Section 3: Emergent Reader Plan
40 Section 1: Tutoring Goals Section 2: Assessment Section 3: Emergent Reader Plan Section 4: Alphabetic Reader Plan Section 5: Early Reader Plan Section 6: Appendix Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 41 Recognizing the Emergent Reader The Emergent stage is a time when students mimic good readers as they experiment with the forms and functions of print. Emergent readers are busy learning about the foundational elements of literacy, such as directionality, the distinctive features of print, concept of word/spacing, and how all of these properties correlate with oral language to produce meaning. “Pretend reading,” memorization of texts, “pretend writing,” and invented spelling are characteristic of Emergent readers. Within this stage, young readers are learning to recognize letters and form them correctly, as well as make connections between letters and sounds. Though their understanding of the relationship between print and oral language is limited at this point, Emergent readers are developing enormous insights into the world of language and literacy, and it has been said that the Emergent stage lies at the threshold of a lifetime of learning about written language. Emergent writers may draw pictures to represent text, compose strings of random letters, or represent a word with one letter corresponding to the initial sound. Typically, the Emergent reader encountered by a Ravenswood Reads tutor is a kindergarten student. Given the demographics of the schools and the communities in which we work, it is likely that Emergent readers may also be English Language Learners (ELL). The writing samples below show what a student’s writing might look like at the beginning, middle, and end of the Emergent stage. 1. 2. 3. 4. 5. Early Emergent 1 2. 3. 4. 5. Middle Emergent Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 1. 2. 3. 4. 5. Late Emergent 42 If your student’s spelling assessment looks similar to the samples above, he is in the Emergent Stage of spelling. He did not spell any words correctly in Set One of the spelling assessment. In the Early Emergent Stage, students still do not understand what letters are. These students probably scored low on their Letter Identification and did not score any points on their Letter Sounds assessment. Students in this stage need to learn that print is written from left to right. They also need to know what letters are and the names and sounds of the letters. Middle Emergent spellers may know some letters and may be able to spell their names. They understand that letters are written to form words that can be read, but they don’t yet understand that letters in words correspond to the sounds of speech. They may or may not know that letters represent sounds, and they may not know the difference between a letter and a word. As a result, they did not spell any words correctly in Set One of the spelling assessment. These students need to extend their knowledge of letter names and sounds. They also need to learn that each word is made with a specific, constant set of letters. Use the Letter Identification and Letter Sounds assessments to guide you in choosing letters to learn. Spellers in the Late Emergent Stage understand that letters make sounds, and that writing words requires listening for the sounds in speech and writing down the corresponding letters. These students may or may not know how to separate words with spaces, but they are able to listen for sounds in words and write what they hear. Often, they write the most salient sound in the word, usually the first or last sound. The letters they choose are not always correct but may be “close” in the way they are made in the mouth (i.e. “d” for “t” to spell pet, above). Use the Letter Identification and Letter Sounds assessments to guide you in choosing letters to learn. The Emergent reader period is a time of great changes, but they don’t happen quickly. It is quite difficult to go from laboriously learning to print your own name, as Diane is Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 43 doing in her otherwise pretend writing below, to starting to know how to write some words and beginning to understand our alphabetic writing system, as Kevin is doing. Diane’s writing Kevin’s writing Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 44 Emergent Reader Lesson Plan: An Overview There are four parts to the Ravenswood Reads Emergent Reader Tutoring Plan: Revisiting Familiar Texts, Word Study, New Reading/Sharing a Book, and Communication. The sections that follow will provide you with information and activities for planning each part of the lesson. Part Revisiting Familiar Texts Word Study New Reading Communication • Purpose Feel like a reader Time 5 minutes • • Introduce letter/sound correspondences 5-10 minutes Build familiarity with high frequency words Develop decoding and comprehension 5-10 minutes Develop oral language and comprehension Lay the foundation for the development of narrative Provide a language model Help students fall in love with books • • • • • Develop oral language skills Make the reading-writing connection Develop early writing skills Develop comprehension Provide a language model • • • • • 5–10 minutes Tutor Tip: If you find that you consistently avoid or run out of time for the same lesson segment across tutoring sessions, talk to a Ravenswood Reads staff member for advice on time management and lesson planning strategies. We’re here to help! Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 45 Revisiting Familiar Texts Each session will begin with revisiting 2–3 books from those in the “reading rotation” developed during previous sessions with your student. Revisiting Familiar Texts should comprise approximately 5 minutes of the tutoring session. During this portion of the tutoring session, have your student tell why she likes the book(s) you are revisiting. Share some reason you like the book(s) too. Be enthused ! Review the book as needed and then read it together, letting your child read on her own when possible. As an Emergent reader, your student may not be able to read the book alone and you will "choral read," that is, read the book along with your student. As you read together, remind your student to point to the words. Praise your student for her efforts! Make note of any strengths and challenges she displays during the rereading activity. If your student has difficulty with a portion of the text, model reading this section correctly while pointing to the text. Ask your student to repeat what you have modeled. As appropriate, draw the student’s attention to the picture, letter, etc. that created the challenge. Keep a running list of all of the books your student has read. Show this list to your student each time a new book is added and share your excitement about the progress your student is making. Although it may be appropriate to simply guide the student in reading the book, you may also select specific objectives for your student during this section of the lesson plan. For example, you may have him pay attention to: • Letters/letter sounds in the book • High-frequency words • If your student is at the very beginning stages of reading, your goal may be for the student to practice pointing to words as you take the lead with reading. Tutor Tip: The goal at this stage is for your student to develop book knowledge and familiarity with concepts of print, rather than to sound out individual words. