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aa
Big
Lesson Plan
About the Book
Text Type: Nonfiction/Concept
Page Count: 10
Word Count: 24
Book Summary
Objectives
Materials
Green text indicates resources available on the website
Vocabulary
*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.
High-frequency words: a
Content words:
Story critical: big (adj.), bus (n.), car (n.), dinosaur (n.), dog (n.), elephant (n.), house (n.),
plane (n.), tree (n.)
Before Reading
Build Background
Ask students to close their eyes and think of the biggest thing they have ever seen. Tell
them it could be something they have seen in real life, in a movie, or in a book. Discuss
their responses.
Have students look around the classroom and list things they might call big.
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Level
aa
Big
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 (A). 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 4, using their finger to point to each word as they read. Encourage
students who finish before others to reread the text.
Ask students what things they have read about that are big. Ask whether they have seen these
things and whether they agree that these things are big. Discuss that although both the dog and
the house are big compared to some objects, they are not the same size.
Think-aloud: It is easier to understand the book when I can think of the things in the book that I
have seen before. It helps me decide if the things are really big. Ive seen a big house that looked
something like the one on page 3. My house is big enough for me, but it isnt this big. I think this
house may have more rooms than mine does. Im going to keep looking for other big things Ive
seen as I read the rest of the book.
Learning AZ All rights reserved.
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Level
aa
Big
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.
Build Skills
Phonological Awareness: Initial consonant /b/ sound
Say the word big and tell students the sound at the beginning of the word is /b/.
Ask students to identify things in the room that begin with the /b/ sound (book, board, ball).
Tell students that you are going to play a game. Explain that you will give them clues and they
are to think of something that begins with /b/. They are to raise their hand when they know
what the item is. Use the following clues:
This is something my new sweater came in. (box)
This is something that is worn with pants. (belt)
This is something that creeps on the floor. (bug)
This is something that flies through the air. (bird)
This is something that can be mean or cuddly. (bear)
This is something that moves through water. (boat)
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Level
aa
Big
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.
Science Connection
Provide animal books or other resources and discuss with students the biggest animal in the world
(blue whale) and the biggest land animal (African elephant).
Assessment
Monitor students to determine if they can:
Comprehension Check
Retelling Rubric
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