Teacher Edition Making alphakids Pizza - Alpha Literacy

1 TeacherEditionMakingPizzaalphakidsWritte n by Sarah O NeilPhotography by Michael CurtainTex t hi ghlights A writt en and pict orial list of in gredientsis provided. Proc edu ral la ng uage is used: cook , ea t, get,look at, put .Vo cabularybas e, cap sic um (g re en pe pper s) , ch eese , cook ,ingre di ent s, oli ve s, ove n, pi zza , sal ami, toma tosa ucePubli shed edi ti on Elea no r Cu rt ai nPubli shi ng 20 04 First pu blished2004Ap art fr om an y fa ir dea ling forthe pu rp oses of stu dy, resea rc h,crit ici sm or revi ew, asperm it ted under the CopyrightAct of Au stra li a, no part of th isboo k may be rep rodu ced byany pr oc ess, or tr an smitt ed inany for m, wi tho ut permissionof the cop yr ig ht own er.

2 Wh er ecop ies of pa rt or th e whole ofthi s boo k ar e ma de under PartVB of th e Co pyr ig ht Ac t, thelaw requ ires th at rec ords ofsuch copyingbe kept and th ecop yri gh t owner is en titled toclai m pa ymen op ed byEl eano r Curt ai n Publish in gTex t: El iza beth GoldingConsu lta nt: Susa n HillDesi gn ed byAl exa nd er St it tPro duc tion byPubli shi ng So lu ti onsPri nt ed in Chi naISB N 0 7253 33 70 71 2 3 4 5 6 7 8 904 05 06 Howto use thi s bookBef or e rea ding:TalkthroughTal k th roug h the book wit h the chi to pred ict the text from the cov er and thepict ures , and to think about the infor mat ion theyprovi de. Di rect the childr en s att ent ion to asp ect s ofthe tex t that ma y cha lleng e por t the chi ldrento dea l wit h th ese challenges by as ki ng theTal kthroug h quest ions on ea ch pag ing reading:ObserveandsupportOb serve the chi ldr en as they read.

3 Encourage themto monit or thei r ow n read ing as they comp rehendthe tex t. As ne eded, supportthe chi ldren by help ingthem to dis cover and use readi ng strat egies and cuesto sol ve prob lems and resp ond to readi ng challengesthat ar is e in the tex t. Inte rrup ti ons to the chi ldren sreadi ng shoul d be minimal and focus ed on specifi edlear nin g ter re adi ng:Comprehension,returningtothetext,resp ondingandwritinglinksTo furt her developchildr en s under st andi ng of thetext , sel ect from acti vities foundon page 16 and theinsi de back cov er. Thes e whol e text , sent ence and wor dlevel act iv it ies rei nforcethe tea ching focus of thisbook. Ass ess ment ideas ar e prov ided to as si st wi thplanni ng for furt her teachi ng.

4 ?Setting the contextHave you ever made a Pizza or seensomeone else make one? How did you doit? What did you put on the Pizza ?If the children have never had Pizza or seenit made, it may be appropriate to make apizza similar to the one in the book prior tothe reading the bookThis book is called Making Pizza . What kindof book do you think it will be? Why do youthink that?Talk about the ingredients used to make coverLook at the cover. Talk about the boy seems very pleased with do you think he has been doing?What types of toppings does he like on hispizza?Point out the names of the author and pageRead the title of the many slices do you think you could cutthe Pizza into? Why do you think the pictureon this page shows the Pizza with a slice cutout of it?

5 MakingPizzaalphakidsWritten by Sarah O NeilPhotography by Michael CurtainMakingPizzaWritten by Sarah O NeilPhotography by Michael CurtainHORWITZMARTINEDUCATION2 Making PizzaPages 2 3 TalkthroughThese two pages tell us important information for this do they tell us to do? Why is green peppers in bracketsunder the word capsicum? make sure the children know what each of theingredients at the picture of the cheese. What can you see here?Look at the salami. What have they done here?Observe and supportCan the children understand the literalmeaning of the text?What are the ingredients you need for this recipe??323 Ingredientspizza basetomato saucecheesesalamicapsicum(green peppers)olives4 Making PizzaPages 4 5 TalkthroughIn a recipe, the first word of each sentence usually tellsus what to first instructional verb is get and on the nextpage it is put.

