Using ABC Books - Oasis Intergenerational Tutoring

Using ABC Books

Farm Alphabet Book

Using ABC Books 1 OASIS

Acknowledgement

Using ABC Books was created at the request of OASIS tutors. They observed that their students often lacked knowledge of the alphabet and needed vocabulary development. This ABC curriculum was developed to meet their need and to provide a rich resource of books and activities to support their efforts. OASIS gives special thanks and recognition to two of our veteran coordinators, Tammy Rhomberg, K-5 Reading Intervention Coordinator and OASIS Coordinator for Rockwood School District, and Harriet Spilker, retired Literacy Coordinator and OASIS Coordinator for Clayton School District, both in St. Louis, who developed and created these materials. Thanks to Holly Julius of Rockwood School District for her technical assistance in layout and formatting for these materials, and to Jan Clover, National Tutoring Coordinator for The OASIS Institute for guidance and assistance.

© 2004 • OASIS Institute • 7710 Carondelet, Suite 125 • St. Louis, MO 63105 No part of these materials may be reproduced outside of the OASIS Intergenerational

Tutoring Program without written permission of the OASIS Institute.


Table of Contents

Introduction..................................................................................................... 3 ABC Session Plans ABC Books (generic session plan) ............................................................ 6 Chicka Chicka Boom Boom by Bill Martin Jr. & John Archambault .......... Old Black Fly by Jim Ayelsworth ................................................................ Kindergarten ABC by Jacqueline Rogers ..................................................... Farm Alphabet Book by Jane Miller ...................................................... 8 ABC Additional Activities............................................................................ 14 ABC Bibliography ........................................................................................ 21 ABC Websites............................................................................................... 27


Introduction

Alphabet books frequent shelves in classrooms and homes every-where. They have long been associated with helping children learn the names and sounds of the letters, but ABC books also serve as a catalyst for a variety of literacy experiences.

Alphabet books may be fictional, representing fun and fantasy, or

nonfictional, representing information and facts. Each genre provides language rich opportunities for an OASIS tutor to share vocabulary and build knowledge.

ABC Books

ABC books serve a variety of purposes:

• To build recognition of letters, letter names, letter sounds/symbol

relationship, beginning sounds - vowels and consonants • To build concepts and language development • To expand vocabulary • To establish background knowledge • To set the stage for critical reading and higher order thinking

When To Use ABC Books

Chaney (1993) gives four key reasons for using alphabet books:

1. To provide students with an introduction to or an overview of a topic

2. To serve as a stimulus for future research on a topic of interest

3. To stimulate oral and written language development opportunities

4. To heighten multi-cultural awareness J. H. Chaney, Alphabet Books: Resources for Learning. The Reading Teacher 47 no. 2 (1993): 96-104.


Tips for Using Alphabet Books When you use alphabet books, consider the following tips: • First select a book that is of interest to your student, one on a topic that

you have a special interest in or one that is appropriate for a season or holiday.

• Pre-read the book to identify key vocabulary words or concepts that

you might want to talk about ahead of time. Depending on the complexity of the book, read the book through the first time just for the pleasure of hearing it. Enjoy the language and the illustrations.

• Reread the book, pausing to discuss pages/items of interest. Focus on

keeping these discussions lively and interactive. • Engage your student in an activity that promotes further use of the

vocabulary, language, or concepts. 1) Allen, J. (1999). Words, Words, Words: Teaching Vocabulary in Grades 4-12. York, MA:

Stenhouse Publishers. 2) Blevins, W. (1998). Phonics A-Z. New York, NY: Scholastic. 3) Gifford, A. and McMahan, G. (1999). “Across the Curriculum with Alphabet Books for All Ages.”

The Missouri Reader. Spring, Missouri Reading Council/International Reading Association. 4) Yopp, R. and Yopp H. (2000). “Sharing Informational Text with Young Children.” The Reading

Teacher. Vol. 53 No. 5. Newark, DE: International Reading Association. 5) J. H. Chaney, Alphabet Books: Resources for Learning. The Reading Teacher 47 no. 2 (1993): 96-

104.


