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Lesson Plan

Bingo! Using Environmental Print to Practice Reading

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Bingo! Using Environmental Print to Practice Reading

Grades K – 2
Lesson Plan Type Standard Lesson
Estimated Time Two 45-minute sessions
Lesson Author

Jennifer Prior, Ph.D.

Jennifer Prior, Ph.D.

Flagstaff, Arizona

Maureen Gerard

Maureen Gerard

Phoenix, Arizona

Publisher

International Reading Association

 

Student Objectives

Session 1

Session 2

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

  • Develop word recognition, fluency, and early reading success by reading environmental print in different forms

  • Apply what they have learned and demonstrate comprehension by choosing logos for a Bingo card, reading them, and playing two different forms of a Bingo game

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Session 1

Note: You will want to teach the first session from “I Know That Word! Teaching Reading With Environmental Print” or “Stop Signs, McDonald’s, and Cheerios: Writing With Environmental Print” before this session.

1. Ask students if any of them have ever played Bingo before. Have any students who are familiar with the game help you explain the rules.

2. Review the logos and images you have collected, using color images of logos that you pasted to cardboard (see Preparation, Step 4). These words should be familiar to students, but you may choose to introduce a few new ones as well. Ask students to read the words and explain to you how they know them. Draw their attentions to the fact that often a letter appears in different ways. For example, sometimes a letter might be written in cursive. Sometimes the same letter is big and red. The same letter can look different when it appears in different words. When you are finished, place all of the logo cards in a bin or hat.

3. Tell students they are going to use these logos to make their own Bingo cards. Divide the class into pairs. Give each student a blank Bingo Card Template, glue or tape, and a pile of the printed logos you printed off (see Preparation, Step 4). Encourage students to use logos they can read to create their own Bingo cards. Tell them they cannot use the same logo twice on their cards. They should not put a logo in the center square.

4. Circulate while students are working, asking about the letters and sounds in the logos they have chosen for their Bingo cards. Have students read logos out loud and ask students sitting nearby if they recognize the logos too. This reinforces phonics learning.

5. As students finish their cards they should read each of the logos they have chosen to their partners.

6. Give each student a pile of chips and lead a class game of Bingo with each student using the card he or she created. Lead the game as follows:
  • Show students the transparency of the card you made.

  • Draw logos out of a hat or bin. As you draw each one, ask for a student volunteer to read the logo.

  • Mark any logos on your card using a chip and encourage students to do the same.

  • Continue to do this with each logo until a student calls out “Bingo!”
When you finish one game, have students switch cards with their partners and play again.


Note: If you have access to a laminating machine, you may want to collect the Bingo Card Templates that students made and laminate them before Session 2. If you do this, have students put their name or initials on the back.

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Session 2

1. Review the logo cards you went over during Session 1 (see Step 2). As students successfully read the cards, place them where students can see them (e.g., tape them to the board or a piece of chart paper).

2. Introduce the word cards you typed up (see Preparation, Step 5). Ask students to read the cards and match them to the logo cards you have taped up. This may be challenging, so be ready to provide assistance. If you have selected multiple logos that begin with the same letter, the difficulty level will be increased. You’ll need to encourage students to look at ending letters to help them identify the corresponding logo words. For example, you might say, “Do you recognize this word on any of the signs or logos? Can you match it up? What letter does it start with? Look at the end of the word — what sound does it end with?”

3. Have students take out the Bingo cards they created during Session 1 (or return them to students if you have collected them). Give each student a pile of chips and tell them you are going to play Bingo by showing them the word cards you just reviewed; they should place chips on the appropriate logo or sign image on their Bingo cards. Place the word cards in a bin or hat.

4. Lead a Bingo game using the word cards. Once again, you can use the transparency you have created to play along with students — this will help them get the hang of matching up the words to the images on their cards. Begin play as follows:
  • Ask a student to draw the first logo from the hat or bin.

  • If the card is a stop sign, say something like “Do you recognize the word on this sign? What letter does it begin with? Do you have a match for this sign on your Bingo card? Look for the beginning letter s. What sound does the letter s make?”

  • Continue to do this with each logo until a student calls out “Bingo!”

  • Review the logo and word cards with the class to make sure the student has matched them correctly.

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EXTENSIONS

  • Save the game cards and logos and allow students to play Bingo in small groups using both the colored logos and the word cards you typed.

  • The lesson plan “From Stop Signs to the Golden Arches: Environmental Print” provides students with additional practice reading environmental print. After collecting examples and sorting them into categories, students make a class book.

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STUDENT ASSESSMENT/REFLECTIONS

  • Observe students during class discussion. Are they able to read the logo words and identify letters and sounds? Do students recognize the logos they have seen before (in previous lessons) and are they able to read them? You may need to work individually with students who are having difficulty.

  • During Session 2, observe as students make attempts to read decontextualized words. Make note of any difficulty they experience with particular letters. Offer additional instruction using environmental print or other letter-identification activities focusing on these letters.

  • During Bingo games, check to make sure that students are placing their chips correctly. You may wish to circulate at the end of each game and quickly check students’ cards, making notes of errors on a class list you keep for this purpose. During Session 1, you may ask partners to check each other’s cards at the end of the game. You might also play games with small groups of students, questioning them as they play to assess their understanding of letter–sound correspondence and phonics and the level of their decontextualized reading.

 

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