The Solution to Reading Comprehension
Lessons & Units
Voice 2nd Grade Unit
Lesson 1 Author’s Voice in a Poem Identify and describe the author’s voice (feelings) in a poem using the title and textual evidence.
- Using the title and text evidence, students should identify voice in fiction books and poems during additional read aloud sessions. (See additional book list for books that have a strong voice under More Books For Teaching Voice.)
- Provide students with extra practice by having them sort sentences according to voice. Create 5–10 sentences about a topic, for example ice cream, and have students identify the sentences that reflect an author’s love of ice cream and an author’s dislike of ice cream. A sample sentence might be: There is nothing better than a cool cone on a hot day.
- During an author study, have students discuss the voice of an author throughout several books.
- Have students write book reviews that describe the author’s voice and feelings. Ensure that students directly quote textual evidence that shows the author’s feelings.
- Provide students with a readers’ theater passage and have students read the passage with the appropriate voice.
- Have students read poems or passages by different authors and use a Venn diagram to compare and contrast each work. (See Additional Activity A in Teacher and Student Materials below.)
- As students read a passage, poem, or story, work with them to chart words that describe the author’s voice.
- Have students mark parts of a book with sticky notes that strongly show the author’s voice.
- Have students write a story about a sad day, a happy day, a scared day, etc. Students can trade stories with a partner and determine the voice of their partner’s stories.
- In Shared Writing, provide students with voice or feelings about a topic and have them work together to create a story that reflects that voice.
- Tell students a story and have students determine your feelings and voice.
- Students can write a letter to their parents, a relative, their siblings, a newspaper, an author, their principal, a teacher or children in younger grades. Then partners can identify the voice in each other’s story.
- Provide students with pictures to write a story. Then have students exchange their piece of writing with a partner and have the partner describe the author’s voice. Have students discuss their feelings and voice in their stories and help them revise by adding details that support this and deleting details that do not.
- Give students a piece of writing and have them rewrite it in a different voice
- Have students write two letters on the same topic, each with a different voice.
- Students can keep a personal journal. After several weeks, have students identify the voice they used for each journal entry.
- Play different songs for students and have students listen to the songs to determine the songwriter’s voice.