Slice of Life March Challenge: March 5th., 2014 – A slice of our read aloud day.

orange sol

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 The March Slice of Life Challenge is hosted by Two Writing Teachers  

When the moment arrives, we move to the back of our classroom, find our comfy chairs and cushions, and settle in.   I hear the crisp rustle of notebooks as my kids open their reading journals and find their book-notes from the time before.  “I can’t wait to find out where they’re moving to”, says one student, “I hope we learn more about this kid in the next chapter”, says another.   And then the room grows quiet as I settle into my rocking chair and begin.

The story calls to me and I am in the moment – my voice rises and falls, grows sharp and shrill and then gentle and kind.  My expressions change, too – an angry face or a wry face, whatever the story calls for.  My students are alert and watchful, and I can see their expressions changing, too.  They are in the story, living its arcs of emotion, the twists and turns of its plot.  Sometimes there is a gasp, a giggle, and sometimes there is uproarious laughter.

When it’s time to turn and talk, the room erupts in conversation.  Voices rise, points are made, insights are shared, questions are pondered over.  And then all eyes turn to me to ask: can we please continue…puhleeeze???  And we do.

We are reading aloud, and we are loving it.

read aloud day

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25 thoughts on “Slice of Life March Challenge: March 5th., 2014 – A slice of our read aloud day.

  1. I want to be in your class when you read to them. We are not in school today (Mardi Gras break) so we are not able to celebrate. Maybe next year.

  2. Oh there is nothing more magical than the silence and awe of a great read aloud, especially when you teach older students, who some assume are too old to be read to … Never!! What are you reading?

  3. You really have a gift when you are describing. I love the details especially what the kids are saying. The ending is awesome. I agree, it is the best time of day for me. I am inspired to do more turning and talking and do some book notes. I would love to know what you read today. Our chapter read-aloud now is “Bud, Not Buddy.” It is a hit with all the kids.

  4. I have to ask, “What are you reading?” I don’t teach reading this year ( I teach math and history) and I miss it terribly! I only get time to have a short read aloud in history but it’s not daily. I shall live vicariously through you!

  5. I don’t think we ever grow too old to be read to. Look at the popularity of books-on-tape.

    I read to my sixth grade students and they really enjoyed it.

  6. I made sure I did as much reading aloud today as I could. The kids enjoyed it too. I loved the “reading noise” that filed itself out the door and into the hallway. That good kind of noise we live for as teachers.

  7. I enjoyed reading your piece and I wanted to know what you are reading right now. As I reread your piece though, I realized it doesn’t matter what you are reading, read alouds should feel this way.

  8. Today, when I read aloud at two classes, I was escorted by two upper grade students. As we were walking back to the office, I started asking them what they liked to read. I ended up making recommendations on additional books they might enjoy. I love reading aloud and I love the sense of community it builds when you share stories.

  9. It’s the best time of the day. I, too, love this time I spend with my students. I want to know more about the book notes your kids keep during read aloud. And yes, what are you reading?

  10. Pingback: Day 14 of the March SOLSC! #sol14 | TWO WRITING TEACHERS

  11. “They are in the story, living its arcs of emotions, the twists and turns of the plot.” Beautiful description. I really enjoyed how you looked at the details of a time of day that might otherwise be taken for granted.

  12. I love your line that “points are made”. As students involve themselves in the plot by careful listening as you read aloud, they are able to ponder a point to make about the reading. You have positioned yourself and them for an optimal learning experience.

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