Places People Live
Level G

About the Book

Text Type: Nonfiction/Informational
Page Count: 12
Word Count: 174

Book Summary
In Places People Live, readers learn about some of the different and unusual places people choose to call home. Photos accompany the text, proving that these amazing homes really do exist!

About the Lesson

Targeted Reading

  • Make, revise, and confirm predictions


  • Make, revise, and confirm predictions while reading to understand text
  • Identify main idea and details
  • Produce words that rhyme
  • Identify l-family blends
  • Identify adjectives in the book
  • Alphabetize content vocabulary words


  • Book -- Places People Live (copy for each student)
  • Chalkboard or dry erase board
  • Main idea and details, l-family blends 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.)


  • High-frequency words: they, people, live, where, in, on, houses, it, is, some, made
  • Content words: stone, grass, sticks, ground, water, caves, wheels, shapes

Before Reading

Build Background

  • Discuss various places people live. Have students explain what they know about where some people live (location), what the weather is like, and what the houses may be made of (materials).

Book Walk

Introduce the Book
  • Show students the front and back covers of the book and read the title with them. Ask them what they might read about in a book called Places People Live. (Accept any answers students can justify.) Invite students to predict where people in the book might live.
  • Show students the title page. Discuss the information on the page (title of book, author's name).

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

  • Explain to students that good readers make predictions, or guesses, about what will happen in a story. Explain that making predictions can help people to make decisions, solve problems, and learn new information. Emphasize that knowing how to make predictions is more important than whether the prediction is right, or confirmed.
  • Model using the cover pictures of the book to make a prediction.
    Think-aloud: On the front cover of the book, I notice that there is a picture of an igloo. On the back cover, there is a picture of a car made into a camper. I predict that I am going to learn about different kinds of houses people live in. I'm going to read the book to find out if my predictions are correct. I may need to revise my prediction as I read.
  • Have students use the pictures on the covers and title page to make a prediction before reading the book. Invite them to share their prediction.
  • Have students read the remainder of the book. Remind them to make, revise, or confirm a prediction as they read.
  • 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
  • Model strategies students can use to work out words they don't know. For example, point to the word below on page 6. Model using the familiar word part be by using your finger to mask the first part/syllable and last part/syllable the word. Then read the sentence to students and ask if the word below makes sense.
  • Write the following words on the board: stone, grass, sticks, water, caves. Invite students to share what they know about the meaning of each word. Have them draw what they know about each word on a piece of chart paper.
  • Bring in samples and/or show students pictures of each of the words. Have students revise their drawings after the discussion of each word.
  • For additional tips on teaching high-frequency words or word-attack strategies, click here.

Set the Purpose

  • Have students read the book to find out where people live. Remind them make, revise, and/or confirm predictions as they read based on the pictures and the text.

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 (People). Point out 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.
  • When they have finished reading, ask students to discuss some of the different places people live. Have them tell the location of the houses, the materials used to build the houses, and the weather that might surround the houses.
  • Model revising a prediction.
    Think-aloud: As I read the story, I learned about where people live, and not from what material their houses are made. However, as I looked at some of the pictures, I saw that some of the houses are made of sticks and stone. Based on what I read, I predict that I will learn more about where people live.
  • Have students think about the prediction they made before reading. Invite them to share whether they confirmed, revised, or made a new prediction.
  • Have students read the remainder of the book. Encourage them to continue to make, revise, and/or confirm predictions as they read the rest of the story.

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 book. Use this opportunity to model how they can read these words using decoding strategies and context clues.
  • Invite students to discuss whether their predictions turned out to be true or whether they needed to be revised. Reinforce that revising or confirming their predictions about the book helps them better understand what they are reading and remember the details.
  • Think-aloud: I predicted that I would continue to read about other places people live. This prediction was partially correct. I learned that some people live above the ground and some people live below the water. Some people live in the ground and in caves or on cliffs. However, I also learned that people use material such as stone, sticks, glass, and ice, to build their house.
  • Discuss additional strategies students used to gain meaning from the book.

