Text Structure • A single topic, with fi ve examples• First-person narrator: I
Content • Activities children enjoy doingThemes and Ideas • Children can do many things.
Language and Literary Features
• Simple language with repetition: I can ___.
Sentence Complexity • Sentence pattern repeats, changing only one word on the fi rst three pages.Vocabulary • Familiar words related to actions: play, sing, dance, read, paint
Words • Highlighted high-frequency words: do, downIllustrations • Photographs support each page of text.
Book and Print Features • Five pages of text, photos on every page• One or two lines of text, with extra space between each word
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Number of Words: 23
L E S S O N 2 6 T E A C H E R ’ S G U I D E
I Can!by Brady Hayes
Fountas-Pinnell Level BNonfictionSelection SummaryChildren can do many things, including play the piano, sing, dance, read, and paint.
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do down
Words to Know
I Can! by Brady Hayes
Build BackgroundRead the title to children and ask them what they see in the cover photograph. Help children think about what the child is doing. Build interest with questions such as this: What are things you can do?
Introduce the TextGuide children through the text helping with unfamiliar words so they can read the text successfully. Here are some suggestions:
Page 2: Explain that this book tells about things children can do. Suggested language: Turn to page 2 of this book. What do you see? This girl can play a piano. So she says: I can play. Say the word play. What letter would you expect to see fi rst in the word play? Find the word play and put your fi nger under it.
Page 3: Remind children that they can use information in the pictures to help them read. Turn to page 3. What can the boy do? He can sing. So he says: I can sing. I is a little word, just the letter i. Put your fi nger under the word I. The word I is always written with an uppercase I.
Page 5: Look at the picture on page 5. What do you see? What do you think the boy will say? He says: I can sit down to read. Say the word down. What letter would you expect to see fi rst in the word down? Find the word down and put your fi nger under it.
Page 6: Turn to page 6. What do you see? What will the girl say? She says: I can paint. I can do a lot. Say the word do. What letter would you expect to see fi rst in the word do? Find the word do and put your fi nger under it.
Now go back to the beginning and read to fi nd out all the things the children can do.
Words to KnowHave children turn to the Words to Know at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read.
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ReadNow have children read I Can! softly while pointing under each word. Observe children as they read.
Respond to the TextPersonal ResponseAsk children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting.Suggested language: Can you do some of the things in this book? Which things?
Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Children can play the piano, sing, dance, read, and paint.
• Children can do many things.
• Age is no barrier to many talents and activities.
• The writer uses the same sentence pattern on every page: every sentence starts with I can_.
• The photos help show the actions named in the text.
Choices for SupportConcepts of PrintHelp children understand the concept of a sentence as a group of words with ending punctuation.
Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:
• Rhyming Game Have children listen for words that rhyme. Have children raise their hands if the words rhyme and keep their hands in their laps if they don’t. Say pairs of words, including: play and paint; play and day; sing and ring; sing and sit; dance and dip; paint and faint; read and run, down and do, etc.
• ABC Order Materials: magnetic or cardboard letters or letter cards. Have children choose letters and put them in ABC order.
• Build Sentences Materials: index cards. Write the repeated words from I Can! on index cards: I, can. Then write the content words on index cards: play, sing, dance, sit down, read, paint. Have children build sentences using the word cards. Have them read the sentences and illustrate them if they wish.
Writing About ReadingVocabulary PracticeRead the directions and have children complete the Vocabulary questions on BLM 26.1.
RespondingHave children complete the vocabulary activities on page 7.
Building VocabularyThings We Can DoBuild on the action words in I Can! Suggested language: Let’s think about all the things children can do in I Can! They can play, sing, dance, read, and paint. What else can you do? Can you bake a cake or sled down a hill? As children suggest different things they can do, write their words on the board or on a large strip of paper. Begin the list with: I can.
English Language LearnersReading Support Make sure children know about the following activities for children: playing an instrument, singing in a choir, dancing in a recital, reading a book, and painting pictures.
Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Show me the girl who can play.
Speaker 2: [Child points to the girl on page 2.]
Speaker 1: Show me the child who can dance.
Speaker 2: [Child points to the girl on page 4.]
Speaker 1: What can the boy do on page 5?
Speaker 2: read
Speaker 1: What can the boy do on page 3?
Speaker 2: He can sing.
Speaker 1: What can the boy do on page 5?
Speaker 2: He can read.
Speaker 1: What can children in this book do?
Speaker 2: They can play, sing, dance, read, and paint.
