This Fall I came across the Global Read Aloud started by Pernille Ripp (http://www.globalreadaloud.com). What an amazing journey my students and I have been on. The experience emulates the power of a book; a book that you don't want to end, when you dread the last page's arrival.
This year's book, selected for the third through fifth grade, was Out of My Mind by Sharon Draper. It tells the story of a ten-year old girl with Cerebral Palsy who's an incredibly bright student; yet, due to her condition, is unable to let anyone know. This all changes when she receives an augmentative communication device. It is an honest, upfront portrayal of life from her perspective in special education, being mainstreamed, and developing friendships. It serves as a solid foundation to teaching others about acceptance, sympathy, and life as we know it.
I'm on the final chapters with my class and I'm trying to make it last a bit longer. We did an activity, that could be used for any of those read alouds or stories you've shared with your class that you don't want to say goodbye.
This year's book, selected for the third through fifth grade, was Out of My Mind by Sharon Draper. It tells the story of a ten-year old girl with Cerebral Palsy who's an incredibly bright student; yet, due to her condition, is unable to let anyone know. This all changes when she receives an augmentative communication device. It is an honest, upfront portrayal of life from her perspective in special education, being mainstreamed, and developing friendships. It serves as a solid foundation to teaching others about acceptance, sympathy, and life as we know it.
I'm on the final chapters with my class and I'm trying to make it last a bit longer. We did an activity, that could be used for any of those read alouds or stories you've shared with your class that you don't want to say goodbye.
Here's what we did:
- You, or have your students, select important lines, quotes, or sentences from the story to put on paper (I typed them up and had more lines than students but they can just handwrite them, great handwriting practice too).
- I handed out sticky notes to each student (I liked using different colors).
- Students each received one quote. As they read it, they reflected on what it meant or what it triggers to them about the story.
- They wrote down these reflections on the sticky-note (I had them write, at least two sentences).
- They placed the sticky-note around the edges of the quote.
- As students finished, they brought up their quote and exchanged it for another. This is where the extra quotes came in handy. That way, students weren't standing around waiting for a peer to finish.
- They continued doing this for about thirty minutes.
The reflections and quality showed their understanding. This also worked for students who may have been absent for some portions, they could simply write about what they thought the words meant. Some quotes lent themselves to a greater connection from a part in the story, and some provided more of a global understanding or the text.
For this example, I had only one copy of the book, but this could also be done within individual book groups or when everyone has a common text. We had a great time remembering piece of the story.
For this example, I had only one copy of the book, but this could also be done within individual book groups or when everyone has a common text. We had a great time remembering piece of the story.
For those of you with Common Core Standards on your mind, this activity connects directly. In Reading Literature, students are asked to quote accurately from the text explaining and drawing inferences (ELA 4/5RL.1). This is definitely a fun and engaging way to do just that.
Update: Here's the list of quotes I used. The page numbers are off due to the fact of a book update. They are in chronological order and end at chapter 30. Enjoy!
oomm_quotes_pub.pdf |