A Few Guidelines for

LaunchingReading

WorkshopAdapted from 2 Chics and a

Workshop

Janell Koesel2019-20

The key to a successful readers’ workshop is teaching your students the right procedures so that the workshop runs smoothly and effectively. Use launching lessons to create a more organized and meaningful experience for you and your students. Since many of these lessons build the foundation of your workshop and are more managerial in their intent, many don’t address a common core standard.

WARM UP/TRANSITION -In primary grades, you need to be singing with your students several times a day to increase phonemic awareness, engagement, and get the students moving. Songs are perfect for transition times. A list of suggested songs is included at the end of this packet. DO NOT PROJECT A VIDEO OF THE SONG OR THE WORDS ON A SCREEN. Students learn the words and moves through repetition. Later in the year, the lyrics can be written and used as a focus poem.

WARM UP/TRANSITION – Most true reading workshops begin with a 10 to 15 minute mini-lesson. However, in intermediate grades some teachers may choose to start with a 5 to 10 minute “warm up” during the transition between subjects (or as students enter the room, if your school has students switching teachers for subjects or if you are departmentalized). Some ideas we like include responding to a prompt in a reading journal (for some to share during the share).

At this point have your students spend a few minutes choosing a book (or they can read

one they have brought from home) and move straight into silent reading. There will be

no independent tasks to accomplish during this time, other than to simply read silently.

As students read, you will begin your conferencing by choosing three to five students to

talk with. You may choose to begin assessing your students levels or you may want your

first conference with each student to be more of a “getting to know you” as a reader.

After at least thirty minutes, gather the students together to discuss some of the book

choices they made and review the anchor chart one last time. At this point you may

Beach Reads andStar Books

Beach reads are books that are read aloud just for fun! Star Books are mentor texts. Select 10 books and read them

aloud a lot! Copies should be at each table so students can pull them out when they want to. These will serve as mentor texts for future lessons- students will already be over the reading/story and can focus better on the lesson.

Read Aloud happens OUTSIDE of the Reading Workshop!

Reading Workshop ComponentsReading Workshop includes a mini-lesson, independent

reading with conferring, and a share. Guided Reading does not happen during Reading workshop! Protecting the Silent Reading Time – During a first lesson you should lead your class in a discussion about why reading silently is so important. Help them to realize that silently reading for longer periods of time builds reading stamina and increases their reading and thinking skills.

Grade Level Independent Reading TimeKdg 20-25 minutes1st 25-30 minutes2nd 40 minutes

3rd-6th 45 minutes

MINI-LESSON –Teachers should read the book (or section/chapter of a book) for the mini-lesson during a read aloud time earlier in the day or even the day before. This allows the students to enjoy the story before being asked to focus on a specific concept or purpose. It also helps the teacher keep the mini-lesson within the 10-15 minute suggested time frame because only the portion of the story that is needed for the lesson can be reread. Of course for launching, most of the mini-lessons are about routines and management.

INDEPENDENT READING – Following the mini-lesson, students move to self-selected, or independent reading. It is imperative that students are in just-right books at their independent reading levels during this time! Also, it is necessary for students to have their just-right books in a book bag ready to go! Following is a chart of the minimum number of books needed in a book bag:

Reading Level

# of Books Needed for the WEEK

A-K 12-15L-N 6-8O-Q 4-6R-T 2-4U-Z 1-3

In the primary grades, there should be book boxes on each table, containing high-interest books that can be above grade level. They should contain engaging pictures that will spark conversations and motivate students to “read”. You want students looking through these and have discussions as they develop print concepts.

want to use an idea of Laura Robb’s that we particularly like. Teach your students how

to respond to a cue to lower the noise. Perhaps together, the class could

CONFERRING – There will be no independent tasks to accomplish during this time, other than to simply read silently. As students read, you will begin your conferencing by choosing three to five students to talk with. You may choose to begin making sure they are choosing books at the right levels or you may want your first conference with each student to be more of a “getting to know you” as a reader. Your conferencing these first few weeks should be focused on getting to know your students’ strengths and weaknesses as readers. You should be determining reading levels (DRAs, running records), assigning interest inventories, and taking notes for strategic reading groups.

