The Road

Lift Off to Literacy: Using a Shared Reading Approach

Lesson Plan THIS FILE IS NOT ARTWORK - Please use this file for position only

Early Emergent reading stage Levels A & B Set: In the World

Shared Book

Student Version

Vocabulary Starter

Find out how to build a road in this informational text. Students can find out about the many machines that are used in road construction, and follow the action as the young boy in the story plays with toy versions of these machines to construct his own road.

Vocabulary Oral vocabulary bulldozer car dump truck grader gravel pavement truck

High-frequency words and are is on that the this to

Key concepts • T he construction of something follows a process.

• L arge machines are used to build roads.

• P eople work together to build things.

Texas Essential Knowledge and Skills Reading K(2) (D) (i) Demonstrate print awareness by identifying the front cover, back cover, and title page of a book.

K(3) (B) Use illustrations and texts the student is able to read or hear to learn or clarify word meanings.

K(5) (E) Make connections to personal experiences, ideas in other texts, and society with adult assistance.

Phonics and Phonemic Awareness K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

K(2) (B) (iv) Demonstrate and apply phonetic knowledge by identifying and reading at least 25 high-frequency words from a research-based list.

Writing K(6) (B) Provide an oral, pictorial, or written response to a text.

Speaking and Listening K(1) (B) Restate and follow oral directions that involve a short, related sequence of actions.

The Road

Introducing the book

Second reading of the book

Say: Do you sometimes go on a road in a car or a bus? How do you think the road is made? Talk with the students about their ideas on how roads are built. Ask: What sorts of machines are needed to make a road? Draw out that big trucks and machines, like bulldozers and graders, build roads.

Read the book a second time to the students. This time, discuss the process of the building of the road in more detail. Draw attention to the photographs as you read. For example, on page 5, point to the bulldozer and say: This is what a bulldozer looks like. What is it doing?

Show the front cover of the shared book The Road. Say: This book will give us information about how roads are made. It is a factual book. It is not a made-up story – it is about something that really happens. This book has words and photographs. Both the words and the photographs will help us to learn about how roads are made.

Highlight the sequence of events when discussing what the students are seeing and hearing. For example, after reading pages 6 and 7, say: So far, we know that the bulldozer has dug the ground, now this truck has brought the stones. What might happen next? Use the photographs of the real road construction to create a link between this and what the boy is doing. For example, you could say: Look, the boy has a toy bulldozer and this is a photo of a real life-sized bulldozer. Both the bulldozers are doing the same thing – they are both digging up the ground.

First reading of the book Read the book to the students with very few stops along the way. Use a pointer or your finger to run along the text as you read. This will reinforce the top-to-bottom and left-to-right directionality of the text. As you turn to each new page, pause before you read to give students time to look at the photographs before they hear the text. Read the text fluently using the rhythm of the traditional rhyme, This is the house that Jack built.

If appropriate, complete the retelling activity on the inside back cover of the shared book.

Talking about the book Invite students to respond to the book and to talk about their thinking.

Ask: What does a bulldozer do?

What is the last thing that is done to the road before cars can drive on it?

What did you learn about building roads?

Did you find this book interesting?

What did you like about it?

Do you like playing with trucks the way this boy does?

ELL support Encourage the students to name and talk about types of vehicles they know. Support students by ensuring they know the names of the different types of moving vehicles in the book. For example, say: This is a bulldozer. A bulldozer is a big machine that pushes away dirt and rocks. Use the Flying Start to Literacy Vocabulary Starter Movers to talk about other types of vehicles. Show and talk about the labeled photographs.

Returning to the book

Extending oral language

Return to the book on multiple occasions, inviting the students to join in. Encourage them to take increasing responsibility for reading the text to themselves. Select the focus for subsequent lessons based on your students’ strengths and needs.

Revise and extend the students’ word bank related to the topic. Do this by revisiting each of the double-page spreads.

On each page, ask: What is the name of this machine? (For example, bulldozer/dump truck/grader.) Write the name on a chart, then ask: What is the bulldozer’s job? Write the job of each machine next to its name on the chart.

Phonemic awareness Talk about the size of words. Say: Some words are long and have lots of letters in them. Some words are smaller and don’t have many letters in them. I am going to say two words and I want you to tell me which word is the biggest.

Ask students to close their eyes and listen as you say the words bus and grader. Have the students talk about which word they think is the longest and why. Repeat with the words car and bulldozer. Say: Even without looking at the words, you can hear that some words are long words and some words are smaller.

Phonics Turn to the front cover of the book. Point to the title and read it. Point to the word Road. Say: This word says road.

It starts with the letter “r.” What sound do you hear at the beginning of this word? Ask individual students to say the /r/ sound.

Say: The letter “r” makes the /r/ sound. I can think of other words that start with this sound like the names … (if applicable say names of students in the group).

Say: I have also found some other things that begin with the letter “r” and have the /r/ sound at the start. Show students a range of objects (e.g. ruler, red crayon, toy rabbit, rug) and say their names.

Fluency Model reading the text fluently. Turn to a page and say: I am going to read this page. I want you to listen to my voice and see if it sounds smooth or jerky. I want you to listen to see if you can hear each word clearly.

Invite students who are confident readers to also read the page aloud using a fluent, smooth voice.

Print concepts Model the concept of one-to-one correspondence between the written and spoken word. Do this by writing each of the following words onto cards: This, is, the, road.

Say: I have four words here. I am going to put the four word cards in a line to make a sentence. Put out the cards to make the sentence: This is the road. Point to each card as you read the sentence. Have several students come to the cards and take turns to point to each card as they read.

Writing – Modeled Draw a picture of one of the vehicles from The Road. Say: I have drawn a picture of a bulldozer. Now I will write a sentence about it.

Model writing the sentence: This is the bulldozer. Talk aloud as you write. For example, say: Now, I need to write the word bulldozer. It is a long word and I can hear the /b/ sound at the beginning so I will start by writing the letter “b.”

Have students choose a machine from the book to draw.

They could then use your modeled writing to support them as they write a sentence about their drawing.

THIS FILE IS NOT ARTWORK - Please use this file for position only

Independent practice Select students to listen and read along to The Road. Provide students with a small book and a reading pen. Encourage students to read the book from start to finish and then revisit their favorite pages.

Activity card Build a road You will need: a long strip of paper, scissors, glue Cut out the pictures. Sort the pictures into the right order.

Paste the pictures onto a long strip of paper in the correct order.

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