Literacy Alive

“Student of the Day”

The procedures you use for your classroom will need to be taught to the children. As with any program, children need to learn the predictable pattern to what is coming next to feel safe and secure in their environment. By providing a routine for the children to follow, they will learn much more. The following procedures are how to start the “Student of the Day” interactive writing time. The teacher begins each day by drawing a stick out of a can to see who will be the “Student of the Day.” Write the children’s names individually on Popsicle sticks and place them in a can labeled “Name of the Day.” Also, have a can that is labeled “I had a turn” so you can keep track of who has had a turn. Tell the children they are name detectives, and it is their job to listen to the clues and discover who is our “Student of the Day.” After drawing a student’s name, refer to the class Name Chart to draw attention to the specific features of each student’s name and use an elimination process to figure whose name has been drawn. After the students are detectives and guess whose name has been chosen, that child will take his/her place at the interactive writing chart. Place a square piece of wood or a chair beside the chart stand, and call it the stage. This gives the child a boundary and lets him be interactive and still stay out of the rest of the students’ line of vision. It really helps those students who have the wiggles to have a concrete place to stand. Begin by putting a happy face on the left side of the paper to show the children that is where we start reading and writing. Write the word left while stretching out the sounds. Put three circles vertically on the left side to represent the paper. You are now ready to start your morning meeting interactive writing time.

Younger Students: Teacher models writing the name. Older Students: Child writes his/her name on the chart.

Clap the students’ name. Ask the children how many syllables are in the student’s name. Record the number above the student’s name on the chart tablet. Remind that student to share with his parents how many syllables are in his name.

Younger Students: Look at your name chart to see if anyone else in the class has a name that begins with the same letter. Next, count the letters in the student’s name. Have the children count the number of letters in the student’s name and then hold up that many fingers behind their back. This helps work in those math sills of one to one correspondence and gives every child a chance to be successful. Count to three and then have all of the children show their fingers that correspond with the number of letters. With the class watching, cut the

Literacy Alive by Kathy Griffin © Copyright 2004 sentence strip apart and place the letters on the floor. Pointing to the chart paper, have the special student look for the letters that match. Chant, “Find a K, find a K, find a K, K, K. Have the special student find that match and tape the letters one at a time back on the chart.

Older Students: Look for word chunks and phonics’ patterns within their names.

The Interview

Begin the interview portion of the “Student of the Day.” This time teaches the children to ask and answer questions in a complete sentence. It also helps those children in your classroom with speech and language delays learn how to use correct language. The interview questions remain the same every day until every student has had a turn with Interview Round #1. When you have finished a round, put the name sticks back in the can and start over. The next time, use Round #2 questions. This process will continue all year. Call on different children every day to ask the interview questions. The important concept to remember is to involve as many children as possible to keep their attention and motivation. Through the interview process, the students’ oral language skills really improve over the course of the year. You can post the questions on sentence strips or poster board and place them within view to help connect the questions to print. After the interview, it is time for “Happy Talk.” This is a big self-esteem booster for students, and teaches others how to give and receive compliments. Younger Students: When your class finishes writing, have them look for similarities in print (find the match) by letter or word. If the child has trouble locating the letter or word, try writing it on a Popsicle stick so they have an easier time scanning the page. Focus the “find the match” on the level of the student. Older Students: First grade needs to be multi-leveled because some students are working on letter/sounds and some are working on phonics and word patterns. If the child does not know any letters in his/her name, begin focusing on those letters first in questioning the child. When he/she masters them, move on. Remember there is a difference between learning and testing. Frequent repetition will help ensure that the children will learn the letters, and they will remember them. Keep it up beat and always act like you are going to catch them or trick them. You can also look for phonics rules/word families or word chunks, and sight words.

When you are finished finding the matches, read the chart. Use rebus pictures when possible above the word, and give them a purpose for reading each sentence. Say, “Let’s find out how old Kali is.” Then read the sentence “Kali is 6.” Once again, it makes young children successful and teaches them to read for meaning. After reading the chart, it is time for the cheer. The student holds a shaker or pompom and shakes it as the class cheers.

Children: “K”. Teacher: “Give me an a!” Children: “a.” We continue until we finish the letters. Teacher: “What does that spell?” Students: “Kali!” Teacher: “One more time!” Students: “Kali!” Teacher: “Clap for Kali!”

