Reading Environmental Print
English Language Arts, Kindergarten
Summary of Unit
The topic of environmental print is familiar to students and is readily available to teachers. Environmental print is used to teach emerging reading and
writing practices that are essential for students to master early. Through close reading of environmental print students will discover that print conveys
meaning and the meaning remains constant. Students develop an understanding of the use and significance of many types of environmental print
including signs, symbols, and logos. Lessons provide a structured approach to teaching emergent literacy while building understanding. This unit is
intended to be implemented in the first few weeks of school.
These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and
Mathematics incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum
Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make
adaptations as necessary.
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Table of Contents
Unit Plan ……………………………………………………………………………………………..…………………………………………………… 3
General Notes and Resources …………………………………………………………………………………………………………………….. 6
Lesson 1, 2, 3 …………………………………………………………………………………………………………………………..………….…… 10
Lesson 4, 5, 6, 7….……………………………………………………………………………………………………………………………………. 22
Lesson 8, 9, 10……………………………………………………………………………………………………………………..…….………….… 34
CEPA 1 Teacher Instructions …………………………………………………………………………………………………………………….41
CEPA 1 Student Instructions ……………………………………………………………………………………………………………………. 42
CEPA 1Rubric………………………………………………………………………………………………………..…………………..…………….. 43
CEPA 2 Teacher Instructions …………………………………………………………………………………………………………………….44
CEPA 2 Student Instructions ……………………………………………………………………………………………………………………..46
CEPA 2 Rubric …………………………………………….………..…………………………………………………………………..………………47
Unit Resources………..………………………………………………………………………………………………………………..……………… 48
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Stage 1 Desired Results
ESTABLISHED GOALS
G
CCSS.ELA-Literacy.RI.K.7 With prompting
and support describe the relationship
between illustrations and the text in which
they appear (e.g., what person, place, thing,
or idea in the text and illustration depicts.)
CCSS.ELA-Literacy.RI.K.10 Actively engage
in group reading activities with purpose and
understanding.
CCSS.ELA-Literacy.RF.K.4 Read emergent
reader texts with purpose and
understanding.
CCSS.ELA-Literacy.W.K.2 Use a combination
of drawing, dictating, and writing to
compose informative/explanatory texts in
which they name what they are writing
about and supply some information on the
topic.
CCSS.ELA-Literacy.SL.K.1 Participate in
collaborative conversations with diverse
partners about kindergarten topics and
texts with peers and adults in small and
larger groups.
CCSS.ELA-Literacy.SL.K.1.a. Follow agreedupon rules for discussion (e.g., listening to
others and taking turns speaking about the
topics and texts under discussion).
CCSS.ELA-Literacy.SL.K.6 Speak audibly and
express thoughts, feelings, and ideas clearly.
Transfer
Students will be able to independently use their learning to…
T
Read and comprehend a range of increasingly complex texts and media written for various
audiences and purposes
Meaning
UNDERSTANDINGS
U ESSENTIAL QUESTIONS
Q
Students will understand that…
U1 Letters, words, symbols, signs and logos Q1 What can we learn from the words,
(environmental print) have meaning and
signs, symbols and logos all around us?
provide information about our world. The
meaning remains constant.
Q2 What is reading?
U2 Reading is the process of making
meaning.
Q3 Why do we need signs?
U3 Talking about text helps us to better
understand its meaning
Acquisition
Students will know…
K Students will be skilled at…
S
K1 Words, symbols, logos, and signs can
S1 Reading frequently-seen words, signs,
convey important information
symbols, logos, etc. (environmental print)
K2 We can read signs, symbols, logos, etc.
S2 Drawing, dictating, or writing to provide
K3 The message of a sign, symbol, or logo
some information on the topic.
does not change.
S3 Contributing thoughts or ideas related to
K4 Various characteristics of environmental the topic in a discussion, when asked or
print help to convey its meaning
prompted
K5 Writing conveys information
S4 Listening purposefully to others’
K6 Text (signs, symbols, pictures, logos etc.
thoughts and ideas
of environmental print) can give different
S5 Speaking audibly and expressing
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CCSS.ELA-Literacy.L.K.5.a. Sort common
objects into categories (e.g., shapes, foods)
to gain a sense of the concepts and
categories they represent.
CCSS.ELA-Literacy.L.K.5.c. Identify real-life
connections between words and their use
(e.g., note places at school that are colorful).
CCSS.ELA-Literacy.L.K.6 Use words and
phrases acquired through conversations,
reading and being read to, and responding
to texts.
types of information
K7 Signs, symbols, pictures, logos, etc.
(environmental print) identify real items or
actions.
thoughts, feelings, and ideas clearly
S6 Categorizing words, signs, pictures and
symbols by meaning
S7 Identifying the items or actions
associated with signs, symbols, pictures,
logos etc (environmental print)
S8 Using words acquired through
conversations and reading/being read to in
everyday conversations
Evaluative Criteria
Assessment Evidence
CURRICULUM EMBEDDED PERFOMANCE ASSESSMENT
PT
PT1 This task is to make signs to guide people around the classroom and school. Since the
unit will be taught early in the school year, schedule this performance task to coincide with
an Open House or Parent Information Night. This will provide the opportunity for the
authentic task of making signs for the school and classrooms to help parents identify
where/what things are.
Stage 2 – Evidence





Accurately portrays meaning about area
or item on the sign through a picture or
oral identification
Accurately reads (identifies meaning) at
least 4 classroom signs
Accurate connection (as identified by
student) between sign and its meaning
Performance reading done with
understanding and purpose
Accurate connection (as identified by
student) between a sign and its meaning
PT2 Develop a class book with photos of environmental print. The librarian has asked the
class to write and illustrate a book of signs and symbols that students have been studying.
Each student chooses a sign or logo to glue onto their page of a class book. Then they write
or draw information about the sign or logo that tells what it means. The pages from the
class will be bound together to create a book that will go to the school library. There will be
an authors’ book reading for other classes in the school by reading the entire book
together.
OTHER EVIDENCE
 Discussion on Essential Questions (Assessment of Speaking and Listening with a
checklist)
OE
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



