Picture Book to Teach Again and Again Noticce and Note
In my last post, I shared the success I've had in weaving close reading into our reading educational activity in second grade. The act of reading text multiple times with support has a clear advantage for primary readers in regards to fluency, vocabulary development and comprehension. One time I got the nuts down, I started looking around for literature on close reading that would guide my mini-lessons.
Once I got my hands on Notice and Note I knew it was exactly what I had been searching for, even though it is written for grades 4+.
The authors polled teachers in grades 4-12 to compile a list of the most frequently studied novels and then began to wait for similarities in plot, grapheme development and theme. What resulted was a set of "signposts". As drivers, when nosotros encounter a sign such as this nosotros know what is most to happen and change our driving accordingly.
Similarly, successful readers can read the signs that the writer leaves behind to know what's coming in the text and change their thinking accordingly.
My favorite example that I take been able to apply to many of our read-alouds is the "Again and Again" signpost considering information technology seemed about relevant to real life. If I need my husband to recollect that we have plans on Sabbatum, I tin't look that mentioning this once will be plenty to ensure he remembers. Delicately, careful not to nag, I weave the mention of those plans into several conversations because information technology'due south important to me that he keeps those plans in heed when he schedules other things. My kiddos responded well to this story and could certainly chronicle to such tactics being used past their own mothers.
Similarly, authors volition mention things "Over again and Once more" and when they do nosotros must inquire ourselves: What is it that they desire united states to understand and why is it so of import to the author that we sympathize it?
To teach this to my second graders, I created a mini-lesson using the book Sheila Rae, the Brave in which the author repeats some variation of "Sheila Rae wasn't afraid of anything" on nearly every page. Very quickly my students picked up on the repetition. During my beginning attempts at shut reading I might accept been satisfied just past the fact that they'd noticed it, but Notice and Note had me expecting more from such a realization.
What do yous recall the author wants to make sure that you sympathise virtually Sheila in the outset part of this volume?
Through turning and talking, my students were able to clear that the writer really wanted united states to understand that Sheila Rae was brave.
Why do y'all recollect that the writer, Kevin Henkes, felt that he had to work so hard to make sure that nosotros believed that Sheila Rae was very brave?
From hither, with guidance, my students acknowledged that mice are not oftentimes thought to be brave, but rather shy and timid. Upon finishing the book, I shared my thoughts aloud that when Sheila Rae became scared, I was quite surprised. Even though it shouldn't really surprise me that a infant mouse would feel agape when she was lost in the woods. I was surprised considering Henkes had completely convinced me that Sheila Rae wasn't afraid of annihilation. He had convinced me past saying and so "Again and Once more."
The do of repetition is so common in books for young readers that noticing "Again and Over again" signpost was the perfect mini-lesson for my 2nd graders.My students are at present independently noticing this practice and discussing its purpose in our shared read-alouds and their own texts. Cheers to Notice and Note, the highest purpose of close reading has come to fruition in my classroom:my students are reading similar writers.
I began to ask myself: What other signposts tin work for the chief grades? And why do the strategies and Notice and Annotation seem to be written exclusively for grades 4+?
I have had similar success with mini-lessons on…
- "Word of the Wiser", where another character gives the principal character advice as in Strega Nona past Toni dePaolo and
- "Memory Moment", where the author reveals a memory or a flashback to share important data with the reader, which happens throughout the book Holes past Louis Sachar.
Absolutely, some of the signposts do not occur as frequently with the text complexity that is typically encountered by master grades, such as "Ah Ha Moments" and "Contrasts and Contradictions".
However, I think at that place is a treasure trove of other signposts waiting to exist recognized in picture books and chapter books for primary readers.
For example, I've taught a signpost lesson to help them notice "plot twists" – or events in the text that become differently than the master character expected, such equally when Ramona cracks a raw egg on her caput (intending to only remove the beat of a difficult-boiled egg) in Ramona Quimby, Age eight. Or when Wilbur – taking the suggestion of the goose – breaks free from his pen and discovers that freedom is not at all what he thought information technology would be. (Charlotte's Web)
It was articulate to us that the fashion a grapheme responds to a "plot twist" tell us A LOT about the character. They tin can bespeak a starting or catastrophe betoken in the equation of how a character changes over the course of the text.
I'm working on developing a few more than equally we wind our style through many amazing texts this yr. Though my 2d graders are not yet automatically reaching for the author's intent when reading or discussing a text, our modeled remember-alouds pb to richer dialogue and a deeper agreement of the text as a whole.
Where is close reading taking your primary learners? Are you searching for a higher purpose in all that re-reading? Leave your comments below.
Source: https://wonderteach.wordpress.com/2015/01/27/notice-and-note-for-primary-grades-why-not/
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