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A To Z

This document describes an A-Z topic summary activity where students generate words or short phrases for a given topic starting with each letter of the alphabet. It can be done individually, in pairs, or small groups. The activity is suggested for pre-assessments, post-assessments, and during lessons. To complete the activity, students brainstorm as many related words as possible to fill out each letter category in a chart format. Variations include using the activity as a graffiti wall or synonym chart.

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Kayeden Cubacob
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385 views2 pages

A To Z

This document describes an A-Z topic summary activity where students generate words or short phrases for a given topic starting with each letter of the alphabet. It can be done individually, in pairs, or small groups. The activity is suggested for pre-assessments, post-assessments, and during lessons. To complete the activity, students brainstorm as many related words as possible to fill out each letter category in a chart format. Variations include using the activity as a graffiti wall or synonym chart.

Uploaded by

Kayeden Cubacob
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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A-Z Topic Summary

How it works
Students write either a word or sentence on a given topic for each letter of the alphabet. This can be
done individually, in pairs, or in small groups.
Integration Ideas
Pre-assessment : Complete this activity before covering a topic to discover what your students
already know. Use a tool such as Mentimeter to collect student responses to easily share with the
whole class and to start a class discussion.
Post-assessment : After covering a topic, have your students complete this activity to see what
they've learned.
Pairs : Pair students up and assign each group a letter or letters. Collect students responses on chart
paper as an anchor chart for the topic.

A to Z Chart
This brainstorming activity encourages students to come up with a variety of words related
to a particular topic. Students organize their words in an alphabetical format, writing the
word in the relevant box of the chart according to the first letter of the word. Students should
be able to explain the meaning of the words they are including in the chart as well as how
they relate to the given topic.

See 4th grade students generating ideas for a project using an A to Z chart.
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How to Use
1. Choose
Choose a topic for the top of the chart. This can be a new or recently introduced topic, or
one that has been covered. It can also be a process, theory, or concept.
2. Group
Have students work in groups of two to four.
3. Brainstorm
Students write down words related to the given topic. They should record the word on the
chart in the box of the first letter of the word. For example, for students learning about the
circulatory system, arteries and aorta could be written in the A box. Encourage students
to come up with as many words as possible in each box and fill in as many boxes as
possible. You can give a prize to the group that has the most words and/or the groups that
are able to find a word for every single letter from A to Z.
When to Use
Use the A-Z Chart as an activity at any time during the lesson:

As an introduction to a topic to assess prior knowledge


As a warm-up to review a topic covered in previous lesson
During the presentation of new material as a way for students to take notes
As a closing activity so that students can review what was learned in the lesson
As a vocabulary building exercise using any category (not just from the content areas;
for example, shades of white cream, egg shell, off-white, ivory)

Variations
Graffiti A-Z Chart
Hang multiple A-Z Charts with related topics/content ideas around the room. Have students
walk around the room and write at least one word on each chart. (See Gallery Walk/Graffiti
Teaching Tool)
Synonym Chart
Students can use the chart to write synonyms for a given word (for example, coming up with
Words Other Than Said that can be used to vary word choice when studying dialogue
construction).

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