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The story of Abe Lincoln serves as the backdrop to this vocabulary-in-context activity as you read David Adler's A Picture Book of Abraham Lincoln. Scholars learn these politically themed words before listening to you read the story aloud: election, favored, government, slave, and united. As they hear the story, they raise a hand when each new word comes up. There are comprehension questions for these terms to get scholars making connections to familiar concepts; use these during, before, or after the reading. Although the resource suggests you choose three words, consider your class when choosing how many to review.
The story of Helen Keller is a fascinating one for young scholars; use it to practice reading comprehension and new vocabulary as learners listen to you read David Adler's picture book (hint: this strategy can be applied to any book). Pre-teach new words you will focus on: lectured, handicaps, constant, and compassion. Review the word meanings before reading the story aloud, asking kids to raise hands when they hear one of these words. There are comprehension prompts for each of these words to get scholars making connections to familiar ideas; decide whether you will complete these during, before, or after the reading.
Learn new words in the context of Kathleen Hague's whimsical alphabet book, Alphabears: An ABC Book (note: you can use these strategies for any text). Get pupils ready by introducing the new words they will hear: useless, gruff, mysterious, and soar. During or after reading, prompt connections with other concepts using the engaging comprehension questions for each term. The linked graphic organizers are a great option for visual learners.
Young learners examine different places in their neighborhood using informational texts. First they identify a place that they like to play and predict if it will be in the nonfiction book Community at Play.They will share their favorite place and their prediction with a partner before listening to the story. Several extension ideas are included including a dramatic play and oral story problems.
Introduce young writers to the process of writing a book. Start by reading a book of your choice and discussing the essential elements of any book such as the cover, story, and illustrations as well as who is responsible for each section: the publisher, author, and illustrator. Then explain that as a class they will be making their own book and assign these roles to individuals. Young scholars should draw and illustrate as appropriate to create this book.
Young scholars learn the meaning of tier two vocabulary words. In this vocabulary lesson, students read A Picture Book of Helen Keller, listening for 3 pre-selected, tier two vocabulary words. Words are defined by the teacher and young scholars practice recognizing meaning and correct usage with teacher guidance.
Introduce beginning readers to cause and effect in a story by exploring it together. Learners make predictions about a book based on its cover, title, and a brief flip through the pages. They listen to an explanation of cause and effect before applying these ideas to a book you read together. Encourage them to notice key words such as because, so, or as a result. As they listen, learners share causes and effects they hear in the story, and you write them on a large chart. Use the finished list to connect causes and effects and explore relationships within the book.
Figurative language is the focus in the book Teach Us, Amelia Bedelia. After reading Peggy Parish's book, class members dramatize idioms from the text, using dramatic strategies such as characterization, exaggeration, and improvisation. They then write and act out their own idioms.
What is the difference between a textbook and a trade book? Learners read the short passage and information provided before completing the questions that follow. A home activity is also provided that encourages parents to flip through a textbook with their child. How is it organized? What information does it contain?
Do you have a lot of different reading levels in your class? Pair kids up by level and have them choose a book to read independently. They will make predictions, ask questions, make connections, etc. Consider creating a general reading guide that they can all use to interact with their novel.