About the Book

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

Book Summary
The mischievous monkey is at it again, sitting on the table, the house, and the fence. Students will recognize the familiar items from the illustrations, easing their decoding and comprehension of new vocabulary.

About the Lesson

Targeted Reading Strategy

• Make, revise, and confirm predictions

Objectives

• Read to make, confirm and/or revise predictions
• Identify reality and fantasy
• Listen for rhyme
• Associate the letter Oo with the sound /o/
• Understand that some words are action words (verbs)
• Identify position words

Materials

• Book -- On (copy for each student)
• Chalkboard or dry erase board
• Reality and fantasy, short /o/, 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: on, the
• Content words: house, bike, swing, bed, airplane, fence, table, skates

Before Reading

Build Background

• When you have students' attention, put your book on your head. Ask students to tell what you just did (put your book on your head).
• Write the word on on the board. Tell students that the word tells where something is, or its position. Provide an example: I put the book on my head.
• Ask students to name and discuss people or things they can put on something. Provide additional examples if needed: The paper is on the table. The spelling words are on the board. The students are on the floor.

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 On. (Accept any answers students can justify). Explain that the title often provides a clue to what the book is about. Ask students whether they think this book will be real or make-believe and to explain why they think so.
• 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 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 making a prediction based on the pictures on the covers.
  Think-aloud: I see a monkey on a ball and a stool. I think this book might be about a monkey who goes on different things. I wonder what else the monkey will go on.
• Ask students to predict other things the monkey might go on.
• 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 fence. Ask students what sound they hear at the beginning of the word. Have students find the word fence on the page and tell you how they know the word is fence. 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 the 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 check whether the words in the book confirm their prediction based on 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 (On). 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 5, 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 any of their predictions about the book. Ask if they want to revise any predictions for the rest of the book.
• Think-aloud: I predicted that the monkey would get on different things. This prediction is correct. So far, the monkey got on things found outside. I predict that it will only get on things that are outside, such as a tree or a fence. I will have to read the rest of the book to find out if I'm correct.
• Point out that making predictions helps readers to think about what they are reading. 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 get on objects found outside. Based on what I read, this prediction is incorrect. The monkey also got on objects in the house, such as a bed and a table. Making predictions helped me become more interested in reading the book. I wanted to keep reading to check that my predictions about the monkey were correct.

Teach the Comprehension Skill: Reality and fantasy

• Discussion: Help students understand the concepts of reality and fantasy by using familiar examples. For example, airplanes are real, but people that can fly on their own without the help of a machine are fantasy.
• Introduce and model the skill: Model how to determine what is real and not real.
• Think-aloud: The story about the three pigs is a fantasy, or make-believe, story. Real pigs don't walk, talk, or build houses. Some things in that story are real. It is possible to build a house out of bricks, straw, or sticks. Sometimes a story has some things that are real and some things that are fantasy.
• Check for understanding: Ask students to identify the things the author showed that were real (house, bike, swing, bed, airplane, fence, table, skates). Ask students to explain what is not real in the story. (A real monkey would probably not do the things shown in the book.)
• 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 two pictures, one that shows a monkey doing something that real monkeys do and the other showing a monkey doing something that is fantasy. Have students share their pictures with the group. Ask individual students to identify their classmates' pictures as reality or fantasy.

Build Skills

Phonological Awareness: Identify rhyme

• Say the words bed and head. Tell students that the words rhyme because they end with the same sound: /ed/. Say the words again and have students listen for the rhyming part.
• Tell students you are going to say some words. If the words rhyme, you want them to clap. Model saying the words bed and head and clapping. Then say bed and man and shake your head to indicate that they don't rhyme.
• Say the following word pairs: cat/hat; in/out; man/pan; hand/sand; ball/bed; met/set; sing/ring; say/sun. Have students clap if the word pairs rhyme.

Phonics: Short /o/

• Write the capital and lower case Oo on the board. Ask students to name the letter. Tell them that the letter o stands for the short /o/ vowel sound they hear in the words on and hot.
• Have students look at the cover of the book to find a word that starts with the short /o/ vowel sound (on).
• Write the words on and hot on the board. Point out that the first word has the letter o at the beginning and the other has the o in the middle. Model how to sound out the first word, moving your hand under each letter while blending the sounds. Hold each sound for one second (ooonnn). Then say the word. Have students practice blending the sounds as you run your finger under the letters in the word. Repeat with the word hot.
• Independent practice: Introduce, explain, and have students complete the short /o/ worksheet. When they have completed the worksheet, discuss their answers.

Grammar and Mechanics: Action words (verbs)

• Tell students that some words are called action words. These words tell what people do, such as jumping or shouting.
• Ask students to act out the following words: whisper, bow, wink, dance, clap. (Reinforce with "good job!" as students clap.)

Word Work: Position words

• Ask students to name the book they just read (On). Tell students that the word on tells where something is. Ask students if they remember other words that tell where something is (in, out). Tape a piece of paper to the front of your desk and tell students that the paper is on the desk. Put the paper in your desk and tell the students that the paper is in the desk. Take the paper out of the desk and tell the students the paper is out of the desk.
• Arrange students in a circle and show them an object (paper/pencil). Model putting the paper on something. Give each student an item. Tell students that when it is their turn, they will put the item on something and say, I put the ___ on the ___.
• Independent practice: Introduce, explain, and have students complete the position words worksheet. When they have finished, discuss their answers.

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
Ask students to think of things they can be on at school. Write On the ______. on a piece of paper for each student. Ask each student to give you a word to add to the sentence. Write the word and ask the student to draw a picture to go with the phrase. Collect the pages and make into a class book.

Math Connection
Provide old magazines for students to cut pictures from. Put two large pieces of poster paper on the wall. Label them "things you put on your head" and "things you put on a shelf." Tell students to cut out pictures and paste them under the correct heading. Model with a picture of something worn on the head and something found on a shelf.

Assessment

Monitor students to determine if they can:

• make logical predictions based on text information and read to confirm or revise predictions
• distinguish between things that could happen and things that couldn't happen on a worksheet
• listen for rhyming words during discussion
• associate the letter Oo with the sound /o/ on a worksheet
• demonstrate an understanding of action words by doing appropriate actions during discussion
• demonstrate an understanding of position words by using them appropriately in sentences

Comprehension Check

• Retelling Rubric

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