Reflection: Intervention and Extension Letter IV 'You have hope and the world before you...' - Section 2: Read Aloud 'Letters IV'


The decision to have the seniors read extensive passages or chapters aloud to each other arose from a conversation I had with a struggling student. He told me that when he read the passages to himself it was hard for him to concentrate and remember what he read. However, when I read aloud to the class or when he listened to classmates read aloud it was easier to understand. I explained to him that complex literature like Frankenstein, requires more than one reading. He admitted that he hadn't really tried to read much on his own, and that he didn't think the rest of the class would either.  
I admitted to him that the first twenty pages of Frankenstein did drag and that the action would pick up more once the monster was created.  

After that conversation I started thinking about ways to keep the students on track with their reading and make sure they read the most important passages.  The chapters in Frankenstein are  not very lengthy and took about twenty minutes for the students to read to each other. The tasks that I designed after the read-alouds were meant to guide students in their comprehension and to reflect on the deeper ideas present.  The read alouds also helped those students who were reading the book independently to have another close read. 

This read aloud strategy worked well for both the advanced and struggling students. 

  Reading Aloud to Stay on Schedule
  Intervention and Extension: Reading Aloud to Stay on Schedule
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Letter IV 'You have hope and the world before you...'

Unit 6: Frankenstein
Lesson 2 of 13

Objective: SWBAT identify the characteristics of Victor Frankenstein

Big Idea: How do authors introduce their protagonists?

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