Oral Reading
My class orally read five to six novels a year.
Before starting a new book, I ensured every student had a fresh bookmark.
When purchasing a new set of identical novels (usually 40 copies), I numbered them one through thirty.
For used sets, I had student "inspectors" check for wear
and tear. They used a repair kit to reinforce any loose pages.
On the first day, I distributed
the books. Each student used the novel that matched their assigned classroom number.
Once distributed, students had five minutes (timed) to organize their supplies: a calculator, bookmark, pencil, and paper.
To keep the flow, I called out student numbers rather than names when it was their turn to read.
Early in the year, we read for 10 minutes twice a day—once in the morning and once after lunch.
Once we reached page 49 of
The BFG, we transitioned to a single 20-minute oral reading session in the morning.
This transition also marked the start of "Novel Math."
Before starting a new book, I ensured every student had a fresh bookmark.
When purchasing a new set of identical novels (usually 40 copies), I numbered them one through thirty.
For used sets, I had student "inspectors" check for wear
and tear. They used a repair kit to reinforce any loose pages.
On the first day, I distributed
the books. Each student used the novel that matched their assigned classroom number.
Once distributed, students had five minutes (timed) to organize their supplies: a calculator, bookmark, pencil, and paper.
To keep the flow, I called out student numbers rather than names when it was their turn to read.
Early in the year, we read for 10 minutes twice a day—once in the morning and once after lunch.
Once we reached page 49 of
The BFG, we transitioned to a single 20-minute oral reading session in the morning.
This transition also marked the start of "Novel Math."