Allie and OllieLesson Plan

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About the BookText Type: Fiction/Realistic Page Count: 10 Word Count: 50

Book SummaryAllie and Ollie are dogs, but they think they are people. How can dogs and people be alike? Read this story about two cute dogs and find out. This book provides the opportunity for students to compare and contrast as well as visualize as they read. High-frequency words and repetitive phrases make this book perfect for beginning readers. Illustrations support the text.

About the LessonTargeted Reading Strategy• Visualize

Objectives• Usethereadingstrategyofvisualizingtounderstandandrememberstoryevents• Compareandcontrast• Segmentsyllables• InitialconsonantDd• Identifyandusecompoundsubjects• Understandhowtoalphabetizewords

MaterialsGreen text indicates resources available on the website

• Book—Allie and Ollie (copy for each student)• Chalkboardordryeraseboard• Compareandcontrast,initialconsonantDd,compoundsubjectworksheets• Discussion cards

Indicates an opportunity for students to mark in the book. (All activities may be demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)

Vocabulary• High-frequency words: and, are, just, like, they • Contentwords: Allie, chase, dogs, Ollie, people, sisters

Before ReadingBuild Background• Writethewordpeople on the board and point to the word as you read it aloud to students.

Repeat the process and have students say the word aloud.• Askstudentstonamesomethingsthatpeopledoeachday.Makealistontheboard.

Book WalkIntroduce the Book• Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhat

they think they might read about in a book called Allie and Ollie. (Accept all answers that studentscanjustify.)

Allie and OllieLesson Plan (continued)

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• Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sname,illustrator’sname).

• Writethefollowingsentenceontheboard:Allie and Ollie ____ like people. Read the sentence aloud, pointing to the words as you read them. Next, have students read the sentence aloud. explain that these words repeat throughout the book.

Introduce the Reading Strategy: Visualize • Explainthatgoodreadersoftenvisualize,ormakepicturesintheirmind,astheyread.Readers

often use what they already know about a topic to make the pictures in their mind. • Modelhowtovisualize.

Think-aloud: As I read, I look at the pictures and think about what I have read. Then I make a picture in my mind about what I have just read. For example, when I read the words Allie and Ollie, I picture two small white dogs that look almost exactly alike. I picture them running and playing together. I will continue to visualize as I read the rest of the story.

• Readpage3aloudtostudents.Havethemclosetheireyesandlistenasyouread.Askthemtomakeapictureintheirmind,orvisualize,asyouread.Afteryouhavereadpage3,askstudentstosharewhattheyvisualized.Makealistontheboardorchartpaper.Thenshowstudentsthepicture in the book. explain that the picture in their mind might be different from the picture inthestory,andthepictureinthestorydoesn’talwaysshoweverythingtoldinthewords they read.

• Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.

Introduce the Comprehension Skill: Compare and contrast• Explaintostudentsthatonewaytounderstandandorganizenewinformationinabookisto

explainhowobjectsarealikeanddifferent.Writethewordscompare and contrast on the board. Point out that explaining how things are alike is called comparing, and explaining how things are different is called contrasting.Writethewordalike under compare and the word different under contrast on the board.

• DrawaVenndiagramontheboard.LabeltheleftsideDogs and the right side Cats. • Modelhowtocompareandcontrastusingtheseanimals.

Think-aloud: I can compare and contrast dogs and cats by thinking about how they are alike and different. I know that dogs bark and cats meow. I will write bark on the Venn diagram under the Dogs heading and meow under the Cats heading to show one way these two objects are different. I know that dogs and cats are both animals. I will write animals on the diagram where the circles overlap to show one way that dogs and cats are alike.

• Invitestudentstosuggestotherwaysthatdogsandcatsarethesameanddifferent.Writestudent responses on the venn diagram under the appropriate headings.

Introduce the Vocabulary• Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounterinthestory.

Forexample,whilelookingatthepictureonpage5,youmightsay: It looks as though Allie and Ollie think they are people.

