Teaching Reading Through Differentiated Instruction With Leveled Graphic Organizers

TEACHING READING THROUGH
DIFFERENTIATED INSTRUCTION
WITH LEVELED GRAPHIC
ORGANIZERS
Nancy L.Witherell and Mary C. McMackin
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
Teaching Reading Through Differentiated Instruction With Leveled Graphic Organizers © Witherell & McMackin, Scholastic Teaching Resources
To our parents Anthony and Bertha Kopcych
and Tom and Helen Carew, with love.
We would like to thank all the classroom teachers who took the time
to try out the activities in this book. Their feedback, insights, and
encouragement were invaluable.
Susan Bergstrand, grade 4
Gayle Bradbury, grade 8
Helen Collis, grade 6
Jaime Daley-Reid, grade 6
Grace Nagle, grades 7 and 8
Kristina Pontes, Reading Specialist
Dr. Sandra Robinson, Literacy Coordinator
Debbie Soares, grade 4
Rayna Tulysewski, grade 4
Ronnie Zusman, grades 3 and 4
We would like to send a special thank you to our editor, Sarah Longhi
of Scholastic Professional Books, for all her help and guidance
throughout this process. We could not end these acknowledgments
without thanking “the cheerleaders,” our husbands and children.
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.
No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission of the publisher. For information regarding permission, write to
Scholastic Inc., 557 Broadway, New York, NY 10012.
Cover design by Maria Lilja

Interior design by Sydney Wright
ISBN: 0-439-79554-0
Copyright © 2005 by Nancy L. Witherell and Mary C. McMackin
All rights reserved. Printed in the U.S.A.
Originally published as Graphic Organizers and Activities for Differentiated Instruction in Reading
© copyright 2002 by Nancy L. Witherell and Mary C. McMackin.
1 2 3 4 5 6 7 8 9 10 40 10 09 08 07 06 05
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Personal Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Think Abouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Story Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Character Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Character Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Problem and Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Journal Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
Introduction
What Is Differentiated example, if your intended outcome is to
Instruction? have students identify the perspective
Differentiated instruction is not only a of characters on a particular event or
way of teaching, but an educational situation, you would match students
philosophy. It is the desire to meet with the leveled response that they can
the needs of all students, regardless complete successfully—and in the end,
of where they fall on the skills all students would come away from the
spectrum. Carol Ann Tomlinson, in experience understanding the concept
The Differentiated Classroom: Responding of character perspective.
to the Needs of All Learners (1999), Differentiation also requires flexibility.
gives clear explanations and insights Once a student successfully completes
into understanding differentiated the lowest-complexity task, he or she
instruction, detailing a new approach may be assigned the next level so the
for designing lessons, helping educators learner is continually being challenged.
understand how to obtain optimal suc- What is important to keep in mind is
cess for all learners. that, regardless of the level, the lesson’s
How Do Teachers Differentiate objective does not change. This consis-
Instruction? tency allows students to build skills and
confidence for success at higher-level
When you differentiate instruction, you
activities.
choose to modify either the content,
process, or product for individual
learners while teaching all students A bout T his B ook
the same skill or concept. This ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
modification may make the task simpler Teaching Reading Through Differentiated
for the students who need more support Instruction With Leveled Graphic
or more difficult for students who Organizers gives teachers practical
need to be challenged—it all depends approaches for differentiating reading
on individual students and their needs. instruction by what students produce—
When you differentiate instruction the organizers and activity pages that
through product, as in this book of follow. In these tiered response activities,
leveled activity pages, you assign the expected outcome always remains
students material or information on an the same. For example, the skill outcome
appropriate instructional level. For for all Story Maps activities is for students
to recall information from the story students to better understand and
and label story elements, including complete the activity. You’ll find
characters, setting, problem, and teaching tips under the Model Lesson
solution. section of each chapter and further
teaching tips under the description of
The three activity pages gradually
each organizer.
increase in difficulty. The introductory
level asks students to come up with the ❁ Leveled Responses
title, main characters, setting, problem, Some teachers modeled the introduc-
and solution. The intermediate level tory level organizer in a large-group
requires students to give more details mini-lesson and then assigned the
in the description of the setting and to three organizers according to the
list all attempts to solve the problem. needs of each student. Assessment
Finally, in the challenging level, was instantaneous. Teachers recog-
students must categorize characters nized immediately when a task was
as major or minor, state effects of the too easy or too difficult, and had the
setting, and describe both primary students try a different level or made
and secondary problems, attempts to a note to assign them the more
accomplish goals, and the solution. appropriate level when they reviewed
Each level is purposely designed to that skill.
require more of the reader than the last,
How the leveled responses were
so that each assignment is increasingly
assigned depended on individual
challenging.
teaching styles. For example, some
teachers approached the assignments
H ow to U se T his B ook in the same way they assigned
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
leveled books in guided reading;
The diverse group of grades 4–8 they explained to their students that
teachers who tested these organizers every reader is different and requires
all took different approaches; they used a different challenge. If students
the graphic organizers for leveled were uncomfortable—or too
responses, as an avenue for scaffolding, comfortable—with the activity, the
and for individual projects. How you teacher would encourage them to
decide to use these graphic organizers try a different level. These teachers
will depend on your students’ needs, emphasized individual challenge and
your academic goals, and your teaching flexibility. They made sure no student
style. Keep in mind that by modeling was “trapped” on a particular level.
the target skill prior to assigning the
graphic organizers, you help prepare
❁ Scaffolding for Success choices, teachers selected graphic
Grace Nagle, a seventh-grade teacher, organizers that were compatible with
used the graphic organizers for the book each student was reading
scaffolding students’ learning. When and the skills that each student
she began to use tiered responses needed help with.
for character analysis (page 38), No matter how the teachers decided
her students noticed the different to use the graphic organizers, one
assignments and questioned why point became clear: There must be a
they couldn’t do those activities they match between the graphic organizer
hadn’t been assigned. A master and the book. If the book contains
teacher, Grace explained they were many time and place descriptions,
welcome to try a different response. you might select the Setting or
Some students deepened their Details activities. If the book’s theme
exploration of a character by is important to today’s lifestyles, the
completing the character analysis Personal Connections activities may
organizers at all three levels for the be most appropriate.
same character. Although some of
Final Thoughts
their answers remained the same at
each level, their confidence and There is no doubt that meeting the
knowledge grew as they completed needs of all students does take time,
each organizer. Eventually, as stu- effort, and commitment. The tiered
dents become more adept at the activities in this book are designed to
focused skill, the lower-level tasks no help simplify this task. Each of our
longer need to be offered. In this way, graphic organizers has been used
a group of students might move successfully and enthusiastically in
through each level to master the classrooms. The lessons are written in
target skill. first person to provide you with a clear
model of how skills can be presented
❁ Individual Projects to students, and each chapter begins
Teachers also used these graphic with an explanation of how to use each
organizers as part of their end-of- activity or graphic organizer to offer the
book project or as independent appropriate challenge for every student.
reading assignments. Some teachers
selected a particular set of organizers
for the final project, and a few
required that students complete more
than one level for a given skill. When
students were reading individual
Personal Connections
Skill: Establish relevant connections between the text and one’s schema
About Personal Connections h Read aloud from an engaging,

Personal connections are links that short passage. I select a paragraph
readers make between the information about otters from Island of the Blue
presented in the text and their own Dolphins with which I feel comfortable
experiences and other relevant back- making connections both through
ground knowledge (schema). In the direct experiences and background
graphic organizers for this chapter, the knowledge:
phrase “my own experiences” refers to The sea otter, when it is swimming,
what has happened personally to the looks like a seal, but is really very
reader, while “other connections” refers different. It has a shorter nose than a
to stories, events, or facts that the reader seal, small webbed feet instead of
has not experienced directly, but has flippers, and fur that is thicker and
heard or read about. much more beautiful. It is also different
in other ways.The otter likes to lie on
A schema is a well-organized, mental its back in the kelp beds, floating up
network of a reader’s prior experiences and down to the motion of the waves,
and background knowledge. This network sunning itself or sleeping.They are the
helps readers connect new ideas to what most playful animals in the sea. It was
already exists in their memories. these creatures that the Aleuts hunted
for their pelts. (page 15)
Why Is This Skill Important? h Draw connections between the text

and direct experiences. I explain
Making personal connections helps
that when I read I stay engaged and
readers relate to events, characters,
learn more by making connections
themes, and other story elements,
between what the author writes and
which deepens their comprehension
my own experiences. I think out loud,
and investment in the text.
“O’Dell’s description of the way the
sea otters look and behave reminds
me of a time when I visited an
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ aquarium and watched sea otters at
Model Lesson: Making personal con- play.” I go on to describe how I,
nections with Island of the Blue Dolphins like the author, am keyed into the
by Scott O’Dell (Dell, 1960) differences between sea otters and
seals and share with students Danny
Name _______________________________________________________________ March 29
Date _______________________________
what I know about how they Making Personal Connections

look and how they act and Where the Red Fern Grows by Wilson Rawls Page number/section ______________________
Book title _____________________________________________________ Chapter 3
communicate. I explain that I What’s being explained or described in this part?
can connect the information Chapter 3: Billy tries to earn money to buy his two dogs
in the book directly to experi- Chapter 16: Billy trains his dogs
Introductory
ences I’ve had. What kinds of memories, feelings, and ideas did you have when you read this passage?
Did this passage remind you of something you’ve heard or read about or watched on TV?
Connections to my own experiences Connections to other sources (movies, books, other people)
h Draw connections between 1

I had to earn money babysitting
1
In Shiloh, Marty has to earn
money to pay for his dog, too.
to buy my hamster.
the text and background
knowledge. I point out that 2
I taught my hamster to turn
2
My best friend trained his dog
to stand on his hind legs by
around in tight places.
the last line about the otters feeding him treats.
being hunted for their pelts Name _______________________________________________________________ Date _______________________________
reminds me of a newspaper
Connections and Reflections
article I read recently about
Book title ________________________________________________ Page number/section ___________________
how minks are being raised What’s being explained or described in this part?
and then killed for their fur.

