Being intentional in my teaching has improved my practices and provided richer more meaningful lessons for the students. Before I read a mentor text to the class I read it myself first and think of good questions to engage the students when I read. Arias de Sanchez (2013) writes about the importance of good questions stating "because of its potential to promote comprehension and learning, questioning is one of the most influential strategies" (p. 1). I ask the students to make inferences and connections, use the question frame of a Q-chart and ask critical literacy questions (e.g., Does this text change my thinking? Who's voice is absent?). 

 

When I read a text aloud it is an engaging and active exchange of information and energy between myself and the class. A picture book will typically take a few days to read as I have transformed my practice from reading the whole book at once to pausing in the text at pivotal moments. At times we move from the text into a writing, math, or an art activity. Martin and Thacker (2009) describe "an effective writing program should support children's writing by having a variety of quality literature and also collections of words discovered while learning" (p. 35). This interruption of the text has proven to be an exciting hook for the students. In addition to connecting the book to class curriculum, pausing the story and continuing the next day provides an authentic opportunity for students to recall and retell the events thus far.

 

After we have read the book, we decide on the "big idea" of the text. I emphasize that if students can justify their thinking with evidence from the text and personal experiences, then their perspective of the author's message is valid. Martin and Thacker (2009) explain that "children discover that authors write for readers and for authentic purposes" (p. 35). Much of the excitement and fun stems from student perspectives. Discussing the big idea and discussing critical literacy questions stimulates new ideas in the class and new ideas for writing. Martin and Thacker (2009) posit "sharing and discussing literature with children during reading and writing activities helps them connect their learning to how all authors develop their stories"(p. 35). This year, the students came up with a new category titled "Art Inspiring." I have several talented artists in the class and they thoroughly enjoy and appreciate text illustrations.  As a result of the students creating a new "big idea" I posted an empty title and poster so that we have space for a potential new author's message. You may agree or disagree with how our students organized these texts, but that is positive because it means that you are critically engaging in considering the author's message.