For me, "Fish in a Tree" is an amazing choice for a mentor text when we do our narrative unit because we want our students to "read like writers" and "write like readers" so we really intertwine our reading and writing work. We study narratives that we read and then take what we notice and apply those skills to our own narratives.
That being said, I truly feel our read alouds should NOT be destroyed by making students do tons and tons of work...there is something to be said for simply enjoying a beautiful text. For that reason, I am very judicious about what I do to supplement my novels. Here are a few quick and easy ideas that you might want to consider to gently "use" these great novels to supplement your teaching.
1. Character tracking and mapping
One thing that is so easy to do while you read a chapter book that doesn't detract from the story at all is to invest some time early on "tracking" the characters...their traits, their interests, and their connections with either other (see the pink connecting lines!). This can be added to as the story evolves and as new information surfaces--and as characters change. This is posted right close to my read aloud area and I just love it when students refer back to it or make observations.When we write our own narratives, we make similar mini-webs to show how the different characters are connected and the most important things about them. Read like a writer--and write like a reader!
2. Studying the text with close reading
Another easy "tip" for making the most of your read aloud novels is to do a "close read" activity with a page or two of the text. As we prepared to write our narratives, I wanted students to see how the author helped them to visualize parts of this scene. I made copies of two pages and pairs worked to reread them and to highlight words or phrases that helped them "see" what was going on. I have done similar close reads to look at the way the author uses dialogue, describes the setting, shows emotion, and more! It
3. Using elements of the text as models for writing work
One thing I like to do is tie my reading to my writing. We are reading realistic fiction--and writing it. I use my read alouds to study the characters and then use the same forms to create our own characters and stories. It really helps them see how writers work and helps them end up with some really well planned writing!
4. "Quick Writes" to show deep thinking about texts
Like I said earlier, picking read alouds that promote deep thinking and discussion give you a great way for ALL students to have these conversations--even when they are not yet reading at that level. By asking students to do "quick writes" about different topics related to your read aloud you can accomplish a number of things...you can work on writing mechanics and conventions with little ten minute "writes" where all students have something to write about because you have a shared experience (the text). You can get to the heart of what students are understanding by asking them to reflect on anything from characters to key events to predictions. Sometimes it is a wonderful way for students who are less willing to share in class to show you what is going on inside their brain--and I love it when I see great thinking from students who would never be able to read that text on their own. It is getting them ready for when they can! I do these quick writes in their writing notebook and on the computer...I love being able to send one slide with a prompt through Google Classroom and then be able to look at them online, but sometimes a quick notebook write is just as good...students can meet in pairs and share and work on these great book discussions.
"Fish in a Tree" is definitely my favorite read aloud to start the year...but I have so many titles I love to share with my students... "The Eight Keys"..."Flutter"..."Wonder"..."Dash"..."Out of My Mind"...and then always a few new ones each year!
Looking to use these resources with your students?
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