Animals Can Move
Level B 

About the Book 

Text Type: Nonfiction/Factual Description
Page Count: 10
Word Count: 34 

Book Summary
What animal can hop? What animal can fly? This nonfiction book uses factual description to tell some of the ways that animals move. Patterned sentences and photographs guide the reader through each type of movement.

About the Lesson

Targeted Reading Strategy

  • Self-monitor


  • Use the reading strategy of self-monitoring to understand text
  • Categorize animals' movements
  • Identify the number of syllables in given words
  • Identify beginning consonants
  • Recognize and understand periods
  • Correctly alphabetize words


  • Book -- Animals Can Move (copy for each student)
  • Chalkboard or dry erase board
  • Categorization, consonants, alphabetizing worksheets

    Indicates an opportunity for student to mark in the book. (All activities may be completed with paper and pencil if books are reusable.)


  • High-frequency words: the, can, run, how, these
  • Content words: walk, slither, hop, swim, fly, crawl, move

Before Reading 

Build Background

  • Invite students to tell how different animals move. Have them tell words they might use to explain how animals move.

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 Animals Can Move. Have students predict how the animals on the covers can move. (The tiger can run. The dog can jump.)
  • Show students the title page. Talk about the information on the page (title of book, author's name).

Introduce the Strategy: Self-monitor

  • Explain to students that good readers need to check their reading carefully and notice when something isn't quite right so they can correct themselves. Remind them that they should always ask if their reading makes sense, sounds right, and looks right.
  • Model how to self-monitor.
  • Think-aloud: The first time I read page 3, I started to read, The cat can walk, but I quickly noticed that it didn't make sense because the picture doesn't show a cat. I looked at the picture and tried it again, thinking about what would make sense. I realized that the correct word was camel. By checking my reading carefully and noticing that a part didn't make sense, I was able to correct myself and read the page as the author wrote it.
  • As students read, they should 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, ask students to talk about what they see in the pictures and use the vocabulary they will encounter in the text. For example, while looking at the picture on page 5, you might say: The snake can slither.
  • Introduce and/or model using one-to-one correspondence, pointing under the first letter in each word. Remind students that they can help themselves when they come to a tricky word by looking at the first letter and checking the picture to see what might start like that sound or what might make sense. For example, on page 4, model pointing under the r in run. Say: I am going to help myself by using the picture and thinking about a word that tells how a horse can move and starts like /r/. The word must be run. Read the text on page 4, modeling one-to-one correspondence by pointing to the first letter of each word.
  • 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 how animals can move. Remind them to make sure each section makes sense, sounds right, and looks right.

During Reading 

Student Reading

  • Guide the reading: Give students their books and have them put a sticky note on page 7. Tell them to read to the end of this page. Tell students to reread the pages if they finish before everyone else. Ask students what they notice about the book so far (each page tells how a different animal moves).
  • Model how to self-monitor.
  • Think-aloud: When I started reading page 7, I began to read The bear can swim. As soon as I started to say bear, I realized I didn't see a b. I looked at the picture and noticed it showed my favorite kind of bear--a polar bear. I realized that polar bear would make sense and look right.
  • Tell students to read the remainder of the book, making sure that each section makes sense, sounds right, and looks right.

    Tell students to make a small question mark in their books 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 Strategies

  • Ask students what words they marked in their books. Model how they can read these words.
  • Ask students to share examples of how they monitored themselves while they were reading. Explain that self-monitoring helps readers make sense of the words and information in a book.
  • Think-aloud: I helped myself while I was reading by checking what I read and noticing when something wasn't quite right. I looked at the words and pictures and I thought about what would make sense, look right, and sound right. Checking my own reading helped me to read carefully and understand the information in the book.

Teach the Comprehension Skill: Categorize information

  • Discussion: Ask students to tell about some of the animals and how they can move. Invite them to discuss other animals that move in similar ways that weren't included in the book.
  • Introduce and model the skill: Tell students that one way to understand and remember new information is to organize the information in a chart. Draw a three-column chart on the board and ask students to generate the headings based on how/where the animals move (on land, in water, in air).
  • Check for understanding: Use one to two examples from the discussion or from the book (such as the dog or rabbit). Have students determine which category the animal's movement would best fit. Draw, or ask for a volunteer to draw, a simple picture of the animal moving in the appropriate column.
  • Independent practice: Introduce, explain, and have students complete the categorization worksheet.

Build Skills 

Phonemic Awareness: Syllable awareness

  • Tell students you are going to say a word from the book and clap the parts of the word. Say horse. Say horse again, clapping once for the syllable. Have students listen carefully to the following words, repeating each word with claps: camel, snake, rabbit, polar, bear, bird, bug, animals, kangaroo, chimp, gazelle, tiger, dog, giraffe. Have students use their fingers to indicate how many claps they hear in each word you read (one, two, or three fingers).

Phonics: Initial consonants

  • Write the words bug and bird on the board, and underline the initial consonant (b) in each word. Display or draw a simple picture to accompany each word. Explain that in the words bug and bird, the letter b is the first letter of each word and that the letter b is also a consonant. Have students say the word consonant. Explain that all letters that are not vowels are consonants.
  • Explain that you are going to write some new words on the board. Ask for a volunteer to come up and identify the first letter of each word. Choose decodable words that begin with a consonant, such as dog, pig, or cat. Have volunteers underline the initial consonant in each example.
  • Introduce and explain the consonants worksheet.

Grammar and Mechanics: Periods

  • Review or explain that writers use a period to mark the end of a sentence.
  • Have students read pages 3 and 4 together as a group. Identifying the period at the end of each sentence.

Vocabulary: Alphabetize

  • Review or explain that sometimes words need to be listed in alphabetical order. Write the first six letters of the alphabet on the board: a, b, c, d, e, f. Write the words cat and fox on the board, underlining the first letter in each word. Explain that to put these words in alphabetical order, you would list cat first because c comes before f in the alphabet. Write the words dog and cow on the board and ask students which word you would list first to put the words in alphabetical order (cow because c comes before d).
  • Introduce and explain the alphabetizing worksheet.

Build Fluency 

Independent Reading

  • Allow students to read their books independently or with a partner. Encourage repeated timed readings of a specific section of the book. Additionally, partners can take turns reading parts of the book to each other.

Home Connection

  • Give students their books to take home to read with parents, caregivers, siblings, or friends.

Extend the Reading 

Writing and Art Connection

  • Have students draw pictures of various animals and write a simple description about how the animal can move to go with each picture. Display pictures and descriptions on a bulletin board titled "Animals Can Move."

Science and Math Connection

  • As a group, create a graph of how animals move. List different categories on the board: on land, in water, in air. Have them choose an animal from the book--or another favorite animal--and draw a picture of the animal on a piece of paper. Have students place their animals on the graph by category (on land, in water, in air). Have students review what the pictorial graph shows: Which category has the most? Which category has the least? How many animals are represented in each category?


Monitor students to determine if they can:

  • accurately and consistently demonstrate how to self-monitor while reading
  • accurately categorize animal movements to complete a graphic organizer
  • understand and identify syllables in given words
  • accurately identify initial consonants to complete a worksheet
  • identify periods at the end of sentences
  • understand how to put simple words in alphabetical order to complete a worksheet 

Comprehension Checks

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