Tips and Resources
To begin — set your goal
Before you start your Book Builder book, ask yourself, Why am I writing this book? What do I want to convey? What interests me? What stories do I want to tell? What do I want my readers to experience or learn? Having a clear purpose, or goal, focuses your writing and makes a better book.
Decide on the subject of your book
A good rule of thumb is to write about things you know or have personally experienced (for example, if you spend a lot of time around children, then you probably have a lot of ideas about what they like to read about). With a purpose in mind, you're ready to think about the book content to include and the approach to learning that you will take.
To help you with the content of your book, see the Book Builder tips for choosing a genre, considering your audience, and determining the amount and types of media to include.
For ideas and examples of award-winning children's books, see:
- Reading A–Z: The Online Guided Reading Program, http://www.readinga-z.com
- Children's Literature Awards, http://www.norweld.lib.oh.us/ys/awards.htm
- Children's Book Awards, http://www.ucalgary.ca/~dKbrown/awards.html
For examples of ways to make readings into interactive scripts, check these links to Reader's Theatre Scripts:
- Scripts for Schools, http://scriptsforschools.com
- Reader's Theatre Editions, http://www.aaronshep.com/rt/RTE.html
- Reader's Theatre Scripts and Plays, http://www.teachingheart.net/readerstheater.htm
Genre
Children's books tend to fall into two broad categories: fiction and nonfiction.
Fiction
Fiction books may take the form of picture books, short stories, and novels. Each of these formats consists of familiar genres, such as folktales, adventures, and mysteries. With the exception of poetry and little books written for emergent readers, fiction books usually contain recognizable story elements such as character, setting, conflict, plot, and theme.
Explore these links to learn more about story elements:
- Constructing Plot, http://www.learner.org/exhibits/literature/read/plot1.html
- Story Elements, http://hrsbstaff.ednet.ns.ca/engramja/elements.html
Nonfiction
Nonfiction books are presented in a variety of ways, including simple picture books and chapter books, as well as complex textbooks and encyclopedias. Nonfiction books use informational text structures such as description, compare/contrast, and cause/effect. Each structure utilizes common signal words like first/last, same/different, and if/then, to help readers predict and comprehend the information.
Explore these links to learn more about informational text structures:
- Journey North Teacher's Manual, http://www.learner.org/jnorth/tm/ReadStrat7.html
- Content Literacy, http://www.literacymatters.org/content/text/intro.htm
Since there is no limit to the creativity employed by writers, sometimes the boundaries between genres are blurred, as with realistic fiction and historical fiction. The following table teases out the concept of genre a bit further. For additional information and resources for a genre, click on the genre name:
| Genre | Purpose |
|---|---|
| Narrative | Tell about a series of events. |
| Procedural | Give instructions for how to do something. |
| Expository | Explain something. |
| Persuasive | Encourage reader to do something. |
| Descriptive | List the characteristics of something. |
Audience
Before leaping into writing, you might take a moment to consider your audience with respect to their age, reading level, and the setting in which you imagine them reading your book.
Age
There is a substantial difference in content between books written for young readers and those written for older readers.
- Books for young readers (grades K–2) typically include lots of pictures to supplement short, predictable, patterned text. These books might address instructional goals (counting, ABCs, rhyming), content area literacies (science, social studies, math), activities (going to the zoo, visiting grandma), or personal concerns (having pets, making friends).
- Books for older readers (grades 3–5) tend to have more text and less support from pictures. They might address instructional goals (appreciating cultures, recognizing literary themes), content area literacies (science, social studies, math), activities (fieldtrips, camping), or personal concerns (solving disagreements, environmental issues).
Reading Levels
Within a single age group there is always diversity in reading ability. For instance, books that interest young readers may be too hard for some children and too easy for others. Similarly, a book written with an older audience in mind will be at an appropriate reading level for some and not for others. Use UDL Principles to design your book with as much flexibility as possible so that you can meet the needs of a diverse audience.
Reading Environment
The reading environment in which you imagine your readers will determine the content to include. Typical environments include children reading alone, children reading in small groups, and children reading with older learners and adults. If children will be reading alone or in homogeneous peer groups without guidance, try to keep most aspects of the text simple. If children will be reading with support from adults or more proficient peers, you can spice up the text with more difficult words, more complex structures, and nuanced or controversial themes. If you want your book to work in both situations, be sure to use the Book Builder coaches to help with potentially challenging material. For example, a coach might suggest that students take a moment to summarize what's been read or make a prediction about what's to come.
