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| Buzz Book |
The Buzz Book is really interactive or shared writing. We use it daily to introduce
and reinforce:
*phonics *language/sentence structure
*punctuation *sight words
*story elements *cueing sources
It is basically a "morning message" in which the students must respond in some
way. Of course, writing is always part of the response!
The "buzz" comes from the "buzzing" students do with others.... sharing their
ideas with a neighbor, before sharing with the group. This is great for 2 reasons:
*It allows everyone to share ideas... not just the students who get called to share
with the group.
*It gives children a "practice". They know what they will say when called on,
because they've already shared it with someone else.
and reinforce:
*phonics *language/sentence structure
*punctuation *sight words
*story elements *cueing sources
It is basically a "morning message" in which the students must respond in some
way. Of course, writing is always part of the response!
The "buzz" comes from the "buzzing" students do with others.... sharing their
ideas with a neighbor, before sharing with the group. This is great for 2 reasons:
*It allows everyone to share ideas... not just the students who get called to share
with the group.
*It gives children a "practice". They know what they will say when called on,
because they've already shared it with someone else.
Buzz Book can take on many different formats...
Sometimes we write using sentence
patterns....
patterns....
Sometimes we graph.....
Sometimes we circle letters/words...
Sometimes we share knowledge...
Sometimes we match....
Sometimes we just write...
Sometimes we rhyme......
Sometimes we brainstorm....
But we always WRITE! You'll notice that the students will start to do
more and more of the writing themselves as the year progresses.
Here are some more Buzz Book topics:
*What did you eat for breakfast?
*How old are you?
*Will you stay home or go away for the holidays?
*Name some green things.
*What begins with T?
*Tell me a joke.
*Let's play hangman. (Use a student's name or sight word.)
*Tell me about the Pilgrims.
*Name something smelly.
*What can you see on a farm?
*Bears have....
*Let's write a story! (Teach story elements first.)
*Let's label the room.
*How do you make a sandwich?
*How do you get to the cafeteria? Give me the directions.
*Name something slippery.
*Name something sweet.
*If you had $100, what would you buy?
*Let's write! I am ____. I can _____. I see _____.
The ___ is ____. I like to _____. (Use sentence patterns.)
The possibilities are endless! Be creative..... and watch them write!
more and more of the writing themselves as the year progresses.
Here are some more Buzz Book topics:
*What did you eat for breakfast?
*How old are you?
*Will you stay home or go away for the holidays?
*Name some green things.
*What begins with T?
*Tell me a joke.
*Let's play hangman. (Use a student's name or sight word.)
*Tell me about the Pilgrims.
*Name something smelly.
*What can you see on a farm?
*Bears have....
*Let's write a story! (Teach story elements first.)
*Let's label the room.
*How do you make a sandwich?
*How do you get to the cafeteria? Give me the directions.
*Name something slippery.
*Name something sweet.
*If you had $100, what would you buy?
*Let's write! I am ____. I can _____. I see _____.
The ___ is ____. I like to _____. (Use sentence patterns.)
The possibilities are endless! Be creative..... and watch them write!
*So many teachers have requested that we put our
Buzz Book ideas in book form. We finally completed
the book this summer. If you are interested in
purchasing this resource or would like more information,
please click here.
Buzz Book ideas in book form. We finally completed
the book this summer. If you are interested in
purchasing this resource or would like more information,
please click here.
| *Click on book covers for summaries, reviews, and purchase info from Amazon.com. |
Objectives (based on the TEKS, Texas Essential Knowledge and Skills)
*TLW connect experiences and ideas with those of others through speaking and listening
*TLW ask and answer relevant questions and make contributions in group activities
*TLW recognize that print represents spoken language and conveys meaning
*TLW know that print moves left-to-right, top-to-bottom on a page
*TLW understand that written words are separated by spaces
*TLW know the difference between capital and lower case letters
*TLW recognize how readers use punctuation/capitalization to comprehend
*TLW understand that spoken words are represented in written language by specific
sequences of letters
*TLW identify, segment, and combine syllables within spoken words
*TLW identify and isolate the initial and final sound of a spoken word
*TLW understand that written words are composed of letters that represent sounds
*TLW learn and apply letter-sound correspondences to begin to read
*TLW identify words that name persons, places, and things and words that name actions
*TLW understand simple story structure
*TLW connect experiences and ideas with those of others through speaking and listening
*TLW ask and answer relevant questions and make contributions in group activities
*TLW recognize that print represents spoken language and conveys meaning
*TLW know that print moves left-to-right, top-to-bottom on a page
*TLW understand that written words are separated by spaces
*TLW know the difference between capital and lower case letters
*TLW recognize how readers use punctuation/capitalization to comprehend
*TLW understand that spoken words are represented in written language by specific
sequences of letters
*TLW identify, segment, and combine syllables within spoken words
*TLW identify and isolate the initial and final sound of a spoken word
*TLW understand that written words are composed of letters that represent sounds
*TLW learn and apply letter-sound correspondences to begin to read
*TLW identify words that name persons, places, and things and words that name actions
*TLW understand simple story structure