Younger Students: The students clap for the student, and the special student gets to choose a celebration (fire cracker, Coca Cola, birthday cake, sprinkler, snowball, train, cowboy, cowgirl). Dr. Jean (www.drjean.org) has celebration cheers to download onto 3x5 cards. Older Students: The students make up patterned motions for the cheers and help create the celebrations.

Round One Questions

1st Interviewer: How old are you? Student: I am 6. 2nd Interviewer: What is your favorite color? Student: I like red.

Happy Talk (Younger Students) Character Compliments (Older Students)

Call on three different students to say something nice about their friend. Each student will choose the color of marker that they will use. Write each statement down in the marker color of their choice. Spend a couple of minutes each day talking about compliments and nice things they can say about your name of the day person. It varies from year to year and from child to child. As the year progresses, the students learn a lot of information about their peers and incorporate them into the “Happy Talk” portion of our “Student of the Day” time. The words in bold become part of their sight word collection to illustrate how frequently these common words are repeated on a daily basis. The children really learn to internalize these words. The following are some of the suggestions and comments that my students have created.

She is nice. He is cool. (We place our hands up by are face to spell cool together.) I like him. She is my friend. I like to play with him. He rocks. He is a good leader. He is a good reader. She is a good writer. He has a good heart. She is awesome. He is fun. She helps me. He is smart. She is building stamina in reading. He stays on task during Reader’s Workshop. He is my best friend. She always listens in group time. Literacy Alive by Kathy Griffin © Copyright 2004

If you have a character education program, you can correlate “Happy Talk” into the character traits of study. One of our traits is to be respectful. We brainstorm how we can be respectful at school. This list becomes a valuable resource for writing more “Happy Talk.”

Ex: Respect She walks in line. He listens to the teacher. He looks at the person speaking. She uses strategies for listening. She says, “Yes Mam.” He says, “Yes sir.” He takes turns. She cleans up the centers. She takes care of the toys.

After charting the Happy Talk thoughts, end the first round by stating: If you agree with all of the nice things that our friends have said about Kali, then sign your name on the bottom of the chart paper. Younger Students: Model writing your name first. Your students will be very motivated to come up and sign their name using the scented marker of their choice. Call on two or three students to write their names and then dismiss the rest of the class to centers/reader’s workshop. Remind them to sign the chart during center time and spend the first few minutes calling children over to help them write their names on the chart paper during the first round. Keep their name cards close by for those that need a visual prompt. This becomes a meaningful way for your students to practice writing their name for a purpose. It is definitely more motivating than the worksheet approach. After the children have signed their name, I send the chart paper home with the “Student of the Day” to share with his or her parents. It is a visual reminder of the concepts that we are working on in school and makes a wonderful school-home connection. Older Students: Share the pen and let the older students write their own happy talk and sign their names.

Round Two Questions

1st Interviewer: Are you a boy or a girl? Student: ______is a ______. 2nd Interviewer: What do you like to eat for dinner? Student: ______like to eat ______. 3rd Interviewer: What color are your shoes? Answer: My shoes are ______. I then write another sentence that reads: Go Carter go! (Write student’s name.) Literacy Alive by Kathy Griffin © Copyright 2004

Round Three Questions

Interviewer #1: What do you like to eat for breakfast? Student: ______like to eat ______. Interviewer #2: Do you have any brothers or sisters? Student: ______have ____ brothers and ____ sisters. Interviewer #3: What color are your eyes? Student: I have ______eyes. Interviewer #4: Where do you like to go with your family? Student: We like to go to the ______.

Round Four Questions

For Younger Students: This is a time when you can introduce Brown Bear, Brown Bear, What Do You See? by Eric Carle and its pattern and repetition. For this round, change it up a little to be like the book Brown Bear. This time, tape or write the names to the side to complete the chart using the children in the classroom. You will put the student of the day’s name first on the chart and then place the cut a part sentence strips to the side. Example: Bella, Bella Who do you see? I see ______looking at me. The Student of the Day gets to choose a student to fill in the blank.

1st Interviewer: What color is your hair? Student: I have ______hair. 2nd interviewer: What do you like to eat for a snack? Student: I like to eat ______for a snack. 3rd interviewer: Where do you live? Student: I live in Jenks, Oklahoma. Focus on punctuation, comma with older students.

