Alphabet books are a great way to strength vocabulary, writing, and content area knowledge. They are appropriate for nearly all grade levels when tailored so. Students begin by examining published high-quality alphabet children's books. Students must pay close attention to the format, design, information, and illustrations.
The students then prepare an alphabet chart. The teacher writes the letters of the alphabet on a large chart paper or dry erase board. The students will brainstorm several words for the given letter. The teacher writes all words on the appropriate letter.
The students then choose a word for the letter that they can best explain. The teacher will have students sign up for the letters of the alphabet until there are no letters left.
The students will then design their page; they will place the letter, illustration, and text. Younger students may write simple sentences such as: A is for ___ because ____. Older students can write a few paragraphs of information.
When creating their page, the students will use the writing process of drafting, revising, and editing. They can have the option of handwriting their final page or using a computer to type and choose a picture.
Students can design a cover as a class or choose an individuals artwork by vote.The last step is to compile the pages and bind into a book making sure the pages are in alphabetical order. The book can then be read as a whole and placed in the classroom library to be checked out by the students.
Book Talks
Book talks focus on oral language and comprehension skills as well as content area knowledge. They are appropriate for students ranging form Kindergarten to 8th grade and even older students.
Book talks begin by selecting a new book or one that the students have not been interested in. The teacher then plans out a brief introduction that he will use to get the students interested in it. This can include: the title, author, genre or topic, and short summary without giving the ending away. Teachers can even read a short interesting excerpt from the book.
The teacher then presents the book to the class showing enthusiasm and interest in the book. These comments encourage the students to borrow the book being talked about.
Book talks can also be done by students. When students have read a book they especially like, they can plan a short presentation about the book to share with their peers. This is like a brief "commercial" for the book. Students can also create a "poster" for the book on a sheet of paper or poster board. The student generates interest in the specific book or general topic. The other students then become encouraged to read that book or similar ones. K-W-L Charts
K-W-L (what we Know-what we Want to learn-what we Learned) charts are appropriate when focusing on vocabulary, comprehension, and content area knowledge. They can be used with virtually all grade and ability levels. To begin to use this instructional strategy, teachers start by posting a large chart on the classroom wall that is divided, vertically, into three parts. These first column will be labeled as "K" with the words "what we know" under it, the second column is labeled "W" with "what we want to learn", and the third column is labeled "L" with "what we learned."
Students will first complete the "K" column. This can be done as a class on a large sheet or individually on a sheet of paper. To complete the "K" column, the teacher asks the students to brainstorm what they know about the topic or unit at hand. This information will be written in the "K" column by the teacher or by the student. Some students may suggest information that is not correct, however, do not discard these statements. Instead, they can be made into questions in the "W" column. Or, they can be written in the "K" column but after the topic, lesson or unit is over have the students go back and review their chart to edit their information or make a new K-W-L.
Students will then complete the "W" column. Here, the teacher or student offers questions to what they hope or wish to learn once the lesson or unit is over. For example, on a unit covering baby chicks students might want to know what noises they make or what the babies are covered in when they hatch.
The "L" column is completed at the end of the unit. Students reflect on the information they a have learned while the teacher or students record it on the "L" portion of the chart.
K-W-L charts do not always have to be in columns. For example, when studying horses, the paper may be in a shape of a horse with the head as the "K" portion, the legs as the "W" portion, and the "L" as the main body.
Venn Diagrams
This instructional strategy can be used to reinforce comprehension and content area knowledge. It is appropriate starting in 3rd grade and the higher grade levels. It is also a great tool to use with English language learners.
To begin to use this strategy, students start by brainstorm a list of similarities and differences between two or more topics. The teacher can also pose questions to the students if the brainstorming session starts to lag. It is also important that the teacher goes over the meaning of "compare" and "contrast" as well as "similarities" and "differences."
The next step is to draw the Venn diagram. This is done by having the teacher or student draw two circles intersecting at the middle so that there is space. Like the K-W-L, students may draw their own Venn diagram on individual sheet of paper or the teacher can draw a large shared diagram on the board or chart paper. The circles are then labeled with the names of the topics. Students may draw pictures by the topic name to remind them of the topic.
Next, the students complete the diagram. The outer parts of the circles are used to write words or short phrases or draw pictures that represent the differences between the two topics. The space in the intersection middle is used to write information that the topics have in common.
Students then summarize the information found on the completed Venn diagram. This can be done orally as a class or small group or written in paragraph form attached to the diagram.
It is important to remember that the diagram must be displayed in the classroom so that the students have easy access to viewing their work and the information. This chart can be used for other activities.
Venn diagrams do not always have to be circles. Using squares, stars, or hearts can be used for related topics or units. "T" charts are like Venn diagrams in that they highlight the differences between topics. However, they do not leave room to write the similarities. "T" charts are useful when when brainstorming about differences between topics.
B: Differences of topic 2
C: Similarities between topic 1 & 2
Word Sorts
Word sorts are useful for phonemic awareness and phonics as well as vocabulary, spelling, and content area knowledge. They work best with Kindergarten through 5th grade as well as English language learners.
To begin this strategy, the teacher chooses a language skill or content area topic. For example, the teacher may choose a word sort with rhyming words or consonant sounds, root words, or words with the same number of syllables. The word sort can also be a list of words that are related to two or more specific categories. For example, the topics may be "fruits" and the other "dairy". The word "banana" goes under "fruit" while "milk" goes under diary. The teacher also decides if the word sort is open or closed. In open sorts, the students determine the category based on the words they see. In closed, the teacher creates the categories.
