• Introduce and expose students to the r-controlled /o/ sound, as in the words corn, soar, and pour.
• Build oral comprehension skills.
• Model fluent reading.

Book Summary
Corey's mom asks him to baby sit four-year-old Lori in return for a trip to the movie theater with his friend Theodore. However, Lori's horrible manners and behavior soon fatigue both boys and leave them wondering what to do next. 

Build Background
Ask students if they know any children under the age of five. Invite them to tell about their experiences with younger children. Ask them to explain why younger children can be both challenging and fun to be around. 

Preview the Book
Read the title and ask students to identify the r-controlled sound in the words
horrible and Lori. Explain that you will read a story aloud that has many words with the r-controlled /o/ sound, as in the word for. Have students say the r-controlled /o/ sound. 

Write horrible and Lori on the board. Read each word aloud to students. Have volunteers come to the board and take turns circling the letters that stand for the r-controlled /o/ sound in the words. Remind students that the letters o and r together stand for the r-controlled /o/ sound. Write the words roar and pour on the board. Read each word aloud to students. Have volunteer come to the board and take turns circling the letters that stand for the r-controlled /o/ sound in the words. Remind students that the oar, or, and our letter combinations stand for the r-controlled /o/ sound. 

Open the book and show students the illustrations on each page. Ask them to identify any words with the r-controlled /o/ sound from the pictures. Invite students to predict what the story might be about. 

During Reading
Read the story aloud with expression, emphasizing the r-controlled /o/ sound in the words. Ask students to clap their hands each time they hear the r-controlled /o/ sound. Point out that they might hear the r-controlled /o/ sound at the beginning, in the middle, or at the end of the word. 

Allow students to ask questions during reading. Pause occasionally to ask students to predict what might happen next. 

After Reading
Reader Response
Have students explain whether the book is fiction or nonfiction. Invite them to summarize the story and/or describe their favorite part. 

Comprehension
Ask specific questions that allow students to demonstrate their understanding of the book.

• What three things did Lori do to make Corey and Theodore think she was horrible?
• Why was Lori not horrible when Norman came over?
• What does Corey's dad say incorrigible means?