Remind students of the expectations of the assignment using the Grading Rubric.After each volunteer reads, connect the memories to the themes from the previous session.Ask volunteers to share summaries of their memories from their journals.If additional time is needed, have students complete their journal entries for homework.If desired, encourage students to imagine or make up details that they cannot remember. Explain that the memory does not have to be complete.Encourage students to address all five of the senses when recounting their memory. Have students describe the memory as a journal entry.Ask students to hypothesize why these themes resonate with young listeners, encouraging students to share any connections that they recall to the texts or to their own experiences.

Once the class has compiled a list of several themes, review the list and make any additions or revisions.To get students started, share one or more of the following themes and ask students to suggest how some of the books that they read fit these themes:.Ask students to brainstorm themes that they noticed in several of the books.Share the Grading Rubric and discuss the expectations for the activity.

Explain the writing project that students will complete: composing the text and illustrations for their own children's picture books.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ġ2. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.Ħ. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.ĥ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.

Complete contact book project synopsis