This makes me wonder: Is this List meaningful links you are making to this passage.
Check the appropriate box to show whether each
Own Other
How do these connections
help you understand
connection is based on your own experiences or
similar to what is happening based on what you learned from other sources.
Connections
Experience Sources this passage more fully?
to the otters? Did the Aleuts

Intermediate
hunt the otter as a way of life?
Was the killing necessary or
only for profit? I’m making
connections to other sources Name ________________________________________ Date ___________________
rather than to my direct What’s the Message?

experiences. I explain that Book title __________________________________________ Page number/section ______
making connections gets me What’s being explained or described in this part?
more involved with what

I’m reading, and when I Describe meaningful connections you make with A simile is a comparison between two unlikely items,
linking them with like or as. For example, if you make
characters, objects, places, ideas, and emotions in
make connections I enjoy my the passage. Use the connections you make
below to write your own similes.
a connection with a character’s feelings, you might
say, “After she yelled at Maniac, Amanda Beale felt
like an already chewed piece of bubble gum.”
reading, understand it better, Connection 1

Connections to my own experiences Super Similes
and want to learn more. This connection helps me understand . . .
h Help students make per- Connection 2
sonal connections on their This connection helps me understand . . .

Challenging
own. I invite students to pick Connections to other sources (movies, books, other people)
Connection 3
a section of a book or article This connection helps me understand . . .
we’re reading as a class that

they feel they can connect 12
Pick a connection you listed above. Connection # ____. What does it make you
want to learn more about? Write your answer on the back of this page.
with. I ask individual students

8
to share a connection they’ve made Graphic Organizers:
and then ask the rest of the class Introductory Level: Making Personal
whether that connection links the Connections (page 10)
reader’s direct experience to the
passage (like my visit to the Tip: If students are having problems
aquarium), or whether it links getting an idea from “other sources,” let
experiences that go beyond the them interview another student to get
reader’s direct experience (like my relevant information. This student
reading about the mink being raised becomes the other source.
for their fur). Intermediate Level: Connections and
h When students can make personal Reflections (page 11)
connections and distinguish Challenging Level: What’s the Message?
between direct experiences and (page 12)
information they have from other
sources, match them with the Tip: Make sure students understand
appropriate tiered activities. what a simile is before completing the
activity. I point out that a simile is a type
of connection authors make between
ideas. (See chapter on figurative language
U SING T IERED A CTIVITIES
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ for more information on similes.)
Readers will: ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
❁ Briefly summarize the passage. [All] Books Worth Using:

❁ Make connections to their own Yellow Bird and Me by Joyce Hansen
experiences and background (Clarion Books, 1986)
knowledge. [All] The Midnight Horse by Sid Fleischman
❁ Reflect on how these connections (William Morrow & Co., 1990)
help them to understand the text. Encounter by Jane Yolen (Harcourt, Brace
[Intermediate and Challenging] & Co., 1992) Picture book
❁ Create a simile that shows the
connection between a character,
place, or thing in the book and a
dissimilar, but appropriate, person,
place, or thing. [Challenging]
10
Name _______________________________________________________________ Date _______________________________
Making Personal Connections

Book title _____________________________________________________ Page number/section ______________________
What’s being explained or described in this part?
What kinds of memories, feelings, and ideas did you have when you read this passage?
Did this passage remind you of something you’ve heard or read about or watched on TV?
Connections to my own experiences Connections to other sources (movies, books, other people)
1 1
2 2
Name _______________________________________________________________ Date _______________________________
Connections and Reflections

Book title ________________________________________________ Page number/section ___________________
List meaningful links you are making to this passage.

Check the appropriate box to show whether each How do these connections
connection is based on your own experiences or Own Other help you understand
Experience Sources this passage more fully?
based on what you learned from other sources.
Connections
11
Name ________________________________________ Date ___________________
What’s the Message?

Book title __________________________________________ Page number/section ______
Describe meaningful connections you make with A simile is a comparison between two unlikely items,
linking them with like or as. For example, if you make
characters, objects, places, ideas, and emotions in a connection with a character’s feelings, you might
the passage. Use the connections you make say, “After she yelled at Maniac, Amanda Beale felt
like an already chewed piece of bubble gum.”
below to write your own similes.
Connections to my own experiences Super Similes

Connection 1
This connection helps me understand . . .
Connection 2
Connections to other sources (movies, books, other people)

Connection 3
Pick a connection you listed above. Connection # ____. What does it make you
want to learn more about? Write your answer on the back of this page.
12
Think Abouts
Skill: Use strategies to self-monitor reading comprehension.
About Think Abouts h Select a short passage to model

Good readers use a variety of monitoring several think-about strategies you
strategies to comprehend texts. These use to better understand the text.
strategies include, but are not limited to, In these introductory paragraphs, Taylor
prediction, explanation, elaboration, visu- describes a scene in which children are
alization, asking questions, and drawing walking to school. The youngest is
conclusions. Less accomplished readers about to make them late. She writes:
may not realize that these strategies exist, “Little Man, would you come on? You keep
while others may be aware of them but it up and you’re gonna make us late.”
may not be able to apply them. Teachers My youngest brother paid no attention to
and students may use think abouts as a me. Grasping more firmly his newspaper-
way to share the thought processes they wrapped notebook and his tin-can lunch
use to construct meaning from print. of cornbread and oil sausages, he
Students can “see” exactly what strategies continued to concentrate on the dusty
to use while reading. road. He lagged several feet behind my
other brothers, Stacey and Christopher-
Why Is This Skill Important? John, and me, attempting to keep the
When students can explain their thinking, rusty Mississippi dust from swelling with
we gain a clearer picture of what goes each step and drifting back upon his shiny
on in their minds as they comprehend a black shoes and the cuffs of his corduroy
story. Teachers can assess whether the pants by lifting each foot high before
student is misinterpreting or confusing setting it gently down again. (page 1)
issues in the story as they do think abouts. h Think aloud about the strategies
More important, this also helps students you used and note the places in the
see their own confusion as they discuss passage where you stopped to
their thoughts with others. reflect. Although there are a number of
strategies that can be used to construct
meaning, I use this passage to focus on
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
prediction, personal connections, and
asking questions.
Model Lesson: Using think-about
strategies with Roll of Thunder, Hear My Cry First, I predict, saying, “I wonder if the
by Mildred D. Taylor (Bantam Books, child telling this story is afraid that she
1976) (or he) will be late for school again. The
13
author gave me some pieces of impor- Name ___________________________________________ Date ___________________
tant information that led me to this pre- Think Abouts

diction. She let me know that Little Book title __________________________________________________________________
1. Stop at page ______ , paragraph ______.
Man was holding a notebook and lunch What I’m thinking about . . .
The text told me . . .
box, and that all the children were

headed for the same place. It must be Introductory
morning (before lunch), so I think they
2. Stop at page ______, paragraph ______.
are all on their way to school. When The text told me . . .
What I’m thinking about . . .
good readers make a prediction, they
often want to go back and check the Salena
Name ___________________________________________ Jan. 10
Date ___________________
evidence once they’ve read on to con-

Think-About Strategies
firm or change their original prediction.” 3. Stop at page ______, paragraph ______.
Number the StarsThe by Lois Lowry

Book title _________________________________________________________________
text told me . . .
I encourage students to put a stick-on What I’m thinking Stop
aboutat. .three
. points in the passage you’re reading. In each cloud, write what you are thinking
about each time you stop. In each book, list information from the text that sparked this idea.
In each box, identify the strategy you used as you were thinking about the text.
note by the passage and record their What I’m thinking about . . .
1
1. Page ______ 3
, paragraph ______
predictions. 16
I think I’m like this character.
She likes to race and challenge
Information from the text . . .
Annemarie says “I know I’m going
to win the girls’ race” because
her friends.
she practiced every day. She
I can also use this passage to connect This is a:
Prediction Explanation
✔Connection Question
wants to race Ellen to the corner
Other __________________
what I’m reading to an experience I’ve had 2

2. Page ______ 5
, paragraph ______
by saying, “I know exactly how the nar- What I’m thinking about . . .
There’s something scary
going on with soldiers in a The German soldier yells “Halte”

rator of this story feels. I used to have a friendly neighborhood. and stops the girls from racing.
Annemarie’s heart skips a beat.
This is a:
friend, Tessa, who lived near me when I Intermediate Prediction

Connection
✔Explanation
Question
Other __________________
was a young girl. No matter where we What I’m thinking about . . .

