Text Type: Fiction/Realistic
Page Count: 10
Word Count: 24

Book Summary
What goes up must come down. The book Up and Down illustrates this concept to students using familiar objects. The pictures, high-frequency words, and repetitive text support beginning readers as they read.

About the Lesson

Targeted Reading Strategy

• Connect to prior knowledge

Objectives

• Use the reading strategy of connecting to prior knowledge to understand text
• Identify main idea and details
• Identify rhyming words
• Identify words with the initial Dd sound
• Recognize and understand the use of a period at the end of a sentence
• Recognize, write, and understand the use of high-frequency words go and goes

Materials

• Book -- Up and Down (copy for each student)
• Chalkboard or dry erase board
• Main idea and details, initial consonant Dd, periods worksheets

    Indicates an opportunity for student to mark in the book. (All activities may be completed with paper and pencil if books are reusable.)

Vocabulary

Build Background

• Write the words up and down on the board and point to them as you read them aloud to students. Repeat the process and have students say the words aloud.
• Ask students to show the directions up and down by pointing with their finger. Invite them to share some things they have seen go up and some things they have seen go down. Ask students to explain what they think allows objects to go up and down.

Book Walk

Introduce the Book

• Show students the front and back covers of the book and read the title with them. Ask what they might read about in a book called Up and Down. (Accept any answer students can justify.)
• Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name).
• Write the repetitive phrases ______ go (goes) up and ______ go (goes) down on the board. Read the phrases aloud with students. Explain that these words repeat throughout the book.

Introduce the Reading Strategy: Connect to prior knowledge

• Explain that good readers make connections between what they already know and new information they read. Remind students that thinking about what they already know about the topic of the book will help them understand what they read.
• Model connecting to prior knowledge using the information on the covers.
  Think-aloud: When I look at the front cover of Up and Down, I see two children reaching for something. It looks like some type of insect. I know that flies can fly in the air like the insect on the cover. Flies use their wings to move in the air. I also have seen flies land on objects near the ground. So flies also use their wings to move down. I wonder if the book is going to be about insects that go up and down. The information I already know about the directions up and down will help me read and understand the information in the book.
• As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

Introduce the Comprehension Skill: Main idea and details

• Explain that every book has a big idea, which is the most important thing the book is about. Read the title to students. Explain that the title often provides clues about the book's big idea. Invite students to share predictions about the main idea of this story.
• Explain that the main idea of this story is that many objects can move or be moved up and down. Write Objects That Move Up and Down on the board. Point to each word as you read the phrase aloud with students.
• Model how to identify details.
  Think-aloud: I know that every book has details that help explain the big idea. I know that this book is about objects that move up and down. I see a picture of an insect up in the air on the front cover and down near the ground on the back cover. I know that flies are insects that use their wings to move up and down. Since this helps to explain the big idea, flies might be a detail in the story.
• Invite students to use their prior knowledge to name other things that might go up and down. List these ideas on the board under the heading Objects That Move Up and Down. Discuss whether these ideas might be details in the story.

Introduce the Vocabulary

• While previewing the book, reinforce the vocabulary words students will encounter in the text. Remind students that they can help themselves when they come to a tricky word by looking at the first letter in the word and then checking the picture on the page to see what might start with the same sound and what might make sense in the story. For example, on page 5, point to the letter h in hands. Say: I am going to help myself by looking at the picture and thinking about what object I see in the picture that starts like /h/ (make the /h/ sound).
• Invite students to identify the word (hands). Use the word in the sentence and ask students if the word hands makes sense.
• For additional tips on teaching high-frequency words word-attack strategies, click here.

Set the Purpose

• Have students use what they already know about objects that move up and down to help them read the book. Remind them to think about details that support the main idea as they read.

Student Reading

• Guide the reading: Give students their copy of the book. Have a volunteer point to the first word on page 3. Read the word together (Eyes). Point out where to begin reading on each page. Remind students to read words from left to right. Point to each word as you read it aloud while students follow along in their own book.
• Ask students to place a finger on the page number in the bottom corner of the page. Have them read to the end of page 6, using their finger to point to each word as they read. Encourage students who finish before others to reread the text.
• Model connecting to prior knowledge.
  Think-aloud: On page 6, the children have their hands up in the air chasing the fly. I know that when something is above my head, I have to raise my hands up to try to reach it. If things are too high for me to reach, I ask someone to help me take down the object.
• Invite students to share how they connected with that they already know as they read.
• Review the main idea of the book, Objects That Move Up and Down. Ask students to explain whether hands are a detail that supports the big idea of the story and why (yes, people can move their hands both up and down).
• Introduce and explain the main idea and details worksheet. Write the word hands on the board. Have students write the word and draw a picture of hands in one of the boxes on their worksheet.
• Check for understanding: Have students read to page 8. Encourage them to share how they connected to prior knowledge as they read. (Accept all answers that show students understand how to connect to prior knowledge.)
• Ask students to think about other details they read about that support the main idea Objects That Move Up and Down. Have them choose one of the details to draw on their worksheet. Invite them to label their drawing using the word from the book. Ask students to share the detail they drew and wrote about.
• Have students read the remainder of the book. Remind them to use what they already know about objects that move up and down to help them understand new information as they read.

    Have students make a small question mark in their book beside any word they do not understand or cannot pronounce. These can be addressed in the discussion that follows.

