Have You Filled a Bucket Today?

Before winter break, we read a story called "Have You Filled a Bucket Today?"  It is a fabulous book about how each one of us carries around an invisible bucket.  In this bucket is where we keep all our good feelings about ourselves.  With our words and our actions, we can either fill each others buckets or dip each other's buckets.

After we read the story, we made our own paper buckets for our classroom.

These are no ordinary buckets!  We learned that sometimes it feels like we might be able to fill our own bucket by dipping into someone else's, but we always end up feeling like our bucket is empty after we dip someone else's.  The good news, though, is that when we fill someone else's bucket, we also fill our own!  Try it sometime.  Invite someone to join your group, do something nice for someone, or tell someone you love them.  I bet your bucket will be feeling full before you know it!

We wrote letters to each other to fill our classmate's buckets (and our own)!  

Our buckets are over-flowing!  Have you filled a bucket today?

 

Reading for Understanding

Learning how to read is tough!  But learning how to read for understanding is even harder.  In the early grades, teachers and students (and parents) work hard on phonics.  We talk about how letters make sounds that blend together to make words, teach kids how to decode tricky words, and practice word recognition.  But once students are able to read emergent texts, it's time to really start focusing on comprehension.

Every night, your first grader should be bringing home a "just right" book.  This is a text that your child should be able to read independently (or with 95%+ accuracy).  After reading, be sure to ask your child comprehension questions to ensure that your first grader is not just learning to read but is learning to read for understanding.

For level D and E books, stick to the basics.  Begin by asking your child to tell you if this story is fiction or non-fiction.  Your first grader should be able to give you at least one reason to back up the answer (e.g., animals cannot talk in real life, this is a book that gives us information).  After reading a fictional story, have your first grader retell the story (beginning, middle and end).  If your child begins to retell the story word-for-word, remind him or her to just tell the most important parts of the story.  After reading a non-fiction text, ask your first grader to tell you two facts about the topic addressed in the book.  Also try asking your child to define any new vocabulary explained in the text.

If your child is bringing home level F, G, or H books, try these question stems:
What is the author's purpose: to entertain, inform, or persuade?
What is the problem in the story?
Where do the characters live in this story?  How do you know?
Tell me two ways (character 1) and (character 2) are alike.
How might this story be different if _________?

If your child is reading level I, J, or K books, see if your first grader can answer the following types of questions:
Fiction
Why do you think (character 1) did ______?
What is the problem in this story?  How was the problem solved?  How did the characters fix the problem?
In this story, some of the characters are happy/sad/excited/etc.  What are some words from the story that help show that the character is happy/sad/excited/etc.
Fables teach lessons.  What lesson does this story help teach?
Non-fiction 
Explain how _______.  Use information from the book in your answer.
The author uses the word (use new vocabulary).  What is another word for (new vocabulary)?

If your first grader is reading levels L or above, considering asking two of the questions below.   If your student is up for a challenge, have her or him write out their answers (this is good practice)!
Fiction
At first, how does (character) feel about _____?  How does s/he feel about it later?  Use a detail from the story in your answer.
Explain why ____ is important to the story?  Would the story end differently if ______?
Do you agree with ______?  Why or why not?
This story is written from (character 1)'s perspective.  What if it was written from (character 2)'s perspective?  How would the story be different?
If you could give this book a new title, what would it be?
Non-fiction
Identify three text features (captions, headings, glossary, table of contents, etc.) in this book.  What information do they give us?
Describe the steps in ________ .
Explain the different ways __________.

Remember, reading should be fun!  Limit yourself to two comprehension questions a night.  This will build interest and confidence.