Go Animals Go - Lesson Plans

Go Animals Go
Level B

About the Book

Text Type: Fiction/Fantasy
Page Count: 10
Word Count: 44

Book Summary
All of the animals want to go somewhere, and they all want to use something different to get there. Students will love the humorous actions of the animals, such as a pig on a bike and a bird on skates. Repeated high-frequency words and patterned text balance the challenge of new vocabulary and word changes from page to page.

About the Lesson

Targeted Reading Strategy

Make, revise, and confirm predictions

Objectives

Use the strategy of making, revising, and confirming predictions
Identify things that are reality and fantasy
Identify rhyme
Associate the letter Ii with the short /i/ vowel sound
Use sentence capitalization and punctuation
Identify position words

Materials

Book -- Go Animals Go (copy for each student)
Chalkboard or dry-erase board
Reality and fantasy, position words worksheets
Colored chips or circles
Word journal (optional)

Indicates an 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, on, a, the, is, go
Content words: cow, car, pig, bike, goat, boat, dog, train, bird, skates, duck, plane, cat, horse, animals

Before Reading

Discuss the meaning of the word go (to move to or from something).
Discuss places students like to go and why. Discuss the types of transportation they use to get there.

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 Animals Go. (Accept any answers that students can justify.) Ask students to predict who will go somewhere in the story and where they might go.
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 always right, or confirmed.
Model making predictions as a strategy to make meaning from the text.
Think-aloud: When I look at the front cover, I see animals. The title page says Go Animals Go. I know these animals can live on a farm. Maybe they are going to a new farm. Making predictions gets me thinking about the story and gives me a purpose for reading it because I want to find out if my predictions are correct.
Open to page 3 and ask students where the cow is. Ask if they predicted that a cow would go somewhere in a car. Say: I thought maybe the cow on the cover might go to a new farm, but I didn't think it would go in a car. Now that I've seen the first picture, I predict that the animals are going to travel somewhere in unusual ways.
Ask students to predict what might happen next in 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

Preview the book with students, using the language patterns used in the book in your discussion. For example, ask: What animal is this? That's right it's a pig. What is the pig on? Yes, the pig is on a bike.
Point out some example words and model for students how to read them. For example, ask students which word on the page says bike. Reinforce that they can look at how the word starts and look at the picture. They can then read the sentence to see if the word bike makes sense. Reinforce that they should look at the beginning and ending letters of difficult words, look at the picture to see what makes sense, and finally read the sentence and think about whether it makes sense.
Encourage students to add new vocabulary words to their word journals by suggesting other ways of going places.
For additional tips on teaching high-frequency words or word-attack strategies, click here.

Set the Purpose

Have students read to find out if the text confirms their predictions based on the pictures. Ask them to think about the things the animals are doing and whether these things could really happen.

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 to 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.
Model confirming your prediction.
Think-aloud: I thought this book would be about animals traveling in unusual ways. Now that I've read the words so far in the book, I think my prediction about the animals doing silly things is correct. I predict that next I'll see the animals travel using an airplane.
Have students share predictions they made before reading and the outcome of that prediction. Then have them revise or make a new prediction about what might happen next in the story.
Have students read the remainder of the story. Remind them to make, revise, and/or confirm predictions as they read.

Have students make a small question mark in their book beside any word or words 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 which words, if any, they marked in their book. Use this opportunity to model how to read these words using decoding strategies and context clues.
Discuss how predicting can help the reader get meaning from the book and how it gives the reader a reason to keep reading to find out if their predictions are correct Have students share the outcomes of their predictions.
Think-aloud: I predicted that the animals would travel next using an airplane. This prediction is partially correct. The animals travel by airplane, but not next in the story.
Discuss additional strategies students used to gain meaning from the book.

