book to the students with very few stops along the way. Read fluently and expressively to engage the students with the book. After finishing each page provide some time for the students to look at the pictures before turning the page.

Use expression when reading the direct speech. Make Grandpa’s voice sound quite puzzled. Pause after reading each suggestion that Grandpa offers. When reading the girl’s direct speech, make her voice sound assertive and excited — show that she is sure about her decision. As you read, use a pointer to point to each word. This reinforces where the words are on the page and the direction in which they are read.

Read pages 2 and 3. Pause before you say the name of the food to encourage the students to join in. Point to the picture of the food as you pause to prompt students as to what they need to say. For example: “No,” I said. “Let’s get … pizza …” Continue reading the rest of book in this manner.

Where appropriate you might like to ask a student, pairs of students, or small groups to come to the front and read certain parts of the book with you. For example, on page 3, you might say: Who would like to read the girl’s speaking part with me?

If appropriate, complete the retelling activity on the inside back cover of the shared book.

Talking about the book Invite students to respond to the book and to talk about their thinking.

Ask: Who knew what Grandma’s favorite things were? Why might the girl have known this?

Why didn’t Grandma go shopping with them? Have you ever surprised someone? What happened?

ELL support Encourage the students to name and talk about the foods in the book. For example, say: Pepperoni is a type of meat that some people have on pizza. It is spicy! Pickles are a green vegetable. Use the Flying Start to Literacy Vocabulary Starter Shopping to discuss other food. Show and talk about the labeled photographs.

Returning to the book Return to the book on multiple occasions, inviting the students to join in. Encourage them to take increasing responsibility for reading the text themselves. Select the focus for subsequent lessons based on your students’ strengths and needs.

Phonemic awareness Turn to pages 2 and 3. Say: Lots of the words on this page start with the same sound. I will read the page again and you listen. Tell me if you hear any words that start with the same sound. Read the text on the pages and emphasize the /p/ sound.

After reading, talk with the students about the sound that they heard the most (the /p/ sound) and about the words that start with this sound (pancakes, pies, pasta, pizza, pepperoni, plenty, pickles). Say: Can you see other things in the picture that start with the /p/ sound? (e.g. pig, pineapple, pears.)

Give time for the students to study the picture and offer suggestions. Repeat this activity using the sounds found on the other pages of the book.

Phonics Return to pages 2 and 3. Say: We found lots of words on this page that start with the /p/ sound. Revise these words. Write the letter “p” on a chart. Say: This is what the letter “p” looks like.

The things on this page that begin with the /p/ sound start with the letter “p.” Lots of words begin with this letter. If applicable, begin by listing students’ names in the group (e.g. Peta, Pam, Piper) onto the chart.

Show students some objects that begin with “p” such as a pen, a peg, a paintbrush. Write each word on the chart.

Ask: What other words do you know that begin with this letter?

Add these to the chart. Repeat on other pages with other sound–letter combinations.

Extending oral language Turn to pages 6 and 7. Say: There are words on this page that tell us about the sausages. I will read the sentence to you: Let’s get six, sizzling sausages. Emphasize the words six and sizzling as you read. Ask: What words tell us more about the sausages? Draw out that the words six and sizzling describe the sausages.

Turn to pages 6 and 7 and repeat this activity with the sentence: … a big bunch of grapes. Say: Some words describe what something is like. These words give us more information about that thing.

Fluency After reading one of the pages, say: Did you notice how I read the words? I made my voice sound the way that the Grandpa and the girl might sound when they are speaking. Invite students to make their voice sound like the grandpa or the girl.

Print concepts Use a pointer to follow the words as you read aloud. Say: Can you see how I always start on the left-hand side when I am reading the words? Watch how I go to the end of the line and then go to the left-hand side of the next line. Invite a student to hold the pointer with you as you read the words and point to each word you say.

Writing – Modeled Talk to the student about what they like to buy when they go shopping. Ask: What do you like to buy when you go shopping?

On a large sheet of paper write the sentence starter: My favorite thing to buy is ___________________.

Say: My favorite thing to buy is cake. I’m going to finish this sentence by writing the word cake. Write the word cake onto the chart.

THIS FILE IS NOT ARTWORK - Please use this file for position only

Say: The word cake starts with the letter “c.” It then has the letters “a,” “k,” and “e.” Ask: How many letters are in the word cake?

Model counting the letters. Read the whole sentence to the students, pointing to each word. If suitable, you might like to provide students with their own sentence starters (as above). They can write independently to finish their sentences and then illustrate them.

Independent practice Select students to listen and read along to Grandma’s Favorite Things independently. Provide each student with a small book and a reading pen. Encourage students to listen and read along from start to finish and then to revisit their favorite pages.

Activity card Let’s go shopping!

You will need: supermarket catalogs, scissors, glue Cut out pictures of your favorite things from supermarket catalogs.

Stick these in your shopping cart.

Flying Start to Literacy Lesson Plans Grandma’s Favorite Things © 2016–2019 EC Licensing Pty Ltd. © 2016–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2016–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultants: Susan Hill & Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com