Teach the Comprehension Skill: Main idea and details

  • Discussion: Ask students which places they thought were the most interesting and why. Ask what other kinds of places they would include in the book if they were the author.
  • Introduce and model the skill: Explain to students that books they read have a main idea that tells what the book is about. The title of the book and the pictures can be clues to identify the main idea. Discuss the main idea of this book. (People live in many places.) Make a large web on the board and write the main idea in the center circle. Explain that there are details in the book that tell about the main idea.
  • Think-aloud: On page 3, I read that people live where it is hot and cold. This describes the kinds of places that people live, so it is a detail that tells about the main idea. Write hot and cold in the first outer circle on the web.
  • Check for understanding: Have students point to another detail in their book that tells about the main idea. Observe and discuss their responses.
  • Independent practice: Introduce, explain, and have students complete the main idea and details worksheet. If time allows, discuss their answers.

Extend the discussion: Have students write an additional page for the book about places people live.

Build Skills

Phonological Awareness: Produce rhyme

  • Say the words sticks and bricks and ask students what is the same about the words. (They rhyme/have the same ending.)
  • Invite students to name other words that rhyme with sticks and bricks (chicks, clicks, flicks, kicks, licks, picks, pricks, ticks, tricks, wicks). Write these words on the board. Point out the similar ending of each word.
  • Say the following words to students: stone, sticks, ground, caves, wheels, shapes. Pause after saying each word and have students suggest rhyming word. Allow students to list as many words as they can for each word you say.

Phonics: L-family blends

  • Write the word places on the board and read the word aloud with students. Have students find the word on the cover and read the title.
  • Circle the pl blend in the word and tell students that the sounds /p/ and /l/ blend together to make the /pl/ sound. Point out that each individual sound in the blend can be heard. Have students say places while they listen for the beginning blend.
  • Explain that the pl letter combination is one of the blends in the l-blend family. Explain that a consonant blends with the letter l to create an l-family blend. Write the l-family blends in a line along the board: bl, cl, fl, gl pl, sl. Have students think of several examples of words that start with each blend. Write these words on the board under the blends. Have individual students come to the board and circle the blends in the words.
  • Ask students to find an l-family blend word on page 8 (glass), on page 10 (cliffs), and page 11 (float).
  • Independent practice: Introduce, explain, and have students complete the l-family blends worksheet. If time allows, discuss their answers.

Grammar and Mechanics: Adjectives

  • Review or explain that there are special words that are used to describe other words. Explain that these words tell about people, places, or things, such as happy, sad, high, or low.
  • Have students turn to page 3. Ask students to find an adjective that describes places people live (cold, hot). Explain to them that since adjectives describe something, sometimes another adjective can be put in its place. Ask students if they can name other adjectives that could be used instead of cold and hot on page 3 (freezing, chilly, boiling, warm). Ask students to use the word in a sentence.
  • Have students look at page 4. Ask them to find the adjectives (dry, wet).

Have students underline the adjectives in the book. Remind them to ask themselves if the word describes something about places people live. Check their responses.

Word Work: Alphabetical order

  • Write the words water and sticks on the board. Underline the first letter in each word. Ask students what letter comes first in the alphabet: w or s.
  • Review or explain that words are sometimes placed in a list by ABC, or alphabetical, order. Words are placed in alphabetical order by looking first at the initial letter in each word and deciding which letter comes first in the alphabet. Explain that sticks would come first in an alphabetical list.
  • Write the words caves and sticks on the board. Underline the first letter in each word. Ask students what letter comes first in the alphabet: c or s. Explain that caves would come first in an alphabetical list.
  • Write the following content vocabulary words on the board: stone, grass, water, caves. Have students write the words in alphabetical order on a separate piece of paper.

Build Fluency

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.

Extend the Reading

Writing and Art Connection
Discuss with students the kinds of houses in their community. Provide the following sentence: Some people live in houses made of ____________. Have students write and illustrate the sentence. Have them share their sentence and picture with the group.

Social Studies Connection
Have students draw a picture or build a miniature model of a place from the book where people live. Have them show the materials and location of the home, and the weather and environment of the place they chose.


Monitor students to determine if they can:

  • make logical predictions about the book based on available information and revise and confirm predictions as they gain more information
  • identify appropriate details about places people live including location, weather, and materials; record details on the graphic organizer
  • accurately produce words that rhyme
  • correctly recognize words with l-family blends and name words that start with these blends
  • correctly and consistently locate adjectives in the book
  • accurately alphabetize content vocabulary words during discussion and on a worksheet

Comprehension Checks

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