Text Type: Nonfiction/Informational
Page Count: 10
Word Count: 39

Book Summary
In What Do I Wear?, a girl is getting dressed. She tells where pieces of clothing and other items are worn on the body. Patterned text, the high-frequency word a, and supportive pictures make this book perfect for emerging readers.

About the Lesson

Targeted Reading Strategy

• Visualize

Objectives

• Use the reading strategy of visualizing to understand text
• Classify information
• Discriminate initial /w/ sound
• Identify initial consonant Ww
• Identify nouns as naming words
• Identify and write the high-frequency word a

Materials

• Book -- What Do I Wear? (copy for each student)
• Chalkboard or dry erase board
• Picture cards, classify information, initial consonant Ww, nouns 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 word: a
• Content words: chest, face, finger, foot, hat, head, heart, love, ring, shirt, shoe, skirt, smile, waist, watch, wears, wrist

Build Background

• Write the word wear 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 tell what they know about clothes and other items they wear.
• Discuss the part of the body on which each type of clothing or item is worn.

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 What Do I Wear? (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: A ____ wears a _____. Read the sentence aloud, pointing to the words as you read them to students. Have students read the sentence aloud. Explain that these words repeat throughout the book.

Introduce the Reading Strategy: Visualize

• Explain to students that good readers often visualize, or make pictures in their mind, as they read. Readers use what they already know about a topic and the words from the text to make pictures in their mind.
• Model how to visualize using the title.
  Think-aloud: When I read a book, I pause after a few pages or after reading a description of something to create a picture in my mind of the information I've read. This helps me understand the book. For example, when I read the title, What Do I Wear?, I pictured myself getting ready to go to work each day. I look at the clothes in my closet and think about what I might wear on my waist. Sometimes I choose a fancy belt. At other times, I choose a plain belt. I also think about what I might wear around my neck. Sometimes I choose a necklace. If it is cold outside, I might choose a scarf.
• Invite students to share what they visualized when they heard the title of the book. Have them compare the picture in their mind with the picture on the front cover.
• 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 story 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.
• 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 have in common. I noticed that the sandals and boots are both types of shoes that might be worn on a foot. I will group these pictures under the heading Foot.
• Invite students to suggest other ways to sort the pictures into groups and to explain how they sorted them (such as clothing or accessories worn on chest or waist, clothing or accessories, and so on).

Introduce the Vocabulary

      While previewing the book, reinforce the vocabulary words students will encounter in the story. Point out the following words to students: shoe (page 3), skirt (page 4), shirt (page 5), ring (page 6), watch (page 7), hat (page 8), smile (page 9). Read the word for each object with students. Have them circle the word and the corresponding object in the picture.

• Remind students to look at the picture and the letter(s) with which a word begins or ends to figure out a difficult word. For example, point to the word watch 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 the girl putting something on her wrist. It looks like a bracelet. When I look at the first part of the word, it starts like /w/. However, the word bracelet starts with the /b/ sound, so this can't be the word. I know that another piece of jewelry worn on the wrist is a watch. The word watch starts with the /w/ sound. The sentence makes sense with this word. The word must be watch.
• For additional tips on teaching high-frequency words and word-attack strategies, click here.

Set the Purpose

• Have students read to find out about clothing and other items worn on different body parts. Remind them to visualize as they read. Have students think about how the clothing and other items in the book might be grouped together.

Student Reading

• Guide the reading: Give students their copy of the book. Have a volunteer point to the first word on page 3 (A). Read the word together. Point out where to begin reading on each page. Remind students to read the words from left to right.
• 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 visualizing and classifying information.
  Think-aloud: As I read page 4, I visualized a girl putting her hands in the sleeves of a shirt. I also pictured her buttoning the buttons down the front of the shirt and fastening the buttons on the sleeves. I thought about other types of clothing worn on the chest. I know that a sweater and a jacket also are worn on the chest. They are usually worn in addition to a shirt in cold weather.
• Check for understanding: Have students read to page 8. Invite volunteers to explain what they pictured in their mind when they read about the head and wrist. (Accept all answers that show students understand how to visualize.)
• Use the picture cards from the previous sorting activity. Place them in a pocket chart or along the chalkboard ledge. Invite students to sort the pictures into groups.
• Have students read the remainder of the book. Remind them to continue visualizing and classifying information into groups as 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.

