Show students how for each letter of the vertical word, they should think of two words beginning with the same letter that describe the topic word. Model again how to create an acrostic alliterative poem using this tool. Lead students to the classroom computers or computer lab, and introduce them to the Acrostic Poems interactive tool. For example, Becky might choose 'bubbles' for her word.īrainstorm a model word with the class and write it vertically on the board or overhead as such:Īs a class, think of two words for each line of the poem that describe the topic word and begin with the same first vertical letter. Ask each student to think of a word with at least six letters that begins with the same first letter as his or her name. Inform students that they will use the same alliterative style when writing their own acrostic poems.Įxplain that an acrostic poem uses letters from a word written vertically to begin each line of the poem. Point out how the author uses alliteration in word pairs to describe the activities of the alligators.

Share Alligators All Around by Maurice Sendak. 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. 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.

Alligators all around book