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DODO Learning
Think Once. In Both Languages.
Lesson 07
Little DODO · Phase 1

Move Like Animals Can

From Head to Toe · pp. 4-27 (heavy) · Format A · Disposition: Reasoning with Evidence · 25 min
From Head to Toe
Pages this lesson: 4-27
Fluency · Poetry
Students practice reading fluency using a rhythmic rhyming poem about toes and feet.
Oral Fluency · Rhyme Recognition · Repeated Reading · Rhythm And Meter
Introduce

Vocabulary Exploration· 5 min

Target words
  1. bend 6: “and I bend my neck.”
  2. raise 8: “and I raise my shoulders.”
  3. thump 14: “and | thump my chest.”
  4. wriggle 18: “and I wriggle my hips.”
  5. wiggle 26: “and I wiggle my toe.”
Today's book asks animals to move their bodies. Let's learn the action words first so we can move together when we read.
Exploration steps
  1. Show the word card and act out the motion together
  2. Students chorus the word three times while doing the action
  3. Point to the body part named and repeat the action word
Expected responses
  • bend means go down
  • I can thump my chest like a gorilla
  • wiggle and wriggle are almost the same
Differentiation

Fast finishers: find which animals do similar moves. Quiet kids: pair with action partner.

Transition cue

Tap head then toes — Reading Time.

Anticipated pitfalls

Don't skip the physical action — movement is the comprehension scaffold here.

Why this matters: Action anchors meaning for kids who can't yet decode independently.

Reading in Class· 10 min

Required reading pages: 4-27
Opening move: Point to the penguin on page 4 and ask what body part penguins turn.
Let's read together. When the book asks 'Can you do it?' you say it with me. When the child answers 'I can do it!' you answer too.
Read-aloud steps
  1. Picture-walk pages 4-27: name each animal and the body part it moves
  2. Read aloud once at storytelling pace, pausing for kids to see each illustration
  3. Read again with students chorusing 'Can you do it?' and 'I can do it!' each time
Call-and-response refrains
  1. Can you do it? 4: “Can you do it?”
  2. I can do it! 27: “I can do it!”
Expected responses
  • Can you do it?
  • I can do it!
  • all the animals say the same thing
Differentiation

Struggling readers: do the action during chorus. Fast finishers: add animal sound effects.

Transition cue

Stomp foot like elephant — Questions Time.

Anticipated pitfalls

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

Why this matters: Chorus protects kids who can't yet read the action verbs independently.

Questions Time· 7 min

Comprehension questions
  1. Which animal bends its knees? 20: “and I bend my knees.”
  2. What does the gorilla thump? 14: “and | thump my chest.”
Extension

Draw your favorite animal moving.

26: “and I wiggle my toe.”

What students produce: One animal doing its action from the book

Now let's think about what we read. I'll ask questions and you answer using the book pages. Then you'll draw your favorite animal moving.
Expected responses
  • the camel bends its knees
  • gorilla thumps chest
  • I like the penguin because it turns its head
Differentiation

Quiet kids: tell partner first, then draw. Fast finishers: add labels naming body parts.

Transition cue

Wave arms like monkey — Wrap-Up Time.

Anticipated pitfalls

Don't accept 'I don't know' — reread the page together and point to the answer.

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

Conclusion· 3 min

Routine: Evidence Check · Disposition: Reasoning with Evidence
Student-facing prompts
Recap: I know because the page shows
Take-home: Tell someone which animal moves like you move
Today we used the book pages to prove our answers. Let's finish with Evidence Check. Say the stem with me: I know because the page shows.
Expected responses
  • I know because the page shows the camel bending
  • the gorilla is thumping on page 14
  • I can see the elephant stomping
Differentiation

Struggling speakers: point to page and say animal name only. Fast finishers: name two animals.

Anticipated pitfalls

Don't let kids skip the evidence phrase — require 'because the page shows' every time.

Why this matters: Same evidence stem every day builds the reasoning habit.