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Mr. Oliver’s Classroom Edit display name

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One of my favorite times of each school day is reading to my students out loud. It gives all students a well-earned break after learning math concepts and/or language arts skills. During this read-aloud time, my students and I discuss themes of the book being read, and these discussions are educational, fun, and engaging. Some of these discussions touch on social-emotional learning as well. Students make predictions about upcoming events in the story, ask questions about unfamiliar vocabulary, and identify examples of figurative language. In addition to reading a good story, one of the great outcomes of this daily activity is that students learn skills from the language arts core curriculum. These specific learning outcomes are what students need in light of COVID-19. The four books on my project list are titles that engage students and inspire them. I am extremely mindful when choosing literature for my class read-aloud books. I read them with passion (because they are my favorites) and see this same enthusiasm in my students as we traverse each book from beginning to end. I have read each of these four titles (Danny the Champion of the World, Because of Winn-Dixie, Walk Two Moons, and Who Was Bruce Lee?) aloud for years, but my students merely listen as I read. The focus of this project is to provide each student with books that they can use during our read-aloud sessions. This will further engagement in each book and help struggling, moderate, and advanced readers improve their fluency and comprehension skills. Once again, these learning outcomes are what students need in light of COVID-19. These books will only be used in the classroom. However, if my school transitioned to online learning, I would not hesitate to send a copy of our current read-aloud book home with each student.

About my class

One of my favorite times of each school day is reading to my students out loud. It gives all students a well-earned break after learning math concepts and/or language arts skills. During this read-aloud time, my students and I discuss themes of the book being read, and these discussions are educational, fun, and engaging. Some of these discussions touch on social-emotional learning as well. Students make predictions about upcoming events in the story, ask questions about unfamiliar vocabulary, and identify examples of figurative language. In addition to reading a good story, one of the great outcomes of this daily activity is that students learn skills from the language arts core curriculum. These specific learning outcomes are what students need in light of COVID-19. The four books on my project list are titles that engage students and inspire them. I am extremely mindful when choosing literature for my class read-aloud books. I read them with passion (because they are my favorites) and see this same enthusiasm in my students as we traverse each book from beginning to end. I have read each of these four titles (Danny the Champion of the World, Because of Winn-Dixie, Walk Two Moons, and Who Was Bruce Lee?) aloud for years, but my students merely listen as I read. The focus of this project is to provide each student with books that they can use during our read-aloud sessions. This will further engagement in each book and help struggling, moderate, and advanced readers improve their fluency and comprehension skills. Once again, these learning outcomes are what students need in light of COVID-19. These books will only be used in the classroom. However, if my school transitioned to online learning, I would not hesitate to send a copy of our current read-aloud book home with each student.

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About my class

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