My Face
Level A 

About the Book  

Text Type: Nonfiction
Page Count: 10
Word Count: 32 

Text Summary
My Face takes a close-up look at the features of a little girl's face. The photographs encourage picture-to-text connections, as well as opportunities to discuss the ways in which people are alike and different. 

About the Lesson 

Targeted Reading Strategy

  • Connect life experience and use prior knowledge

Objectives

  • Compare and contrast
  • Identify rhyme
  • Identify words with f
  • Recognize nouns as naming words
  • Categorize

Materials

  • Book – My Face (copy for each student)
  • Chalkboard or dry erase board
  • Alphabet Flashcard: F
  • Compare and Contrast, Phonics, Vocabulary worksheets

    Indicates an opportunity to use the book interactively. (All activities may be completed with paper and pencil if books are not consumable.)

Vocabulary

  • High-frequency words: my, this, is
  • Content words: eyebrow, eye, nose, cheek, mouth, chin

Before Reading 

Build Background

  • Have students close their eyes and use their hands to feel the parts of their face. Tell them to start at their foreheads and work their way down. Ask students to tell what they felt on their faces.
  • Expand the discussion by having students look at one another. Ask them why they think they don't all look alike. Discuss the concept of uniqueness.

Book Walk

Introduce the Strategy: Connect life experience and use prior knowledge

  • Show students the front and back covers of the book and read the title. Ask students what they think this book will be about based on the cover information. Model how to use prior knowledge.
  • Think aloud: When I read a new book, I try to think about what I already know about the topic in the book. When I look at the picture of the girl on the front cover, I remember what I looked like when I was a little girl. I had dark eyes like this girl, but I had blond hair. I know that lots of people have some things that are alike and some things that are different. When I look at the picture of the girl on the back cover, I think of the funny faces I used to make. By looking at the title and the covers, I can predict that I may find out other things about the girl's face in the book.
  • Show students the title page and ask them what they see in the picture. Ask them if they have ever smiled like the girl in the picture. Turn the pages so students can see the pictures. If necessary, model once more for the students how you draw on your personal knowledge to make predictions about the book.

Introduce the Vocabulary

  • Go through each page of the book with the students. Ask them to talk about what they see in the illustrations and use the vocabulary they will encounter in the text. Ask them to name what they see in the pictures and have them draw on prior knowledge and experience with their own faces. For example, point to the eye on page 3 and ask: What is this? What do you use it for?
  • Point out the words on the page. Explain that the words tell them the story, and that the words are read left to right.
  • Ask a student to come up and point on the book you are holding to the place where he or she should start reading, and which direction he or she should go while reading.
  • Reinforce new vocabulary and word attack strategies by modeling how students can read unfamiliar words. Ask a volunteer to point to the word eyebrow. Ask students how they know this word says eyebrow. Model how they can use the familiar word eye in the word to help them. Point out that they can check whether the word makes sense by reading the sentence and looking at the picture. Read aloud the sentence with the word eyebrow and ask if they think the sentence makes sense. Repeat with other vocabulary words if you feel students need more modeling. Remind students to look at what the word starts with and to check the picture to see what makes sense.
  • For additional teaching tips on word attack and high frequency words, click here.

Set the Purpose

  • Have the students think about what they already know about their own face as they read about the parts of the face in the book.

During Reading 

  • Guide the Reading: Give students their books and have them put a sticky note on page 5. Direct them to read to the end of this page. Tell students to reread the pages if they finish before everyone else.
  • When they have finished, ask students to tell the parts of the face they have read about. Have students point out the parts on their own faces and tell how this helped them understand the book.
  • Model making connections to prior knowledge.
  • Think aloud: I have the same face parts I've read about. I have two eyes, two eyebrows, and two ears. It helps me understand what I am reading if I can think about what I already know about those parts of my face.
  • Tell students to read the remainder of the book. 

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

After Reading 

Reflect on Reading Strategies

  • Ask students what words they marked in their books. Use this opportunity to model how they could read these words using decoding strategies and context clues. For example, point out the word my and ask students how they know this word doesn't say by. Focus on the sound of /m/ at the beginning of the word.
  • Reinforce how using what they already knew about the parts of their face helped them understand what they read. (Connecting life experiences and using prior knowledge of a topic helps students personally relate to, as well as remember, what they have read.)

