David makes plenty of choices that will have your students laughing—but his school day also gives us the PERFECT opportunity to talk about classroom rules, responsible choices, consequences, and WHY our choices matter.
And while we’re having those important conversations, we can also be teaching the literacy and comprehension skills already on our lesson plans!
That’s exactly what I wanted to accomplish with my newly updated David Goes to School Classroom Rules, Choices & Literacy Resource for K–2.
Start the Day Before You Even Open the Book!
Before reading, students complete a Circle, Color, Write, Draw Morning Opener.
They think about how they’re feeling, what helps everyone learn, why their classroom is a great place to learn, and what they might earn a gold star for. They even draw themselves making a great choice at school.
It’s a simple way to get children thinking about school, learning, and positive choices before David ever enters the picture!
Then bring everyone together and ask one BIG question:
Why do we have rules at school?
This question becomes the focus for the entire lesson.
Students aren’t simply learning a list of things they should and shouldn’t do. They’re beginning to understand that classroom rules help everyone stay safe, learn, and work together.
Before Reading: Get Students Thinking About RULES!
Before opening the book, brainstorm some classroom rules your students already know.
But don’t stop at naming them!
Ask:
Why is that rule important?
If a student says, “Raise your hand,” ask why.
If someone suggests, “Walk in the classroom,” talk about how that keeps people safe.
If a child says, “Listen to the teacher,” discuss how listening helps everyone learn.
Now students are already beginning to understand that there is a reason behind every classroom rule.
This is also a great time to introduce vocabulary such as:
rule • safe • quiet • listen • cooperate • follow • share • walk • yell • attention
Then take a look at the cover of David Goes to School.
What do students notice about David?
What do they predict might happen?
Do they think David will have trouble following the rules?
And now you’re ready to read!
During the Story: Watch David’s CHOICES!
This is where the fun begins!
As you read, encourage students to pay close attention to David’s actions.
Instead of simply laughing at what David does, stop periodically and ask:
What did David do?
Was that a good choice or a poor choice?
What rule should David have followed?
Why is that rule important?
How could David’s choice affect his teacher or classmates?
These questions turn a funny read aloud into a meaningful comprehension lesson.
Students are recalling details, analyzing a character’s actions, making predictions, drawing conclusions, and exploring cause and effect—all while thinking about responsible decision-making.
Now Let’s FIX David’s Choices!
This might be my favorite part of the updated resource!
After reading, bring out the Good Choice Cards.
Students look back at one of David’s poor choices and answer:
“What could David have done instead?”
For example, if David calls out during class, students might choose the Raise Your Hand card.
But don’t stop with simply matching the cards!
Ask students to explain their thinking using the sentence frame:
“David ________. Instead, he should ________ because ________.”
A student might say:
“David yelled out. Instead, he should raise his hand because everyone needs a chance to learn.”
NOW we’re thinking!
Students aren’t just memorizing classroom rules. They’re connecting behavior → better choice → reason.
That’s a much more meaningful way to help children understand classroom expectations.
STOP • THINK • CHOOSE!
The included Stop • Think • Choose poster takes that learning one step further.
Students learn a simple process they can use when they are faced with their OWN choices:
STOP — Pause.
THINK — What happened? What should I do? What is the right choice?
CHOOSE — Make a good choice, be kind, keep others safe, and do what is right.
I love this because it moves the lesson beyond David.
David’s choices may start the conversation, but ultimately we want students thinking about their own choices.
Dig Into Story Comprehension
Of course, there is plenty of literacy learning happening, too!
After reading, students can explore:
characters • setting • main idea • beginning/middle/end • cause and effect • story details • predictions • conclusions • text-to-self connections
The included Story Elements activity asks students to identify the characters and setting, determine the main idea, and think about what happened at the beginning, middle, and end of the story.
Students can also complete a Cause and Effect activity that connects familiar classroom rules with WHY those rules matter.
Now classroom rules and reading comprehension aren’t two separate lessons.
They’re connected!
Good Choice or Poor Choice?
Once students have thought about David’s behavior, it’s time to bring the learning into THEIR classroom.
Students sort everyday school behaviors into good choices and poor choices.
Should you raise your hand to speak?
Share with a friend?
Run to line up?
Leave scraps on the floor?
Push and shove in line?
Cooperate with your group?
These are situations children actually encounter during their school day.
And again, I would take the activity one step further by asking:
WHY is that a good choice?
or
What could you do instead?
Those little follow-up questions can lead to some pretty BIG conversations!
Add Vocabulary & Word Work
The literacy learning continues with vocabulary and word-work activities connected to the classroom rules theme.
Depending on the needs of your students, they can practice:
ABC order • syllables • making words • vowels and consonants • nouns • complete sentences
And you certainly don’t have to use everything in one day!
Choose the activity that best fits your students and save the others for literacy centers, small groups, morning work, early finishers, or another day.
Don’t Forget Writing, Math & a Craft!
I love taking a great read aloud across the curriculum!
Students can continue thinking and writing about classroom rules and appropriate school behaviors through the included writing activities.
Then move into math with addition games using dice, giving students a fun way to practice addition facts to 12 with a partner.
And, of course, there is a David craft to finish the learning!
That means one favorite read aloud can connect:
Reading + Comprehension + Vocabulary + Word Work + Writing + SEL + Classroom Community + Math + Art
That’s my kind of school day!
Perfect for Those First Weeks of School!
The first weeks of school aren’t just about teaching children where to put their backpacks or how to line up.
We’re beginning to build a classroom community.
We want children to understand that their choices affect the people around them.
We want them to know WHY rules matter.
And we want them to begin taking responsibility for making good choices on their own.
David Goes to School gives us such a fun way to begin those conversations.
Instead of adding another classroom-management lesson to an already packed school day, we can use a book children love to teach literacy, comprehension, classroom expectations, responsibility, and SEL all at the same time.
And maybe—just maybe—we’ll hear a few fewer…
“NO, DAVID!”
…in our own classrooms!
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