Participation, clear expression and
following rules of discussion
Explanation of understandings
Accurate reading and writing
Identification of common category for
groups
 Sorting of photos of words, pictures, symbols, and signs into categories based on
meaning
 Daily class discussions
 Observation of student work/participation in class activities/centers
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lessons 1, 2, 3
 Lesson 1 introduces reading environmental print and book handling.
 Lesson 2 focuses on close reading, developing the understanding that words, signs and pictures can convey important information.
 Lesson 3 reinforces the concept that environmental print conveys meaning and introducing the role of authors and illustrators.
Lessons 4, 5, 6, 7
 Lesson 4 students sort environmental print by characteristics, read illustrated song lyrics and write about environmental print.
 Lesson 5 continues close reading of the song, writing and discussing the essential question, “What is reading?”
 Lesson 6 continues the close reading of the environmental print song and categories of print in the song are discussed.
 Lesson 7students sort environmental print by meaning, read text showing that signs convey helpful information, and talk about how a
story helps with understanding.
Lessons 8, 9, 10
 Lesson 8 includes a discussion of the meaning of signs and how to understand them, and preparing for CEPA Task 1.
 Lesson 9 focuses on a second close reading of a fiction book and beginning work on CEPA Task 2.
 Lesson 10 is the culmination of learning about environmental print.
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012
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General Notes and Resources
Instructional Read Aloud
 To develop the practice of close reading the read-aloud component of the literacy block in this unit is intended to be implemented in the following
structure. One book is chosen from the suggested list. The same book will be read on three consecutive days.
o Day 1: Reads the book to introduce the book and its content. The teacher develops student interest in the topic by using engaging questions and
prompts, and drawing attention to words and pictures or text features.
o Day 2: Re-read the book, with the purpose of delving further into the content/meaning of the text. The teacher does this by identifying the main
topic/plot and key details. Prompt students to ask questions to clarify information or misconceptions. Meaningful inferences can also be made to
think beyond the text about information, characters, or author’s purpose. The teacher may also use day 2 to further focus on phonics, word
recognition, or concepts of print as relevant or included in the text.
o Day 3: Re-read the text (if appropriate, students join in the reading) with the purpose of going deeper with the meaning and content. This also
may include phonics, word analysis or vocabulary development. Students and teacher identify new learning. Give (or group identifies) specific
information from the text that students can apply in future reading.
Center Activity Suggestions
 Centers provide hands-on application and practice of the skills, strategies and content. Teach routines and procedures for center work. Once these are
established, use center time to meet with small groups to provide differentiated instruction. This unit allows for this structure to be developed and
encourages opportunities for students to participate in centers/small group differentiated instruction as soon as possible.
 Prepare the activities for the centers weekly or daily depending on classroom implementation models. Suggestions for center activities or materials
are included below.
 Find additional possibilities online, in resource books/magazines, or developed by teachers to meet the needs of the students.
 Some activities are marked indicating that they may be especially good for some students. Those not labeled are recommended for all learners.
A=recommended for students at an advanced level
B=recommended for students at a beginning level
E=recommended for English Language Learners
 Library (independent reading)
o Read from a reading bag: Encourage children to bring examples of environmental print from home. Store the print in individual, re-sealable clearplastic bags. (B, E)
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Make an "Eat the Alphabet" book: Children collect print from food packaging; then put the food print next to the corresponding alphabet letter.
Then put that in the library for independent reading.
o Make books of cereal covers, street signs, and storefronts etc. Put in library for independent reading.
o Make a community "I Can Read" chart: Have the children Velcro or glue the words they can read onto the chart.
o Provide sale flyers, store advertisements, and catalogs with environmental print for independent reading.
Games supporting environmental print (EP)
o Play Lotto, Bingo, Concentration (B, E)
o Play Tic Tac Toe with E"X"it and St"O"p signs
o Make environmental print puzzles (cut up pictures or signs and put in a baggie -- include a model for support)
o Match letters: Children find letters on one example of environmental print. For example; find all the "g"s or "br"s on a toothpaste box.
o Match identical letters: Use two identical labels or other print for matching (such as matching cereal or soap-box letters). Put them in a basket and
have the children find match them. (B)
o Use examples of environmental print on the word wall: Put the 26 letters on the word wall.
o Find upper-, lower-, and mixed-case letters: Put the letters in a basket for children to separate into the categories (i.e., upper, lower, mixed).
o Find consonants and vowels. Use short- and long vowel examples. (A)
o Look at word configurations: Make word frames to fit the words. The children match the word frame to the word.
o Build word families: Find words that fit into a family of words being studied.
o Find rhyming words. Find and use alliteration. (A)
o Sort by beginning and ending sounds: Find a variety of print with different beginning and ending sounds; ask the children to sort it. Find hard and
soft "c" and "g" sounds in environmental print and other "c" and "g" sounds; have the children sort them. (A)
o Use environmental print substitution in a sentence: Write or dictate a sentence and use words to substitute for a word in the sentence (i.e. “I like
to go to ___”). Use pictures for support. (E)
o Alphabetize: Collect environmental print for children to alphabetize. (A)
o Provide words with different numbers of syllables. The children can sort the words by number of syllables. Find words that have "ing" and "s"
endings. The children sort the word by how the ending of the word is changed. (A)
Writing
o Write or trace words or letters from environmental print or write them on a separate sheet of paper. (B)
o Draw, design and write a label, sign or other environmental print.
o Put examples in journals: Each child can glue on a page his example and tell about his experience with or knowledge about the product.
o Students write stories, reports, or opinions about one sign they are familiar with. In small groups (3-4 each) write a story, report, opinion or
recount using two or three examples of environmental print. Each child picks an example.
o


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


Art
o Make collages: Cut words from newspaper and magazines (B)
o Paint or draw a picture background around a sign or label and glue to a large sheet of paper.
Blocks
o Provide examples of store signs, etc for block constructions (buildings and structures)
o Provide for traffic and street signs, billboards, etc. Use street signs at street intersections (an imaginary block city)
Dramatic Play
o Create a grocery store. Use coupons and newspaper ads for pretend shopping. Place newspaper ads on the wall around the "new" grocery store.
o Create a restaurant, with menus, etc.
o Students donate clean/empty packaging or containers with print (cereal boxes, detergent bottles, etc) to use in “housekeeping” area. (E)
Book Handling and Concepts of Print
Book handing and concepts of print are critical areas for instruction in kindergarten. This is not the focus of this unit, but many opportunities are
provided to embed it throughout the lessons. If appropriate to a group of students, teachers should identify the parts of a book (front cover, title, back
cover) when introducing the read-aloud selection. Repeat regularly until this information is familiar. Then, gradually over several weeks, increase the
book handling/concepts of print, including the following:
 Left to right progression
 Read front to back
 Concept of a word.
 Return sweep
 Role of author/role of illustrator
 Voice to print match
 Read top to bottom
 Concept of a letter
Additional Standards
If book handling/concepts of print are instructed in this unit then the following standards can be added to the goals section of the unit plan:
 CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.
 CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
 CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print (a-d).
Vocabulary/Word Study
 Vocabulary and Word Work also are not major focuses for this unit. Suggestions for possible Word Work (related to the theme) are included in each
lesson sequence. The specific objectives for these lessons should be determined by the needs of the group.
 In addition, every lesson should help to build oral language and vocabulary. The vocabulary of environmental print is incorporated into all activities.
Small Group Differentiated Instruction
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
This critical component of the literacy block is not explicitly addressed in this unit. Establishing routines and procedures is a priority at the start of
the school year. Until these practices are firmly in place, it may be challenging for a teacher to divert attention from the whole to a small group for
targeted instruction. The lessons provide many suggestions and opportunities for building the structure to support small group instruction.
 During these lessons, the teacher gathers information to determine the needs for differentiated instruction while supporting and observing students
during whole group and center activities. If the teacher is able to pull small groups at this time, it is recommended that skills/concepts/ strategies
taught in whole group lessons be reviewed with students who need additional support.
Classroom Discussions
 Group conversations are an integral part of teaching the speaking and listening standards. This unit helps establish the discourse practices early in
the school year. This is an effective way for students to process the information taught in the lessons and provide the teacher with formative
assessment data, while building skills and strategies for collaborative conversations.
 Students, especially those with poorly developed oral language or English Language Learners, may require support to participate successfully in
academic discourse. The teacher should provide extra wait time, advanced warning for participation, and prompts for these students. Sentence stems
or starters may also be provided for these students to help them share in the discussion.
 Model for students how to participate in specific types of conversations such as reflection or writing, sharing, by providing ongoing examples of
comments or questions that are appropriate by stating them or prompting students to do so. For example, “I noticed that Alex and Juan worked
cooperatively in their center today by taking turns playing the matching game.”
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Reading Environmental Print
English Language Arts, Kindergarten
Lesson 1, 2, 3
Brief Overview: Lesson 1 introduces reading environmental print, and an introduction to environmental print and book
handling. Lesson 2 focuses on close reading of text, developing the understanding that words, symbols, pictures, logos,
and signs can convey important information. Lesson 3, involves close reading, reinforcing the concept that
environmental print conveys specific meaning and introducing the role of authors and illustrators. As you plan, consider
the variability of learners in your class and make adaptations as necessary.
Estimated Time: Lessons are designed to incorporate all components of literacy block (approximately 150 minutes)
Instructional Model
Instructional read aloud, application and practice in centers, and modeled writing.
Resources for Lessons
 Suggested books (one copy each): I Read Signs by Tana Hoban, City Signs by Zoran Milich, or Signs In Our World by
John Searcy
 Books about or that include references to signs or other environmental print.
 Center activity materials (see General Notes and Resources)
Picture cards of a variety of types of environmental print (two of each card) and pocket chart. (See end of lesson 2.)
Choose the most appropriate cards for your students and add additional cards to include environmental print reflective
of students’ environment(s) as they bring in samples of environmental print from home, throughout the unit.
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Content Area/Course: English Language Arts
Unit: Reading Environmental Print and concepts of print (books)
Time (minutes): 150 minutes per lesson (for all components)
Lessons: 1, 2, 3
By the end of this lesson students will know and be able to:


