Paint It Purple
Level B

About the Book

Text Type: Fiction/Realistic
Page Count: 10
Word Count: 46

Book Summary
The girl in Paint It Purple loves purple paint. She takes her paintbrush to everything in sight, including the hose, her shoes, and--by accident--her mom. Her mom, unfortunately, is not as fond of purple paint as she is. Students will love this humorous story and its charming illustrations.

About the Lesson

Targeted Reading Strategy

  • Make, revise, and confirm predictions

Objectives

  • Use the strategy of making, revising, and confirming predictions
  • Sequence story events
  • Identify syllables
  • Associate the letter Pp with the sound /p/
  • Recognize nouns
  • Recognize color words

Materials

  • Book -- Paint It Purple (copy for each student)
  • Chalkboard or dry erase board
  • Sequence events, initial/final consonant Pp worksheets
  • Word journal (optional)

Indicates an 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: I, like, the, my, not
  • Content words: purple, paint, swing, fence, hose, shoes, grass, door, mom

Before Reading

Build Background

  • Discuss the students' favorite colors. Ask them to find objects in the room that are their favorite color. If no one offers purple as a favorite color, tell students that it is one of your favorite colors. Ask students to find a purple object in the room (ruler, marker, construction paper, book, crayon, and so on).
  • Expand the discussion by asking students what they have painted. Ask where and when they painted, if there were any "rules," and if they got paint on themselves. Discuss the various things that are painted (pictures, houses, furniture, cars).

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 in a book called Paint it Purple. (Accept any answers students can justify.) Ask students what they think might happen in the story. Ask them what they think the little girl might paint purple.

Introduce the Reading Strategy: Make, revise, and confirm predictions

  • Explain that good readers make predictions, or guesses, about what will happen in a story. Explain that making predictions can help people make decisions, solve problems, and learn new information. Emphasize that making predictions is more important than whether the prediction is right, or confirmed.
  • Think-aloud: I know that good readers can use the cover of a book to get an idea of what the book is about. Looking at these pictures, I see a girl with a paintbrush and lots of cans. Since the title says Paint it Purple, the cans might be filled with purple paint. She is standing next to a fence. I predict that she is going to paint a fence. I can read to find out what she paints. Making predictions gets me thinking about the story and gives me a purpose for reading it because I want to find out if my predictions are correct.
  • Show students the title page, and ask what the girl is painting there. Ask if they have other ideas about what she might paint after seeing this picture. Model revising your prediction.
  • Think-aloud: I thought the little girl might paint the fence. I certainly didn't think she would paint her shoes. Now I wonder what other funny things she might paint. I think she will paint things that she shouldn't, such as her house. I will read to find out.
  • Have students make a prediction based on the covers of the book and the title page.
  • 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 Vocabulary
  • As you preview the book with students, use the language patterns used in the book in your discussion. For example, ask: What is the girl painting here? Yes, she is painting the swing. What do you think she might be saying on the next page?
  • Model for students how to read difficult words. For example, ask students which word on the page says purple and which word says paint. Tell them that they can tell by looking at the end letters. Paint ends with /t/.
  • Reinforce that they should look at the beginning and ending letters of difficult words, then look at the picture to see what makes sense, and finally read the sentence and think whether it makes sense.
  • 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

  • Have students read to find out what the girl paints purple and whether their predictions are correct.

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 (I). Point to 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 a prediction.
  • Think-aloud: I predicted that the girl would paint things she shouldn't, such as her house. So far, this seems to be correct. I still think she will paint her house since she is painting other things close by. I'll have to read to find out.
  • Have students share the prediction they made before reading and the outcome of that prediction. Then have them revise or make a new prediction about what might happen next in the story.
  • Have student read the remainder of the story. Remind them to make, revise, and/or confirm predictions 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 what words, if any, they marked in their book. Use this opportunity to model how to read these words using decoding strategies and context clues.
  • Ask students how the story ended and whether their predictions were correct. Discuss how predicting can help readers get meaning from the book and gives them a reason to read to find out whether the predictions are correct.
  • Think-aloud: I predicted that the girl would paint her house, and she did! She painted a lot of things she shouldn't have.
  • Discuss additional strategies students used to gain meaning from the book.

