About the Book

Text Type: Nonfiction/Concept Book
Page Count: 10
Word Count: 24

Book Summary
The enthusiastic monkey can't resist jumping into everything--the boat, the grass, the mud, and finally the bathtub. The humorous illustrations provide support for new vocabulary, and young readers will enjoy the monkey's antics.

About the Lesson

Targeted Reading Strategy

• Make, revise, and confirm predictions

Objectives

• Read to revise and confirm predictions
• Sequence story events
• Discriminate the short /i/ vowel sound
• Associate the letter Ii with the sound /i/
• Understand that some words describe actions
• Identify position words

Materials

• Book -- In (copy for each student)
• Chalkboard or dry erase board
• Sequence events, short /i/, position words 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: in, the
• Content words: car, wagon, boat, house, water, grass, mud, bathtub

Before Reading

Build Background

• Make a circle around yourself on the floor with a piece of string. Ask students to tell where you are (in the circle). Using the response technique of thumbs-up/thumbs-down, ask students to give yes/no answers for the following questions: Who likes to be in a car? Who likes to be in a bathtub? Who likes to be in a house? Who likes to be in bed? (Add other questions if desired.)
• Write the word in on the board. Tell students that the word tells where something is, or its position. Provide an example: We are in our classroom. Ask students to name and discuss other places they have been in.

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 In. (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 to make decisions, solve problems, and learn new information. Emphasize that making a prediction is more important than whether the prediction is right, or confirmed.
• Model making a prediction.
• Think-aloud: I see a monkey on the cover jumping into something. Since a pig is sitting there, the monkey might be jumping into mud. The back cover shows the monkey jumping into a boat. I predict that in this book, the monkey will be in lots of different things.
• Have students make a prediction about the story.
• 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 an object in the picture, such as the boat. Ask students what sound they hear at the beginning of the word. Ask what sound they hear at the end of the word. Have students find the word boat on the page and tell you how they know the word is boat. 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 to revise and/or confirm their prediction about the story based on the text and the pictures.

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 (In). 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. Ask them to tell you the places the monkey has been in.
• Think-aloud: From reading the book, I see that my prediction is right so far. I wonder where the monkey will jump next. Since he's in the house, maybe he'll jump into his bed. I'll keep reading to find out if my prediction is correct.
• Have students read the remainder of the book.

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.

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.
• Reinforce that making guesses 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.) Invite students to share the outcome of their prediction.
• Think-aloud: I predicted that the monkey would jump into his bed. Based on what I've read, my prediction was incorrect. The monkey went into many things found inside and outside. Making predictions helped me become more interested in reading the book. I wanted to keep reading to check that my predictions were correct.

Teach the Comprehension Skill: Sequence events

• Discussion: Review or explain that students can look at a story and put the main events that happen in the story in the order they happened. Remind students that putting events in a story in order helps them remember what they've read.
• Introduce and model the skill: Model sequencing several events in a familiar story.
  Think-aloud: In the story of Goldilocks, I remember the first thing that happened was that the bears went for a walk before breakfast. The next thing that happened was that Goldilocks came into their house.
• Check for understanding: Ask students to tell what happened next: Did she sit in the chair first or eat Little Bear's porridge first? Then what did she do?
• Have students turn to the first page in the book In to find the first thing the monkey jumped in. Then have them tell you the next thing he jumped in.
• Independent practice: Introduce, explain, and have students complete the sequence events worksheet. Have them draw and label the things the monkey went in in the order shown in the book. They can use the book for reference. When you discuss their worksheet after they have finished, discuss what things a real monkey might go or might not go in.

Extend the discussion: Instruct students to use the last page of their book to draw a picture that shows the monkey going in something not shown in the book. Have students share their pictures with the group. Ask individual students to tell whether a real monkey would go in the things shown in their pictures.

Build Skills

Phonological Awareness: Discriminate the short /i/ vowel sound

• Say the word in and ask students to repeat. Point out that the vowel sound in the word in is /i/. Have students repeat the sound. Say the following words one at a time and ask students what vowel sound they hear: pin, hit, pig.
• Sing the following song (to the tune of Oh, My Darlin'):

In the wagon,
In the bathtub,
In the water, oh so cold.
What a silly little monkey
Never doing what he's told.

• Repeat the song and have students sing along. Once they have mastered the song, review how to clap each time they hear the /i/ sound.

Phonics: Short /i/

• Write the upper- and lowercase Ii on the board. Ask students what letter this is.
• Write the word in on the board and have students read the word with you. Explain that the letter i stands for the /i/ sound at the beginning of some words.
• Write the word fin on the board and have students read it with you. Point out that the letter i in the middle of the word stands for the /i/ sound in fin.
• Write the following sentence on the board: Pip is in the pit with the mitt. Model how to blend the initial and final consonant sounds with the short /i/ vowel sound in each word by running your finger under the word and holding each sound, except for stop sounds, for one second (piiit; piiip; mmmiiit). Ask volunteers to come up and circle the letter i when it stands for the /i/ sound in the beginning of a word. Have volunteers underline the letter i when it stands for the /i/ sound in the middle of a word.
• Independent practice: Introduce, explain, and have students complete the short /i/ worksheet. When they are finished, discuss their responses.

Grammar and Mechanics: Action words (verbs)

• Tell students that some words tell us what the characters in a story are doing--for example, run, jump, sing. These are called action words.
• Ask students to act out the following words: laugh, yawn, stretch, sit, stand, smile, clap. (Reinforce with "good job!" as students clap.)

Word Work: Position words

• Ask students to name the book they just read (In). Tell students that the word in tells where something is. Another word that tells where something is is the word on. Put a piece of paper in a book and tell students that the paper is in the book. Put the piece of paper on top of the book and tell students that the paper is on the book.
• Tell students that you are going to play a game like Simon Says. However, they are only to do what you say if you use the word in. Say the following: Put your fingers in your ears. Put your hand in the air. Put your hands on your head. Put your tongue on your nose. Put your foot in the air. Put your chin on your chest. Put your nose on your knee.
• Independent practice: Introduce, explain, and have students complete the position words worksheet.

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 adds a new place for the monkey to be in. Tell students to begin their pages with In the _______. Help students add the word. Ask them to draw a picture for each place they put the monkey. Read the book with the class.

Art Connection
Provide shoe boxes or ask students to bring one from home. Provide markers, construction paper, scissors, and glue for students to use to make an "in" box. They can use it to store papers or projects, or to keep their assignments or treasures.

Assessment

Monitor students to determine if they can:

• make predictions based on picture information and then read to confirm predictions
• order the events from the book in the order in which they happened on a worksheet
• orally identify words with the /i/ sound during discussion
• associate the letter Ii with the short /i/ vowel sound during discussion and on a worksheet
• correctly identify and role play action words during discussion
• identify position words during discussion

Comprehension Check

• Retelling Rubric