Summer Book Study: Goals 9 and 10

Hello!  I'm excited to dive back into The Reading Strategies Book with you this week!  I'm sorry for disappearing the last two weeks!  I was on two trips (one to see out-of-state family and one family vacation) and I wasn't able to keep up.  I'm happy to be back on board this week!

Today, I'll share a few of my favorite strategies from Goals 9 and 10.  As I'm sharing, remember that I'm speaking from my viewpoint as a kindergarten teacher and I'm sharing my thoughts on how to implement these strategies in kindergarten.

I feel like I would use most of the strategies in goal 9 as whole-group modeled lessons and read-alouds.   I think they're great for establishing the foundation of what non-fiction text is all about and how we should read it differently than fiction text.  Five and six year-olds LOVE to see their teacher model these strategies!

Goal 9 is about determining key details in non-fiction text.  Too often, especially with our youngest readers, we focus a lot on what the text is about.  It's also critical to learn how to find facts that support the main topic of the text.  This process gets more difficult as text difficulty increases, as some of the information on each page doesn't align to the main idea.  However, in the primary grades, the majority of our texts have details that align fully with the main idea or topic.  

Strategy 9.2: Reading with a Sense of "Wow"

This strategy is SO easy for us to model with kindergarteners!  The basic idea is that when we're reading, we should read with "curiosity and interest" (pg. 251, The Reading Strategies Book).  When we read aloud to our students, we can use our voices and even our faces to show students how curious we are about what we're reading.  Using prompts like, "I wonder..." and "Wow, let's read to find out more about..." help pique our students' interest in reading to learn more about a topic.  Serravallo has a great example of an anchor chart to use with this technique on pg. 251!

Strategy 9.5: Gather Up Facts

For this strategy, Serravallo uses the analogy of raindrops in a thunderstorm.  Just like raindrops in a thunderstorm, facts in a non-fiction book come quickly!  In order to keep track of them, our students should learn to stop frequently and recall what they read in the previous section.  With kindergarteners, this would work great as a read-aloud activity.  Using sticky notes, you can stop periodically and recall what was just read.  

Strategy 9.6: Consistently Ask, "How Do I Know?"

When we're reading non-fiction text, a good comprehension strategy is to challenge ourselves to say how we know each fact or detail.  As a read-aloud with kindergarteners, I would read a page aloud, review with my students what new information we learned about the topic, and then say, "But how do we know that?"  Modeling how to go back and state how the details we read relate to the topic deepens our students' understanding of how much meaning we can get from text!

Goal 10 continues with non-fiction text and focuses on strategies for utilizing text features.  Instead of just pointing out and identifying text features, we need to teach how to use them!  With more simple texts that our kindergarteners are working with, we can use the pictures and illustrations to teach this strategy.  We sometimes tell our students during read-to-self time that they can "read the pictures".  But do they really know what that means?  Here are a few strategies and ideas for deepening their understanding of how pictures support the text!

Strategy 10.2: Cover Up Then Zoom In

In one of my graduate courses, my professor taught us this strategy and I loved using it with a third grader I tutored as part of the course.  You will use a sticky note to cover up the image(s) on each page.  Read the text on a page, then remove the image to see what new information you can get from the image.  Or, figure out how the image supports what you just read.  

In kindergarten, this strategy would work great as a whole-group read-aloud, but Serravallo says that with text levels A-D, students rely on the pictures so much that this strategy would be best used once students can successfully read the text.  I think the opportunities for using this strategy with a read-aloud book are awesome, too!  Can you imagine the looks on your students' faces when you open a book and the images are covered up?  They would be really intrigued to discover why you covered them up!

Strategy 10.3: Reread and Sketch with More Detail

Again, this would make a great whole-group lesson.  It reminds me of stretching sentences by adding more details, except with this strategy, we're picking up more details about a topic by listening. 

Students will listen to the text and draw a quick sketch to show what they learned.  Then, they will listen to it again and try to add more to their sketch.  Finally, they'll listen a third time and try to add more details to their sketch.  This strategy is a great way to show why rereading is a good thing!  I made a template you can use with your students with this strategy.  They could put their page on a clipboard and sit on the carpet.  They could also use mini whiteboards.  If you would like the template, it's free here.

Strategy 10.6: Labels Teach

The concept of labeling is something most of us teach in kindergarten.  They may not encounter it much in texts they're reading, but we can show them labels in non-fiction read-alouds.  Students can learn how to connect a label with a fact or detail.  After reading the labels, we can go back and reread to strengthen our understanding of how the label connects with the facts and details, too!  

On a side note, if you teach kindergarten and you're looking for simple non-fiction texts to use with your students (in small groups and as read-alouds), I highly recommend Scholastic Science Vocabulary Readers.  They include a variety of text features such as diagrams and "fast facts" that provide a good introduction to text features.  Also, if you're looking for great non-fiction readers for levels A-D, I also highly recommend Scholastic's Guided Science Readers.  I own sets A-D and they are fabulous non-fiction texts for new readers!

Next week, we'll talk about goals 11 and 12.  It's hard to believe we're almost all the way through this book!  Be sure to check out the link-up below for more thoughts on goals 9 and 10!

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  1. Great strategies, Katie, and the explanations you give with them are very helpful, too. I might try the idea of having images covered up when doing a read-aloud with students in either history or science this year. It would be fun to see their reactions and watch as they absorb the teachable moment.

  2. Hi Katie! Glad you're back with us and the study! After reading Kara's post, I really started to like the "reading with a sense of WOW" strategy also. We had a couple of the same favorites this week, and as usual, I love reading from your kindergarten perspective. Oh, and thanks for the freebie! :-)

    Thanks for linking up!


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