• Remindstudentstolookatthepicturesandtheletterswithwhichawordbeginsorendstofigure out a difficult word. For example, point to the word sleeponpage9andsay:I am going to check the picture and think about what would make sense to figure out this word. The picture shows that Allie and Ollie rest like people in small beds. When I look at the first part of the word, it starts with /sl/. However, the word rest starts with the /r/ sound, so this can’t be the word. I know that another word for rest is sleep. The word sleep starts with the /sl/ sound. I also hear the /p/ sound at the end of sleep. The sentence makes sense with this word. The word must be sleep.

Allie and OllieLesson Plan (continued)

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Set the Purpose• HavestudentsreadtofindouthowAllieandOlliearelikepeopleandhowtheyaredifferent

from people. Remind students to visualize as they read.

During ReadingStudent Reading• Guide the reading: Give students their copy of the book. Have a volunteer point to the first word

onpage3 (Allie). Point out to students where to begin reading on each page. Remind them to read the words from left to right.

• Askstudentstoplacetheirfingeronthepagenumberinthebottomcornerofthepage.Havethem 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.

• Modelvisualizing. Think-aloud: On page 5, after reading about Allie and Ollie and looking at the picture, I imagine the dogs sitting close to their owner, dressed in tiny sweaters. They almost appear to be smiling with their mouths open.

• Invitestudentstosharehowtheyusedthetextandpicturestovisualize.• Check for understanding: Have students read to the end of page 8. encourage them to share what

they visualized as they read. (Accept all answers that show students understand how to visualize.) • Introduceandexplainthecompare-and-contrast worksheet. Have student pairs discuss how dogs

and people are alike and different using the information from the book and the list made in the BuildBackgroundsectionofthelesson. Think-aloud: I read that Allie and Ollie eat like people. I know that both dogs and people can eat. I will write the word eat in the center section of the Venn diagram to show one way that dogs and people are alike. I also know one way that people and dogs are different. Dogs bark and people talk. I will write these words on the diagram as well.

• Havestudentsreadtheremainderofthebook.Remindthemtovisualizeandthinkabouthowdogs and people might be alike and different as they 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• Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhow

they can read these words using decoding strategies and context clues.

Reflect on the Reading Strategy• Think-aloud: When I read page 10, I thought about how Allie and Ollie did many things like

people. I pictured them sleeping in small beds and eating from plates. Then I pictured them running through the yard chasing a cat up the tree, just like dogs.

• Havestudentsselectafavoritepagefromthestoryanddrawapictureofwhattheyvisualizedafter reading it. Invite them to share and explain their picture with the rest of the class.

• Askstudentstoexplainhowvisualizinghelpedthemtounderstandandrememberthestory.

Reflect on the Comprehension Skill• Discussion: Review the meanings of compare and contrast, as well as the venn diagrams created

earlier in the lesson. • Independent practice: Have students complete the compare-and-contrast worksheet. If time allows,

discuss their answers.

Allie and OllieLesson Plan (continued)

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• Enduring understanding:Inthestory,AllieandOlliedidmanythingsjustlikepeople.Thedogsdidmanythingsjustliketheirowners.Intheend,theywerejustlikedogsbecausetheychasedacatup a tree. Now that you know this information, why is it important to think about the needs a pet might have before you get one?

Build Skills Phonological Awareness: Segment syllables• Saythewordpeople. Tell students that you are going to count the syllables, or parts of the word.

Repeat the word, clapping on each syllable. Tell students that you clapped two times because therearetwopartstotheword.Useclappingtodemonstratesyllablesforthefollowingwords:dogs, sisters, Allie.

• AskstudentstosaythewordOllie and clap for each syllable they hear in the word. • Check for understanding:Saythefollowingwords,oneatatime,andhavestudentsclapthe

syllables:sleeping, eating, cats, run.

