You

can do
it!
Written
By
Edward Demesa
Illustrated
By
Nathalie Hoskins

Copyright 2012 by Edward DeMesa

Illustrated by Nathalie Hoskins
All rights reserved.

Table of Contents
Introduction

Skill Focus

Sight word page

Story: Sam the Rat

Comprehension Questions

22

Suggested phonics activities

23

Suggested pre-reading activities

28

Suggested questions to ask while reading

34
3

Introduction
It is my belief that teaching reading at the primary level should go beyond learning alphabet letter names and sounds,
decoding letter/sound combinations, adding and moving those sounds around, and blending those sounds together to learn new
words. Of course, increasing phonetic knowledge and learning sight words improves reading fluency. However, this method
does not enhance reading comprehension. Since the focus is typically on phonological awareness, comprehension instruction is
often left out. Thus, the student learns passive reading techniques, instead of active reading techniques. Consequently, the child
may develop fluent reading skills, but poor comprehension skills. To think that comprehension just happens, or ought to, just
because one can decode words on the page is nave.
As a reading teacher, it is not uncommon for me to hear parents say that their child reads fluently, but struggles with
comprehension. This is because the student does not know how to use reading as a tool for thinking and learning, which is a
result of passive reading. In fact, research suggests that both learning and reading are active processes. In other words, effective
readers are strategic and active. Hence, a complete reading instruction must go beyond phonological awareness and address
comprehension skills as well, particularly at the primary level. Not only must we teach the child to read well, but also to
comprehend well by teaching them active reading strategies to help comprehension. After all, comprehension is the main
purpose of reading.
It is often said that students become good readers only by reading a lot. However, many difficulties students have with
school reading assignments are caused by a variety of skill-related issues. Many students have trouble understanding what they
have read, or the authors point because they have not learned how to organize what they have read in their mind. This is often
referred to as comprehension breakdown. Perhaps they dont have much experience with the topic, thereby not able to make
meaningful and personal connections to new ideas that they have read. When this comprehension breakdown occurs, students
will often label their reading assignments as boring or too hard because they lack the reading and self regulations skills
needed to succeed.
Students who struggle with reading comprehension often give up on reading and lose confidence in themselves as
students. They develop low self-esteem and often blame the text, themselves, and even the teacher when they are not successful
at comprehending. These students are unaware that comprehension requires more than just decoding because they have not been
taught the active role to play while reading. Effective readers interact with the text while they read, use prior knowledge to
make sense of the text, use context clues to decode meaning out of words, and apply strategies to stay on task. Thus, the goal of
this book is to not only focus on specified phonetic reading practice, but to also address comprehension reading strategies that
will teach students to become active readers.
4

Skill Focus

Consonant-Vowel-Consonant (CVC) words

Short vowel sounds (Short a, e, i, o, u)
Sight words
Reading Fluency
Reading Comprehension

Note:
To aid comprehension and to prepare the student for reading, the pre-reading
activities on page 28 is highly suggested.
Definition:
CVC words are words that follow the pattern consonant-vowel-consonant. These are considered
the simplest words and the starting point of many phonics programs. These words highlight the
short vowels such as the a in cat, the e in bed, the I in hit, the o in top, and the u in sub.
Sight words are common words that a reader should recognize on sight. These important words are also
referred to as high-frequency words. Sight words are words that readers must know on sight, instantly, and
automatically in order to develop into an efficient and fluent reader. Many sight words are service
words (pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs), which cannot be learned through
the use of pictures and often cannot be sounded out. Some examples of sight words are: a, is, the, of, and, with,
that, I, and you.
5

Sight Word Page

the

had

on

it

was

with

to

up

saw

put

his

one

ran

in

but

you

asked

am

just

said

not

know

if

Special Words:

home
told
Note: Student may need help reading special words.

Suggested Activities:

Write each sight word on an index card. Have student read each sight word on a daily basis until mastered.
Point at each word on the box above and have student read each sight word. This can be done as a speed
drill.

Play Happy Face: This is a kindlier and gentler version of hangman. Instead of drawing a man hanging, draw
a happy face. Draw the happy face features as goofy as you want them to be. This simple word game is a good
way to build student vocabulary and sight word knowledge. It only requires a pencil and paper and can easily 6
be played while waiting in waiting rooms.

You
can do
it!
Written
By
Edward Demesa
Illustrated
By
Nathalie Hoskins

Sam the Rat had on a cap. It was red with a big dot on the top.

Sam the Rat ran to the log.

Sam the Rat sat on the log.

10

Sam the Rat had a nap on the log.

11

Sam the Rat got up and saw a bat. He put on his cap, the one
with the big dot on top. Sam the Rat ran to the bat.

12

Sam the Rat had the bat in his hand, but he was sad.

13

Are you sad? Sid the Bug asked.

I am just a rat, Sam the Rat said. I do not know
if I can hit that ball with a bat.

14

You can do it, Sid the

Bug said. Just say it and
you can do it.

15

But I am just a rat, Sam the Rat said, a rat with a red cap
with a big dot on top. I do not know if I can hit that ball with a
bat.

16

A rat with a red cap

can hit a ball with a
bat, Sid the Bug said.
So can a bug, a ram, a
pig, a fox, a cat, a dog,
and even a pup. Just
say it and you can do
it!

17

Sam the Rat gave Sid the Bug a

nod and said, I can do it!
18

Sam the Rat was at bat.

