external image images?q=tbn:ANd9GcTNguBn-DSEsotExcRzMkw-8Lci997NaulWJyGOg-MT_7xRdYjTAlphabet Books and Children Who Read Them: Week 3

Theme Essential Question: Why is it important to ask questions while you are reading?

Essential Questions:
What makes up a complete sentence?
What types of sentences are there?
How do we determine what is fact or opinion (fiction/non-fiction)?
How do we research more about a topic?

  • Explain the major differences between books that tell stories and books that give information, such as Thomas and the Library Lady and The Graphic Alphabet. (RL.1.5)
  • recognize that there are different types of text
  • distinguish between text that gives information and text that tells a story
  • define the meanings of fiction and nonfiction
  • explain the major differences between books that tell stories and books that give information
  • Produce and expand complete simple and compound imperative sentences in response to a prompt. (L.1.1j)
  • recognize what a simple and compound imperative sentence is
  • define what a simple and compound imperative sentences is
  • produce a simple and compound imperative sentence
  • expand a simple and compound imperative sentence
  • Participate in shared research and writing projects, producing a class book on a pre-selected topic. (W.1.7)
  • recognize sequencing
  • explain the research process using different types of media materials
  • participate in teacher-led writing process

Product: Students will create their own how-to book on how to wash your hands.

Key Questions (match Standard): What steps do you go through to wash your hands? Why is hand washing important? Are your steps sequential (do they go in order)?

Observable Student Behaviors: Students will create their own how-to book on how to wash their hands using at least three steps, complete sentences, and illustrations. They can label the title page with the title, author, and illustrator as well. (W.1.7)

Suggested Activities
  • Class Discussion / Reading / Informational:
  • Tell the students that just because books are called “ABC books” does not mean they are always easy to understand. Therefore, to understand them, we have to be willing to ask questions and to think deeply. Tell the students that they are going to look at The Graphic Alphabet. On each page, there is a letter, but there is something more going on than just that letter. Look at “A.” Have the students ask questions about the page and try to answer them (e.g., “Why is the letter “A” crumbling? Could the letter be a mountain? Is that an ‘avalanche’?”). There will be new vocabulary introduced, but as you go through the book and throughout the unit, students will have an opportunity to learn those words. (RI.1.1, RI.1.7, L.1.1, SL.1.2)
  • Have students sort sentences by type: declarative (telling), interrogative (asking), Imperative (bossy/command), and exclamatory (excited) (L.1.1.j)
  • Have students sort books into categories of fiction and non-fiction. The covers of these books can be copied and made into an anchor chart to be referred to throughout the year. (RL.1.5)
  • Read a nonfiction bug book to connect with math this week, as bug houses are going to be built. Identify whether the book is fiction or nonfiction. (RL.1.5)
  • Shared reading: Feel free to use any of the Common Core books as shared reading books by putting them up on the Smartboard and reading them with your students. Make sure it’s reader-friendly enough for your students and that you can zoom in enough to where they can read it as well.
  • Use the following ReadWriteThink resource to explore inquiry and using nonfiction texts to explore Science and Social Studies concepts.

Homework: Students will explain to their parents if a book is fiction or non-fiction and why.

Literary Texts
Alphabet City by Stephen T. Johnson

Informational Texts
The Graphic Alphabet by David Pelletier