When I was down beside the sea
A wooden spade they gave to me
To dig the sandy shore.
My holes were empty like a cup.
In every hole the sea came up,
Till it could come no more.
Robert Louis Stevenson
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Day 1
Day 2
Day 3
Language
and Reading
Language
and Reading
Language
and Reading
Shared Reading
“At the Sea-Side”
Shared Reading
“At the Sea-Side”
Shared Reading
“At the Sea-Side”
Introduce the new poem for the week.
Revisit this week’s poem.
Revisit this week’s poem.
• P
oint to the title and read it aloud. Ask: What does the picture
tell you about the seaside? (It is by the water; it is sandy.)
• Ask: Have you ever been to the seaside or to a beach by the
ocean? What can you do there? (swim, dig in the sand, look for
shells) Let’s read to see what the boy does at the seaside.
• T
ell children to follow along as you read the poem aloud,
tracking the words from left to right to reinforce directionality.
Oral Vocabulary
Opposites
Support comprehension by developing oral vocabulary.
• A
sk: Where is the boy? (at the seaside) What does the poem
say he is using to dig in the sand? (a spade) What other kind
of digging tool is the spade like? (a shovel)
• H
ave children take turns recalling the poem. Then ask them
to use words from the poem to tell what they would like to do
at the seaside.
• T
ell children to follow along as you read the poem aloud.
Encourage children to chime in on the rhyming words.
Phonological Awareness
Rhyming
• Ask: What did someone give the boy at the seaside? (a spade)
Help children identify and produce rhyming words.
• Point to the word come. Say: This is the word come. What is
the opposite of come? (go)
• A
sk: What other words in the poem rhyme? (shore/more, cup/
up) Highlight those words. If children need more support,
reread the poem, emphasizing the rhyming words.
• Point to the word gave. Say: This is the action word gave. If
you gave someone something, you wanted him or her to have
it. Many action words have opposites. What is a word that is
the opposite of gave? (took)
• R
emind children that rhyming words have the same ending
sounds. Place highlight tape on the words sea and me. Say the
words and ask children if they rhyme. (yes)
• Encourage children to name opposites for other verbs, such as
stand (sit) and walk (run). Have children act out the words to
demonstrate their opposite actions.
• Say:
Let’s think of some more rhyming words.
What rhymes with sand? (band, land, stand)
What rhymes with shore? (door, more, store)
What rhymes with side? (hide, ride, wide)
ELL
Provide children with language frames to
help them use the poem’s vocabulary to tell
what they would do at the seaside:
I can use a spade to _____.
I can dig in the _____.
I can swim in the _____.
Week 11
Kindervention
• Reread the poem, asking children to choral read with you.
• Ask: What happens when the boy digs holes in the sand?
(The holes fill up with water.)
• Read the last two lines. Ask: Why do you think the sea “could
come no more”? (The holes were already full of water.) Invite
children to share any similar experiences they have had.
Phonemic Awareness
Initial /s/
Help children listen for /s/ in the poem.
• Say: The letter s makes the /s/ sound. Listen for the /s/ sound
in the poem. Make a silly face when you hear the /s/ sound.
• Read the poem, emphasizing the /s/ sound in sea, side,
spade, and sandy. Mark each word with highlight tape. Help
children notice that all of the words begin with the letter s.
• Ask: Can you find the letter s in any other words? (was, shore,
holes) Point to holes. Ask: What does the s at the end of the
word holes mean? (more than one hole)
• Ask: What things in the picture begin with the /s/ sound?
(sand, seagull, sunhat, seaweed, swimsuit, spade, seashell, starfish)
Ti p
If children ask why the word shore doesn’t
begin with the /s/ sound, explain that the
letters s and h work together to make a whole new sound.
Have children compare the sounds at the beginning of sore
and shore, and identify the word with the /s/ sound.
Ss /s/
Common Core State Standards: RL.K.1, RL.K.10, RF.K.1a, RF.K.2a, RF.K.3a, SL.K.1b, SL.K.2, SL.K.3, L.K.5b, L.K.6
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