CEClang.48
TITLE: READ-IN
AUTHOR: Kathleen Cloyd, Altamont Elementary
Klamath Falls, OR
GRADE LEVEL K - 6, LANGUAGE ARTS
OVERVIEW: Students, coming together for an education,
need opportunities to develop relationships and
understanding of other students. This project covers
many language arts concepts and skills at each
learner's level of competency. It inspires joy in
reading books to a captive audience and pride in work
well done. Older students discover the need to write
purposefully, descriptively and clearly for a younger
audience.
OBJECTIVE(s): Students will be able to:
- discuss basics of story writing such as main
character, setting, action, problem, and
solution.
- identify from student illustrations notable
details and orally describe what can be seen and
what they can conclude given the information from
the illustration.
- write lists of descriptions either individually
or brainstorming in small groups and then
classify listed ideas.
- write to imitate a particular story structure.
- present and read aloud a story in front of a
mixed group.
RESOURCES A wide selection of children's books and/or a
trip to the library. Drawing and writing materials. Punch
and cookies for the reception.
ACTIVITIES AND PROCEDURES:
1. Make arrangements to pair, for example, a first
grade class with a 6th grade class. Have older
students select and practice a children's book to
read aloud individually to a younger student. If
time allows have them also share some time
together creating with clay or water painting.
2. Each student in the first grade class, over a
period of a few weeks, will draw four
illustrations to show: a main character and the
setting, the main character engaged in an
activity, action resulting in a problem, what will
happen next to solve the problem.
3. When first grade teacher delivers pictures, he/she
needs to demonstrate how varied they are in
thought and detail. Encourage older students that
they will need to be creative, fantasize, make-up
ideas within reason of the illustrations. Choose
one picture as an example and model discussion,
brainstorming, listing descriptive words and
phrases and creative thoughts. Write everything
you think of, as you can go back later and
eliminate far-fetched ideas before you actually
start writing.
4. The writing will take several days. Students may
work alone or collaboratively. The final rough
draft will need to be edited and then published.
Students may choose to print their story, type it
or have it typed. Layout pictures and storyline
into pages, prepare a cover and title page, bind.
5. The final activity is the sharing of books with
the illustrators. Invite the younger students to
the older students' classroom to sit with their
partner and listen to all the stories. An
"Author" and "Illustrator"chair should be in a
visible and audible spot! A reception party or
picnic lunch afterwards is a nice way to finish.
TYING IT ALL TOGETHER:
This is a large, very worthwhile project. Younger
students become more aware of books and stories,
authors and illustrators. Older students learn more
about the writing process and how to make a book. The
most important outcome, underlying each step of the
process, is children working together, learning to
understand varied personalities and differences and
similarities, and cooperation.
The younger students look up to the "big kids" and
they feel good to know them and safer to be around them
in other settings. The older students are given
insights into where they have come from through their
education and life, so far. Teachers learn more about
their students and their fellow teachers, which leads
to better communication and working together for what
is best for the students.
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John Kurilecjmk@ofcn.org