Creating an Alphabet Book

Creating an alphabet book using words familiar to your student will help build vocabulary.

Directions

1. Assemble 13 8 ½ x 11 blank pages.

2. Cut the 13 pages in half to create 26 ABC pages.

3. Take one sheet of 8 ½ x 11 construction paper or tag board. Cut it in

half to create a front and back cover.

4. Label each inside page with one letter of the alphabet. Print both a capital and lower case letter on each page, for example, A a on page 1, B b on page 2, etc.

5. Create a list of words for each letter (limit 2-3 per letter to start with).

Write the words on the appropriate letter page.

6. Look for clip art, magazine pictures, or have your student illustrate the words.

7. Assemble the ABC book. You can use a variety of ways to fasten the

pages together. For example, punch holes and fasten with yarn, fasteners or rings, staple, or use a folder as a binder).

8. Read the ABC book together.

9. Enjoy!


Session Plan

OASIS Intergenerational Tutoring Program

Talk Together - Write Together - Read Together

Date: Student: Tutor:

ABC Books

1. Share the title of (ABC book of your choice). Page through the book as an

introduction to the story, pausing to stimulate your student’s interest, introduce key vocabulary words (no more than 4), and make a connection to your student’s background or experience.

2. Read (ABC book of your choice) to your student taking time to reflect on the text

related to each letter. Ask your student open-ended questions such as “What new thing might we learn from this book?” or “What other words might be appropriate for this page?” Encourage your student to observe the illustrations as a stimulus for language and a possible story.

3. After reading the book to your student, revisit selected pages to stimulate student

interaction with particular words or concepts. 4. Talk with your student about his experience with the book or a related experience.

Write about that experience. 5. Read his writing together. 6. Share a related ABC activity that reinforces the vocabulary, theme, or topic.

For example: • Create an ABC book on a topic of choice and interest to your student. • In the Alphabet Vocabulary Boxes, place words the student likes or finds

interesting. Place these words on 3 x 5 index cards and use these words for sorting activities - categorize and classify (for example, words that end in “s”, descriptive words, nouns).

• Make ABC letters out of play dough. • Draw a postage stamp depicting one letter of the alphabet. • See the additional ABC activities for more ideas.

Talk about an activity you are sharing. Write together. Read the student’s writing together. Work with the student’s writing. Review journal writing and vocabulary words.

Read a book to your student.


ABC Vocabulary Boxes

A B C D E F G

H I J K L M N

O P Q R S T U

V W X Y Z


Session Plan

OASIS Intergenerational Tutoring Program

Talk Together - Write Together - Read Together

Date: Student: Tutor:

Farm Alphabet Book

by Jane Miller

1. Brainstorm with your student to find out what she knows about farms and farm life. Use a copy of the graphic organizer attached to collect her thoughts.

2. Read Farm Alphabet Book, by Jane Miller, pausing to discuss animals or ideas

that your student shared in the earlier brainstorming activity.

3. Talk with your student about any farm experiences she has had or about any farm animals she has seen or touched.

4. Write about her farm experience.

5. Read her writing together.

6. Make a copy of the farm animal word cards on pages 11 and 12. Cut them apart.

Alphabetize the words or match the adult animals to the baby animals. An alternative activity might be to complete the dot-to-dot ABC sheet on page 13.

Talk about an activity you are sharing. Write together. Read the student’s writing together. Work with the student’s writing. Review journal writing and vocabulary words.

Read a book to your student.

Animals

Chores

Farms

- cats - dogs - horses - chicke

- planting - harvesting - feeding=



Farms


Farm Alphabet

apple

bull

calf

donkey

egg

foal

goat

hen

incubator

jam

kitten

lamb

mouse

nest

orchard

pig

quill

rabbit

swan

tractor

umbrella

vegetable

web

yolk

zipper


Farm Alphabet Matching

Cow

Calf

Cat

Kitten

Dog

Puppy

Horse

Foal

Swan

Cygnet

Goat

Kid

Hen

Chick

Sheep

Lamb

Pig

Piglet

Dot-to-Dot



Additional ABC

Activities


Additional ABC Activities

The following activities may be used before, during, or after reading any ABC book of interest to your student.

