Guided Reading with
Yum, Apples!

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• one-to-one matching
• using the picture clues
• reading patterned sentences
• noticing a change at the end of a patterned sentence

• familiar words and concept
• patterned sentences
• two alternating sentence patterns
• strong picture/text match

• Phonemic Awareness: concept of word
• Phonics: initial consonant blends /gr/, /tr/, /fl/; long /o/ vowel sound spelled “ow”
• Vocabulary: seed, grows, tree, bud, flower, apple(s), yum
• Fluency: reread the story independently or with a partner
• Comprehension: determine what is important, make connections, ask questions

1. Introduce the concept and vocabulary by asking open-ended questions:
• Have you ever planted a seed? What happened to the seed as it grew?
• Tell me what you know about apples.
• What foods have you eaten that are made with apples?


2. Connect children’s past experiences with the story and vocabulary:
• Hold the book, calling children’s attention to the title. Read: "Yum, Apples!"
• Ask children to predict why the girl on the cover is surrounded by apples.
• Show the back cover and read the copy. Ask children to describe what they see in each small picture.
• Have children predict some words they might read in the story.
• Give children the book and have them look at the pictures.
• Ask them to notice what is happening in each set of four small pictures.


3. Remind children of the strategies they know and can use with unfamiliar words:
• Ask them, "What will you do if you come to a word you don’t know?"
• Encourage children to look at the pictures and the beginning sound of the word.


4. Be aware of the following book/text features:
• The title ends with an exclamation point.
• The book contains familiar words: seed, grows, tree, bud, flower, apple(s), yum.
• The text is below the pictures.
• There are two alternating patterned sentences: “This is a ___.” “It grows and grows.”
• Only one word changes on every other page.
• Each right-hand page is a set of four pictures, numbered in order to show the sequence of growth.
• The last sentence is different: “Yum, apples!”
• The last sentence contains a comma and ends with an exclamation point.
• The back cover is a diagram showing the life cycle of an apple.

1. Set a purpose by telling children to read the book and find out how apples grow.


2. Have children read quietly but out loud. Each child should be reading at his or her own pace. Children should not read in chorus. Listen to children as they read by leaning close or bending down beside each child.


3. Look for these reading behaviors during the first reading:
• Do the words children say match the printed words in the book? (voice-to-print match)
• Do children look at the pictures before they read the text or after they read?
• What do they do if they encounter an unfamiliar word? (appeal to you, try a strategy)
• Do their eyes go up to the picture before reading the new word in the pattern?
• Are they saying the initial sounds of words before saying the whole word?
• Are they saying the individual letter sounds
  /g/-/r/-/o/-/w/-/s/ or blending the sounds?
• Do they reread if they come to an unfamiliar or unknown word?
• Have they self-corrected any mistakes?
• Is there any inflection or speech-like sound to their reading?
• Have they responded with a laugh or other sound as they read the text?
• Do they make comments as they read?


4. As children read, suggest a reading strategy if they are struggling: "Try looking at the picture to make sense of the print." Encourage children to take a guess or use the beginning letter sound.


5. Possible teaching points to address based on your observations:
• Review using the picture to help with each new word.
• Review using initial consonant blends and the long /o/ vowel sound to read new words.
• Model how to reread the sentence if it does not sound right or make sense.
• Call attention to all the high-frequency words children have learned and used.
• Provide help with reading two-syllable words.
• Point out that the pictures on the left show the changing seasons as the apples grow.
• Review how to follow the small pictures on the right in numbered order to see how each item grows.
• Call attention to the comma and exclamation point on the last page.

1. Have children confirm their predictions and talk about how apples grow.


2. Discuss the sets of pictures on the right-hand pages. Talk about the way the seed, tree, bud, flower, and apple grow and change.


3. Revisit the back cover and review the diagram of the life cycle of an apple. Help children understand that each small picture represents the parts of the apple they saw grow in the book and that the arrows between the pictures help show that things are repeated over and over again.


4. Focus children’s attention on the girl’s clothing. How does what she is wearing reflect the season shown in each picture?


5. Turn to page 12 and model how the sentence should be read differently because of the comma and exclamation point. Have children suggest other things the girl might say about the apple she is eating.


6. Have children tell what they think might happen after the end of the story.

1. Have children reread the book in a whisper voice or to a partner.


2. This is a time for assessment. While children are reading, watch what they do and what they use from the teaching time. Alternatively, you might take a running record on one child as an assessment of the child’s reading behavior.

¡Deliciosas manzanas!

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