After the teacher as chosen what the word sort will be about, she compiles a list of words. This list is usually 6 to 20 words long. The teacher writes these words on small cards, such as an index card. The teacher may choose to also include a picture with the word. She may also choose to skip the written word all together and only include the picture or photo.
To introduce the sorting activity, the teacher present the categories or words. The students are told to sort the words into the predetermined categories or to create a category that they think best suits the words. The students arrange and rearrange until they feel their sorting is correct.
Word Walls
Word walls are typically found in the classroom, and rightly so. They are a great strategy to work on fluency, vocabulary, and content area knowledge. They are appropriate for all grade levels as well as English language learners.
To begin this strategy, the teacher must prepare the word wall. This is done by preparing a blank wall with sheets of construction paper or butcher paper. It is then divided into 12 or 24 boxes labeled with the letters of the alphabet.
The teacher then introduces the word wall and writes several key words on it. Students then suggest words they think should be on the wall as the read through books or particular lessons or units. These words should be "important" words to a unit or high frequency words. The teacher writes these words in the alphabetized block, making sure the words are written large and clear. The words on the word wall should all be spelled correctly since students will use this wall for references when trying to find a spelling or help with reading or writing activities. The words on the word wall can also include a small picture, synonym, divided into parts (such as root word) and pluralized forms.
The last step in this strategy is to use it! Word walls are great when students are stuck on a word's spelling, need help choosing a word for their writing, or reading and remembering vocabulary and high frequency words.
Author's Chair
The author's chair can be used to strengthen student's writing. It can be used with all grade levels. To begin to use this strategy, the teacher must supply her classroom with a "special" chair. This chair must be different than the other chairs in the classroom. Examples of a "special chair" may be: a painted old chair, rocking chair, lawn chair, stool, or director's chair. The chair can be purchased or made. You may also want a "special" prop to go along with the chair such as a crown, hat, or microphone. This chair is designated as the "author's chair."
The teacher must then explain how the author's chair will be used. Student-authors sit in the chair when they share their writing with classmates during writing workshops or any time a student creates a written piece.
Only one student sits in the author's chair while the other students sit in front of the author either on the floor or in chairs.
The author reads their piece aloud and shows their illustrations if there is any. Once done, they invite questions and comments from the audience. The author calls on the audience to speak their comments. The author then chooses the next author to sit in the author's chair.
Interactive Writing
This strategy focuses on phonemic awareness and phonics as well as fluency, writing, spelling, and content area knowledge. It is best used with kindergarten through 2nd grade along with English language learners.
Teachers start this instructional strategy by collecting the materials. This includes: chart paper, colored pens, correction tape, an alphabet chart, and letter cards, and a pointer. For individual students' writing, a small dry-erase board, pen, and eraser will do.
Next, the teacher sets a purpose for the activity. Whatever the purpose, the student's ultimate goal is to create a sentence as a class. The teacher helps the students find and figure out a sentence that they want to create. The students repeat the sentences and segment it into words or chunks. The teacher also repeats the sentences throughout the activity.
The students gather their individual supplies of: small dry-erase board, pen, and eraser. With this, they will follow along and write the letters and words individually. The teacher will periodically ask the students to hold their board up to inspect their work.
The words begin first by having the students slowly pronounce the word. Then, students take turns writing the letters they think spells the word out. The teacher chooses the students that will come up and write the letter or entire word. The students write with a color pen while the teacher uses a different color to write part of the words that the students can't figure out. This shows the teacher how much of the sentences is actually being written by the students.
The correction tape is used when students make a mistake. However, the student that made the mistake must be the one to correct it. The alphabet chart is used to help students remember how to form letters. The students must read the sentences from the beginning after each word is completed.
The teacher also calls attention to other conventions of print such as capitalization and punctuation. When the writing is completed, it is posted in highly visible area where the students can reread the text with a partner or individually.
It is important to remember that the majority of the written sentences must be student-created.
Learning logs can be used to reinforce comprehension, writing, and content area knowledge. Students in 3rd to 8th grade can use this strategy in the classroom. Students first create a learning log by stapling lined and unlined paper into booklets with a board or laminated paper as the cover. Students can also use a bought spiral journal as their learning log.
Next, students use their learning logs by taking notes, drawing pictures and diagrams, making lists of words or writing summaries of information they learning or reading about.
The teacher checks the student's learning logs and makes comments on their work by answering questions and checking for misconceptions.
Once a unit or lesson is over, the teacher then has his students review their logs, reflection on the information they have learned.
Story Boards
Story boards can be used to strengthen comprehension. It is best used with grades Kindergarten through 2nd along with English language learners.
The begin, the teacher starts by collecting two copies of a picture book. One copy is to be kept intact and used to read from while the other is to be taken apart page by page. The pages can be laminated so that they may be used over and over again. The text from the page can be cut out to only show the images. However, some teachers prefer to leave the text so that the students may examine them even if they cannot decode it.
Next, the students attach or line up the pages in the order they think it goes it after the teacher has read the book. This exercise gives the students opportunities to practice sequencing and retelling or rereading and show that they understood and were paying attention to the story that was being read.