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 46 When the student has read a book 2–3 times, you can remove it from your Revisiting Familiar Texts rotation. You may also remove a book if a student does not like a particular book, or if he finds the text too easy or too difficult. As expected, the Revisiting Familiar Texts segment may not occur during the first few sessions, as the child has not yet established a repertoire of texts read in previous lessons. Tutor Tips for Revisiting Familiar Texts • To involve your student in the process of revisiting familiar texts, give her controlled choices. Rather than asking a “yes/no” question, present options. For example, if you ask, “Do you want to read it now?” the student may respond, “No.” A better approach is to ask, “Which book do you want to read, this one or this one?” Your goal of revisiting a familiar book is met and the student has the opportunity to be involved in her learning. • If your student struggles with a word, first check to see if it is a word he should know. If so, hold him accountable – don’t jump in prematurely with the right answer; provide him with enough time to figure out a word first. You can scaffold your student by pointing out the initial sound of the word. “What is the first letter? And what sound does it make?” If a student makes a mistake, address the source of the discrepancy. For example, if the student reads “cat” for “car,” you might suggest, “Look at that last letter…t. What sound does “t” make? So what is that word?” If the source of difficulty is a word beyond your student’s reading ability, simply read the word for him. Remember, emergent readers are not yet sounding-out words! They are learning the role letters play. • Text memorization is a common occurrence among Emergent readers. Be sure to have your student point to the words! We want them to start developing a “concept of word”–connecting the word they say with a particular word on the page. You may have to help your child do this. They become more accurate over time when they can identify some letter-sounds. In the Emergent Stage consonants are the most helpful. After reading a page, have the student return to a word where the first letter is one that you are working on; prompt the student to say the word slowly while underlining it with her finger, so that the sounds match the letters over the finger. Draw her attention to letter/sound correspondences. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 47 Word Study You should spend about 10 minutes per session on Word Study. Word Study helps students learn new words, teaches letter-sound correspondences, improves students’ skills in figuring out unfamiliar words when they read, and helps them learn to spell words. There are two parts to Word Study for Emergent Readers: Word Bank and Phonics. Word Bank From the earliest text experiences, students encounter high frequency words. These words are often not decodable or contain a more advanced phonics element that the student is not ready to learn. However, they are important to learn early on because they are seen so often in print. Some examples are: I, the, and me. This section is designed to help students become familiar with an increasing body of high frequency words. The goal is to achieve automaticity so that students can read these words immediately when they encounter them in text. Word bank words are commonly seen in students’ books and many are irregular words which don’t adhere to letter-sound correspondence patterns. For Emergent Readers, you should add no more than two words to their word banks each session. The primary source for selecting word bank words is the “Can You Read These?” section that appears on the inside back cover of the text you and your student are reading. Words chosen from this section will provide students with the opportunity to practice known words in context. You may also choose to use words that are personally relevant to the child, including his name, names of friends and family members, color words, etc. You should write the words on note cards in clear print as they would appear in a published book. Make sure the print, the size of the card, and the ink color are consistent. This practice will help ensure that your student is paying attention to the letters in the word as opposed to other characteristics (For example, if the word “the” is written in purple ink while other words are written in a different color, the student may only recognize the word by color, a feature which would not be helpful in reading a standard text). The word bank activities Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 48 depicted below consist of two genres, those designed to introduce new words, and those designed to help the student review words already in the word bank. Word Bank Activities – Introducing New Words The following activities focus on building automatic recognition of new word bank words or old word bank words that the student is struggling to recall. If your student has had sufficient practice with particular word(s) during reading or writing and you do not feel that more work is necessary, it is fine to add these word(s) to the word bank and move into the review section. Mix and Make Mix and Make. Using letter tiles or magnetic letters, have your student make the new word. If needed, display the word bank card so the sequence of letters can be copied. Next, ask the student to mix up the letters and make the word again. Repeat this process once more. You can make this activity into a game by Word Puzzles asking the student to make the word faster the next time. Word Puzzles. Write the new word on a sentence strip and cut the word apart with the child, letter by letter. Mix up the letters and encourage the child to reconstruct the word in the correct order. Initially, you may choose to provide the child with another copy of the target word as a model, but then remove this model as the child demonstrates greater facility with reconstructing the word. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y Rainbow Writing 49 Rainbow Writing. Use a highlighter or light-colored marker to write the new word on a blank sheet of paper. Encourage your child to point and identify the letters in the word. Invite your student to trace over the word multiple times, using a different colored crayon each time. It is important to note that the child should write the entire word with one color before switching to the next color. Word Hunt. Have your student locate the new word in a reading book from a previous session. Be sure the book is one that the student knows and remembers, as it is important that books are read for meaning first and used for word hunts and other activities later. Word Bank Activities – Reviewing Word Bank Words It is important to review the word bank words at every session. If your student has many words in the word bank, it is not necessary to review all of the words every time. The following activities suggest some ways to review. Pick-Up. Lay out 6-10 word cards. Ask the student to find and pick up the word you name. Once the student knows how to play, invite him to call out words for you to find and pick up. You can vary this activity by providing the student with categories of words to pick up (i.e. “Pick up all the names,” “Pick up all the words that begin with s,” “Pick up all the words that have three letters”). Bingo. Create a bingo card using 9-12 word bank words. As you randomly pick up a word bank card your child can put a penny or marker on the word. You can each have bingo sheets and play together. You can also take turns as the word caller and player. