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Lesson Plan

Two Thumbs Up! Get Students Writing and Publishing Book Reviews

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Grades K – 3
Lesson Plan Type Unit
Estimated Time Seven 30- to 45-minute sessions
Lesson Author

Emily Manning

Emily Manning

Denton, Texas

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Designed for students in grades 2 and 3, this lesson demonstrates the process for writing book reviews and offers ideas for publishing student reviews. Students begin by evaluating book reviews written and read aloud by other children. Next, students discuss the effectiveness of, what components are included in, what they learned from, and what they might change about the book reviews. Once students have a foundation for book review components and structure, they choose a favorite book and write a review. Finally, students publish their reviews by videotaping them or posting them online.

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FEATURED RESOURCES

 

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FROM THEORY TO PRACTICE

Pardo, L.S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58, 272-280.

  • In this article, the author defines comprehension as the transaction between the reader and the text. Teachers can support readers' comprehension by teaching decoding skills, helping students build fluency, building and activating students' prior knowledge, motivating students, and engaging students in personal responses to text.

  • Teachers can help motivate students by providing authentic learning experiences. An authentic "literacy event" is one that offers students an opportunity to experience reading and writing in a situation that they might encounter in society, such as reading or writing a book review.

  • Teachers can also engage students in personal responses to text and teach students how to evaluate and critique texts so that students will grow to be critical readers and writers.

  • Another important aspect in fostering comprehension is making a connection between reading and writing. When teachers make an effort to help students see the parallel processes in reading and writing, students may begin to understand that reading and writing are meaning-making activities.

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