SHARE – At the conclusion of independent reading, the class returns to the meeting spot to review the lesson and discuss what students did to practice a new skill on their own. During the launching unit, it might simply be reviewing the expectations of Reading Workshop.

Time to dive into the Units…

Lucy Calkins

The 10 Essentials of Reading InstructionTo make real progress as readers, students need three things—

access to books they find fascinating, time to read, and expert instruction. No matter how expert your instruction, if kids don’t get enough time to read, or don’t have enough engaging books to read, they won’t progress. In the same way, if they have lots of books, but no one teaches them explicitly or confers with them about their reading, they won’t maximize their potential as readers. The following ten essential tenets of reading instruction are woven throughout the Units of Study for Teaching Reading workshop structure:

1. Above all, good teachers matter. Learners need teachers who demonstrate what it means to live richly literate lives. Teachers need professional development and a culture of collaborative practice to develop their abilities to teach.

2. Readers need long stretches of time to read. A mountain of research supports the notion that teachers who teach reading successfully provide their students with substantial time for actual reading.

3. Readers need opportunities to read high-interest, accessible books of their own choosing. Students need books that they can read with high levels of accuracy, fluency, and comprehension. They need opportunities to consolidate skills so they can use them with automaticity within fluid, engaged reading.

4. Readers need to read increasingly complex texts appropriate for their grade level. To develop robust reading skills, students need to read increasingly complex texts. Teachers can

5. Readers need direct, explicit instruction in the skills and strategies of proficient reading. Explicit instruction in comprehension strategies can make a dramatic difference in lifting the level of students’ reading. Teachers provide guided practice in these strategies, gradually releasing responsibility to students until students are able to use these strategies independently.

6. Readers need opportunities to talk and sometimes to write in response to texts. Talking and writing both provide concrete, visible ways for learners to do the thinking work that later becomes internalized and invisible.

7. Readers need support reading nonfiction books and building a knowledge base and academic vocabulary through information reading. Students’ general knowledge is closely related to their ability to comprehend complex nonfiction texts. Students who read a great deal of nonfiction increase their vocabulary and gain knowledge about the world.

8. Readers need assessment-based instruction, including feedback that is tailored specifically to them. Learners are not all the same. Teaching, then, must always be responsive, and our ideas about what works and what doesn’t work must always be under construction.

9. Readers need teachers to read aloud to them. Read-aloud is essential to teaching reading. Teachers read aloud to embark on shared adventures, to explore new worlds, and to place provocative topics at the center of the community. Read-aloud helps students develop deep comprehension skills, vocabulary, and a positive understanding of what reading can be.10. Readers need a balanced approach to language arts, one that includes a responsible approach to the teaching of writing as well as reading. Reading is critical, but it’s not everything. In a democracy and a world that requires people to speak up, writing needs to takes its rightful place alongside reading as one of the basics. Children need to have a well-rounded, balanced diet of

The Architecture of a MinilessonCONNECTION In the connection, you will engage students in the teaching of the day. You might begin with a connection to previous teaching so that children have a sense of how today’s strategy fits into their ongoing work. You might begin by saying, “Today I want to teach you. . .” and then name the teaching point that crystallizes the most important lesson that the minilesson aims to teach. (An asterisk has been included in the margin next to the teaching point to help you locate this important information quickly and easily.)

TEACHING There are four methods for the teaching part of the minilesson: demonstration, guided practice, explanation with example, and inquiry. The demonstration method is explained in detail in the Guide (on pages 85–87 for the primary grades, and pages 42–45 for the intermediate grades), and you will find examples of all four methods throughout the series. You can choose the method that makes the most sense for the teaching point of the day and or your class of students.

ACTIVE ENGAGEMENT During the active engagement, students will try out the new strategy taught hat day using a shared text.