• Before reading an ABC book related to a concept, like Farm Alphabet

Book by Jane Miller, ask your student to do a “quick draw” depicting what images come to mind with the word farm. A “quick draw” is just a collection of “quick” sketches – using pencil only – no details. Use the opportunity to talk with your student about farm experiences. After reading the book, revisit the drawings to clarify your student’s understanding of the topic or concept.

• Reading a book like K is for Kawanza, by Jurvanda G. Ford, might initiate a discussion of how different cultures celebrate festivals in different ways. Create a Venn diagram (see page 19) showing how two celebrations are alike and how they are different. It may be interesting to compare how you celebrate a special day/event with how your student celebrates the same special day/event.

• Create an ABC book on any topic of interest for your student. He

might identify one animal/item per letter like A-alligator, B-butterfly or he might choose to have a group of words related to a letter like O-opportunity, origami.

• Choose any letter of the alphabet. In two minutes list (or for younger

children name or draw) words beginning with that letter. Compare your lists. Talk about the words and their meanings. Read a selection of ABC books, focusing on the selected letter. Add any new or interesting words to your list. Use these words to write a story.

• Create an ABC riddle using one letter of the alphabet. For example,

“I’m five letters long and I start with a P. I’m black and white and come from China. (panda)” or “I walk, trot, gallop, and run. I have four legs, a mane, and a tail. I start with H. (horse)” Share your riddles or make a book. Riddles might focus on science or math concepts.


• After reading an alphabet book that has a repeated pattern, encourage your student to create a book following a similar pattern. For example, Tomorrow’s Alphabet, by George Shannon, follows the pattern of something today creates something new for tomorrow. A is for seed, tomorrow’s apple. B is for egg, tomorrow’s birds. One example might be J is for oranges, tomorrow’s juice. This type of creative activity aids in building critical thinking skills in children.

• To engage your student with the alphabet letters, bring letters made of

some textured material such as sandpaper or cut letters of the alphabet out of tag board and have your student fill in the letters with glue then add yarn, corn meal, or sand. Tracing over the textured letters adds another sense to the learning process.

• After reading your favorite ABC book, have your student look

through magazines and cut out ABCs or pictures beginning with a selected letter. Glue the pictures to index cards to make an easy concentration game. One card with the letter and the other with the picture. For slightly older students you might want to put the word on the reverse side of the picture cards for word matching and vocabulary building.

• Bring play dough to your tutoring session. Use the play dough to

make various letters of the alphabet. Create your student’s name or, if applicable, use the play dough to make known words. Homemade Play Dough 3 cups flour 1 ½ cups salt 3 tablespoons oil 1 cup water 1 tablespoon food coloring Mix all the ingredients together in a large bowl. Add food coloring until you reach the desired color. (Suggestion: Store in an airtight container.)


Tutor Notes for the Following Activity Pages

1. The ABC Vocabulary Boxes can be used with any ABC book to collect and record interesting alphabet words as you read with your student. Write words in the corresponding letter box either while reading or after reading. They do not need to be collected in alphabetical order. These words can then be used to retell the story or as clue words to build vocabulary.

2. A Venn Diagram is a graphic organizer used to compare and contrast

two stories, characters, events, etc. It can be used with both fiction and nonfiction. The OASIS tutor records words that describe how an item is unique in the side portion of the circles and lists words that are common to both items in the middle portion. This graphic organizer aids students in organizing their thoughts and in building vocabulary for specific topics.

3. The Alphabet Chart that follows provides suggested visual

representation to anchor the letter name and the letter sound of the alphabet. Most reading series provide their own visual representation so you may want to check with your child’s teacher. The suggested way of using the Alphabet Chart is to read the boxes together as a warm-up activity.

