Tag Archives: Global Read-Aloud

Global Read-Aloud: Fish and the importance of setting

Today in my reading class, we had a special guest reader to read chapter 2 of our Global Read-Aloud book, Fish, to us. At the conclusion of the chapter we discussed 3 different levels of setting in the book: micro-setting, meso-setting, and macro-setting. We discussed how people and animals are part of setting, as well as government and geography, and even situations occurring in countries such as drought, famine and war. We realized that setting has a humongous impact on Tiger’s life and has everything to do with how the story will end up going. Attached is an image made by groups of students in class as they identified the elements of each level of setting. We would love your comments!

Levels of Setting in Fish

Fish and its connections to the real world

Today we had a discussion about how war affects people living in the countries it involves. We passed the painting with photos of refugees from the current Syrian refugee crisis. Students reflected on how a situation like this might affect the characters in the book, Fish. Below is our Padlet of our thoughts – and the thoughts of Mr. Koski’s class in Kazakhstan, one of our partner classes!

For Reading Class: Global Read-Aloud!

Hi families!

In my reading class this morning, we talked a bit about our upcoming project, the Global Read-Aloud. Set to start on October 5 and run for 6 weeks, our class will be joining nearly half a million other students around the world to read aloud a book at the same time and share our thoughts about it. Our class has voted to read aloud the book Fish by L.S. Matthews.  I am currently working on making connections with other classes for us to communicate with and learn from, and I am really excited about the potential learning opportunities that this project will provide.

Students should have taken home a letter with a bit of information about the Global Read Aloud, as well as a permission form asking for your permission for some of the technology tools (all web-based) that I hope for us to use throughout the project as a way to connect and extend our learning with the other classes reading the same book.

I have attached both of the documents below in case you need them; please have a chat with your child about the tools, possibly explore them a bit this weekend (links for most of the tools are provided on the form) if you have a chance, and return the signed form to school as soon as possible.

I will be sharing more detailed plans as they come together. Please let me know if you have any questions or concerns!

CopyofGRAHomeHandout

permissionformforGRAconnectingtools