Lesson Plan · Level 1 Words All Around

Book Summary
Level 1 (Grades K–1) Text Type: Nonfiction/Descriptive Word Count: 148
Words are all around us, and we read them in a variety of ways every day.
We read signs on the street and at school. We read words on trucks and
signs that tell us whether or not a store is open. At home, a recipe can tell
us how to cook dinner, and a sign might even identify our bedrooms.

Skills for the Week

Day 1 Day 2 Day 3 Day 4 Day 5
Concepts

Identify print
Print

Use the concepts

projectable
Choral read
as your Listen for Ask and answer Cloze read:
Reading

shared book. fluency and questions Content

expression Content vocabulary
Print copies vocabulary
of the book
Vocabulary/
Mechanics Word Work

Predict
for students through
to take home. vocabulary
Grammar
and

Plural nouns Contractions

Phonological

Phonological
Awareness
Phonics/

Awareness:
Segment
phonemes

Text-to-self Comprehension Author’s

Comprehension

connections Check: purpose

Make (optional) Recall Comprehension
predictions Text Features: Cause and effect Check:
Analyze Make inferences / Main idea and
photographs Draw conclusions details
Connection Writing
Shared

Write using
plural nouns
Home

Read for
Plural nouns
enjoyment

Day 1
Build Background
• Ask students:
What can you read besides books?
What things do you read every day? Let’s make a list.
How does reading help us with our everyday lives?
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Lesson Plan · Level 1 Words All Around

Day 1 continued Book Walk

• Discuss front and back covers, title, and author.
• Ask students what they see on the cover.
On the cover, I see ______.
The title of this book is ______.
make • Encourage students to predict what the text will be about, on
Predictions the basis of the title and pictures.
• Ask:
What do you think this book will be about?
What words do you see on the front and back covers?
Where is the title of this book? (Ask a student to point to it.)
Where is the author’s name? (Ask a student to point to it.)
What does an author do?
• Briefly point out elements of nonfiction (photographs).
• Do a brief picture walk to highlight elements in the pictures relating
to the text and the concepts that the pictures support, such as different
ways we see words in our environment. This should NOT be a discussion
of a potential text sequence.

Predict through Introduce Vocabulary

Vocabulary
Vocabulary Words
classroom (n.), recipe (n.), school (n.), signs (n.), store (n.), words(n.)
• Use vocabulary cards to introduce vocabulary. Show students one
vocabulary card at a time.
• Discussion:
Can you tell me what this is a picture of?
What does this picture remind you of?
This word says ______. Does anyone know what this word means?
Let’s read the definition of this word.
I can use this word in a sentence: ______. (Use the word in a sentence
aloud.)
Who can use this word in a different sentence?
These words are all in this book. What do you think this book might be
about? (If students made predictions during the Book Walk, ask them
whether they want to change their predictions or keep them the same.)
What other words might be in this book?

Read 1 Read the Book

Listen for • Read to illustrate fluency and expression. Stop occasionally to make brief
fluency and predictions or think aloud (self-query, prediction). The focus should be on
expression
reading for enjoyment.

read for Home Connection

enjoyment
• Send printed books home with students to read with a parent or another
trusted adult. The focus should be on reading for enjoyment.

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Lesson Plan · Level 1 Words All Around

Day 2
Introduce the Book
• Review the front and back covers, title, and author.
• Ask:
Where is the title of this book? (Ask a student to point to it.)
Where is the author’s name? (Ask a student to point to it.)
What does an author do?
• Briefly point out elements of nonfiction (photographs).
identify print • Invite student volunteers to do the following Concept About Print tasks:
concepts Point to where you would begin reading the text.
Show me with your finger which way I go as I read this page.
Where do I go once I get to the end of the line?
Point to the words while I read the sentence.
Show me the first word on this page. Now, show me the last word
on this page.

Read 1 Read the Book

choral read • Read at a slightly slower pace, tracking print with a pointer. Students
ask and answer should be encouraged to join in the reading if they can. The overall focus
questions should be on enjoyment of the text and reading experience and not on
total participation among students.
• Have students work with a partner to write a question that would require
a reader to search the text in at least two places to find the answer.
Have them share their questions aloud and answer them as a group,
highlighting evidence in the book that supports each answer.

