ALEX Classroom Resource

  

A-Z: Learning About the Alphabet Book Genre

  Classroom Resource Information  

Title:

 A-Z: Learning About the Alphabet Book Genre

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/learning-about-alphabet-book-982.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

This unit exposes students to a variety of alphabet books to increase their knowledge and understanding of the genre. Students are involved in an interactive read-aloud of A My Name is Alice by Jane Bayers, during which they identify and examine the characteristics of alphabet books. Students then engage in shared writing to create a class alphabet book. After completing the class book, they work in small groups using technology to write their own alphabet books. These books are later shared with an audience, giving an authentic purpose to the writing experience.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: K
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: K
2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
Unpacked Content
Teacher Vocabulary:
2.
  • Actively engage
  • Teacher-led reading experiences
  • Collaborative discussions
  • Background knowledge
  • Peers
Knowledge:
2. Students know:
  • How to engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge.
Skills:
2. Students are able to:
  • Build background knowledge by actively engaging in teacher-led reading experiences and collaborative discussions with peers.
Understanding:
2. Students understand that:
  • They need to build background knowledge to be successful as they learn to read and read to learn.
  • They need to actively engage in teacher-led reading experiences and discussions with peers to build their background knowledge.
English Language Arts
ELA2021 (2021)
Grade: K
3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories
Unpacked Content
Teacher Vocabulary:
3.
  • Actively participate
  • Choral reading
  • Shared reading
Knowledge:
3. Students know:
  • How to actively participate in teacher-led choral and shared reading experiences.
Skills:
3. Students are able to:
  • Actively participate in teacher-led choral and shared reading experiences.
Understanding:
3. Students understand that:
  • Actively participating in choral and shared reading activities helps them build their background knowledge and improve their reading fluency, so they can become fluent readers.
English Language Arts
ELA2021 (2021)
Grade: K
37. Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres.

a. Actively participate in shared writing experiences to create messages, lists, and labels for a drawing or illustration.

b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing.

c. Actively participate in shared writing experiences to create opinion pieces about a topic or text, state the opinion, supply a reason for the opinion, and provide a sense of closure, using drawing, dictating, and/or writing.

d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing.

e. With prompting and support, compose writing for varied purposes and audiences, across different genres.
Unpacked Content
Teacher Vocabulary:
37.
  • Actively participate
  • Shared writing experiences
  • Independent writing experiences
  • Varied purposes
  • Varied audiences
  • Difference genres
37a.
  • Actively participate
  • Shared writing experiences
  • Create
  • Messages
  • Lists
  • Labels
  • Drawing
  • Illustration
37b.
  • Actively participate
  • Shared writing experiences
  • Create
  • Narratives
  • Events
  • Chronological order
  • Feelings
  • Story
  • Drawing
  • Dictating
  • Writing
37c.
  • Actively participate
  • Shared writing experiences
  • Create
  • Opinion pieces
  • Topic
  • Text
  • State
  • Opinion
  • Supply
  • Reason
  • Sense of closure
  • Drawing
  • Dictating
  • Writing
37d.
  • Actively participate
  • Shared writing experiences
  • Create
  • Explanatory text
  • Factual information
  • Topic
  • Drawing
  • Dictating
  • Writing
37e.
  • Compose
  • Writing
  • Varied purposes
  • Varied audiences
  • Different genres
  • Prompting
  • Support
Knowledge:
37. Students know:
  • Different genres of writing.
  • The purpose and audience for writing can change.
37a.
  • Writing, such as messages, lists, and labels, can be added to a drawing or illustration to convey meaning.
37b.
  • Narrative writing tells a story with events in chronological order.
  • Readers should be able to share their feelings after reading a narrative story.
37c.
  • To express an opinion in writing, an author should state the opinion, supply a reason for the opinion, and include a closing statement.
37d.
  • Explanatory texts provide factual information.
37e.
  • The format of writing will change, depending on its purpose, audience, and genre.
Skills:
37. Students are able to:
  • Write for various purposes and audiences across different genres, with teacher assistance and independently.
37a.
  • Create messages, lists, and labels for a drawing or illustration.
37b.
  • Create a narrative with the events in chronological order and share their feelings about the narrative, using drawing, dictating, and/or writing.
37c.
  • Create an opinion piece with reason and closure using drawing, dictating, and/or writing.
37d.
  • Create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing.
37e. With prompting and support,
  • Compose writing for varied purposes and audiences, across different genres.
Understanding:
37. Students understand that:
  • Writing conveys a message, and the format of writing will change, depending on its purpose, audience, and intended meaning.
37a.
  • Creating a message, list, or label for a drawing or illustration can help provide readers with important information.
37b.
  • Narratives should be written in chronological order and express the author's feelings.
  • They can share their feelings about a story using drawing, dictating, or writing.
37c.
  • Opinions may be expressed through writings based on reasoning.
37d.
  • When writing an explanatory text, they must provide factual information.
37e.
  • Writing communicates ideas, and the format of writing must change in order to convey its message to its intended audience.
English Language Arts
ELA2021 (2021)
Grade: 1
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: 1
2. Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Examples: read-alouds, oral dramatic activities
Unpacked Content
Teacher Vocabulary:
2.
  • Participate
  • Shared reading
  • Background knowledge
  • Oral reading
Knowledge:
2. Students know:
  • The process of shared reading experiences and collaborative discussions.
  • Shared reading and collaborative discussions can increase their background knowledge.
  • How fluent oral reading sounds.
Skills:
2. Students are able to:
  • Participate in shared reading and discussions to build background knowledge and learn new information.
  • Describe how oral reading should sound.
Understanding:
2. Students understand that:
  • Actively participating in shared reading experiences and collaborative discussions can build their background knowledge.
  • Listening to others read aloud can help improve their oral reading skills.
English Language Arts
ELA2021 (2021)
Grade: 2
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
Tags: A My Name is Alice, alphabet book, Jane Bayers, publishing, read aloud, shared writing, technology
License Type: Custom Permission Type
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  This resource provided by:  
Author: Cassie Raulston
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