Teach the Comprehension Skill: Reality and fantasy

Discussion: Ask students what they think was the funniest part of the book and why.
Introduce and model the skill: Review that some books are real and some books are fantasy, or make-believe. Explain that sometimes a book is a little of each. Provide examples of reality and fantasy (reality: bears are animals; fantasy: unicorns are animals).
Think-aloud: I look at the cover picture and I see a group of farm animals together. I know that there are animals like this on a farm, and maybe it is possible for all of them to be together like this. But then I see a picture of a pig riding a bike. I know that pigs can't ride bikes, so this part of the story is fantasy.
Check for understanding: Ask students to look at page 3. Ask: Is a cow real or fantasy? Is a car real or fantasy? Is a cow driving a car real or fantasy?
Independent practice: Introduce, explain, and have students complete the reality and fantasy worksheet. If time allows, discuss their answers.

Extend the discussion: Instruct students to use the last page of their book to draw two pictures; one that shows one of the animals in the book doing something real and one that shows the animal doing something make-believe.

Build Skills

Phonological Awareness: Identify rhyme

Say the following rhyme as students listen:

The goat gave a wink
to the cow at the sink
who told a big fib
while wearing a bib.

Repeat the first and second lines, omitting the word sink. Ask students to supply the rhyming word. Explain that words rhyme because the words end with the same sound.
Ask students to think of words that rhyme with sink (think, drink, mink, blink, rink). Have them repeat the similar ending sound in each word.

Phonics: Short /i/

Write the letter /i/ on the board and ask students what the letter name is. Tell students that this letter stands for the sound they hear at the beginning of the word in.
Write the word in on the board. Model sounding out the word as you run your finger under the letters. Have students blend it with you.
Have students look at page 3 to find the word in. Point out that the word is also has a short /i/ sound at the beginning.
Write the words pin, sit, and fit on the board. Explain that the /i/ sound also can be heard in the middle of some words. Have students read each word with you as you run your finger under the letters in each word. Point out that the word pin has the word in in it. Have students think of other words with in and write them on the board (for example, bin, tin, fin, din, kin, sin).
Point out that the words sit and fit have the word it in them. Have students brainstorm words with it while you record them on the board (for example, bit, hit, pit, mitt, wit, kit, lit). Read the words in both lists with students. Have volunteers circle the letter that stands for the short vowel /i/ sound in the words.

Grammar and Mechanics: Capitalization and punctuation

Write the following sentence on the board: The cow is in a car. Review that there are different kinds of sentences and that sentences like this one tell the reader something.
Remind students that a sentences always begin with a capital letter. Circle the T in The, and tell students that this is a capital letter.
Review 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 used as a "stop sign." Underline the period at the end of the sentence.

Have students find the capital letters in the book and circle them. Then have them find the periods and draw a line under them.

Word Work: Position words

Direct students to pages 4 and 5 in the book. Choral read the sentences. (The pig is on a bike. The goat is in a boat.) Ask students to tell where each animal is. Review that in and on tell where something is. Give each student an object. Tell students to put their object in something. Repeat for on.
Ask students to look around the room and find something that is in something. Ask students to say I see ____. It is in ______. Repeat for on.
Independent practice: Introduce, explain, and have students complete the position words worksheet. If time allows, 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 Connection
Ask students to think of other ways people travel. Write The ____ is in the _____. on the board or on a piece of paper for each student. Ask each student to suggest words to complete the sentence. Ask them to draw pictures to go with their sentences. Collect the pages and combine them into a class book.

Math Connection
Discuss the types of transportation shown on pages 3, 4, and 6. Ask students to count the wheels on the car and on the bicycle. Point out that only five wheels are showing on the train, but it has five more on the other side. Provide magazines for students to cut pictures from. Put three large pieces of poster paper on the wall. Label them "two wheels," "four wheels," and "more wheels." Tell students to cut out pictures and paste them under the correct heading. Model by pasting pictures of a bicycle, a car, and a train on the sheets of paper.

Assessment

Monitor students to determine if they can:

make logical predictions about the book based on text information
discriminate what is reality and fantasy in the book; sort pictures correctly into real and make-believe categories
listen for rhyme during discussion
associate the letter Ii with the short /i/ vowel sound; read simple CVC words with short /i/
recognize capital letters and periods in the book
correctly identify position words during discussion and on a worksheet

Comprehension Check

Retelling Rubric

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