Unit of Study: How does a good reader select a book?
2nd Grade Teacher Lawton Elementary
2nd Grade Lesson Progression to introduce a classroom leveled library and “Just Right” Books. This is by no means an all-inclusive set of lessons, but it will get kids to understand how to use a classroom leveled library.
Throughout all of these lessons I am furiously trying to conference with individual kids to get them into a level that is just right for them.
Mini-Lesson 1: Tour of the classroom library.
Take students on a tour of the class library. Show them how each shelf is organized and how in each basket is a certain type of book with a level on the inside front cover. Also, next to each leveled basket is a theme or series basket that also has books on that level.
Model directly how to choose a book, place it in a book bag to take home, and how to return a book to the classroom library. Model how to use the “Oops I forgot where this book goes” basket along with an explanation of where to find a bookmark.
For now they can choose any book they are interested in, but tell them that eventually they will be assigned a level to read from, but that they will definitely have a chance to read all of the books as they become better readers throughout the year.
Mini-Lesson 2: Reading Lines and reading conferences
Introduce the concept that all readers including the teacher are somewhere on a learning line in reading. An infant has very little concept of reading. A teacher is an excellent reader, but there are some books that s/he cannot read either. Everybody’s goal as a reader is to get to be a better reader by moving up the learning line.
The Authors Point of View Since yesterday talks about a time in history that was very unstable. The author Frederick Lewis Allen writes this book which is based on the 1930 s to portray to the reader that the 1930's along with the rest of America was prejudice. This book attempts to explain to the reader some of the major events that occurred in 1930's. Frederick Lewis Allen shows the reader that ...
To help each student move up the learning line the teacher will conduct individual reading conferences with each student to see what level of books will be best help each student move up the learning line. These books will be your just right books. Show the students a conference record keeping sheet and explain what it is for. Then explain how a typical reading conference will go. Greet, talk about what you are working on, listen to you read, talk about what you do well, and then talk about what you need to get better at, then teach the skill(s).
Mini-Lesson 3: What is a Just Right Book.
Make a chart for the class with 3 columns. One “too easy”, one “just right” and one “too hard.” Then pretend to be a 2nd grade reader. Have the students “observe and research” what they see you doing as you read. Then they have to guess whether that book was just right, too easy or too hard.
Be dramatic with the poor behaviors of readers who are not reading a just right book: fall over, look around, sound out, think out loud about something else, look out the window, skip lots of words, get stuck on one word forever, miss words completely…
Model the just right book last: Be sure to think out loud as you are reading and model how you have to figure out some words but not all of them and how you are really understanding the book.
Mini-Lesson 4: What is reading? UNDERSTANDING!
Call and response: Teacher says “What is reading?” Students reply: “Understanding?”
Talk together about what it means to understand something and know it well. You think about it in lots of different ways, you have a picture in your head of it, you are interested in it, your brain is working…
Then model a reader who is doing all of these reading behaviors in his or her head as opposed to one who is not doing these (thinking about something else, daydreaming,…)
Lesson Plan October 18, 2001 SUBJECT/GRADE LEVEL: Reading / grade 6 th OBJECTIVE: students will read Aunt Beast. AIM: Why is it important not to judge a book by it cover? MATERIALS: Distance Shore textbook Activity WorkbooksNotebooksPencilsBlackboardChalkMOTIVATION: Students will discuss books or movies, which contains characters other than humans. Students will discuss what makes each of us ...
Remind students hat a just right book is not only one that they can sound out but more importantly one they can UNDERSTAND! If a book does not engage their mind and interest them then it is not a just right book.
Mini-Lesson 5: Reading Motivation
Ask the students “Why do you want to be a better reader? Why do you think it is important to move up the learning line in reading?” Chart possible answers (go to college, read a menu, drive a car, travel…)
After you have a good list, then remind them that the point of reading time is to work on your reading and become a better reader. Readers who read just right books are practicing what it takes to be a better reader.
A chef who wants to get better doesn’t always cook pasta and rice. Nor does she immediately try and make a 12 course meal. She starts with one little step at a time.
Each just right book moves a student up the learning line because there are words and ideas that challenge the reader a little bit just like the little skills a chef learns.
After this lesson, I sometimes have student complete the sentence starter “I want to be a better reader because…” and then add a picture of themselves reading something they want to read.
Mini-Lesson 6: Process for reading books in class.
Model how to choose a new book using your level and your interest. Bring that book back to your desk. Model how to use a bookmark if you are not done with a book and put it in your book bag to take home. Model bringing it back the next morning and getting it out of your backpack and putting it in your desk. Model getting started again and finishing a book. Record it in your reading log. Choose a new book…
After you have done all of this modeling, make a chart something like this with the class:
How to read from the class library.
1. Choose a just right book.
2. Read and think about it. School AND home.
3. Store it in your book bag.
4. When finished record in your reading log.
5. Read the book again, or return the book to the library so your classmates can read it.
I found this book totally outstanding. Its a book full of descriptions, makes you want to read on every chapter. the a uther makes the book very touchy, and intreging. At times the book makes you want to cry, its so poiniant. After reading this book I find mys lef very lucky to have what I have.There were times when i re-read the paragraph just to see if it was really saying what it was saying. ...
Mini-Lesson 7: Reading time expectations.
Chart out the rules and expectations for independent reading time. It may look something like this. Go over it with the students.
1. All students will read a just right book that helps them be a better reader.
2. Finish books regularly and record in your reading log.
3. Always bring books home. AND, always return them to school!
4. Return completed books to the proper place in the library.
5. Understand your reading.
Model, practice, model, practice, model, practice. Then move on to your next Unit of Study.