Text Type: Nonfiction/Factual Description
Page Count: 10
Word Count: 32

Book Summary
What makes you happy or mad? All Kinds of Faces shows emotions on the faces of young children. Students have the opportunity to discuss faces and the emotions associated with them. Detailed, supportive photographs, high-frequency words, and repetitive phrases support beginning readers.

About the Lesson

Targeted Reading Strategy

• Ask and answer questions

Objectives

• Use the reading strategy of asking and answering questions to understand text
• Classify information
• Discriminate initial consonant /s/ sound
• Identify initial consonant Ss
• Recognize and use simple sentences
• Recognize and use antonyms

Materials

• Book -- All Kinds of Faces (copy for each student)
• Chalkboard or dry erase board
• Picture cards, classify information, initial consonant Ss, simple sentences worksheets
• Discussion cards

      Indicates an opportunity for students to mark in the book. (All activities may be completed with paper and pencil if books are reused.)

Vocabulary

• High-frequency words: is, this
• Content words: excited, face, happy, mad, sad, scared, shy, sleepy

Build Background

• Write the word faces on the board and point to the word as you read it aloud to students. Repeat the process and have students say the word aloud.
• Ask students to make a sad face. Encourage them to explain what a sad face looks like (mouth turned down, tears in eyes). Discuss why someone might make a sad face. Have students name other types of faces they know about. Write them on the board.

Book Walk

Introduce the Book

• Show students the front and back covers of the book and read the title with them. Ask what they think they might read about in a book called All Kinds of Faces. (Accept all answers that students can justify.)
• Show students the title page. Discuss the information on the page (title of book, author's name).
• Write the following repetitive sentence on the board: This face is _____. Read the sentence aloud, pointing to the words as you read them to students. Have students read them aloud. Explain that these words repeat throughout the book.

Introduce the Reading Strategy: Ask and answer questions

• Model how to ask questions as you preview the book.
  Think aloud: I see a boy with a big smile on his face on the front cover of the book. I know that when people smile, they are usually happy about something. I wonder why the boy is happy. I'll write that question on the board (What makes people happy?). The picture on the back cover shows several kids in a group. They all have their mouths open. They look excited. I wonder why they are excited. I'll write that question on the board. (What makes people excited?)
• Show students the title page and ask them what they see in the picture. Ask students what questions they might ask about the picture. If necessary, model once more for students how to ask questions about the book.
• As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

Introduce the Comprehension Skill: Classify information

• Explain to students that readers often think about the objects in a book and what they have in common. Thinking about what objects have in common and sorting them into groups helps readers understand and remember what they read.
• Have students look through the pages of the book. Ask them to tell you different types of feelings or emotions that people can have. Write these on the board to use with the picture cards worksheet. You may choose to use heading cards attached to the worksheet instead of writing the words on the board.
• Cut out the pictures from the picture cards worksheet and place them in a pocket chart or along the chalkboard ledge.
• Model how to classify information using the pictures.
  Think-aloud: As I thought about how to group these objects, I started by asking myself what they had in common. I noticed that the snowman is something that might make someone feel happy. I will group this picture under the heading Happy. Here is a picture of a shark. How might a shark make people feel? Under which heading do you think I should put this picture?
• Sort through the remainder of the picture cards asking for volunteers to put pictures under one of the headings. (Accept any answers students can justify).

Introduce the Vocabulary

• While previewing the book, reinforce the vocabulary words students will encounter. For example, while looking at the picture on page 3, you might say: It looks as though this face is happy.
• Remind students to look at the picture and the letters with which a word begins or ends to figure out a difficult word. For example, point to the word scared on page 7 and say: I am going to check the picture and think about what would make sense to figure out this word. The picture shows a boy with his mouth and eyes wide open. He looks afraid. When I look at the first part of the word, it starts like /s/. However, the word afraid starts with the /a/ sound, so this can't be the word. I know that when people are scared, they often make a face like the one in the picture. The word scared starts with the /s/ sound. The sentence makes sense with this word. The word must be scared.
• For additional tips on teaching high-frequency words and word-attack strategies, click here.

Set the Purpose

• Have students use what they already know to ask questions as they read. Remind them to think about what kinds of things can make us have different feelings.

Student Reading

• Guide the reading: Give students their copy of the book. Have a volunteer point to the first word on page 3 (This). Point out to students where to begin reading on each page. Remind them to read the words from left to right.
• Ask students to place their finger on the page number in the bottom corner of the page. Have them read to the end of page 5 using their finger to point to each word as they read. Encourage students who finish before others to reread the text.
• Model asking and answering questions.
  Think-aloud: On page 5, I see a girl who looks as if she might have done something wrong. I know that when people have done something wrong, they are sorry about it. I wonder what she might have done. What are some things that people might be sorry about?
• Invite students to share some questions they asked as they read.
• Review how to classify information. Make a list on the board of things that might make people feel sorry.
• Introduce and explain the classify information worksheet. Write the word happy on the board. Have students write the word and draw a picture that represents something that would make people happy in one of the spaces on the worksheet.
• Check for understanding: Have students read to the end of page 8. Encourage them to share questions they asked as they read. (Accept all answers that show students understand how to ask and answer questions.)
• Ask students to think about other faces and feelings they read about in the book. Have them write another feeling on their worksheet and draw a picture on their worksheet of something that causes the feeling they wrote. Have students share the information they drew and wrote about.
• Have students read the remainder of the book. Remind them to ask and answer questions and think about different types of feelings.

