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
ELA2015 (2015)
Grade: K
20 ) Demonstrate understanding of the organization and basic features of print. [RF.K.1]

a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a]

b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b]

c. Understand that words are separated by spaces in print. [RF.K.1c]

d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K20- Demonstrate understanding of the organization and basic features of print.
ELA.AAS.K.20a- Follow words from left to right, top to bottom, and page to page.
ELA.AAS.K.20d- Recognize and name all uppercase and lowercase letters of the alphabet.


English Language Arts
ELA2015 (2015)
Grade: K
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.23- Read an emergent-reader texts with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: K
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

English Language Arts
ELA2015 (2015)
Grade: K
37 ) Begin to demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.K.1]

a. Print many uppercase and lowercase letters. [L.K.1a]

b. Use frequently occurring nouns and verbs. [L.K.1b]

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). [L.K.1c]

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). [L.K.1d]

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). [L.K.1e]

f. Produce and expand complete sentences in shared language activities. [L.K.1f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.37- With prompting and support, speak and write in complete sentences.
ELA.AAS.K.37a- With prompting and support, print many uppercase and lowercase letters.
ELA.AAS.K.37b- With prompting and support, use frequently occurring nouns and verbs.
ELA.AAS.K.37e- With prompting and support, use frequently occurring preposition words (concrete prepositions) (e.g., to, from, in, out, on, off, by, and with).
ELA.AAS.K.37f- With prompting and support, produce and expand complete sentences in


English Language Arts
ELA2015 (2015)
Grade: K
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.40- With prompting and support, explore word relationships and nuances in word meanings.
ELA.AAS.K.40a- With prompting and support, sort common objects into familiar categories (e.g., color, shape, size).
ELA.AAS.K.40b- Identify frequently occurring, familiar verbs and adjectives with their picture card opposites (e.g., light/dark, sleep/awake, walk/run).
ELA.AAS.K.40c- Identify real-life connections between words and their use (e.g., stove/cooking, sink/washing, bathtub/bathing).



English Language Arts
ELA2015 (2015)
Grade: 1
23 ) Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]

a. Read on-level text with purpose and understanding. [RF.1.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.23- Read and comprehend a text of 50 words with or without pictures.
ELA.AAS.1.23a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 1
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]

a. Print all uppercase and lowercase letters. [L.1.1a]

b. Use common, proper, and possessive nouns. [L.1.1b]

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]

f. Use frequently occurring adjectives. [L.1.1f]

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]

h. Use determiners (e.g., articles, demonstratives). [L.1.1h]

i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.37- Demonstrate standard English grammar when writing or speaking.
ELA.AAS.1.37a- Print all uppercase and lowercase letters when writing or speaking.
ELA.AAS.1.37c- Use frequently occurring nouns and verbs when writing or speaking.
ELA.AAS.1.37f- Use adjectives when writing or speaking.
ELA.AAS.1.37g- Use the conjunctions and or when writing or speaking.


English Language Arts
ELA2015 (2015)
Grade: 1
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.39- Identify the meaning of unknown words based on grade 1 reading and content.
ELA.AAS.1.39c- Identify frequently occurring root words and their inflectional forms.
ELA.AAS.1.39.d - Apply alphabetical order to the first letter of words to access information.


English Language Arts
ELA2015 (2015)
Grade: 1
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.40- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELA.AAS.1.40a- Use picture word cards to sort words into categories (e.g., colors, clothing).
ELA.AAS.1.40b- Sort familiar words into like groups (e.g., duck, swan, and bluebird are all birds; triangle, square, and circle are all shapes).
ELA.AAS.1.40c - Identify real life connections between words and their use (e.g., note places at home that are cozy).


English Language Arts
ELA2015 (2015)
Grade: 1
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

English Language Arts
ELA2015 (2015)
Grade: 2
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.21- Read and comprehend a text of 75 words with or without pictures.
ELA.AAS.2.21a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 2
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

English Language Arts
ELA2015 (2015)
Grade: 2
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.38-With prompting and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
ELA.AAS.2.38a- With prompting and support, use context clues to determine the meaning of a word or phrase in a sentence.
ELA.AAS.2.38e- With prompting and support, use a dictionary, glossary, and/or digital resources to find the meanings of words.


Tags: A My Name is Alice, alphabet book, Jane Bayers, publishing, read aloud, shared writing, technology
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Author: Cassie Raulston