About the Book

Text Type: Nonfiction/Informational
Page Count: 10
Word Count: 72

Book Summary
How Many? invites students to count different objects in the pictures and learn to recognize number words. Pictures support the text.

About the Lesson

Targeted Reading Strategy

• Make, revise, and confirm predictions

Objectives

• Make logical predictions based on text information
• Classify information
• Segment sounds in oral words
• Associate the letter Mm with the sound /m/
• Recognize types of sentences
• Recognize question words

Materials

• Book -- How Many? (copy for each student)
• Chalkboard or dry erase board
• Classify information, initial consonant Mm 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: one, two, three, four, five, six, seven, eight
• Content words: eyes, wheels, wings, candles, kites, windows, arms, nine, smiles

Before Reading

Build Background

• Begin by holding up one item. Ask students to identify the number of objects you are holding (one). Repeat the process sequentially by number with various objects until you reach ten. Encourage students to count out the items each time, beginning with the number one.
• Ask students to explain why objects are counted. Invite them to share objects they count.

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 How Many? (Accept any answers students can justify.) Ask how many children they see on the cover.
• Show students the back cover illustration and ask them how many kites there are in the picture.
• Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name).
• Write the following repetitive phrases from the book on the board: How many _____ do you see? I see ________. Read the phrases aloud with students. Explain that these words repeat throughout the book.

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.
• Model making predictions.
• Think-aloud: I know that good readers always look at the cover of a book to get an idea of what the book is about. When I look at the front cover, I see a lot of people. I count nine people. When I look at the back cover, I see people flying kites. I only count 6 kites. I wonder if the book is about kids that want to fly kites but there are not enough for everyone. 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.
• Invite students to make a prediction based on the pictures on the covers.
• 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

• Remind students to use what they know about sounds and letters to help them figure out new words. Tell them to use the picture clues and to reread the sentence with the new word to make sure it makes sense. For example, on page 3, say: I know that the first sentence is asking for the number of some object I see on the page. The picture shows some kind of bird. The word bird begins with the /b/ sound. The word that I don't know begins with the letter e, so bird doesn't work. The next sentence tells me the number of objects I see. The word begins with the letter t. The word might be two. When I look at the picture, I see that the bird has two eyes. If I use the word eyes in the first sentence, it makes sense. I think the word is eyes.
• Encourage students to add the 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 the book to see if the words confirm the prediction they made before reading.

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 (How). 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 5, using their finger to point to each word as they read. Encourage students who finish before others to reread the text.
• Model revising predictions based on the reading.
• Think-aloud: I predicted that the book would be about kids that wanted to fly kites, but there were not enough for everyone to use. Now that I've read the words so far in the book, I want to revise my prediction. I think the book is about many different things to count. On each page, the number of things increases by one. So, I think I will read about five things next.
• Have students share predictions they made before reading and the outcome of those predictions. Then have them revise or make a new prediction about what might happen next in the story.
• Have students read the remainder of the story. Remind them to make, revise, or confirm predictions while they read.

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.

After Reading

Reflect on the Reading Strategy

• Ask students what words, if any, they marked in their books. Use this opportunity to model how to use these words using decoding strategies and context clues.
• Discuss how predicting can help the reader get meaning from the book and how it gives the reader a reason to read to find out if the predictions are correct.
• Think-aloud: I predicted that the next page would have five things to count. This prediction was correct. I counted five candles on the cake.
• Have students share the outcomes of their predictions.
• Discuss additional strategies students used to gain meaning from the book.

Teach the Comprehension Skill: Classify information

• Discussion: Ask students what was their favorite thing to count in the book and why.
• Introduce and model the skill: Tell students that the book gave examples for different numbers of things. There were two things, three things, four things, etc. The things were all different kinds of things--some were animals, some were food, some were toys, and so on. But all the things were used to tell us how many.
• Cut out the pictures from an extra copy of the book and tape them in a row across the board to create a chart. Label each picture by the number of things on the page. Model drawing other groups of things for each number on the board.
• Think-aloud: Each group has something in common. They are sorted into groups by the number of objects on each page. I can add pictures to each group based on the number of objects in the group. I can think of a flower with four petals. I will draw this flower under the picture that shows four things.
• Check for understanding: Ask students to identify other things to draw or write in each column of the chart on the board.
• Independent practice: Introduce, explain, and have students complete the classify information worksheet. If time allows, discuss their answers.

  Instruct students to use the last page of their book to draw a number group of things. Ask students to share their pictures with their classmates, who can then identify the number group.

Build Skills

Phonological Awareness: Segment sounds

• Give students four counters each and have them put them in a row in front of them. Tell them that you are going to say some words. For each sound, you want them to push up a counter. Model how to use the counters by saying each sound in the word kite and pushing up a counter for each sound. Tell students that there are three sounds in the word kite.
• Say the following words one at a time: cat, dog, in, has, four, five, six, nine, girl, book. Then have students say each sound as they push up a counter for each sound they hear.

Phonics: Initial consonant Mm

• Have students put their finger on the title and read it with you. Ask them which word starts with the /m/ sound (many). Have students put their finger on the letter that stands for the /m/ sound.
• Write CVC short vowel words on the board, such as man, mat, and map. Read each word on the list with students.
• Ask volunteers to come up and circle the letter in each word that stands for the /m/ sound. Write the letter Mm on the board and explain to students that this letter stands for the /m/ sound they hear at the beginning of each word.
• Have students practice writing the letter Mm on a separate piece of paper, saying the sound the letter stands for.
• Independent practice: Introduce, explain, and have students complete the initial consonant Mm worksheet. If time allows, discuss their answers.

Grammar and Mechanics: Sentence types

• Have students turn to page 3 and tell you how many sentences there are on the page (2). Ask what is different about how the sentences end (question mark, period).
• Review or explain that there are two kinds of sentences. One is a sentence that tells the reader something, such as the second sentence on the page. Remind students that the period at the end of this kind of sentence is like a signal that tells the reader to stop reading.
• Review or explain that another type of sentence is an asking sentence, such as the first sentence on the page. It is called a question sentence. Point out that questions have a question mark at the end of the sentence.
• Have students circle the question mark on page 3 in red, and the period in blue. Ask students what is the same about the way the two sentences begin (capital letters).

Have students underline all the questions in the book with a red pencil or crayon and all the telling sentences with a blue pencil or crayon.

Word Work: Question words

• Ask students what word starts the question on page 3. Model how to use the word how to ask a question. Then have volunteers share questions that begin with the word how.
• Tell students that other words can start questions. Write the words do, can, and is on the board. Model saying an oral sentence for each one: Do you like apples? Can I go to the park? Is this your book? Repeat the sentences in random order while a student points to the question word on the board that you used in the sentence.
• Have students say oral questions that begin with the different question words while other students point to the correct word on the board.

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

Extend the Reading

Writing Connection
Write the following sentences on the board How many ___ do you see? I see ____. Ask students to think of other things they see. Make a list of objects on the board. Ask students to select an object, write the sentences on a separate piece of paper, and illustrate. Display on a bulletin board titled We See.

Math Connection
Use this book to teach single-digit numbers. Provide counters for students to place on each page of the book as they count the objects mentioned.

Assessment

Monitor students to determine if they can:

• make logical predictions about the text during discussion
• correctly sort items according to number during discussion and on a worksheet
• segment sounds in words provided orally during discussion
• correctly associate the letter Mm with the /m/ sound during discussion and on a worksheet
• identify questions and statements in the book during discussion
• recognize question words and use them correctly in oral sentences during discussion

Comprehension Checks

• Book Quiz
• Retelling Rubric

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