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DODO Learning
Think Once. In Both Languages.
Lesson 01
Little DODO · Phase 1

Biscuit's Bedtime Wants

Biscuit · pp. 3-22 (heavy) · Format A · Disposition: Wondering & Questioning · 25 min
Biscuit
Pages this lesson: 3-22
Fluency · Rhyme
Children build fluency by reading and reciting a humorous rhyming poem about a pig.
Oral Fluency · Rhyme Recognition · Repeated Reading · Rhythm And Meter
Introduce

Vocabulary Exploration· 5 min

Target words
  1. snack 6: “Biscuit wants a snack.”
  2. blanket 10: “Biscuit wants his blanket.”
  3. tucked 17: “Biscuit wants to be tucked in.”
  4. curl 21: “Biscuit wants to curl”
Biscuit wants so many things before bed. Let's learn the words for what he wants. Watch my picture and say the word with me.
Exploration steps
  1. Show the word card with matching picture from the book page
  2. Students chorus each word twice with rhythm claps
  3. Act out each word: pretend snack eating, blanket wrapping, tucking motion, curling up small
Expected responses
  • snack
  • I want a snack too
  • my blanket is blue
Differentiation

Fast finishers: draw their own bedtime want. Quiet kids: pair with chorus buddy.

Transition cue

Pat head twice — Reading Time.

Anticipated pitfalls

Don't rush past 'tucked' — kids mishear as 'tuck' without the motion.

Why this matters: Picture cards anchor words kids can't yet decode independently.

Reading in Class· 10 min

Required reading pages: 3-22
Opening move: Point to Biscuit on page 3 and ask what color he is.
Let's walk through Biscuit's bedtime. Every page shows something new he wants. When I point to you, say 'Time for bed, Biscuit!' together.
Read-aloud steps
  1. Picture-walk pages 3-22: name what Biscuit wants on each spread
  2. Read aloud once at storytelling pace, pausing on each 'Woof, woof!'
  3. Read again with students chorusing 'Time for bed, Biscuit!' every time it appears
Call-and-response refrains
  1. Time for bed, Biscuit! 4: “Time for bed, Biscuit!”
  2. Woof, woof! 5: “Woof, woof!”
Expected responses
  • Time for bed, Biscuit!
  • Woof, woof!
  • he wants everything
Differentiation

Struggling readers: let them bark 'Woof, woof!' only first round. Fast finishers: count how many wants.

Transition cue

Tap book cover three times — Questions Time.

Anticipated pitfalls

Don't let one loud kid drown the chorus — count to three before accepting.

Why this matters: Rhythm protects non-readers — they chorus the pattern, not decode every word.

Questions Time· 7 min

Comprehension questions
  1. What does Biscuit want first? 5: “Biscuit wants to play.”
  2. What does Biscuit want at the end? 21: “Biscuit wants to curl”
Extension

Draw what you want before bed.

22: “Good night, Biscuit.”

What students produce: One bedtime want drawn with label attempt

Biscuit wanted so many things. Let's remember what happened. Then you'll draw your own bedtime want.
Expected responses
  • to play
  • he wants his blanket first
  • curl up and sleep
Differentiation

Quiet kids: turn-and-talk to partner first. Fast finishers: label their drawing with invented spelling.

Transition cue

Hold up drawing — share circle.

Anticipated pitfalls

Don't skip the talk step — kids need to rehearse before drawing.

Why this matters: Talk-first protects kids who freeze at blank paper.

Conclusion· 3 min

Routine: I Learned · Disposition: Wondering & Questioning
Student-facing prompts
Recap: I wonder why Biscuit wanted...
Take-home: Ask your family what they want before bed.
Today we wondered about all of Biscuit's bedtime wants. Finish this sentence: I wonder why Biscuit wanted...
Expected responses
  • so many things
  • a hug because he was scared
  • to stay up longer
Differentiation

Quiet kids: whisper to neighbor first. Fast finishers: wonder about two wants.

Anticipated pitfalls

Don't answer their wonders — let them sit with the question overnight.

Why this matters: Same wonder stem every day builds routine ownership.