Colors Mini-Book

Lesson #6075
6075

Create a 12-page mini-book for color recognition.



Mini-Books are excellent teaching tools for motivating and encouraging young, emerging readers. The teacher can creatively instill color and word recognition in addition to lessons on sight words, numbers and opposite words. Allow student creativity by supporting students in creating their own mini-books based on lessons learned in class.

Using a mini-book of colors, students will reinforce color and word recognition to develop vocabulary and comprehension skills.

13803-TY-Ellison SureCut Die - Leaves, Tiny - Tiny 13967-TY-Ellison SureCut Die - Mittens, Tiny - Tiny 16711-TY-Ellison SureCut Die Set - Tiny Dies #1 (4 Die Set) - Tiny 18309-XL-Ellison SureCut Die - Card, Mini Book Square, 12 Page - XL 18559-TY-Ellison SureCut Die Set - Tiny Dies #2 (4 Die Set) - Tiny

Supplies Used: Cardstock, Double-Sided Tape, Glue, Scissors, Stickers, Colored Pencils, Colored Pens, Crayons

The teacher will die-cut the materials for student use prior to the lesson.

  1. Cut a 6 1/4" x 3" piece of cardstock or construction paper to create the Mini-Book cover. Fold one end of the paper forward to create a 3" x 3" front cover. Fold the other end of the paper forward to create a 3" x 3" back cover. The resulting spine should measure 1/4".
  2. Die-cut 12-Page Mini-Book from white cardstock or construction paper. Fan fold back and forth. Continue fan folding down to the bottom row (Figure A).
  3. The first square becomes a flap for the inside of the front cover. Glue or double-sided tape squares two and three together back to back. Continue gluing every two squares together, with one square left over for inside the back front cover.
  4. Adhere the two page flaps to the front and back inside of the cover.
  5. Labels for the front cover and individual pages may be computer generated or hand written and colored with pens, colored pencils or crayons ("Colors," "Red," "Orange," "Yellow," "Green," "Blue" and "Purple").
  6. Adhere the "Colors" label and stickers to decorate the front cover (see Main Photo).
  7. Mat the "Red" label with red construction paper. Trim, leaving a 1/8" border. Do this with the remaining five labels, backing "Orange" with orange paper, etc. Adhere these labels on the left side of each open page set (Figures B & C).
  8. Die-cut four Tiny Apples each from red and green construction paper. Cut the stem off the four red apples. Attach the red Apple on the green Apples (leaving a red Apple with a green stem). Adhere the finished Apples on right side, opposite the label "Red."
  9. Die-cut three or four orange Tiny Fish. Embellish as desired and arrange them opposite the label "Orange." Cut one fish in half and glue it on the edge as if it were swimming on or off the page (Figure D).
  10. Die-cut eight to ten yellow Tiny Stars and arrange randomly opposite the "Yellow" label. Again, stars can extend off the page. Trim off the part that extends beyond the edge of the page.
  11. Die-cut three green Tiny Leaves. Draw stem lines with a darker green pen and adhere opposite the "Green" label.
  12. Die-cut two light blue and two dark blue Tiny Mittens. Lay the dark blue mittens thumb to thumb to create a pair. Cut the cuff off the light blue Mittens (lay these thumb to thumb also, so the pieces will align). Glue the light blue cuffs on the dark blue Mittens. Draw a connecting string between Mittens if desired.
  13. Die-cut one to three Tiny Butterflies from light and dark purple paper. Use Fiskars 1/16" circle and 1/8" circle Hand Punches to punch random holes in the light purple butterflies. Glue these to the dark butterflies allowing the dark color to show through. Adhere Butterflies opposite the "Purple" label.

  • Figure A

  • Figure B

  • Figure C

  • Figure D

English Language Arts: Reading for Perspective and Evaluation Strategies

K-12: Standard 1

  • 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. Among these texts are fiction and nonfiction, classic and contemporary works.

K-12: Standard 3

  • Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. 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).

Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with Permission.

Source: NCTE/IRA Standards for the English Language Arts