This blog is modeling how I would complete a gradual release, "we do" shared writing with the BHH Reading Strategy. I am incorporating my own thoughts and formulating the anticipated responses of my third and fourth-grade students.
Book #1 New Kid
In the Book- This book is about Jordan. Jordan is attending a new school, away from his regular-zoned school. Jordan is telling the story of how he has to adjust to his new school environment, make friends, and learn about the school's culture. The author wants me to know that racism is still a problem in everyday life, and it isn't always apparent to other people that they are behaving in a racist way. The author also wants me to know that bullying does not solve problems.
In Your Head - The author thinks I already know going to a new school is difficult. Also, the author thinks I already know people are often treated differently depending on the color of their skin. I noticed people can be insecure or nervous about how much money they have and if people will treat them differently due to where they live. I noticed the characters in the book had their own ideas on how others were reacting or speaking to them. When the characters actually explained themselves, thoughts and actions were presented to clarify any misunderstanding or wrong connotations. I was challenged by the way the teachers spoke to Jordan and Drew. They seemed to think they were being kind to them or connecting to the boys when they were actually exhibiting or showing subtle or not apparent hints of racism.
In Your Heart- I learned that people need to become friends with different people. People who look different and live differently from me. I can learn more about a person's way of life by getting to know them and listening to their story. Knowing this will help me be a better friend and teacher.
Book #2 Ground Zero
In the Book- This book is about the events in the United States that took place on September 11, 2001. It is also about events in Afghanistan on September 11, 2019. The book is told in the third person about two kids, Brandon and Reshmina. Their two stories are weaved together and eventually intertwine or connect.
In Your Head- I was surprised a lot by this book. I was surprised Reshmina, and the people in her village had never heard about the events in the United States on September 11, 2001. I think the author thinks I already know about the planes going into the Twin Towers. I was challenged by the details, such as the elevators falling with people in them and people being up close to jet fuel. These details make sense to take place; however, I had not thought of those details until I read the story. Regarding Reshmina, the actions of her brother joining the Taliban confirmed my knowledge of how young boys were recruited to join the Taliban when they were resentful and angry at American soldiers. I noticed both main characters were brave to try to retrieve or rescue their family member.
In Your Heart- I learned that people in other parts of the world are not always aware of the life-changing events in the United States. Just because an event is essential to Americans does not mean people in other parts of the world are familiar. I also learned my heart is still sensitive to September 11, 2001. In my heart, I must remember there are wars and tragedies taking place worldwide. It is essential to learn about all cultures and work together to make the world a better place.
After making BHH connections with both books, I learned I need to return to the books, combing through them for more themes and lessons from the authors. Additionally, when reading books of this nature with my students, I need to model "think-alouds," pausing on certain pages to ask open-ended questions to engage my students' reading brains.
In my classroom, I had engaged in many oral BHH discussions, even before I was introduced to the BHH strategy. Now, more focused on the strategy, I will continue to model the process in oral discussion with my students through several pictures books or the first few chapters of a chapter book. I would then create the visual anchor chart of the book, the head, and the heart anchor chart with my students. Next, I would guide them to the questions we need to ask when reading a book, beginning with questions about "in the book. Then, referring to previously read materials, we would discuss and answer the questions. Finally, I would continue the process with the "in your head" and "in your heart" questions. This development of the BHH process is ongoing throughout the year. Once the students have modeled the concept of developing a reader's brain orally, I will incorporate sentence stems for the students to complete. Initially, we will complete these sentence stems together; then, the students will complete them with peer collaboration as a ticket out the door or journal entry. As time progresses, incorporating the BHH strategy in the "stop and jot" note-taking strategy, often practiced as a reading comprehension technique, would encourage text to self-connection and increase the application of higher-level thinking skills. Eventually, the students can create a writer's response using the questions based on the BHH strategy.
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