Round Five Questions

1st Interviewer: Do you have any pets? Student: I have _____ dogs and ___ cat. 2nd Interviewer: What kind of pet do you want? I want a ______. Come here ______. You are my friend. (Student called up says this to friend while you write it down.”

Round Six Questions

1st Interviewer: What can you do? Student: I can ______. 2nd Interviewer: What do you want to be when you grow up? Student: I want to be a ______. 3rd Interviewer: What do you like to do at home? Student: I like to ______. 4th Interviewer: What do you like to do at school?

Beginning Sight Words and other Words Covered with Questions of the Day, Answers, and Happy Talk she he my the like where her his go we to* what come* here you* friend do* when see I a can want* kind pet dog cat snake hamster be grow up snack color* hair* shoes* family are eyes* breakfast dinner brothers sisters how old favorite* looking who* red blue purple green brown black white pink orange yellow home school eat for boy girl happy talk is cool nice smart leader great* good walk listens teacher with read your* write quiet hands space questions interview student name pick me had turn care* cleans person speaker takes live* Highlighted chunks are phonics’ patterns that can be taught from these words (ex. Blends, digraphs, silent e, two vowels together, “r” controlled vowels, diphthongs) *Outlaw Words - Words that do not follow the typical phonics’ rules. Listen to a clip of my Outlaw Words song at: http://www.teacherspayteachers.com/Product/Outlaw-Words-for-the-Smart-Board-IWB-or-Computer

Use Songs for Sight Words my “If You’re Happy and You Know It.”

If you want to spell my say m, y. (m,y)

If you want to spell my say m, y. (m,y) It’s as easy as can be when you sing along with me. If you want to spell my say m, y. (m,y) the “London Bridges” T-h-e spells the and the, The and the, The and the, T-h-e spells the and the That’s the end! like “Hokey Pokey” L-i-k-e L-i-k-e L-i-k-e That spells the word like. L-i-k-e L-i-k-e That spells the word like. Cha cha cha! come “Oh My Darling Clementine”

C-o-m-e, C-o-m-e C-o-m-e spells come H-e-r-e H-e-r-e H-e-r-e spells here. Come here. Come here. Come here ______. name on chart C-o-m-e-H-e-r-e Come here ______. name on chart

S-e-e spells see S-e-e spells see S-e-e S-e-e want “Twinkle, Twinkle, Little Star” W-a-n-t That spells want sing with me. W-a-n-t That spells want sing with me. W-a-n-t That spells want sing with me.

Gradual Release of Writing-Share the Pen

*Know your students. *Start with setting up the paper. *Have them sign their names. *Begin writing “Happy Talk.” *Some may write letters. *Some may write words. *Some may write sentences. *Give model letters on sticky notes for those who have trouble with *reversals or use letters on popsic2 & 3le sticks. *Give the students dry-erase boards or clipboards to write at the same time.

More Focus Skills *Punctuation *Capital Letters *Noun-Verb Agreement *Spelling

Round 1 Questions

left

H a l e y is 6.

H a l e y likes pink.

She is my friend.

I like her.

She is nice.

Mrs. Griffin

Tessa Amanda Arturo Blake

Giovanna Ethan Sierra Jasmine

Dillon Amberly Cody Sloan

Establish Routines

Skills Sets: Letter Identification Directions Phonemic Awareness: Syllabication Initial Sounds

Language Experience Approach: What we say can be written down What we write down can be read

Round 2 Questions

left

S l o a n is a girl.

S l o a n likes pizza.

My shoes are brown.

Go Sloan go!

She is my friend. I like her.

She is nice.

Mrs. Griffin

Tessa Amanda Arturo Blake

Giovanna Ethan Sierra Jasmine

Concepts of Print: Left to Right – Top to Bottom Directionality

Phonemic Awareness: Rhyming

DirectionsSkills Sets: Letter Identification

Language Experience Approach: What we say can be written down What we write down can be read

Round 3 Questions Round 3 left right

H a l e y - likes - pancakes.

- has -1- brother - and - 2 - sisters. H a l e y I - have - green - eyes.

We - like - to - go - the - park.

She is my friend.

I like her.

She is nice. Mrs. Griffin

Tessa Amanda Arturo Blake

Giovanna Ethan Sierra Jasmine

Dillon Amberly Cody Sloan

Skills Sets: Phonics:

Phonics Rules DirectionsWord Patterns

Phonemic Awareness:

Segmenting Names Isolating Beginning Sound in Names

Concepts of Print

Spaces between words Punctuation, Capitalization

Round 4 Questions

left middle Mrs. Griffin class right

Jade, Jade

What do you see ?