5
3. Page ______ 7
, paragraph ______
were going, Tessa made us late. I bet Something awful might happen—
I think the soldiers will start to
Annemarie and Ellen say they’re
scared and try to avoid all the
the narrator is getting frustrated with make their lives more difficult.
This is a:
soldiers who are occupying the
streets of Copenhagen.
✔Prediction Explanation
Little Man, just as I used to get irritated Connection Question

Other __________________
17
Name ________________________________________ Date ___________________
with Tessa. When I make connections

like that to my memories and experi- Self Talk
ences, I feel more involved in and care
When you stop to think about what you’re reading, it helps you understand and remember
the text. As you read, find places where you stop to use these strategies.
Book title _______________
a lot more about what I’m reading.” ?

a Question
?
_______________________
Make a
Connection to
Ask Your Experience
Page ____ Paragraph ____
Finally, I ask questions while reading by What question do you want answered? How does this part remind you of an
experience you’ve had or something
you’ve heard or read about?
saying “I wonder why Little Man is so
dressed up? Are the other children How will answering this question help
you understand the story better? How does your connection help you
dressed up, too? None of them seems to understand the story better?
be worried about staying clean.” I ask Challenging

students how questioning what’s going
Make a Prediction
on can help them as readers. They real- Page ____ Paragraph ____ What do you predict might happen?
ize that a question can help a reader get

focused to find important information
What in the story made you predict that?
and clear up confusion—in this case,

18
14
about the personalities of the characters Graphic Organizers:
and their behavior in this setting. Introductory Level: Think Abouts
h Model different types of think-about (page 16)
strategies frequently and provide Tip: Help students show where they
lots of opportunities for students to might stop and think by assigning a page
practice these strategies.* Encourage number and paragraph at which to
students to be aware of the strategies respond. Students can compare their
they are using by recording their responses in small groups. Guide students
thoughts on stick-on notes or in a toward the intermediate level by having
journal and frequently discussing them name the type of strategy they used.
strategies with you and with their peers. Intermediate Level: Think-About
h When students can show their Strategies (page 17)
thinking about their reading by Tip: In their books or passages, students
making predictions, drawing might mark “thinking spots” with different
personal connections, explaining to colored stick-on notes to show what kind
clarify, and asking questions, match of think-about strategy they used at a
them with the appropriate tiered particular point.
activities.
Challenging Level: Self Talk (page 18)
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Tip: The questions in each shape are
designed to help students think critically
Readers will: about how and why they are using each
❁ Identify what they are thinking about strategy.
the text during reading and show evi-
dence from the text to support this
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
thinking. [All] Books Worth Using:

Homesick, My Own Story by Jean Fritz (GP
❁ Predict, make connections, or ask Putnam, 1982)
questions while reading. [All]
Out of the Dust by Karen Hesse
❁ Name the strategy they used when (Scholastic,1997)
thinking about the text. [Intermediate]
Train to Somewhere by Eve Bunting (Clarion
❁ Reflect on how the strategy helped Books, 1996) Picture book
them better understand the story.
[Challenging] * Note: You may need to spend time exploring each of these
strategies separately. Roger Farr (http://www.rogerfarr.com),
the creator of “think-alongs,” stresses modeling each
component. Students should be encouraged to support
their thinking with evidence from the text.
15
Name ___________________________________________ Date ___________________
Think Abouts
Book title __________________________________________________________________
1. Stop at page ______ , paragraph ______.



16
Name ___________________________________________ Date ___________________
Think-About Strategies
Book title _________________________________________________________________
Stop at three points in the passage you’re reading. In each cloud, write what you are thinking
about each time you stop. In each book, list information from the text that sparked this idea.
In each box, identify the strategy you used as you were thinking about the text.
1. Page ______ , paragraph ______

This is a:
Connection Question
Other __________________
2. Page ______ , paragraph ______

This is a:
Connection Question
Other __________________
3. Page ______ , paragraph ______

This is a:
Connection Question
Other __________________ 17
Name ________________________________________ Date ___________________
Self Talk
When you stop to think about what you’re reading, it helps you understand and remember
the text. As you read, find places where you stop to use these strategies.
Book title ______________________
? ? ______________________
Make a
a Question Connection to
Ask Your Experience
What question do you want answered? How does this part remind you of an
experience you’ve had or something
you’ve heard or read about?
How will answering this question help

you understand the story better? How does your connection help you
understand the story better?
Make a Prediction
Page ____ Paragraph ____ What do you predict might happen?
What in the story made you predict that?
18
Visualization
Skill: Create a mental picture of events, characters, and settings while reading to clarify elements of the book.
About Visualization six-year-old black boy, for having

Visualization enables readers to interact hands “so dirty that seeds could be
with the text by making a picture of planted” on him. Little Man defends
what is happening as they read. As read- himself, saying, “They ain’t dirty.
ers become more adept at visualizing, They clean.” Then a white customer
they use images to infer, interpret, and says, “Best chop them hands off,
recall the text. Dew. They that filthy!” (page 14)
Little Man’s siblings try to comfort
Why Is This Skill Important? him. Taylor writes: “But after a few
When students can create mental pic- moments he did a strange thing. He
tures of their reading experience, they reached down and placed his hand
tap into background knowledge and flat to the dirt. He looked at his
personal experiences, building a strong hand, looked at the dirt, then drew
reference bank for better understanding back again.” (page 21)
as they continue to read.
h Talk students through picturing
the scene by “making a movie” in
their minds. I guide students with
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
cues such as: “Close your eyes.
Now see the children walking into
Model Lesson: Visualizing a scene the old-fashioned store. Picture the
in The Friendship by Mildred D. Taylor counter and the candy jars. What
(Dial Books, 1987) else do you see? hear? feel? Now see
h Choose a passage that invites them leaving the store. Watch Little
students to picture the action, Man comparing his hands to the dirt.
characters, and/or setting. I What do you see? hear? feel?” The
use the short chapter book The author emphasizes that Little Man
Friendship to show students how was terribly upset by the racist words
I picture a scene. Taylor’s book and actions of the white storekeeper.
portrays the lives of young blacks I assess whether or not my students
in 1933 and provides images and can “see” Little Man’s fright, hurt,
situations of a not-distant segregated and confusion, as they infer what he
past. In the book, a white storekeeper cannot articulate.
berates and upsets Little Man, a
19
h Once students are comfortable B. J.
Name ___________________________________________ Dec. 14
Date ___________________
with guided imagery, and they Scene Sketcher

are able to describe what they Fill in the graphic organizer with the senses and emotions you pictured from the reading.
Note: If there is no information in the story about one of the senses, leave it blank.
“see” as they read, match the Things you can touch or feel
Things —beat of the salsa Things
appropriate tiered activity to you see
—brown paper
music
—warm hug
you hear
—dominoes clicking
package —laughter and chatter
each student. —red fabric diary
with daisies
—telephone
Salsa Stories
Book title _________________
“New Year’s Day” by Lulu Delacre
________________________________ Things
you can smell
Things you 1—7
Pages or chapter _______
can taste
—scent of garlic
—sofrito sauce

Emotions in
—cinnamon the story
—velvety natilla
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
cream
—excitement and joy
Introductory
Readers will: Using ideas from your organizer, draw what you visualize happening at this point in
the book.
❁ Sketch their mental image of a Name ___________________________________________ Date ___________________
scene and write an accompanying

Picture Perfect
explanation. [All] Book page or title___________________________________________________________
In the box below, draw what you visualize happening at this point in the book.
❁ Interact with the text through their 22
interpretation of a story scene. [All]

❁ Use a graphic organizer with five Intermediate
senses to help visualize details.
[Introductory] Write two to three sentences about what is happening in your picture. Describe any
important action or setting details. Explain how the characters are feeling.
❁ Use ideas from the graphic _________________________________________________________________________

_________________________________________________________________________
organizer and the picture to _________________________________________________________________________

Before you read on . . . draw a picture of an event or situation you “see” happening next as
you visualize the story.
summarize the scene.
C o m in
g A ttr a c ti o n
[Introductory]
Name ________________________________________ Date ___________________
❁ Visualize and predict by drawing

what will happen next. Making Movies!
23
Book title or passage ________________________________________________________
[Intermediate] Make a “movie” in your mind as you read! Think about six important parts of the book. In
each movie clip, sketch the scene that shows that important part. Remember details that
you see, feel, taste, and hear. Write a short title for each scene on the top of the clip.
___________________________________ ___________________________________
❁ Use drawings of consecutive story
scenes as a rehearsal for summary
writing. [Challenging]
Graphic Organizers:
___________________________________ ___________________________________
Introductory Level: Scene Sketcher Challenging

(page 22)
___________________________________ ___________________________________
Tip: Students may not be able to
complete the entire organizer as their
reading may not contain descriptions
that feature every one of the senses. 24
Use your sketches to help you write a summary of the story on the back of this page.
20
Intermediate Level: Picture Perfect
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
(page 23) Books Worth Using:

Joey Moses by Susan Duncan
Tip:The banner at the bottom of the (Storytellers, Inc., 1997)
page asks students to make a visual
prediction. Have students working Park’s Quest by Katherine Paterson
with this organizer select a point at (Puffin Books, 1988)
which they’ve just stopped in their Nettie’s Trip South by Ann Warren Turner
book to make a true prediction. (Macmillan Publishing Co., 1987) Picture
book
Challenging Level: Making Movies!
(page 24)
21
Name ___________________________________________ Date ___________________
Scene Sketcher
Fill in the graphic organizer with the senses and emotions you pictured from the reading.
Note: If there is no information in the story about one of the senses, leave it blank.
Things you can touch or feel