Comprehension Skill: Compare and Contrast

  • Introduce and Model: Ask 2 students with different color eyes to come to the front. Ask the other students to look at the students' faces and tell what they see that is alike (eyebrows, eyes, ears, nose, cheeks, mouth, chin). Ask them to tell what is different. If students do not offer eye color, suggest it. Point out that both students have eyes, but they do not have the same eye color. (Comments should be tailored to fit students.)
  • Discussion: Show students 2 pictures, such as photographs of you and a sibling, or 2 other people. Have students tell the ways they are alike and different.
  • Check for understanding: Have students look around the group and find a person who has eyes that are like theirs. Have each student identify the other person and tell why he or she thinks their eyes are alike. Repeat for differences and discuss.
  • Independent Practice: Tell students to complete the Compare and Contrast worksheet. Discuss students' responses.
  • Extend the Discussion:

    Instruct students to use the last page of their book to draw a picture of their own face. Have students share their pictures with the group.

Build Skills 

Phonological Awareness: Identify rhyme

  • Say the words face and race and have students repeat the words. Tell them that face and race rhyme because they have the same ending sound. Repeat the words and have students listen for the ending sounds.
  • Tell students you are going to say a word. If the word rhymes with face, they should give you a thumbs up. If it doesn't rhyme with face, they should give you a thumbs down. Say the following words one at a time: lace, loss, space, spice.
  • Say the word day and have students repeat it. Tell them you are going to say some more words. If the word rhymes with day, they should pat their heads. If the word doesn't rhyme, they should shake their head. Say the following words: pay, peg, ray, rat, say, sat, may, met.

Phonics: Initial Consonant F

  • Say the word face and ask students what sound they hear at the beginning of the word. Have them look at the cover of the book and point out the word that says face.
  • Show students the F alphabet flashcard and point out the upper and lowercase letters. Ask students to repeat the sound that the letter f stands for.
  • Run your finger under the word fan as you say each sound: /ffff/ /aaa/ /nnnn/. Ask a child to come up and run his/her finger under the word while the rest of the group sounds it out.
  • Ask students to tell you some words that start with /f/. Write the words on the board. Ask volunteers to come up and circle the letter that stands for the /f/ sound in each word.
  • Give students the phonics worksheet and explain what they are to do. When completed, discuss their answers.

Grammar, Mechanics, and Usage: Nouns as Naming Words

  • Tell students that the words they read in the book are used to tell about parts of their face. Explain that these words are called naming words. Have students look at page 4. Ask them to find the naming word that tells what is found above each eye.
  • Ask students to find another naming word in the book. Reinforce that all of the parts of the girl's face have naming words.

    Instruct students to work together to underline the naming words in the book.

Vocabulary: Categorize Words

  • Tell students that the words they read in the book are used to tell about parts of a face and that these can be put into a group called "face." Draw a large circle on the board with the word "face" in the center. As students name the words that belong in the group (eyebrow, eye, cheek, nose, ear, mouth, chin), draw and label a picture of each.
  • Ask students to think of other parts of their bodies. Below the circle labeled “face,” draw a larger circle with the word "body" in the center. As students name body parts (arms, hands, fingers, legs, feet, toes, etc.), draw and label each part.
  • Ask students if the "face" circle should be part of the "body" circle. Enlarge the "body" circle to include it.
  • Give students the vocabulary worksheet. Tell them they can use the book as a reference.

Build Fluency 

Independent Reading

  • Allow students to read their books independently or with a partner. Partners can take turns reading in the book.

Home Connection

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

Expand the Reading 

Writing

  • Write the sentence This is ____'s face. on the board. Ask students to write their names to finish the sentence. Have students illustrate their sentences. Display students’ faces on a bulletin board titled "Our Faces."

Science Connection

  • Use this book as an introduction to a science unit about the senses. Provide items for students to touch, taste, see, hear, and smell. Help students make the connection between the face part and the sense with which it is associated.

Assessment 

Monitor students to determine if they can:

  • connect their life experience and prior knowledge to better understand what they read.
  • make comparisons.
  • identify words that rhyme.
  • recognize that the letter f stands for the /f/ sound and suggest words that start with /f/.
  • recognize naming words.
  • categorize the parts of a face.

Comprehension Checks

Go to "My Face" main page