Build Background
Involve students in a discussion about George Washington and presidents to elicit prior knowledge and build background.
Ask: What is a president? Can you name any presidents? What are some qualities a president should have? What do you know about George Washington? Have you heard any stories about him when he was a boy? 

Book Walk
Hand out books to students and go through as much of the book as you feel is necessary. Point out things you feel will challenge students as they read. Look at the pictures with students and discuss what they see. You may want to write down some of the words they suggest.
Ask and say: Do you think this is fiction or nonfiction? Why? Sometimes, people tell stories about famous persons, places, or times. Some of these stories are true, and some we cannot prove. Do you know of any other legends about real people or events? What do you think the childhood stories will be about? Record students’ ideas and suggestions on chart paper.
Page 3
Say: George Washington’s picture is on the dollar bill. Why do you think that is important?
Pages 4-6
Say: There is a very famous story about George Washington and a cherry tree. By looking at the illustrations, can you predict what the story is about?
Pages 7-9
Say: The next story is about a horse. After looking at the illustrations, what do you think George did in this story?
Pages 10-13
Say: The last story is also about a horse. After looking at the illustrations, what do you think George did in this story?
Page 14
Say: The last page tells about how George’s mother feels about him. After looking at the illustrations, what do you think these stories tell us about George Washington?  

Reading Strategies
Remind students to use any or all of the following strategies to help them in their reading:

• Ask the questions: Does it make sense? Does it sound right? Does it look right?
• Look for small chunks they know within larger words
• Use what they know about letters and sounds to read words
• Use the pictures to help them check whether a word is right
• Reread any sentence or page that was difficult, to make sure they understand the text

You may want to model a strategy you think will help students gain meaning, such as rereading, sounding out a word, or using the illustrations to check whether the text makes sense. As students read, monitor their reading and note whether they reread to check for meaning. If a student is having difficulty, intervene and have him or her reread the sentence to see if that helps work out the word. 

Using the Worksheet
Introduce and explain worksheet 1. Students should fill in each section of the chart as they read through the text.
Say: After you read each story, I want you to stop and write down what you think George did that shows he is honest. We will discuss these events when you have finished reading.