Lesson 2 :: Considering Our Reading Identities
Old Henry [Before the Read]
Lesson 2 :: Considering Our Reading Identities
Old Henry [Before the Read]
We are all different people and different readers. One
of the best things about reading communities is that
we all have individual reading identities. Therefore, we
all bring something very special to our community.
Today we are going to read a text called “Old Henry”
by Joan W. Blos. This is a story about a man named
Henry who is the kind of reader who wants to do
nothing but read! Let’s read this story and pay
attention to what we learn about Henry’s identity as a
reader and his reading history.
As we read today we are going to continue to turn and
talk with a partner. We are also doing to “stop-andjot.” Stop-and-jot means that we stop reading and
write down a quick thought about we have read. An
easy way to start a stop-and-jot is with the phrase “I
think…” or “I wonder…” We can complete the phrase
with something we think or wonder about the
characters, the setting, or other details in the text.
Every few pages, I will stop to allow us all an
opportunity to think, discuss, and write about our
reading. Watch and listen as I show you what I mean.
Lesson 2 :: Considering Our Reading Identities
Old Henry [Before the Read]
Distribute sticky notes to students and have
them place four to five on a blank page in their
Reader’s Notebook. They should put the title of
the book and the author on the top of the page.
This will help students keep their notes
organized. Use this same pattern for new readaloud texts in later lessons.
Lesson 2 :: Considering Our Reading Identities
Old Henry [During the Read]
Lesson 2 :: Considering Our Reading Identities
Old Henry [During the Read]
Read the first two pages of the book aloud.
Watch me as I continue to stop-and-jot.
I am going to stop-and-jot here because I
think that whoever this strange is, he must
be pretty brave to suddenly move into a
house that had been vacant for 7 years! I am
going to quickly not this idea down on my
sticky note and then continue reading.
Continue reading aloud until the page that
ends, “That place is a disgrace.”
Show students how you don’t write in complete
sentences, but instead try to make a brief note.
I think I would be pretty content, too, with my
books, pets, and food! Wouldn’t you? I am going
to jot this down on my sticky note as another
stop-and-jot observation. Do you notice how I am
not really concerned with making my note
perfect? I am just focusing on what I think about
the text.
Lesson 2 :: Considering Our Reading Identities
Old Henry [During the Read]
Lesson 2 :: Considering Our Reading Identities
Old Henry [During the Read]
Read the next two pages aloud and then pause.
I wonder why Henry turns down the pie and
won’t let his neighbors help him. It seems a
little rude. I will write this down, too.
I think it is funny that Henry does not care
what his neighbors think. Again, I’m going to
jot this down on a sticky note.
Continue reading until the page where Henry’s
neighbors offer to shovel his snow.
Continue reading aloud, stopping every few
pages to jot down ideas. As students grow more
comfortable with the method, encourage them
to raise their hands when they notice something
and to make a stop-and-jot suggestion
beginning with, “I think…”
Lesson 2 :: Considering Our Reading Identities
Old Henry [After the Read]
Lesson 2 :: Considering Our Reading Identities
Old Henry [After the Read]
Before you begin talking with a partner, let’s
all stop-and-jot what we think about Henry.
Support students as they respond to the idea and
move into a conversation.
Allow students time to jot.
What other ideas or thoughts did you jot down?
One thing that I am thinking is that all Henry
wants to do is read, but it seems that this
takes over everything else he has to do. His
neighbors sort of feel let down. What does
anyone else think about that?
Ask a volunteer to share a thought and, as a class,
talk as long about it as possible. Then ask for
another thought.
Now that we have thought about who Henry is as
a reader, we will spend some time thinking about
who we are as readers, as well.