ERIC ED336717: Kids Helping Kids Kosair Read-a-Thon: Suggestions for Teachers and Parents.

8 Pages·1991·0.27 MB·English

by  ERIC

DOaMENT RESUME
CS 010 689
ED 336 717
Crump, Claudia; Ridout, Susan Ramp
AUTHOR
Kids Helping Kids Kosair Read-a-Thon: Suggestions for
TITLE
Teachers and Parents.
PUB DATE
91
8p.; For Read-a-Thon Booklets, K-8, see ED 328
NOTE
886-895.
Guides - Classroom Use - Teaching Guides (For
PUB TYPE
Teacher) (052)
MF01/PC01 Plus Postage.
EDRS PRICE
Art Activities; Class Activities; Elementary
DESCRIPTORS
Education; Health Activities; Junior High Schools;
Learning Activities; Listening Skills; Middle
Schools; Music Activities; *Reading Instruction;
*Reading Programs; Safety Education; Social Studies;
Writing Exercises
AZSTRACT
Designed for use with a full class but adaptable for
individual cr small-group instruction, this paper presents teachers
with brief suggestions for extending the Read-a-Thon stories beyond
discussing and/or writing answers to the questions at the end of the
(1) reading
stories. Activities described in +he paper include:
activities (such as "Password" and "20 Questions"); (2) listening and
oral sharing activities (including "Tape Centers" and
"Storytellers"); (3) art, drama and music activities (such as
"Picture Sequences," "Framed Stories," and "Raps and Tunes"); (4)
writing activities (such as "Points of View," "Poems and More Poems,"
and "Word Graffiti"); (5) health and safety activities (including
"Say No" and "Futuring"); and (6) social studies activities (such as
"Location Clues" and "Stereotypes"). (RS)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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KIDS HELPING KIDS KOSAIR READ-A-THON
Suggestions for Teachers and Parents
Claudia Crump and Susan Ramp Ridout
Division of Education
Indiana University Southeast
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KIDS HELPING KIDS KOSAIR READ-A-THON
Suggestions for Teachers and Parents
Claudia Crump and Susan Ramp Ridout
Division of Education
Indiana University Southeast
The following are brief suggestions for extending the
Read-a-thon stories beyond discussing and/or writing answers
As written here,
to the questions at the end of the stories.
the activities are designed for teachers working with a full
class, but parents can easily adapt the ideas for one child
or for a small group of children.
Reading Activities:
FIND-A-MATCH--Discuss commonly known books, stories and
1.
rhymes for children and young adults which are similar in
plot of the KOSAIR stories.
some way to the characters and
related in
Search for other examples of literature that are
(Many of these
booklets.
some way to topics in the KOSAIR
will be classified as bibliotherapy).
PASSWORDSelect unusual words from the stories to be
2.
special
given as passwords to enter the room or to earn
Definitions or sentences using the words may be
privileges.
Post a cumulative list of words for frequent
required also.
reference and review.
KOSAIR
TWENTY QUESTIONS--Near the completion of the
3.
the stories,
Project, when most students have read all of
Place
write selected characters' names on slips of paper.
will draw and read
the slips in a box from which each student
determine
The rest of the class may be challenged to
a name.
questions in
who the charactel is by asking appropriate
The leader may wish to limit the
Twenty-Question style.
attention span.
number of questions to match the students'
the
THINK-ALOUD MODELThis is a technique whereby
4.
questions as
teacher (parent) orally predicts, reflects and
will
The process of modeling "Think Aloud"
he/she reads.
strategies they can
aid young readers in becoming aware of
employ to become more active as readers.
pairs
PEER READING--To encourage more reading, arrange
5.
0
from older and younaer
from among students in the class or
for a
The pairs read and discuss a story
age groups.
another pair for
designated period of time and then join
extendf.d discussion.
CC?
Listening and Oral Sharing Activit!,es:
TAPE CENTERS--As students become involved in the Read-a-
1.
thon Project, ask volunteers to read stories aloud into a
Place the tapes in a listening center with a
tape recorder.
ls able
list of questions for small group discussions.
Y
readers may be motivated to follow and listen to taped
stories.
aloud
LISTEN AND READ--Each day during the project, read
2.
