• tell the teacher a list of words that begin with a specific letter (for example, b).
  
  
• illustrate the word on the activity sheet provided by the teacher.
  
  
• use their knowledge of letters and sounds to assist the teacher with spelling words that begin with the targeted letter.
  
  
• write the word in the space provided on the activity sheet.
  
  
• read the sentence describing their illustration.
  
  
• Become more aware of letter sound and word relationships.

1. Prior to this lesson, the teacher should read many alphabet books to provide students with a model for their own publications.
2. Chart paper or board for writing.
3. Marker or chalk.
4. Activity sheet.
5. Crayons, markers or colored pencils and pencils.

1. Begin by telling the students that you would like for them to help you make a list of words that begin with a specific letter (for example, b).
2. Model the sound that "b" makes, and ask students to repeat the sound.
3. The teacher should be prepared to explain that some letters make more than one sound (i.e. giant and garden both begin with g).
4. Ask each student to tell you a word that begins with the letter "b."
5. Slowly pronounce the word, enunciating to allow the students to hear each letter’s sound.
6. Encourage students to tell you the sounds they hear.
7. Write the word.
8. Repeat steps 4-6 for each word.
9. Write the student's name next to the word that he or she gives. This will be the word the student will illustrate later in the activity.
10. If a student is having difficulty thinking of a word that starts with the letter b, you can help by saying "which of the following words begin with b, red, white or blue?" You can provide other appropriate prompts depending on the student’s level.
11. After everyone has contributed to the list, give each student an activity sheet.
12. Review the list, reminding students of the words they are to illustrate.
13. Instruct students to draw a picture to illustrate their word and write the word on the blank line.
14. Combine the pages to make a book.
15. Add a cover to the pages, and title it "Our Bb Book".
16. Let the students read the book to one another.

1. Make a book for every letter of the alphabet.
2. Make a book that focuses on items found in a certain setting for example, things found in a school, doctor's office, bathroom, restaurant, and so on.
3. Write sentences with the students, and let them type them on the computer, print them and draw the illustrations.
4. Students who require a challenge should be instructed to develop an entire sentence or sentences without use of the templates provided.
5. Make books that focus on specific letter sounds (i.e. soft c sound vs. hard c sound, vs. ch sound).
6. Provide advanced students with the text A is for Salad by Mike Lester. Students interact with this book by finding the picture on the page that goes with a specified letter. Students might use Lester's book as a model for a similar book that they create as a class.

Kidport Language Arts Index
http://www.kidport.com/GradeK/LanguagesArts/LanguageArts.htm

Kidport is an Internet-based educational service designed to help K-8 students excel in school. It provides a unique, multi-step program to create empowered learners, not simply good students. These pages focus on letters and letter combinations.

1. Since this is a whole group activity, it is important to encourage all students to contribute to the word list and spell words. Be sure to include students who do not ordinarily participate.
   
   
2. When necessary, it is important to create a successful environment for those students who do not normally experience success. Provide prompts that will help students achieve success. Making a conscious effort such as this will hopefully help build their self-confidence to initiate participation in future large group activities.
   
   
3. Take note of those students who need help with letter recognition and/or letter sounds.

NCTE/IRA Standards

3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. 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).

4 - 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.

5 - 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.

12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).