Build Background

• Write the words go and outdoors on the board. Point to the words as you read them aloud to students. Repeat the process and have students read the words aloud.
• Ask students to think about times when they have been outdoors. Invite them to picture in their mind some places they go outside. Have volunteers draw on the board some places they go. Ask questions to prompt students to use position words to describe the places they go outdoors, such as over, under, and across.

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 You Can Go. (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). Ask students what the dog might be doing on this page.
• Write the repetitive phrase You can go on the board. Have students say the phrase aloud. Explain that these words repeat through most of the book. Ask students to identify the word that comes after go on page 3 (over). Remind them to use letter and picture clues to identify words.

Introduce the Reading Strategy: Visualize

• Explain that good readers often visualize, or make pictures in their mind, as they read. Readers often use what they already know about a topic to make the pictures in their mind.
• Write the word under on the board and read it aloud to students. Point to the word on page 4 of the book. Model how to visualize using this word from the content vocabulary.
  Think-aloud: When I heard the word under, certain pictures came to mind. I thought about going under something that was not as tall as I am. I pictured how I would crouch down to the ground and then bend over as I moved under the object to get to the other side. When I go under something, the object that I go under is above me. I can use the pictures in my mind to help me think about and understand the words in the story.
• Model drawing a picture of moving under an object. Label the picture under and hang it in the room.
• Give students a separate piece of paper. Say the following sentence aloud to students: I go over. Have students draw the image they visualize from this sentence. Invite students to share and explain their pictures. Choose one of the drawings and label it over. Hang the picture next to the picture for under.
• Point out the similarities and differences between the students' pictures. Explain to students that as they read the story, the words provide clues to help them create a picture in their mind of what is happening in the story. Their picture helps them to better understand what they read, even thought their picture might be different from someone else's.
• 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

• Write the following content vocabulary words on the board: across, around, backward, forward, through. Say each word aloud with students.
• Have students visualize each word, one at a time. Discuss what students' visualized for each word. Draw a picture of each movement, based on the discussion. Label each word and hang the pictures next to the pictures for under and over.
• Invite volunteers to act out a content vocabulary word. Invite the rest of the class to identify each word the volunteers act out.
• For additional tips on teaching word-attack strategies, click here.

Introduce the Comprehension Skill: Main idea and details

• Explain that every book has a big idea, which is the most important thing the book is about. Read the title to students. Explain that the title often provides clues about the book's big idea. Invite students to share predictions about the main idea of the story.
• Explain that the main idea of this story is all the ways a puppy goes from one place to another. Write Ways to go on the board and read the phrase aloud with students.
• Model how to identify details.
  Think-aloud: I know that every book has details that help explain the big idea. I know that this book is about different ways a puppy goes from place to place. I see a puppy on the back cover. It appears to be moving low to the ground. A tree or a log seems to be above it. These clues make me think that the puppy is going under something else. Going under something, such as a tree or log, is a way to go from one place to another. Since this helps to explain the big idea, under might be a detail in the story.
• Have students preview the covers and title page. Invite them to share ways to go from one place to another. Discuss whether these ideas might be details in the story.

Set the Purpose

• Have students read to find out where the puppy goes. Remind them to stop and visualize, or picture in their mind, the details of the story as they read.

During Reading 

Student Reading

• Guide the reading: Give students their copy of the book. Have a student volunteer point to the first word on page 3. Read the word together (You). 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 first 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.
• Think-aloud: As I read each page, I created a picture in my mind about the way the puppy was going from place to place. For example, on page 4, I pictured the puppy lowering its body to the ground to crawl under the log.
• Invite students to share what they visualized, or pictured in their mind, while they read the book.
• Review the main idea of the book, Ways to go. Ask students to explain whether going under something is a detail that supports the big idea of the book and why (yes, going under something is a way to get from one place to another).
• Introduce and explain the main idea and details worksheet. Write the word under on the board. Have students write the word and draw a picture of the puppy going under the log in one of the boxes on their worksheet.
• Check for understanding: Have students read to page 7. Invite volunteers to explain what they pictured in their mind when they read about the ways the puppy got from place to place. (Accept all answers that show students understand how to visualize.)
• Ask students to think about other details they read that support the main idea Ways to go. Have them choose one of the details to draw on their worksheet. Have them label their drawing using the word from the book. Ask students to share the detail they drew and wrote about.
• Have students read the remainder of the book. Remind them to continue visualizing the details of the book as they read.

    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.
• Think-aloud: As I read, I continued to create pictures in my mind about ways to go from one place to another. When I read page 8, I pictured the puppy quickly pulling its body backward to get away from the ants. The puppy might have been afraid of the ants. I pictured how move farther away from something when you go backward. Picturing objects in my mind helped me understand and remember the details of the story.
• Have students share how visualizing helped them better understand and enjoy what they read. Invite students to explain how they visualized one of the ways the puppy got from one place to another in the story.