LINK And finally, the link sets up children to go off and work during independent reading time. Typically you will remind students of the larger repertoire of strategies they have learned. That is, you will not channel all students to work on the strategy that was taught that day, but rather offer them choices for what they might accomplish, reminding them of all they have learned about this type of reading.

For more on the architecture of minilessons,see Chapter 7 in the Guide for grades and Chapter 5 in the Guide for intermediate grades.

The Architecture of a ConferenceThere are two main kinds of conferences: research-decide-compliment-teach conferences and coaching conferences. Each kind of conference has a carefully designed structure, or architecture, to move readers along skill development pathways.

THE RESEARCH-DECIDE-COMPLIMENT-TEACH CONFERENCEThere are four main components of a research-decide-compliment-teach conference: the research phase, deciding what you will teach, offering a supportive and instructive compliment, and teaching, followed by the link. You might want to look through the first several Conferring and Small-Group Work sections in your grade’s first unit book. It is helpful to find one that has a transcript or a summary of a conference, so that you can follow along as we discuss the different parts of a conference.

During the research phase, you will want to spend time understanding what the child has done and is trying to do. This is a crucial step in the conferring process, allowing you to be responsive to the needs of the child rather than reiterating teaching that has already happened or that does not relate to the child’s current trajectory of work. A simple, “How’s it going?” can start this inquiry phase.

A good conference begins with deep listening. Next, you will decide what you will teach. In this phase, you have to quickly synthesize what you have learned and identify the most important coaching you can give this student.

What is it you can teach that will make the biggest impact on this child’s growth as a reader—not just on this one text, but in her entire reading life?

Next, you offer a compliment to the reader to celebrate the work that she has done and to show her that you have confidence in her abilities. A good compliment applies not only to today’s work, but also to tomorrow’s work, and it is centered on new learning.

After making this decision, you will of course teach, or coach, the reader. You might start by naming your teaching point for the conference. You might begin by saying, “Do you mind if I give you one small but important tip?” to focus the child’s attention. Then you will describe one thing the reader can do to improve his reading, being careful to craft a teaching point that is both clear and memorable. You will probably model the strategy for the child before asking him to try it out, either right there on the spot, or when he goes off on his own. If the reader tries the work out as you are coaching, it allows for you to scaffold the work, gradually releasing responsibility to the reader.

LINK Both types of conferences end with the link. You will send the child off to continue working, often repeating the teaching point and reminding her that she can continue doing this wise work not only in this one piece of writing or book, but in future pieces and other books as well.

For more on the architecture of conferences, see pages 114–21 of the Guide for the primary grades and pages 59–68 of the Guide for the intermediary grades.

Conferring is not the icing on the cake; it is the cake. Conferring truly is the sweet spot of all that we do.

--Carl Anderson

It is through conferring that we build community with our students; conferring affords us the opportunity to reach into every single reader and writer in our classrooms. Conferring is not just an add-on. It is a critical component of our work in the classrooms. But, this is the part of workshop that is hard for teachers. We often don’t know the questions to ask our students.

The Importance of Conferring

Five Little Pumpkins

Five little pumpkinsSitting on a gate

The first one said,"Oh, my, it's getting late!"

The second one said,"There are witches in the air!"

The third one said,"But we don't care!"The fourth one said,

"Let's run and run and run!"The fifth one said,

"I'm ready for some fun!"OOOOOOOH, went the wind

And OUT went the light (clap on "out")And the five little pumpkins

Rolled out of sight.

Cinco calabacitas

Cinco calabacitasSentadas en la verja

La primera dijo"¡Ho! ¡se hace tarde!

La segunda dijo:"¡Hay brujas en el aire!"

La tercera dijo:"No nos importa!"

La cuarta dijo:"¡A correr, a correr, a correr!"

La quinta dijo:"Estoy lista para divertirme!"

El viento hizo UH UH UHY se FUE la luz (palmear en "fue")

Y las cinco calabacitasRodaron fuera de vista.

