Build Background

• Ask students to think about a time when they played with a dog. Discuss what the dog did, how it played, where it went, and so on.
• Expand the discussion by talking about different kinds of dogs students are familiar with.

Book Walk

Introduce the Book

• Show students the cover of the book and read the title. Ask them to predict what the dog needs to get over. Have them predict other things the dog might need to jump over.
• Show students the title page and have them tell what the dog is jumping over in the picture.

Introduce the Strategy: Make, revise, and confirm predictions

• As you preview the book with students, model making predictions.
• Think-aloud: I know that good readers look at the cover and the pictures in a book to make predictions about, or guess, what might happen in a story. Then they read the book to find out if their predictions are correct or whether they need to be changed, or revised. In this book, I predict that the dog will jump over things until it finds its owner. I will have to read the book to find out if I am right.
• As students read, they should 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

• Show students the pictures on pages 3 through 9. As you look at the pictures with them, use the language pattern of the text and name the things the dog jumps over. For example, say: What does the dog jump over in this picture? Yes, the dog jumps over the bike.
• Model how to apply word-attack strategies. For example, have students point to the word log on page 3. Tell them they can use what they know about how the word starts and ends (with /l/ and /g/) to figure out the word. Remind them to check that the word makes sense in the sentence.
• For additional tips on teaching high-frequency words or word-attack strategies, click here.

Set the Purpose

• Have students read the story to find out if their predictions are correct about what the dog will jump over and where the dog will go.

During Reading 

Reflect on the Reading Strategies

• Ask students if there were any words they had difficulty with, and use this opportunity to model how they could figure out words they don’t know.
• Ask students if their predictions about where the dog was going were correct. Discuss how making predictions and reading the book to find out whether or not they are right keeps the reader involved in what is happening in the story.
• Think-aloud: I kept reading about all the jumping the dog was doing to see if the dog would make it home. I predicted it would find its owner, but at the end of the story the dog is still jumping over things.

Teach the Comprehension Skill: Sequence events

• Discussion: Ask students if they think the dog in the book knew where it was going and to explain why or why not.
• Introduce and model the skill: Explain that a story is a series of events. First one thing happens, then something else, and so on. Explain that these events make up the plot of the story. The order in which the events happen is called the sequence. In this story, the little dog jumps over many things as it plays. Show students page 3 of the book and tell them that the first thing the dog jumps over is a log. Next, on page 2, the dog jumps over a pot.
• Check for understanding: Ask volunteers to name the third, fourth, and fifth thing the dog jumped over (hole, bike, bat)
• Independent practice: Give students the sequencing worksheets. Have them cut out the pictures and paste them on the second sheet in the order in which the dog jumped over them.

    Extend the discussion: Instruct students to use the last page of their books to draw a picture of whatever they think the dog will jump over next. Have students share their pictures with the group.

Phonemic Awareness: Listen for rhyme

• Say the words log and dog and have students repeat the words. Tell students that the words rhyme because they have the same sounds at the end: /og/. Repeat the words and have students listen for the rhyming part.
• Say the words log and leg. Tell students these words do not rhyme because they have different sounds at the end: /og/ and /eg/. Have students repeat the words and listen for the ending sounds.
• Tell students that you are going to say two words. If the words rhyme, the students should clap their hands. If the words do not rhyme, they should shake their heads. Say the following word pairs, one at a time: cake/cat; man/pan; car/star; dog/dig; bike/hike; feet/fat; cup/pup; jump/pump.
• For additional practice with listening for rhyme, have students complete the rhyme worksheet.

Phonics: Sound/symbol relationship for long /o/

• Write the letter Oo on the board and ask students to tell you the letter name. Tell students that the letter Oo stands for the sound they can hear in the word over.
• Have students point to the word Over on the cover of their books. Then have them point to the letter in the word Over that stands for the /o/ sound.
• Have students turn to page 3, find the word Over, and point to the letter that stands for the /o/ sound.
• Write the word hole on the board. Model how to sound out the word as you run your finger under each letter: /h/ /o/ /l/ /e/. Have students sound out the word with you as you run your finger under the word.
• Ask a volunteer to come up and circle the letter that stands for /o/ in the word.
• Repeat with the words go and so.
• If time allows, have students play "I Spy" as they look around the room to find things that contain long /o/.
• For additional practice, have students complete the long /o/ worksheet.

Grammar and Mechanics: Capitalization and punctuation

• Write the following on the board: Over the log. Explain that there are different kinds of sentences. One kind of sentence, such as this one, tells the reader something. Tell the students that a sentence always begins with a capital letter. Circle the O and tell students that this is a capital letter. Then explain that every sentence has a signal at the end so the reader will know when to stop reading. A sentence that tells something has a period. The period is like a "stop sign." Circle the period at the end of the sentence.

   Have students put a line under each capital letter in their book and a circle each period.

Vocabulary: Position words

• Read the sentence Over the pot aloud to students. Explain that the word over tells where something is.
• Review other words that tell where something is (in, on, out). Hold a piece of paper over your head. Tell students that the paper is over your head. Put the paper in a book and ask students to tell where the paper is. Take the piece of paper out of the book and ask students to tell what you just did with the paper (took it out of the book). Put the piece of paper on top of the book and ask students to tell where the paper is. Make certain students understand the different positions of over and on.
• Play the "Over, On, and Over" game. Tell students that whenever you say over they are to put their arms over their heads. Whenever you say on, they are to put their hands on their heads. Whenever you say over, they are to put their arms down by their sides. Model all positions for students. Say the words slowly at first until students understand the concept; then speed up the words.

Independent Reading

• Allow students to read their books independently or with a partner. Partners can take turns reading in the book.

Home Connection

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

Writing Connection

• Use the language pattern Over the… to create a predictable chart. Model by completing the first phrase (Over the moon) and then ask each student for a word to complete the phrase. Write their responses on the chart. Ask students to illustrate their responses. Display their pictures and the chart in the classroom. Encourage students to read the chart to one another.

Math Connection

• Integrate this lesson with a math unit on graphing numbers of types of pets. Ask students to identify the pets they have or have had. List the like responses on the board. Create a simple bar graph to show how many pets were counted in each category.

Monitor students to determine if they can:

• make relevant predictions about the book based on available information, and revise or confirm their predictions as they get new information; talk about how making predictions helps them be better readers
• sequence story events to remember information
• listen to words said orally and correctly identify those that rhyme
• associate the letter Oo with the long /o/ sound and read words containing long /o/
• identify capital letters and periods in the book
• correctly place their hands over or on as you say the words