Things Things
you see you hear
Book title _________________

________________________________ Things
you can smell
Things you Pages or chapter _______
can taste
Emotions in
the story
Using ideas from your organizer, draw what you visualize happening at this point in
the book.
22
Name ___________________________________________ Date ___________________
Picture Perfect
Book page or title___________________________________________________________
In the box below, draw what you visualize happening at this point in the book.
Write two to three sentences about what is happening in your picture. Describe any
important action or setting details. Explain how the characters are feeling.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Before you read on . . . draw a picture of an event or situation you “see” happening next as
you visualize the story.
C o m in
g A ttr a c ti o n
23
Name ________________________________________ Date ___________________
Making Movies!
Book title or passage ________________________________________________________
Make a “movie” in your mind as you read! Think about six important parts of the book. In
each movie clip, sketch the scene that shows that important part. Remember details that
you see, feel, taste, and hear. Write a short title for each scene on the top of the clip.
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
Use your sketches to help you write a summary of the story on the back of this page.
24
Predictions
Skill: Use information presented in the text and prior knowledge or experiences to infer the outcome of future story events.
About Predictions Chapter 1, MacLachlan describes

Making predictions requires readers how Caleb misses his mother, who
to infer. Because writers do not reveal died the day after he was born. Now,
explicitly everything they want as a young boy, he wants to keep her
readers to know, it is up to the reader memory alive by learning the words
to combine prior knowledge with of songs she used to sing. Caleb’s
information from the text in order to Papa suggests that perhaps Sarah
fill in these gaps and determine future Elisabeth Wheaton, the woman from
events or actions. The ease of predicting Maine who has responded to his ad
depends on the amount of relevant for a wife, knows the forgotten
information provided by the text, the verses. The chapter ends with Caleb’s
reader’s background knowledge and sister, Anna, asking Papa to find out
personal experiences, and the reader’s if Sarah sings. In Chapter 2 we see
ability to combine this information. letters that Caleb, Anna, Papa, and
Sarah send to each other. Caleb
Why Is This Skill Important? cherishes Sarah’s letters, rereading
Making predictions keeps readers them over and over. In her last letter,
actively involved in the unfolding story. Sarah says that she’ll come to visit
As readers make predictions, they them for a month, but she’s hesitant
constantly evaluate information, to move so far from the ocean. She
develop hypotheses, and then confirm wants to see how it would be to live
or reject those hypotheses. in a rural community out West before
making a commitment. The letter
(and the chapter) concludes with:
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
“Tell them I sing . . .” (unpaged)
Model Lesson: Making predictions h Pose a question that will prompt

with Sarah, Plain and Tall by Patricia students to make a prediction.
MacLachlan (Harper & Row, 1985) After students read these first two
short chapters, I ask, “How do you
h Select a passage or short chapter think Caleb might feel when Sarah
book and have the class agree comes to visit?”
upon a stopping point. I choose
to have students read the first two
chapters of Sarah, Plain and Tall. In
25
h Help students make inferences Name ___________________________________________ Date ___________________
from the text and their own Predict-a-Plot

experiences to back up that Book title ______________________________________________ Stopped at page ______
Scene What just happened? (Sketch the scene

prediction. I explain that the and label it with a caption.)
__________________________________
author has given us clues that can __________________________________

__________________________________
lead us to predict that Caleb may __________________________________

__________________________________
Introductory
be nervous and excited when Sarah What do you think will happen next?
__________________________________
My Prediction
comes to visit (for instance, he asks (Sketch your prediction and label it with
a caption.)
__________________________________
many questions about Sarah before __________________________________

__________________________________
she arrives). I ask students how __________________________________

Chris
Name ___________________________________________
__________________________________ March 5
Date ___________________
they would feel if a very important What clues did the author give that led you to this prediction?
guest were coming to stay with

Give the page number for each clue.
Clue On-Target Predictions Page Number
1.
The Whipping Boy by Sid Fleischman Stopped at page ______
Book title ______________________________________________ 1
them. Students predict that Caleb
2.
might do something funny because What just happened?
Prince Brat just got in trouble for tying the wigs of

he’s so nervous. I point out that 28
Now continue reading until you find an answer. Answer found on page _____ .
all the king’s guests to the backs
Was your prediction correct? Yes No
of their chairs.
they’ve used MacLachlan’s clues *********************************************************************

What do you think will happen next?
He might get punished. Maybe whipped.

about the hopes and expectations
Intermediate
Caleb has for Sarah and their own
experiences to make a prediction What clues did the author give that led you to this prediction?
Clue Page Number
about Caleb’s future feelings and 1. The king looked mad enough to “spit ink” 1
and he shouted.
actions. Invariably students want 2. The title is The Whipping Boy. 1
to read on to check the accuracy What clues from your own experience helped you make this prediction?
When a kid makes his dad really mad, he’ll get punished
of their predictions. In fact, just 2 .
Now continue reading until you find an answer. Answer found on page ____
before Sarah arrives, Caleb is so The whipping boy Jemmy gets 20 whacks
What actually happened? ___________________________________________________
instead because it’s against the law to hurt a prince.
________________________________________________________________________
(On the back of this page, explain how this is different from or similar to your prediction.)
nervous, he asks, “Is my face Name ________________________________________ Date ___________________ 29
clean? . . . Can my face be too One Prediction, Two Prediction . . .

clean?” In some cases, an author will give clues that lead to only one logical prediction. For example,
let’s say we read, “A young boy is eating liver. He hates liver! His dog is by his side. When
Mom isn’t looking, the boy takes a piece of liver in his hand and lowers it.” We can probably
h Encourage students to write predict that he gave it to the dog. On the other hand, we could make several probable
predictions if we read, “A man is coming up the steps. A dog runs out to him.” The dog
could stand and bark, growl, jump on the man, perhaps even bite the man, or wag his tail if
down predictions in a journal this is his owner!

Answer the questions below and then consider whether the clues lead you to one logical
prediction or more than one possible prediction.
or on stick-on notes that they Book title _____________________________________________ Stopped at page ______
can attach to pages in the book What just happened?
where they’ve made those pre-

What do you think will happen next and why? (Give evidence from the book.)
dictions. Having them keep a Challenging
record helps you keep track of Is there anything else that could possibly happen? If so, list as many possibilities as
you can. Continue on the back of this paper if you need more space.
their thinking and makes the ★

★
predictions easy to check and ★
either confirm or reject. Now continue reading until you find an answer. Go back to your predictions and check off
the ones that were accurate. Write a question mark by the ones that were not. What do
you think made any of your predictions inaccurate? _________________________________
__________________________________________________________________________
__________________________________________________________________________
30
26
h Point out that the more information Graphic Organizers:
the students have and the more Introductory Level: Predict-a-Plot
related experiences they can apply (page 28)
to the situation, the more accurate
their predictions will be. As students Tip: Make sure students are familiar
become more advanced with this skill, with making personal connections to
they will learn to distinguish between life experiences before they complete
divergent predictions (based on the this organizer.
clues, there can be multiple logical Intermediate Level: On-Target
predictions) and convergent predictions Predictions (page 29)
(based on the clues, there can be only
one logical prediction). Challenging Level: One Prediction,
Two Prediction . . . (page 30)
h Once your students can combine ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
information in the text with Books Worth Using:

their background knowledge and Sounder by William Armstrong (Harper
experiences to make predictions, Trophy, 1972)
introduce them to the appropriate
tiered activities. A Day No Pigs Would Die by Robert
Newton Peck (Laurel Leaf, 1977)
River Friendly, River Wild by Jane Kurtz
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ (Simon & Schuster, 2000) Picture book
Readers will:
❁ Make and justify their predictions with
clues from the book. [All]
❁ Make explicit connections to their
prior knowledge. [All]
❁ Check the prediction for accuracy. [All]
❁ Explain how the prediction might
have been different from what actually
happened. [Intermediate]
❁ Explain why the prediction might have
been off target. [Challenging]
❁ Identify their predictions as divergent
or convergent. [Challenging]
27
Name ___________________________________________ Date ___________________
Predict-a-Plot
Book title ______________________________________________ Stopped at page ______
Scene What just happened? (Sketch the scene

and label it with a caption.)
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
What do you think will happen next? My Prediction

(Sketch your prediction and label it with
a caption.)
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
What clues did the author give that led you to this prediction?
Clue Page Number
1.
2.
Now continue reading until you find an answer. Answer found on page _____ .
28
Name ___________________________________________ Date ___________________
On-Target Predictions
Book title ______________________________________________ Stopped at page ______
What just happened?
*********************************************************************
What do you think will happen next?
What clues did the author give that led you to this prediction?
Clue Page Number
1.
2.
What clues from your own experience helped you make this prediction?
Now continue reading until you find an answer. Answer found on page ____ .
What actually happened? ___________________________________________________
________________________________________________________________________
(On the back of this page, explain how this is different from or similar to your prediction.)
29
Name ________________________________________ Date ___________________
One Prediction, Two Prediction . . .