Express an awareness of environmental print and parts of a book
Express the meaning of some common forms
Essential Question addressed in this lesson
Q1 What can we learn from the words, signs, symbols and logos all
around us?
Q2 What is reading?
Standard(s)/Unit Goal(s) to be addressed in this lesson
CCSS.ELA-Literacy.RI.K.7 With prompting and support describe the
relationship between illustrations and the text in which they appear
(e.g., what person, place, thing, or idea in the text and illustration
depicts.)
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities
with purpose and understanding.
CCSS.ELA-Literacy.RF.K.4 Read emergent reader texts with purpose and
understanding.
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information on the topic.
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with
diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-Literacy.RI.SL.K.1.a. Follow agreed-upon rules for discussion
(e.g., listening to others and taking turns speaking about the topics and
texts
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings,
and ideas clearly.
CCSS.ELA-Literacy.L.K.5.a. Sort common objects into categories (e.g.,
shapes, foods) to gain a sense of the concepts and categories they
represent.
CCSS.ELA-Literacy.L.K.5.c. Identify real-life connections between words
and their use (e.g., note places at school that are colorful).
CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through
conversations, reading and being read to, and responding to texts.
Anticipated Student Preconceptions/Misconceptions
 “Real” reading only happens with books.
 Some students may think that Kindergarteners do not know how to
read.
What students need to know and are able to do coming into this lesson
(including language needs):
 Participate in a group
 Follow school rules, routines, and procedures
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Learning Sequence
Lesson 1
Lesson Opening
 Ask students if they think they can read and, if so how do they know
they are readers. Conclude the discussion by saying that all students
are readers because they are able to “read” many things around
them. They will learn about things they already know about reading
to help them become even better readers.
Read aloud
 Introduce the concept of environmental print by reading aloud a
book which includes or focuses on signs, symbols, or logos. Some
suggestions include: I Read Signs by Tana Hoban, City Signs by Zoran
Milich, or Signs In Our World by John Searcy (see read-aloud
structure in General Notes and Resources.)
 Show the cover of the book and think aloud, “I’ve seen this picture
somewhere before. What did it mean? Where was it? Why was it
there?” Then think aloud the answers to the questions. Think aloud
again, “I wonder if there will be more pictures (signs) I’ve seen
before in this book. I wonder if we can think about why they are
where they are and what they might mean.” State that you are going
to “read” the book. “This means I am going to determine the meaning
of the words and signs on each page. When I read I think meaning of
the words. I can do this by thinking about what I already know.”
 Begin the read aloud, pointing to the sign on each page. Invite
students to help read the signs they know. If a child names the sign,
identify this as reading. “Wow, you just read that sign! You know
what these words/letters/signs/mean. What a good reader you are!”

Follow-up comments after reading address the concept that there is
print all around us. It has meaning that is important to us, and we
can already read much of it.
During the Lesson
Academic Discourse and Word Study
 Instruct students on turn taking for a good group discussion (“Let’s
have a conversation about what we just read. When we have a
discussion, only one person speaks at a time so we can all hear what
is said. It is your job to listen when someone else is speaking. When
you want to speak, raise your hand, everyone will have a turn to
share”).
 Students participate by listening to each other speak and sharing
their comments responding to the book or environmental print.
Support discussion and individual participation as needed.
 Have students match/recognize/identify focus letters in
environmental print or other phonics/phonemic awareness lessons
incorporating environmental print (counting syllables, same initial
sound, etc.).
Centers
 Teach/remind students of routines and procedures for centers. See
the General Notes and Resources pages for suggested center
activities.
 Reflection: Facilitate group reflection about the topic of the day and
the center activities/small group instruction.
Lesson Closing
Model and Practice Writing
 Share pictures of environmental print or review illustrations from
the read aloud. Model writing about signs or other environmental
print observed and show that writing conveys meaning. State that
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

when we write, our purpose is to convey meaning or share
information. (“I’m drawing/writing a sign I saw in the book. I want to
let people know they should only go “one way” here. If I use the same
symbol/letters/words in my drawing, my picture gives the same
information as that sign. People will know they can only go ‘one
way.’ ”)
Tell children that they too can do this when they write or draw.
Remind them of routines and procedures for writing.
Students independently scribble, draw, sketch, and/or write to
convey information about things they know (may include items seen
in books/pictures of signs or labels or other topics) and identify that
their writing, picture, or symbol conveys meaning.
Share
With support of the teacher, students share their work with the whole
group identifying the meaning of the writing, drawing, picture or
symbol. With support, other students comment or question the writer on
the meaning.
Lesson 2
Lesson Opening
 Place picture cards of a variety of types of environmental print will
be placed in a pocket chart in columns (see the end of this group of
lessons). Distribute matching picture cards to students.
 Help students one at a time to match their card to a picture in the
pocket chart. The print meaning (name) is identified (read) and the
student places the card directly over the matching card in the pocket
chart (approximately 3-5 minutes. Not every student gets a turn and
not every card is identified. Play can continue independently or in
small groups during centers.)
Read Aloud
 Read aloud a book which includes or focuses on signs, symbols, or
logos. Some suggestions include: I Read Signs by Tana Hoban, City
Signs by Zoran Milich, or Signs in Our World by John Searcy (for close
reading, read the same book repeatedly, going deeper each time (see
General Notes and Resources). Remind students they may already
know how to read some of the book. When they see words or
symbols they know, they should read along.
 Pause before reading each page to give students a moment to
prepare to read with her. Direct them to look for words and pictures
that help them “read” the page. “Let’s think about what this
sign/words/letters might mean.”
 If students are not reading along the teacher may prompt by asking:
“What do we see on this page? What do we notice about this sign?
Have you ever seen a sign like the one on this page before? Where?
What did you or your parents do when they saw this sign? Why did
you/they respond that way? What do you think these words
(symbols, etc.) say or mean? If students are still unsure ask, “Can we
read this sign together?” Or “When I see railroad tracks and a big X, I
think it is telling me that this might be where the train tracks meet or
cross over each other. This sign must say Railroad Crossing.”
During the Lesson
Academic Discourse and Word Study
 Begin a class conversation about the signs and symbols they will
read about today. Instruct students on turn taking for a good group
discussion.
 Students participate by listening to each other speak, sharing their
comments responding to the topic, and adding new information
learned. Support discussion and individual participation as needed.
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
Have students match/identify the focus letter(s) in environmental
print or other phonics/phonemic awareness lessons incorporating
environmental print.
Centers
 Review/instruct center routines and procedures. Suggested new
center activity: a matching game with the environmental print
picture cards used in the first part of the lesson.
 Facilitate a group reflection about the topic of the day and the center
activities/small group instruction.
Lesson Closing
Writing Practice and Sharing
 Students independently scribble, draw, sketch, and/or write with
purpose to convey information about things they know and identify
that their writing, picture, or symbol conveys meaning.
 With support, students share their work with the whole group
identifying the meaning of the writing, drawing, picture or symbol (I
wrote/drew___). Other students may comment or question the writer
on the meaning.
Modeling Writing
 Reread writing from the previous day, noting it still has the same
meaning (“This is my sign I made yesterday. I wanted it to tell people
to go only one way. When I read it today I know it says “one way”
because that is what I wrote yesterday. Writing keeps the same
meaning every time I read it.”)
 Model writing about signs or other environmental print and identify
that all writing conveys meaning. (Today I want to tell people to stop
before going out the door. I will make a stop sign because a sign is a
way of telling people what to do, even with no one there to say it.
 Tell students that they, too, share information when they write or
draw.
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Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for
commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for
commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for
commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for
commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for
commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Lesson 3
Opening the lesson
 Picture cards of a variety of types of environmental print will be
placed in a pocket chart in columns (see resources from lesson 2).
Matching picture cards will be distributed to a few students.
Students one at a time match their card to a picture in the pocket
chart.
 Provide scaffolding for` students to identify (“read”) the sign, logo, or
symbol and tell some information about the meaning (i.e., “This is
cereal [insert brand] and I eat it for breakfast.” or “This says Stop. It
is a traffic sign that tells cars where to stop.”) Then the student
places the card directly over the matching card in the pocket chart
(approximately 3-5 minutes, “play” may continue during center
time).
Read Aloud
 Read aloud a book read in previous lessons, which includes or
focuses on signs, symbols, logos, or other environmental print.
Students will be invited to join in the reading of any parts they know.
 While reading, point out the characteristics of the letters, words,
signs, and symbols of environmental print (e.g., location, size, color,
etc.) and identify how these characteristics stay the same and how
they help us understand the meaning of the print (e.g., A stop sign is
always a red octagon with the letter S-T-O-P and is mostly on street
corners to tell cars to stop.).
 The class re-reads the book. After each page, encourage one or more
students to identify the meaning of the sign/symbol and how they
know (students should identify physical characteristics and/or
personal experience to explain their understanding)
During the Lesson
Academic Discourse and Word Study
 Initiate a class conversation about the characteristics of signs,
symbols, or logos. Students participate by listening to each other
speak, and sharing their comments responding to the book/
environmental print topic, adding new information about what they
know. Support discussion and individual participation as needed.
 Have students match/identify the focus letters in various
environmental print or other phonics/phonemic awareness lessons
incorporating environmental print (counting syllables, same initial
sound, etc).
Centers
 Review center activity routines. Suggested new center activity: “Play
teacher,” using the book(s) from the previous days to read to other
students or stuffed animals.
 Reflection: Facilitate group reflection about the topic of the day and
the center activities/small group instruction.
Closing the Lesson
Modeling Writing and Practice
 Reread writing from previous days, noting that it still has the same
meaning. (Yesterday I made a Stop sign. Who can read my sign
today? It still says STOP. My writing keeps the same meaning every
time I read it.).
 Model writing signs or other environmental print and identify that
all writing conveys meaning. When we write our purpose is to
convey meaning or share information.
 Use an example from a student. Point out that the drawings have
some characteristics in common with the sign or logo the author is
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
trying to represent (e.g., my stop sign is red and it has many sides
like the sign on street corner. That helps us to know what it means.)
Emphasize that students can also try to include characteristics of
what they want to represent in their drawing/pictures to help
convey its meaning. Tell students that when they draw and/or write
to convey meaning they are being authors and/or illustrators.


