About the Book

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

Book Summary
Readers can follow the animals as they Go, Go, Go in the back of a speeding pickup truck. Each successive page shows additional animals jumping into the truck. Eventually, the truck becomes so jam-packed with animals, the reader may wonder how it can go at all!

About the Lesson

Targeted Reading Strategy

• Make, revise, and confirm predictions

Objectives

• Read to make, revise, and confirm predictions
• Identify reality and fantasy
• Discriminate initial sound /d/
• Associate the letter Dd with the sound /d/
• Recognize action words (verbs)
• Categorize words

Materials

• Book -- Go, Go, Go (copy for each student)
• Chalkboard or dry erase board
• Reality and fantasy, initial consonant Dd worksheets
• Word journal (optional)

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

Vocabulary

• High-frequency words: the, go
• Content words: dogs, pigs, birds, cats, goats, cows, ducks, animals

Before Reading

Build Background

• Discuss the kinds of animals that live on a farm. For students who have never been to a farm, ask what kinds of animals they have seen at a petting zoo. Make a list on the board and tell students that they may see some of these animals in the book they are about to read.

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 Go Go Go. (Accept any answers students can justify).
• Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name).

Introduce the Reading Strategy: Make, revise, and confirm predictions

• Explain that good readers make predictions, or guesses, about what will happen in a story. Explain that making predictions can help people make decisions, solve problems, and learn new information. Emphasize that making predictions is more important than whether the prediction is right, or confirmed.
• Model making a prediction using the cover information.
• Think-aloud: The title of this book is Go, Go, Go. On the front cover I see a pickup truck. On the back cover I see a happy dog in the truck and another dog jumping in. I think a whole bunch of dogs will jump into the truck. I wonder where they're going. Maybe they are going to a dog show. Or maybe they're going to school. Wouldn't that be funny?
• Show students the title page and have them make a prediction about where the dogs will go.
• 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 Vocabulary

• Reinforce new vocabulary and word-attack strategies by pointing to something in the picture, such as the goats. Ask students what sound they hear at the beginning of the word goats. Ask what sound they hear at the end of the word. Have students find the word goats on the page and tell you how they know the word is goats. Repeat with other vocabulary words if necessary.
• Remind students to look at the beginning and ending sounds, and other parts that they recognize, to help them sound out words. They should also check whether a word makes sense by looking at the picture or rereading the sentence.
• For additional tips on teaching high-frequency words or word-attack strategies, click here.

Set the Purpose

• Have students read the book to confirm their prediction about where the dogs go.

During Reading

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 (The). 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.
• When they have finished, ask them if they can confirm the prediction they made about where the dogs will go.
• Think-aloud: It looks as though my prediction about there being lots of dogs wasn't correct, and we are still not sure where the animals are going. That's okay, though. It helps me get more involved with what I'm reading if I make predictions, even if they aren't always right. I will revise my prediction. I think all kinds of animals jump into the truck.
• Have students read the remainder of the book to check their prediction.

Tell students to 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.

After Reading

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.
• Ask students if they found out where the animals were going. Reinforce that making predictions about what they will find in a book helps them understand the story. (Making predictions creates interest in the topic and motivates the reader to keep reading.)
• Think-aloud: Making predictions helped me become more interested in reading the book. I wanted to keep reading to check if my predictions about the pictures were correct.

Teach the Comprehension Skill: Reality and fantasy

• Discussion: Discuss with students the concept of reality and fantasy by using familiar examples.
• Introduce and model the skill: Model how to determine what is real and what is fantasy.
  Think-aloud: I know that a car can go on the street. This is something that we see every day. We know that this is real. But can a car fly? I have never seen a car fly. This is not real; it is fantasy, or make-believe. We could make up a funny story about a flying car, but we know that it wouldn't be a real story. It would be a make-believe story. Sometimes a story has things that are real and things that are make-believe.
• Check for understanding: Ask students to identify the things the author showed that were real (truck, dogs, pigs, birds, cats, goats, cows, ducks). Ask students to explain what is not real in the story (not that many animals could pile into a truck). Name some things and have students tell you whether they are real or make-believe. For example: a car that flies, a bus on a street, a talking dog, an umbrella, an umbrella that takes you to the stars. Have students suggest other real and make-believe things.
• Independent practice: Introduce, explain, and have students complete the reality and fantasy worksheet. Discuss their responses.

Extend the discussion: Instruct students to use the last page of their book to draw a picture of one of the animals that got in the truck. Have them dictate a sentence to go with their picture.

Build Skills

Phonological Awareness: Discriminate initial consonant /d/

• Say the /d/ sound and ask students to repeat it.
• Read the following rhyme to students. Ask them to listen for the /d/ sound. Repeat it several times, emphasizing the initial /d/.

Darla the duck likes to dance, dance, dance,
wearing diamonds and doodads and duck-feathered pants.

• Read the lines again and ask students to "quack" every time they hear a word that begins with the /d/ sound.

Phonics: Initial consonant Dd

• Write the capital and lowercase letter Dd on the board. Ask students to name the letter and tell what sound this letter stands for. Have students say /d/.
• Write the word dig on the board. Model how to sound it out by running your finger under the letters as you say the sounds: /d/ /i/ /g/. Have students read the word with you. Ask a volunteer to come up and circle the letter that stands for the /d/ sound in dig.
• Ask students to find a word on page 9 that starts with /d/ (ducks).
• Have students brainstorm words that start with /d/ while you write them in a list on the board. Ask a volunteer to come up and circle the letter that stands for the /d/ sound in one of the words on the list. Repeat until all the letters are circled.
• Independent practice: Introduce, explain, and have students complete the initial consonant Dd worksheet. Go over the example provided and instruct students to complete the worksheet. When they have completed, discuss their answers.

Grammar and Mechanics: Action words (verbs)

• Tell students that some words describe actions. That means they tell things people do, such as jumping or shouting.
• Ask students to act out the following words: laugh, yawn, stretch, sit, stand, smile, clap. (Reinforce with "good job!" as students clap.)

Word Work: Categorize words

• Ask students what things jumped into the truck. Tell students that these things in the book can be put together in a group called animals.
• Tell students that you are going to read them lists of words and they are to tell you what group the words belong to. Say the following lists one at a time: chocolate chip, oatmeal raisin, peanut butter, sugar (cookies); shark, whale, octopus, jellyfish, dolphin (animals that live in the ocean); teacher, class, desk, principal, librarian, pencil, book (things at school).

Build Fluency

Independent Reading

• Allow students to read their book independently or with a partner. Additionally, partners can take turns reading parts of the book.

Home Connection

• Give students their book to take home to read with parents, caregivers, siblings, or friends.

Extend the Reading

Writing and Art Connection
Make a class book in which each student writes a sentence about a real or make-believe place he or she would like to draw. Tell students to begin their page with I'm going to ______. Help students add the word or words. Ask them to draw a picture of the place.

Art Connection
Provide magazines, construction paper, and scissors for students to use to make a collage of real or make-believe places they would like to go.

Assessment

Monitor students to determine if they can:

• make logical predictions based on text information and then read to revise and/or confirm predictions
• distinguish between things that are reality or fantasy during discussion and on a worksheet
• orally identify words with the /d/ sound during discussion
• associate the letter Dd with the /d/ sound during discussion and on a worksheet
• recognize action words during discussion
• categorize words during discussion

Comprehension Check

• Retelling Rubric

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