6 Identify these for the the boy has to get the first two ingredients. What is hegoing to do first? He puts the tomato sauce on the Pizza ingredient do you think he will put on next?Observe and supportCan the children identify a full stop and explain whatit is used for?Show me a full stop. When do we use a full stop??545 Get the tomato sauceand the Pizza the tomato sauceon the Pizza PizzaPages 6 7 TalkthroughWere you right? What are the next steps in Making the Pizza ?Why do you think the boy grated the cheese to go on the Pizza ?What ingredient do you think he will put on next?Observe and supportDo the children recognise the high-frequency words:get, the, put, on?Can you find the word put ? How did you know it was put ??767 Get the the cheeseon the PizzaPages 8 9 TalkthroughWere you right this time?

7 What does the boy need to do next?How many slices of salami has he put on the Pizza ?Do you think he is looking forward to eating the Pizza ? How canyou tell?Observe and supportObserve the children as they read. Can the childrenidentify words with double letters in them?Can you find a word that has double letters in it? Can you findany other words that have double letters??998 Get the the salamion the PizzaPages 10 11 TalkthroughPoint to the picture of the you add olives to the Pizza ? Why or why not?Observe and supportCan the children explain the meaning of instructionalverbs?What does the word put mean? What does it tell you to do?Can you think of another word the author could have usedhere??111110 Get the the oliveson the PizzaPages 12 13 TalkthroughPoint out the picture of the whole capsicum and thecapsicum are some things that are safe for you to do in the kitchenand others where you might need an adult to help you.

8 Whomight have cut up the capsicum for the boy?Observe and supportDo the children know the features of a recipe? (List ofingredients, steps to follow, instructional verbs used tostart sentences.)What are the special features of a recipe??131213 Get the the capsicumon the PizzaPages 14 15 TalkthroughNow the boy is ready to cook the Pizza . Who do you think ishelping him?Point out the picture on page 14. Stress that someoneis helping the boy to put the Pizza in the person is wearing oven mitts to protect his or her handsfrom the and supportAre the children able to infer meaning from the book?Who might be helping the boy in the kitchen??151415 Cook the pizzain the at the Pizza PizzaPage 1616 Eat the does the boy feel about eating his Pizza ?

9 What tells you this?Would you like to eat this Pizza ? Why or why not?If this was your Pizza , would you use the same ingredients asthe boy or would you change some of them?After readingBeing a meaning makerEncourage the children to support their answers withevidence from the book as they discuss thesecomprehension questions:How do you make Pizza ?Does it matter which order you put things on a Pizza ? Why?What was done to the cheese before it was put on the Pizza ?What needed to be done to the other ingredients before theycould be put on the Pizza ?AssessmentCa nth echi ldren: expl ain how a recipe is orga nised? expl ain the meaningof inst ru ctiona l verb s: cook, eat, get, look at, put?whole text ac ti vitysenten ce activityword activ ityBeingacodebreakerEx plore th efollowinglanguagefeat ure : Words tha t rhyme wit h look : book ,cook, hook, nook, rook, took, sh toth etext when discussingthes equestio ns:Whatkindofbookisthis?

10 Howdoyouknow?Whatdidyoulearnfromthisbook ?BeingatextcriticWhatdidtheauthorneedtok nowtowritethisbook?Doyouthinkthisisthebe stpizzarecipe?Whyorwhynot?Respondingtote xtMa ke your ow npi zza s. Hel pth echil dr en to mak epiz za sfo ll ow in gthe re cip ein the boo kor mak in gthe irown va ri ati ons .Itmay be appr opr ia te topro vi de indi vi dua lpiz zaba ses for eac hchi ld. Ens ure that an adul tis ava il ab letosupe rvi se and toplace th epizza sin th lk wi th th echi ldre nab ou tthe irfa vou rit epiz zato ppin gs. List theseon theboard .Ask the ch ildren towrite ades crip ti on of th ei rfav ourit epizza an dwh ythe ylike it so mu ch. Th ey co uldin clu de anillu strati on of their pizz at ea wordpi zz a fea tu rin gpos si bl epiz za ing redi ent ai nst or mali st of ingredien tsor use th eli st fr om th epre vi ous activ ity.