About the Book

Text Type: Nonfiction/Concept Book
Page Count: 10
Word Count: 32

Book Summary
Unlike the monkey from the book In, the little dog loves to leap out of things, including cars, wagons, and the bathtub (after all, what dog likes to take a bath?). Students will enjoy the dynamic action in this text while they practice high-frequency words and learn new vocabulary.

About the Lesson

Targeted Reading Strategy

• Connect to prior knowledge

Objectives

• Connect prior knowledge while reading
• Learn to sequence events in a story
• Listen for rhyming words
• Associate the letter Ww with the sound /w/
• Understand that some words describe actions
• Identify position words

Materials

• Book -- Out (copy for each student)
• Sticky notes
• Chalkboard or dry erase board
• Sequence events, initial consonant Ww 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: out, of, the
• Content words: car, wagon, boat, house, water, grass, mud, bathtub

Before Reading

Build Background

• Show students a box. Take a small item, such as a stuffed dog, out of the box. Ask students to tell what you just did (took the dog out of the box).
• Write the word out on the board. Tell students that this word tells where something is, or its position. Provide an example: I took the dog out of the box.
• Ask students to name and discuss places they have gone "out" of. Students may need prompts, such as I went into the store. I came out of the store.

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 Out. (Accept any answers students can justify). Ask what the dog is doing in the pictures.
• Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name).

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.
• Ask students if they have seen a dog jump out of anything. Model how to make text connections to prior knowledge.
• Think-aloud: This picture makes me think of dogs I have seen playing. They like to run and jump out of the grass, too.
• Tell students that when they already know something about the topic of the book they want to read, it helps them understand and remember what they are reading.
• Show students the title page and ask them how they connected to the picture.
• 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 wagon. 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 wagon on the page and tell you how they know the word is wagon. 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 see what the dog goes out of. Have them use a sticky note to mark any places in the text that make them think about something from their experiences.

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 (Out). 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 students if anything the dog did in the book reminded them of a dog they know. Allow them to explain. Model making a personal connection to the book.
• Think-aloud: This picture of the dog getting out of the car reminds me of dogs I see when I'm traveling on roads. They look like they love to ride in cars. I think about how their ears flap in the wind.
• Ask what they have found out about what things the dog jumped out of.
• Have students read the remainder of the book to see what else the dog jumped out of.

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 how making connections to the text helped them understand what they read. (Connecting life experiences and using prior knowledge of a topic helps students personally relate to and remember what they have read.) Invite students to share additional ways they connected to prior knowledge.
• Think-aloud: Because I have seen dogs who do a lot of the same things this dog did, it helped me understand what I was reading. I was also interested in reading the book because I already knew something about it. I wanted to read it to see what other places the dog jumped out of and how this dog was like the dogs I've seen.

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 that the first thing that happened was that the bears went for a walk before breakfast. The next thing that happened is 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 Out to find the first place the dog came out of. Then have them tell you the next thing the dog came out of.
• Independent practice: Introduce, explain, and have students complete the sequence events worksheet. Have them draw and label the places that the dog came out of in the order shown in the book. They can use the book as a reference.

Extend the discussion: Instruct students to use the last page of their book to draw someplace else the dog might jump out of. Have students share their pictures with the group.

Build Skills

Phonological Awareness: Identify rhyme

• Say the words dog and log. Ask students to repeat the words. Tell them that the two words rhyme because they end with the same sound: /og/.
• Tell students you are going to say two words. If the two words rhyme, they should bark like a little dog. Say the following pairs of words: boat/coat; out/shout; car/truck; house/mouse; grass/green; mud/much; book/look.

Phonics: Initial consonant Ww

• Write the capital and lowercase Ww on the board. Ask students to name the letter. Tell them that the letter w stands for the /w/ sound they hear in the words wagon and water.
• Have students search through the book to find two words that start with /w/ (wagon/p. 4; water/p. 7).
• Write the following words on the board: wet, win, wig, won. Model how to sound out the first word, moving your hand under each letter while blending the sounds. Hold the sounds, except for stop sounds, for one second (wwweeet). Then say the word. Ask students to sound out the word with you.
• Repeat with the remaining words.
• Ask individual students to come to the board and circle the letter in the words that stands for the /w/ sound.
• Independent practice: Introduce, explain, and have students complete the initial consonant Ww worksheet. When students have completed the worksheet, discuss their answers.

Grammar and Mechanics: Action words (verbs)

• Ask students what the dog was doing when he came out of the house (running, jumping, dashing, etc.) Explain that words like run and jump are action words and that they tell us what people or animals in the sentences are doing.
• Ask the students to act out the following action words: wave, cough, hum, bend, hop, clap. (Reinforce with "good job!" as students clap.)

Word Work: Position words

• Ask students to name the book they just read (Out). Tell students that the word out tells where something is. Ask students if they remember other words that tell where something is (in, on). Take a pencil out of your pocket and tell students that the pencil is out of your pocket. Put the pencil on top of a desk and tell students that the pencil is on the desk. Put the pencil in a drawer (or desk) and tell students that the pencil is in the drawer.
• Make sure you have a ball. Arrange students in a circle. Explain that when they roll the ball to a person, the person has to tell something that he or she can get out of or go out of. Model by having a student roll the ball to you. I am going to get my lunch out of the refrigerator. I am going to get my sweater out of the closet.

Build Fluency

Independent Reading

• Allow students to read their book independently or with a partner. Additionally, partners can take turns reading part 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 dog to go out of. Tell students to begin their pages with Out of the _______. Help students add the word. Ask them to draw a picture for each place the dog jumps out of. Read the book with the class.

Science Connection
Provide magazines or other resources. Help students identify other things that come out of something. For example, the plants grow out of the ground, flowers come out of buds, or butterflies come out of cocoons.

Assessment

Monitor students to determine if they can:

• relate personal experiences to the book in order to better understand what they read
• sequence events from the book in the order they happened on a worksheet
• identify words that rhyme during discussion
• associate the letter Ww with the sound /w/ during discussion and on a worksheet
• demonstrate an understanding of action verbs by doing the appropriate action during discussion
• demonstrate an understanding of position words by using them in meaningful sentences

Comprehension Check

• Retelling Rubric

Go to "Out" main page