Session 1 ~ Learning from Best and Worst Reading Times page 16
This makes me think that to make reading the best it can be I should…
· Find some great books
· Find a quiet place and time without distractions
*Students “turn and talk” to brainstorm other ideas to be added to the chart. Class created chart
Session 3 ~ Finding Tons of “Just Right Books” page 43
When We Study our Reading Logs & Jottings We Can Notice…
· How much do I tend to read in a minute? In twenty minutes? Do I read more slowly when I read longer?
· How strong are my reading muscles for reading at home? At school?
· How does my reading life at home compare with my classmates? What do they do that I could try?
· How is my reading place working out for me? Do I need to try a different one?
· What am I learning about how I can make my reading life AS GOOD AS IT CAN BE?
*Students REFLECT first over their Reading Log, and then share and discuss with their partners.
Session 3 ~ “Just Right Books” JRB page 47, 49, 51
Strong readers, READ, READ, READ, pushing ourselves to read with increasing stamina, accuracy, and comprehension. We do this by choosing JUST RIGHT BOOKS…
TOO HARD JUST RIGHT BOOKS
*gets stuck on words *Reads fast/smooth
*doesn’t make sense *Makes sense
*doesn’t read with expression *Reads with expression
*Not easy *Passes “5 Finger Rule”
*Or use the charts on the Beth Newingham website where there are 3 columns too easy/JRB/too hard. Great tool as well!
Session 4 ~ Reading Faster, Stronger, Longer… page 59/62
Reading Fast, Strong, and Long…
· Follow words with eyes, NOT finger, bookmark, or voice.
· Guard against constant, tiny look-backs. Read on, read on.
· Read with feeling so you hear a read-aloud voice, or feel the tone, in your head.
· Read some parts of the book faster, especially when it’s clear what’s going on.
*Another possible Anchor Chart is on page 64 if you like this language instead.
*Use the Resources for Teaching Reading CD-ROM for the bookmark sample on page 59.
Session 6 ~ Holding Tight to Meaning page 91 Either chart to work on this strategy
When Our Mental Movie Grows Blurry… GOOD READERS
· Realize it. Ask, “Huh?” *Don’t whip through words like you’re on
· Continue reading, asking, “What’s going on?” autopilot. We need to pay attention ~making
· Look at details. a mental movie as we read. Then, we rewind
· Ask, “Could it be that…? Or could it be…? and retell the story to ourselves.
· Reread, if necessary. *Remember the characters name, we
describe them, and the setting.
*Notice when they are confused and read
on asking, “What’s going on?” OR
“We go back and reread?”
*A way to do a “dip stick” to ensure students are using these strategies, have the students do a “POP QUIZ” (Stop and Jot) Located on page 96.
Session 6 ~ Holding Tight to Meaning page 101
Readers Can Share Our Reading By…
¨ Showing a friend a well-written or funny or word part of a book, reading that part aloud, then talking about it.
¨ Talking with a friend about your reading volume. How much you’ve tended to read in a day, in a minute. How might that amount be changing, and why?
¨ Talking with a friend about home reading versus school reading. How they the same? Different? When do you tend to read at home? Where? For how long? How well does it work for you?
¨ Talking about a great book, and then think, “Why do I like the book so much? How can I find ones like it?
¨ Study your Reading Logs like scientists and discuss the patterns you see. Then talk about making your reading lives as good as they can be.
¨ Talk about a great and then think, “Why do I like this book so much? How can I find more books like this?”
¨ You and your students may choose to add more. J
*Students “turn and talk” to brainstorm other ideas to be added to the chart. Class created chart
Session 7 ~ Welcoming Books page 106/107 *Two different ways to display this Anchor Chart
GOOD READERS…
· Choose books we LOVE
· Take charge of their reading life and makes wise choices about what to read, when to read, and how to read.
· Read books that are “Just Right Books”
· Make mental movies in our reader’s mind
· Notice when confused
· Retell what just happened
· Need to spend all our time reading books we can read smoothly with accuracy and comprehension.
· Push themselves to read stronger and longer.
· Open ourselves up to BOOKS and let them in!
