My Room
Level A

About the Book

Text Type: Fiction/Realistic
Page Count: 10
Word Count: 32

Book Summary
The familiar setting of a child's bedroom puts readers at ease as they read new vocabulary, naming the objects they find in their own rooms. Students will learn to link pictures they recognize with unfamiliar words.

About the Lesson

Targeted Reading Strategy

  • Connect to prior knowledge

Objectives

  • Connect to prior knowledge to make meaning from text
  • Compare and contrast information
  • Discriminate the /r/ sound
  • Associate the letter Rr with the sound /r/
  • Understand that some words name things
  • Categorize words

Materials

  • Book -- My Room (copy for each student)
  • Chalkboard or dry erase board
  • Compare and contrast, initial consonant Rr worksheets
  • Word journal (optional)

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

Vocabulary

  • High-frequency words: here, is, are, my
  • Content words: room, bed, desk, fish, books, toys, shoes, clothes

Before Reading

Build Background

  • Discuss with students the different kinds of rooms in their home and what they are used for. Point out that some rooms are used for more than one thing, such as the kitchen, which is a place to eat and possibly a place to do homework. Ask the students to come up with a definition for the word room.
  • Write the word bedroom on the board and read the word aloud. Ask students to tell the items that are in a bedroom.

Book Walk

Introduce the Book

  • Show students the front and back covers of the book and read the title with them. Ask what they might read about in a book called My Room. (Accept any answers students can justify). Ask them to describe what they see in the pictures. Ask if any of the items are familiar to them and what room they think they will read about in the book.
  • Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name). Ask them to describe what they see in the picture.

Introduce the Reading Strategy: Connect to prior knowledge

  • Explain that good readers make connections between what they already know and new information they read. Remind students that thinking about what they already know about the topic of the book will help them understand what they read.
  • Model connecting to prior knowledge.
  • Think-aloud: When I look at the front cover of this book, I see a bed. The title says My Room. When I think about rooms that have beds in them, I think about bedrooms. This reminds me about my bedroom and what other items are in this room, such as a dresser and a closet for my clothes.
  • Have students preview the covers and title page of the book. Invite them to share how they connected to something they know.
  • As students read, encourage them to use use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

Introduce the Vocabulary

  • Preview the book with students, using unfamiliar vocabulary in the discussion. Use the pattern of the book, for example, ask: What can you see here? Yes, here is the desk.
  • Help students make picture/word connections by asking: Which word do you think says desk? How do you know?
  • Encourage students to add new vocabulary words to their word journals.
  • For additional tips on teaching high-frequency words or word-attack strategies, click here.

Set the Purpose

  • Tell students to think about their own rooms as they read the book My Room. If they get stuck on words, remind them to think of what they already know about what might be in a bedroom. They should also use beginning sounds to help them.

During Reading

Student Reading

  • Guide the reading: Give students their copy of the book. Have a volunteer point to the first word on page 3. Read the word together (Here). Point out where to begin reading on each page. Remind students to read words from left to right. Point to each word as you read it aloud while students follow along in their own book.
  • Ask students to place a finger on the page number in the bottom corner of the page. Have them read to the end of page 6, using their finger to point to each word as they read. Encourage students who finish before others to reread the text.
  • Model making connections to prior knowledge.
  • Think-aloud: When I read page 6, it reminded me about people I know that have pets that sleep in their bedroom at night. Other people I know have stuffed animals in their bedroom instead of real animals.
  • Ask students what things they read about that they have in their bedroom. Ask whether knowing about items found in a bedroom helped them read the words.
  • Have students read the remainder of the story. Remind them to think about what they know as they read.

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

After Reading

Reflect on the Reading Strategy

  • Ask students which words, if any, they marked in their book. Use this opportunity to model how to read these words by using decoding strategies and context clues.
  • Reinforce how using what they already knew about their bedrooms helped them understand and enjoy what they read. Invite students to share how they connected to prior knowledge.
  • Think-aloud: I recognized the picture of the clothes on page 10, and I know that clothes are usually kept in a bedroom, so this helped me read the word.
  • Discuss additional strategies students used to gain meaning from the book.

