Educators frequently ask me for strategies
for reading nonfiction aloud. It can be tricky.
If a spread is bursting with
text features, which should you read first? At what point should you read the
main text? What about the captions? Should you discuss the photos or
illustrations? How much time should you spend on each page?
I don’t think there are any absolute answers
to these questions, in part because what works well for a third grader class
may not be appropriate for first graders. In addition, the children in each
class may bring different kinds of prior knowledge to the reading experience.
to these questions, in part because what works well for a third grader class
may not be appropriate for first graders. In addition, the children in each
class may bring different kinds of prior knowledge to the reading experience.
Recently, I had the opportunity to hear Carol
Scrimeour, the fantastic teacher-librarian at Essex Elementary School in Essex Junction,
Vermont, read my book No Monkeys, No
Chocolate aloud to a group of first graders, and I was so impressed with
her method that I wanted to share it here.
Scrimeour, the fantastic teacher-librarian at Essex Elementary School in Essex Junction,
Vermont, read my book No Monkeys, No
Chocolate aloud to a group of first graders, and I was so impressed with
her method that I wanted to share it here.
The main text on the first spread of the book
ends with an ellipsis (as does the main text throughout the book). After
reading the words, she explained what an ellipsis is and how it’s used.
ends with an ellipsis (as does the main text throughout the book). After
reading the words, she explained what an ellipsis is and how it’s used.
She let students know that they would
encounter more ellipses as they read the book, and encouraged the children to
say “dot, dot, dot” as a chorus each time an ellipsis appeared. After
discussing the artwork briefly, Carol pointed out the bookworms in the corner
and read their dialog. As the students laughed at the joke, Carol let them know
they’d see these same bookworms again. Then she turned the page.
encounter more ellipses as they read the book, and encouraged the children to
say “dot, dot, dot” as a chorus each time an ellipsis appeared. After
discussing the artwork briefly, Carol pointed out the bookworms in the corner
and read their dialog. As the students laughed at the joke, Carol let them know
they’d see these same bookworms again. Then she turned the page.
As Carol finished reading the main text on
the second spread, the students all said “dot, dot, dot” right on cue. Then
Carol shared the secondary text, the artwork, and the bookworm dialog.
the second spread, the students all said “dot, dot, dot” right on cue. Then
Carol shared the secondary text, the artwork, and the bookworm dialog.
After the students had a good laugh, Carol
did something that had never occurred to me but worked like a charm. She
re-read the main text before turning the page. This helped to maintain
continuity from one spread the next, so students could more easily keep track
of the book’s main ideas. Brilliant!
did something that had never occurred to me but worked like a charm. She
re-read the main text before turning the page. This helped to maintain
continuity from one spread the next, so students could more easily keep track
of the book’s main ideas. Brilliant!
This is a strategy that would work well with
any book that has layered text. You may want to give it a try.
any book that has layered text. You may want to give it a try.
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One Response
Great approach, Melissa (and Carol). I do this with my Can Be… books, sometimes, if I stop to explain a phrase or ask about the illo. I like the idea of doing it purposefully and consistently, though!