      Have students make a small question mark in their book beside any word they do not understand or cannot pronounce. These can be addressed in the discussion that follows.

• Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues.

Reflect on the Reading Strategy

• Think-aloud: When I read page 8, I thought about how the child might have felt. She is hiding her face with a blanket and peeking around it. I know that when people do these things, they are usually feeling shy. I wonder why the child feels shy. What makes people feel shy?
• Ask students to explain how asking and answering questions helped them to understand and remember the information in the book.

Reflect on the Comprehension Skill

• Discussion: Read the questions on the board about each feeling and the things that cause students to have each feeling. Review the objects students drew on their worksheet. Invite them to explain why each of the objects on their worksheet matches the feeling from the book.
• Independent practice: Have students complete the classifying information worksheet.
• Enduring understanding: In this book, you learned about some of the faces people make and the feelings people have. Now that you know this information, why do you think it's a good idea to pay attention to people's faces and feelings?

Phonological Awareness: Discriminate initial consonant /s/ sound

• Say the word sad aloud to students, emphasizing the initial /s/ sound. Have students say the word aloud and then say the /s/ sound.
• Read pages 4 and 5 aloud to students. Have them raise their hand when they hear a word that begins with the /s/ sound.
• Check for understanding: Say the following words one at a time and have students give the thumbs-up signal if the word begins with the /s/ sound: happy, sleepy, sorry, girl, scared.

Phonics: Identify initial consonant Ss

• Write the word sad on the board and say it aloud with students.
• Have students say the /s/ sound aloud. Then run your finger under the letters in the word as students say the whole word aloud. Ask students to identify which letter represents the /s/ sound in the word sad.
• Have students practice writing the letter Ss on a separate piece of paper while saying the /s/ sound.
• Check for understanding: Write the following words that begin with the /s/ sound on the board, leaving off the initial consonant: sit, sat, sip. Say each word, one at a time, and have volunteers come to the board and add the initial Ss to each word.
• Independent practice: Introduce, explain, and have students complete the initial consonant Ss worksheet. If time allows, discuss their answers.

Grammar and Mechanics: Simple sentences

• Write the following sentence on the board: This face is happy. Read the sentence aloud with students. Explain that every sentence has a signal at the end so readers will know when to stop reading. Ask a volunteer to come to the board and point to the signal at the end of the sentence.
• Explain that the signal is called a period. Have students say the word period aloud. Point out that the period is like a stop sign because it tells readers to stop reading.
• Reread the sentence aloud with students. Point out that the sentence begins with a capital letter. Explain that all sentences begin with a capital letter. Have a volunteer come to the board and point to the capital letter at the beginning of the sentence.
• Ask volunteers to make a statement about the faces in the book. Write each sentence on the board, leaving off the period. Read the sentences aloud to students without stopping. Then have volunteers come to the board and add a period to each sentence. Reread the sentences, stopping at the periods at the end of each sentence.

      Check for understanding: Have students locate and circle all the capital letters and periods in the book.

• Independent practice: Introduce, explain, and have students complete the simple sentences worksheet. If time allows, discuss their responses.

Word Work: Antonyms

• Have students turn to page 3. Read the following sentence aloud: This face is happy.
• Point to the word happy. Ask students to explain what the word means (glad).
• Have students turn to page 4. Read the following sentence aloud: This face is sad. Point to the word sad. Ask students to explain what the word means (unhappy).
• Point out that the words happy and sad have opposite meanings. Explain that two words with opposite meanings are called antonyms.
• Have students turn to page 7 in their book. Read the following sentence aloud: This face is scared. Point to the word scared. Ask students to identify an antonym for the word scared (brave). Write the antonym pair on the board.
• Check for understanding: Write the word boy on the board. Have students work with a partner to identify an antonym for the word (girl). Have them use the original word and the antonym in separate oral sentences.

Independent Reading

• Allow students to read their book independently. Additionally, partners can take turns reading parts of the book to each other.

Home Connection

• Give students their book to take home to read with parents, caregivers, siblings, or friends. With someone at home, have them classify information about objects at home that bring about certain feelings.

Informational Writing and Art Connection
Have students draw a picture of a face that shows a feeling. Under the picture, have students write one sentence telling about their picture. Remind students to use capital letters and periods.

Social Studies Connection
Discuss the emotions shown on the faces in the book. Work with students to create a list of ways they could better understand different types of feelings that others may have. Help them to understand why someone may feel happy, sad, shy, excited, or mad. Discuss ways to deal with various types of emotions.

Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity. The following is a list of some ways these cards can be used with students:

• Use as discussion starters for literature circles.
• Have students choose one or more cards and write a response, either as an essay or a journal entry.
• Distribute before reading the book and have students use one of the questions as a purpose for reading.
• Cut apart and use the cards as game cards with a board game.
• Conduct a class discussion as a review before the book quiz.