What's in a Book?

Building academic language

Word

• Display the pre-made labled class anchor chart of a book to the class.
• Group students in pairs and pass out one familiar book to each pair.
• Point to the different labels (one at a time) shown on both the labeled book and a real book (using modeling). Say the term aloud, providing the student a friendly defition provided in the glossary.
• Ask the students to repeat each term and then find the matching part of the book using their own books, along with their partner. For example, "Here is the title on my book, can you find the title on your book and point to it?"
• Check that students are able to identify all the parts of the book, and correct students as needed.

Discourse

• Hold up a book and ask students to bring their attention back to the front of the room and the book you are holding.
• Ask students to think about why it is important to know the different parts of a book by saying, "Why might I want to know who wrote this book?" Then, model thinking aloud by answering your question saying, "I could learn if the author wrote more stories like this one by knowing who the author is."
• Repeat this process by asking questions about the title, illustrator, front/back cover, and spine (as time allows).
• Ask students to turn to a partner and think-pair-share using the sentence frame, "I could learn ____By knowing ____ about the book."