In some cases, an author will give clues that lead to only one logical prediction. For example,
let’s say we read, “A young boy is eating liver. He hates liver! His dog is by his side. When
Mom isn’t looking, the boy takes a piece of liver in his hand and lowers it.” We can probably
predict that he gave it to the dog. On the other hand, we could make several probable
predictions if we read, “A man is coming up the steps. A dog runs out to him.” The dog
could stand and bark, growl, jump on the man, perhaps even bite the man, or wag his tail if
this is his owner!
Answer the questions below and then consider whether the clues lead you to one logical
prediction or more than one possible prediction.
Book title _____________________________________________ Stopped at page ______
What just happened?
What do you think will happen next and why? (Give evidence from the book.)
Is there anything else that could possibly happen? If so, list as many possibilities as
you can. Continue on the back of this paper if you need more space.
★
Now continue reading until you find an answer. Go back to your predictions and check off
the ones that were accurate. Write a question mark by the ones that were not. What do
you think made any of your predictions inaccurate? _________________________________
__________________________________________________________________________
__________________________________________________________________________
30
Story Maps
Skill: Recall information from the story and label story elements, including characters, setting, problem, and solution.
About Story Maps • Setting: where and when the story

Making a story map allows students to takes place
identify and organize the key elements in • Problem: the main issue that needs
a story: characters, setting, problem, and to be solved
solution. By filling in information about • Goal: what the characters decide
each of these elements in a map, students they need to do to solve the problem
begin to see how one aspect of the story • Solution: the way the problem
influences another. Story maps can be actually gets resolved
assigned for complicated book chapters h Find a short chapter (or short
or for an entire book. book) that includes all of these
Why Is This Skill Important? elements. I use Chapter 5 of
Students gain a deeper understanding of Fudge-a-mania. This chapter is an
a story when they recognize the effects easy, relaxing read, yet it serves as a
story elements have on one another. Story complete story on its own. In this
mapping also helps students summarize. chapter, three children, Pete, Fudge,
and Sheila, are searching in strange,
new surroundings for a lost parrot,
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Uncle Feather.
h Model how to locate, organize, and
Model Lesson: Story mapping with
discuss the elements. As the class
Fudge-a-mania by Judy Blume (Dutton,
works together to identify each story
1990)
element, I record students’ responses
h Lead a simple review of story on an overhead of the Map It! story
elements. By fourth grade, most map. The major characters in this
students are familiar with the basic chapter are Mrs. A, Pete, Sheila,
story map and can identify the key Fudge, and Uncle Feather. The story
elements of a story with relative ease. problem is that the parrot is missing;
I use these simple explanations as the goal is to find the bird. The
reminders: characters make numerous attempts
• Main characters: the people in to find Uncle Feather by shutting
the story who experience the big windows and looking around the
problem house, forming their “search and
31
rescue team,” looking up at trees
34
Name _______________________________________________________________ Date _______________________________
in the new neighborhood, and Story Map

asking their new neighbors if Book title _____________________________________________________ Author __________________________________ Introductory
they’ve seen Uncle Feather. Cha r a c t e r
Por tra i t Ga l ler y Where Setting
does this story
As students explain how the

Pick the two most important characters in this story and draw portraits mostly happen?
of both. Write three words that describe each character you draw.
Draw the place and label it.
children tried to solve the When

does this story
problem, I point out that the ___________________________ ___________________________

happen?
Write the year,

___________________________ ___________________________ season, and/or
attempts help move the plot ___________________________ ___________________________

time period.
_______________
along and show us whether the Problem! S olution

How is the problem solved?
characters are achieving their
What goes wrong and who is involved?
goals. We then identify the Name ___________________________________________ Date ___________________
story’s solution: Uncle Feather

Map It!
has found his own way back to Book title _______________________________________ Author ____________________
his cage, and it seems he had Main Characters: List them and write a brief description for each one. Put a star next to
the character who changes over the course of the story.
never left the house. _______________________ _______________________ _______________________
h Discuss how particular Intermediate

elements work together in Problem! Setting 1
the story. We discuss how this What went wrong and who is involved? Time and place
where the story begins
story could have taken place in

a number of settings because Attempts to solve: Setting 2
Time and place
First, ___________________________________
the actual setting doesn’t have Then, __________________________________
where the problem happens
(Other attempts) _________________________

a huge impact on the plot. _______________________________________
However, the fact that Fudge Solution Setting 3

Time and place
where the problem is solved
and Pete are new in this
Tia
Name ________________________________________ Oct 23
Date ___________________
neighborhood setting is 35
important and this unfamiliarity Story Building Blocks

Shiloh Phyllis Reynolds Naylor
affects how the characters Book title _______________________________________
Characters
Author ____________________
achieve their goal. For example, Compare each to an animal with a similar trait (for example, you might compare a sly
character to a fox).
Major Minor
a hilarious conversation ❃ Marty Preston faithful dog

_______________
❃ Judd Travers
_______________ sneaky coyote ◆
◆ Ray
Dara
(father) proud lion
_______________
Lynn
_______________ pesky rabbit
develops with their new
neighbor, Mrs. A, because she Time
Key Settings
Place
Effect of setting on plot
woods—place to hunt
___________________________________
assumes that Uncle Feather present day West Virginia

Marty has a big back yard
___________________________________ Challenging
rural town
where he can hide Shiloh
___________________________________
is an uncle, rather than a pet. Character goals
Problem!
Marty
__________________ want(s) to
h When students can identify Shiloh is beaten by Judd

and needs a new home.
keep Shiloh but he can’t
___________________________
afford to.
___________________________
the components of a story, ___________________________
select the tiered activity that Attempts to accomplish goals:

Solution
hides Shiloh
1. ______________________________
best fits each student in your sneaks food and lies

2. ______________________________
Marty bargains with
Judd and “earns” Shiloh by
(others) tries to sell Shiloh
_________________________
classroom. ________________________________ doing chores for Judd.

36
32
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Intermediate Level: Map It! (page 35)
Challenging Level: Story Building
Readers will:
Blocks (page 36)
❁ Select key story elements to fill in the
organizer. [All] Tip: Familiarize students with the terms
plot (sequence of story events), goals, and
❁ Sequence the events (“attempts”)
major and minor characters.
leading to the solution of the problem.
[Intermediate and Challenging]
❁ Explain how the setting may have ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
influenced the plot. [Challenging] Books Worth Using:

❁ Identify character goals and use these The Well by Mildred D.Taylor (Dial Books,
goals to see events as attempts to 1995)
resolve a problem. [Challenging] The Midwife’s Apprentice by Karen
Graphic Organizers: Cushman (Clarion, 1995)
Introductory Level: Story Map Mailing May by Michael O.Tunnell
(page 34) (Greenwillow Books, 1997) Picture book
Tip: Students may add additional char-
acters to their Character Portrait Gallery
by writing on the back of the page.
33
34
Name _______________________________________________________________ Date _______________________________
Story Map
Book title _____________________________________________________ Author __________________________________
C h a r a c t e r Por tra i t Ga l ler y Where

does this story
Pick the two most important characters in this story and draw portraits
Setting
mostly happen?
of both. Write three words that describe each character you draw.
Draw the place and label it.
When
does this story
happen?
___________________________ ___________________________ Write the year,
___________________________ ___________________________ season, and/or
time period.
___________________________ ___________________________
_______________
Problem! S olution
What goes wrong and who is involved? How is the problem solved?
Name ___________________________________________ Date ___________________
Map It!
Book title _______________________________________ Author ____________________
Main Characters: List them and write a brief description for each one. Put a star next to
the character who changes over the course of the story.
_______________________ _______________________ _______________________
Problem! Setting 1
What went wrong and who is involved? Time and place
where the story begins
Attempts to solve: Setting 2

Time and place
First, ___________________________________
where the problem happens
Then, __________________________________
(Other attempts) _________________________
_______________________________________
Solution Setting 3
Time and place
where the problem is solved
35
Name ________________________________________ Date ___________________
Story Building Blocks

Book title _______________________________________ Author ____________________
Characters
Compare each to an animal with a similar trait (for example, you might compare a sly
character to a fox).
Major Minor
❃ _______________ ◆ _______________
❃ _______________ ◆ _______________
Key Settings Effect of setting on plot

Time Place ___________________________________
___________________________________
___________________________________
Character goals
Problem!
__________________ want(s) to
___________________________
___________________________
___________________________
Attempts to accomplish goals:

Solution
1. ______________________________
2. ______________________________
(others) _________________________
________________________________
36
Character Analysis
Skill: Show how character traits and actions affect or are affected by story events.
About Character Analysis about their personalities. Using a

When readers analyze a character, they familiar character such as Charlotte
identify and give meaning to that charac- from Charlotte’s Web by E.B. White, I
ter’s traits and actions. Good readers ask students to identify traits: “In three
understand a character more fully by words, can you describe what kind of
considering how the character is character Charlotte is?” We pick sever-
described; what the character says, does, al of the traits we’ve listed and vote on
and thinks; and how other characters scenes from the book that show how
react to him or her. Charlotte’s actions depict her traits.
Why Is This Skill Important? h Use a short passage rich in details

Character analysis allows the reader to that make a character’s traits visi-
look at what motivates the character ble through his or her actions.
to act as he or she does. Determining Using Joey Pigza Swallowed the Key—a
a character’s motivations supports story about a young boy with ADHD
students’ understanding of that who truly wants to be good but keeps
character’s role in the story and their getting into trouble—I read a passage
ability to predict that character’s from Chapter 2 where the author uses
behaviors in new situations. Further, actions and thoughts to describe Joey’s
character analysis gives students traits:
insights into the behaviors of important My morning pill was supposed to last
people in their own lives. all day but it gave out on me. I gripped
the bottom of my chair and held tight
and watched the second hand on the
G ETTING S TARTED clock sweep around and around. And it
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
wasn’t that the important stuff Mrs.
Model Lesson: Analyzing characters Maxy had to say went in one ear and
with Joey Pigza Swallowed the Key by Jack out the other. It was that it didn’t go in
Gantos (Farrar, Straus, & Giroux, 1998) at all but just bounced off. And when
the bell rang, I loosened my grip and
h Introduce character analysis by blasted off for the door. (page 19)
explaining that in order to under-
stand the way characters act, we After reading this passage, the class
look for special traits that tell us and I discuss what we know about
37
Joey: (1) he takes medication; Name ___________________________________________ Date ___________________
(2) he is easily distracted; Character Sketch

