Build Background

• Ask students to describe a time when they lost something. Have students share the places where they looked for lost items. Make a list on the board under the heading Where We Looked. Read and discuss their responses.

Book Walk

Introduce the Book

• Show students the front and back covers of the book and read the title with them. Ask what they think they might read about in a book called I Looked Everywhere. (Accept any answer 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 to explain what might be happening in the picture on this page.
• Turn to page 4. Point out the repetitive sentences I looked everywhere and My shoe is not there. Have students say them aloud. Explain to students that these words repeat throughout the book. Ask students to point to the last word in the sentence on page 3 (shoe). Remind them to use letter and picture clues to identify words.

Introduce the Reading Strategy: Retell

• Explain to students that one way to understand what they are reading is to stop now and then during reading to retell in their mind what is happening in the story.
• Model how to retell.
  Think-aloud: As I read, I am going to stop now and then to remind myself what has happened so far in the story. This will help me to remember what I'm reading and make me think about what might happen next. When I finish the story, I should be able to tell someone what happened first, next, and last in the story.
• Invite a volunteer to retell their story of looking for something they lost. Guide them by prompting: Where did you look first? Where did you look next? Where did you find the object?
• Ask students to discuss how retelling the events in their story helped them remember what happened. Point out the numbers at the bottom of the pages in the book. Have students place sticky notes on pages 5, 7, and 9. Explain that as they read, they should stop on these pages to think about what has happened in the story. Encourage them to retell in their mind what happens in the story as they read.
• 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 Comprehension Skill: Story elements - Problem and solution

• Review the objects listed on the board that students have lost. Explain that losing the objects is a problem. Write the word problem on the board and have students say it aloud. Ask them to explain why losing something is a problem for them (they need it but can't find it, it might have belonged to someone else who wants it back, and so on).
• Review the list of places students looked for the objects they lost. Explain that looking for objects in different places often leads finding the object. Finding the object would be the solution, or an answer to the problem. Write the word solution on the board and have students say it aloud.
• Explain that in a story they read, the problem is something the main character needs to fix. The solution is how the problem was fixed.
• Model how to identify problem and solution using a familiar story.
  Think-aloud: I know the story of the Little Red Hen. It is about a little red hen who wants to make some bread, but no one will help her. This is a problem for her because she thought her friends would help her. She needs to decide what to do. Ask students what they think the Little Red Hen will do to solve her problem. Since none of her friends will help her, the Little Red Hen solves her problem by making the bread all by herself.
• Ask students to evaluate whether or not the Little Red Hen made a good decision to find a solution to her problem.
• Have students think of a favorite story to share. Discuss the problems and solutions in familiar stories they know.

Introduce the Vocabulary

• While previewing the book, reinforce the vocabulary words students will encounter in the text. For example, while looking at the picture on page 5, you might say: Mom is asking, "Did you look under the bed?"
• Remind students that they can help themselves when they come to a tricky word by looking at the first letter in the word and checking the picture on the page to see what word might start with the same sound or what word might make sense. For example, on page 9, model pointing under the cl in closet. Say: I am going to help myself by looking at the picture and thinking about where they might be looking that starts like /cl/ (make the /cl/ sound). Invite students to share words that would make sense in the sentence. Then say: Does closet make sense? Yes. The word is closet.
• For additional tips on teaching word-attack strategies, click here.

Set the Purpose

• Have students read to find out what is missing and where the people in the story look to find it. Remind them to stop reading at the end of each page with a sticky note to quickly retell in their mind what has happened so far in the story. Have them think about the problem and the solution as they read.

During Reading 

Student Reading

• Guide the reading: Show students the book. Point out the words on the pages. Review or explain that the words on the pages are read from left to right. Ask a student to point to where students should start reading and tell in which direction they should read.
• Give students their copy of the book. Have them read to the end of page 5 and then stop to think about the events that have happened so far in the story. Encourage students who finish before others to reread the text. When students are ready, invite them to retell what has happened so far. Ask them to identify the problem in the story (the girl lost her shoe).
• Think-aloud: I stopped after a few pages to retell in my mind what I had read so far. For example, after pages 5 and 6, I thought to myself: I think the woman in the story is older and looks like she is taking care of the little girl. The woman might be her mother. That means that the girl is her daughter. The girl has lost her shoe and can't find it anywhere. So she tries to solve her problem by looking under the bed.
• Have students predict whether or not the girl will solve her problem by looking under the bed. Ask students where else she might look to solve the problem of the missing shoe.

    Check for understanding: Have students read to the end of page 7. Ask volunteers to retell the events after the mom and her daughter looked under the bed. Cut out the pictures from an extra copy of the book. Sequence the pictures from pages 3 through 7 in a pocket chart or along the chalkboard ledge. Ask volunteers to use the pictures to retell the events in the story so far. Ask students to explain whether or not the girl will solve her problem by looking in the toy box.

• Have students read the remainder of the book. Remind them to continue stopping on pages with sticky notes to retell in their mind what they have 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 they marked in their book. Model how they can read these words.
• Ask students to retell the events that happened after the mother and her daughter looked in the toy box (they looked in the closet and the shoe was there) Sequence all the pictures from the story in a pocket chart or along the chalkboard ledge. Have volunteers use the pictures to retell the events of the entire story.
• Ask students to explain how retelling the events of the story in their mind as they read helped them understand the story.
• Think-aloud: As I retold the story in my mind, it helped me to think about what happened in the story and how I could use my own words to retell the events. Thinking about events that happen is something that can help me to identify problems in my own life and ways to solve them.

