Standard Lesson

Bingo! Using Environmental Print to Practice Reading

K - 2
Lesson Plan Type
Standard Lesson
Estimated Time
Two 45-minute sessions
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This lesson puts a new twist on the familiar game of Bingo. Instead of using chips to mark off numbers on a playing card, students use recognizable signs, logos, and labels as part of a game that promotes literacy learning. By playing this form of Bingo, emerging readers in kindergarten and first grade are encouraged to practice their reading skills using a variety of environmental print materials. First, students match logos and images to their matching words. They then use the logos and images to create their own Bingo cards, which they read with a partner. After playing Bingo in which they match images to images, they play by matching the logos on their cards to the logo words with the supporting colors and graphics removed.

Featured Resources

From Theory to Practice

  • High-impact environmental print symbols are the first exposure young children have to the code system of written symbols.

  • Research indicates that children must construct a "cognitive anchor" for mapping sounds onto written code symbols. Environmental print can be this anchor.

  • Adult instruction is the key element to effectively using environmental print to teach beginning reading skills. When an adult draws attention to the letters and sounds in environmental print words, children are more likely to transfer this knowledge to decontextualized print (text without graphics).


Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

  • Bingo chips

  • Cardboard

  • Glue or tape

  • A laminating machine (optional)

  • Environmental print materials

  • Transparencies and a projector




1. Before teaching this lesson, you will want your students to be familiar with reading environmental print. For that reason, you may want to teach “I Know That Word! Teaching Reading With Environmental Print” and “Stop Signs, McDonald’s, and Cheerios: Writing With Environmental Print”. At the very least, you will want to teach the first session from either of these lessons (it is the same for both). To do this, you will need to complete Steps 2 and 3 (see below).

2. If you have taught either of the lessons listed in Step 1, you have a collection of images you can use for this lesson. If not, you will be using examples of signs, labels, and logos with your students and should have a collection available for them to make Bingo cards. These can come from product packaging (e.g., cereal boxes, soda cans), fast food containers, store bags, or magazines. Some of these images should come specifically from your immediate community (e.g., the sign in front of your school or street signs from main streets in town). You might consider taking photos of local signs with a digital camera or scanning in pictures that you cut out of local magazines or brochures. You will want to resize these images so that they fit into a square on the Bingo Card Template. You can do this by scanning the images and then using software or a photocopier to resize them. You want between 18 and 27 images.

3. You can also use the Internet to capture images of signs, logos, and product labels as follows:

a. Go to Google Image Search and type in the name of a sign, company, or product you would like to use (for example, type in the words stop sign).

b. On the page that opens with images, click on the image that is simplest and will copy most clearly; then click on the link that says See full-size image.

c. When this image opens, right-click on the image. A drop-down menu will appear. Click on the word Copy.

d. Using Microsoft Word or another word-processing program, open a blank document and paste the image in. You will want to resize the image so that it can fit into a square on the Bingo Card Template.

4. Print two copies of each image you have collected and resized. Cut out one copy of each and paste them onto cardboard – you will use these to show students the logos in Session 1 and to play Bingo. Make multiple copies of the rest for students to use when making their Bingo cards.

5. Type and print out each sign or logo word in an enlarged standard font. Be sure to type just as the word is written. For example, OREO would be typed as it appears on the label using all uppercase letters. Play-Doh would be typed in both uppercase and lowercase letters. Cut these words out and mount them on cardboard. These words will be used to play Bingo with students in Session 2.

6. Print a blank version of the Bingo Card Template for each student in your class.

7. Create your own Bingo card using the logos from Step 4. Make a transparency of the card.

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

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.

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.


  • 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.

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.


Curriculum Coordinator
It is a great work indeed and you may add more attribute to this lesson by considering following points:
1. use of quality tools
2.differentiate task for all three types of learner(k,v,a)
Curriculum Coordinator
It is a great work indeed and you may add more attribute to this lesson by considering following points:
1. use of quality tools
2.differentiate task for all three types of learner(k,v,a)
Curriculum Coordinator
It is a great work indeed and you may add more attribute to this lesson by considering following points:
1. use of quality tools
2.differentiate task for all three types of learner(k,v,a)

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