Teach the Comprehension Skill: Compare and contrast

  • Discussion: Ask students what they liked best about the room. Discuss the items that students also have in their rooms.
  • Introduce and model the skill: Ask students to recall the discussion about the items in their rooms. Note that some of the things in the rooms were alike, while others were different. Show students the front cover of the book again. Point to the lamp by the bed. Model how to compare and contrast. (Comments should be tailored to fit personal situation.)
  • Think-aloud: I have a lamp that is near my bed. It is the same kind of shape. However, the lamps are different. My lamp does not have stars on the shade.
  • Check for understanding: Ask students to look at the back cover of the book and find something about the room that is like their room. Discuss the similarities. Repeat the process to identify differences.
  • Independent practice: Introduce, explain and, have students complete the compare and contrast worksheet. If time allows, discuss their responses.

Extend the discussion: Instruct students to use the last page of their book to draw a picture of something they have in their room that is like the room in the book. Ask students to share their pictures with the group.

Build Skills

Phonological Awareness: Discriminate initial sound /r/

  • Say the word room and the sound /r/. Ask the students to repeat.
  • Say the chant from the game "Red Rover" (Red Rover, Red Rover, send Roland right over!), emphasizing the /r/ sound.
  • Repeat the line and have the students say it with you. Once they have repeated the chant a few times, model how to clap each time they hear a word that begins with the initial /r/ sound.
  • Ask students to name words that start with the /r/ sound.

Phonics: Initial consonant Rr

  • Have students find the word Room on the cover of the book and point to the letter that stands for the /r/ sound. Point out that this is a capital R since it is in the name of the book.
  • Write the letter Rr and the word ran on the board. Model how to sound out the word as you run your fingers under the letters: /r/ /u/ /n/. Have students sound it out with you.
  • Repeat with the words rug, red, and rip. Have individual students come up and circle the letter in the word that stands for the /r/ sound.
  • Independent practice: Introduce, explain, and have students complete the initial consonant Rr worksheet. If time allows, discuss their responses.

Grammar and Mechanics: Naming words (nouns)

  • Tell students that there are some words that tell the names of people, places, and things.
  • Ask students to turn to page 3 and find a naming word on the page (room). Reinforce that all of the objects, or things, in the room are naming words.

Ask students to underline the naming words in the book.

Word Work: Categorize words

  • Ask students what all of the words in the book had in common (they name items in a bedroom). Review the naming words (bed, desk, fish, books, toys, shoes, clothes). Tell students that these words can be put into a group called things in a bedroom.
  • Ask students to brainstorm objects that can be found in other rooms (for example, kitchen, living room, and bathroom). Draw the objects on the board. Have students sort the words into groups.

Build Fluency

Independent Reading

  • Allow students to read their book independently or with a partner. Additionally, partners can take turns reading in the book.

Home Connection

  • Give students take their book to take home to read with parents, caregivers, siblings, or friends.

Extend the Reading

Writing Connection
Write the following sentence on the board: Here is my____. Ask students to finish the sentence with something that is found in their rooms that was not mentioned in the book. Help students with the spelling of their words. Ask students to illustrate their sentence and share it with the group.

Art Connection
Provide magazines, construction paper, and paste. Ask students to find pictures of things they would like to have in their room and design a "dream" room. Invite students to share their picture with the class and explain why they would like to have the things they selected.

Assessment

Monitor students to determine if they can:

  • use what they already know about bedrooms to read unfamiliar text
  • accurately compare and contrast things in the room in the book with things in their own rooms during discussion and on a worksheet
  • correctly discriminate words that begin with the /r/ sound during discussion
  • associate the letter Rr with the sound /r/; read simple CVC words that begin with /r/; draw and label words that begin with the /r/ sound on a worksheet
  • recognize that some words name things during discussion
  • categorize words associated with rooms in houses

Comprehension Check



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