Fruit Salad Makes Me Laugh
Title
Phonics
Fruit Salad Makes Me Laugh
Recognise/match vowel sounds
About the Text
Vocabulary
Tim loves telling jokes about fruit
salad. Mum, Dad and Grandma all
join in the fun.
Understand and use content
vocabulary
Comprehension
Genre
Identify features of fiction text types
Fiction
Running Words
Fluency
Vary volume for emphasis
270
High-frequency Words
Writing
first, sure, every, time, what
Use a personal voice
Make a personal response
Content Words
Online
dates, blueberries, funny man,
pawpaw, breadfruit
Word Detective
Spelling Game
Newspaper Front Page
Related ­Materials
­Texts
• Fruit Salad Makes Me Laugh
Online
• Fruit Salad Makes Me Laugh
Audio CDs
• Fruit Salad Makes Me Laugh
© 2011 Wendy Pye Publishing Ltd
115
Session 1
Guided Reading of Fruit Salad Makes Me Laugh
read a fiction text
Activate Background
• Introduce Fruit Salad Makes Me Laugh by looking at the cover illustration. Read the
title and help children to make connections to the picture. Talk about the meaning of
the title.
– How might fruit salad make you laugh?
• Share the information on the back cover.
• Have children scan the illustrations to see what fruit might be used in a joke.
Target Reading Strategies
• Read page 2 to the children. Talk about what
makes this joke funny. Focus on the word blueberry.
– What two meanings does the word blue
have? (a colour, sad)
• Ask children what two parts blueberry has. Cover
one part at a time and read the remaining part.
• Find other compound words (another, breadfruit) and
guide children to break the word into its parts and then
blend the parts together to read the word.
Read the Book
After the Reading
• Listen to the text or read it together to see if children’s
predictions were right.
• Talk about the jokes and what makes them funny.
• Ask children to retell the jokes.
• Ask children to describe what makes the jokes funny.
• Have children identify any problem words or parts
they encountered in reading the text. Work together
as a group to solve any problems, using appropriate
strategies.
• Children look at the illustrations, noting how they
reflect the jokes. They explore the text using the
online version, noting the animations. Ask children
which things in the illustrations they would like to
animate.
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© 2011 Wendy Pye Publishing Ltd
Guided Learning
Phonics
Review Short Vowel Sounds
recognise/match vowel sounds
TEACH
• Write the words salad, Dad and Gran on chart paper and ask children if they can guess what
the three words have in common (short a sound). Ask children to repeat each word, blending the
sounds. Draw a five-column chart. Put the heading “Short a” in the first column and write the
words salad, Dad and Gran under it.
• Follow the same procedure for the remaining columns using the words listed below. Ask
the children to say the vowel sound and write it as the heading for the column:
– tell, bed, get (short e); in, him, it (short i); got, on, cot (short o); up, us, funny (short u)
• Have children use the book or online text to find words with each of the short vowel sounds and
record them under the appropriate heading.
APPLY
Children could
– add other words they know to each of the columns;
– scan other texts for words to add to the short vowel chart;
– compare their list to a friend’s and add any words they are missing.
Independent and Small Group Learning
Work on the Spelling Game
spell content/high-frequency words
Children work on the Spelling Game.
They select five words from 15 highlighted
words, then spell them. Focus words for
Fruit Salad Makes Me Laugh are loved,
fruit, family, tell, favourite, again, what,
changes, asked, shouted, funny, faces,
another, sure, would .
Recognise Plurals
identify plurals
• Children find all the plural words in Fruit
Salad Makes Me Laugh (pawpaws, boys,
girls, toes, jokes, faces).
• They list the plurals and write the singular
form next to it.
• They can look in other books for more
plural words.
Demonstrate a Facial Expression
express ideas through drama: role play
Children show a partner a facial expression. The partner tries
to guess the feeling behind the expression. Together, they
discuss different situations in which someone might make
that kind of face. Then they switch roles. They list other ways
they can communicate without talking.
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© 2011 Wendy Pye Publishing Ltd
Session 2
Guided Reading of Fruit Salad Makes Me Laugh
• Recall the story.
• Display pages 2–3 using the online text, and draw attention to the word blueberry. Talk again
about how the double meaning of the word blue makes the joke funny.
• Display pages 10–11 and ask children to find a word that has more than one meaning. Talk about
the two meanings of date and how that contributes to the humour of the joke.
• Display pages 12–13 and follow the same procedure for the word crab.
Vocabulary
Describe Fruit
understand and use content vocabulary
TEACH
• Display a variety of fruit to show children. Choose one of the fruits and draw, or have a volunteer draw,
an outline of it on chart paper. Ask children to brainstorm as many words as they can think of to describe
the fruit. Record the words inside the outline.
• Divide the class into groups and distribute one fruit or photograph to each group. Children work
together to draw a large outline of their fruit and record words that describe it inside the outline. If you
have provided real fruit, allow children to taste it to generate more descriptive words.
• Groups can present their fruit to the class. Other children can try to add more descriptive words to each
group’s list.
