A Teacher’s Travel Bag of
Reading and Writing
Mini-Lessons
“Children who haven’t heard words sing,
who have not experienced words
that make them laugh and cry,
words that make them go suddenly quiet, even pensive,
are not going to be readers,
no matter how adept they are at decoding.”
Susan Ohanian
One Size Fits Few
Bring a Collection of Books to Celebrate Reading…
Barroux. (2004). Mr. Katapat’s incredible adventures. New York: Viking.
Bloom, B. (1999). Wolf! (P. Biet, Illus.). New York: Orchard.
Bruss, D. (2001). Book! book! book! (T. Beecke, Illus.). New York:
Arthur A. Levine.
Bush, L., & Bush, J. (2008). Read all about it. (D. Brunkus, Illus.). New
York: HarperCollins.
Finchler, J., & O’Malley, K. (2006). Miss Malarkey leaves no reader
behind. New York: Walker.
Garland, M. (2003). Miss Smith’s incredible storybook. New York:
Presented by:
Dr. Maria P. Walther
1st Grade Teacher
Gwendolyn Brooks Elementary School
2700 Stonebridge Blvd.
Aurora, IL 60502
630-375-3239
[email protected]
Scholastic.
Parr, T. (2005). Reading makes you feel good. Boston: Little, Brown.
Pinkey, S. (2006). Read and rise. New York: Scholastic.
Sierra, J. (2004). Wild about books. (M. Brown, Illus.). New York: Knopf.
Sierra, J. (2008). Born to read. (M. Brown, Illus.). New York: Knopf.
Wood, D. (2002). A quiet place. (D. Andreasen, Illus.). New York: Simon &
Schuster.
©Dr. Maria P. Walther, 2009, All Rights Reserved, Page 1
Judson Literacy Conference, 6/24/09
Don’t Forget Your “ActiveReadingWear”
Enhance Read Aloud with “Turn and Talk”
Teaching Tips:
Before you begin, model “turn and talk” with another adult or student.
Emphasize the importance of having a two-way conversation with one
person speaking at a time.
Assign students a “turn and talk” partner or small group.
During read aloud, stop several times at natural breaking points and pose
the following queries for students to “turn and talk” about:
Fiction
• What are you thinking right now?
• What do you think will happen next? What evidence have you seen or
heard to prove your prediction? Does you prediction match the
author’s idea?
• Have a conversation about what you are inferring right now?
• Why do you think the character is behaving in a certain way? How
has the character changed over time?
• How might the story end? Why do you think that will happen?
• Talk with your partner about BIG IDEAS in this story?
Nonfiction
• Discuss one interesting way the author (and/or illustrator) presents
information?
• Share with your partner something you have learned.
• What is the most important information on this page/in this section?
How did the author help you figure that out?
• Discuss a question you have about the topic.
Poetry
• What images did you visualize during this poem?
• What words did the poet use that you especially liked?
Read like a Writer
• Where do you think this author got his/her ideas for this book?
• Listen to this! Let me reread the beginning of this book. Did the lead
make you want to read the story?
• Did you hear any words that you want to remember and use in your
writing?
• Notice the way the sentences flow. Talk about how the author did
that.
• Does this writing have voice?
Source: Adapted from Routman, Regie. (2003). Reading Essentials: The Specifics You
Need to Teach Reading Well. Portsmouth, NH: Heinemann. (Revised 4-18-08)
“Like writing, reading is an act of composition. When we write, we
compose thoughts on paper. When we read, we compose meaning in our
minds. Thoughtful, active readers use the text to stimulate their own
thinking and engage with the mind of the writer” (Harvey, 2000, p. 14).
Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching understanding to
enhance comprehension. Portland, ME: Stenhouse.
“Step into the Story” by Debbie Miller
Prepare an overhead of a key picture in the book or mark a key picture in the
book. [See suggestions below.] Read aloud until you come to that page. Pause and
show illustration or overhead. Invite students to “step into the story” and share
what they imagine the character is thinking and feeling at this moment.
Bunting, E. (1991). Fly away home. (R. Himler, Illus.). New York: Clarion.
[The picture where the boy is watching his father drive away on the bus to
work.]
Coles, R. (1995). The story of Ruby Bridges. (G. Ford, Illus.). New York:
Scholastic. [The illustration that shows Ruby walking up the steps of the school
for the 1st time.]
McKissack, P. (2002). Goin’ someplace special. (J. Pinkney, Illus.). New
York: Atheneum. [The scene where ‘Tricia Ann is pushed into the “white” hotel.]