19

Sam the Rat hit the ball with his bat. It was a home run!

20

I told you that you can

do it, Sid the Bug said
with a nod.
He gave Sam the Rat a
pat on his back.
Yes, you did, Sam the
Rat said with a red cap
with a big dot on top. I
can do it!

21

Name: ______________________

Comprehension Questions
1. Did you like the title of the story? If you had to change the title, what would be a
good title for it?
2. Were your predictions correct? Where did you have to fix your prediction as you
read?
3. What color is Sam the rats cap?
4. What did Sam the rat see when he got up from his nap?
5. Why was Sam the rat sad?
6. What did Sid the bug say to Sam the rat?
7. What did Sam the rat learn from Sid the bug?
8. What was your favorite part of the story? Why?
9. Can you retell the story in sequential order using words like first, second, then,
next, finally, etc.?
10.Why do you think the author wrote this story?
22

Suggested Phonics Activities

I.
II.
III.
IV.

Short vowel fill-ins

Matching words with pictures
Selecting word with picture
Short vowel identification

23

Name: ______________________
Directions: Say each picture word. Write the missing short vowels in the spaces below.

r __ t

S __ m

f __ x

p __ g

d __ g

m __ n

c __ p

l __ g

b __ t

b __ g

p __ p

b __ ll

s __ d

n __ p

d __ t

s __ t

S __ d

h __ t

24

Match pictures with words and write it.

rat
fox pig cap dot pup
Ball log hat
bat
bug sad

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

25

Circle the word that matches the picture.

nap
ran
tap

sat
pat
ran

wig
pat
cat

bug
nut
hug

sat
pup
wag

rat
pig
fox

pup
sat
rat

sat
yell
beg

big
jet
pig

wag
ten
cat

26

Name: ______________________

Circle the short vowel words

Sam

home

hit

told

run

he

Sid

gave

bug

said

red

with

dot

top

on

you

bat

the

and

cap

27

Suggested Pre-Reading Activities

Note: Effective teachers help students prepare for reading by incorporating pre-reading strategies that activate
and assess learners prior knowledge. Teachers can activate student prior knowledge through: brainstorming,
asking questions, discussing topic, and providing analogies. Parents/teachers may choose to use one or all the
strategies listed below.

Pre-reading checklists and questions

Concept Definition Map
K-W-L
Problematic Solutions

28

Pre-reading checklists and questions

Directions: Have the student complete the following task. Place a checkmark on the line provided once task is completed.

Tasks:
I. Read the title
II. Scan the pages and look at all the pictures
III. Predict what will happen
IV. Ask and discuss pre-reading questions:

__________
__________
__________
__________

(Note: At this age, these questions should take form in a discussion. Writing is not necessary. Engaged conversation is a more important focus.)

1. Looking at the title and all the pictures, what do you think will happen in this book?
2. What makes you think that?
3. What characters do you think might be in the book?
4. Do you think there will be a problem in the story? Why?
5. What are some things you already know about the topic?
6. Can you relate to the topic of the story? How?
7. What do you want to learn or find out?

29

Concept Map
(Note to Parents/Teachers: This concept definition map is a pre-reading activity that is designed for teaching students the meaning of new concepts. This is a graphic organizer
that will help students understand the essential attributes, qualities, or characteristics of a words meaning. Students must describe what the concept is, as well as what it isnt, and
cite examples of it. At this age, this should be done verbally and adults should write the answers for the students.)

Directions: Complete each section for the vocabulary term or phrase.

What is it? (Definition)

What is it like? (Characteristics)

What are some examples?

Word/term

Self Confidence

What does it look like?

30

Concept Map II
Directions: Complete each section for the vocabulary term or phrase.
What is it? (Definition)

Draw a picture. (Illustration)

Self Confidence

Use it in a sentence? (Write it)

Words that are like it? (Synonyms)

31

K-W-L
Directions: Discuss K-W-L chart with student and fill in the answer for them. This can also be done as a discussion without
writing in the chart.

K
What I know

W
What I want to
find out

L
What I learned

32

Problematic Situation
Note to Parents/Teachers: This is a pre-reading activity that is designed to activate the students prior knowledge, encourage them to read the text,
and help them focus on the main ideas of the story as they read. Depending on the students writing skills, this is an activity that can be done
verballyas a discussion.

Self Confidence
Problem: You are a football coach and have just been told that you are getting a new player on your team.

Even though the new player can run

really fast, he does not really want to be on the team because he doesnt believe that he can catch a football. Maybe if he learned how to catch the
ball, he would enjoy football more and would want to be a part of the team. But for right now, the only reason why he is out there is because his
parents are forcing him.

Discussion:

As the football coach, what advice might you give this new player? How might you encourage this player to not quit and give
football a chance?

Possible Solutions:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

33

Suggested Questions to Ask While Reading

1. Can you tell me what has happened so far in the story? (Use sequence words like first, second, next, after,
finally, etc.)
2. What do you predict will happen next?
3. How do you think the story will end?
4. Why do you think the character __________________? (Teacher/Parent choice to come up with the rest of
the question.)
5. What kind of advice would you give the character?
6. How would you have felt if you were the character?
7. When you read, what pictures do you see in your head?
8. What are you wondering about as you read?
9. Do you have any questions so far?
10.Think about the predictions you made before reading the story, do you still think the story will go that way?
Why or why not?
11.How do you think the story will go now?

34