Students independently scribble, draw, sketch, and/or write with
purpose to convey information about things they know
Share: With support, students share their work with the whole
group, identifying the meaning of the writing, drawing, picture or
symbol, and the characteristics that help convey meaning. With the
support, other students comment or question the writer on the
meaning.
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Reading Environmental Print
English Language Arts, Kindergarten
Lesson 4, 5, 6, and 7
Brief Overview: In Lesson 4, the teacher leads the class in sorting environmental print by characteristics. Together, the
class reads song lyrics with environmental print and continues to write about environmental print. In Lesson 5, the
teacher reviews how to sort environmental print. The class does a close reading of song. Students discuss the essential
question, “What is reading?” and continue to write. In Lesson 6, students continue close reading of the environmental
print song, and discuss categories of environmental print in the song. In Lesson 7, students sort print by meaning, read
text showing that signs convey helpful information, and talk about how a story helps with understanding. As you plan,
consider the variability of learners in your class and make adaptations as necessary.
Prior Knowledge Required: Students will have been exposed to environmental print in previous lessons.
Estimated Time: 150 minutes each lesson (includes reading and writing block)
Instructional Model: Sorting activity, shared reading, centers, writing workshop
Resources for Lessons
Lesson 4
 environmental print cards (from previous lessons, one of each card. Add in new samples of environmental print that
students bring in from home)
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 pocket chart
 large version of environmental print song lyrics
 environmental print samples to paste the song chart as you fill in the blanks in the song.
Lesson 5
 environmental print picture cards from Lesson 2 (single set)
 Clipboards
 Blunt pointers
Lesson 6 and 7
 one set of environmental print picture cards and pocket chart or other organizer divided into sections (4-6 depending
on ability of class)
 story about environmental print or signs (see Lesson 1, 2, 3 above)
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Content Area/Course: English Language Arts
Unit: Reading Environmental Print
Time (minutes): 150 minutes
Lesson: 4, 5, 6, 7
By the end of this lesson students will know and be able to:



Express an awareness of environmental print and parts of a book
Know that environmental print conveys information
Identify the meanings of a variety of environmental print and sort
them according to categories of use/purpose/meaning
Essential Question addressed in this lesson:
Q1 What can we learn from the words, signs, symbols and logos all
around us?
Q2 What is reading?
Q3 Why do we need signs?
Standard(s)/Unit Goal(s) to be addressed
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities
with purpose and understanding.
CCSS.ELA-Literacy.RF.K.1.a Follow words from left to right, top to
bottom, and page-by-page.
CCSS.ELA-Literacy.RF.K.4 Read emergent reader texts with purpose and
understanding.
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information on the topic.
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with
diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-Literacy.SL.K.1.a. Follow agreed-upon rules for discussion
(e.g., listening to others and taking turns speaking about the topics and
texts under discussion).
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings,
and ideas clearly.
CCSS.ELA-Literacy.L.K.5.a Sort common objects into categories (e.g.,
shapes, foods) to gain a sense of the concepts and categories they
represent.
CCSS.ELA-Literacy.L.K.5.c. Identify real-life connections between words
and their use (e.g., note places at school that are colorful).
CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through
conversations, reading and being read to, and responding to texts.
Anticipated Student Preconceptions/Misconceptions
 Students may still be grappling with the constancy of a symbol, sign,
or logo.
 Students may not know how to read the signs when they see them in
the song.
Instructional Tips/Strategies/Suggestions
Thoroughly discuss the sorting criteria of each environmental print card
and why it belongs in a certain pocket.
Pre-Assessment
Hold up environmental print cards to sort, ask students to identify them.
What students need to know and are able to do coming into this lesson
Students should be familiar with some of the environmental print used
in the sort and song.
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Learning Sequence
Lesson 4
Lesson Opening
 Divide a pocket chart into two sections. Hold up a card with
environmental print, name it and its purpose, and identify one
characteristic (e.g., color red). Ask the students to identify the sign,
symbol, or logo on each card. Place the card in one section and say all
cards with this color will go in this column. If a card does not have
this characteristic (e.g., color red) then it goes in the other column.
 Model, with increasing student input, how to sort the remaining
cards into the two columns. If time allows (3-5 minutes), repeat
process with a different characteristic such as environmental print
with letters/words.
Read Aloud
 Display the lyrics to a song or poem “Print in My World” (see the end
of this lesson) in large print.
 Read the title and wonder aloud what the song will be about, making
predictions based on the title and prior class discussions and
activities.
 Get the students to help you fill in the missing words, choosing from
samples of environmental print.
 Mention that the books previously read were mostly about signs we
see. Wonder whether there are other types of “print in our world”
that might be included in this song. Show students a few of the
environmental print samples they can insert into the blanks in the
song. Fill in the store names first, then the restaurant stanza and
finally the treats stanza.
 Recite or sing the poem (Also use this opportunity to explicitly
demonstrate concepts of print). Students can share any types of