Five Little Monkeys

Five little monkeys swinging in a tree,

Along came an alligator,as quiet as can be.

The first monkey said,"You can't catch me!"

Snap!

Four little monkeysswinging in a tree,

Along came an alligator,as quiet as can be.

The second monkey said,"You can't catch me!"

Snap!

Three little monkeys...

Cinco Monos Pequenos

Cinco monitoscolumpiandose en un arbol,

molestatando al caiman,"no me puedes agarrar."

Llegoel caimanmuy calladito

agarro a un monitofuera del arbolito.

Cuatro monitos...Tres monitos...Dos monitos...Un monito...

Fallaste! Fallaste!tienes qu besarme!

.Setting Up and Provisioning the Reading Workshop

Teaching reading does not require elaborate materials or special classroom arrangements. However, you will want to consider how you might set up your classroom for an effective reading workshop. You will want to have a space for gathering (the meeting area); a space for reading, writing, and conferring (work areas); and a classroom library (to provide a volume of high-interest, within-reach texts). Take a moment to imagine how you can create these discrete spaces in your classroom.

How might you configure your classroom so that each of these spaces will work for you and your students?

You will also want to consider how you will provision students with readers’ folders or notebooks, reading logs, and writing utensils. You will want to think about how to organize the books each child is reading, such as in tabletop bin, individual baggies, or other containers. You will also want to consider how you will display or make available classroom resources such as charts, exemplar texts, word walls, dictionaries, and thesauruses.

For more on provisioning a reading workshop, see Chapter 5 in the Guide for the primary grades and Chapter 4 in the Guide for the intermediate grades.

GISD Environmental RubricComponents Meets Expectations

Reader’s Workshop

Journal used 3 times a week. Conference notes on each child in classroom – 1 concept taught through mini-lesson. High level of questioning related to CCSS and DOK. Evidence in

Reading Log.Classroom

LibraryVariety of leveled classroom library books set up in baskets

by genre. Books reflecting genres on CCSS.

Classroom Environment

Collaborative grouping of desks, area for small groups, clean inviting room. All students have work on display. Teacher

notebooks complete.

Five Little Ducks

Five little ducks went out one day Over the hills and far away

Mother Duck said "Quack, Quack, Quack, Quack"

But only four little ducks came back.

Four little ducks went out one day Over the hills and far away

Mother Duck said "Quack, Quack, Quack, Quack"

But only three little ducks came back.

Three little ducks went out one day Over the hills and far away

Mother Duck said "Quack, Quack, Quack, Quack"

But only two little ducks came back.

Two little ducks went out one day Over the hills and far away

Mother Duck said "Quack, Quack, Quack, Quack"

But only one little duck came back.

One little duck went out one day Over the hills and far away

Mother Duck said "Quack, Quack, Quack, Quack"

But none of those little ducks came back.

Old mother duck went out one day Over the hills and far away

Mother Duck said "Quack, Quack, Quack, Quack"

And all of the five little ducks came back.

Cinco patitos

Cinco patitos un día se marcharonMuy lejos, más allá de los cerros

Mamá Pata dijo "Cuac, cuac, cuac, cuac"Pero sólo cuatro patitos volvieron.

Cuatro patitos un día se marcharonMuy lejos, más allá de los cerros

Mamá Pata dijo "Cuac, cuac, cuac, cuac"Pero sólo tres patitos volvieron.

Tres patitos un día se marcharonMuy lejos, más allá de los cerros

Mamá Pata dijo "Cuac, cuac, cuac, cuac"Pero sólo dos patitos volvieron.

Dos patitos un día se marcharonMuy lejos, más allá de los cerros

Mamá Pata dijo "Cuac, cuac, cuac, cuac"Pero sólo un patito volvió.

Un patito un día se marchóMuy lejos, más allá de los cerros

Mamá Pata dijo "Cuac, cuac, cuac, cuac"Pero ningún patito volvió.

La vieja mamá pata un día se marchóMuy lejos, más allá de los cerros

Mamá Pata dijo "Cuac, cuac, cuac, cuac"Y los cinco patitos volvieron todos.

