To recap my last post on how Pamela and I read books, we begin a reading by recalling the last one: (1) thinking about the known and asking questions about the unknown, (2) reading the title and predicting the problem, or (3) narrating the previous reading. After that, Pamela is ready to read several pages from a chapter book. Keeping in mind the zone of proximal development, we rarely read an entire chapter in one sitting.
This time I printed out sheets on setting from an ebook of graphic organizers (you can also try making your own in Word or downloaded free ones). I needed three sheets to cover the chapter: downstairs, upstairs, and outside.
When we read and narrate books, we cycle from one method to another. First, she reads half a page, closes the book, and narrates what she remembers orally (Charlotte Mason). Then, I open the book and ask her questions with the page in view to practice syntax (the association method). After that, we shift to the graphic organizer for Pamela to record her ideas. Then, we cycle back to reading the book until we make it through our goal for the day. In all activities, I encourage her with a warm, playful attitude and dialog as we figure out what needs to go on the sheet.
The following clip illustrates one day's worth of reading and narrations. I did edit as much as I could, but, since I know parents of struggling narrators (especially autistic kiddos) have asked about how you narrate with someone still learning English as a first language. The clip lasts fourteen minutes, but I did add titles throughout it to explain the method behind the madness.