• 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: As I read, I continued to create pictures in my mind. I pictured the girl putting on each accessory or item of clothing. When I read page 9, I pictured the girl and her mom smiling and laughing with each other. Picturing these things in my mind helped me to understand and remember the objects in the book.
• Have students share how visualizing helped them better understand and enjoy what they read. Invite students to share additional examples of how they visualized objects from the book.

Reflect on the Comprehension Skill

• Discussion: Place pictures from the picture card worksheet in a pocket chart or along the chalkboard ledge. Ask students to share how these pictures might be sorted into different groups from the ones discussed in the Introduce the Comprehension Skill question (such as things worn in summer or winter). Have volunteers sort the pictures into the groups and discuss why they belong in the groups.
• Independent practice: Introduce, explain, and have students complete the classify information worksheet. If time allows, discuss their answers.
• Enduring understanding: In this book, the girl puts clothing on her body. At the end of the story, both the mom and girl are laughing and hugging. Now that you know this information, why do you think it might be important to take time to laugh and hug your family?

Phonological Awareness: Discriminate initial /w/ sound

• Say the word wears aloud to students, emphasizing the /w/ sound. Have students say the word aloud and then say the /w/ sound.
• Read page 7 aloud to students. Have them raise their hand when they hear a word that begins with the /w/ 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 /w/ sound: watch, shoe, face, waist, wig.

Phonics: Identify initial consonant Ww

• Write the word wears on the board and say it aloud with students.
• Have students say the /w/ sound aloud. Then run your finger under the letters in the word as students say the whole word aloud. Ask students what letter stands for the /w/ sound in the word wears.
• Have students practice writing the letter Ww on a separate piece of paper as they say the sound of the letter.
• Check for understanding: Write the following words that begin with the /w/ sound on the board, leaving off the initial Ww: wet, wall, wig, wax. Say each word, one at a time, and have volunteers come to the board and add the initial consonant Ww in each word.
• Independent practice: Introduce, explain, and have students complete the initial consonant Ww worksheet. If time allows, discuss their answers.

Grammar and Mechanics: Nouns

• Show students a picture of a person, a place, and a thing. Ask volunteers to identify the pictures. Explain that some words name a person, a place, or a thing. These naming words are called nouns.
• Have students turn to page 3 in their book. Invite them to read the first sentence together, pointing to the words as you read them aloud. Ask students to point to the words that name things (foot and shoe).

      Check for understanding: Have students reread the book and underline all of the nouns. When they have finished, discuss with students whether the nouns they underlined name a person, a place, or a thing.

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

Word Work: Alphabetical order

• Explain to students that words are sometimes placed in a list by alphabetical order. Words are placed in alphabetical order by first looking at the beginning letter of each word and then deciding which letter comes first in the alphabet.
• Write the words chest and waist on the board. Underline the first letter in each word. Ask students which letter comes first in the alphabet, c or w. Explain that the word chest would come first in an alphabetical list.
• Write the words chest and face on the board. Have students identify the initial letter in each word (c and f).
• Ask students to identify which letter comes first in the alphabet (c). Explain that the word chest would come first in an alphabetical list.
• Check for understanding: Write the following words on the board: shoe, hat, ring, love. Have students write the words in alphabetical order on a separate piece of paper. When they have finished, discuss their answers.

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. Have them discuss different ways to sort the objects.

Informational Writing and Art Connection
Have students draw a picture of a piece of clothing. Have them write about which part of the body wears the clothing. Reinforce the high-frequency word a and the use of nouns. Collect the pictures and create a class book titled What We Wear.

Visit Writing A–Z for a lesson and leveled materials on informational report writing.

Math Connection
Make a chart listing the body parts. Using the pictures from the picture card worksheet, sort the types of clothing and other items worn on each part. Have students suggest other pieces of clothing or other items that can be worn on the body parts. Pose simple addition and subtraction problems using the items.

Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the books 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 card 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.

Comprehension Checks

• Book Quiz
• Retelling Rubric