Phonics: Initial consonant Dd • Writetheworddog on the board and say it aloud with students. • Havestudentssaythe/d/soundaloud.Thenrunyourfingerunderthelettersinthewordas

students say the word aloud. Ask students which letter stands for the /d/ sound in the word dog.• Check for understanding:Writethefollowingwordsthathavethe/d/soundontheboard,leaving

off the initial d: den, dip, down.Sayeachword,oneatatime,andhavevolunteerscometotheboard and add the initial consonant d in each word. Have students practice blending the sounds together to say each word.

• Independent practice: Introduce, explain, and have students complete the initial consonant d worksheet. If time allows, discuss their responses.

Grammar and Mechanics: Compound subject• Writethefollowingsentenceontheboard:Allie and Ollie are sisters. Read the sentence aloud

with students. • Revieworexplainthatthesubjectofasentenceiswhoorwhatthesentenceisabout.Ask

studentswhoorwhatthestoryisabout(AllieandOllie).Say:The sentences in this story are about Allie and Ollie. This story is about two dogs, so the subject is called a compoundsubject.

• Rereadthesentencealoudtostudents.EmphasizethewordsAllie and Ollie.

Havestudentslocateandunderlineallthecompoundsubjectsinthestory.Havethemreadthe sentences to a partner.

• Check for understanding: Have students get together with a partner and make a sentence using bothoftheirnames.Askvolunteerstonamethecompoundsubjectineachoralsentence.

• Independent practice: Introduce, explain, and have students complete the compoundsubjectworksheet. If time allows, discuss their responses.

Word Work: Alphabetical order• Revieworexplaintostudentsthatwordsaresometimesplacedinalistbyalphabeticalorder.

Wordsareplacedinalphabeticalorderbyfirstlookingatthebeginningletterineachwordandthen deciding which letter comes first in the alphabet.

• WritethewordsAllie and Ollieontheboard.Underlinethefirstletterineachword.Askstudentswhich letter comes first in the alphabet, a or o. explain that the word Allie would come first in an alphabetical list.

• Writethewordslike and just on the board. Have students identify the initial letter in each word (l and j). Ask them to identify which letter comes first in the alphabet (j). explain that the word just would come first in an alphabetical list.

Allie and OllieLesson Plan (continued)

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• Check for understanding:Listthesecontentvocabularywordsinthefollowingorderontheboard:dogs, people, chase, sisters, and run. Have students write the words in alphabetical order on aseparatepieceofpaper.Whentheyhavefinished,discusstheiranswers.

Build Fluency Independent Reading• Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurns

reading parts of the book to each other.

Home Connection• Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have

students explain to someone at home what they visualized as they read the story. Have them explain how dogs and people are alike and different.

Extend the ReadingRealistic Fiction Writing ConnectionHave students draw a picture of an animal doing something that a person can also do. Then have them write a sentence to tell about their picture.

Math Connection Discusswithstudentssometypesofanimalsthatmightmakegoodpets.Makealistofpetsthatstudentshave.Usethisinformationtomakeapetgraph.Havestudentspollothergradesorotherclassesaboutthepetstheyhave.Makeothergraphstoshowthisinformation.

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 withstudents:• Useasdiscussionstartersforliteraturecircles.• Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayoras

ajournalentry.• Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose

for reading.• Cutapartandusethecardsasgamecardswithaboardgame.• Conductaclassdiscussionasareviewbeforethebookquiz.

Assessment Monitor students to determine if they can:• accuratelyandconsistentlyvisualizeduringdiscussiontounderstandandrememberstoryevents• accuratelycompareandcontrastduringdiscussionandonaworksheet• accuratelysegmentsyllablesduringdiscussion• identifyandwritethelettersymbolthatstandsforinitialconsonant/d/soundduringdiscussion

and on a worksheet • accuratelyidentifyandunderstandtheuseofcompoundsubjectsduringdiscussionandon

a worksheet• understandhowtoplacewordsinalphabeticalorderonaseparatepieceofpaper

Comprehension Checks• BookQuiz• Retelling Rubric