(3) he values learning; (4) he A trait is a word or phrase that describes the character’s personality. Choose an important
character and select three traits that fit him or her. Give evidence from the text: the
understands that he has a character’s words, thoughts, and actions.
Book title ____________________________________ Character _____________________
problem; and (5) he has lots This character is really . . .
1. Trait
Words
Actions
of energy. We then identify

information from the story that Thoughts
Introductory
supports each character trait.
For instance, we know that Joey Actions 2. Trait
Words
values learning because he said DeAndre

Name ________________________________________________
Thoughts
Nov. 5
Date ___________________
that Mrs. Maxy was teaching Character Changes

“important stuff.” Actions
Bud, Not BuddyWords
Book title ____________________________________
3. Trait
Bud Caldwell
by Christopher Paul Curtis Character _____________________
List the top three character traits for your character:
funny
j _____________________ strong
j _____________________ smart
j _____________________
h When students can name Choose one trait and give evidence from the book for this trait: appearance, actions,
Thoughts
conversations, thoughts and feelings, goals, and desires.
a character’s traits and Trait Words

Lefty: “Thank God you
support their choices with
Actions FUNNY
40
Bud runs for the train don’t know how to drive.”
and almost makes it Bud: No . . . but if you’da
actions from the story, match and he never loses
his suitcase Thoughts
showed me some fangs
I’da learned real quick.”
them with the appropriate “If an adult tells you not to worry,
and you weren’t worried before,
tiered activities. Students Intermediate you’d better hurry up and start

’cause you’re already running late.”
Goals
who are more advanced in this

Appearance
To find his father small

who he thinks is
area will be able to anticipate Herman E. Calloway
a little skinny
big smile
in Grand Rapids,
a character’s actions in a new Michigan
situation, compare characters Did your character change during the book? Yes No If yes, explain the change.
according to their traits, and Bud takes care of himself and is happy being on his own. By the
__________________________________________________________________________
end of the book, he is glad to have found friends, family, and a
__________________________________________________________________________
differentiate between dynamic place to belong.

__________________________________________________________________________
Name _____________________________________________ Date ___________________

41
and static characters.

Character Diamante
Choose a character that interests you. Complete the
Sample Character Diamante

Character Changes activity sheet to help you think of
Cinderella
important character traits and changes that happen to this beautiful, nice
character. Using the information from Character Changes and working, dancing, running
following the steps below write a character diamante poem. coach, slippers, Corvette, boots
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Character diamante structure gossiping, complaining, napping
Line 1 A noun (the character’s name) lazy, mean
NOT! Cinderella
Line 2 Two adjectives that describe the character’s
Readers will: personality

Line 3 Three –ing verbs that tell about your character’s actions
Line 4 Four nouns (the first two are the two most important people, places, and things
❁ Name three character traits that

related to this character; the next two nouns are people, places, and things that
would NEVER fit with this character)
Line 5 Three –ing verbs that describe actions that would never fit this character
Line 6 Two adjectives that describe traits that would never fit this character
fit a selected character. [All] Line 7 A noun (the name of the character with the word NOT! before it or the name
of a character that is the opposite to your character)
❁ Support each trait with details Challenging

________________
from the text, including charac- _________________ ________________
ter actions, thoughts, and ________________ ________________ ________________
________________ ________________ ________________ ________________
words. [All] ________________ ________________ ________________
_________________ ________________
________________
42
38
Identify a change in the character and
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
❁
explain how the change affects the Books Worth Using:
story. [Intermediate and Challenging] James and the Giant Peach by Roald Dahl
(Puffin Books, 1961)
❁ Compose a character diamante that
supplies a characterization contrast Island of the Blue Dolphins by Scott O’Dell
with traits, actions, and associations (Dell, 1960)
“opposite” to the selected character. Crazy Horse’s Vision by Joseph Bruchac
[Challenging] (Lee & Low Books, 2000) Picture book
Graphic Organizers:
Introductory Level: Character Sketch
(page 40)
Intermediate Level: Character Changes
(page 41)
Challenging Level: Character Diamante
(page 42)
Tip: You may want students to first
complete the Character Changes sheet so
they have traits and evidence to use for
their diamante poem. Students may need
to review parts of speech before they can
complete the poem.
39
Name ___________________________________________ Date ___________________
Character Sketch
A trait is a word or phrase that describes the character’s personality. Choose an important
character and select three traits that fit him or her. Give evidence from the text: the
character’s words, thoughts, and actions.

This character is really . . .
Words
Actions 1. Trait
Thoughts
Words
Actions 2. Trait
Thoughts
Words
Actions 3. Trait
Thoughts
40
Name ________________________________________________ Date ___________________
Character Changes
List the top three character traits for your character:
j _____________________ j _____________________ j _____________________
Choose one trait and give evidence from the book for this trait: appearance, actions,
conversations, thoughts and feelings, goals, and desires.
Trait Words
Actions
Thoughts
Goals
Appearance
Did your character change during the book? Yes No If yes, explain the change.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
41
Name _____________________________________________ Date ___________________
Character Diamante
Choose a character that interests you. Complete the
Sample Character Diamante
Character Changes activity sheet to help you think of
Cinderella
important character traits and changes that happen to this beautiful, nice
character. Using the information from Character Changes and working, dancing, running
following the steps below, write a character diamante poem. coach, slippers, Corvette, boots
Character diamante structure gossiping, complaining, napping
Line 1 A noun (the character’s name) lazy, mean
NOT! Cinderella
Line 2 Two adjectives that describe the character’s
personality
Line 3 Three –ing verbs that tell about your character’s actions
Line 4 Four nouns (the first two are the two most important people, places, and things
related to this character; the next two nouns are people, places, and things that
would NEVER fit with this character)
Line 5 Three –ing verbs that describe actions that would never fit this character
Line 6 Two adjectives that describe traits that would never fit this character
Line 7 A noun (the name of the character with the word NOT! before it or the name
of a character that is the opposite to your character)
________________
_________________ ________________
________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________
_________________ ________________
________________
42
Character Perspective
Skill: Show the perspectives of characters through support in the text (conversations, thoughts, and actions in response to events).
About Character Perspective comes to live with Pete’s family and is

When students identify a character’s given Pete’s room. Pete is angry
perspective, they show the character’s because he must sleep in the spooky
views about particular events using attic room.
the support of the character’s actions, h Lead students to identify key
thoughts, and conversations. This character actions, thoughts, and
skill builds on students’ abilities to conversations that show how the
analyze characters: Students must use character “sees” this event. In The
the information they know about the War with Grandpa, Pete starts the
character (such as his or her traits) to “war” by setting Grandpa’s alarm
examine the character’s viewpoint at an early hour, making booby
about story events (see Character traps, and doing other things to get
Analysis, page 37). Grandpa to leave his space. Students
Why Is This Skill Important? easily identify Pete’s actions and
A character’s perspective underlies his his resentful attitude toward
or her motives and actions in a text. the situation.
Being able to identify actions that are h Help students clarify one
“in character” will improve the accuracy character’s perspective by
of students’ predictions. contrasting it with another
character’s actions, thoughts,
and conversations about the
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
same event. Using what we have
learned in the text, I ask the students
Model Lesson: Identifying character to compare Grandpa’s reaction to
perspectives with The War with Grandpa taking Pete’s room with Pete’s
by Robert Kimmel Smith (Dell Yearling, reactions. (Students discover that
1984) Grandpa, too, dislikes the situation,
h Select an important event in but Pete does not realize this.)
a familiar text to introduce Throughout the book Pete initiates
character perspective. My students incidents that sometimes amuse and
love the characters in The War with other times anger Grandpa. At one
Grandpa, a story in which Grandpa point Pete steals Grandpa’s slippers
43
and he writes a note saying, Name ___________________________________________ Date ___________________
“You have been defeeted” [sic]. What’s That Character’s Perspective?