Mr. Sun

Oh Mister Sun, Sun, Mister Golden Sun,Please shine down on me

Oh Mister Sun, Sun, Mister Golden Sun,Hiding behind a tree.

These little children are asking youTo please come out so we can play with you,

Oh Mister Sun, Sun, Mister Golden Sun,Please shine down on me!

Oh Mister Sun, Sun, Mister Golden Sun,Please shine down on me

Oh Mister Sun, Sun, Mister Golden Sun,Hiding behind a tree.

These little children are asking youTo please come out so we can play with you,

Oh Mister Sun, Sun, Mister Golden Sun,Please shine down on...Please shine down on...

Please shine down on me!

Sr. Sol

Ho Señor Sol, Sol, Señor Sol Dorado,Por favor, brilla sobre mí,

Ho Señor Sol, Sol, Señor Sol Dorado,Escondiéndose detrás de un árbol.

Estos niñitos le pidenDe salir, por favor, para que puedan jugar con

Usted,Ho Señor Sol, Sol, Señor Sol Dorado,

Por favor, ¡brille sobre mí!

Ho Señor Sol, Sol, Señor Sol Dorado,Por favor, brilla sobre mí,

Ho Señor Sol, Sol, Señor Sol Dorado,Escondiéndose detrás de un árbol.

Estos niñitos le pidenDe salir, por favor, para que puedan jugar con

Usted,Ho Señor Sol, Sol, Señor Sol Dorado,

Por favor, ¡brille sobre… Por favor, ¡brille sobre…

Por favor, ¡brille sobre mí!

Down by the Bay

Down by the bay, Where the watermelons grow,

Back to my home, I dare not go,

For if I do, My mother will say:

Did you ever see a goose,Kissing a moose?Down by the bay!

Down by the bay, Where the watermelons grow,

Back to my home,

Abajo en la bahía

Abajo en la bahíaDonde crecen las sandías

De vuelta a casaNunca me iría

Porque si fueraMi madre diría

¿Habrás visto una ocaBesar una foca?

Abajo en la bahía.

Abajo en la bahíaDonde crecen las sandías

De vuelta a casa

I dare not go, For if I do,

My mother will say:Did you ever see a llama,

Eating his pajamas?Down by the bay!

Down by the bay, Where the watermelons grow,

Back to my home, I dare not go,

For if I do, My mother will say:

Did you ever see a bear, Combing his hair?Down by the bay!

Down by the bay, Where the watermelons grow,

Back to my home, I dare not go,

For if I do, My mother will say:

Did you ever see a whale, With a polka dot tail?

Down by the bay!

Down by the bay, Where the watermelons grow,

Back to my home, I dare not go,

For if I do, My mother will say:

Did you ever see a fly, Wearing a tie?

Down by the bay!

Down by the bay, Where the watermelons grow,

Back to my home, I dare not go,

For if I do,

Nunca me iríaPorque si fueraMi madre diría

¿Habrás visto una llamaComer su pijamas?Abajo en la bahía.

Abajo en la bahíaDonde crecen las sandías

De vuelta a casaNunca me iría

Porque si fueraMi madre diría

¿Habrás visto un osoBailar con un mafioso?

Abajo en la bahía.

Abajo en la bahíaDonde crecen las sandías

De vuelta a casaNunca me iría

Porque si fueraMi madre diría

¿Habrás visto una ballenaPeinar su melena?Abajo en la bahía.

Abajo en la bahíaDonde crecen las sandías

De vuelta a casaNunca me iría

Porque si fueraMi madre diría

¿Habrás visto una moscaUsar una rosca?

Abajo en la bahía.

Abajo en la bahíaDonde crecen las sandías

De vuelta a casaNunca me iría

Porque si fuera

My mother will say:Did you ever see a bee, With a sunburned knee?

Down by the bay!

Down by the bay, Where the watermelons grow,

Back to my home, I dare not go,

For if I do, My mother will say:

Did you ever see a pig, Wearing a wig?