Reflect on the Comprehension Skill

• Discussion: Read the big idea on the board with students. Review the details students drew on their worksheet. Invite them to explain how each of the details on their worksheet matches the main idea of the story.
• Independent practice: Have students complete the main idea and details worksheet.
• Enduring understanding: In the story, the puppy moved from place to place in different ways because of what it saw or wanted to do. Now that you know this information, why do you think it is important to be able to move in different ways?

Build Skills 

Phonemic Awareness: Discriminate short /u/ vowel sound

• Say the word umbrella aloud to students, emphasizing the initial short /u/ vowel sound. Have students say the word aloud and then say the initial vowel sound alone.
• Say the word run aloud to students, emphasizing the medial short /u/ vowel sound. Have students say the word aloud and then say the medial sound alone. Explain that the short /u/ vowel sound can be heard at the beginning or in the middle of a word.
• Say the following words aloud, one at time: under, over, up, forward, backward. Have students give the thumbs-up signal when they hear a word that begins with the short /u/ vowel sound.
• Check for understanding: Say the following words one at a time: ugly, you, us, go. Have students give the thumbs-up signal if the word begins with the short /u/ vowel sound, as in the word under.

Phonics: Initial short vowel Uu

• Write the word under on the board and say the words aloud with students.
• Have students say the short /u/ vowel sound aloud. Then run your finger under the letters in the word as students say the whole word aloud. Ask students what letter stands for the short /u/ vowel sound in the word.
• Underline the letter Uu in the word under. Ask students where the letter Uu is located in the word (at the beginning).
• Have students practice writing the letter Uu on a separate piece of paper as they say the sound the letter makes.
• Check for understanding: Write the following words on the board that contain the letter Uu at the beginning, leaving out the letter Uu: up, ugly, us, umbrella. Say each word, one at a time, and have volunteers come to the board and add the initial letter Uu in each word. Have the remaining students practice writing the letter Uu on a separate piece of paper as they say the short vowel sound the letter makes.

Grammar and Mechanics: Periods

• Write the following sentence on the board: You can go under. Read the sentence aloud with students. Explain that every sentence has a signal at the end so readers will know when to stop reading. Ask a volunteer to come up and point to the signal at the end of the sentence.
• Explain that the signal is called a period. Have students say the word aloud. Point out that the period is like a stop sign because it tells readers to stop reading.
• Have a volunteer describe one place the puppy went in the story. Write the sentence on the board, leaving off the period. Read the sentence aloud to students without stopping. Then have volunteers come to the board and add the period to the sentence. Reread the sentence, stopping with the period.

    Check for understanding: Have students reread the book and highlight all of the periods.

• Independent practice: Introduce, explain, and have students complete the periods worksheet.

Word Work: Position words

• Have students turn to page 3. Read the first sentence aloud. Ask students which word tells exactly where the puppy went (over). Write the word over on the board and have students say the word aloud.
• Ask students to identify the word that means the opposite of over (under). Have a volunteer explain the difference between over and under.
• Explain that some words help readers understand exactly where things are. These words, such as over and under, are called position words.
• Have students read pages 5 and 6, and have them locate the position words that tell how the puppy got from one place to another (around and through). Write the words around and through on the board and have students say the words aloud. Then have them explain the difference between around and through.
• Check for understanding: Have students use a pencil and piece of scrap paper to demonstrate the meaning of each position word. Instruct them to move the pencil over, under, around, and through the paper. Observe how students move their pencil.
• 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. Encourage repeated timed readings of a specific section in the book. Additionally, partners can take turns reading parts of the book to each other.

Home Connection

• Give students their book to take home to read with parents, caregivers, siblings, or friends. Encourage students tell someone at home the main idea and details of the story.

Extend the Reading 

Writing and Art Connection
Divide students into groups and give each group a different position word. Have students draw a picture of a place they can go using the position word. Under each picture, help them write: You can go ________. Invite groups to share their picture and read their sentence. Reinforce student understanding of the high-frequency words you, can, and go.

Math Connection
Discuss the different animals in the pictures of the book (puppy, frog, bird, cat, squirrel, ant, boy). List each animal, except the boy, on an index card and place it along the chalkboard ledge. Give each student a sticky note. Have them place the sticky note above the name of their favorite animal to create a bar graph. Discuss which animal had the most and least votes.

Assessment 

Monitor students to determine if they can:

• accurately and consistently share examples of visualizing while reading
• accurately and consistently identify details that support a main idea during discussion and on a worksheet
• accurately discriminate between words that do and do not begin with the short /u/ vowel sound
• accurately identify and write the letter symbol that stands for the short /u/ vowel sound during discussion
• identify periods as a signal to stop reading during discussion and on a worksheet
• understand and use position words to show the location of an object during discussion and on a worksheet

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