Talking alphabet book facebook2/18/2024 ![]() ![]() ![]() Arrange students in pairs or small groups.Share the self-assessment form and discuss how students will evaluate their progress by referring to the form and by completing the form at the end of the unit.Help students select the audience for the book, and decide how the book will be designed for that audience.Use students’ suggesions to make a list of possible audiences. Discuss the concept of an audience, and help students think of different groups that might enjoy reading the book when they get it finished.Explain that their ABC Book will be a way to teach what they learn to someone else, their audience.A second grade class could choose to make individual books.A first grade class might want to make books in small groups of 5-6 students.In a kindergarten classroom, this would be a class book.Working together as a class plan the structure for the book:.Help students review several alphabet books, so they are well acquainted with the genre and structure.Explain that the class will be composing an ABC book based upon what they found in the recent unit on community (or the topic you’ve chosen).Ask students to discuss and expand the definition, and record their ideas on chart paper or the board.Write the class definition on the board or chart paper.For comparison, the definition from is “the people who live in a particular place or region and usually are linked by some common interests.” Working together, craft a definition of community.How is our community the same as others? How is it different?.What makes our community special or unique?.Ask students to talk about their community:.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.ġ1. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ħ. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.Ħ. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.ĥ. 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).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. ![]() Among these texts are fiction and nonfiction, classic and contemporary works.ģ. 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. Using information ABC books as a framing text, then, can help guide students through a research project and related writing.ġ. Such books are easy to compile and offer a format with which children of all ability levels can experience success" (426). The textual structure, then, is comfortable and easily understood. Expository ABC books "provide another excellent model for text innovations since children are often exposed to alphabet books at an early age. Informational ABC books are an excellent resource to add because of their familiar structures. Writing in response to information texts, moreover, can provide an even more powerful means for enhancing children's understanding of expository texts" (420). Written by authors experienced in making the most complex concepts comprehensible, they offer children the opportunity to explore the real world. state, "Information trade books can help to fill the need for clearly written exposition that even the youngest readers can understand. It is critical that our classroom libraries include expository texts, in addition to the typical narrative books.
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