Getting Dressed
Level A 

About the Book  

Text Type: Nonfiction
Page Count: 10
Word Count: 40 

Text Summary
Getting Dressed introduces readers to vocabulary for familiar items of clothing. The familiar situation of getting dressed, repeated sentence pattern, and picture-to-text correspondence help early readers make meaningful connections. 

About the Lesson 

Targeted Reading Strategy

  • Connect to life experience and use prior knowledge


  • Connect the text to prior knowledge and experience
  • Classify information
  • Identify rhyme
  • Identify words with p
  • Recognize nouns as naming words
  • Categorize vocabulary words


  • Book – Getting Dressed (copy for each student)
  • Chalkboard or dry erase board
  • Pictures of the following: sneakers, high heels, coat, baseball cap, straw hat, umbrella, t-shirt, button-down shirt, gloves, raincoat, winter coat, shorts, flannel pajamas, cartoon character pajamas, scarf
  • Classification, Initial Consonant P, Vocabulary Categorization worksheets

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


  • High-frequency words: I, my
  • Content words: put, shirt, pants, socks, shoes, glasses, jacket, hat, backpack

Before Reading 

Build Background

  • Have students think about their morning routines. Ask them to tell the things they do to get ready to come to school. If students say "…get dressed," have them tell the items they put on.
  • Expand the discussion by having students tell different types of pants, shirts, and shoes they have or have seen people wear. This will help prepare them for understanding the classification comprehension skill.

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: Looking at the pictures on the cover and reading the title tells me I am going to read a book about something I already know about. I know all about getting dressed and I know names of different types of clothing. Knowing these things will help me read the book.
  • Show students the title page and ask them what they see in the picture. Ask them if they have ever seen a boy dressed like this. Turn the pages in the book so students can see the pictures. Model how you use the pictures and your previous experience in getting dressed to predict what the boy might put on next. Then model confirming or revising your prediction as you turn the page to check the illustration.

Introduce the Vocabulary

  • As you preview the book with students and discuss the pictures, 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 clothing. For example, point to the shirt on page 3 and ask: What is this? How do you put it on?
  • Point out the words on the page. Explain that the words on the page 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/she should start reading, and which direction he/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 pants on page 4. Ask students how they know this word says pants and not trousers (picture clue plus initial /p/ sound). 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 pants 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 the beginning and ending sounds in words and/or word parts within words that they recognize, to help them sound out the word. They should check whether the word makes sense by looking at the picture and rereading the sentence.
  • 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 getting dressed as they read the book. 

During Reading 

  • Guide the reading: Give students their books and tell them to read to the end of page 5. Tell students to reread the pages if they finish before everyone else.
  • When they have finished, ask students to tell the clothes the boy has put on. Ask what they think he will put on next. Have students point out any clothes they are wearing that are like those the boy has put on and tell how using what they know about getting dressed helped them understand the book.
  • Model making connections to prior knowledge.
  • Think aloud: I have on a pair of pants and socks. I'm wearing a sweater, not a shirt. It helps me understand what I am reading if I can think about what I already know about these kinds of clothes. (Tailor comments to personal situation.)
  • 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 socks and ask students how they know this word doesn't say rocks. Focus on the sound of /s/ at the beginning of the word and the meaning of the sentence.
  • Reinforce how using what they already knew about getting dressed 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: Classification