Reflect on the Reading Strategy

• Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues.
• Think-aloud: When I read page 9, I thought about frogs and how they like to eat insects. In the picture, the frog looks as though he might catch and eat a fly. I thought about how quickly flies move up and down. They are very difficult to catch. It seems as though flies might also be difficult for frogs to catch. On page 10, I found out that the fly got away from the frog.
• Have students draw a picture showing how they connected to prior knowledge when reading about one of the objects in the book. Invite students to share and explain their picture to the rest of the class.
• Ask students to explain how thinking about what they already knew helped them to understand and remember the story.

Reflect on the Comprehension Skill

• Discussion: Read the big idea on the board with students. Review the details students drew on their worksheet. Invite them to explain why each of the details on their worksheet matches the main idea of the story.
• Independent practice: Have students complete main idea and details worksheet.
• Enduring understanding: In this story, people and other animals moved their bodies up and down to follow an insect. Now that you know this information, what does this tell you about your ability to control the movement of your body?

Phonemic Awareness: Identify rhyme

• Say the word log. Have students say the word aloud.
  Read page 8 aloud to students. Ask them to listen for a word that sounds almost the same as the word log. Have them identify which word in the sentence sounds almost like the word log (dog).
• Say the word dog aloud with students. Ask them to say the word without the /d/ sound (/og/). Then say the word log aloud with students. Ask them to say the word without the /l/ sound (/og/).
• Ask students to identify which part of both words sounds exactly the same (/og/). Explain that words that sound the same at the end are called rhyming words.
• Say the word dog aloud to students. Ask them to identify words they know that rhyme with the word dog (fog, frog, hog, jog).
• Check for understanding: Say the following words one at a time: hog, mat, jog, sun, frog, cup and fog. Have students show the thumbs-up signal for each word that rhymes with dog. If the word doesn't rhyme with dog, they should show the thumbs-down signal.

Phonics: Identify initial consonant Dd

• Write the word dog on the board and say the word aloud with students.
• Have students say the /d/ sound aloud. Then run your finger under the letters in the word as students say the whole word aloud. Ask students what letter stands for the /d/ sound in the word dog.
• Have students practice writing the letter Dd on a separate piece of paper as they say the sound the letter makes.
• Check for understanding: Write the following words that begin with the letter Dd on the board, leaving off the initial consonant Dd: did, do, dolphin, and donkey. Say each word, one at a time, and have volunteers come to the board and add the initial consonant Dd in each word. Have the remaining students practice writing the letter Dd on a separate piece of paper as they say the sound the letter makes.
• Independent practice: Introduce, explain, and have students complete the initial consonant Dd worksheet.

Grammar and Mechanics: Periods

• Write the following sentence on the board: Dog goes up. Read the sentence aloud with students. Explain that every sentence has a signal at the end so readers will know when to stop reading. Ask a volunteer to come up and point to the "signal" at the end of the sentence.
• Explain that the signal is called a period. Have students say the word aloud. Point out that the period is like a stop sign because it tells readers to stop reading.
• Ask volunteers to describe one of the characters in the book. Write each description in a sentence on the board, leaving off the period. Read the sentences aloud to students without stopping. Then have volunteers come to the board and add a period to each sentence. Reread the sentences, stopping with the period at the end of each sentence.

    Check for understanding: Have students reread the book and highlight all the periods in the book.

• Independent practice: Introduce, explain, and have students complete the periods worksheet.

Word Work: High-frequency words go and goes

• Tell students they are going to learn two words that they need to be able to recognize and read quickly. Write the word go on the board and read the word aloud. Have students read the word with you.
• Ask them to write the word go on the table top with their finger as you spell it aloud with them, pointing to each letter on the board as you say the letter name with students. Repeat the process with the words goes.
• Explain to students that the word go is used when more than one object moves to or from somewhere. The word goes is used when one object moves to or from somewhere. (You may want to point out that one exception is the word I, which uses to the word go and not goes.) Use each word in an oral sentence.
• Reread pages 3, 5, 7, and 9 in the book. Point out the number of objects on the page and the verb used to describe the movement (go or goes).

    Check for understanding: Have students use each word in an oral sentence with a partner. Monitor to observe students' usage of each word.

Independent Reading

• Allow students to read their book independently or with a partner. Encourage repeated timed readings of a specific section of the book. Additionally, partners can take turns reading parts of the book to each other.

Home Connection

• Give students their book to take home to read with parents, caregivers, siblings, or friends. Have them share with someone at home how they both connected with what they already knew as they read the story together.

Writing and Art Connection

Have students divide a sheet of 9 x 13 paper in half. Have them draw a picture of something going up on one side of their paper and something going down on the other side. Under each picture, help them write a sentence that describes their picture using the phrase from the book: _______ go(es) up and ______ go(es) down. Combine the pages into a class book to help reinforce high-frequency words and periods.

Math Connection

Have students review the pages in the book. Ask them to count the number of things that go up and down on each page. For example, on page 5, ask them how many hands go up (4). Write a number sentence to illustrate how many hands go up (2 + 2 = 4). Provide students with counters to use to add the number of objects. Extend the activity to include the number of fingers, eyes, legs, and so on.

Monitor students to determine if they can:

• accurately and consistently connect to prior knowledge to understand text
• accurately identify the main idea and details during discussion and on a worksheet
• accurately discriminate between words that do and do not rhyme during discussion
• accurately identify and write the letter that stands for the /d/ sound during discussion and on a worksheet
• understand the use of periods during discussion and identify them within text; correctly use periods on a worksheet
• read, write, and understand the use of high-frequency words go and goes

Comprehension Check

• Retelling Rubric