“print in our world” they heard (read) in the song. Point to the print
as students recall them. Remind students that we can use the
characteristics we know about environmental print to help us “read”
it.
Invite students to point to the environmental print they see in the
poem/song (and identify it, and/or any characteristics of it, if they
can, given prompts. Students should not be expected to read a sign if
it is not shown in its typical form (a familiar logo versus the word in
regular type). Repeat the reading of the song or poem, inviting
students to join in.
During the Lesson
Academic Discourse and Word Study
 Students participate by listening to each other speak and share their
comments in response to the environmental print topic, and adding
new information about what they know about the characteristics of
some print (from activator) or other types of “print in our world.”
 Support discussion and individual participation as needed.
 Build on the topic of identifying characteristics in the word work
lesson today (see activator). Identify and sort letters or words
according to shared characteristics, such as letters with only straight
lines, curved lines, or both. Or sort words which start with the same
letter, etc.
Centers
 Students apply and practice previously learned skills and strategies
in literacy centers (and/or engage in small group differentiated
instruction to learn an activity using environmental print/book
handling (see resource list above).
 One of the center activities may include the matching activity from
the whole group activity in lesson. Students may also use the
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
environmental poem or song chart to read or “play teacher” using a
pointer and practicing reading the song with other students.
Reflection: Facilitate group reflection about the center activities. This
could include rereading the poem or song and revisiting
environmental print.
Lesson Closing
Modeled Writing, Application and Practice
 Reread writing from previous days, noting it still has the same
meaning. Model writing signs or other environmental print and say
that all writing conveys meaning. State that when we write, our
purpose is to convey meaning or share information. Tell students
that they, too, do this when they write or draw.
 Emphasize that students can also include characteristics of what
they want to represent in their drawing/pictures to convey its
meaning.
 Students independently scribble, draw, sketch, and/or write to
convey information about things they know (e.g., signs, symbols,
environmental print or other topics of student choice) and identify
that their writing, picture, or symbol conveys meaning.
 With support, students share their work with the whole group,
identifying the writing, drawing, picture or symbol and the
characteristics that convey meaning. With the support of the teacher,
other students comment or question the writer on the meaning.
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Print in My World (Lesson 4)
This poem/song* should be enlarged on a poster or sentence strips so
students can easily see lyrics. Pictures of the stated environmental print
should be pasted above each word, or in place like a rebus. Add words to
fill in the blanks in the song/poem to match what is familiar to the
students as long as the categories in each stanza remain consistent. The
poem is based on “Restaurants, Signs, Food, and Stuff” by Sharon
MacDonald (from the Tying Shoes and Other Musical Feets CD).
Directions for filling out the poem/song: 3rd stanza, add five names/signs
of stores that have signs students can read as environmental print. 4th
stanza, add five names/signs of restaurants that have signs that students
can read, 5th stanza, add five names/logos of cereals that students can
read, 6th stanza, add five names of treats that have names/logos that
students can read.
No Parking and One Way
Street
A Railroad Crossing sign
Do Not Enter, Stop
Traffic signs I see sometimes.
_____________ and ______________
_______________________, too
______________ and _______________
Places you eat at or drive
through.
Beware of Dog, Danger,
Enter and Exit, too
Push and Pull, Walk, Keep Out
Signs tell you what to do
_____________ and _________________
_______________________ is neat
_________________ and _____________
Are cereals I eat.
____________ and __________
_________________ is a store
____________ and _____________
Places I can shop some more
_____________ and _________________
______________________________, too
_________________________________
Are treats shared with you.
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Lesson 5
Lesson Opening
 Divide the pocket chart into two sections. Distribute the
environmental print cards to students. The students sort the cards,
mostly independently, by an obvious characteristic such as color
(red/not red).
 Redistribute the environmental print cards to students and then
identify another characteristic for sorting (e.g., letters/no letters,
circle/not a circle, etc.). Students place cards in the appropriate
column on the pocket chart, with support as needed. Together,
identify the characteristics as the cards are placed. Point out that
noticing these characteristics will help us to “read.” Then “read” the
environmental cards together (5-7 minutes).
Read Aloud
 Places lyrics about environmental print song, Print in Our World, (see
resources in the Overview for this lesson) in large print. Read or sing
the poem with the class.
 After the initial reading, think aloud that you noticed something
about the environmental print in this song – the first stanza is all
about traffic signs.
 Then identify another stanza that also includes environmental print
that fits into another category and give some examples and let the
students identify the category (the various stores mentioned,
hmmmm… What do those things have in common? They don’t tell
cars on the road what to do. When I want a new toy I might go to
Toys R Us to buy one. I could go to Walmart to buy a new toy too.
Can anybody think of anything else that might be the same about
these three things? Yes, they are all store or places I can go to buy
things I want or need. Stop and Shop and Kmart are also stores. This
part of the song has signs for stores! Let’s see if we can discover the
category of another part (stanza) of this song/poem.”). Then review
each stanza with students, identifying the sign and the category it fits
into (i.e. traffic signs, information signs, places to eat, stores, food).
The class then reads or sings the song together. Repeat.
During the Lesson
Academic Discourse and Word Study
 Remind students of the rules for listening to others and taking turns
as well as speaking during group discussion.
 Students listen to each other speak and share their comments about
the question, “What is reading?” or “What do we now know about
signs, symbols and logos that we didn’t know before?”
 Continue lessons related to sorting letters and/or words by common
characteristics (visual- lines/curves, same letters, etc or auditorysame sound/number of syllables/rhyme, etc)
Centers
 Suggested new center activity: Show students how to read around
the room by walking to various environmental print on walls around
the room.
 With a pointer, demonstrate pointing to the print and reading it.
Individual students take turns reading around the room while the
teacher and other students comment on what the student is doing
well in reading around the room.
 Students apply and practice previously-learned skills and strategies
in literacy centers (and/or engage in small group differentiated
instruction with the teacher to learn an activity using environmental
print -- see resource list in the Overview). Centers may include the
sorting game from previous lessons.
 Reflection: Facilitate a group reflection about the topic of the day as
well as center activities or small group instruction. The discussion
may include characteristics of different types of environmental print,
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what was read when students read around the room or reviewing
the essential questions.
Lesson Closing
Modeled Writing, Application and Practice
 The class takes a walk around the neighborhood to observe the
variety of environmental print all around. The students and teacher
can identify texts they know and those not seen before.
 Help students carefully observe the signs/print and what is around it
to help identify the meaning of the unknown sign or print by its
characteristics and location.
 Add details to previous work (such as roads coming to a corner, with
cars stopped by your STOP sign).
 Suggest that students reread what they have written previously
before they begin add more details to better convey the information.
 Students independently draw, sketch, and/or write with purpose to
convey information about things they know (e.g., signs, symbols,
environmental print). Encourage students to add details to work
they have started or start a new piece of work. They should be
encouraged to “reread” what they have done, understanding that it
will convey the same message all the time.
 Share: With support of the teacher, students share their work with
the whole group, identifying the meaning of the writing, drawing,
picture, or symbol and the characteristics and additional details
added to convey meaning. With the support of the teacher, other
students comment or question the writer on the meaning.
Lesson 6
Lesson Opening
 Inform students that today they are going to sort cards in another
way -- by their meaning. Identify a category, such as food. Students
one at a time place a card in the appropriate column if it fits that
category or in the other column if it does not (food/not food).
Scaffold students to identify (“read”) the sign, logo, or symbol and
say something about the meaning and why the card does or does not
belong in the column.
 Then identify another category and re-sort the cards, such as traffic
signs/not traffic signs (5-7 minutes).
Read Aloud/Shared Reading
 Before reading the poem or song, cover one or more of the signs or
logos with a different sign that does not fit the category mentioned in
the stanza. Then recite/sing the song as written NOW. Ask, “Did
anyone notice something that did not seem right?” Students identify
the change and why it is not right. Remind students of the categories
that were determined the previous day. Help students to correct the
change.
 Use cards from activator activity to determine if changes can be
made to the song. Identify why some cards can be used in the song
(and where) and which cannot (and why not). Challenge the class
together to create a new stanza with some of the cards of the same
category. Then sing or recite the new poem or song together. Repeat!
During the Lesson
Academic Discourse
 Tell the class that talking about what we read helps us understand
better. Conduct a class discussion about the different types of
environmental print that are mentioned in the song. The teacher will
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support student discussion of the types of environmental print and
the purpose they serve. End the discussion by asking how many
students learned about a new type of environmental print in the
song.

