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DURING READING
The instructor:
- Opens the book and starts to read aloud, keeping the questions in
mind. Finishes the first page and then pauses to articulate what the
story is about and answer previously generated questions. (May
record answers on chart paper for visual support.)
(The
first page tells who is planning the surprise, who the
surprise is for and why the surprise is to be on a Wednesday.)
- Records new questions, as modelling (think-aloud) continues. For
example: Now I think: The girl is telling the story. I still don't
know what the surprise is, but I know that it takes time to prepare.
What do they mean "work on" ? (Writes question on
chart).
- Turns the page and looks at the picture. The illustration shows a
frosted window and a birthday cake that the little girl has etched
in the frost. (My grandmother and mother helped me make lots of
cakes for birthday surprises.) Adds question on chart paper:
What
does the cake have to do with the surprise?
- Reads the page. Checks questions to see if she has possible
answers.
- Turns the page. Examines the picture and reads its content,
generating the following questions:
What is in the
bag?
Why is grandma the only one that knows?
- Turns the page. Repeats the procedure and recaps what has been
learned so far: That Dad is away, his birthday is Saturday, and
Grandma pretends to be surprised in Sam's presence.
Why
does Grandma pretend she doesn't know there is a birthday?
- Proceeds to the next page. Examines the picture. Summarizes that:
Now we know what the work is - reading! Possible questions:
How is reading related to the surprise
- Continues orally through the book, finding answers to previously
generated questions by looking at the pictures and reading the
accompanying text to generate new questions.
AFTER READING
The instructor:
1. Has participants respond orally to the story.
Did you like the story?
Were you surprised
until the very end?
How do you feel about the surprise?
Were
all your questions answered?
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