In Reading Workshop, we are wrapping up our unit focused on strategies for reading nonfiction. To celebrate our hard work and learning (and to show it off a bit!) I had students choose one of their books, practice and practice it, and gave them the chance to read it aloud to kindergartners. All students were eager to do this! We have been practicing these strategies to really sound great-- like experts-- when we read our books aloud:
-We identified and practiced explaining and thinking about the key words in our book that were super important in being able to learn about the topic.
-We marked with sticky notes interesting parts to remind us where we wanted to stop and have kindergartners examine and picture, or where we wanted to remember to explain what a key word meant.
-We practiced showing the feeling in each part in our voice. We noticed some parts of our nonfiction books were pretty serious and needed to be read in a serious voice (like owls needing to find food in winter), while other parts were sweet and could be read in a sweet voice (like baby owls hatching). Other parts we read in a slow, sad voice, or in an excited voice.
-We figured out how our books were organized. Some were "all-about" books and some were laid out more like a story.
-We practiced using drama to bring our book to life-- using a gesture as we read to help listeners picture and understand a part of our book. This last strategy was a lot of fun!
Some of us have already ventured upstairs to Ms. Cerasoli or Mrs. Trombley's rooms to read aloud and some of us will get to do so soon!
-We identified and practiced explaining and thinking about the key words in our book that were super important in being able to learn about the topic.
-We marked with sticky notes interesting parts to remind us where we wanted to stop and have kindergartners examine and picture, or where we wanted to remember to explain what a key word meant.
-We practiced showing the feeling in each part in our voice. We noticed some parts of our nonfiction books were pretty serious and needed to be read in a serious voice (like owls needing to find food in winter), while other parts were sweet and could be read in a sweet voice (like baby owls hatching). Other parts we read in a slow, sad voice, or in an excited voice.
-We figured out how our books were organized. Some were "all-about" books and some were laid out more like a story.
-We practiced using drama to bring our book to life-- using a gesture as we read to help listeners picture and understand a part of our book. This last strategy was a lot of fun!
Some of us have already ventured upstairs to Ms. Cerasoli or Mrs. Trombley's rooms to read aloud and some of us will get to do so soon!
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