STOP at an exciting
selected story.
a brief segment from a
their
point as motivation for students to finish reading on
They may become even more motivated by making
own.
predictions about the endings, by reading to confirm who can
endings
best second-guess the author and by discussing which
were more exciting than the real ones.
STORYTELLERS--Invite senior citizens to tell stories
3.
relating their experiences of long ago to some of the KOSAIR
topics.
be
ENDINGS! ENDINGS!--In small groups assign stories to
4.
Follow by having each group make up several
read orally.
different endings for each of the stories.
having students
WHO AM I?--Play "Name-My-Character" by
5.
animal-
orally share clues about mystery characters--human or
-described in the story booklets.
Art, Drama and Music Activities:
color or paint
PICTURE SEQUENCES--Ask stvAents to draw,
1.
When all have finished,
stories.
scenes from their favorite
and then in
guide them in grouping the visuals by stories
the story.
sequencing the pictures to follow events in
skills.
Captions may be added to develop concise writing
stories, ask
MONOCHROMATICS--Following the reading of the
2.
special mood-
each student to select one that has a very
COLOR-THE-STORY by
-happy, sad, exciting, mysterious--and to
MONOCHROMATIC.
using a single crayon or paint color to make a
moods.
Compare and discuss the colors used to represent
Hailstones and
Following this exercise, read Mary O'Neill's
Doubleday,
Hallibut Bones--Adventures in Color (New York:
similes.
1989) for wonderful color poems written as
ask students to
FRAMED STORIES--Using large art paper,
3.
and to draw and
fold the paper into at least three panels
each of tne STORY
color a manor event from the story on
capsule sentence.
Each frame may be captioned with a
FRAMES.
with
DESIGNER CARDS--Many of the KOSAIR stories deal
4.
Ask each
sadness, illness, death and special triumphs.
design an
student to select a favorite character and to
or congratulatory
appropriate cheer, get-well, sympathy
class
Upon presentation of each product, encourage the
card.
designer's card.
to guess which character will receive the
by
MOBILE--Initiate the construction of a story mobile
5.
The student then
giving each student six cards and a string.
selects a story and writes responses to card titles of the
"when," "where," "why" and "how" from
major "who," "what,"
The cards may be illustrated for added
the storyline.
After attaching the cayds with string in pyramid
interest.
sharing
style, the designer can suspend his/her mobile for
and review.
have strong themes.
RAPS AND TUNES--Select stories that
6.
set words
Encourage students to compose their own raps or to
from the story to familiar tunes.
MIXED-UP-CHARACTERS--Write the names of all of the
7.
booklet on slips of
characters from the completed KOSAIR
choose
Encourage students to randomly draw or to
paper.
impromptu role
character slips and then to participate in
combinations of
playing of a brief "Story Meeting" of varied
viable
Challenge the role players to act out
characters.
solutions to characters' problems.
students
STORYBOARDS--Prior to reading a story, give
8.
Present
storyboard.
instructions on the format and use of a
column labels as follows:
them with a skeleton outline with
and "Props."
"Scene," "Setting," "Characters," "Action"
fill in key words for
During the reading process, students
later use the storyboard as
each major scene in the story and
scripted play, for an impromptu
a guide for writing a
story.
rehearsal or simply for retelling the
Writing Activities:
situations from other
POINTS OF VIEW--Practice seeing
1.
re-write or tell selected
points of view by having students
points of view or from
stories from different characters'
personal views.
children in creating a
LANGUAGE EXPERIENCE--Involve young
2.
favorite story read aloud by
language experience story from a
words as
Write the story in the children's own
the teacher.
As an extension
overview.
they retell it or simply give an
involve children in
of this writina and thinking process,
for the new version.
composing a list of questions
PATIENT PEN PALSPlan a visit to a hospital or nursing
3.
(Kosair Children's Hospital has wonderful tours for
home.
During the hospital or home visit, investigate
children.)
possibilities for "adopting" several patients who would like
Set up individual or writing
to be pen pals with the class.
teams from the class who will continue to correspond even
when no responaes come from the adopted patient.
POEMS AND MORE POEMS--Write and illustrate poems based
4.
Use unusual poem formats
upon themes from booklet stories.
such as diamonte (diamond-shaped) which well suits many of
1st line--one word
the contrasts found in the stories:
title; 2nd line--2 adjectives describing title; 3rd line--3
action or "ing" words; 4th line--2 nouns renaming the title
and 2 nouns which are opposite the title; 5th line--3
opposite-type "ing" words; 6th line--2 adjectives which
describe the opposite-meaning title on the 7th line.
