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LESSON
LESSON
Book Summary
What makes you happy or mad? All Kinds of Faces
shows emotions on the faces of young children.
Students have the opportunity to discuss faces
and the emotions associated with them. Detailed,
supportive photographs, high-frequency words,
and repetitive phrases support beginning readers.
Objectives
• Use the reading strategy of asking and answering questions to understand text
• Classify information
• Discriminate initial consonant /s/ sound
• Identify initial consonant Ss
• Recognize and use simple sentences
• Recognize and use antonyms
Materials
Green text indicates resources available on the website
• Book—All Kinds of Faces (copy for each student)
• Chalkboard or dry erase board
• Picture cards, classify information, initial consonant Ss, simple sentences worksheets
• Discussion cards
Indicates an opportunity for students to mark in the book. (All activities may
be demonstrated by projecting book on interactive whiteboard or completed with
paper and pencil if books are reused.)
Vocabulary
• High-frequency words: is, this
• Content words: excited, face, happy, mad, sad, scared, shy, sleepy
Before Reading
Build Background
• Write the word faces 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 make a sad face. Encourage them to explain what a sad face looks like
(mouth turned down, tears in eyes). Discuss why someone might make a sad face.
Have students name other types of faces they know about. Write them on the board.
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 All Kinds of Faces. (Accept all answers that
students can justify.)
© Learning A–Z, Inc. All rights reserved. 1 www.readinga-z.com
Level A
Lesson Plan (continued) All Kinds of Faces
• 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: This face is _____. Read the sentence aloud,
pointing to the words as you read them to students. Have students read them aloud. Explain that
these words repeat throughout the book.
Introduce the Reading Strategy: Ask and answer questions
• Model how to ask questions as you preview the book.
Think-aloud: I see a boy with a big smile on his face on the front cover of the book. I know that
when people smile, they are usually happy about something. I wonder why the boy is happy. I’ll
write that question on the board (What makes people happy?). The picture on the back cover
shows several kids in a group. They all have their mouths open. They look excited. I wonder why
they are excited. I’ll write that question on the board. (What makes people excited?)
• Show students the title page and ask them what they see in the picture. Ask students what
questions they might ask about the picture. If necessary, model once more for students how to
ask questions about the book.
• As students read, encourage them to use other reading strategies in addition to the targeted
strategy presented in this section.
Introduce the Comprehension Skill: Classify information
• Explain to students that readers often think about the objects in a book 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.
• Have students look through the pages of the book. Ask them to tell you different types of
feelings or emotions that people can have. Write these on the board to use with the picture cards
worksheet. You may choose to use heading cards attached to the worksheet instead of writing
the words on the board.
• 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
had in common. I noticed that the snowman is something that might make someone feel happy.
I will group this picture under the heading Happy. Here is a picture of a shark. How might a shark
make people feel? Under which heading do you think I should put this picture?
• Sort through the remainder of the picture cards asking for volunteers to put pictures under one
of the headings. (Accept any answers students can justify).
Introduce the Vocabulary
• While previewing the book, reinforce the vocabulary words students will encounter. For example,
while looking at the picture on page 3, you might say: It looks as though this face is happy.
• Remind students to look at the picture and the letters with which a word begins or ends to
figure out a difficult word. For example, point to the word scared 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 a boy who looks afraid. When I look at the first part of the word, it starts with /s/.
However, the word afraid starts with the /a/ sound, so this can’t be the word. I know that when
people are scared, they often make a face like the one in the picture. The word scared starts with
the /s/ sound. The sentence makes sense with this word. The word must be scared.
Set the Purpose
• Have students use what they already know to ask questions as they read. Remind them to think
about what kinds of things can make us have different feelings.
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
• 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.
Check for understanding: Have students locate and circle all the capital letters and periods in
the book.
• Independent practice: Introduce, explain, and have students complete the simple sentences
worksheet. If time allows, discuss their responses.
Word Work: Antonyms
• Have students turn to page 3. Read the following sentence aloud: This face is happy.
• Point to the word happy. Ask students to explain what the word means (glad).
• Have students turn to page 4. Read the following sentence aloud: This face is sad. Point to
the word sad. Ask students to explain what the word means (unhappy).
• Point out that the words happy and sad have opposite meanings. Explain that two words with
opposite meanings are called antonyms.
• Have students turn to page 7 in their book. Read the following sentence aloud: This face is
scared. Point to the word scared. Ask students to identify an antonym for the word scared
(brave). Write the antonym pair on the board.
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.
With someone at home, have them classify information about objects at home that bring about
certain feelings.
Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the book
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 cards and write a response, either as an essay or as 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.
Assessment
Monitor students to determine if they can:
• consistently ask and answer questions to understand text
• accurately classify objects that cause certain feelings during discussion and on a worksheet
• accurately discriminate initial consonant /s/ sound during discussion
• identify and write the letter symbol that represents the /s/ sound during discussion and
on a worksheet
• correctly understand and use simple sentences during discussion and on a worksheet
• correctly identify and use antonyms during discussion
Comprehension Check
• Retelling Rubric