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DODO Learning
Think Once. In Both Languages.
Lesson 02
Little DODO · Phase 1

Biscuit's Bedtime Chorus

Biscuit · pp. 3-22 (heavy) · Format B · Disposition: Observing & Describing · 25 min
Biscuit
Pages this lesson: 3-22
Fluency · Song
Students practice fluency by singing two traditional dog-themed songs with repeated letter patterns.
Oral Fluency · Letter Recognition · Rhyme · Repeated Refrain
Introduce

Vocabulary Exploration· 5 min

Sound focus: short-i
Target words
  1. Biscuit 3: “This is Biscuit.”
  2. drink 7: “Biscuit wants a drink.”
  3. kiss 13: “Biscuit wants a kiss.”
  4. his 10: “Biscuit wants his blanket.”
Today we're hunting for the /i/ sound—like the middle of Biscuit's name. Listen: /i/, /i/, /i/. Let's clap it together. Now we'll find /i/ words hiding in our story.
Exploration steps
  1. Sound /i/ together three times, then clap the sound
  2. Point to each target word on its page; students chorus the word and clap the /i/ sound
  3. Hunt for short-i words across all pages; chorus each find
Expected responses
  • /i/
  • Biscuit has /i/
  • I hear /i/ in kiss
Differentiation

Fast finishers: find two more short-i words on any page. Quiet kids: pair with clap partner.

Transition cue

Tap ears twice—Listen Time.

Anticipated pitfalls

Don't skip the isolated /i/ sound first—kids need the target before hunting words.

Why this matters: Clapping the /i/ sound protects kids who can't yet isolate phonemes by ear alone.

Reading in Class· 10 min

Required reading pages: 3-22
Opening move: Point to yellow Biscuit on page 3—What do you notice about this puppy?
Biscuit keeps saying 'Woof, woof!' every time. When you hear me say 'Time for bed, Biscuit!' you say it with me. When Biscuit barks, you bark too. Ready?
Read-aloud steps
  1. Picture-walk pages 3-22: name what Biscuit wants on each spread (play, snack, drink, blanket, doll, hug, kiss, light, tucked in)
  2. Read aloud once at storytelling pace, pausing after each 'Woof, woof!' for students to anticipate
  3. Read again; students chorus 'Time for bed, Biscuit!' and 'Woof, woof!' on every repeat
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 his blanket
Differentiation

Struggling readers: watch the pictures to know what Biscuit wants next. Fast finishers: count how many 'woofs' total.

Transition cue

Hold up two fingers—Question fingers up.

Anticipated pitfalls

Don't read too fast—kids need the pause after each 'Woof, woof!' to predict what Biscuit wants.

Why this matters: Chorus rhythm carries non-readers through the repeated pattern—let them own the refrain.

Questions Time· 7 min

Comprehension questions
  1. Which word on this page has the /i/ sound? 11: “Biscuit wants his doll.”
  2. Find two /i/ words on this page. 10: “Biscuit wants his blanket.”
Extension

Make a sentence using 'Biscuit' and 'his'.

10: “Biscuit wants his blanket.”

What students produce: One sentence with two short-i words from the story

Now we're word detectives. Look at this page—can you find the /i/ sound hiding in a word? Point to it and say the word. Then we'll make our own sentences using Biscuit words.
Expected responses
  • his
  • Biscuit and his
  • Biscuit wants his ball
Differentiation

Quiet kids: whisper sentence to partner first. Fast finishers: write the sentence using invented spelling.

Transition cue

Pat head three times—Wrap-Up Time.

Anticipated pitfalls

Don't accept 'I don't know'—reframe as 'Point to Biscuit and tell me one thing he has.'

Why this matters: Picture prompt prevents freezing—kids point to Biscuit doing something, then say the sentence.

Conclusion· 3 min

Routine: I Noticed · Disposition: Observing & Describing
Student-facing prompts
Recap: I noticed Biscuit wanted...
Take-home: Tonight, notice what your pet or toy wants before bed.
Time to share what we noticed. Finish this sentence: I noticed Biscuit wanted... You can name one thing or many things. Who wants to start?
Expected responses
  • his blanket
  • a hug and a kiss
  • everything before he would sleep
Differentiation

Quiet kids: point to one page showing what Biscuit wanted. Fast finishers: name three things in order.

Anticipated pitfalls

Don't let one loud kid list everything—count to three, then call on a quiet observer.

Why this matters: Same stem every day builds routine ownership—kids know the close shape.