FIRST-CLASS-AUTHORS--The KOSAIR stories were written by
5.
real teachers and students about personal experiences.
Engage students in writing their own stories for other
The writing experience can be made
classes in the school.
critique the
very effective by having editing partners
stories prior to the public sharing.
PRETEND JOURNALS--Ask students to pretend they are
6.
They then create
selected characters from the stories.
journal entries for one week that describe the characters'
feelings and actions.
THE SHORT AND LONG OF IT--Select sentences from a story.
7.
Ask pupils to combine and/or expand the sentences in as many
Individual words or short phrases printed
ways as possible.
make the task more
on separate slips of paper may
imaginative and certainly more manipulative.
DRIED-OUT STORIES--Have students eliminate unnecessary
8.
When it is to the bare
words and details from a story.
bones, pretend that the story is to become a newspaper
using who,
article in a limited space. Rewrite the story
guides.
what, when and where questions as writing
selected
TELEGRAM--Ask students to write telegrams for
9.
concise
The telegrams must communicate in very
stories.
Remind students that
language the main ideas of the stories.
each word costs money!
for causes of events
10. CAUSE-EFFECT CHAINS--Search stories
Write and ilustrate to
and feelings and effects of each.
three-
visually link cause to effect though drawings or
Infer causes and/or effects
dimensional chain sculptures.
which probably
which were not described in the stories but
students can make
Compare products to see which
happened.
the longest continuous cause-effect-cause chains.
11. WORD GRAFFITIPlace a large sheet of paper on a blank
Label
wall and section it off into blocks or categories.
each with a category under which words can be classified.
Examples might be "Color Words," "Mood Words," "Action
As students read the KOSAIR stories, invite
Words", etc.
Later use the graffiti wall to match
them to list key words.
words to stories and to write additional stories.
Health and Safety Activities:
might have had different
SAY NO--Identify stories which
1.
Rewrite the
endings if the characters had said, "No!"
how
Discuss why it is hard to say "No" at times and
endings.
one can make "No" decisions stick.
relate to
HAZARD PLANS--Many of the KOSAIR stories
2.
Identify these stories
emergencies, accidents and hazards.
Instruct each student
and map out preventive plans for each.
situations.
to adapt and adopt a plan for personal
As
FUTURING--Extend some of the stories into the future.
3.
stories, consider what the future
a result of actions in the
changed for given
is most likely to be and how it might be
characters.
illnesses'found
RESEARCH--Identify unusual die:hisses and
4.
Assign topics for research and sharing.
in the stories.
the two
SOLUTIONS--Use some of the discussions from
5.
and
preceding activities to predict needed solutions
Discuss
inventions and a timeframe for the developments.
explore
positive and negative effects of each and then
class members
the possibility of future contributions of
based on current talents and traits.
Social Studies Activities:
is not
LOCATION CLUES--If the exact setting of a story
1.
will
identified, guide students in searching for clues that
Clues might include
limit the location to regional areas.
"Vegetation,"
details of "Clothing," "Climate," "Shelter,"
etc.
searching for
WHAT TIME IS I'llChallenge students in
2.
in time or age
clues which will place stories and characters
"Future," or
periods--"Long Ago," "My Life Time," "Now,"
Adult," etc.
"Babies," "My Age," "Teenager," "Adult," "Older
the
STEREOTYPES--Conduct a role search throughout
3.
helpers.
Look for role types such as community
stories.
nontraditional roles and
Determine if they are traditional or
stories follow expected
if the performances presented in the
patterns.
On the roots
DECISION TREES--Draw an outline of a tree.
4.
At the top
identify a problem faced by a story character(s).
of the tree, write the desired solution or achievement goal.
On branches drawn between, brainstorm all possible
From
alternative actions, followed by consequences of each.
the alternatives and consequences, discuss and select the
Compare with the
best branch for reaching the desired goal.
story as written.
WHAT IF/THEN--Discuss key actions and results of events
5.
Change the context of the stories hy
from selecte4 stories.
." questions throughout
then
posing, "But what if
. .
,
.
. .
the stories to emphasize cause-effect relations.
Crump.H: Kosair.Tea.Sug