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 50 Concentration. Make a duplicate set of 6-8 word bank cards. Turn all the words face down and take turns turning up two cards at a time. If the player turns up a matched pair, she may keep the pair if she can read the words independently. Read the Cards. On days when you are short on time, you can still review your word cards in about one minute. Have the student read through some or all of the cards as quickly as he can. Tutor Tip: Emergent Readers generally develop a Word Bank of no more than 20 words. If the list becomes too cumbersome, retire words that the student no longer needs to review. As students reach this point, more time can be spent on Phonics. Phonics One of the first steps in learning to read is identifying the letters of the alphabet and their sounds. If the student with whom you are working knows less than half of the lower case letters, she will benefit from direct, systematic work with letters both while reading and writing and in isolation using game-like activities. As your Emergent reader gains knowledge of the letters of the alphabet, you can begin to teach initial consonant sounds. You will be laying the foundation for the next stage of reading, learning to decode whole words. You are setting the stage for your young child to learn the underlying alphabetic principle of written English: Sounds in spoken words are represented by letters. The first step in this process is to help children realize that even one syllable spoken words have beginning, middle, and ending sounds. While you Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 51 will not be teaching Emergent readers to actually decode, it is important to understand how writing works and what we are getting children ready to do. The first difficult task for children learning to decode is to acquire the insight that spoken words can be broken down into smaller sound units (i.e., called phonemic awareness); that is, they need to be able to break down “cup” into “kuh, uh, puh.” For the Emergent reader, we are particularly interested in helping them attend to that initial consonant sound (the “kuh”). That is why you will be doing picture sorts where children sort pictures, such as putting all the words that start with an /s/ sound like “sun” in one column, and all the pictures that start with a /p/ like “pig” in another. It helps the child to understand sounds in words if you do two things: 1) Connect the sound to a letter by showing the letter as picture sorts happen (e.g., the letter “c” makes the /k/ sound); and 2) Help the child feel the sound in her mouth (e.g., by exaggerating the sound and noticing how open their mouth is, where their tongue is, whether there is a burst of air – whatever it is that is distinctive in making a particular consonant sound). The insights a child needs to learn to read are not easy to acquire! This is why a tutor or teacher needs to be patient and give children lots of repeated lessons. Don’t get frustrated if your child doesn’t catch onto the “puh” sound of the letter “p” after only one lesson! There are two powerful analytic processes that need to be working smoothly for children to understand a statement like, “The first sound in “cup” is /k/.” First, they need to perceive that there is a first sound in “cup.” If you ask a child who lacks phonemic awareness the first sound in “cup,” she might say, “slurp, slurp.” As you work with words, elongate and exaggerate the sounds to help children perceive them and feel them in their mouth (e.g. “kkkkkkkkkuuuuuuuppppp”). You can then have children point to or write which letter makes the “kuh” or “puh.” The child who writes “cup” as just “k” reflects the fact that consonant letter-sounds are more easily perceived in spoken English than vowel sounds. You can feel this for yourself: Say “cup” and feel the sounds in your mouth as you say it. What are most distinctive are the /k/ sound and the Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 52 /p/ sound because you are more aware of how your lips, breath, and tongue move during these sounds. On /p/, for example, you can feel your lips purse, the slight holding of breath, and the little burst of air. Children are often more aware of “feeling their mouth positions” as they read and write words than are experienced readers. Helping them feel the sounds in their mouth is good! Of course, before we can have children learn too much about sounds they need to be able to recognize and name the letters of the alphabet! Many of our Emergent readers will just be learning the names of the letters of the alphabet at the beginning of kindergarten. An alphabet strip for identification and proper letter formation should always be available for reference during phonics activities. Whenever possible, provide an alphabet strip that matches the alphabet strip used by your student’s teacher. Alphabet strips can be found in the appendix section of the manual. Activities to practice alphabet identification and letter/sound recognition are listed below. Name Puzzles. A good starting place for students who do not know many letters is the letters in their names. Put magnetic letters or letter cards in front of the student to correctly spell the student’s name. Only the letters in the student’s name should be visible to the student. Have the student practice saying the letters. Display a name card for the student to reference. Next, mix up the letters and have the student build his name again, referencing the name card as needed. When the student is able to build his name fairly easily, you can offer less support. Start by removing the name card. If the student is able to mix and rebuild his name, give him the letters in his name and have him build the name independently without reviewing the word card prior to beginning the exercise. Invite the child to use the whiteboard to practice writing his name after this activity. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 53 Kinesthetic Letters. Bring in a plate of salt or colored sand. Model the correct formation of the letter you are focusing on by writing it slowly in the sand for your student. Shake the tray until the letters disappear and encourage your student to practice forming the letters in the sand. Letter Sorts. Using a set of magnetic letters or letter tiles, take all of one letter (p for example) and all of another letter (t for example) and mix them together on a table or magnetic board in front of the student. Create two circles or spaces (you can use pieces of paper on a table or use a marker to draw the circles on a white board). Using both hands, show the student how to quickly manipulate all of the tiles for one letter into one circle and all of the tiles for the other letter into the other circle (for example, all the ts would go into one circle and all the ps would go into the other). In this way, the letters will be sorted into two separate groups. The student should point to each letter and say its name. The student should also be reminded to turn all letters right side up. Over time, encourage the student to complete this process independently. As the student becomes more skilled at this activity, add another letter into the mix so that the student is sorting three letters. A good way to choose focal letters is to start with the letters from the student’s name. Letters highlighted in the text chosen for the current lesson also provide a good focus for the sort. When planning a letter sort, always choose one letter with which the student is fairly confident. When the student has grown fairly secure with the majority of the letters (upper and lower case), you can plan sorts that focus on characteristics of the letters. For example, the student could sort letters with circles (o, p, b) from letters without circles (h, l, y), letters with curved lines (c, o, g) from letters with straight lines (l, v, w), or letters with tails (letters that go under the base line of a handwriting sheet) from letters that don’t have tails. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 54 Tutor Tip: Be sure that your student is manipulating the letter tiles or magnet letters independently, rather than you moving the letters around for him. ABC Song. Invite your child to practice singing the alphabet song while pointing to the letters on the alphabet strip. Rainbow Writing. Use a highlighter or light-colored marker to write the capital and lower case forms of the focus letter on a blank sheet of paper. Model the formation of each letter. Ask your student to write each letter with 8-10 different colors. Encourage your child to repeat the letter name after each colored letter. It is important to note that the child should write both the capital and lower case letter with one color before switching to the next color. Depending on your student’s skill level, you may want to model how to trace the letter with the first color. Capital/Lower Case Match. When students have become fairly secure with letter identification, take some time to focus on the connection between capital and lower case letters. One way to do this is to have the student match pairs of capital and lower case letters. Focus on a few letters at a time. You might choose to use letter tiles or you can make letter puzzles on paper. Some of these puzzles are pre-made for use and can be found in the cabinet in the tutoring room. Mix up several capital and lower case letters and invite the child to match them up correctly. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 55 White Boards. White boards can be used throughout the above activities as a way to practice and solidify learning. Call out letters and have the student practice writing the letters on the white board. Call out sounds and have the student practice writing the corresponding letters on the white board. Have the student check his letter formation on the alphabet strip. As a variation, you can write a capital letter on the white board and invite your student to write the corresponding lower case letter (and vice versa). Picture Sorts. Sorting pictures can help students: 1) isolate the beginning sound of a word and 2) hear the differences between initial consonant sounds. As students begin to notice patterns and engage in actively sorting the words, they begin to think of these words in terms of the groups to which they belong. For example, mouse, mat, and mitten are in the /m/ group, while sun, sand, and sock are in the /s/ group. Ask a TC or TA about our picture cards. The steps below illustrate one way to teach through sorting: See picture sort and book sequences at the end of this section! Sorts adapted from Words their Way: Letter and Picture Sorts for Emergent Spellers (Bear, Johnston, Invernizzi, & Templeton, 2006) Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 56 Steps for Picture Sorting Planning Preparing Teaching Decide on a sort based on your student’s assessment. The sort should compare two initial sounds, such as s and b. At least one of the categories should be one that the child already knows. Create picture cards for your student to sort or use ours. Choose one picture for each category to represent the “anchor picture.” This picture will contain the word that you introduce as the example for that pattern. Be sure there is a letter on this card or place a letter-card by it. Introduce the picture cards. First name them! You can look at the same picture card and label it differently. This can also be a time to build oral vocabulary. Next, talk about the patterns in the sort. Building on what your child already knows, talk about the sound of each pattern. Model how to sort the words. Be sure to demonstrate your thinking. Invite your student to sort several cards with you. Assess your student; does she seem capable of continuing independently? Allow your student to sort the remainder of the pictures. Once all of the pictures have been sorted, name the pictures in each group together. Check to see if any need to be moved. If some words are sorted incorrectly and your student doesn’t notice a misplaced picture after naming all pictures in the group, provide a hint, such as, “I think there are two pictures in this column that don’t belong.” You might need to model the act of looking at each picture and checking the sound to be sure it is in the correct place. Discuss the auditory similarities among the names of the pictures sorted into each group. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 57 Tutor Tip: Always use one sound in the sort that the student knows fairly well. This procedure will guarantee some success for the student and motivate him to continue with the activity. If the student doesn’t know the name of a picture used in the sorting activity, tell him what it is. Don’t make the activity into a game of guessing the pictures. Stay focused on the letter sounds. Labels. Labeling pictures is a great way to help your student begin to write. Bring in pictures that you draw or download from the internet whose initial sound is a letter that your student knows or is learning in word study. These pictures can be put into the alphabet book, a concept book (e.g., “Animals”) or just collected on their own. Say the picture’s name slowly for your student. Have your student say the word slowly with you. Then repeat just the beginning sound of the word. Have your student write the first letter. Say the word slowly again. Ask your student if there are any other sounds he hears. Ask him what letter makes the sound. Whatever he doesn’t know, do for him. It’s a good idea to model this process for the student the first time you do this activity. Alphabet Books. You can create an alphabet book by stapling together blank sheets of paper and assigning a letter to each page (There is an alphabet/letter formation practice book in the Appendix or you can create your own). The top of each page is headed by the letter (in both upper and lower case). Within this book, students can practice writing the letters, paste pictures of objects beginning with the letters on each page, and add words they know beginning with the appropriate letter. When asking a student to paste pictures into the alphabet book, be sure that pictures are pre-cut. The emphasis for this task should be on developing familiarity with the letter and corresponding sound, rather than gluing or drawing. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 58 Tutor Tip: Review the alphabet book often with your student, but only add information to one letter page per session. Making Words. As your child learns the alphabet you can slowly begin to help him make words with letter tiles or magnetic letters. Many of the little books you use will have words which differ only by the first consonant. These are called word families (e.g., cat, bat, hat, mat, fat, pat, rat, sat). We do not expect the child to learn how to read these word families as Emergent readers. However, they can be useful in highlighting initial consonants. You could place magnetic letters that spell the rime part (e.g. “at”) on a white board and have the child push down the magnetic letter that makes it into the word you call out. Only put a few letter candidates out for your child to select from. Here’s how this might look for making words around the “at” spelling pattern. Notice that the child is not expected to remember “at” but this activity gives the child both practice with initial consonants and promotes the idea that these consonants can be used to write words. c m s b Can you make it say ssssssat? Move the s down. at Push the s back up. Can you make it say bbbat? If this is too hard, you can be more directive: Change the s to a b. What word did you make? Bbbbbat. Now, move the b back up. Move the m down. What word did you make? Mmmmmat. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 59 New Reading/Sharing a Book Students learn a great deal of their vocabulary from listening to adults read to them and from conversations they have with adults about books; vocabulary development is the most significant predictor of reading comprehension. Moreover, when tutors read and talk about stories with students, they serve as language models, which is especially important for English Language Learners who have limited contact with fluent English speakers. Sharing a book – “reading” the pictures or reading the text to the student, and talking about the story – facilitates the development of vocabulary, comprehension, and narrative skills. Shared book reading also facilitates active listening, an activity critical to the development of comprehension skills. When tutors share books with students, they are able to communicate their passion and enthusiasm for reading. The activity offers the student an important opportunity to fall in love with books and understand reading as a meaning-making activity. Selecting the Appropriate Book A crucial consideration in New Reading is selecting an appropriate book. First decide on your objective. If you are planning to focus on the concepts highlighted in Tutor Tips for What to Reinforce During Reading (see below), then you should select books at levels A or B. If you would like to focus on building enthusiasm about books, a special topic, or narrative skills, you might choose a picture book to read aloud to the student. Introducing a new book at level A or B will give your student the opportunity to apply and practice beginning literacy skills with a new text. Choose a book that introduces one or two new high frequency words and has a predictable sentence pattern that your student will remember. If there are 4-5 high frequency words, make sure your student knows 2-3 of them. Make note of the high frequency words that are new for your student, as these will be good additions to the Word Bank. It is helpful to keep a list of words that your student knows to facilitate book choices that both review known words and introduce new words. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 60 If you choose a more complex book to read aloud to your student, find a book that is engaging for your student and supportive of vocabulary development. Ideally, your book will have an uncomplicated storyline and rich illustrations from which the plot-outline can be easily inferred. Books with repetitive parts such as The Three Little Pigs make great stories for English Language Learners in the Emergent stage. Make sure you read through the book on your own before reading it to the student. Generally, the story should be short enough to be completed in 10 minutes. Reading the Book The introduction of a new text involves previewing a book with your student (Introducing the Book), reading the book to and with your student several times (During Reading), and discussing the book with your student (After Reading). Each step is described in greater detail below. If you are reading aloud to your student, and the vocabulary or sentence structure is too complex, you may want to paraphrase the text to make it more accessible. Read with expression, act out the story, or do whatever engages the student and clarifies content. Read the text more than once! The benefits of language learning accrue through repeated readings. Introducing the Book When you do a book preview with Emergent Readers, you should begin by reading the title and explaining in one or two sentences what the book is about. Try to build the student’s interest in the topic and make connections to his prior knowledge about the subject. Picture Walk. The picture walk is an opportunity to preview the story, identify key vocabulary items and theme, and engage the student in the narrative. During the picture walk, look at each page in the book with your student. Remember, for your ELL student, you are the language model. Begin with a running commentary about what is happening on each page; this process engages the student in the narrative and provides an effective scaffold for language and literacy development. Use the words that your student will encounter in the text while talking about the pictures. Make sure Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 61 your student understands the vocabulary you are using. If you are working with an ELL, asking open-ended questions during the picture walk (What is this? What is happening here?) may be too difficult for your student. She may understand the question and know the answer, but may not have the English language skills to respond. Here are some examples of how you might introduce a book: Look at the cover and talk about it. For example, Let’s look at this picture – there are three mice in this picture. And there are three colors… red, yellow and orange. And the mice are holding paintbrushes. What do you think this story will be about? Don’t expect the student to make predictions straight away. You might have to model this process the first few times. For example, I think this is a story about… Look through the book and talk about the pictures. Point out objects in the pictures, name them, and talk about them. For example, This is a mouse. It’s a white mouse. How many do you see here? Let’s count…one, two, three…that’s three mice. When it’s one, we say mouse. When it is more than one, we say mice. So there are three mice in the story. They are all white mice. In this story, the mice fall into jars of paint. When the white mouse falls into the blue paint, it becomes blue. After that, when it falls into the green paint, it turns yellow. Green and blue together make yellow. During Reading This step is an opportunity for you to get into the heart of the book and read the text to your student. Reading with and to the student offers an opportunity to reinforce the vocabulary and language patterns that were planted during the picture walk. Allowing the student to then read on his own provides an opportunity to practice print concepts, such as one-to-one matching. If you are reading aloud to your student, this is the time to model rich, story-telling language and to introduce the student to the elements of a narrative. Although it is not necessary to refer to these elements by name, your reading and talking about the story must seek to reinforce understanding of the various aspects of the story such as plot, Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 62 setting, character, problem, resolution, and so on (e.g., Where is this? What does that mouse want? Why can’t he get it? Do you think someone will help him?). First Read. If you are reading a leveled book, begin by reading at a slow, story-telling pace, so that the student may follow along easily. Point to the words as you read and have the student point to the words. Emphasize any letter-sounds that you are working on. Keep in mind that it is hard for Emergent readers to know how to match the words coming out of their mouths to those on the page. Don’t emphasize letter-sounds your student does not know. Pause wherever necessary in your reading to clarify and explain vocabulary or details in the plot, and to check for comprehension. Once you have provided some commentary and modeled the language for your student, questions help check comprehension and provide an opportunity for the student to reproduce some of the language that she has heard. Depending on the English language level of your student, you can wait until you have finished going through the entire book or you can pause at the end of each page. Choose the type of question that is most appropriate for your student: • Questions that require pointing and no verbal production: Where is the mouse on this page? Can you show me? • Questions that can be answered yes or no: Are there three mice? Are they black? Is the cat small? • Questions that offer a choice and can be responded to in one or two words: Is this a mouse or a cat? • Questions that require a more substantive answer, of one or more words: How many mice are there? Where is this story happening? What happens when we mix red and yellow? Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 63 Note that the questions above reflect a progressive sequence and offer a scaffold for emerging language production; a student who is only able to produce non-verbal responses may, in course of time, be able to answer open-ended questions about the book he has shared with his tutor. If your student is an English Language Learner who is at the beginning stages of language development, you may avoid reading the text altogether. Instead, it may be more appropriate for you to “read the pictures” and talk about or tell the story. If this is the case, then your story-telling segment is really a more expanded, detailed version of the picture walk, where you are spending more time on each page, elaborating on how the story progresses. Tutor Tips for a First Read • Set an objective for your book work. This can be a simple goal, like asking your student to pay attention to a specific element of the plot. • Use the pictures as a point of connection. If you are reading the text, make sure that you connect your reading with the illustrations. Point to the pictures as you read, and stop often to expand upon the visual context. The use of contextual cues to assist comprehension is a key reading strategy, and connecting the text with the pictures allows tutors to reinforce this strategy with students from a very young age. • Ad-lib the story. Don’t feel compelled to stay faithful to the story. Stop your reading part-way through the book, and you and the student can make up an alternate ending (This can be the prompt for an interesting follow-up Communication activity). • Connect the story to real life as much as possible. Share your personal experiences while telling the story (For example, “I don’t like mice. When I see a mouse, I stand up on a chair and scream”). As appropriate, invite the student to connect his experiences to the story and to share them with you (For example, “Have you ever seen a mouse? Do you have a hamster in your class? Hamsters look a lot like a mice”). • Use lots of body language, gestures, and vocal cues. • Make a fool of yourself! Get into it! Have fun! Remember, the more fun you have, the more fun your student is likely to have! Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 64 Second Read. Have the student (re)read (if it is a simple predictable book) or retell the book on her own as she looks at the pages. Encourage your student to point to the words if she is reading. Praise your student for her efforts. Provide support as needed but allow several seconds of wait time before giving an unknown word. Remember to acknowledge the student’s specific strengths when reading or retelling (For example, “Wow, you really read with a lot of expression!” or “There were some hard words in there, but you remembered them” or “You remembered the names of those colors!”). Don’t expect emergent readers to be able to sound out an entire word. Tutor Tips for What to Reinforce During Reading Though Emergent Readers are not yet decoding, or “sounding out” words, there are many things to teach at this level. What follows is a list of some things tutors can teach or reinforce while sharing a book. The list is presented in an approximate order of increasing complexity. Book Handling • Book orientation: Where is the front and the back of the book? • The print, not the picture, carries the meaning. • Book orientation: Where is the top and the bottom of the book? • We read the left page first and then the right page. Directional Behavior • Where to start • Which way to go (left to right) • Return sweep to the left (at the end of a line) • Word – by – word matching (pointing with finger) • Beginning and ending of line, sentence and book Print Conventions: Function and Terminology • Question Mark • Period • Exclamation Point • Capital – Lower Case letter correspondence Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 65 Tutor Tips for What to Reinforce During Reading (continued) Words and Letters • Word – by – word matching • Isolate letters in a word (can point to a letter or two letters) • Isolate words (can point to or show a word or two words) • Isolate first and last letters in a word High Frequency Words • Locate known high frequency words in a text. In re-reading: “Point to the word ‘and’ on this page.” In new reading preview: “Do you see any words you know on this page?” • Notice that words are always spelled the same. “T-h-e” is always the—in the title, within the book, and in other books, too! • Learn simple high frequency words by sight. • Use high frequency words as “anchors” in reading longer sentences. For instance, if the student knows “the,” but says “bunny” while pointing to “the,” she can learn to self-correct, trying again and keeping her pointing on track, using known words to guide her. Phonics/Phonemic Awareness • Notice that the first letter of the word matches the first sound we hear when we say the word. For example, b is for b-b-bat. • Notice rhyming words in speech. Identify and produce rhymes orally. • Notice that the last letter of the word matches the last sound we hear when we say the word. For example, bat-t-t ends with the letter t. Strategies • Point with your finger. • Look at the first letter. What sound does it make? • Get your mouth ready to make the first sound. • Look at the picture to help you (No this is not cheating!). • Think: What would make sense here? • Cross-checking: Does your word match the first letter and the picture? • Reread: Students should reread from the beginning of the sentence when: they spend a while figuring out a word, when they read something with the wrong intonation, when what they read does not make sense to them, or when they make a correction. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 66 After Reading After reading, talk about the story (For example, “Did you enjoy it?” or “Can you relate to the story?”). If you were working on a specific skill or strategy, review and check for understanding as needed. Use this step as an opportunity for the student to comment further about the book. understanding. This practice allows the student to confirm and extend Review any vocabulary items or sections of the text that were particularly challenging for the student. You may also want to revisit the discussion from the Book Introduction segment, as well as engage your child in a discussion about their experiences with particular vocabulary items from the text. See the following section on Communication for more extensive information about post-reading activities. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 67 Communication The final part of the Emergent Reader lesson plan is Communication, which should comprise 5-10 minutes of the tutoring session. The main objective of the Communication section is to help students build confidence in their oral and written abilities through the practice of multiple strategies. Dramatic Reenactment. If you and your student have read a story-based text, dramatic reenactment provides a great opportunity for oral language development. Your student can choose to reenact the entire story or a favorite part. Your student may choose to take the role of one or multiple characters. To add to the reenactment experience, you may choose to bring in props such as stick puppets or masks to represent story characters (*Note, if you choose to use props for this activity, plan to prepare them ahead of time so that you can focus on language and communication). These props can also be used to help your student sequence the events of the story. The emphasis for this activity is on dialogue, expression, and vocabulary, rather than story memorization and retelling. As a variation of this activity, you may have your student create an alternate ending to the story. Together, you can act out your student’s creative ideas! Language Experience/Dictation. The experience of talking about a familiar text with story language and vocabulary provides significant benefits for your student’s language development. Engage your child in a conversation about the text. Which part was his favorite? Were there characters or events in the story that reminded him of his own life? Together, you and your student can formulate a sentence or two based on this text conversation. Write the sentence(s) for the student and practice reading it together. Encourage your student to practice reading the sentence(s) while pointing to the words. Patterned Book Pages. Make your own patterned book. For example, an “I can” book: Write the first page for your student using something you know about him (e.g., “I can run”). Have your student write the “I can” section of the sentence on the next page and Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 68 tell you something else he can do. Say the word slowly and repeat the beginning sound. If your student can tell you what the letter is, let him write it. Otherwise, write it for him. Then write the rest of the word as you say it slowly, matching letters and sounds. Make sure the student is watching you. You can write one page a day, or more if you have time. Sentence Puzzles. Invite your student to choose a favorite phrase or sentence from the text or create a new sentence together. Write the sentence clearly on a sentence strip. Ask your child to cut the sentence strip apart word by word, emphasizing that spaces indicate a break between words. Once the words are cut apart, mix up the pieces and ask your child to put them in order again. Once your child has reconstructed the sentence puzzle, he can read it in order while pointing to each word. Keep the sentence in an envelope to mix and make again in future sessions! Text Writing. Ask the child to choose a favorite sentence from the book read during the day’s session. On a blank sheet of paper, draw a line for each word of the sentence. Explain to the child that each line represents one word. Encourage the child to write the sentence using what he has learned about the target letters, sounds, and word bank words. At this stage, the child’s attempts may consist of one letter for each word. Encourage the child to reread his writing while pointing to the words. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 69 Tutor Tips for Communication • The student may have difficulty writing some of the letters… that’s okay. The purpose of this activity is for her to become familiar and comfortable with writing. • As you talk, make sure you are using the vocabulary of writing (i.e. “letter,” “word,” “sentence”) and are clearly differentiating between the meaning of each. • If the student already knows the word, just have her spell it. Don’t stretch it out sound by sound. • If the word is in the student’s Word Bank, he can copy the word from the note card to reinforce the correct spelling. • When helping your student write a sentence, re-read the first word that the student has written, pointing to it, then say the next word in the sentence. Reread words one and two, pointing to the words as you read. Say the third word in the sentence and proceed as you did in steps two and three. Continue reading and adding on until the sentence is complete. Ask the student to read the sentence back to you. • We don’t want the process of writing to become too tedious for the student. Keep the pace lively and your goals reasonable. If you find the sentence you are doing is too long, you can break it up over two sessions or take turns writing the words to move the activity along. • Emergent writers will need substantial support with writing activities. Early Emergent writers may have limited or no knowledge of letters, letter sounds, words, or how speech connects to print. Later Emergent writers may be developing this letter/sound knowledge but are not yet able to stretch out all the sounds in a word to write it phonetically. Your work in writing will help develop these skills. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 70 Emergent Reader Lesson Plan Student: Overall Objectives Tutor: Description of Activity Book Titles: Word Bank Activity: Word Study Phonics Activity: Book Title: Introducing the Book: New Reading/ Sharing a Book Session #: Phonics: Activity Revisiting Familiar Texts Date: Oral Language: During Reading: After Reading: Key Vocabulary: Communication Notes (Success, Issues, Ideas) Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y Time 71 Emergent Reader Sample Lesson Plan Student: Alex Overall Objectives Tutor: Meredith Date: 10/7/08 Session #: 2 Oral Language: Talking about books and how print works, vocabulary development Phonics: Letter Recognition, Letter Formation, Letter/Sound Correspondence for Mm, /m/ Activity Description of Activity Book Title(s): Mm Muffins Revisiting Familiar Texts Talk to Alex about what he remembers about Mm Muffins, and why he thought it was interesting. Review and possibly reread Mm Muffins to Alex. Have Alex reread Mm Muffins several times. Encourage Alex to point to the words while rereading. Review key vocabulary (muffins, marshmallows, mug, milk), and ask Alex about personal experiences related to these words. Add Mm Muffins to Alex’s reading list and talk to him about how this list will serve as a record of all the books he reads during our tutoring sessions. Word Bank – New Word(s): my Word Bank – Review Word(s): Alex Word Bank Activity: Word Study * Mix and Make my. Repeat multiple times; encourage Alex to increase speed each time. * Name Puzzle – Review from previous session, ask Alex to point and say each letter in his name. Encourage him to remake the puzzle without looking at his name card. Time 5 min. 9:50 9:55 a.m. 10 min. 9:55 – 10:05 a.m. Phonics Activity: * Rainbow Writing Mm (Need: paper, highlighter, crayons) * Alphabet Book (Need: lined paper alphabet book made ahead of time, pencil, glue, pre-cut /m/ pictures) Book Title: Monster Mop Introducing the Book: Talk to Alex about what a monster is and share ideas. Show Alex New Reading/ Sharing a Book the front cover of Monster Mop and ask questions such as, “Does this look like a monster?” “What color/size/shape is this monster?” “What is a mop?” “Are monsters real or makebelieve?” Ask Alex to predict what Monster Mop is about. Take a picture walk through Monster Mop and talk to Alex about what is happening on each page. Emphasize the /m/ sound at the beginning of each picture’s name. Provide background information as needed. During Reading: First Read: Read Monster Mop to Alex, while pointing to the words. Discuss and model pointing one time for each word. Ask Alex to point to and repeat the text on each page. Second Read: Ask Alex to point and read the text of Monster Mop independently (at least once, additional readings as time permits). Talk to Alex about getting his mouth ready to make the /m/ sound at the beginning of each word. Draw Alex’s attention to the “m” at the beginning of each word. Ask Alex to circle the word bank word my with his finger. After Reading: Discuss the content of Monster Mop with Alex. Include questions such as “Which page was your favorite? Why?” “Point to the mat (mug, mop monster, etc.).” “What color is the mat (mug, mop, monster, etc.)