Get In
Level C

About the Book

Text Type: Fiction/Realistic
Page Count: 10
Word Count: 64

Book Summary
Everyone is eager to get into the pool, but will everyone fit? Written in a question and answer format, Get In reveals who can and cannot fit in the wading pool.

About the Lesson

Targeted Reading Strategy

  • Make, revise, and confirm predictions

Objectives

  • Make logical predictions based on text information
  • Sequence story events
  • Orally blend onset and rime
  • Associate the letter Gg with the sound /g/
  • Identify different types of sentences
  • Recognize high-frequency words he and she

Materials

  • Book -- Get In (copy for each student)
  • Chalkboard or dry erase board
  • Sequence events, initial consonant Gg, high-frequency 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: she, it, he, in, can, get
  • Content words: boy, girl, man, woman, duck, dog, pig, elephant, cannot

Before Reading

Build Background

  • Ask students what they like to do in the summer when it gets really hot. Ask whether they have a wading pool in their backyard. Have students share their experiences with the wading pool. Have them share how many people can fit in a wading pool.

Book Walk

Introduce the Book
  • Show students the front cover illustration only and read the title with them. Ask what they might read about in a book called Get In. (Accept any answers students can justify.) Ask what they see in the picture and remind them of their discussion about the wading pool. Ask whether this wading pool looks like one they have seen before.
  • 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 right, or confirmed.
  • Model making predictions based on the covers and title page of the book.
  • Think-aloud: I know that good readers always look at the cover of a book to get an idea of what the book is about. Looking at the front cover, I see a picture of a small pool. The title of the story is Get In. I wonder if something or someone will get in the pool. I predict that I am going to read about people getting in the pool. I get more information when I look at the title page, I see a boy coming into the yard. This makes me think that my prediction about the book is correct. Making predictions about the book gets me thinking about it and gives me a purpose for reading it because I want to find out who else gets in the pool.
  • Invite students to make a prediction based on the covers and title page of the book.
  • 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
  • As you preview the book with students, model the language patterns in the book. For example, on page 3 ask: Can the boy get in? Yes, he can, can't he?
  • As vocabulary words are mentioned, point to the corresponding word to help students make the picture/word connection. For example, ask students which word on page 3 says boy and how they know this (initial sound, picture clue).
  • Encourage students to add new vocabulary words to their word journals.
  • For additional tips on teaching high-frequency words or word-attack strategies, click here.

Set the Purpose

  • Have students read the book to find out who gets in the pool and what happens.

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 (Can). 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 making and confirming a prediction.
    Think-aloud: I predicted that people would get into the pool. This prediction is correct. I wonder who will get into the pool next. Since a man got in last, I think a woman will get in next. I'll have to read to find out.
  • Have students share the prediction 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 to find out if their prediction is correct.

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 to read these words using decoding strategies and context clues.
  • Ask students how the story ended and whether their predictions were correct. Reinforce how making predictions about what they are reading helps them get meaning from the book and how it gives them a reason to read and find out whether their predictions are correct.
  • Think-aloud: I predicted that a woman would get into the pool next, and she did. Many people and animals fit in the pool.
  • Discuss additional strategies students used to gain meaning from the book.

Teach the Comprehension Skill: Sequence events

  • Discussion: Ask students whether they enjoyed the story. Ask whether they think this story could really happen.
  • Introduce and model the skill: Tell students that a story is a series of events that happen in a particular order. First one thing happens, then something else, and so on. Explain that the order in which events happen is called the sequence. Point out the sequence in this story.
  • Think-aloud: In this story, different people and animals got in the pool in a certain order. The sequence is important here. It wouldn't be as funny if the elephant wanted to get in the pool first. First, the boy got in. Next, the girl got in.
  • Check for understanding: Ask students to tell you who got into the pool next. Have them confirm by checking the book. Ask who got in last.
  • Independent practice: Introduce, explain, and have students complete the sequence events worksheet. If time allows, discuss their answers.

Extend the discussion: Instruct students to use the last page of their book to draw a picture of an animal that was not in the book getting in the pool. Ask students to share their picture with the group.

Build Skills

Phonological Awareness: Blend onset and rime

  • Ask students to listen as you say two parts of a word and then blend them together: d-uck; duck. Say the onset and rime again, and have students blend the parts together to say the word.
  • Tell students that you are going to say some words but you are going to say them by splitting them up into their beginning part and ending part (onset and rime). Tell students you want them to listen carefully and then blend the two parts to say the whole word. Say the following words one at a time: g-et, m-an, d-og, p-ig, c-an, g-irl, y-es, b-oy.

Phonics: Initial consonant Gg

  • Write the word get on the board and have students read it with you. Ask what sound is at the beginning of the word and what letter stands for that sound.
  • Have students find the word get on page 4 in the book and put their finger on the letter that stands for the /g/ sound.
  • Ask students to find another word on page 4 that begins with the /g/ sound (girl).
  • Write the following words on the board: gum, gap, gill. Say the words aloud with students. Have volunteers come to the board and point to the letter in each word that stands for the /g/ sound.
  • Independent practice: Introduce, explain, and have students complete the initial consonant Gg worksheet. If time allows, discuss their answers.

Grammar and Mechanics: Sentence types

  • Have students turn to page 3. Tell them that there are two kinds of sentences on the page. Explain that one sentence asks a question. Have them put their finger on the question mark. Read the sentence together.
  • Tell students that the other sentence tells them something. Have them put their finger on the period. Read the sentence together.
  • Ask students to explain the difference between how they read the sentences.
  • Ask students to orally suggest question and statement sentences. Write these sentences on the board, leaving off the end punctuation. Read each sentence aloud. Have volunteers come to the board and add the punctuation to the sentences.

Have students circle each question mark in the book and underline each period.

Word Work: High-frequency words he and she

  • Tell students that there are some words that are used often in books. Knowing the words makes reading easier.
  • Point to the boy on page 3 of the book. Say: He got in the pool. Write the word he on the board.
  • Point to the girl on page 4 of the book. Say: She got in the pool. Write the word she on the board.
  • Ask students to whom the word he refers (the boy). Ask them to whom the word she refers (the girl).
  • Have students describe a classmate using the words he and she.
  • Independent practice: Introduce, explain, and have students complete the high-frequency 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
Write the following pattern on the board: Can the ______ get in? Write the words no and yes on the board as well. Ask students to draw a picture of something that wants to get in the pool. Have them use the pattern and invented spelling to write a sentence about their picture. Have them use yes or no to write an answer to the question. Have students read their questions to the group and let the group answer.

    Health and Safety Connection
    Talk about safety while swimming. Help students prepare a list of things to do and not to do while swimming.

      Assessment

      Monitor students to determine if they can:

      • make logical predictions based on available information
      • put the events from the story in the correct order on a worksheet
      • orally blend onset and rime to say words during discussion
      • read simple words with the initial /g/ sound during discussion; associate the letter Gg with the /g/ sound on a worksheet
      • correctly identify different types of sentences in the book; correctly identify the punctuation
      • correctly recognize, read, and use high-frequency words he and she during discussion

      Comprehension Checks



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