Letter name – A Letter sound – short /a/ Letter picture – apple


ABC Vocabulary Boxes

A B C D E F G

H I J K L M N

O P Q R S T U

V W X Y Z

Venn Diagram



ABC Bibliography


ABC Books Used In This Curriculum

Aylesworth, Jim. Old Black Fly. Henry Holt and Company. ISBN 0-8050- 3924-2 Martin Jr., Bill & Archambault, John. Chicka Chicka Boom Boom. Simon & Schuster. ISBN 0-617-67949-X Miller, Jane. Farm Alphabet Book. Scholastic. ISBN 0-590-31991-4 Rogers, Jacqueline. Kindergarten ABC. Scholastic. ISBN 0-439-56212-0

Alphabet Books Appropriate For Young Readers

Martin. B. & Archambault, J. (1989). Chicka Chicka boom boom. New York: Scholastic. ISBN 0-590-43889-1

Alphabet Books That Tell A Story From Beginning To End

Aylesworth, J. (1992). Old black fly. New York: Scholastic. ISBN 0-590- 46361-6 Gag, W. (1993; 1961). The abc bunny. New York: Scholastic. OSBN 0- 590-44200-7 Tudor, T. (1954). A is for Annabelle. New York: Checkerboard Press. ISBN 0-02-688534-4

Social Studies Concepts

Asta, S. L. & Donovan, J.V. (1998). ABC’s of Hawaii. Waipahu, Hawaii. Island Heritage. ISBN 0-89610-346-3 Cheney, L. (2002). America: a patriotic primer. New York: Scholastic. ISBN 0-439-45994-X


Ford, J. G. & Wilson-Max, K. (1997). K is for Kwanza. New York, NY: Scholastic. ISBN 0-439-56071-3 Gensicke, M.A. (1995). I is for Iowa. Ames, Iowa State University Press. ISBN 0-8138-2404-4 Greene, C. (2000). “M” is for Missouri. St. Charles, MO: GHB Publishers. ISBN 1-892920-26-3 Isadora, R. (1983). City seem from a to z. New York: Greenwillow Books. ISBN 0-688-01802-5 Kalman, B. (1998). Pioneer life from a to z. New York: Crabtree Publishing Co. ISBN 0-86505-406-1 Kreeger, C. & Cartwright, S. (1978). Alaska abc book, Homer, AK: Paws IV Publishing. ISBN 0-933914-01-6 Miller, J. (1981). The farm alphabet book. New York: Scholastic. ISBN 0-590-31991-4 Musgrove, M. (1976). Ashanti to zulu: African traditions. New York: Dial Books for Young Readers. ISBN 0-14-054604-9 (Caldecott Medal, 1977) Onyefulu, I. (1993, 1997). (1993, 1997). A is for Africa. New York: Penguin Books. ISBN 0-14-056222-2 Scillan, D. (2001). A is for America. Chelsea, MI: Sleeping Bear Press. ISBN 1-58536-015-5 Stutson, C. (1996). Prairie primer a to z. New York: Dutton Children’s Books. ISBN 0-525-45163-3 Tapahonso, L. & Schick, E. (1995). Navajo ABC: Dine Alphabet Book. New York, NY: Simon and Schuster. ISBN 0-689-80316-8 Weaver, D.H. (1992). Arizona a to z. Flagstaff, AZ: Northland Publishing Company. ISBN 0-87358-564-X


Math

Hoban, T. (1987). 26 letters and 99 cents. New York: Scholastic. ISBN 0- 590-41831-9 Schwartz, D. M. (1998). G is for googol: A math alphabet book. New York: Scholastic. ISBN 0-49-10489-0 Walton, R. (1998). So many bunnies: A bedtime abc and counting book. New York: Scholastic. ISBN 0-59-94285-9

