To Narrate or not to narrate; that is the question …

First, love the way you asked this question :). Very funny…

Second, everyone is going to tell you something different here. Some people narrate every subject, every child, every day. And truthfully, I am not sure what Charlotte’s recommendations were as far as frequency.

What works for us (and works very well!) is this:

We use narrations for our read aloud subjects (History, science, literature). Generally, I choose one child to narrate from each subject. We don’t interrupt narrations, but sometimes a child will want to add to what their sibling remembered, and we allow that as long as it is done respectfully. We discuss the readings, we add opinions, etc…that is the essence of group narrations and very valuable to learning, I think. I have also seen tremendous improvements in my children who have trouble with writing and communicating by putting their thoughts together in narration. It is really an amazing process!

The second aspect of narration (for us) is that the kids come and tell me about what they are reading independently. When they are younger (4th grade and under) this serves as a check that they are comprehending their reading. But later, it becomes a wonderful way to discuss books with your kids – and through books, the great ideas that they present. It becomes more conversational and informal. And since they are also doing written narration at this stage, that ‘loop’ of learning how to recall and develop ideas is getting completed.

That is how it works around here…NEXT!….

Servingwithjoy has excellent points.

Having read a recent post, & done a large amount of reading around on the subjct, I remembered a question I have been wanting to ask …

How do you choose what to narrate and what not to narrate?

We narrate all of our school books family and independent – Bible, history, literature, and natural science – in one way or another. We always have a family read-aloud literature book going and we don’t narrate that or free readings.

Family narrations start with one kid and move on. Don’t always go in the same order, but shake it up. Don’t allow repeats, the habit of attention is at play in listening to one another’s narrations. 

Should we narrate all that we read or just one piece each day?

We narrate it all. Narration is the act of knowing. There is a Charlotte quote that I’m too tired to look up at the moment that states something like a reading not narrated is a reading wasted.

Should we always narrate from the same text or mix it up a little; some days narrating from one text and other days narrating from another?

We narrate everything. 

How much should I be reading in Year One, before asking for a narration?

If new to narration, 1-2 sentences may be enough and slowly adding from there. Aesop’s Fables are perfect material for beginning narrations.

I am very sorry if this has already been covered in a post or article & I missed it  nmy reading … please feel free to re-direct me ;0)

Annnnnnnnnnd, GO!

That is kind of a tribute to his sense of humor ;0). BUT – I have too many know it alls around here for that to fly! We narrate youngest to oldest, and I ask for specific, detailed narration. When everyone has added on to the previous narration, and we all feel we have a good ‘picture’ of the reading, I ask for opinions/thoughts. That is the perfect time for your little ‘star’ to elaborate on the text, if he chooses. Mostly, he wants to shine. Let him – but only at the approprate time. You don’t want him to get into the habit of calling attention to himself at the expense of everyone else’s learning. This can be pointed out to him (gently). If he does not take the hint, then he can be excluded from group narrations. Have him narrate seperately until he learns to give a detailed and serious narration. Blessings with that funny one!