Ready-To-Use Teaching Ideas: Literacy.
- drawing paper
- markers, crayons, and pencils (if appropriate)
- pictures of an accordion
- magazine photos, rubber stamps, and other collage materials
Objective: Children will make a book that encourages creativity, sequencing, and fine-motor skills.
In Advance: Make the accordion books beforehand. Tape two sheets of drawing paper together to make a long strip, then fold the paper strip to resemble an accordion.
1 Introduce children to an accordion. Show pictures of the musical instrument and describe how the body of the instrument fans in and out as it is played. Explain to children that they will be making special books called accordion books and that these books will fold in and out, just like the musical instrument.
2 Show children the pre-made books and invite them to investigate how the accordion book opens and closes. Have they seen a book that opens like this? How is it different from most books?
3 Provide children with drawing and writing materials and invite them to make their own special book. Show children how they can create books in either a horizontal or vertical format. Some children will want to dictate stories for their accordion books, while others will enjoy creating books by using pictures from magazines, rubber stamps, or other interesting collage materials.
4 Encourage older children to think about the different sequences of their story including the beginning, middle, and ending. Assist children who may want to dictate words to describe their drawings.
5 Invite children to share their accordion stories with their classmates. Children may want to continue creating books using this format. Place pre-made books in the writing center or show older children how to make their own accordion books.
Class Trip: Word Hunt. Take children on a neighborhood or school walk to find words that are present in the environment. Take a clipboard and pen and record all of the words children find. (Older children can tape or clip paper onto cardboard to make their own clipboards.) You can even use a camera to photograph the words to later use in a display. Encourage children to point to and, if they are able, read and write the words they see. Discuss with children how the place where they saw the word helped them know what the word was or what it meant. Display the list of all the words found to document the activity.
This activity originally appeared in the October, 2000 issue of Early Childhood Today.