Thursday 2/4: PYP 4 and 5

Good Morning, PYP 4 and 5 Families (and welcome to everyone else too!). We’re getting the hang of this online learning, and we hope the library posts are helpful and meaningful, and fun too!

  • SPARK:
    • For The Loser’s Club Readers: Do you have a book you know as well “as your backyard,” like Alec does? Which one is it? Would you recommend it to a friend? Why? 
    • For Restart Readers: How would you feel if you’d wake up one day and can’t remember anything in your life? Like Chase said, “I’m like a computer with its hard drive wiped clean. You can reboot it and the operating system works fine. But when you look for a document or file to open, nothing’s there.” At the end of the chapter he asks himself, “What kind of person am I?” How do you think others would describe you?
  • DO: Reflect on your reading environment.
    • Look around your home. Where are the books kept? Why there?
    • Do you own any books? Did you buy them? Were they gifts? 
    • Where do you keep your favorite books? Why there?
    • How, do you think, does your reading environment affect your reading behavior?
    • Which books would you still like to read/buy/borrow? Why those?
    • Can you recommend a book to us? Use the comment section below, or use these templates: Book Recommendation Book MarksBook Recommendation
  • REASONS TO READ: “If we want students to be motivated readers, let’s look at how motivated readers read. Teachers sometimes believe that students need careful preparation to read a book or that they have to be bribed or prodded into reading. Yet some children jump right into the books, reading without the benefit of preparatory steps or the intervention of either a carrot or a whip. Two principles underlie the motivation of these eager readers: First, reading is personal, and second, reading is a natural process. […] Motivated readers read not for others but for their own purposes. They read what is important to them and know real reading is not to answer someone else’s questions or to fill out a worksheet. […] Motivated readers feel free to talk about what they read from their own point of view. They are not hesitant about passing judgement on a book.” So, please feel free to let your child choose their book to read (or for you to read to them), to share their own questions and connections about their reading, and find their way of talking about it! As the text continues, “… teachers with the best intentions can interfere with motivated readers. Often the most difficult hurdle is simply getting out of their way. Whatever an adult does that keeps the child from becoming involved with the book, is something to be avoided.”
      • Darrigan, Daniel L., Tunnell, Michael O., Jacobs, James S. Children’s Literature: Engaging Teachers and Children in Good Books. Pearson Education, 2002, pp. 412 – 413.

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