Reflect on the Comprehension Skill

• Discussion: Have volunteers sort the pictures from pages 5, 7, and 9 into two groups: Solution and Not Solution. As students sort the pictures, have them explain why each picture belongs in the group.
• Independent practice: Introduce, explain, and have students complete the problem and solution worksheet.
• Extend the discussion: Have students use a separate piece of paper to draw a sequence of pictures that retell a story about a problem they have had. The first picture should show the problem, the second picture should show who had the problem, and the last picture should show how the problem was solved. Have them use the pictures to retell the story to a partner.

Build Skills 

Phonemic Awareness: Discriminate initial /y/

• Say the word you aloud to students, emphasizing the initial /y/ sound. Have students say the word aloud and then say the initial /y/ sound.
• Say the following words one at a time and have students give the thumbs-up signal if the word begins with the /y/ sound, as in the word you: yellow, green, yummy, sun, year, yogurt, cookie, yes.
• Check for understanding: Say the following words from the book aloud, one at a time: you, shoe, did, your, box. Have students give the thumbs up sign when they hear a word that begins like with the /y/ sound, as in the word you.

Phonics: Identify initial consonant Yy

• Write the words you and your on the board and say the words aloud with students.
• Have students say the /y/ sound aloud. Then run your finger under the letters in each word as students say each whole word aloud. Ask students what letter stands for the /y/ sound in the words you and your.
• Explain that you are going to say some words that begin with the initial /y/ sound. Say: yak, yarn, yawn, yoga, and yap. Have volunteers practice writing the letter on the board that stands for the first sound in each word. Have the remaining students trace the letter on the table top with their pointer finger.
• Check for understanding: Explain that you are going to write some new words on the board. Write the following words, leaving off the y consonant: yo-yo, yes, yuck, yum, year, and yogurt. Have volunteers come to the board and add the initial consonant in each word. Point out that yo-yo contains two y consonants. Have the remaining students trace the letter on their desk with their finger as they say the sound the letter makes.
• Independent practice: Introduce, explain, and have students complete the initial consonant Yy worksheet.

Grammar and Mechanics: Punctuation - Question mark and period

• Have students follow along as you read the question on page 3 and the first sentence on page 4 aloud. Ask students to explain the difference between the sentences (one sentence is asking a question and the other sentence is answering the question).
• Have students explain why the first sentence is a question sentence (it is asking something). Point out the question mark at the end of the sentence and the tone of voice used to read the question.
• Ask students what happens when someone asks a question (someone answers). Have students follow along as you read the statements on page 4 aloud. Explain that these are answers to the question, or statements, which tell something. Point out the periods at the end of the sentences.
• Have students turn to page 5 in their book. Invite them to locate the question and the statement, and read them aloud together. Remind them of how their voice changes when they ask a question. Ask them to point to the ending marks and name them.

    Check for understanding: Have students locate and read the rest of the questions and statements in the book. Invite them to draw a circle around each question mark and draw a line under each period.

• Independent practice: Introduce, explain, and have students complete the question mark and period worksheet.

Vocabulary: Position words

• Explain that some words help readers understand exactly where things are located. Have students turn to page 5. Read the question aloud. Ask students what word told them exactly where they were looking (under). Write the word on the board and have students say the word aloud.
• Have students read pages 7 and 9 and locate the position words (in). Write the word on the board and have students say the word aloud. Ask students to explain the difference between in and under.
• Show students a pencil. Place the pencil in a container. Ask students to use the word in or under to describe where the pencil is located (in the container).
• Ask students to describe other locations where the pencil can be found (on the table, beside a book, between two erasers, and so on). Create a list of position words on the board. Read each word aloud within a repetitive phrase (on the book, beside the book, between the book, and so on). Have volunteers use the pencil to illustrate each phrase as you say it.
• Check for understanding: Have volunteers place the pencil in various locations and explain where it is located using position words. (For example: on top of the table, under the table, beside the book, between the book and the paper, and so on.)

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. Have students ask someone at home to retell a story about looking for something lost, using position words to describe where they looked.

Extend the Reading 

Writing and Art Connection
Have students draw a picture of something they have looked for in the past. Label the picture I looked for my ________. Compile the pictures into a classroom book for students to read.

Math Connection
Have students locate and count the pairs of shoes in the girl's closet. Have them draw the pairs of shoes on a piece of paper. Use the drawings to build student understanding of counting by two's.

Assessment 

Monitor students to determine if they can:

• accurately and consistently demonstrate retelling the story during discussion
• accurately identify the problem and solution of the story during discussion and on a worksheet
• accurately discriminate the initial /y/ sound during discussion
• identify and write initial consonant y during discussion and on a worksheet
• identify question marks and periods, and locate them in text and on a worksheet
• correctly use position words to describe the location of an object during discussion

Comprehension Checks

• Book Quiz
• Retelling Rubric

Go to "I Looked Everywhere" main page