Teach the Comprehension Skill: Sequence events

  • Discussion: Ask students what might happen now that the girl has painted her mom purple. Ask how they think her mom will feel about all the things she has painted purple.
  • Introduce and model the skill: Tell students that a story is a series of events that happen in a particular order. First one thing happens, then something else, and so on. Explain that the order in which the events happen is called the sequence. Point out the sequence in this story.
  • Think-aloud: In this story, the girl did things in a certain order. The first thing she did was get the paint. I see this happening on page 3. Next, she painted the swing.
  • Check for understanding: Ask students to tell the next event in the story. Ask them what the last thing was that she painted.
  • Independent practice: Introduce, explain, and have students complete the sequence events worksheet. Have them refer to the book to find out what things the girl painted and the order in which she painted them. If time allows, discuss their answers.

Extend the discussion: Instruct students to go through the book and color the items purple that the girl painted purple.

Build Skills

Phonological Awareness: Syllable awareness

  • Say the word purple and clap as you say each syllable: pur/ple. Tell students that there are two syllables in the word purple. Tell students that there are two syllables in the word purple. Have them say the word and clap the syllables with you: pur/ple.
  • Say the following words aloud and clap the syllables in each word: kitten, dinner, table, monkey, Saturday, yesterday, wonderful. Say and clap the syllables in each word with students.

Phonics: Initial/final consonant Pp

  • Have students reread the title with you. Ask which words in the title starts with the /p/ sound. Have students put their finger on the words paint and purple. Tell students the letter Pp stands for the /p/ sound in paint and purple.
  • Tell students that the /p/ sound can also be at the end of words. Write the following words on the board: pin, peg, pat, top, tip, and, zap. Have volunteers come to the board and circle the letters that stand for the /p/ sound in the words.
  • Have students follow along with you as you say each word while running your finger under the letters. Start with the words that begin with the /p/ sound.
  • Ask students to brainstorm words that begin with the /p/ sound. Then ask them to think of words that end with the /p/ sound. Write the words on the board. Have students write the letter Pp in each word.
  • Independent practice: Introduce, explain, and have students complete the initial/final consonant Pp worksheet. If time allows, discuss their answers.

Grammar and Mechanics: Naming words (nouns)

  • Tell students that some words name people, places, and things. Have students turn to page 3, and tell them that the word paint is the name of something in this sentence. It refers to the cans of paint on the grass.
  • Have students find a naming word on page 4 and read it aloud (swing). Explain that the word paint in this sentence has a different meaning than it does on page 3. It tells an action of what the girl is doing, and it is an action word.

Ask students to circle all the naming words in the book with a purple crayon.

Word Work: Color words

  • Have students look around the room and find things that are purple.
  • Ask students what their favorite colors are and write the words on the board. Ask students to look around the room to see if they can find something the color of each of the words listed on the board.
  • Write each color word on a similar colored piece of paper and post them in the room.

Build Fluency

Independent Reading

  • Allow students to read their book independently or with a partner. Additionally, partners can take turns reading parts of 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
Provide the sentence pattern I paint my ____ _____. Brainstorm a list of things the students would like to paint. Make a list on the board. Ask students to complete the sentence and illustrate it. Bind together in a class book titled Our Paint Book, and place it on the classroom bookshelf for students to read.

    Art Connection
    Provide red and blue paint, markers, butcher paper, paintbrushes, smocks, and drop cloths. Show students how to mix red and blue paint to make purple. Ask students to draw an object and write the sentence I paint the ___ purple on a piece of butcher paper. Then ask students to paint the object purple.

      Assessment

      Monitor students to determine if they can:

      • make logical predictions based on available information; revise or confirm predictions as they preview and/or read the book
      • correctly sequence the events of the story during discussion and on a worksheet
      • identify and clap syllables in 2- and 3-syllable words
      • associate the letter Pp with the /p/ sound, CVC words that begin or end with the /p/ sound during discussion and on a worksheet
      • identify nouns in the book
      • brainstorm colors and correctly find objects of each color in the room

      Comprehension Check



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