I lead with these questions: Find an event that has a big impact on one of the key characters in your book. Sketch or
write a description of the event. Then, in the thought balloons, show what the character
“Are Pete’s actions fair and is thinks or feels about the event.
Book title __________________________________________________________________

Grandpa’s anger justified?
The Big Event
What do you think about
Grandpa’s feelings in contrast Introductory
to Pete’s feelings?” Through
this discussion students realize
that Pete doesn’t understand Pers
cti ve Character
p
Grandpa’s feelings and sp e ec
er Thoughts and Thoughts and
ti
ve
feelings about this event feelings about this event
Grandpa doesn’t understand

how serious this intrusion is to
Pete. When students advocate Mela
Name _______________________________________________________________ May 23
Date _______________________________
for Grandpa or Pete, it is

46 Character Perspectives in Contrast
evident they have ownership
Bridge to Terabithia by Katharine Paterson
Book title _____________________________________________________________________________________________
of character perspective. Select an event that impacts two important characters in your book. Write a short summary of this event in the chart. In the
thought bubbles below the characters’ names, write how each character views the event.
Jess Leslie
Character #1 Character #2
h Review perspective with a e P
er
v
Big Event
familiar fairy tale situation,

c ti
sp
Jess was mad The 5th grade boys Leslie was glad
Perspe
ec t
because he had have a race on the she got to join
where students can take on
i ve
practiced so first day of school. the race, but
hard all summer. Leslie wins the race was sad that the
the perspective of one char- He wanted to and the boys get boys didn’t want
win the race. angry. a girl to win.
acter or another. I use
Intermediate
“Goldilocks and the Three How do their individual perspectives make these characters act differently?
Bears” to see if students can Leslie thinks Jess is her friend because he stuck up for her. Jess sticks up for
______________________________________________________________________________________________________
Leslie, but he’s mad at her and won’t talk to her.
______________________________________________________________________________________________________
reason how different characters

might react over a given situa- Name _______________________________________________________________ Date _______________________________
tion, such as the three bears’

Character Perspectives, Events, and Support
reactions to their porridge
Book title ___________________________________________________________________________ Stopped at page ____
being eaten. Focus on two main characters who experience the same event. Write a summary of the event in the center column. Under
each character’s name, write his or her perspective (how he or she thinks and feels about the event). Under the final column,
write the traits which might make the character react with this view. Then predict what this character might do next.
h When students can offer _____________________

Trait/Support
Character #1
Perspective Big Event Perspective
_____________________
Character #2
Trait/Support
answers that show they j j j j
understand character
Challenging
perspectives, assign the
appropriate tiered activities.
What might ______________________ do next? What might ______________________ do next?
character #1 character #2
44
U SING T IERED A CTIVITIES Intermediate Level: Character
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Perspectives in Contrast (page 47)
Readers will:
Tip: To emphasize different perspectives,
❁ Summarize a key event. [All]
encourage students to choose characters
❁ Show how a character perceives a who have very different responses to the
particular event. [All] same event.
❁ Show how two characters perceive the Challenging Level: Character
same event differently and explain this Perspectives, Events, and Support
difference in terms of unique perspec- (page 48)
tives. [Intermediate and Challenging]
Tip: Since this organizer requires
❁ Identify and compare character students to predict a character’s next
traits that support the character’s action, make sure students note the
perspective. [Challenging] point in their book at which they have
Graphic Organizers: stopped reading.
Introductory Level: What’s That ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Character’s Perspective? (page 46) Books Worth Using:

Shiloh by Phyllis Reynolds Naylor
Tip: Explain that cartoonists use thought (Atheneum, 1991)
balloons (the cloudlike bubbles above
a character’s head) to show what the A Solitary Blue by Cynthia Voigt (Scholastic,
character is thinking. Students should 1983)
provide words related to what an impor- Cinder Edna by Ellen Jackson (William
tant character in their story is thinking or Morrow & Co., 1994) Picture book
feeling about an event. You might help
students select a main character and a
related key event that will provide them
with enough material to determine that
character’s thoughts and feelings.
45
Name ___________________________________________ Date ___________________
What’s That Character’s Perspective?

Find an event that has a big impact on one of the key characters in your book. Sketch or
write a description of the event. Then, in the thought balloons, show what the character
thinks or feels about the event.
Book title __________________________________________________________________
The Big Event
c ti ve Character Pers
e p ec
sp
er Thoughts and Thoughts and
ti
P
feelings about this event feelings about this event

ve
46
Name _______________________________________________________________ Date _______________________________
Character Perspectives in Contrast

Book title _____________________________________________________________________________________________
Select an event that impacts two important characters in your book. Write a short summary of this event in the chart. In the
thought bubbles below the characters’ names, write how each character views the event.
e P
i v
er
Big Event
t
s
ec
pe c t i ve
Persp
How do their individual perspectives make these characters act differently?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
47
48
Name _______________________________________________________________ Date _______________________________
Character Perspectives, Events, and Support

Book title ___________________________________________________________________________ Stopped at page ____
Focus on two main characters who experience the same event. Write a summary of the event in the center column. Under
each character’s name, write his or her perspective (how he or she thinks and feels about the event). Under the final column,
write the traits which might make the character react with this view. Then predict what this character might do next.
_____________________ _____________________
Trait/Support Perspective Big Event Perspective Trait/Support
j j j j
What might ______________________ do next? What might ______________________ do next?

character #1 character #2
Setting
Skill: Analyze time and place details and explain the setting’s influence on the story’s plot.
About Setting h Select a passage with detailed time

Setting describes the time and location in and place elements that influence
which a story takes place. The author’s the action. Sing Down the Moon, a
choice of setting details influences the historical fiction novel, focuses on a
thoughts and actions of the characters and young Navaho girl’s life from 1863 to
the line of the plot. This lesson moves 1865. This time in Navaho history
students beyond simple identification of includes “The Long Walk,” when the
time and place details and helps them United States government forced
show how the setting influences the larger Navahos to leave their homeland,
structure of the story. Arizona’s Canyon de Chelly, and walk
300 miles to Fort Sumner, New
Why Is This Skill Important? Mexico. In Sing Down the Moon, the
Students need to understand that the setting is integral to the plot of the
setting influences characters’ actions, dia- book. The author develops the setting
logue and responses. More accomplished by contrasting the beauty of Canyon
readers will understand that the setting de Chelly with Fort Sumner. Changes
may be affected by factors such as weather in the setting are reflected in changes of
conditions and the attitudes of people who attitudes among the Navaho characters.
lived in the era in which the story takes
place (e.g., attitudes toward land usage). h Identify components of the setting
and show how these influence the
story. As I read the story with students,
G ETTING S TARTED I think aloud to model how I’m keying
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
into setting details that are important to
Model Lesson: Analyzing setting with the plot. I contrast the two settings and
Sing Down the Moon by Scott O’Dell start to talk about the Navaho people’s
(Yearling Books, 1973) relationship with and experiences in
each location. For example, Navaho
By fourth grade, students can usually traditions, such as respect for elders,
identify time and place details. I use plenty were strong at the beginning of the
of examples of stories and passages rich book, when they lived in Canyon de
with setting details and challenge them to Chelly, but, I point out, “When the
think about how each setting uniquely Navaho are taken to Fort Sumner they
shapes each story and its characters. act differently. They seem to lose their
49
spirit and give up. They are no Name _____________________________________________ Date ___________________
longer the same people in this Setting the Scene

new setting.” Through my Fill in the boxes to describe the setting of the story and sketch a scene in this setting.
Book title ___________________________ Important characters _____________________
comments and our discussion, the

students understand that setting Setting Place
of story
does influence the characters’ Time of story
feelings and actions. _________________ Introductory
h Make sure students can apply

what they know about setting.
I ask students, “Do you think this Gabrielle
Name ________________________________________________ April 14
Date ___________________
story could take place somewhere Setting Web

else or during another time?” I Setting Book Island of the Blue Dolphins by Scott O’Dell
sketchtitle __________________________________________________________________
like using this question because it Karana, Ramo,to? Rontu, Rontu-Aru

Important characters _________________________________________________________
What surprised or interested you about this setting? If you could visit, would
_________________________________________________________________________
you want
Place
really gets them thinking about _________________________________________________________________________ of story
_________________________________________________________________________
what happens in the plot and 52 Island off
whether these actions could

Time of story Setting the coast
of southern
Early 1800s
_______________ California
indeed take place in another era

or another country. Importance of time to the story Importance of place to the story
(What happens because the story is (What happens because the
set during this time?) story is set in this place?)
h When students can identify Missionaries are important Because the island is so
Intermediate at this time. They have a isolated, it’s easy to
setting details and describe big impact on the lives of
the Indians.
understand how Karana
and Ramo could be left there.
their effect on the story’s plot, Karana

Setting’s influence on the main character _____________________
(How does this character act or behave because
match them with the appropri- of the time and place in which he or she lives?)
Karana knows the island very well. She

ate tiered activity. knows how to use the plants and animals
on the island to survive.
Name _____________________________________________ Date ___________________ 53
Setting, Events, and Character Actions

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Book title __________________________________________________________________
Fill in the chart below. Describe the setting using details from the text, summarize an event,
and explain how the setting influenced character actions.
Readers will: Setting Event Character Action

Fill in all the details you Describe a main event Describe how the setting
❁ Identify the place and time of the can to describe the that occurred in this influenced character actions
setting. setting. in this event.
story. [All] Place:
❁ Explain why that setting is Time:
important to the story. [All] Weather/Climate: Challenging

❁ Explain how the setting affects a
character’s actions. [Intermediate
Any special attitudes or
beliefs from this time?
and Challenging]
Could this event have taken place in a different setting? Yes No Explain your answer.
❁ Identify factors such as weather __________________________________________________________________________
__________________________________________________________________________
conditions and the attitudes of __________________________________________________________________________

__________________________________________________________________________
54
50
people who lived in the era in which the Challenging Level: Setting, Events, and
story takes place. [Challenging] Character Actions (page 54)
❁ Summarize events that occurred and Tip: Encourage students to consider two
explain how the setting influenced the or three different settings from the story or
characters’ actions. [Challenging] passage. When they’ve completed the
Graphic Organizers: organizer, have them compare and contrast
Introductory Level: Setting the Scene and discuss why the author may have
(page 52) selected these two or three settings.
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Tip: Remind students that there may be Books Worth Using:

multiple time and place details in the The Sign of the Beaver by Elizabeth George
passage they’re reading. For introductory Speare (Yearling, 1983)
and intermediate levels, encourage
students to select and analyze only one The Cage by Ruth Minsky Sender (Aladdin
setting from the story. Paperbacks, 1986)
Painted Words, Spoken Memories by Aliki,
Intermediate Level: Setting Web (page 53)
(William Morrow & Co., 1994)
Picture book
51
Name _____________________________________________ Date ___________________
Setting the Scene