©Dr. Maria P. Walther, 2009, All Rights Reserved, Page 2
Judson Literacy Conference, 6/24/09
Focus on BIG IDEAS
Big Idea: Individuality
Willems, M. (2009). Naked Mole Rat
Helakoski, L. (2008). Woolbur. (L.
Gets Dressed. New York: Hyperion.
Harper, Illus.). New York: HarperCollins.
Tuck in a Few Quick Morning Message Mini-Lessons…
The Letter Stealer (Conventions)
While writing a message, leave out
consonants, vowels, blends, digraphs,
and other phonetic elements studied
during your word
study/spelling/phonics block. I tell my
children that the “letter stealer”
visited. Students enjoy filling in the
missing letters.
EXAMPLE:
September 1, 2007
Monday 9-1-07
Good rainy __orning! So_ething is
__issing in our __essage. What is it??
Word Exchange (Word Choice)
One important aspect of writing is
choosing precise words to communicate
ideas to your reader. Each time you
teach a vocabulary lesson, you are
teaching young children about word
choice. In addition, you strengthen
students’ word choice as you read
aloud and discuss key words in the
text. A quick and easy way to broaden
your students’ writing vocabularies is
to introduce them to different words
in the morning message.
EXAMPLE:
Good morning smart students!
(Possible responses: brainy, brilliant,
clever, intelligent, sharp)
It is cold outside today!
(Possible responses: chilly, freezing,
icy, frosty, bitter, frozen, arctic)
Mentor Texts for Conventions:
Mentor Texts for Word Choice:
The Vowel Family (Walker, 2008)
Fancy Nancy’s Favorite Fancy Words
(O’Connor, 2008)
Thesaurus Thursday
(Word Choice)
A Sketchy Story (Ideas/Elaboration)
This year, after doing a word exchange
lesson on a Thursday, my students
suggested that we have “Thesaurus
Thursdays.” As always, the best ideas
come from listening to your learners!
October Ideas:
•
Spooky Sound Words
•
My Candy Tastes . . .
Other Ideas:
•
Adjectives to describe a
particular book character
•
Words to describe emotions
such as mad, sad, happy
Before the students arrive, write a
sketchy story about your own
experiences on the chalkboard, chart
paper, or overhead. Share with
students and encourage them to ask
questions to help you add details to
your own story. Jot the questions
down on the side of your paper. Save
the story and questions. The next
morning, rewrite the story
incorporating the students’ ideas, and
invite them to ask more questions. To
elaborate further, repeat for a
number of days.
Thesaurus Rex (Steinberg, 2003)
Source: Adapted from Walther, M. P., & Phillips, K. A. (2009). Month-by-Month Trait-Based
Writing Instruction. New York: Scholastic.
©Dr. Maria P. Walther, 2009, All Rights Reserved, Page 3
Judson Literacy Conference, 6/24/09
Pack a Peck of Poetry…
“Shout” by Brod Bagert
Shout it! Shout it! POETRY!
Fun for you and fun for me.
Tell a story—happy, sad;
Silly, sorry; good or bad.
Clap your hands! Stomp your feet!
Feel the rhythm! Feel the beat!
Leap a leap, hop a hop.
See the ocean in one drop.
Chunky words all chopped in chips!
Silky sounds upon your lips.
Shout it! Shout it! POETRY!
Fun for you and fun for me.
Bagert, B. (2007). Shout! Little Poems that Roar. (S. Yoshikawa, Illus.). New York: Dial.
Poetic Devices
• Comparison
• Alliteration
Mentor Texts:
“Batty” found in Laugh-eteria (Florian, 1999)
Four Famished Foxes and Fosdyke (Edwards, 1995)
• Onomatopoeia
Mentor Poems:
“Clatter” by Joyce Armor found in Kids Pick the Funniest
Poems (Lansky, 1991)
• Rhythm
• Rhyme
• Repetition
Mentor Text:
I Love Our Earth (Martin & Sampson, 2006)
• Sensory Images
• Shape
Mentor Text:
Come to My Party and Other Shape Poems (Roemer,
2004)
• Creative Conventions
Mentor Text:
Beetle Bop (Fleming, 2007)
Remember Your Camera to Create Mental Images…
Why Teach Mental Images?
• Good readers create mental images during and after reading.
These images come from all five senses and the emotions and are
anchored in the reader’s schema.
• Good readers understand how creating mental images enhances
comprehension.
• Readers use images to draw conclusions, create unique
interpretations of the text, and recall important details.
• Images from reading often become part of a student’s writing
(Miller, 2002).
