Just had to post this because my students are so amazing! My students read Chapter 7 of “El Nuevo Houdini” on their own a few days ago. They had some “key questions” that they had to make sure that they were able to answer as a self-comprehension check. They each wrote a summary sentence for the chapter, and we shared and discussed them with each other.
The next day, I read the same chapter (Chapter 7) aloud to my students while they drew a mural. Then, they shared their murals with at least five classmates using the simultaneous presentation format. They are such incredible artists! I was planning on choosing one after class and projecting it the next day for students to do a re-tell before we move on to chapter 8, but I couldn’t do it because there were just too many beautiful murals. I can’t believe that they draw better FAST than I do EVER. Sigh. Here are a few of my favorites: Chapter 7 storyboards
I received express, written consent from the publisher to share the materials that I created for this novel in this blog post. I am not compensated in any way by the author or publisher for writing this post.
More resources for teaching El nuevo Houdini
Pre-reading: Houdini Rope Escape
- El nuevo Houdini, Chapter 1
- El nuevo Houdini, Chapters 1-2
- El nuevo Houdini, Chapter 2
- El nuevo Houdini, Chapter 3
- El nuevo Houdini, Chapter 4
- El nuevo Houdini, Chapter 5
- El nuevo Houdini, Chapter 6
- El nuevo Houdini, Chapter 7
- El nuevo Houdini, Chapter 8
- El nuevo Houdini, Chapter 9
- El nuevo Houdini, Chapter 10
Using novels in class:
- How should I use novels in class?
- “Is this novel REALLY Level 1?” – Which factors contribute to text complexity?
- Traffic Light Activities to keep the reading process novel
- Use speed dating to help your students find their perfect book.
- Are my students ready to read this book?
- El Nuevo Houdini lesson plans
- Esperanza lesson plans
This sounds like heaven to me, Martina. I have noticed that when kids get deep into these novels (over half way through), they are able to do the kind of things you describe here with great ease and enthusiasm. It’s not just a question of “vocabulary” or “structures” any more. There is a kind of comprehensible momentum that grabs them as they get further into the plot, characters, and desire to know what will happen next. I have always noticed that there is a lot more front loading needed at the beginning of the books, but if I can be patient through that rather laborious and slow process, the rewards are HUGE on the other end. There is a “flow” and independence that emerges. If I let them slowly wean from me, they do—effortlessly and with great pride. Thank you for including the mural examples. It is clear that you have trained them to be specific in drawing “meaning”. I love the sneakiy way you get repeated comprehensible input–through the eyes and through the ears. their murals would not have been so good without that first reading on their own.
Beautiful comment 🙂 I feel the same way about beginning a book, and I needed that insight! We ARE at that ‘flow’ point, and my students are enjoying it much more than at the beginning…it’s less like learning and more like pleasure reading! I have learned much about teaching novels from reading your detailed posts about the activities you do each day along the way with the ones you’ve taught.
“sneakly” = He sneakly crept around the corner to hide the cake in his locker.
No, Jody, I don’t believe that is actually a word. Nice try.
“sneaky”
I think that sneakily is definitely a word. I use it all the time! So it must be.
There’s an app for the iphone called DocScan HD. It’s either free or a dollar and it works great for taking quick pictures in class. You take the picture and the app converts it into an actual pdf. Then you can save it as a picture to upload from your phone later, upload to dropbox, email a jpeg or pdf, and more!
Super useful; maybe it can help you out in the future 🙂