Level A

Lesson Plan My Room

About the Book
Text Type: Fiction/Realistic Page Count: 10 Word Count: 32

Book Summary
The familiar setting of a child’s bedroom puts readers at ease
as they read new vocabulary naming the objects they find
in their own rooms. Students will learn to link pictures they
recognize with unfamiliar words.

About the Lesson

Targeted Reading Strategy
• Connect to prior knowledge

Objectives
• Connect to prior knowledge to make meaning from text
• Compare and contrast information
• Discriminate initial consonant /r/ sound
• Identify initial consonant Rr
• Identify and use nouns
• Categorize words

Materials
Green text indicates resources available on the website
• Book—My Room (copy for each student)
• Chalkboard or dry erase board
• Compare and contrast, initial consonant Rr, nouns 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
*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyA–Z.com.
• High-frequency words: are, here, is, my
• Content words:
Story critical: bed (n.), books (n.), clothes (n.), desk (n.), fish (n.), room (n.), shoes (n.),
toys (n.)

Before Reading
Build Background
• Discuss students’ bedrooms. Ask students to tell the items, people, or pets that are
in them.
• Expand the discussion by encouraging students to talk about the different kinds of
rooms in their homes and what they are used for. Point out that some rooms are
used for more than one thing, such as the kitchen, which is a place to eat, and maybe
a place to do homework. Ask students to come up with a definition for the word room.

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 Level A
Lesson Plan (continued) My Room
Book Walk
Introduce the Book
• Show students the front and back covers of the book and read the title to them. Ask them to
describe what they see in the pictures. Ask if any of the items are familiar to them. Ask them
what room they think they will read about in the book.
• Show students the title page and ask them to describe what they see in the picture. Ask what
they think the word on the box says.
• Ask them to predict what else might be in the room.
Introduce the Reading Strategy: Connect to prior knowledge
• Model connecting to prior knowledge.
Think-aloud: Whenever I look at the covers of a book, I always think about what I already know
about the topic. When I do this, I find that I am familiar with the words in the book and it makes
it easier for me to read them. I also am more interested in what I am reading if I can relate
it to things I already know. As I look at these pictures, I’m thinking about what I know about
bedrooms, especially kids’ bedrooms, and what I think I might see in the room.
• As students read, encourage them to use other reading strategies in addition to the targeted
strategy presented in this section.
Introduce the Vocabulary
• Continue to preview the book with students, using unfamiliar vocabulary in the discussion. Use
the pattern of the book, for example, ask: What can you see here? Yes, here is the desk.
• Help students make picture/word connections by asking: Which word do you think says desk?
How do you know?
Set the Purpose
• Tell students to think about their own rooms as they read the book My Room. If they get stuck
on words, remind them to think of what they already know about what might be in a bedroom.
They should also use beginning sounds to help them.

During Reading
Student Reading
• Guide the reading: Give students their book and ask them to read to page 5.
• When they have read to page 5, ask what things they read about that they also have in their
bedroom. Ask whether knowing about the things helped them recognize the things in the
pictures and read the words.
• Have students read the remainder of the story.

Have students make a 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.

Reflect on the Reading Strategy

• Reinforce how using what they already knew about their rooms helped them understand what
they read.
• Think-aloud: I recognized the picture of the clothes on page 10, and I know that clothes are usually
kept in a bedroom, so this helped me read the word.
• Discuss additional strategies students used to gain meaning from the book.

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 Level A
Lesson Plan (continued) My Room
Teach the Comprehension Skill: Compare and contrast
• Discussion: Ask students what they liked best about the room. Ask who they think the room
belongs to.
• Introduce and model: Ask students to recall the previous discussion about their rooms. Note that
some of the things in the rooms were alike, while others were different. Show students page 3
of the book. Point to the lamp on the table and tell them that the lamp in your bedroom is
a little like this one. (Comments should be tailored to fit personal situation.) Explain the way
in which they are alike. (My lamp is the same shape.) Repeat with the way in which they are
different. (My lamp doesn’t have stars on the shade.)
• Check for understanding: Ask students to look at the back cover of the book and find something
about the room that is like their room. Discuss the similarities. Repeat for differences and discuss.
• Independent practice: Introduce and explain how to complete the compare-and-contrast
worksheet.

Extend the discussion: Instruct students to use the last page of their book to draw a picture of
something they have in their room that is like the room in the book. Ask students to share their
pictures with the group.

Build Skills
Phonological Awareness: Initial consonant /r/ sound
• Say the word room and the /r/ sound. Ask students to repeat.
• Say the chant from the game “Red Rover” (Red Rover, Red Rover, send Roland right over!),
emphasizing the /r/ sound.
• Repeat the line and have students say it with you. Once they have repeated the chant a few
times, model how to clap each time they hear a word that begins with the initial /r/ sound.
• Ask students to name some words that start with the /r/ sound.
Phonics: Initial consonant Rr
• Have students find the word Room on the cover of the book and point to the letter that stands
for the /r/ sound. Point out that this is a capital R since it is in the name of the book.
• Write the letter Rr on the board. Under it write the word ran. Model how to sound out the word
as you run your fingers under the letters: /r/ /u/ /n/. Have students sound it out with you.
• Check for understanding: Repeat with the words rug, red, and rip. Have individual students come up
and circle the letter in the words that stands for the /r/ sound.
• Independent practice: For additional practice have students complete the initial consonant Rr
worksheet.
Grammar and Mechanics: Nouns
• Tell students that there are some words that tell the names of people, places, and things. These
words are called nouns.
• Ask students to turn to page 3 and find a noun on the page (room). Reinforce that all
of the objects in the room are nouns.

Check for understanding: Instruct students to underline the naming words in the book.
• Independent practice: Introduce, explain, and have students complete the nouns worksheet.
Word Work: Categorize words
• Ask students what all of the words in the book were about (what was in the room). Review the
naming words (bed, books, clothes, desk, fish, toys, shoes). Tell students that these words can be
put into a group called “things in the room.”
• Ask students to brainstorm things that can be found in other rooms, for example, kitchen, living
room, and bathroom. Explain that each room has its own category of things that belong inside it.

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 Level A
Lesson Plan (continued) My Room
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 Connection
Write the following sentence on the board: Here is my ____. Ask students to finish the sentence
with something that is found in their rooms that was not mentioned in the book. Help students
with spellings of words. Ask students to illustrate their sentences, share with the group, and post
their pictures on an “Our Rooms” bulletin board.

Art Connection
Provide magazines, construction paper, and paste. Ask students to find pictures of things they
would like to have in their room and design a “dream” room. Invite students to share their pictures
with the class and explain why they would like to have the things they selected.

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 dictate a response.
• Distribute before reading the book and have students use one of the questions as a purpose
for reading.

Assessment
Monitor students to determine if they can:
• use what they already know about bedrooms to read unfamiliar text
• accurately compare and contrast things in the room in the book with things in their own rooms
in discussion and on a worksheet
• hear the sound /r/ when provided with words said orally
• associate the letter Rr with the sound /r/; read simple CVC words that begin with /r/; recognize
words with /r/ and paste them on the worksheet
• recognize and identify nouns in the text and on a worksheet
• categorize words associated with rooms in houses

Comprehension Check
• Book Quiz
• Retelling Rubric

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