Day 1: Teacher Modeling/Think Aloud
•
•
Listen to Shel Silverstein Where the Sidewalk Ends CD/Tape #40 Long Haired Boy or #30 With His Mouth Fool of Food
Model drawing your own mental image of the poem
Day 2:
• Read aloud the poem “My Elephant is Different” p. 9 in A Pizza
the Size of the Sun (Prelutsky, 1994/1996)
• Give each student a small piece of paper to draw their image of
the elephant
• Ask students share their mental images with the class and
discuss why each image is different.
• Post on a chart entitled: Why are our mental images different?
Our schema is different! (Reading with Meaning by Debbie Miller
p. 81)
Day 3:
• Read Aloud: On a Hot, Hot Day by Nicki Weiss (Harcourt Big
Book) WITHOUT SHOWING ANY PICTURES
• After reading invite students to draw their most vivid mental
image from the book.
• You may choose to reread book while students are drawing.
©Dr. Maria P. Walther, 2009, All Rights Reserved, Page 4
Judson Literacy Conference, 6/24/09
•
•
When drawings are complete, share and categorize them by
season.
Reread Big Book showing pictures so students can compare their
images to those of the illustrator.
Day 4:
• Read aloud a book without showing illustrations. Good books for
mental images include:
The Salamander Room by Anne Mazer
Hello Ocean by Pam Munoz Ryan
•
As you are reading students can fill out sheet entitled “Good
Readers Make Mental Images Using their Senses and Emotions”
Note: This lesson can be repeated during guided reading with other
appropriate books.
Fill Your Suitcase with Sensible Reading Response Ideas…
Fiction
•
Write a riddle about your favorite character
•
Write a book blurb
•
Write a book review
•
Use C. L. A. P. S. to summarize the story
•
Write a letter to the author
•
Compose a poem about the book
Nonfiction
•
List the 10 most amazing facts you learned
•
Write a book blurb
•
Create a chart or poster of the facts you found most interesting
•
Write a true-or-false quiz for your classmates
•
Create an animal poster like the one below
Name _______________________
Two Column Notes
These words . . .
“The Toaster” by William Jay Smith
created this mental image . . .
Looks Like
Things They Do
Favorite Foods
Fun Facts
Biographies
•
Create a time line of the person’s life using pictures and words
•
Create a chart like the one below
A silver-scaled Dragon
with jaws flaming red
Famous Person
Book Title
Accomplishments
What I learned...
Sits at my elbow and toasts my bread.
I hand him fat slices,
and then, one by one,
He hands them back
Resources:
Good Choice: Supporting Independent Reading and Response (Stead, 2009)
Month-by-Month Trait-Based Writing Instruction (Walther & Phillips, 2009)
when he sees they are done.
©Dr. Maria P. Walther, 2009, All Rights Reserved, Page 5
Judson Literacy Conference, 6/24/09
The Professional Books That Have Shaped My Thinking...
Atwell, N. (2007). The reading zone: How to help kids become skilled,
passionate, habitual, critical readers. Scholastic.
Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher’s guide to the
four blocks. Carson-Dellosa.
_____. (1996). Guided reading: Good first teaching for all children. Heinemann.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading
comprehension. Heinemann.
Johnston, P. H. (2004). Choice words: How our language affects children’s
learning. Stenhouse.
Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practice,
taking action. Stenhouse.
_____. (2002). Reading with meaning: Teaching comprehension in the primary
grades. Stenhouse.
Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3.
Heinemann.
Ray, K. W., & Cleaveland, L. B. (2004). About the authors: Writing workshop with
our youngest writers. Heinemann.
Includes the following lessons and
ideas!
READING
•
Teaching About Character in
the Primary Grades
•
Understanding the Concept
of Making Connections
•
Comparing Story Elements
•
Creating Mental Images
WRITING
•
Teaching Organization Using
Mother Goose Rhymes
•
Writing a Make-Believe
Story
•
Use Your Talking Voice
Today!
•
Exploring the Features of
Nonfiction Texts
BOOK LISTS
•
Realistic Fiction Books for
the First Few Days of School
•
Paired Science-Related
Fiction and Nonfiction
Picture Books
Routman, R. (2005). Writing essentials. Heinemann.
Spandel, V. (2007). Creating young writers (2nd ed.). Allyn & Bacon.
R
If you enjoyed today’s presentation, join Maria for Marvelous Books and
Lively Mini-Lessons that Teach the “Six Traits” of Good Writing K-2 in
Rockford on July 22, 2009 or Chicago on July 23, 2009.
See SDR’s website for more information: www.sdresources.org
©Dr. Maria P. Walther, 2009, All Rights Reserved, Page 6
Judson Literacy Conference, 6/24/09