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Change the volume, speed, length, pitch, and quality of your words. One way to do this is to alter your voice. When reading to your students, your job is to grab and hold your listener. “Now look at me.” This always does the trick. Giggling some more, they will say good-bye. Then ask the kids to say so long to them. Prior to reading, announce, “Okay, everyone, look at your fingers and say hi.” Giggling, your students will play along. For some reason, as soon as kids sit on a reading rug, they begin examining their fingers or shoes as though they’re seeing them for the first time. Do not start until you have everyone’s attention. That’s seven thousand kids a day! I wonder: Could there be a connection between the dropout rate and the read-aloud? Would we have more students staying in school if they couldn’t wait to hear what happens in the next chapter?īefore you begin reading, scan the group and make sure that you can see every child and that they all can see you. Every year in the United States, more than a million students drop out of high school. I contend that the older children get, the more important the read-aloud should be. Then I flashed a grin and said, “But Roald Dahl is.” Studies show that the older kids get, the less their teachers read to them. “You are teaching them to write, aren’t you?” I decided to needle her a little bit. Every time I come into your room, you’re reading to your students.” She paused. Later that day, as I was standing at the copier, Barbara said, “Phil, I have to ask you something. The next week, Barbara dropped by, and once again I was reading Matilda.Ī few days after that, when she stepped into my classroom, it just so happened that I was reading the same book. The first day she popped in, I was reading Roald Dahl’s Matilda aloud to my students. Barbara stopped by regularly to check on things. This was her first principal position, and she wanted everything to be just right. When I was a young teacher, I taught a summer school class for third and fourth graders who needed support in writing. Grammar, as they say, is more caught than taught. When hearing the language spoken correctly, children begin to imitate the patterns in their own speaking and writing. They pick up phrasing, tempo, melody, timing, and rhythm-an author’s music. They take in the richness of metaphor and simile. When listening to a book, children hear perfectly chosen words and finely crafted sentences.
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When reading aloud, you are not just teaching students how to read. I’d be heartened by their faces too-bright eyes lost in a story, chins slightly elevated, upturned mouths waiting for a laugh. When I would read to my students, I liked hearing their reactions: giggles, chuckles, gasps, and hoots. Teachers and students experience a similar connection during story time as parents do when they read to their children before bedtime. It’s a time when we bond with our students.
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The read-aloud time was definitely one of my favorite parts of the school day, one of my joys of teaching. Reading aloud requires the voice of an actor, the timing of a playwright, the expressions of a mime, and the rhythm of a musician. There is something truly extraordinary that takes place between a child, a teacher, and a book. It’s here that children can sit spellbound, riveted, and enchanted. It is here that teachers, through their voices and eyes and gestures, can entrance, enthrall, and hypnotize their young audiences. And in elementary classrooms, the place where it occurs most often is on the reading rug. Done,” he asked innocently, “is the cricket book a true story?”Īs educators, we’ve all heard the words “classroom magic.” While this may sound like nothing but a fanciful phrase found on inspirational calendars and Hallmark mugs, such magic does exist. “We’re out of time.” I was just about to send the kids back to their seats when Garrett, who always sat right in front of me and wouldn’t allow anyone else to take his spot, raised his hand. When I got to the end of the chapter and closed the book, the children shouted, “No!” I glanced at my watch. After they were all settled, I began where I’d left off the day before.Īs I read, the kids smiled and laughed and fiddled with their shoelaces. Those in front sat on their bottoms, the children in back on their knees. The kids pogoed out of their chairs and raced to the reading rug. “Boys and girls, please join me on the carpet,” I announced to my third graders after picking up my copy of The Cricket in Times Square, the classic children’s book about a cricket’s adventures in New York City.
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