Route Board: Sight Word Going in 4 Clever Reports
Continue the route board lesson with sheet 29 and the other first grade words in the $4 collection.
See the opening model and all four going exercises inside the original frame.
The full 29 preview shows the illustration, handwriting guides, coloring hunt, sentence panel and finish line.
Route board
Choose a departure message
A child by the bus window sees the school at the far end of the street. A dispatcher has room for one message about the vehicle and another about the place the passengers expect to reach. Use Sight Word Going to set up the next turn in the route board. Let one child talk through the evidence and another child listen. After both know what the message should say, the writer can open the printable. Leave some time between the first reading and the last pencil mark. The learner can tell you which part of the scene guided the writing.
Read a bus report at each stop · Sight Word Going
One reader holds a bus ticket and says I am going. Add where or how to give the dispatcher enough information.
Compare a walk and a bus ride on the same map. Add on the bus to report the means of travel.
Read We are going to school while a partner moves two paper riders toward the school sign.
Park the bus at the end. Give the child a chance to report arrival with a different word.
Start a report with one traveler, then switch to two. Keep the destination fixed while the opening changes from I am to We are.
Look closely at the route board picture
Connect going with go plus ing. Keep the letter o with the first g, then say and trace the ending. The letters ng work together at the end. A learner who recognizes go at a glance should still check that the whole ticket contains the ending.
The three columns on a route board
| Try it | Read or do |
|---|---|
| Check a rider | One reader holds a bus ticket and says I am going. |
| Pick the vehicle | Compare a walk and a bus ride on the same map. |
| Report a destination | Read We are going to school while a partner moves two paper riders toward the school sign. |
| Arrive and update | Park the bus at the end. |
Sketch a route with two possible stops and let a learner move a bus model along it. Before the bus arrives, ask a reporter to describe where the riders are going. Write their chosen destination on a card and cover it until they finish the spoken line. A helper can uncover the sign to check whether there was enough information in the report.
Pair the printed lines with a listener’s job · going
I am going on the bus.
We are going to school.
Going can talk about a trip in progress or an upcoming trip in these examples. On the bus tells the way someone is traveling. To school gives the destination. The worksheet uses I am and We are before going. Ask children to name the travelers first, then point to the bus or the place the sentence names.
Start by having a listener tell which line would help them act out part of the scene. A partner reads the other line and asks a different question about the message. When the words are clear, find the target and circle it. Give the reader one more turn to say the full line with going included.
Two more turns from the route board
Line up two model buses that leave the same stop for different places. Give the reader one passenger note and let them choose a route based on the destination words. Change the group from one rider to two riders and see which words at the start of the sentence deserve attention. End by reading the school worksheet and letting a listener mark the trip's endpoint on a map.
Mark a route while the bus is moving
Give the next reader a fresh problem · route board
Line up two model buses that leave the same stop for different places. Give the reader one passenger note and let them choose a route based on the destination words. Change the group from one rider to two riders and see which words at the start of the sentence deserve attention. End by reading the school worksheet and letting a listener mark the trip's endpoint on a map.
A handwriting sample worth keeping · going
Say go, then add the sound of ing. Follow the whole five-letter spelling before matching a ticket.
Find the heavy print of going at the start of the guide. Read it once before putting a pencil down. Use a card under the guide if the other examples draw the eye away from the first copy. Let the learner give one copy all of their attention. Then ask what they would like a later reader to see more easily.
On a fresh slip, ask for one independent going. Compare the direction, height and spacing of that attempt against the model. Bring the slip to a new reader afterward, since a good check is whether someone can read it without help from the writer.
A print check before the crayon comes out · going
The printable offers these six choices: going, thank, again, going, going, could. Have the reader read a candidate under their breath and then compare it with the big spelling. Keep a finger on the spot until the reader can explain the decision. The choices thank and could give the group two things to check before committing to a color.
Wait for three matches. If a child colors any good-looking shape without reading the word, give them a separate page for decoration and use a pointing turn here. Ask a new reader to verify one of the chosen going labels afterward. The crayon should leave the word readable.
Hang a travel update above a small bus route
Give a dispatcher cards for waiting, traveling and arrived. Read a line about a trip and have a visitor place the bus at a plausible point. Let the traveler add a destination and ask which card still fits. Keep the distinction between where the person intends to go and where the bus is at that instant.
Send a different message from a single figure near the school gate. Address it to someone who also needs to know how the child is traveling. The reader can describe the vehicle in one sentence and the expected destination in another. Compare their lines with the printed sentence that uses We are.
Take the route board to a home or classroom table
At home. Make a play bus route at home. Ask one person to read I am going on the bus while holding their own ticket. Read a second message with We are going to school after two people join the trip.
With classmates. Give a class reporter a bus picture and a destination sign. The child reads the printed examples while a map helper points to the information mentioned. Switch the destination and make another spoken report.
Once the bus reaches one stop, have another learner report the arrival using a different verb. Read both notes in order and see whether they tell the same part of the trip. Keep an early example with I am and another with We are to check that the words fit the number of speakers.
Use the last line as a message to a new reader · going
Draw a bus. Write "going" to finish the sentence. The printed frame is We are ___ to school.. Give the illustrator a moment to pick one essential part of the picture. Have a partner say the finished line from start to finish before the child adds the missing spelling in pencil.
Bring the picture to a new reader and give them time to read the line unaided. Ask which marks in the route board scene support the sentence and which information is supplied by going. Let the illustrator clarify the caption by reading it aloud.
What to listen for during going practice
- Read the whole word. Ask the reader to distinguish going from one nearby label without relying on the outline of its picture.
- Check a sound. Listen to going in the spoken example. Pick one part to read slowly, then practice saying it with the other words at ordinary speed.
- Guide a movement. Help the child steady the worksheet, make a careful copy of going, and look for a specific shape they can identify again later.
- Explain the message. Let a partner explain why the route board scene makes sense after hearing one printed line. Give the first reader a chance to adjust their interpretation.
- Give the reader a choice. Invite them to return tomorrow with an object, sketch, or message of their own that uses going.
Suggested for first graders around six or seven. A child who can already use going in conversation may want to read a sentence before tracing. Another child may want to point at the route board picture or try the word with an adult first. End a short visit after one clear read or copy. Let the learner choose what they want to show a family member or classroom partner the next time they see the page.
Print the original sheet 29 for another reading
Download the free worksheet for going. Eligible members can get the clean PDF without site markings. In the printer dialog, check portrait US Letter and look at one copy for the readability of the pale guides.
The $4 collection has this page at position 9 in the combined file. Look for the matching printed number to select a single page for a later visit.
Choose another reading turn if time permits, or practice reading leg in a new activity. To compare a different sound or spelling, listen to the short vowels or blend the short vowel in AT words.
Teachers and families can browse the UF Literacy Institute’s word activities and the Reading Rockets guide for frequently used words.
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