• Use the internet to find out where the fruits are from.
APPLY
Children could
– make a booklet shaped like their fruit, with phrases or sentences describing the fruit on each page;
– make and eat fruit salad using the remaining fruit.
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© 2011 Wendy Pye Publishing Ltd
Guided Learning
Independent and Small Group Learning
Work on Word Detective
build vocabulary informally
through reading
Children work through the Word
Detective, clicking on the word that
matches the definition read out by the
voice-over. The target words for Fruit
Salad Makes Me Laugh are apricot, smart
and can’t. Children print out a certificate
at the end of the activity as a record of
their learning.
Write/Read Highfrequency Words
recognise high-frequency
words
Children make fruit-shaped cards
out of construction paper and
write high-frequency words on
them. They place the cards face
down in a bowl and take turns
to draw out a card. If they can
read the word, they get to keep
the card; if not, it goes back into
the “fruit salad”.
Write About a Funny
Experience
use a personal voice
Children write about a funny experience they
have had or know about. They illustrate their
writing.
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© 2011 Wendy Pye Publishing Ltd
Session 3
Guided Reading of Fruit Salad Makes Me Laugh
• Ask children why they think the author wrote Fruit Salad Makes Me Laugh. Ask questions to
help them consider the author’s purpose.
– How do you think the author wanted to make you feel?
– Was there anything the author might have wanted you to know or learn?
– Why would someone read this book?
• Ask children to talk about other books they have read and to describe why they think the author
wrote them.
• Show examples of different kinds of texts (e.g. non-fiction, photography, recipe, poetry, manual)
and ask children to say what they think the author’s purpose was.
Comprehension Describe Features of Jokes
identify features of fiction text types
TEACH
• Recall Fruit Salad Makes Me Laugh and ask children to tell any of the jokes they
remember.
• Ask children what the jokes have in common (e.g. question, answer follows question,
play on words, humour) and record these features on the board. Encourage children to
support their ideas with evidence from the text using the book or online version.
• Ask children to give examples of other jokes they know. Decide as a group whether the
joke illustrates any of the features from the list. Add any other features of jokes children notice
(e.g. they can follow a pattern, as in “knock, knock” jokes).
• Talk together about the two genre – recipes and jokes. What are the features of each?
APPLY
Children could check jokes in books to find out whether they use some of the joke features
on the list, or introduce new ones.
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© 2011 Wendy Pye Publishing Ltd
Guided Learning
Independent and Small Group Learning
Describe Your Favourite
Illustration
make a personal response
Children describe their favourite
illustration from Fruit Salad Makes Me
Laugh and draw it. Remind children to
include the title and date. Encourage
them to add details to explain their
choice.
Demonstrate a Facial
Expression
Write About a Favourite Fruit
produce documents at the computer
• Have children word process two to three
sentences about their favourite fruit. They
check it over with a partner and make any
necessary revisions.
• Children can use computer drawing
software to illustrate their text, or they can
print it out and illustrate using crayons or
coloured pencils.
express ideas through drama:
role play
Children show a partner a facial expression.
The partner tries to guess the feeling behind
the expression. Together, they discuss
different situations in which someone
might make that kind of face. Then they
switch roles. They list other ways they can
communicate without talking.
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© 2011 Wendy Pye Publishing Ltd
Session 4
Guided Reading of Fruit Salad Makes Me Laugh
Review Learning
• Recall the story.
• Children think about and share examples of what they have learnt during the week.
e.g. short vowel sounds, verbs, high-frequency words and plurals.
• Children share what they know about what makes a good joke.
Fluency
Read Punch Lines
vary volume for emphasis
TEACH
• Display pages 2–3, using the online text, and ask children to identify the question and the answer
to Tim’s joke.
• Read the question at normal volume and then read the punch line a little louder and with a little more
emphasis. Ask children what they noticed about the way you read the two parts.
– Why might someone say the punch line louder? Does it make the joke more effective?
• Have children work with a partner to read the jokes in Fruit Salad Makes Me Laugh. They take turns
reading the jokes and listening to determine whether the reader varies the volume appropriately.
apply
Children could
– practise reading other jokes with a partner, emphasising the punch line;
– read jokes with a drum roll before the punch line, vaudevillian style.
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© 2011 Wendy Pye Publishing Ltd
Guided Learning
Independent and Small Group Learning
Work on Newspaper Front
Page
synthesise and retell information
Children work on the Newspaper Front
Page activity. They personalise their frontpage story and retell the story on the basis
of who, when, what and where. They also
write a caption for an illustration they have
chosen. After revising their writing, they can
print their front page to share.
Reread for Fluency
read text in meaningful chunks
Children click on paragraphs of text on the
online version to listen to them read one at a
time. Children repeat the text with the same
intonation, pace and flow as the reader.
Make a Question Words
Poster
express information through art
Children work in pairs to make a poster
of question words (e.g. who, what, how,
where, why). They take turns to point
to one of the words on the poster. The
partner asks a question that begins with
that word.
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© 2011 Wendy Pye Publishing Ltd