ALEX Classroom Resource

  

Awareness of Alliteration: Enhancing Writing Through Mentor Texts

  Classroom Resource Information  

Title:

Awareness of Alliteration: Enhancing Writing Through Mentor Texts

URL:

http://readwritethink.org/classroom-resources/lesson-plans/awareness-alliteration-enhancing-writing-30928.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

A writing unit focusing on alliteration allows students to strengthen their phonemic awareness while practicing their developing writing skills. Through the use of mentor texts, students construct a definition of alliteration. Using these texts as models, students experiment with creating alliterative sentences. First, working as a class, students create an alliterative book. While studying additional mentor texts, students generate their own sentences to contribute to a class book using the beginning sounds of their names. At the conclusion of the lesson, students use the mentor texts as examples when independently creating their own alliterative books using the Alphabet Organizer interactive.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 1
21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2]

a. Distinguish long from short vowel sounds in spoken single-syllable words. [RF.1.2a]

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [RF.1.2b]

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [RF.1.2c]

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [RF.1.2d]

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
27 ) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [W.1.5]

English Language Arts
ELA2015 (2015)
Grade: 1
29 ) Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). [W.1.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.29- With prompting and support, participate in shared research and writing projects.


English Language Arts
ELA2015 (2015)
Grade: 1
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

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]

Tags: ABC Match, alliteration, alliterative book, Alphabet Organizer, mentor texts, phonemic awareness, writing
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Author: Cassie Raulston