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Lesson Plan: About The Book
Lesson Plan: About The Book
Book Summary
What can your early readers do? The children in
I Can can hop, jump, ride, and play. Every child
can do something. The repeated text patterns,
high-frequency words, and familiar verbs in this
text give students another accomplishment to
add to their list: reading.
Objectives
• Make, revise, and confirm predictions to understand text
• Identify main idea and details
• Identify rhyme
• Identify word families -at, -an, -am
• Identify verbs
• Categorize words
Materials
Green text indicates resources available on the website
• Book—I Can (copy for each student)
• Chalkboard or dry erase board
• Word journal (optional)
• Main idea and details, word families worksheets
• Discussion cards
Indicates an opportunity for students to mark in the book. (All activities may
be demonstrated by projecting book on interactive whiteboard or completed with
paper and pencil if books are reused.)
Vocabulary
*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyA–Z.com.
• High-frequency words: can, I
• Content words:
Story critical: climb (v.), crawl (v.), hop (v.), jump (v.), play (v.), ride (v.), run (v.), swing (v.)
Before Reading
Build Background
• Ask students to name things that they can do. Prompt them to include a variety of things.
Ask which things are the most fun to do, which are the easiest to do, and which are the hardest.
• Expand the discussion by talking about “I can” as an attitude. Encourage students to share
personal stories about things they did not think they could do, but did. Talk about how their
attitudes affect what they can do.
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 (I). 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 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 confirming predictions.
Think-aloud: When I looked at the cover pictures and title, I thought this book would be about
different children and things they can do. Now that I’ve read the words and looked at the pictures
so far in the book, I think that my original prediction is correct. All of these things are ways to
move my body , so I think that the rest of the book will show other ways I can move my body.
• Have students make or revise a prediction and read the remainder of the story to find out if the
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.
© Learning A–Z, Inc. All rights reserved. 2 www.readinga-z.com
Level A
Lesson Plan (continued) I Can
After Reading
• 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.
Extend the discussion: Instruct students to use the last page of their book to draw a picture of
something they can do. Ask students to share their pictures with the group.
Build Skills
Phonological Awareness: Rhyme
• Say the following rhyme slowly while students listen:
The bat wore a hat
while taking a nap
after scaring the cat
who played with the rat
that put some jam
on a piece of ham.
• Say the words hat and cat. Ask students what they notice about the two words (they end with
the same sounds). Explain that words that end with the same sounds rhyme.
• Say the words jam and ham and ask students if the two words end with the same sounds. Explain
that jam and ham rhyme. Say the words hat and jam. Have students say the ending sounds in each
word aloud. Explain that these words don’t rhyme because their ending sounds are different.
• Repeat the rhyme until students are able to say it with you. Ask them to tell you the words that
rhyme in the poem.
• For additional practice, say the following pairs of words and have students tell you whether
the pair rhymes or not: dog/log; sun/sit; mail/pail; big/put; hand/band; stuff/tough; grin/grind;
cake/bake.
Build Fluency
Independent Reading
• Allow students to read their book independently. Additionally, allow partners to 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.
Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the book
are provided as an extension activity. The following is a list of some ways these cards can be used
with students:
• Use as discussion starters for literature circles.
• Have students choose one or more cards and write or dictate a response.
• Distribute before reading the book and have students use one of the questions as a purpose
for reading.
• Cut apart and use the cards as game cards with a board game.
Assessment
Monitor students to determine if they can:
• make, revise, and confirm predictions while reading
• correctly identify the details in the book that support the idea that kids can do many things
during discussion and on a worksheet
• accurately discriminate words that rhyme during discussion
• recognize and read words from word families -at, -an, and -am during discussion; sort words into
word families
• correctly name the verbs in the book
• put the content words from the book into categories; brainstorm words to add to each category
Comprehension Checks
• Book Quiz
• Retelling Rubric