Activity: This is a service project in which students are paired with younger students as reading buddies. It requires cooperation between teachers at different grade levels - ideally, 10-11 year olds can be paired with kindergarten or first and second graders. Students are trained by their teacher and given skills that help them understand how to interact with kids who are younger. This project should be on-going, throughout the school year if possible.
Materials needed: the video
; chart paper
; lots of appropriate grade level books that buddies can enjoy; planning between the different grade level teachers, arranging a space and 20 minutes once a week for the reading buddies program, collecting books, and setting up the buddies; a printed list of get-to-know-you questions for day #1 (provided in the video), one per mentor
Directions: Invite students to do an ongoing service project - a reading buddies program. Explain the plan: “You will be partnered with a younger student. Your younger buddy will choose two or three books that you will read together for 20 minutes. The first day will be a get-to-know-my-buddy day, followed by reading one book. We will watch a video about some questions you could talk about with your buddy. After that, you will read together with your buddy once a week. We will practice first with each other here in class. After the second session, we’ll talk about your experience along with any questions you have. After four reading sessions, we’ll switch buddies so you get to know some of the other younger kids.” Direct a practice session in which students are advised to read with enthusiasm and drama, pointing to words as they read so that the younger student can try to follow along. Tell them that they need to set a good example by having good posture, and treating their buddy kindly and respectfully. Give them some advice about affirmations they could use, such as, “I enjoy reading with you.” Help them think of questions they could ask their buddy about the book, such as, “What did you like best about the story?” Brainstorm a list of questions that will help buddies get to know each other better on the first day - record their ideas on chart paper. Tell them they can use those questions and the ones on a list they will bring with them on Day #1. Show them the “Get to Know You” video and provide them with a written list of questions on the first day to ask their buddy and answer (so the buddy gets to know them, too). Meanwhile, before each session, the teacher for the younger grade will direct the students to choose books they’d like to read with their older reading buddy. Both teachers can supervise the group of buddies as they read, and give guidance or redirection when needed. After the second session, back in the classroom, lead a discussion in which students share about their experience and ask questions.
Wrap it up: Thank them for the service they are providing to the younger students. Keep updated as to how the pairs are relating with each other, and if there are any problems, work it out. Follow up with some practice sessions that are geared toward helping students read with expression.
Related resource: https://www.youtube.com/watch?v=xJT3v6gsIXQ&t=13s
Activity: This is a service project in which students are paired with younger students as reading buddies. It requires cooperation between teachers at different grade levels - ideally, 10-11 year olds can be paired with kindergarten or first and second graders. Students are trained by their teacher and given skills that help them understand how to interact with kids who are younger. This project should be on-going, throughout the school year if possible.
Materials needed: the video
; chart paper
; lots of appropriate grade level books that buddies can enjoy; planning between the different grade level teachers, arranging a space and 20 minutes once a week for the reading buddies program, collecting books, and setting up the buddies; a printed list of get-to-know-you questions for day #1 (provided in the video), one per mentor
Directions: Invite students to do an ongoing service project - a reading buddies program. Explain the plan: “You will be partnered with a younger student. Your younger buddy will choose two or three books that you will read together for 20 minutes. The first day will be a get-to-know-my-buddy day, followed by reading one book. We will watch a video about some questions you could talk about with your buddy. After that, you will read together with your buddy once a week. We will practice first with each other here in class. After the second session, we’ll talk about your experience along with any questions you have. After four reading sessions, we’ll switch buddies so you get to know some of the other younger kids.” Direct a practice session in which students are advised to read with enthusiasm and drama, pointing to words as they read so that the younger student can try to follow along. Tell them that they need to set a good example by having good posture, and treating their buddy kindly and respectfully. Give them some advice about affirmations they could use, such as, “I enjoy reading with you.” Help them think of questions they could ask their buddy about the book, such as, “What did you like best about the story?” Brainstorm a list of questions that will help buddies get to know each other better on the first day - record their ideas on chart paper. Tell them they can use those questions and the ones on a list they will bring with them on Day #1. Show them the “Get to Know You” video and provide them with a written list of questions on the first day to ask their buddy and answer (so the buddy gets to know them, too). Meanwhile, before each session, the teacher for the younger grade will direct the students to choose books they’d like to read with their older reading buddy. Both teachers can supervise the group of buddies as they read, and give guidance or redirection when needed. After the second session, back in the classroom, lead a discussion in which students share about their experience and ask questions.
Wrap it up: Thank them for the service they are providing to the younger students. Keep updated as to how the pairs are relating with each other, and if there are any problems, work it out. Follow up with some practice sessions that are geared toward helping students read with expression.
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