Science Concepts

Dodson, P. (1995) An alphabet of dinosaurs. New York: Scholastic. ISBN 0-590-46486-8 Duke, K. (1983) The guinea pig abc. New York: Scholastic. ISBN 0-590- 23765-9 Johnson, S. T. (1995). Alphabet city. New York: Penguin Putnam, Inc. ISBN 0-670-85631-2 (Caldecott Honor Book) Sanved, K. B. (1996). The butterfly alphabet. New York: Scholastic. ISBN 0-590-48003-0 Pallotta, J. (1996). The freshwater alphabet book. New York: Scholastic. ISBN 0-590-99540-5 Pallotta, J. (1990). The frog alphabet book. Watertown, MA: Charlesbridge Publishing. ISBN 0-88106-463-7 (hard cover edition); ISBN 0-88106-462-9 (paper back edition) Pallotta, J. (1989). The yucky reptile alphabet book. New York: The Trumpet Club. ISBN 0-44084545-9 Pallotta, J. (1988). The flower alphabet book. Watertown, MA: Charlesbridge Publishing. ISBN 0-88106-459-9 (hard cover edition); ISBN 0-88106-453-X (paper back edition)


Pallotta, J. (1986). The bird alphabet book. Watertown, MA: Charlesbridge Publishing. ISBN 0-88106-457-2 (hard cover edition); 0- 88106-457-3 (paper back edition)

Health and Nutrition

Ehlert, L. (1989). Eating the alphabet: Fruits and vegetables from a to z. New York: The Trumpet Club. ISBN 0-440-84607-2 Stock, C. (1988). Alexander’s midnight snack. New York: Clarion Books. ISBN 0-89919-512-1

Story Structure (Circle Stories) Calmenson, S. (1993). It begins with an a. New York: Scholastic. ISBN 0-590-48173-8 (riddles) Hepworth, C. (1996). Antics. New York: Putnam & Grosset Group. ISBN 0-698-11350-0 MacDonald, S. (1986). Alphabetics. New York: Bradbury Press. ISBN 0- 02-761520-0 (Caldecott Honor Book) Murphy, C. (1997). Alphabet Magic. New York: Simon & Schuster. ISBN 0-689-81286-8 Pandell, K. (1996). Animal action abc. LaJolla, CA: Green Tiger Press. ISBN 0-88138-061-X (hard cover edition); ISBN 0-88138-026-1 (paper back edition) Shannon, G. (1996). Tomorrow’s alphabet. New York: Greenwillow Books. ISBN 0-688-13504-8 (riddles)


Alliteration

Seuss, D. (1963). Dr. Seuss’s abc. New York: Random House. Lobel, A. (1981). On market street. New York: Greenwillow Books. ISBN 0-590-37179-7 Micklethwait, L. (1992). I spy: an alphabet in art. London: Harper Collins. ISBN 0-00-103715-4 (hard cover edition); ISBN 0-00-664184- 9 (paper back edition)

Books Used As Patterns For Student Generated Alphabet Books Ernst, L.C. (1996). The letters are lost!. New York: Scholastic. ISBN 0- 590-32992-8 Lyne, A. (1997). A my name is Alice. New York: Scholastic. ISBN 0- 439-27462-1 (Jump Rope rhymes)


ABC Websites


ABC Websites

www.pacificnet.net/~cmoore/alphabet/ Letters of the alphabet created by Rolando Merino and his son. www.education-world.com/a_lesson/lesson083.shtml Suggestions for teaching alphabet concepts to students of all ages. www.suelebeau.com/abcbooks.htm Games, activities, ABC book links, ABC websites compiled by Sue LeBeau. www.mrsmcgowan.com/books/alphabet.htm Mrs. McGowan’s first grade class worked to compile the ABC book list and lots more ABC fun. www.scholastic.com/earlylearner/age4/language/qc_abcbooks.htm This website contains links for 7 great ABC books.

http://www.pacificnet.net/%7Ecmoore/alphabet/

http://www.education-world.com/a_lesson/lesson083.shtml

http://www.suelebeau.com/abcbooks.htm

http://www.mrsmcgowan.com/books/alphabet.htm

http://www.scholastic.com/earlylearner/age4/language/qc_abcbooks.htm

Using ABC Books - Oasis Intergenerational Tutoring

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