Read 2 Read with Students

content • Read at a slower pace and have students join in when they can. Track print
Vocabulary with a pointer.
• As you read the book, emphasize content words. For example, on
page 4, emphasize the words school and street. Hesitate before the
words, allowing students to say each word.

Text-to-self Connect to the Reading: Text-to-self (optional)

connections
• Explain that engaged readers think about how the people they know
(optional)
and the events from their own lives are like the people and events in
whatever they are reading. Engaged readers also think about times
that they’ve felt the same way as characters or subjects. These kinds
of connections are called text-to-self connections.
• Discussion
• Discuss whether the examples in the book remind students of places
where they have seen and read words.
• Ask students to explain how the pictures remind them of things they
have seen.
• Encourage students to make additional text-to-self connections:
This picture reminded me of ______ because ______.
This page reminded me of ______ because ______.

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Lesson Plan · Level 1 Words All Around

Day 2 continued
• Invite students to locate and use the stamp tool to show the part(s)
of the book in which they made a text-to-self connection.

Analyze Text Features: Analyze photographs

photographs • Project the cover. Ask students what clues on the cover tell them this is
probably a nonfiction book. Remind students that nonfiction text usually
has photographs, while fiction usually has illustrations.
• Project page 4 and ask students to tell what they see in the photograph.
Then read the text on the page with students and discuss how the
photograph supports the text.
• Repeat with other pages in the book.

Day 3
Introduce the Book
• Review the front and back covers.
• Using the vocabulary cards as prompts, ask students to retell the
information in the book. (This can include dramatization, working
with a partner to retell the information, and so on.)

Read 1 Cloze Read with Students

Cloze Read: • Using the masking tool , cover the words that refer to places where
content we can see words. For example, on page 4, cover the word school.
Vocabulary
• Read at a slower pace. Hesitate at the masked parts of the text and have
students fill in the blanks. Invite students to guess each correct word.
As they suggest words, ask students: Does this word make sense in the
sentence? Have students show thumbs-up if they agree and thumbs-down
if they do not agree.

comprehension Comprehension Check: Text dependent

check
• Ask students comprehension questions to help them think critically about
the text. Have students highlight evidence in the book that supports their
answers.
What are some places where we can see words? Where does the text
tell you this? (Recall)
Why are signs on the street helpful? (Cause and effect)
The text names several places where we can see words in a school.
Where are they? (Recall)
Name some ways that words help us. (Recall)

Segment Phonological awareness: Segment phonemes

phonemes
• Ask students to listen as you say a word, for example, sun. Then ask them
to listen as you segment the sounds: /s/ /u/ /n/.
• Invite students to segment the sounds of a word with you. Have students
say the word look with you. Then have them segment the sounds with
you: /l/ /u/ /k/.
• Explain to students that it’s their turn to segment the sounds on their
own. Have students segment the sounds in the following words: help,
cross, street, home, chart, truck, bike, smells. For some of the words, call
on individual students to segment the word and then have the other
students segment the word as well.

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Lesson Plan · Level 1 Words All Around

Day 4
Read 1 Read with Students
(optional) • Read with students as needed for fluency and expression. You may choose
to have the only reading on this day be part of the skill lesson.

plural Nouns Grammar and Mechanics: Plural nouns

• Write the following words on the board: pen, pens. Ask students which
word lets them know there is more than one pen. Ask how they know.
Call on a student to come up and circle the -s at the end of the word pens.
• Repeat with the words bus, buses. Explain that to show that there is more
than one thing, we add the letter -s or the letters -es to the end of nouns.
• Make a two-column chart that shows plural nouns with -s and nouns with
-es. Point out that when a word ends in s, ch, or sh, we add -es.
-s -es
pens glasses
books bushes
cars watches
Read 2 • Read the Book
plural Nouns • Project page 3 and read it with students. Ask students to identify all the
plural words on the page. Call on students to use the pen tool to
underline the words and circle the -s or -es endings. Ask students why
we add -es to the word bus.
• Repeat with pages 4 and 6. Make sure students understand that the -s
on the end of the word say on page 6 doesn’t show a plural noun.