I see Derek looking at me.

I have red hair.

I like to eat Cheezits for a snack.

She - is - a - good - leader. Mrs. Griffin She - is - my - friend. Tessa I - like - her. Miguel

She - is - nice. Amanda She - helps - me - clean - up. Ethan

Concepts of Print: Left to Right – Top to Bottom Directionality Concepts of Space

Skills Sets: Letter Identification/Letter Sounds/Phonics Rules/Word Patterns

DirectioPhonemic nsAwareness: Deletion Beginning Sound in Names “H” off of Haley – “aley’ Substitution First Sound in Names – Replace the “H” with a “D” Daley

Have a contest to see if the students can read the words before you circle them. Have children begin looking for little words hiding in big words. Underline, circle, or highlight them.

Round 5 Questions

left middle hat right go fat light B l a k e has 1 dog and 2 cats. fight

might B l a k e wants a hamster. cake slam

rake Pam Come here ______. You are my friend.

Star I live in Jenks, Oklahoma. He is my friend. Sierra

I like him Sloan He is nice. Jasmine I like to play with him on the playground. Jade

You are my friend. Dalten He can run very fast. Caden He has a good heart. Bella

Skills Sets:

Letter Identification/Letter Sounds Notice Irregularities in Names Find a b, find a b, find a “b” “b” “b” Find a l, find a l, find a “l” “l” “l”

Find an a, find an a, find an “a” “a” “a” (discuss why it says the long sound instead of the short sound. – There is an e at the end. Continue finding little words hiding in big words.

Phonemic Awareness: Substitution of First Sound of Names Transfer Substitution Skill to Other Words on Chart (ex: words that are in orange on chart). Student can come up and change a word by substituting

the first sound. Punctuation: Capital letters, punctuation, comma.

Round 6 Questions

left middle right bump A u b r e y can jump rope. mice

nice A u b r e y wants to be a police officer when pen

she grows up. pool ten snow cool I like to write stories at school.

bike I like to play on my Playstation 3 at home. day

She is my friend. Sierra I like her. Sloan

She is nice. Jasmine I like to play with her on the playground. Jade You are my friend. Dalten

She can run very fast. Caden Skills Sets: bottom Letter Identification/Letter Sounds

Notice Irregularities in Names Find a A, find a A, find a “a” “a” “a”

Find a u, find a u, find a “u” “u” “u”

You can discuss how a and u say “ah” when they are put together. I always

tell them that a is at the first of the alphabet and u is at the end. They are good friends and don’t get to see each other very often, so when they do

they say “ahhhhh!” Phonemic Awareness: Substitution of First Sound of Names Transfer Substitution Skill to Other Words on Chart (ex: word that are in red on chart) Student can come up and change a word by substituting the first sound. If you can read . . . you can read . . . If you can write . . . You can write . . .

Continue finding little words hiding in big words.

Adding on to the Charts This program is designed to be flexible to fit within the structure of a typical morning meeting chart. The following can be added to the chart depending on the age/attention span/ and cognitive skills of your students.

*Writing the date *Writing the specials’ rotation of the day (art, music, P.E, library) *Special news from the “Student of the Day” *Special activities for the day *Routines Extension Activities *Students can do a “Student of the Day” chart for friends, family, pets, etc. at the writing center.

*Students can write “Happy Talk” or “Character Compliments” on small sentences strips and tape to the chart. The focus can be on using capital letters at the beginning of the sentence and in names. Students can also focus on ending their sentence with the correct punctuation. In addition, these individual sentences can be used for handwriting practice to showcase their best handwriting for their friend’s chart. A rubric or anchor chart can be made as a sample for correct punctuation and capitalization. This can be an additional, independent literacy center.

*Keep a small word wall chart of your “Student of the Day” frequently used words for students to access during this independent time and during interactive writing time.

* Weave in your other literacy objectives and Common Core Standards within these charts (contractions, vocabulary, synonyms, antonyms, nouns, verbs, adjectives, adverbs).

Older Students *Brainstorm a list of questions to use during “Student of the Day” time that help the class grow as a community of learners.

