Happy Birthday, Moon written by Frank Asch
(I used this on an easy reading day in second grade. deb)
Day 1 guided reading:
I read the kids the whole book. I use echo reading. I make sure they get the story. We talk about pretend and make believe and that the moon can’t really answer…etc. I have the kids read in partners and enjoy the book on day one.
Day 2 guided reading:
Then I read the first five pages of print.
Teacher reads the following text:
Now I am much closer to the moon, thought Bear, and again he shouted: “Hello!”
This time his own voice echoed off one of the other mountains: “Hello!”
At this point I tell the kids they can help me read the story. They can be the moon. I’ll be the bear. I told them I would point to them and would repeat after me. I only read the part being echoed… for example, I don’t say the “asked Bear” part. I have prepared sentence strips of the echoes. I have the kids read it after me. I put the strip up and read it then point to them and they read it.
Tell me when is your birthday?
Well it just so happens that my birthday is tomorrow!
What do you want for your birthday?
I would like a hat.
Read the book from the staple in the middle to the second to last page. Then have the kids help you read again.
I lost the beautiful hat you gave me.
That’s okay, I still love you!
Then as the kids read with a partner today I encourage them to take turns being the bear and the moon.
Filed under: Comprehension, comprehension strategies, Debra Renner Smith, debrennersmith.blogspot.com | Tagged: Comprehension, Debra Renner Smith, Guided Reading the Four Blocks Way | Leave a Comment »
Every teacher should read professionally. Now that I buy books on my ereader, my kindle, the stack does not look as impressive. I am quite pleased with the amount of reading I still do though. Are you?
Teachers ask the following types of prompts to check for understanding. A teacher might join a triad or triangle knees group during Guided Reading the Four Blocks Way or a Shared Reading lesson and ask a specific prompt for setting purpose.
-Who can read the part that tells us where this story takes place?
-Ask a student to “read the part where —– ” to a buddy or to their triad (triangle knees) partners.
I believe in setting purpose for reading (and all lessons). Reading for a purpose is necessary in classrooms and during at home reading. Children are motivated to read carefully to figure out the answer in order to participate in the class discussion. By setting purpose, students are experiencing gentle, relentless pressure to reread for the answer and to read carefully. Students are asked to read materials chosen by the teacher. By asking students to turn and talk to each other for the set purpose, it helps to have the students refer to the text when proving their answers to their friends. Setting purpose motivates and engages students.
Two authors help to assure that students read for a set purpose.
Pat Cunningham writes about E.R.T. (Everyone Read To…find out or figure out) in her book, Guided Reading the 4 Blocks Way.
Connie Hebert author of ,Catch a Falling Reader, made a list of setting purpose prompts that I use frequently.
Filed under: writing | Tagged: Comprehension, Connie Hebert, Debra Renner Smith, E.R.T., ERT, everyone read to, guided reading, Guided Reading the Four Blocks Way, Pat Cunningham, setting purpose | Leave a Comment »
Teacher introduces the character traits for the lesson. I tell a story that includes all the character traits including repetition, child friendly definitions in context of the story, and a child friendly story to encourage high interest.
We infer the character trait after reading the page.
Teacher models inferring the character trait using a read-aloud.
Students match the same character traits that were modeled in the story and in the read-aloud to their own story. This allows for repetition of the vocabulary words or character traits.
This is an example of a student using a sticky note to track the thinking.
I pair The New Boy (read aloud) with Panda’s Surprise. I also pair Koala Lou (Mem Fox) with reading a-z’s Animal Olympics.
Character Trait: rude
Text Evidence: stuck out his tongue
So now I know (infer): Since Milton stuck out his tongue, and my mom told me that sticking your tongue out at another person is rude behavior, I can infer that Milton is rude.
I give all the kids sticky notes with the character traits written on them (see above). The child leaves tracks of his/her thinking on a page (see above).
Filed under: writing | Tagged: Animal Olympics, Character Traits, Comprehension, Debra Renner Smith, Guided Reading the Four Blocks Way, infer, inference, inferring, Koala Lou, leave tracks of my thinking, Panda's Surprise, read aloud, reading a-z, shared reading, The New Boy, tracks of thinking | Leave a Comment »
Books that teach the comprehension strategy: prediction
Filed under: writing | Tagged: Colin McNaughton, Comprehension, comprehension strategies, comprehension strategy, Dinner Time, For Just One Day, Mosaic of thought, prediction, predictions, Suddenly! | Leave a Comment »