I Know an Old Lady Who Swallowed A Pie

REVISED LESSON: NOVEMBER 9, 2011

 

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

http://www.amazon.com/Know-Old-Lady-Who-Swallowed/dp/0525456457

Day 1- Enjoyment of the story

Before Reading:

Introduce the title, author and illustrator; Show the cover and talk about what the students notice on the cover? (Thanksgiving feast, food, pie).  Why do they think that?  Explain that in this story

(Amazon Summary of Story:  I know an old lady who swallowed a pie, a Thanksgiving pie, which was really too dry. And with that the feast begins! After the pie the old lady swallows a whole squash, all of the salad, and the entire turkey! As Mother and Father watch in shock, the two children are delighted to see the old lady growing fatter and fatter. And, in the end, the old lady makes a surprising and humorous contribution to the holiday festivities.)

Set purpose:  Today your job is to think about what the old lady ate during the feast while I read the story.

During Reading:

Read the story aloud. 

After Reading:

Return to the set purpose.  What food did the old lady eat?

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 2

Materials Needed

Print the Shared Reading Retelling Sheet page 3 for all students, word cards for all food (see after), retelling cards for pocket chart (Retelling pdf); print one copy of page 2 for the teacher for the document camera (Shared Retelling)  

http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading:

Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help.

Set Purpose:

Today your job is to use the pictures to notice the order of the food that the old lady eats. 

During reading:

1. The teacher reads the book and place a picture of each food item in the pocket chart as the food is mentioned.
2. The teacher and students read the Retelling Page using echo reading I DO We Do.
3. The teacher and one student model how to read the retelling page using the fish bowl technique.
4. The students read the retelling page using with their partners at least twice. Peanut Butter partners first. Jelly partners second. Switch. Jelly partners first. Peanut Butter second.

 After reading:

Use name cards of the food and picture cards to put in the pocket chart.  Place the cards in the chart in the order that they appear in the story.  Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding.

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 3

Materials Needed  Use yesterday’s Retelling cards for pocket chart (Retelling pdf); copy the emergent reader for all students; copy the Sequencing.pdf for all students;  http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading:  It is important to know the order or sequence that events take place in a story. It helps you understand what you read. Today the old lady ate the food in a certain order. Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help.  The beginning letter of a word helps you read the word. For example, I see p so this is pie. I see p and there are lots of letters … pumpkin.  (Note to teacher picture yourself in front of the students explaining how to read the words, think through the words).

Set Purpose:  Today your job is to use the beginning letter to help you read the word to notice the order of the food that the old lady eats. 

During reading:

1. The teacher reads the book, highlights the food words, and models how read the words
2. Teacher and students sit in a circle to read the emergent reader together.
3. The teacher and students read the emergent reader using echo reading or choral reading.
4. The teacher and one student model how to read the emergent reader using the fish bowl technique.
5. The students read the emergent reader using with their partners at least twice. Peanut Butter partners first. Jelly partners second. Switch. Jelly partners first. Peanut Butter second.
6. Students sequence the story using the sequence page pictures. (might be day 5 instead).

 After reading:

Use name cards of the food and picture cards to put in the pocket chart.  Place the cards in the chart in the order that they appear in the story.  Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding. How do we know what are the food words.

*reading the food words is the added layer to the lesson today

 I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 4

Materials Needed Syllable Sort (one page for two students)  http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading: Sometimes words have one beat (clap hands once). Sometimes words have two beats (clap hands twice). Say words to give examples: dog(1); cat(1); elephant(3); puppy(2)

Read food words I Do We Do. Teacher reads Pie. Students read Pie. How many claps? Children clap. How many fingers? 1 Place pie under 1.

Set Purpose:

Today your job is to notice if the word has one beat (syllable) or two beats (syllables).

During reading: Read book paying attention to food words

After reading: Read the food words and do the sort. Then the students do the syllable sort.

 I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

DAY 4 OPTION 2:  http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html  The kinder teacher at the blog CAN DO KINDERS, is choosing a different Phonemic Awareness skill to complete on day 4.  It makes sense since her class is working on beginning sounds.  She put together the printables for a beginning sound sort. Scroll down and you will see where she posted the sort. 

Materials Needed: Beginning Sound Sort (one page for two students)  http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html

Before Reading:  Show a picture. What is the letter name? What is the letter sound?

Read food words I Do We Do. Teacher reads Pie. Students read Pie.

Set Purpose:

Today your job is to notice what the beginning sound of the food that the old lady ate is.

During reading: Read book paying attention to the beginning sounds of the food words

After reading: Read the food words and complete the sort.  This is a ____ (name of picture). It has the sound ___. It has the letter _____.  Then the students do the beginning sound sort individually with their own materials.  This is a ____ (name of picture). It has the sound ___. It has the letter _____.

Day 5

Materials Needed

Emergent Reader; Retelling Sheet; Sequence pictures from Sequencing.pdf (needs to be copied for today’s lesson); pictures from day 2 

http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading: Teacher models retelling the story using the pictures. Teacher models retelling the story using the food names. Teacher models reading the retell sheet. Teacher models reading the emergent reader.

Set Purpose: Today your job is to read, read again and read, read read read again and then retell the story using the pictures of food and the food names.

During reading: Read and Retell with pictures and food names

After reading: The teacher guides the students to retell using the pictures and food names. Each student has their own from the sequence pdf.