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DODO Learning
Think Once. In Both Languages.
Lesson 06
Little DODO · Phase 1

Action Words in Brown Bear's World

Brown Bear, Brown Bear, What Do You See? · pp. 7-32 (heavy) · Format B · Disposition: Making Connections · 25 min
Brown Bear, Brown Bear, What Do You See?
Pages this lesson: 7-32
Fluency · Rhyme
Children practice fluent, expressive reading through a classic action rhyme with predictable structure.
Fluency · Rhyme · Repeated Refrain · Action Verbs · Predictable Text
Introduce

Vocabulary Exploration· 5 min

Sound focus: action verbs with -ing
Target words
  1. looking 9: “looking at me.”
  2. see 8: “What do you see”
Today we're going to move like the animals in our book. Every animal is LOOKING at something. Let's act out looking — point to your eyes. Now let's act out what we SEE. Ready to hunt for these action words together?
Exploration steps
  1. Act out 'looking' — point to your eyes and look around the room
  2. Act out 'see' — open eyes wide and point to something you see
  3. Students chorus each action word while doing the motion
  4. Hunt for 'looking' on every animal page — count how many times we find it
Expected responses
  • looking means using your eyes
  • I see the teacher
  • all the animals are looking at each other
Differentiation

Fast finishers: find other action words on the pages (turn, show, touch). Quiet kids: pair with motion partner.

Transition cue

Clap the rhythm — look-ing, look-ing — three times. Reading time.

Anticipated pitfalls

Don't skip the motion — the verb pattern needs the body anchor before the page anchor.

Why this matters: Action first protects kids who can't yet read the word independently.

Reading in Class· 10 min

Required reading pages: 7-32
Opening move: Point to the brown bear's eyes on page 8 — he's looking at something.
Let's walk through our book first. Every page shows an animal LOOKING at the next animal. Watch how the brown bear looks at the red bird, the red bird looks at the yellow duck. Now let's read together and chorus our question — What do you see?
Read-aloud steps
  1. Picture-walk pages 8-28: name each animal and point to its eyes looking at the next animal
  2. Read aloud once at storytelling pace, pausing after each 'What do you see?' for students to predict the next animal color
  3. Read again with students chorusing the question refrain 'What do you see?' every time it appears
  4. Final read: students act out 'looking' motion every time they hear the word
Call-and-response refrains
  1. What do you see 8: “What do you see”
  2. looking at me 9: “looking at me.”
Expected responses
  • the animals are all looking at each other
  • I can predict the next animal
  • the pattern is the same every page
Differentiation

Struggling readers: touch the animal's eyes on each page during the motion read. Fast finishers: notice the final page breaks the pattern.

Transition cue

Point to your eyes three times — Questions Time.

Anticipated pitfalls

Don't let the predictable structure become monotone — vary your voice for each animal color to keep energy up.

Why this matters: The motion anchor turns every 'looking' into a fluency checkpoint — rhythm protects the struggling readers.

Questions Time· 7 min

Comprehension questions
  1. Which word on this page tells us what the animals are doing with their eyes? 13: “looking at me.”
  2. Find the word that ends with -ing on this page. What action is it? 17: “looking at me.”
Extension

Use 'looking' in your own sentence about what you see right now.

27: “| see children looking at me.”

What students produce: A sentence using 'looking' to describe something in the classroom

Now let's hunt for our action word. Every animal page has the word 'looking' — let's find it and say it together. Then you'll make your own sentence using 'looking' to tell me what YOU see in our classroom right now.
Expected responses
  • I am looking at my friend
  • The teacher is looking at us
  • I see my pencil looking at me
Differentiation

Quiet kids: start with 'I am looking at...' stem on board. Fast finishers: add a second -ing word to your sentence.

Transition cue

Touch your eyes, then your mouth — Conclusion Time.

Anticipated pitfalls

Don't correct grammar on first share — the verb pattern matters more than perfect syntax at this stage.

Why this matters: Sentence-first protects kids who freeze on isolated words — the meaning scaffold carries the verb pattern.

Conclusion· 3 min

Routine: I Connect · Disposition: Making Connections
Student-facing prompts
Recap: Today I connected actions to words
Take-home: Tonight look for something at home and tell someone what you see
Today we connected the word 'looking' to what our eyes do. We acted it out, we found it on every page, and we made our own sentences with it. That's how readers connect actions to words — we use our bodies first, then our voices.
Expected responses
  • I connected looking to my eyes
  • I can act out the word before I read it
  • the animals all do the same action
Differentiation

Quiet kids: share your connection with one partner before whole group. Fast finishers: draw your sentence from Questions Time.

Anticipated pitfalls

Don't let one loud connector dominate — count to three before accepting the first share.

Why this matters: Same connection stem every day anchors the disposition habit.