SecondGradeReading

Second Grade Reading Blog
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Hi! So here is our reading blog :)

(Susan) How is reading going? we are finding that some of the kids struggle with creating their own mental images because they think they should be the same as the author/illustrators. We are trying to convince them it is ok to visualize your own images. Any ideas to help with this scary leap into taking risks as a reader?

(Eric) How about doing a read aloud with the kids with out showing them the pictures. They could even draw an illustration based on their reading and compare it to the one included in the story. Maybe that will help them envision a character on their own??

(susan) we have actually done that, several times, and they do fine there. we have moved on to the more complex issue of actually reading the book on their own, then drawing the mental image (which can even be a personal connection that resulted from the book) and comparing that with the author's ideas. It is tough, and although many do well some are perhaps just not developmentally ready. But i'd like to see them take that next step and use their visualizing abilities. (even though 1 kid said he never ever visualizes anything ever) :)

(Tameka) I can imagine that it is harder for them when they are reading on their own and the pictures are there in front of them. I wonder if it would be easier if they were reading a chapter book because it does not have as much picture support or even a poem because it also does not have much picture support. I was reading somewhere and found this idea where you take about 5 different poems and randomly give them to the kids. They read it and then draw the mental images that they visualize Then, they meet with the other kids who had the same poem so that they can discover if their mental images are the same or different. Maybe they will see that it is okay if you visualize differently from others and hopefully this can begin to carry over to their independent time. Just a couple of suggestions. I will continue to look up some more.

(Tameka) On another note, we are wrapping up our introductory unit to non-fiction with the plan to re-visit it more in depth later in the year and we are headed towards making connections. Any suggestions on a logical sequence for this strategy. I know that I want to begin with text to self but haven't quite tweaked how I want the day to day to look in the beginning. I know that kids are going to guide the instruction but I want to atleast have a preliminary plan. Any ideas or good books to help launch?

(Sherry) Hi! I am Susan's sister in Florida. I use the word "picturing" for "visualizing" (From a book called "Constructing Meaning Through Kid Friendly Comprehension Strategy Instruction). This term seemed easier for my 3rd graders to understand. I have the "Intensive Literacy" unit, which means my 15 struggle with reading. I have found my kids (well only a few do) don't have logical, deductive reasoning skills. Any ideas? We've been playing "Guess the Disney Character I am thinking of" where they have to ask only yes or no questions. Some even had a hard time stating their questions for a yes or no answer...interesting. SO, send ideas. Thanks for letting me in on your blog!

(Susan) Thanks for the ideas! we have done the poem thing, it went very well. That is partly why the surpise I think when they cant carry over to mroe independent work. For connections, have you done the sticky note thing where they draw the symbol and mark their page, then after they are done reading the book they go back and write about what they marked. This way the flow of reading is not interrupted...we did things like a star for somehting I learned, a heart for a personal connection... I like the Disney game Sherry! Remember that game your girls made us play (or was it Scott's girls)at christmas one year - with the piece of paper taped to your head and you have to ask questions about yourself and you have to figure out what you are. maybe that would help.

(Tameka) Hi Sherry! I just wanted to welcome you to the blog. I am still pondering your question so when I have something to share I will blog again. Susan - I have used the sticky notes but I really like the idea of having them go back and write about their sticky notes after they are finished reading. Thanks.

(Susan) We are going to start with predictions for next week. Anything that has worked well? One of my goals is to make sure they can show 'proof' of their prediction...

(Tameka) Susan, how did predictions go this week? Have they started to show proof for their predictions? What have they done? Also, I think that we are ready to introduce partner reading. Did you use the Daily Five introduction or something else? Anybody else have ideas about partner reading?

(Susan) Predictions were ok - i still have one who thinks you can predict after you read. They are much better overall with providing proof. We made a chart yesterday (after DM) about the strategies we've learned this year and how each will help us be a better reader. Macrina pointed out that the word "Think" was in every explanation of being a better reader and we should underline it in a different color. They all thought it was neat how all those ways make you think more about your reading, it was a nice discussion. did you start partner reading Tameka?

(Kelly) Ah... my debut on the blog... Hello, everyone! :-) I'm excited to begin some of the new strategies that you learned from the Debbie Miller conference, Tameka and Susan. I think that dedicating time to one-on-one conferencing is going to provide new insight into the students' learning. I can already see how much they enjoy receiving a few minutes of personal attention. I also like them having the opportunity to explain their thinking in a less overwhelming setting as opposed to in front of the whole group (especially for our friends with language needs) . The approach of meeting with groups based on needs rather than reading levels sounds really different and I'm excited to give it a try. That way, one of us could pull that group while the other person is still conferencing with the other students. Is this something that you and Susan are already implementing, Susan, or is your approach a little different?