write using Shared Writing: Write using plural nouns

plural nouns
• Write the following sentences on the board: We read about words. Words
are everywhere. Read the sentence aloud with students as you point to
each word.
• Point out that you wrote two plural nouns in your sentences. Ask students
to check if you used plurals correctly.
• Explain to students that they will help you write another sentence about
words. Have them discuss what they would like to say about words and
then have them tell you what to write. After writing the sentence, ask
them to read the sentence with you to check that it is correct, including
the use of plural nouns.
• Ask students to write one or more sentences about something they
learned from the book. Explain that they should not copy a sentence
from the book but make up their own sentence. To support them,
suggest that they write about a place in the room where they see words,
a place at home where they see words, how words help them find their
way, and so on.
• Ask students to share their sentences with the group while the other
students listen for plural nouns.
plural Nouns • See the Home Connection on the back of the printed book for a Grammar
extension activity.

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Lesson Plan · Level 1 Words All Around

Day 5
Review Home Connection
• Ask volunteers to share the plural nouns that they found in the book.
Write the words next to the book cover projectable or on the pages
where the words are located using the pen tool or the text tool .

Read 1 Read with Students

(optional) • Read with students as needed for fluency and expression. You may
choose to have the only reading on this day be part of the skill lesson
or Comprehension Check or both.

contractions Grammar and Mechanics: Contractions

• Write the following words on the board and read them aloud: she is.
Ask students if they know a shortened way to write these words. After
allowing response time, write the word she’s on the board. Demonstrate
how you delete the letter i in is, replacing it with an apostrophe. Explain
to students the short word is called a contraction.
• Write the words he is on the board. Call on a student to tell you how to
write a short version of the two words. Then write he’s on the board.
• Repeat with the words it is.
Read 2 • Read the Book
contractions • Project page 9 on the board and read it with students. Ask students
to find a contraction on the page and then call on a student to use
the pen tool to underline it. Ask students what two words make
up this contraction.
• Repeat with pages 10 and 12.

Author’s Purpose Comprehension: Author’s purpose

• Explain to students that authors have a purpose for writing a book.
Sometimes they just want to entertain their readers and give them
something fun to read. Sometimes they want to give their readers
information about a topic. And sometimes they want to try to persuade
their readers to think a certain way about a topic.
• Discuss with students the author’s main purpose for writing this book.
Discuss the fact that although the book is fun to read, the main reason
the author wrote the book is to tell us different places where we can
read words.
Read 3 • Read the Book
author’s • Project the book and read it with students. After reading each page,
purpose ask students to look at what the author wrote and find the clues on the
page that tell them that the main reason the author wrote the book is
to give them information.
• Call on students to use the pen tool to underline the facts on
each page. The facts are the clues that the author’s purpose is to
give information.

main idea and Comprehension Check: Main idea and details

details
• Project the cover. Point out to students that the main idea of the book,
or what the book is mostly about, is that we can find words everywhere
or all around us.

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Lesson Plan · Level 1 Words All Around

Day 5 continued • Project page 3. Using the pen tool , underline details that support this
main idea (all day long you see words on signs, store windows, buses, and
other things).
• Continue reading the book, page by page. After you read each page, ask
students to find details that support the main idea. Ask volunteers to use
the pen tool to underline details on each page.
• Ask students to tell the important facts in the book to a partner, using the
vocabulary cards as prompts.

Subsequent readings using the projectable tools

• Use the stamp tool • Use the highlight tool • Use the highlight tool
to identify the most to highlight story vocabulary to identify a word in
interesting words in the text. and then connect it to its the text.
• Use the highlight tool picture in the illustration. • Use the text tool
to find as many words with • Use the masking tool to write in the sides as
the beginning or ending to mask the verbs on one many words as possible
sound as X in one minute. page of text. Have the that rhyme with the
students tell that page highlighted word.
• Use the masking tool
to hide the text on any page. in present tense. • Use the pen tool
Have students write the text to write the numerals
they think should go there. above the number words.

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