书聪明

今年秋天早些时候，四年级阅读教室里的一幕，对于漫不经心的旁观者来说，可能看起来很混乱。 教室图书馆里的书架空无一人，几百本书堆在房间里摇摇欲坠。 Amid the disarray, fourth graders swapped and sorted books between stacks, occasionally stopping to debate a book’s correct location. 在那一刻，阅读和写作老师玛丽·芒肯贝克（Mary Munkenbeck）可能会后悔邀请她的学生重新整理教室图书馆，但这是一个临时混乱的方法。

Third and fourth grade is a critical transition point in a young reader’s development. 随着阅读变得越来越独立，以乐趣为目的的阅读明显减少。 It’s an issue that Scholastic, in recent research, termed the “decline by nine.” 在他们的2019年《儿童与家庭阅读报告》中，Scholastic发现，57%的8岁儿童每周至少有5到7天的时间为了娱乐而读书，而到9岁时，这一数字降至35%。 In her classroom, Mary’s goal is to keep her students invested, engaged, and enthusiastic about reading.

当被问及喜欢读什么书时，孩子们通常会提到最喜欢的类型，或者提到一个吸引他们注意力的系列书。 因此，按类型和系列重新组织教室图书馆是有意义的，以配合学生对书籍的看法。 重新组织图书馆可以让学生们了解这些书，并拥有这些藏书。 为了让图书馆更方便使用，学生们建议用贴纸标记属于一个系列的书，并将它们分组在透明的箱子里。 该项目还帮助班级识别图书馆中代表性不足的书籍类型。 Fourth graders spent the fall “test-driving” nonfiction books to choose the ones they wanted to add to the classroom library.

四年级的阅读课采用工作坊模式。 玛丽通常先上一节贝博体育app阅读策略的简短课来指导一天的学习，然后全班分成小组，轮流和她见面。 根据当天的情况，小组可以学习特定的阅读技巧，也可以进行引导阅读，他们可以阅读章节书，找出其中的含义，并建立联系。 One of the skills students focused on this fall was characterization and how authors communicate a character’s traits through dialogue, action, and description. In a recent class, five students discussed The Recess Queen by Alexis O’Neill and how the main character changes throughout the book. “Our discussions activate inferential thinking,” says Mary. “Each student picks something they noticed and shares supporting evidence with the group.” 当一个小组与Mary见面时，其他小组则在积极阅读，在思考泡泡中记下他们对文章的看法，或者独立阅读，完成本周的阅读任务。 

Fourth graders have book “shopping” days each week, where they can trade in finished books from the classroom library for new ones. In their book bags are two “just-right” books–one to read now and one to read next; 两本非虚构类书籍； 还有一本图画书来练习阅读策略。 “I give them choices because I want them to find what they love to read,” says Mary. 然而，她知道四年级学生很容易被一种类型所困，她在课堂上利用小组时间让学生接触不同类型的书籍。 “I try to tackle the less-loved genres in small groups to support their understanding and maybe get them excited about a different genre.” 每个学生在他们的互动笔记本上都有一个阅读耐力表，他们可以回顾过去一年，看看他们的专注阅读能力是如何提高的。

玛丽指出，不愿读书的孩子往往会选错书。 他们可能会选择一个系列，因为一个朋友喜欢它，或者试图读一本太有挑战性的书。 通过查看他们的阅读日志和每周的作业，比如书评，玛丽通常可以推断出读者和书之间是否存在不匹配，并引导他们往不同的方向发展。 玛丽在为每个阅读小组挑选书籍时为她的学生做了适当的榜样。 “I’m giving them a book I’m pretty sure they will love. They’ll be able to read it, talk about it, write about it, and it’s going to feel good.” As students build an awareness of what a “just-right” book feels like, Mary hopes that this knowledge carries over to the books students choose to read in the library and at home.