How can you grow beans when you live in the city and you don’t have a garden? And why is growing them so important?
Author(s): Pauline Cartwright
Illustrators: Ray Frendon
Sound Focus: Long ‘e’
Alignment with Ready to Read Phonics Plus
Emergent Level 6
You can use the following notes to teach students word-level reading/decoding strategies. More in-depth notes can be downloaded below.
Word-Level Reading Strategies
Total Word Count: (includes Title) 133
87 different words. 67 are high-frequency words and 57 are decodable
Decodability Criteria: Words in this book are either high-frequency words or are decodable according to the following criteria:
• one letter = one sound (e.g. sad)
• doubled letters = one sound (e.g. filled)
• ck sounds like ‘k’ (e.g., ‘pick’)
• word endings – ed, ing, er, le, y (e.g. replied, going, bigger, little, empty)
• long vowel spellings at the start, in the middle and at the end of words
Decoding Strategy: As well as revising previously taught strategies, the focus of this book is to learn how to pronounce some of the spelling patterns that write the long ‘e’ sound in different positions in words. These spelling patterns are coded blue to help students notice them. They will meet an e by itself (even, he, because, we, be, he), two vowels together (beans, eat, sea; see, feel, feed, seeds, weeks, green) and a y at the end of words (Navy, ready, city, empty, baby, every, balcony). When students come to these spelling patterns, remind them that they will sound like a long ‘e’.
Non-decodable Words: High-frequency words: come, comes, day, for, garden, grow, have, home, my, one, our, replied, some, stay, the, said, saw, them, then, they, they’ll, things, wait, water, were, when, with, your
Important Vocabulary in Text:
Verbs: stay, grow, eat, replied, filled, planted, feed, water, pick, see, took, wait, feed
Nouns: Navy, weeks, beans, garden, city, tub, potting mix, seeds, balcon
Download Teacher Notes Reading Running Records