Common Core ELA K-1st Reading Fundamentals, Listening & Speaking, & Language

• Learn letter names. • Learn difference between upper and lower case letters. • Learn letter sounds. • Learn how sounds blend together to make words. • Find little words hiding in big words (using known words to learn new words). • Learn phonics patterns. • Count the letters. • Count the syllables. • Practice rhyming words. • Practice blending phonemes. • Practice segmenting phonemes. • Practice deleting phonemes. • Practice substituting the initial sound to make new words. • Practice writing words phonetically. • Practice reading and writing high frequency words. • Notice the similarities and differences between words. • Model concepts of print such as appropriate spacing, punctuation, and use of punctuation. • Learn to ask questions. • Learn to answer questions in a complete sentence.

This picture shows me modeling the 1st Round. Use smelly markers for extra motivations. Have “Student of the Day” sit beside your easel or chart paper. I have my students sit in a chair and call it the “stage.” These are my “Pick Me” and “I Had a Turn” cups. I put each student’s name on a popscicle stick and place in the “Pick me Cup.” When I draw out a name, that student becomes “Student of the Day” and the stick goes into the “I Had a Turn” cup. When all of the sticks are gone, we start the next round of questions. Everyone goes back in the “Pick Me” cup again. It is a very exciting day when that happens. I had these painted for me at a teacher’s conference. Before that, I used metal cups with my handwriting on it. Happy Talk Build Your Students Self-Esteem While Building a Class Community.

Before I had a Smart Board, this is how I set up my meaningful print in my classroom. I made a Student Name Chart (far right). The blue squares are covering up the pictures of my students. I grouped the names by the letter of the alphabet and color-coded them. The middle chart is a list of our student- generated “Happy Talk.” We brainstormed a list of things we might say about our friends. The chart on the far right is our questions for the round. I use highlighter tape to draw attention to our sight words. Student refer to the question chart when being the reporter and asking questions to the students. This is an example of how I use it in 1st grade with a Smart Board. I put the students’ names in a word document, and we work with it on the board to eliminate and choose who our “Student of the Day” is. I give clues such as “4 people have a name that starts with this letter.” This student is circling all of the letters it CAN be and “X-ing” out those names that it CAN’T be. This helps narrow down the field of names. I then give clues based on their skill ability, with the skills increasing throughout the year. In this case, the name on the popcicle stick is Colby. The next clue that was given is, “This person has the sound of e in the name, but it doesn’t have an e in it.” The children get very used to being detectives. They all learn that many names end in “y” just like the word “baby.” It helps them transfer this new learning to other words. These are the first round questions to help establish procedures. Put rebus pictures beside your sentences to support emergent and struggling readers. My students have the option of wearing themed hats and vests when they are “Student of the Day.” They can wear them during our class time, but have to take them off for lunch and recess. They are also line leader for the day. What We Are Learning

We notice the word is, he, and friend are in our chart in different places. We are beginning to write some “Happy Talk” along with our names.

Know your students’ strengths and attention span.

This only takes up 15 minutes a day max. What We Are Learning

This is our chart before we start circling words that we know and playing “What do you notice?” Anna is going first because she is “Student of the Day.” She has found “al” in Talk.

Our “Happy Talk” is improving with capital letters at the beginning of the sentence with emerging punctuation at the end. We are working on the “Brown Bear” version to our “Student of the Day” chart. Students are finding little words hiding in bigger words. We also circle or underline words we can read and spell. Notice the variations in learning between the 2 rounds. The one on the left is from the first of the year. Most students are finding matching letters and words. We found the word “he” and “is” many times. We are just signing our names on the first round as the teacher writes the “Happy Talk.”

I support my students writing by having “frequently used words” in cut up sentence strips that we keep in a pocket chart. Students may gather the words they need to build their sentence. This student was able to locate the words he needed to be successful in writing “Happy Talk.” What We Are Learning

We found the hard phonics pattern of “igh” and used it to make the word light, night, and bright.

We found “2 vowels together” in eat.

We found a digraph in brother.

We discovered the word Happy has a “y” that makes the “e” sound.

We found a blend in my name “Gr”iffin.

We found “2 vowels together” in steak, but it does not follow that rule, so we experiment with flipping the vowel and using the context clues to figure out the unknown word.

Happy Talk continues to grow. What We Are Learning

We found the diphthong “oy” in boy. We changed the first sound to make toy, joy, and ahoy. The students differentiate it for themselves by bumping up the skills.

One student found a silent e in the word “likes.”

One student found the digraph “th” in brother.