Down by the bay!

Down by the bay, Where the watermelons grow,

Back to my home, I dare not go,

For if I do, My mother will say:

Did you ever have a time, When you couldn't make a rhyme?

Down by the bay!

Mi madre diría¿Habrás visto una abejaHablar con una almeja?

Abajo en la bahía.

Abajo en la bahíaDonde crecen las sandías

De vuelta a casaNunca me iría

Porque si fueraMi madre diría

¿Habrás visto un cerdoContar sus recuerdos?

Abajo en la bahía.

Abajo en la bahíaDonde crecen las sandías

De vuelta a casaNunca me iría

Porque si fueraMi madre diría

¿Habrás tenido un momentoEn que no estés contento?

Abajo en la bahía.

Flee Fly FloAction Song

FleeFlee fly

Flee fly floVista

Coomalah, coomalah, coomalah vistaOh no no no, not the vista

Eeny meeny decimeeny, oo-ah loo-ah lameenyEximeeny zalimeeny oo-ah loo-ah

Ah beat belly oh bo bo do ba dee-bah Shhhhhhh

Pizza Hut

A Pizza Hut (make a circle in the air), A Pizza HutKentucky Fried Chicken (flap your arms like you're doing the chicken dance)

And a Pizza Hut

A Pizza Hut, A Pizza Hut,Kentucky Fried Chicken And a Pizza Hut

McDonalds McDonalds (use two hands-make an "M" in the air, starting in the middle)Kentucky Fried Chicken And a Pizza Hut

Mc Donald's, Mc Donald's, Kentucky Fried Chicken And a Pizza Hut

Tom the Toad

Oh Tom the Toad, Oh Tom the Toad,Why are you lying in the road?

(Repeat)You didn’t see the car ahead,

And now you’re marked with tire tread,Oh Tom the Toad, Oh Tom the Toad,

Why are you lying in the road?

If All The Raindrops

If all the raindrops were lemon drops and gum drops

Oh what a rain that will beStanding outside with my mouth opened

wide

Ah ah ah ah ah ah ah ah ah ahIf all the raindrops were lemon drops and

gum dropsOh what a rain that would beAh ah ah ah ah ah ah ah ah ah

If all the snowflakes were candy bars and milkshakes

Oh what a snow that would beStanding outside with my mouth opened

wideAh ah ah ah ah ah ah ah ah ah

If all the snowflakes were candy bars and milkshakes

Letra si las gotas de lluvia

Si las gotas de lluviafueran de caramelo

me encantaría estar ahíabriendo la boca

para saborearahahahaha

si las gotas de lluviafueran de caramelo

me encantaría estar ahí

Si los copos de nievefueran leche malteadame encantaría estar ahí

abriendo la bocapara saborear

ahahahaha

si los copos de nievefueran leche malteadame encantaría estar ahí

Oh what a snow that will be

If all the sun beams were bubble gum and ice cream

Oh what a sun that will be ah ah ah ah ah ah ah ah ah

Standing outside with my mouth opened wide

si las gotas de lluviafueran helado de chocolate

me encantaría estar ahíabriendo la boca para saborear

ahahaha

si las gotas de lluviafueran helado de chocolate

me encantaría estar ahí..

Princess Pat

This is an echo song. One or two people lead and the rest of the troop Follows, singing the words and imitating the motions of the leaders.

The Princess Pat Egyptian poseLived in a tree. Raise arms in a circlue above your headShe sailed across Wave motionThe seven seas. Hold up 7 fingers, then form the letter "C" with your handShe sailed across Wave motion

The channel, too. Hands together, swing between legs, some up holding 2 fingers up

And she took with her Hands together, swing to one shoulder, then the other

A rig-a-bam-boo! Holding arms up, shimmy, squat, then come up shimmying

Chorus:A rig-a-bam-boo!