  • Introduce and model: Ask students to recall the previous discussion about things they put on when they are getting dressed. Ask two students wearing different types of clothing to stand in front of the group (girl in skirt/blouse or dress, boy in shirt/pants or shorts). Tell students that even though what the boy and girl are wearing are different, they all belong to a big group called "clothes."
  • Show students pictures (or actual items) of a hat, a jacket, and book. Tell the students that two things belong together because they belong to the same group. Put the two pictures of the hat and the jacket together. Explain that the book does not belong to the "clothes" group.
  • Check for understanding: Give each pair of students three pictures. Tell them to decide what two items belong in a group, and what the group is. Ask the students to share with the group. (Group - shoes: sneakers, high heels, coat; group - hats: baseball cap, straw hat, umbrella; group - shirts: t-shirt, button-down shirt, gloves; group - coats: raincoat, winter coat, shorts; group - pajamas: flannel pajamas, cartoon character pajamas, scarf)
  • Discussion: Ask students if it makes a difference in what order the boy puts on his clothes. Help them see that it doesn't matter whether the boy puts his shirt, pants, or socks on first, but he does need to have his pants and socks on before putting on his shoes.
  • Independent practice: Tell students to complete the Classification worksheet. Discuss their responses.
  • Extend the discussion:

    Instruct students to use the last page of their book to draw a picture of themselves wearing their favorite clothes. Have students share their pictures with the group.

Build Skills 

Phonological Awareness: Identify rhyme

  • Say the words socks and rocks and have students repeat the words. Tell them that socks and rocks rhyme because they have the same ending sounds. 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 socks, they should give you a thumbs up. If it doesn't rhyme with socks, they should give you a thumbs down. Say the following words one at a time: locks, mocks, makes, docks, pecks.
  • Say the word hat and have students repeat it. Tell them you are going to say some more words. If the word rhymes with hat, they should pat their heads. If the word doesn't rhyme, they should touch their noses. Say the following words: rat, pet, cat, lot, bat, sat, hot. 

Phonics: Initial Consonant Pp

  • Write the capital and lowercase Pp on the board. Point to the letter while you have students tell you which letter this is. Ask if anyone knows the sound this letter stands for. Have the students say the sound: /p/.
  • Have students look at page 4 in the book and point out the words that start with /p/. (put and pants) Have students count the number of times the word put appears in the book.
  • Ask students to tell you some words that start with /p/. Write the words on the board. Ask volunteers to come to the board and circle the letter that stands for the /p/ sound in each word.
  • Give students the phonics worksheet and explain what they are to do. When completed, discuss their answers. 

Grammar and Mechanic: Nouns as Naming Words

  • Tell students that all of the things that the boy put on are naming words. Have students turn to page 3 and find the naming word on the page. (shirt) Then have pairs of students look through the book and count the number of naming words in the book.
  • Challenge students to find the two naming words in the book that are not clothes. (glasses, backpack)
  •     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 things a person wears and that these can be put into a group called "clothes." Draw a word web on the board with the word "clothes" in the center circle. As students name the words that belong in the group (shirt, pants, socks, shoes, jacket, hat), draw and label a picture of each in a smaller circle attached by a line to the circle labeled clothes.
  • Ask students to think of types of shoes. As students offer words (tennis shoes, loafers, sandals, flip-flops, high heels, boots) draw and label small circles attached to the above shoes circle. Continue with other articles of clothing if students need additional practice categorizing.
  • Give students the vocabulary worksheet. Discuss their responses. 

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 and Art

  • Provide large sheets of chart paper, construction paper, glues, scissors, and markers for students to use. Have pairs of students trace their body shapes. Then have them draw and/or cut out items of clothing for their figure. Have them label each article of clothing. Tell them to look in the book to find the spelling. Display their figures around the room. 

Science Connection

  • Use this book as an introduction to the seasons. Discuss the temperatures people need to dress for in each season. Have students suggest different clothes people wear during each season. Have students draw pictures of themselves wearing their favorite clothes in spring, summer, winter, and fall. Display on a bulletin board titled "Getting Dressed for Every Season." 

Math Connection

  • Have students count the articles of clothing they are wearing.


Monitor students to determine if they can:

  • connect their life experience and prior knowledge to better understand what they read
  • identify words that rhyme
  • recognize that the letter p stands for the /p/ sound and suggest words that start with /p/
  • recognize naming words
  • categorize articles of clothing  

Comprehension Checks

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