One student recognizes the letter “g” in go. It is one of the last letters this child is working on recalling.

One student has noticed that the “g” in Courage makes the soft “g” sound like in the letter “j.”

We know the word “and.” If we put a new sound in front of it, it becomes “hand.” The same rule applies to “for.” If you take the “f” off of for and add a “st” you have store. Add a “p” and you have poor.

We are getting awesome at writing our “Happy Talk.” What We Are Learning

The contest is continuing. Every round last through as many students as you have. If you have 25 students, then you will have 25 days with the same questions. After those 25 days, they all know those sight words that are in the questions that are asked and in the sentences that answer them.

When we run out of room for “Happy Talk” on the chart, we use sentence strips to write on at the writing center. They tape them onto the chart. These charts go home with the students each day as a home school connection. Many of my first students who are now older than I care to think about (makes me feel old), still have their charts. My students take them home and put them on the walls in their rooms, the sides of the refrigerator, and in the hallways. Everyone loves their name chart. What We Are Learning

We pick a round to have a contest between the students and the teacher. They receive a point if they say the word before I write it. The most I have ever received is 7 points!

We are using our character traits to model “Happy Talk.”

The students are building many new sight words and can spell words phonetically. They are independent in writing “Happy Talk.” Round 4 Learning

Using known words to make new words.

Making rhyming words.

Using the root word of looking to create look and then cook, hook, shook, nook.

Finding “ck” in the word snack.

If you can spell “to,” you can spell “do.”

Experimenting with punctuation (? & !)

Learning complicated words patterns and phonics patterns in words such as right and side.

Taking the word “an” and adding an initial sound to make new words: man, tan, fan, pan, Dan, ran, Jan, van.

Writing our own individual “Happy Talk” with minimal support. Kindergarten Writing Samples in April Unassisted

The following are examples of my students’ writing during “Open Centers” or Free Choice Centers. My students love to interview each other using current or previous questions from the year.

They make charts for their friends, parents, teachers (me) and even their dogs. 

I use regular size copy paper in the writing center. Sometimes I give them 12x17 white or light colored construction paper to use. The follow samples are on large easel-sized paper. A parent donated a box of paper to our class. His company was going to throw it away. I was so EXCITED! It’s the little things in life that make teachers happy.  Kindergarten Student

Dolly can fly. (her dog) Dolly likes to get hyper. I am a girl. I like to eat dog food. I like to play with Aubrey’s slipper. I (Heart) you. Aubrey You are the very best dog. Aubrey You can read. Aubrey You cute win you jump and fly and play. Aubrey.

Caden can jump. Caden is cute. Katherine. Caden cool.

Kindergarten Student

Mom How old are you? I em (student looks at me and says, “I don’t know how old she is!”) What color is your hair? My hair is yellow. Are you a boy or a girl? I am a girl. What color are your shoes? My shoes are black. Go Mom go! * Then she took her chart around the room and the class wrote “Happy Talk” for the mom.

Kindergarten Student

Your are a good cook. I like your home made macaroni and cheese. I like your corn with butter. I love my momie love your baby.

Then the students wrote “Happy Talk” for her mom.

Look up at the top right corner. This student decided to write the word corner phonetically which is awesome for kindergarten.

Kindergarten Student

Chart made for me. This child is very artistic and made her words into a heart shape. Notice the Mrs. Griffin do you love me. My answer according to her is, “I love the whole class.” 

Kindergarten Student

Kainan, Kainan What do you see? I see Brooks looking at me. I like Fruit Loops. What color is my hair is black.

Kindergarten Student

Madison can run. Madison likes to jump on the trampoline at home. Madison likes to play with Cade. Madison is cool.

*This child is using spaces (lines) as an anchor for concept of word-spacing. I model this concept during our chart writing time during a round. I slowly phase it out of our modeling. Kindergarten

My dog is really fun to play with. My dog can go up the stairs. He likes to eat dog food. He is a bully. He likes to wrestle. He is super super super super cool. My dog is fun to play. My dog is super fun. His name is Cash. His middle name is Money. His last name is Mock. He is 0 (zero years old). He likes to chase cars. Literacy Alive Book Copies