Share: Gather to share student writing. Support students in
identifying the authors and illustrators of the pieces. Be sure
students hear the words and use them in speaking.
Centers
 Show students how to write around the room -- take a clipboard
with a piece of paper and walk to environmental print in the room.
Demonstrate reading and writing/drawing the print on the
clipboard. Individual students then write around the room while the
teacher and other students comment on what the student is doing
well in the process.
 Review center activity routines and procedures. Center activities
could include reading around the room, writing around the room,
reading the song to or with other students.
 Reflection: Facilitate group reflection about center activities.
Discussion could include additional environmental print students
may have encountered.
Lesson Closing
Modeled Writing, Application and Practice
 Reread your writing from previous lessons. Tell students that
because you wrote the words, you are the author. Support students
as they use their words.
 Tell students that they are the illustrators because they drew the
pictures. Support students as they use the word “illustrator”.
 Teacher reminds students of the expectations of writing workshop.
She reminds students to draw and/or write informational text about
what they are learning about the environmental print in our world.
 Students draw, color, and/or write about environmental print.
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Homework
 Assign special “homework.” Ask all students to bring any
environmental print that they can find at their house (actual
packaging from foods, tags from clothing, store or restaurant bags,
etc., or pictures cut from newspapers or magazines) for a special
project
Lesson 7
Lesson Opening
 Divide a pocket chart into 4-6 sections. In each section, have a
card/icon depicting the category based on meaning/purpose.
Possible categories include traffic signs, stores, foods, things to play
with, things to wear, fun places, warnings, signs that tell you what to
do, signs that tell you where to go, rules/laws, etc..
 Distribute all environmental print cards to students so that each
student has two or three cards. Students, one at a time, place a card
in an appropriate category of the pocket chart, naming the card and
the category in which it belongs, such as, “This is a stop sign. It is a
traffic sign.”
 Students take turns placing one card at a time until all cards are
placed. Students may place cards in a category other than expected
(e.g., a fast food restaurant placed in “fun places to go” rather than
“food” or “restaurant”). The child can be prompted to consider a
category in which it might fit better, but if the child provides
legitimate support for their placement (“I play in the playground at
the restaurant”), it can be deemed accurate. Point out that some
cards fit in several categories.
 The teacher may make a checklist to record student responses and
participation for assessment purposes.
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Read Aloud/Shared Reading
 Read aloud a storybook which includes or focuses on signs and their
importance and how they convey important information. Some
suggestions include: Pines Mixed-up Signs by Leonard Kessler, The
Signmaker’s Assistant by Tedd Arnold (see Resource List in Overview
for Lessons 4, 5, 6 and 7).
 Before beginning to read, explain that the story shows that signs
convey important information. Tell the students that when you are
done reading, you will ask them to retell some of the things that
happened in the story to show that signs convey important
information.
 Comment (think aloud) throughout the story when something occurs
that shows signs are important (for example, the problems that
occur when signs have the wrong information or when there is no
sign where one is needed).
During the Lesson
Academic Discourse and Word Study
 After reading, tell the students that they are going to talk about what
they learned about the information provided by signs convey, but
they should first think about what they learned.
 Asks students to raise their hands if they have an example of how
signs convey information. Ask them to raise their hands if they have
more than one example, etc. Notice that most students have only one
example.
 Students then share their examples from the story. After each
student that shares a different example the teacher can comment for
all, “That is an example we haven’t heard yet. Thank you for sharing,
you have helped me think more about the story.
 After all students have had an opportunity to share, summarize all
the examples that students gave for how signs convey helpful
information. Then ask students to raise their hand if they have an

example of how signs convey important information. Identify that
when we talk about text we understand them better.
During “Word Study” instruction have students match or identify the
focus letters in various environmental print or other phonics/
phonemic awareness lessons incorporating environmental print
(counting syllables, same initial sound, etc).
Centers
 Reviews center activity routines and procedures.
 Suggested activity: students place environmental print cards at the
end of the sentence stem (on sentence strip or poster board): I can
read ___. They read the sentence then switch to another card and
read again.
 Reflection: Facilitate group reflection about the topic of the day and
center activities or small group instruction.
Lesson Closing
Modeled Writing, Application and Practice
 Reread your writing from previous days noting it still has the same
meaning. Suggest that students can reread what they have written
previously before they begin to write more. Add many details to the
picture from any previous day to show the meaning of a sign, symbol
or logo.
 While modeling this, explain that these details will make sure that
the sign conveys helpful/correct information to anyone who reads it.
Explain the importance of each added detail (e.g., My sign says
Walmart. I am going to put a shopping cart near it and pictures of
clothes, toys, and food so people will know it is a place where you
can go shopping for many things.).
 When we draw to convey meaning we are illustrators. When we
include words in/about our work we are also authors (illustrators
make pictures, authors write words).
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

Remind or instruct about routines and procedures for writing
(possibly follow writer’s workshop model).
Students independently draw, sketch, and/or write with purpose to
convey information about things they know (may include signs,
symbols, environmental print or other topics of student choice) and
add details to convey more meaning. They can be encouraged to
“reread” what they have done and reinforce the consistent message.

Share: With support of the teacher, students share their work with
the whole group identifying the meaning of the writing, drawing,
picture, or symbol and the characteristics they included to convey
meaning. With the support of the teacher, other students comment
or question the writer on the meaning.
Homework
 Remind student to bring environmental print from home for special
project.
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Lessons 8, 9 and 10
Brief Overview: Lesson 8 discusses the meaning of signs. Also students learn how talking about a story helps them
understand and begin preparing for the CEPA Task 1 by creating signs for the school and classroom. In Lesson 9,
students participate in a second close reading of a fiction book and begin work on CEPA Task 2. Lesson 10 is the
culmination of learning about environmental print. As you plan, consider the variability of learners in your class and
make adaptations as necessary.
Instructional Model: Read aloud, guided practice, independent practice, observational assessment, independent
practice
Resources for Lessons
 Two sets of environmental print cards and pocket chart or computer, projector, screen, and internet access to
website: http://matchthememory.com/environmentalprint
 Story about environmental print or signs, such as, Mr. Pines Mixed-up Signs by Leonard Kessler, The Signmaker’s
Assistant by Tedd Arnold, New Dog in Town by John Nez, Moose Crossing by Stephanie Greene, or Road Signs a Hare-y
Race with a Tortoise by Margery Cuyler
 See CEPA pages (for Task 1 and Task 2) for information needed
 Clipboards/note pads or post-its, large (12x18) paper, printed labels or signs determined by students
 Copies of an illustration from one of the books (one for each student or each pair)
 CEPA resources—logos and photos of environmental print (see Classroom Sign Examples after Unit Resources)
 Tape, yarn, rings, or stapler for book binding
 Fiction book portraying the importance of environmental print (Lesson 10)
 Copies of an illustration from the beginning, middle and end of the text (one set for each pair or small group)
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Content Area/Course: English Language Arts
Unit: Reading Environmental Print
Time (minutes): 150 minutes each lesson
Lessons: 8, 9, 10
By the end of these lessons students will know and be able to:



Make labels (signs/symbols/logos) to identify important places or
things in the classroom/school
Participate in a discussion about a fiction text. Draw/write
information about environmental print.
Read a variety of environmental print and discuss its meaning and
purpose.
Essential Question addressed in this lesson:
Q1 What can we learn from the words, signs, symbols and logos all
around us?
Q2 What is reading?
Q3 Why do we need signs?
Standard(s)/Unit Goal(s) to be addressed in this lesson (type each
standard/goal exactly as written in the framework):
CCSS.ELA.Literacy.RI.K.5 Identify the front cover, back cover, and title
page of a book.
CCSS.ELA.Literacy.RI.K.6 Name the author and illustrator of a text and
define the role of each in presenting the ideas of information in a text.
CCSS.ELA.Literacy.RI.K.7 With prompting and support describe the
relationship between illustrations and the text in which they appear
(e.g., what person, place, thing, or idea in the text and illustration
depicts.)
CCSS.ELA.Literacy.RI.K.10 Actively engage in group reading activities
with purpose and understanding.
CCSS.ELA.Literacy.RF.K.1.a Follow words from left to right, top to
bottom, and page-by-page.
CCSS.ELA.Literacy.RF.K.4 Read emergent reader texts with purpose and
understanding.
CCSS.ELA.Literacy.W.K.2 Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information on the topic.
CCSS.ELA.Literacy.SL.K.1 Participate in collaborative conversations with
diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA.Literacy.SL.K.1.a. Follow agreed-upon rules for discussion (e.g.,
listening to others and taking turns speaking about the topics and texts
under discussion).
CCSS.ELA.Literacy.SL.K.6 Speak audibly and express thoughts, feelings,
and ideas clearly.
CCSS.ELA.Literacy.L.K.5.a. Sort common objects into categories (e.g.,
shapes, foods) to gain a sense of the concepts and categories they
represent.
CCSS.ELA.Literacy.L.K.5.c. Identify real-life connections between words
and their use (e.g., note places at school that are colorful).
CCSS.ELA.Literacy.L.K.6 Use words and phrases acquired through
conversations, reading and being read to, and responding to texts.
Anticipated Student Preconceptions/Misconceptions
Students may not understand that they can learn more about a text by
rereading it.
What students need to know and are able to do coming into this lesson
(including language needs)
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
Students should know how to participate in a class discussion. They
should have a solid understanding of environmental print (Lesson
9).
Learning Sequence

Students will need varied amounts of support to participate in the
essential question discussion (Lesson 10.

Students then share their examples from the story. Support students
to participate in the discussion. After all students have had an
opportunity to share, ask who learned something new from the
discussion. A few students can share their new learning. Follow up
comments by reinforcing that we understand what we read better
after we discuss it.
The teacher may have students match or identify the focus letters in
environmental print or other phonics/phonemic awareness lessons
incorporating environmental print (counting syllables, same initial
sound, etc).
Lesson 8
Lesson Opening
 Play environmental print concentration. A web-based game can be
projected onto a screen, or two sets of environmental print cards can
be placed into a pocket chart. Call on students who turn over cards to
find the two that match. Students name or identify the meaning of
each sign, symbol, or logo as it is revealed on a card. Play until all
matches are found.
Read Aloud/Shared Reading
 Read aloud a storybook that focuses on signs, such as: Mr. Pines
Mixed-up Signs by Leonard Kessler, The Signmaker’s Assistant by
Tedd Arnold.
 Read the story encouraging students to think more deeply about
what is happening in the story and why. The teacher asks questions
or prompts students throughout the story, such as; “What would you
expect a sign in this place to say? Why should it say that? Why does
this sign say this instead? What could happen when the sign says
this?”
During the Lesson
Academic Discourse and Word Study
 After reading the story, tell the students they are going to talk about
what they learned about the importance of having the right signs in
the right places.

Centers
 Reviews center activity routines and procedures. Suggested activity:
students place environmental print cards at the end of a sentence
stem (on sentence strip or poster board): “I can read ___.” They read
the sentence then switch the environmental print card and read
again.
 Reflection: Facilitate group reflection about the topic of the day,
center activities and/or small group instruction.
Writing, Application and Practice
 Remind students how important it is to have signs and labels
(connect with story read earlier in the day).
 Tell students that Open House is coming soon and that their family
members may come to see the classroom. All the important places
and things in the school should have a sign or label identifying it for
people who may not know about the places and things in the school.
The teacher will lead students around the school with note pads,
clipboards, or post-its to record signs and labels needed.
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
Students decide on labels needed for the classroom and school to
guide family during Open House. Include materials and areas of the
classroom, offices and special rooms so that parents know where to
find things and places.
 Writing focuses on the CEPA Task 1. Students make a sign or label to
identify one of the places in the school that was identified as needing
a sign. The sign can include words, pictures, or symbols. (See
Classroom Sign Examples after Unit Resources to help, if needed.)
 Print the words needed for students to develop signs, and provide
them to students.
 The students add symbols or pictures.
Lesson Closing
Homework
 Ask students to bring print from their house (e.g., food packaging,
clothing tags, or pictures cut from newspapers or magazines)

After reading, pass out a copy of an illustration from the book.
Students comment on the illustrations and how the illustration gives
them more information about the story.
Lesson 9
Lesson Opening
 Ask students to share the environmental print they brought from
home and share what it says and means (if possible). They may also
tell where they found it or what they do with it. Some students can
share on this day and some will share on the next day.
Read Aloud
 Read a previous or new story about environmental print/signs. The
focus this day will be on how the illustrations support the text.
 While reading, point to the parts of the illustrations in the text. Think
aloud on each page about the illustrations and additional
information in the details of the picture
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During the Lesson
Academic Discourse and Word Study
 Continue ongoing discussion of the Essential Questions and how
conversations help people learn. Provide prompts, questions or
sentence stems to generate conversation (e.g., We need signs
because… I know I can read because…. What would happen if there
was no common print in our world, no signs, symbols or logos?).
 Expand on previous word study instruction by sorting words or
pictures by letters/sounds/syllable/location of sound in a word
(beg, mid, or end).
Centers
 Choose center activities that relate to the topic or students can
continue to work with activities previously introduced.
 Reflection: Facilitate group reflection about the topic of the day and
center activities/small group.
Writing Lesson, Application and Practice
 Students will begin work on CEPA TASK 2. Read the CEPA Task 2
Student Instructions to the class.
 Have students to choose the logo, symbol, or sign they want to write
about or draw from several choices prepared ahead of time. These
choices should be different from the signs that identify places or
things for the Open House.
 Attach a photo to a larger page for the student to add details that
elaborate on the sign, symbol, or logo. Each child will complete one
page.
Lesson Closing
 Students can share their work (page) with the class. Bind all of the
pages to make a class book.
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Lesson 10
Lesson Opening
 We have been thinking about some important questions: What can
we learn from the words, signs, symbols and logos all around us?
What is reading? and Why do we need signs?
 Today we will discuss our individual thoughts on these questions to
see what we have learned. Facilitate a discussion of the questions
above.
 Ask students to share the environmental print they brought from
home. Students should explain what they brought and what it tells us.
They may also tell where they found it or what they do with it.
 There are two days for this activity-some students share on a
previous day and some on this day.
 Have a few samples for any child who forgot to bring something from
home.)
During the Lesson
Read Aloud
 Re-read the fiction text from the previous day. Ask students to listen
carefully for details because they will retell the story when
completed.
 While reading think aloud about the sequence of events in the story
and why that sequence makes sense. Emphasize the sequence of
words such as first, next, then, last or finally.
 Continue to indicate the connection between the illustrations and
the words in the text. Words and pictures in books go together.
 After reading the story, pass out an illustration from the beginning of
the text and ask students (in pairs or small groups) to retell what
happened at the beginning of the story. Listen in and provide



comments, feedback or support to help students stay on task, and
share the appropriate information.
Have one or two groups share their retelling of the beginning of the
text. Other groups can be asked to show thumbs up if they agree with
the retelling or thumbs down to add or question what was said.
Distribute an illustration from the middle of the text and ask
students to retell the next part of the story. Continue to listen in and
support conversations. Students will share and come to consensus.
After students have shared details from the middle of the text, pass
out a picture from the end of the text and prompt students to retell
how the story ends. Follow the process noted above.
Academic Discourse and Word Study
 Discuss the Essential Questions. Facilitate a class discussion about
these. Use the Environmental Print Discussion Observation Checklist
(see end of Unit Resources)to assess students’ participation.
 Identify a focus letter and find all environmental print that starts
with that letter or sound. Students then brainstorm other words that
start with that letter or sound. Sort words or other environmental
print by those that start with the focus letter/sound and those that
do not.
Centers
 Reviews center activity routines and procedures. If needed, choose
center activities that relate to the topic (see General Notes and
Resources) or students continue to work with activities previously
introduced.
 Reflection: Facilitate group reflection about the topic of the day and
center activities/small group instruction.
Lesson Closing
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Writing Application and Practice
 Students finish the CEPA and review their work from the previous
day. Students will decide whether or not to add more details to
clarify or enhance the meaning.
 Share: Read the class book to the students. Then read the book with
the students and several more times together, until the students can
read the book together without teacher support.


