After independent reading, have students record and reflect. Young readers will demonstrate their ability to summarize and respond to their reading, and a log is a fun way for them to track their progress. Make copies of this log to use again and again!
After reading informational books, have students retell what they learned using this helpful worksheet. Students will have fun counting off five facts they've learned from their nonfiction reading and then sharing their newfound knowledge with friends!
After reading informational books, have students share a summary with a partner. Then have them write out their retelling using this worksheet. Students will be masters of their topics when all is said and done!
Engage students in reading by having them share about the nonfiction books they read. This activity will get students talking, listening, and writing! They'll take turns sharing about the book they've read before writing a summary of their partner's book.
Engage students in reading by having them share about the nonfiction books they read. In this activity, students write a summary—in speech form!—of a book that they read. For added fun, have them give their speeches to a partner—or even the whole class!
As students read nonfiction books, have them keep track of the fun facts they're learning using this graphic organizer. After collecting five interesting facts in the bubbles, students can use them to write a summary of the book.
Nonfiction books are jam-packed with information, which is why it’s important to read them more than once! This worksheet encourages students to reread nonfiction, summarizing what they learned with pictures and words.
After reading nonfiction books, encourage students to share what they’ve learned by writing letters to a family member. Students will use this letter template to share the name of the book and a detailed summary of what they learned.
This passage talks all about the importance of friends, but what's the main idea? Students will first read the passage, then determine for themselves what they believe to be the main idea of the passage.