When reviewing
the CCSS for speaking and listening in first grade I chose the standard
ELA-Literacy SL1.2, Ask and answer
questions about key details in a text read aloud or information presented
orally or through other media. I can see how our recent response to reading
provides ample opportunities for this back and forth exchange of ideas and
information. I read aloud the story Bear
Feels Scared to my first grade students. The students talked about the
title and cover and then predicted what the story might be about. In this pre-reading
conversation students shared ideas and asked questions to one another about their
thoughts and predictions. After reading the story we had a longer discussion, students
explained why they believed bear was scared and what they used in the book to
make that decision. The reading response was both verbal and written and the
students were very engaged. I am hoping /planning to do them weekly. I believe
the time we give children to respond to literature both verbally and in writing
not only supports the CCSS, but also fosters an important connection with the
stories, and a deeper love of reading/books.
This seems a very appropriate way to address the standard in first grade. I'm interested in how you will record your observations for accountability as you approach this being a part of our report cards!
ReplyDeleteTraci,
ReplyDeleteYour pre-reading conversations seem like a great way to get the students interested in what they will be reading. I love how you state that this "...also fosters an important connection with the stories." It seems immensely important to build this enthusiasm with students before reading a text.
When I read a book, I often make up character voices as I read. In my class, we are reading Charlotte's Web. I use a cranky, gruff voice for Templeton, a sweet, soft voice for Charlotte and a whiny voice for Wilbur. The kids love it and eat it right up. They are hooked! That's what it is all about!
ReplyDeleteI agree with what you said about responding to literature fosters connections to the stories. I believe it's not fostering connections to the stories but also to each other as readers. There is nothing I love more than hearing two students discuss a book and they have different ideas or opinions about something. The questioning of each other really fosters those connections.
ReplyDeleteI like that you have them do a pre-reading conversation with a partner. That seems like an excellent job to get them thinking about the book. I feel like when we do a sneak peek, I have the same kids answering questions and the others are happy to let them do the work. A pre-reading activity ensures everyone participating. I look forward to hearing more about some reading responses you do.
ReplyDeleteI like the idea of the pre-reading conversations as well as the turn and talks while reading. I would like to get my students more engaged in these so that we could focus on this standard:
ReplyDeleteCCSS.ELA-Literacy.SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks of others. My students are always great about voicing what they are thinking, but it's always one sided, and they have difficulty seeing and responding to other's points of view. I would like to see them connect and extend upon what someone else says.