Overview of Series

These simple books provide young readers with information about familiar foods: applesauce, bread, cake, cookies, ice cream, and pizza. The rebus pictures provide an interactive feature for even the earliest reader.

Concept of Print Strand

At the end of a line of text, sweep your finger back to the left. Start reading at the beginning of the next line.

Write the following sentences on the board, with each sentence starting on its own line:

It is party time.
We need a [picture of a cake].

Tell children that when they read to the end of a line that is followed by another line, they should sweep their finger back to the left and start reading at the beginning of the next line. Model reading the sentences on the board aloud. As you read, point to each word. At the end of the first line, sweep your finger back to the start of the second line. Read the sentences again, and ask the children to follow along and point in the air as you read. Help them sweep back to the left at the end of the first line. Invite volunteers to come to the board and demonstrate pointing to each word and doing a return sweep. Then, read pages 6 and 20 in Cake together, and have children practice pointing to each word and using a return sweep.

Making Sense Strand

Before we read a book, we can ask, "What is this book about?"

Readers build their understanding of a book by first asking themselves what the book is about. Model how to preview books by looking at the title, cover art, picture words, and photographs and thinking aloud about what the book is about. These books are good for previewing because most children are familiar with the foods, and the books have a strong text-to-picture match.

"I Do" (Teacher models strategy)

Teacher: "When good readers begin a new book, they do a picture walk through the book to see what it is about." Hold up the book Applesauce . "The title of this book is Applesauce . On the cover, I see a girl eating a bowl of applesauce with a spoon. I see some whole apples. On pages 2–3, I see a list of words and pictures." Point out some of the pictures. Then show children the pages of the book, and point out what you notice in the photographs. "I think this book will be about making applesauce. I will read to find out if my idea is correct."

"We Do" (Teacher and children practice together)

Follow the same procedure with the book Cookies .

Teacher: "Let’s find out what this book is about." Read the title to children. Guide children to say what they notice on the cover, in the picture word list, and in the photographs. "What do we think this book is about?"

"You Do" (Children use the strategy)

Teacher: "Do a picture walk of the book Bread with a partner. Tell your partner what you see on the cover, in the picture word list, and in the photographs. Tell your partner what you think the book is about."

Concept Development

There are many ways to enjoy your favorite foods.

Learning Stations

Math Center: Set up a "pizza shop" where children can make pizzas with paper or felt ingredients. After the children make a pizza, have them count how many pieces of each ingredient they used.

Art Center : Have children use play dough or clay to make foods. Then have them write or dictate a description of what they made.

Drama Center: Create a cooking center where children can act out cooking by using plastic or felt foods, cooking utensils, aprons, and a play oven, if possible. Be sure to include opportunities for writing and reading (such as recipes, grocery lists, and menus) .

Reading Station: Collect some other books about food and cooking. (The bibliographies at the end of each book are excellent.)

Language Development

Comparing Apples: Show the children three different types of apples. Invite them to describe how each apple looks (red, green, shiny, and so on).Then, offer children a small piece of each apple. Have them describe how each apple tastes (sweet, sour, juicy, and so on).

Interview School Workers: Make a list of questions for school workers about their favorite foods. Children may interview some school workers and then discuss the responses.

Healthy Lunches: Ask children to describe a healthy lunch that they would like to have. Discuss how the foods they read about could be part of their lunch.

Assessment

Young learners need multiple opportunities to become independent at using the skills we teach. Record their progress and celebrate their growth. Add "Return Sweep" and "Previewing" to your ongoing assessment.

Indicator	Not Yet	Developing	Proficient
Return sweep	Cannot follow a line turn	Usually follows a line turn	Knows to return to the left to read the next line and begins new lines on the left in writing
Previewing	Does not look for meaning in pictures	Knows to look at pictures to find information about book	Uses previewing strategies independently when beginning a new book

Home Connections

Have children learn about the foods family members like to make.

Some caregivers may enjoy making applesauce, cookies, or bread with their children. If this is true for some children in your class, invite children to cook or bake with their caregiver and report on the experience.

Invite caregivers who work in bakeries, pizza shops, dairies, or other food-related places to come in and talk about their work.

Word Study Skills

-	High-Frequency Words: a, and, be, can, with
-	Interactive Writing: Ask children to name different ways bread can look, feel, or taste. Write a list of their ideas using the format: "Bread can be ______."
-	Song: Peanut Butter and Jelly Peanut, peanut butter— and jelly! First you take the peanuts, and you smash them. Then you take the grapes, and you squish them. Then you take the bread, and you spread it. Then you take the sandwich, and you eat it. Peanut, peanut butter— and jelly! (Repeat the phrases "you smash them," "you squish them," "you spread it," and "you eat it" four times at the end of the verse in which they appear.)