All About Me Books

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Students create a book about themselves as a gift for their new primary grade book buddy.

OBJECTIVE
Students Will:

1. Examine literature of emergent readers.
2. Categorize books into types of literature common for primary readers. (i.e. wordless, pattern, alphabet, number, rhyme, etc.)
3. Write a book about themselves using one of the identified types of literature.
4. Utilize the writing process when writing the book.

MATERIALS

1. Variety of picture books common in primary classrooms
2. Materials for Book Making on days 2-5 (rough draft paper, crayons, colored pencils, stapler, final copy paper, etc)

SET UP AND PREPARE

1. Group the books by category.
2. Put each group of books in a tub or box.
3. Label each tub with a number.
4. Cut the “final copy paper” in sheets that measure 8 ½ by 5 ½ inches. This size paper minimizes the white space surrounding the illustrations.

DIRECTIONS
Day I

Step 1: Write objectives on the board and share them with the students. Explain the term “emergent."

Step 2: Arrange students into cooperative groups (groups of 3 work well). Give each group one of the book collections. Each group should answer the following questions about each set of books:

• What do these books have in common?
• What category title would you give this group of books?
• How would this group of books help your Book Buddy become a better reader?

Step 3: Repeat the activity with each group of students examining each tub of literature.

Step 4: Whole group share. Address each of the questions from step two with the whole group.

• What do these books have in common?
• What category title would you give this group of books?
• How would this group of books help your Book Buddy become a better reader?

Step 5: Review the objectives with the students. Discuss:

• Did we meet our goals?
• How did we do it?

Days 2-7

Step 6: Write objectives on the board and share them with the students. Tell the students that today we will be working on objectives three and four.

Step 7: Model a brainstorming list or web to answer the question:

• What do I want my Book Buddy to know about me?

Step 8: Direct students to create a brainstorm list of their own answering the following question:

• What do I want my Book Buddy to know about me?

Step 9: Students will decide which type of book they will write (wordless, alphabet, number, etc.).

Step 10: Students will incorporate their brainstorm list into a rough draft.
(Teacher should model this step as well by drafting the first few pages of their model book.)

Step 11: Utilize the writing process over the next several days (draft, read, revise, reread, peer conference, revise, teacher conference, revise and/or edit) modeling as needed for the whole class or groups of students.

Step 12: Model the construction of a final copy in a published format. Include how to create a title page and cover. If you are using a stapler to bind the book instead of a book binder, putting clear book tape over the staples prevents readers from getting scratched by the staples.

Step 13: In pairs, have students complete the self-assessment via discussion.

• What will your Book Buddy learn about you after reading your book?
• How will your book help your buddy become a better reader?

SUPPORTING ALL LEARNERS
Students who struggle with writing can dictate their text to the teacher or other support person. These students can also be supported through small group guidance from the teacher.

LESSON EXTENSION
Create dedication pages for each book.
Students can create multiple copies of their book for the class library and the class library of their book buddy.

ASSESS STUDENTS
Were the students able to identify common characteristics among the books in each group?

This lesson can serve as a needs assessment for the writing process. While you are conferencing with students, take note of where they struggle and shine in the writing process. Are there any trends? Plan future mini-lessons to address these needs.

Student Self Assessment:

1. What will your Book Buddy learn about you after reading your book?
2. How will your book help your buddy become a better reader?

ASSIGNMENTS

1. Students will examine books and identify similarities among each group of books.
2. Students will create a book as a gift for their book buddy.

HOME CONNECTION
Have students share their books with the people at home.

EVALUATE THE LESSON

1. Were the students able to complete the objectives?
2. How would you change this lesson the next time you taught it?

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