partner read aloud

Introducing Book Clubs with Partner Reading and Noticings About Themes, Central Ideas, and Issues

Yesterday, I introduced book clubs by issuing students their books with their reading tickets/schedules (see previous blog post, please).  Students also got new seating/table assignments when they arrived; I projected these onto the board as students arrived.  Students are either seating with their entire book club OR in a “subgroup” of a larger book club since some groups are reading different texts around a similar theme or genre (memoir, specifically).

Once we reviewed our reading schedule/assignment for the first week, we did a quick mini-lesson on themes, central ideas, and issues and how we might begin to notice these elements of our literary nonfiction/memoir books.  I used one of my favorite texts, Full Body Burden: Growing Up in the Nuclear Shadow of Rocky Flats by Kristen Iversen, to model my thinking.  My mini-lesson and subsequent activity are modifications of a mini-lesson from the Lucy Calkins Literary Nonfiction Unit of Study in reading.

Students then broke into small groups by book club/same books or partners for subgroups of book clubs for the read aloud portion of our activity.  I have blogged earlier this academic year about the power of partner read alouds, and yesterday only reinforced my belief in their value.  Most classes were able to get about 15-20 minutes of reading time in.  Students then jotted down any initial noticings about theme, central ideas, or issues they noticed in the day’s reading.  Students will be adding to this graphic organizer as we get deeper into our books.

Yesterday was hectic, so I apologize I don’t have video for you to see/hear the partner or small group read alouds, but you can see/hear this awesome energy in my previous posts on read alouds.

Inquiring into Argumentative Writing: Deconstructing Text Structure with Kernel Essays

Last week we moved from our exploration of features of argumentative writing to text structure.  On Wednesday, we began with the following writing activity using these images I projected onto the board with the LCD projector and these prompts:

Once students had time to think and write, we came together for whole class discussion to share our thinking aloud.  The final prompt brought us to a conversation about how the progression of the kernel to fully popped popcorn paralleled the process of completing a draft of writing.   Next, In introduced the text structure of an argumentative essay, and talked about  how writing a kernel essay could help us develop a writing plan in both regular writing tasks and timed writing assignments like our benchmark assessments and state tests.  Gretchen Bernabei defines kernel essays this way:

A writer writes about the topic, using the text structure as a guide, creating one sentence per box. These sentences are called a kernel essay.

Students then had an opportunity to read our first mentor essay, “Red Light Cameras Save Lives”, independently and to jot down anything they noticed about the essay.  We then moved to partner work as students chose a thinking buddy and pulled their chairs out to sit knee to knee and face to face to discuss and compare their jot notes.  After a quick group share, partners then revisited the mentor text and jotted down the kernel essay for our mentor text.  We then shared our responses aloud and engaged in conversation about our kernel essays based on what we saw in the mentor text.  We repeated the process for the second mentor text, “A Drinking Problem”; however, this time, students did partner read alouds with the second essay and took turns reading to each other before collaborating on the composing the kernel essay for the second mentor text.

 

If you want to mix it up, you can have students change partners for the second round. The face to face, knee to knee aspect is key to engaging students, and the partner read aloud is also critical to energizing students and forcing them to really read closely.  These two factors fueled meaningful conversations between students; in particular, my two afternoon classes excelled and blew me away with their focus and thinking.  I can honestly say this was one of the most interesting and successful learning activities I’ve done in my entire career! I was impressed by the maturity and work ethic I saw from many students—they were working more like high schoolers than 8th graders!  Overall, these activities took about 2.5 days during 45-50 minute class periods.

We’re now re-reading two articles on zoos we read two weeks ago for our “pro con” ping/pong and competition activities with our annotations and notes.  I’ll share more in my next post how we are using these articles to gather evidence and come up with a kernel essay of our own using the argumentative essay text structure as a guided practice before we move formally into our argumentative essay writing assignment late next week.