?” “Have you ever spilled something at home? What happened? What did you do? How did you feel?” 10 min. 10:05 – 10:15 a.m. Key Vocabulary: monster, mop, mug, milk Communication Start a patterned book with Alex called “My…” The book will have four pages. Depending on his skill with the word bank activity, Alex can write my on each page (or I will write it). Alex and I will spend some time talking about things he can refer to with my (i.e. My mom, My dog, My shirt, My shoes). I will write the object word for Alex as I say each word slowly. Once we have finished writing the book, I will model how to read the book while pointing to the words. I will ask Alex to practice reading his new book several times while pointing to the words. We will put this new book into Alex’s reading rotation to revisit in our next session. 10 min. 10:15 – 10:25 a.m. Notes (Success, Issues, Ideas) Alex was highly successful in both revisiting the previous text and reading the current text after I modeled reading the book for him. Alex struggled with responses to some of the questions I asked in both the book introduction and the after reading segment. He appeared to respond well to questions that required a physical response (i.e. pointing) or a one-word response, such as in the questions where I asked him about the color of an item in the text. I think he understands more than he is able to verbalize. In the Revisiting Familiar Texts section of our next session, I think I will review the key vocabulary words from today’s session and perhaps try giving Alex choices (i.e. “Is this a mug or a mat?”) to continue scaffolding his knowledge of vocabulary words we are learning. Alex seemed to enjoy the word study activities. He was quite skillful at reconstructing his name puzzle quickly. He also exhibits strong fine motor skills – he completed the Rainbow Writing activity with confidence and successfully wrote my on each page of the patterned book. Alex is a pleasant student to work with and eagerly participates in our tutoring sessions. Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y 72 Emergent Reader Sequence Unit 1 Skill Focus Mm, /m/ 2 Ss, /s/ 3 Bb, /b/ 4 Rr, /r/ 5 Pp, /p/ 6 Nn, /n/ 7 Tt, /t/ 8 Gg, /g/ 9 Cc, /k/ 10 Ff, /f/ 11 Dd, /d/ 12 Hh, /h/ 13 Jj, /j/ Texts (with Level) Mm Muffins – A Monster Muffins - A Monster Mop – A My Mess – B Ss Summer – A Silly Seals – A A Picnic in the Sand – A Silly Soup – B Bb Baby – A Bumpity Bump – A The Bath – A Baseball – B Two Boys – B Rr Red – A Runaway Robot – A Red or Blue – A My Red Room – B Pp Pig – A Purple Puppy –A Pink Pig – A My Pocket – B A Pig in a Wig – B Can a Pig Dig? B Nn Necklace – A No, No Noodles –A Socks – A Tt Toys – ABC Tiny Turtle – ABC Two Turtles – 0 Terrific Shoes – 1 Gg Garden – ABC Gooey Gum – ABC Good Girl! – 0 A Garden Grows – 0/1 Cc Cart – A Crunchy Carrots – A The Cat Came Back – A We Can Ride – B Cupcakes – B Fat Cat – B Ff Father – A Furry Feet – A Time for Lunch – A Funny Faces – B A Fin, A Grin, and a Pin – B Dd Dog – A Daring Dog – A Story Time – A Dig Down – B My Dad – B Who Made That – B Hh Hungry – A Huge Hamburger – A Little House- A The Hat - A How to Make a Hen House – A I Have a Hat – B Jj Jack-in-the-Box – A Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y Sort Picture Cards/Alphabet Book Letter m, alphabet book Sort m, s Letter s, alphabet book Sort m, s, b Letter b, alphabet book Sort b, r Letter r, alphabet book Sort r, p (and review any others) Letter p, alphabet book Sort p, n (and review any others) Letter n, alphabet book Sort n, t (and review any others) Letter t, alphabet book Sort t, g (and review any others) Letter g, alphabet book Sort c, p (and review any others) Letter c, alphabet book Sort c, f (and review any others) Letter f, alphabet book Sort d with any previous Letter d, alphabet book Sort h with any previous Letter h, alphabet book Sort j with any previous 73 14 Ll, /l/ 15 Kk, /k/ 16 Ww, /w/, /wh/ 17 Xx, /ks/ 18 Qq, /kw/ 19 Vv, /v/ 20 Yy, Zz, /y/, /z/ 21 Vowels (for letter recognition) 22 Mm, Ss, /m/, /s/ 23 Bb, Rr, Ss, /b/, /r/, /s/ 24 Bb, Nn, Pp, /b/, /n/, /p/ 25 Gg, Nn, Tt, /g/, /n/, /t/ 26 Cc, Ff, /k/, /f/ Juicy Jam – A Jan Can Juggle – A Jan Packs – B Ll Lunch – A Lemon Lollipops – A Look Closer – A Lots and Lots of Love – B Kk Kittens – A Ketchup Kisses – A Keep Out! – A A Kiss – B Ww Wagon – A Wiggly Worm – A All Wet! – A Whale Watch – A Wiggle Worm Went Home – B Humpback Whales – F Wiggle Worm Went Home – B Who has Whiskers? – B Xx Box – A X-Ray the Box – A A Big, Big Box – A The Toy Box - A Fix It, Fox – E Qq Queen – A Quit Quacking – A Queen on a Quilt – A What can Quack? – B Quack! – E Vv Van – A Vacation Video – A Vicki’s Van – B Very Big – D Yy Yellow – A Yellow Yarn – A Zz Zoo – A Zooming Zebras – A Behind a Yellow Yak – B Aa Animals – A Ee Easel – A Ii Ice Cream – A Oo Orange – A Uu Umbrella A My Socks Are Missing – A School Lunch – A My Monster and Me – B We Are Singing – B Run, Bunny, Run – A My Room – A Six Go By – C Who Is Ready? – C Puppy at Night – A Where Is It? – A One Bee Got on the Bus – C Pat’s Perfect Pizza – C Going to Town – A Where Do We Go? – A Nanny Goat’s Nap – C Goose Chase – D Can Fox Fall – A Can You Find It? – A Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y Letter j, alphabet book Sort l with any previous Letter l, alphabet book Sort k with any previous Letter k, alphabet book Sort w with any previous Letter w, alphabet book Letter x, alphabet book Letter q, alphabet book Sort v with any previous Letter v alphabet book Sort y with any previous Letters y and z. alphabet book Practice writing letter in alphabet book Sort m, s Sort, b, r, s Sort b, n, p Sort g, n, t Sort c, f, k 74 27 Dd, Hh, /d/, /h/ 28 Jj, Ll, /j/, /l/ 29 Kk, Ww, /k/, /w/ 30 Vv, Yy, Zz, /v/, /y/, z/ 31 Introduction to Digraphs /sh/, /th/, /ch/ /hw/ 32 Introduction to Alliteration 33 Consonant Review 1 34 Consonant Review 2 I Like to Count – C As Fast as A Fox – D Dinosaur Helps – A Up They Go – A Let’s Move – B Where Can A Hippo Hide? – D Junk for Lunch – A Little Kittens – A Where Do They Live? – C Jump Right In – D The Wet Kitten – A Keys – A Wilma’s Wagon – D Kangaroo in the Kitchen – D Zebra’s Yellow Van – A Good-Bye Zoo – C She Said – A What Is This? – A Chocolate Chip Cookies – A Three White Sheep – A A Mess – D The Party – D Vultures on Vacation – C Oh the Farm – B Where is my pet? – B The Wet Pet – B Jump on the Bed – B Red Hen Gets a Ride – B For Sale – B Three Litte Bugs – B Little Bug – B What can go up?- B At the zoo! – B Spots – B What is Hot? – B Hop! Hop! Hop! – B Popcorn – B Yes, I can! – D Baby Bear’s Ride – A (wordless) By the Tree – D Night Animals – Funny Faces and Funny Places – D Too Much Ketchup – D Let’s Go Marching – E Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y Sort d, h Sort j, l Sort k, w Sort v, y, z Sort s and sh (Don’t do if too hard) Sort c and ch Sort w and wh Sort t and th Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y
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