March SOLC–Day 9
Circulating around my classroom during Readers’ Workshop, I stopped to listen in to a partnership of three.
Sitting in the middle, J was reading smoothly and then stopped suddenly at the word “celery”, her brow furrowed.
She reread, “He chopped the …..” She frowned, concentrating.
“Kel..ur.. eye? Kelureye?” She shook her head.
One partner (Partner 1) said, “You can use the picture.”
“I already did that!” she said. “There are only onions.” She pointed to the word. “That’s not onions!”
“Well, you can look at the whole picture. Like this part here.”
They looked together, pointing.
“I see carrots.”
“Those are potatoes.”
“I don’t know what that is.” (Of course it was very indistinctly illustrated celery.)
Partner 1 continued, “Maybe you can think about what’s happening in the book.”
Partner 2 spoke up, not unkindly, “I know what it is, but I’m not going to say.”
J said, “That’s because partners don’t tell, they help!”
“Well,” Partner 2 said, “You can try two sounds. Remember c can make two different sounds.” She paused and then said in a sing-songy voice, “Sometimes it sounds like another letter.”
J looked at the word again. “sel.. uh.. ree….sel.uh.ree…celery!” Her face lit up. “It’s celery!” she shouted triumphantly!
After congratulating them on all their hard work, I left the group, smiling. It’s lovely to see readers work and grow together.