Assess using the CEPA Rubric for CEPA Task 2.
Arrange to read the Classroom Big Book to another class or school
figure, such as the principal or librarian.
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Curriculum Embedded Performance (CEPA) Task 1
Teacher Instructions
This task is about making signs to guide people around the classroom and school. Since this unit will be taught early in the school year, schedule this
performance task to coincide with “Open House” or “Parent Information Night.” This will provide the opportunity for the authentic task of making signs
for the school and classrooms to help parents identify where/what things are. The series of lessons that build up to the final activity should develop
awareness of what signs are and why we have them.
The steps in this task are:
 Guide students to brainstorm a list of places and things in the classroom and school that need signs. Record student list.
 Print labels of each of the words generated during student brainstorming session. Provide students with a printed label.
 Support students to determine what symbols or pictures are needed (with label) to help identify the meaning of their signs.
 Share the expectations with students of the Rubric for CEPA Task 1.
 Provide students with writing and/or drawing materials.
 Students illustrate signs (take dictation if necessary for some students).
 Assess student work using the rubric.
 Record observation of student reading of signs during tours at the Open House.
Standards assessed in this task
CCSS.ELA-Literacy.RI.K.7 With prompting and support describe the relationship between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text and illustration depicts.)
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they
are writing about and supply some information on the topic.
CCSS.ELA-Literacy.L.K.5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
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CEPA Task 1
Student Instructions
The task is to label classroom and school for Open House.
Our job is to label the classroom and school to guide parents during Open House. We must identify what needs labeling
to provide important information for parents, including materials and areas of the classroom, offices and special rooms
throughout the school so that parents will know where to find important things and places during their visit.
You will make a sign to identify one of the places or things in our school that we have identified as needing a sign. Each
sign must include words, pictures, or symbols which indicate the meaning of the item or place labeled. The words for the
signs have been printed for you. It is your job to add the other information such as the symbols or pictures that are
needed on the sign so we can easily tell what the sign means and where it should go.
When you come to Open House with your family, you will take them on a tour of the classroom (school) and read the
signs to them.
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CEPA Rubric for Task 1: Classroom Signs
2
1
0
Developing Signs
Accurately portrays meaning about
area or item on the sign through a
picture or oral identification
Partially portrays meaning about
area or item on the sign through
oral or pictorial identification
Does not portray meaning about
area or item on the sign through
pictures or oral identification
Reading Signs
Accurately reads (identifies
meaning) at least 4 classroom signs
Accurately reads (identifies
meaning) at least 2 classroom signs.
Does not accurately read (identify
meaning) of at least 2 classroom
signs.
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CEPA Teacher Instructions for Task 2
Classroom Big Book
Students have been learning that the signs, symbols, and logos they see in their world have meaning that they can read. This performance task allows
them to express in writing and/or drawing what they know about an example of environmental print. Students should choose the logo, symbol, or sign
they would like to write/draw about from several different choices that the teacher has prepared ahead of time (different from the signs that identified
places or things in the school developed for open house.)
The photo of a sign will be attached to a larger page for the student to add details which elaborate on the sign, symbol, or logo. Each child will complete
one page. All pages will be bound by the teacher to make a class book.
Each page should be assessed according to how well the child indicates understanding of the symbol, logo, or sign. Through drawing, writing, and/or
dictating the child should express where to find the sign, what message it sends to people who read it, what it is identifying, or what action is needed.
The class as a whole then reads the book together (choral reading) to another class of students, group of parents, or the principal or vice principal. The
teacher should assess each student’s engaged, purposeful reading as she observes the class reading the book together. The book should then be made
available in the class or school library.
This assessment can be used to gather formative information and may be used for planning further instruction on speaking and listening standards.
Standards
CCSS.ELA-Literacy.RI.K.7 With prompting and support describe the relationship between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text and illustration depicts.)
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.RF.K.4 Read emergent reader texts with purpose and understanding.
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they
are writing about and supply some information on the topic.
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in
small and larger groups.
CCSS.ELA-Literacy.RI.SL.K.1. a. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts
CCSS.ELA-Literacy.L.K.5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
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Criteria for Success
 Writing and drawing portray meaning about the sign, symbol, or logo accurately
 Actively engaged with understanding and purpose in the group performance reading
 Participates in discussion by sharing relevant comments, speaks clearly, waits for his/her turn, and actively listens while others speak
 Comments show understandings about environmental print (e.g., there are letters, words, pictures, signs, and symbols all around us)
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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CEPA Task 2: Student Instructions
Making a Classroom Big Book
The librarian has asked us to write and illustrate a book of signs, logos and symbols that we have been studying. The
book will be displayed in the school library.
You will choose a photo or logo to attach onto your page of the book. Then you will write or draw information about the
sign or logo that tells what the sign or logo means, where you might see it, or what action you should take when you see
that sign.
The pages from our class will be bound together to create a book that will go to the school library. We will do an authors’
book reading for other classes in our school by reading the entire book together.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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CEPA Rubric: Classroom Big Book
Writing/drawing
2
1
0
Accurately portrays meaning about
the sign, symbol, or logo
Partially portrays meaning about
the sign, symbol, or logo
Does not portray meaning about the
sign, symbol, or logo
Actively engaged with
understanding and purpose
Somewhat engaged with partial
understanding and/or purpose
Not engaged with understanding
and purpose
Group performance reading
Environmental Print Discussion
Discussion
Content Understanding
2
Participates by sharing 2 or more
relevant comments, speaks clearly,
waits for his/her turn, and actively
listens while others speak
Comments show understandings
about environmental print (e.g.,
there are letters, words, pictures,
signs, and symbols all around us)
1
Participates by sharing 1 or more
relevant comment, and/or speaks
clearly, and/or waits for his/her
turn to share, and/or actively listens
while others speak
Comments show partial
understanding about environmental
print
0
Does not share comments, and or
comment is not on topic and/or
disrupts the group discussion
Comments do not show
understanding about environmental
print.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Unit Resources
Lessons 1, 2, 3
Books (one copy each)
 I Read Signs by Tana Hoban
 City Signs by Zoran Milich or
 Signs In Our World by John Searcy
 Books about or that include references to signs or other environmental print (from the library or class collection)
Materials
 Center activity materials (see General Notes and Resources)
 Picture cards (two of each) of a variety of environmental print (signs, logos, etc.)
 Pocket chart
Lessons 4, 5, 6, 7
Lesson 4
 Enlarged version of environmental print song lyrics
Lesson 5
 Clipboards
 Blunt pointers
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Classroom Sign Examples (Lesson 8)
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Rubric score for understanding
Commented about meaning
letters/words/symbols/signs
Rubric score for conversation
Did not call out or interrupt
Stayed on topic
Listened actively to others
Student Name
Volunteered to contribute
Example Environmental Print Observation Discussion Checklist
This work is licensed by the MA Department of Elementary & Secondary Education under the Creative
Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or
share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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