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will begin reading I Can’t Get My Turtle to Move by Elizabeth Lee O’Donnell and will model identifying covered words in the book by looking at the pictures and the rest of the text. On page 9, I will consider the covered word “turtle” in the sentence, “I can’t get my turtle to move.” I will model my thinking around two possible word choices, “turtle” and “run.” I will say that “run” would not make sense in this sentence because it is an action. On page 11, I will consider the covered word “move” in the sentence, “I can’t get my turtle to move.” I will model my thinking around two possible word choices, “move” and “eat.” I will say “eat” would not be the right choice because it doesn’t fit with the meaning of the story. The story so far has been about a girl trying to get her turtle to move. I will continue to model my thinking around identifying covered words, stopping at page 13.

Ask: "How did I figure out words in the text that I did not know?" Students should respond that you looked at the pictures, read the rest of the sentence, and thought about what was happening in the rest of the book to help you decide which words would make sense.

will finish reading I Can’t Get My Turtle to Move and identify the covered words in the remainder of the book. We will consider two possible choices for each missing word. For example, on page 16 we will stop at the covered word “butterflies.” We will consider two possible word choices, “butterflies” and “insects.” Either choice makes sense in the sentence, but after looking at the picture, the word “butterflies” is the best choice.

will identify the missing words in the sentence by looking at the picture and the rest of the text. (Independent Practice Worksheet is provided.) Note: You will need to cover the following words before the lesson: turtle (page 9), move (page 11), yarn (page 12), four (page 15), butterflies (page 16), can’t (page 17), leaf (page 18), move (page 20), fence (page 23), turtle (page 25), rabbits (page 26), and move (page 30).