On how we share these books. . . .

[Ronda]

My experience with reading "The End" to my students has me wondering--how much of a difference does how we share a story make in how that story is received. When I read "The End" to one of my classes last year, I got a lot of puzzled looks. This year, I've used it as my beginning-of-year read aloud and I've changed my approach. I editorialize based on what grade level I'm sharing it with. With my younger kids, I'm asking them things like "if you're soggy, what are you?" b/c I was finding they didn't know what it meant. I pause and ask goofy questions such as "Is it ever a good idea to tickle a dragon?" I'm finding that the book is getting a much better reception now--still some puzzled looks form a few of the students, but a lot more laughter all the way round. Same thing last year with "Chips and Salsa". Reaction to it was lukewarm until I changed my approach to reading it. Just wondering what thoughts you guys might have.

[Ann]

I think approach in reading aloud can make or break a book for the kids. I think it is a great idea to ask questions that draw the kids in and make the book more personal to them.

[Ronda]

Ann wrote: "I think approach in reading aloud can make or break a book for the kids. I think it is a great idea to ask questions that draw the kids in and make the book more personal to them. "

I started including definitions when reading aloud after reading some of the Lemony Snicket stories. He used some complicated vocabulary but always put a definition in context. Great way to build vocabulary and maybe helps with comprehension? I didn't realize how much kids are missing sometimes b/c they don't know what a word means--& they don't usually listen or read with a dictionary at the ready. :D

[Ann]

I agree. One time I was reading a book about Abraham Lincoln to the students. It mentioned storing venison. I asked the students if they ever had venison. They thought it was some type of medicine. Guess it does rhyme! :)