1. The following are sample books to go with the Literacy Alive Round Questions. 2. During each round make a class book together. You may work on it throughout the week in the writing center or do it in a whole group setting. I have 5 students work on a page each day which let them finish a book each week. 3. Brainstorm and chart a list of possibilities for each question. The students will have practice with answering these questions during the “Student of the Day” time. 4. Each book has an example page that explains what the students are to do on the student pages. An alternative option is also listed. 5. The title page has By: ______. List the name of your class and year on this line. For example: By: Mrs. Griffin’s 2012-2013 Class 6. Laminate the books or place in pocket protectors. Place books in your reading corner for independent reading choices. Your students will have lots of practice reading sight words successfully. 7. At the end of the year, take the books apart and make a culminating individual book for each student documenting their growth over the year. My parents loved these books! 8. Set out extra copies of the content page (Ex: My name is__) in the writing center and let your students make friend books or family books as a free choice activity. These books can be taken home to share with their families. What Is Your Name?

EXAMPLE PAGE

Brooklyn Kainan Andrew Elizabeth Jade

Raegan Caleb Sloan Sierra Nick

Connor Jasmine America Jacob Matt

James Cody Seth Dillon Haley

By: ______

Graphics by www.thistlegirldesigns.com What Is Your Name?

By: ______

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

My name is ______.

By: ______

EXAMPLE PAGE

I like ______.

By: ______

EXAMPLE PAGE

I am ______.

By: ______

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

I am a ______.

By: ______

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

I have ___ brother and ___ sister .

By: ______

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

Come here ______. You are my friend.

By: ______

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

I want to be a ______.

By: ______

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

My shoes are ______.

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

I can ______.

By: ______

Graphics by www.thistlegirldesigns.com EXAMPLE PAGE

My hair is ______.

By: ______

EXAMPLE PAGE Directions: Have the students color their eyes. Alternative Option: Take a picture of the student’s face. Glue their photograph on this page and have them label their eyes like a diagram. Have the students write the color word in the blank. Have the students write their name underneath their sentence.

I have ______eyes.

By: ______

Kathy Griffin © Copyright 2013 http://kathygriffinteach.blogspot.com Graphics by: The 3 AM Teacher www.teacherspayteachers.com/Store/The-3am-Teacher Charlottes Clips www.teacherspayteachers.com/Store/Charlottes-Clips

EXAMPLE PAGE

I like to eat ______for dinner.

By: ______

Kathy Griffin © Copyright 2013 http://kathygriffinteach.blogspot.com Graphics by: The 3 AM Teacher www.teacherspayteachers.com/Store/The -3am-Teacher Charlottes Clips www.teacherspayteachers.com/Store/Charlottes-Clips EXAMPLE PAGE

I like to eat ______for a snack.

By: ______

Kathy Griffin © Copyright 2013 http://kathygriffinteach.blogspot.com Graphics by: Charlottes Clips www.teacherspayteachers.com/Store/Charlottes -Clips Aisnes Creations www.teacherspayteachers.com/Store/Aisnes-Creations EXAMPLE PAGE

I like to eat ______for breakfast.

Have the students draw a self portrait on the title page. Alternative Option: Take a picture of them to glue on this page. Student writes by: (their own name). Students record their answers on the following page.

EXAMPLE PAGE By: ______

All About Me

By: ______

My name is ______. I am ______. I like ______. I have ______eyes. I have ______hair. I like to eat ______for dinner. I like to eat ______for breakfast. I like to eat ______for a snack. We like to go to ______. I have ___ brothers and ___ sisters. I have ______. (pets) Thank you for purchasing my Literacy Alive resource and activity book. I developed this program and have used it successfully in my class for over 12 years. I present on this program at conferences throughout the United States and have many teachers and school districts that use this to help their students learn their letters/sounds, concepts of print, phonics, sight words, punctuation, capital letters, and reading fluency.

I have many songs, multimedia files, games, and books to help teach phonic awareness, letter/sounds, phonics, sight words, and reading fluency at my Teachers Pay Teachers store. http://www.teacherspayteachers.com/Store/Kathy-Griffin

Visit my blog for more ideas for the early childhood classroom. http://kathygriffinteach.blogspot.com

Questions? Comments? Email me at kathytps@aol.com

The following graphic clipart products were used in the class book sets. Please refer to each book for individual credit to the illustrations. Thistle Girl Designs www.thistlegirldesigns.com Charlottes Clips www.teacherspayteachers.com/Store/Charlottes-Clips Aisnes Creations www.teacherspayteachers.com/Store/Aisnes-Creations