Side note for teacher: Have a stack of books that can turn us into the readers we want to be! We need systems that can help us find those books: 1. Teacher Book Talks; 2. Re-organize library; 3. Rate Books; 4. Class Picks Also used in session 9
Session 8 ~ Introducing Ourselves to Books page 116
How to Create a Book Buzz…
· Think about the person who wants a book recommendation.
· Think about the person’s reading life – you may have to ask some questions.
· Choose a book for that person, remembering the books you know.
· Tell the person why you think this book might be a perfect fit.
· Summarize a bit of the story, highlighting the parts the readers will like.
· Read aloud a tiny excerpt that reveals something enticing about the book.
· Talk about why the book is irresistible.
· Find a quiet place and time without distractions.
Make a poster to use as a language template for Book Buzz:
“If the reader liked ______, then he or she is apt to the ______, ______, and ______.”
Session 11 ~ Reading in the Company of Partner page 173
Questions We Ask to Get to Know a Reading Partner…
- Can we look over your Reading Log and talk about how much you are reading at school and home?
- Are there times when you read more or less?
- Why do you think this happens?
- When you find books that are perfect for you, what do those books tend to be like?
- What should I know about the books in your life?
- What are your goals for yourself as a reader?
- What are you doing to meet them?
- If you think back over your life as a reader, what have the big turning point moments been for you?
- Can you tell me more about one turning pointing?
- How did your reading change during that moment?
- What did you realize about yourself as a reader?
- Who has helped you as a reader?
- What did that person do this was helpful?
*Students “turn and talk” and reflect with your partner.
Session 11 ~ Reading in the Company of Partner page 174
Great things we can do during an interview…
· Let the person being interviewed lead the conversation.
o Listen well by:
§ eye contact
§ nodding/gesturing
o Ask follow –up Questions
§ “Can you say more?”
§ “Why is that?”
· Take notes on the important things you learn about your partner. Reread your notes!
· Listen – really LISTEN!
*Students “turn and talk” to “Partner A” speaks first and “Partner B” is the listener. Rotate roles!
Session 12 ~ Thinking over Stories with Partners page 182
Be A Good Listener and Help Your Partner Grow His or Her Ideas…
- Gesture to get your partner to say more.
- Nod or comment to show you’re listening.
- Ask questions.
- Say, “Can you say more?”
- Repeat what partner said.
*Students “turn and talk” to “Partner A” speaks first and “Partner B” is the listener. Rotate roles!
Session 14 ~ Retelling Stories by Starting with Now and Backing Up page 234
Ways You and Another Reader can Talk About Your Books…
- Share passages that especially drew you in – parts that made you feel a strong emotion or exciting parts that had you on the EDGE OF YOUR SEAT.
- Share parts in which you really pictures what is happening, perhaps parts, where you felt like you were in a 3-D MOVIE – one with surround sound.
- Show each other parts of your books where the mental movie you made as you read became “blurry”, places where you through “Huh?”, and then talk about those parts, discussing what’s going on in them.
- Figure out a tricky word by discussing what the word might mean and by using words you can read to figure out how to say this unfamiliar word.
- Tell the big things that happened to the main character so far, by both reaching back and starting at the beginning, perhaps saying “Previously in…,” or by starting with now and tucking in past events.
Session 14 ~ Retelling Stories by Starting with Now and Backing Up page 217
Ways We Can Tell to Our Partners…
¨ Tell parts of the story that make you want to talk about them – make the text come alive between you and your partner.
¨ Start at the beginning of the story. Summarize by taking big steps through its timeline, telling only the important parts.
¨ Start at the beginning of the chunk you’ve just read. Summarize only that part, adding in asides as you go about earlier parts of the story that a layer of meaning to the events of the chapter.
Session 15 ~ Learning to Listen Intensely page 233
Listening Well Means…
- Being still when someone speaks
- Allowing the person time to talk
- Nodding otherwise gesturing to show that we understand what someone is saying
- Encouraging the person to grow his or her ideas
- Asking questions when we need clarification
- Saying back what the person ways so she or he can figure out where to go next
- Inviting the person to say more, take more time or collect more evidence