Holding arms up, shimmy, squat, then come up shimmying

Now what is that? Right hand out, palm up, then left hand out, palm up

It's something made Make 2 fists, hit together, left over right, then right over left

By the Princess Pat Egyptian poseIt's red and gold Twirl right hand at hipAnd a-purple, too. Twirl left hand at hipThat's why it's called Cup hands around mouth

A rig-a-bam-boo! Holding arms up, shimmy, squat, then come up shimmying

Now Captain Jack Salute right hand to brow, then left hand to browHad a mighty fine crew. Pretend to hook thumbs in suspenders and snap

He tried to cross Wave motionThe channel, too. Hands together, swing between legs, some up holding 2

fingers up

His ship did sink Holding nose with one hand, raise other hand, shimmy and squat

And yours will, too Point to someone elseIf you don't take Hands together, swing to one shoulder, then the other

A-rig-a-bam-boo! Holding arms up, shimmy, squat, then come up shimmying

Down By the Station

Down by the station Early in the morning

See the little pufferbellies All in a row

See the station master Turn the little handle Puff, puff, toot, toot

Off we go!(Repeat)

Spanish link: https://www.youtube.com/watch?v=G5nLeXGdqnE

Baby Bumble Bee

I'm bringing home a baby bumblebee, Won't my mommy be so proud of me, (Cup hands together as if holding bee) I'm bringing home a baby bumblebee,

Ouch! It stung me! (Shake hands as if just stung)

I'm squishing up the baby bumblebee, Won't my mommy be so proud of me, ('Squish' bee between palms of hands)

I'm squishing up a baby bumblebee, Ooh! It's yucky!

(Open up hands to look at 'mess')

I'm lickin' up a baby bumble beeWon't my Mommy be so proud of me

(Pretend to lick mess off of hands)I'm lickin' up my baby bumble bee

Mmm! He's yummy!

Traigo un abejorrito a casa

Traigo un abejorrito a casa,No será mi mamá orgullosa de mí,

Traigo un abejorrito a casa,¡Ay, me picó!

Estoy despachurrando un abejorrito,No será mi mamá orgullosa de mí,

Estoy despachurrando un abejorrito,¡Aj, qué pegajoso!

Estoy lamiéndome un abejorrito,No será mi mamá orgullosa de mí,Estoy lamiéndome un abejorrito,

¡Ñam, qué rico!

I Like to Eat Apples and Bananas Manzanas y plátanos

I like to eat, eat, eat apples and bananasI like to eat, eat, eat apples and bananas

I like to ate, ate, ate ay-ples and ba-nay-naysI like to ate, ate, ate ay-ples and ba-nay-nays

I like to eat, eat, eat ee-ples and bee-nee-nees

I like to eat, eat, eat ee-ples and bee-nee-nees

I like to ite, ite, ite i-ples and by-ny-nysI like to ite, ite, ite i-ples and by-ny-nys

I like to ote, ote, ote oh-ples and bo-no-nosI like to ote, ote, ote oh-ples and bo-no-nos

I like to oot, oot, oot oo-ples and boo-noo-noos

I like to oot, oot, oot oo-ples and boo-noo-noos

I like to eat, eat, eat apples and bananasI like to eat, eat, eat apples and bananas.

Me gusta comer, comer, comer manzanas y plátanos

Me gusta comer, comer, comer manzanas y plátanos

Me gusta camar, camar, camar mazanas y plátanas

Me gusta camar, camar, camar mazanas y plátanas

Me gusta quemer, quemer, quemer mezenes y plétenes

Me gusta quemer, quemer, quemer mezenes y plétenes

Me gusta quimir, quimir, quimir mizinis y plítinis

Me gusta quimir, quimir, quimir mizinis y plítinis

Me gusta comor, comor, comor mozonos y plótonos

Me gusta comor, comor, comor mozonos y plótonos

Me gusta cumur, cumur, cumur muzunus y plútunus

Me gusta cumur, cumur, cumur muzunus y plútunus

Me gusta comer, comer, comer manzanas y plátanos

Me gusta comer, comer, comer manzanas y plátanos.