Creating simple books with your students is a fun way to improve receptive/expressive language and auditory processing skills. An added bonus is that students who are the most reluctant readers are motivated to write and read their own books!
An “Explosion Book” is a bit tricky to make, and I encourage you to use the visuals in the activity to conduct a few “trial runs” before conducting the lesson with students. Once you get the hang of it, an “explosion book” can be adapted for many purposes to target numerous speech and language skills.
My “go-to” project when making an explosion booklet is incorporating the book Q is for Duck by Mary Etting & Michael Folsom. I discovered this book and adapted the activity from a great website: http://www.readwritethink.org/
My students love the riddle format of this guessing game book. As we read together, they practice letters and sounds, questions and
answers, and predicting and confirming. Despite the anticipated “young” format, there is higher-level thinking involved, making this fun project suitable for older students. It is important to explore that the authors brainstormed a word that begins ith each alphabet letter and then worked backwards to come up with an associated word (Q is for Duck because Ducks Quack).
After reading the book, it’s time for students to plan their booklet. And yes, the process of PLANNING and ORGANIZING is critical to help our students with executive function difficulties.
After they have completed the organization worksheets, it’s time to make the explosion booklet. In my TPT packet, I included visual directions. There are additional sheets to work on sequencing and retell skills.
The most valuable part of bookmaking activities is the carryover of skills. Students are eager to share their books with peers, teachers and parents!
Check out my bookmaking packet at my TPT store!