Fill in the boxes to describe the setting of the story and sketch a scene in this setting.
Book title ___________________________ Important characters _____________________
Setting Place
of story
Time of story
_________________
Setting sketch
What surprised or interested you about this setting? If you could visit, would you want to?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
52
Name ________________________________________________ Date ___________________
Setting Web
Book title __________________________________________________________________
Important characters _________________________________________________________
Place
of story
Time of story Setting

_______________
Importance of time to the story Importance of place to the story

(What happens because the story is (What happens because the
set during this time?) story is set in this place?)
Setting’s influence on the main character, _____________________

(How does this character act or behave because
of the time and place in which he or she lives?)
53
Name _____________________________________________ Date ___________________
Setting, Events, and Character Actions

Book title __________________________________________________________________
Fill in the chart below. Describe the setting using details from the text, summarize an event,
and explain how the setting influenced character actions.
Setting Event Character Action

Fill in all the details you Describe a main event Describe how the setting
can to describe the that occurred in this influenced character actions
setting. setting. in this event.
Place:
Time:
Weather/Climate:
Any special attitudes or

beliefs from this time?
Could this event have taken place in a different setting? Yes No Explain your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
54
Context Clues
Skill: Determine the meaning of unfamiliar words using clues the author provides in the surrounding text.
About Context Clues surrounded by helpful contextual

Very seldom do we read lists of isolated clues. Call It Courage is the story of
words. More often than not, the words a young boy, Mafatu, whose fear of
we read are placed in a context (i.e., the sea causes other members of his
they are surrounded by other words). island community to scorn him.
Many times, the context provides enough Throughout this book, Sperry
information for us to determine the provides rich context for vocabulary
meaning of unfamiliar words. Authors development. One example can be
use a variety of techniques, including found in the following passage, when
comparing and contrasting ideas, we begin to realize that Mafatu will
providing examples, and embedding never be able to overcome his fear of
definitions in the text, to enable readers the sea nor contribute to the tribe as a
to understand unfamiliar words. fisherman. In this example, the reader
Why Is This Skill Important? can determine the meaning of two
words: coir and pursuits.
When they use context clues effectively,
students can unlock the meaning of So, finally, he was not allowed to fare
forth with the fishermen. He brought ill
unfamiliar words, which helps them
luck. He had to stay at home making
build vocabulary and more completely
spears and nets, twisting coir—the husk
understand the text. We can help of the coconut—into stout sharkline for
students become aware of how the other boys to use. He became very
context can support comprehension skillful at these pursuits, but he hated
by providing examples of different them. (pages 7–8)
types of context clues.
h Point out signs that often indicate
context clues are present. I explain
G ETTING S TARTED that punctuation is sometimes used to
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
help readers figure out the meaning of
Model Lesson: Using context clues unfamiliar words. For example, when
with Call It Courage by Armstrong Sperry I see an em dash (—) following a
(Simon & Schuster, 1968) word I don’t know, I simply continue
to read, realizing that the word will
h Select and read aloud a passage probably be defined and followed by
with one or two unfamiliar words another em dash, as is the case with
55
the word coir above. I provide Name ___________________________________________ Date ___________________
students with additional examples Clueing In to Context Clues

and ask them to be on the Use clues from the passage to help you figure out two unfamiliar words. Write a definition in
your own words.
lookout for other instances in Book title __________________________________________________________________

jjjj
jj j
j WORD j What clue(s) from the text helped you figure out this word?
which punctuation (em dashes,
jj
j
jj
_____________________________________________
jjjj
jjjj
parentheses, or commas) is used _____________________________________________
jj
_____________________________________________
j
Introductory
j
for this purpose. Page ____
j
j j
_____________________________________________
jj j
jjjj
Your definition __________________________________________________________
I continue by explaining that in ______________________________________________________________________
_______________________________________________________
order for me to determine the
jjjj
jj
meaning of pursuits I need to
j
jj
j
jj
_____________________________________________
jjjj
weave together several pieces
jjjj
_____________________________________________
jj
_____________________________________________
of information. I model my think-
j
j
Page ____
j
j j
_____________________________________________
jj j
jjjj
ing process: “The author lets me Your definition __________________________________________________________
______________________________________________________________________
know that rather than being with _______________________________________________________
the fishermen, Mafatu is ‘making Sara

58
✔
Check to make sure you have the correct meaning for these words.
Nov. 6
Name _______________________________________________________________ Date _______________________________
spears and nets, twisting coir.’ ”

I continue, “I also know that Capturing Context Clues
Use clues from the passage to help you figure out two unfamiliar words. Write a definition in your own words.
he was ‘very skillful at these Julie of the Wolves by Jean Graighead George
Book title _____________________________________________________________________________________________
jjjj
jj j ✔ What clue(s) from the text helped you figure out this word? What type of context
pursuits.’ ” I explain that these “gussaks, the white-faced”
j WORD j
______________________________________________________ clue is given?
j
j
j
jj
“she spoke half in Eskimo and half in English”

jjjj
______________________________________________________ Example
two pieces of information lead me gussaks

jjjj
white people in Alaska who speak Your definition _______________________________________________

Compare/contrast
jj
English—not Alaskan Indians ___________________________________________________________

9
to believe that pursuits has some-
j
✔
j
Page ____ Definition within text

j
(not in dictionary—an Inuit word)

j
Dictionary definition __________________________________________
jj j
j
jjjj
thing to do with Mafatu’s work. Intermediate ___________________________________________________________
jjjj
jj j
j WORD j
What clue(s) from the text helped you figure out this word? ✔ What type of context
“Only moss, grass, lichens, and a few hardy
Although students can determine ______________________________________________________ clue is given?
j
j
j
jj
flowers take root . . . in summer”

jjjj
______________________________________________________ Example
lichens
jjjj
the meanings of these two target a type of plant that can survive the
Your definition _______________________________________________
✔Compare/contrast
jj
tundra in Alaska
___________________________________________________________
9
j
j

words from the context, I caution
j
a type of plant made up of algae

j
jj j
j
jjjj
and fungi that grow on rocks barks, and
___________________________________________________________
that the context will not always other solid surfaces.
help them unlock the meaning

60
of unfamiliar words. In the Name _______________________________________________________________ Date _______________________________
following example from this Creating Context Clues

book, for instance, the word Use clues from the passage to help you figure out two unfamiliar words. Write a definition in your own words.
Book title _____________________________________________________________________________________________
luminous cannot be defined from

jjjj
jj j
j WORD j What do you think this word means? _____________________________ ✔ What type of context
clue is given?
j
j
j
___________________________________________________________
jj
jjjj
the context: “Now the air was What clue(s) from the text helped you figure out this word? Example
jjjj
_______________________________________________________ Compare/contrast
jj
luminous with promise of Dictionary definition __________________________________________

j
j

j
Use the word in a sentence of your own. Make sure you include context
j j
jj j
jjjj
clues that help the reader understand the word. Write the sentence on
another day. Out of the sultry the back of this page.
jjjj
mists . . .” (page 26). We search jj j
j WORD j What do you think this word means? _____________________________ ✔ What type of context
clue is given?
j
j
j
___________________________________________________________
jj
jjjj
for other examples of contexts What clue(s) from the text helped you figure out this word? Example
Challenging
jjjj
jj
that are useful and not useful in Dictionary definition __________________________________________

j
j

j
Use the word in a sentence of your own. Make sure you include context
j j
jj j
jjjj
defining unfamiliar words. the back of this page.
56
h Once students have been exposed Graphic Organizers:
to various types of context clues, Introductory Level: Clueing In to
and can demonstrate through Context Clues (page 58)
guided practice that they under-
stand how to use them, match Tip: Let students know how they should
them with the appropriate tiered check their definitions (e.g., confirm
activities. with a friend, teacher, aide, parent,
and/or dictionary).
Intermediate Level: Capturing Context
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Clues (page 59)
Readers will: Tip: Make sure that students understand
❁ Analyze the context to unlock the the definitions of the different types of
meaning of two unfamiliar words. [All] context clues. “Within text” is used for
❁ List the clues that the author provided embedded definition.
to help determine each word’s Challenging Level: Creating Context
meaning. [All] Clues (page 60)
❁ Define the target words. [All] Tip: To check their work, have students
❁ Verify their definitions with another read their sentences to a partner to see
person (friend, teacher, aide, or if the partner can define the word from
parent). [Introductory] its context.
Verify their definitions with a
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
❁
dictionary. [Intermediate and Books Worth Using:
Challenging] Don’t You Know There’s a War On? by Avi
(HarperCollins, 2001)
❁ Identify the type of context clue used
by the author. [Intermediate and No Promises in the Wind by Irene Hunt
Challenging] (Berkley, 1970)
❁ Apply knowledge of the new words Uncle Jed’s Barbershop by Margaree King
by creating original sentences, Mitchell (Simon & Schuster, 1993)
incorporating context clues that can Picture book
help illustrate the words’ meanings.
[Challenging]
57
Name ___________________________________________ Date ___________________
Clueing In to Context Clues

Use clues from the passage to help you figure out two unfamiliar words. Write a definition in
your own words.
Book title __________________________________________________________________
jjjj
jj j
jj
j
jj
_____________________________________________
jjjj
jjjj
_____________________________________________
jj
_____________________________________________
j
j
Page ____
j
j j
_____________________________________________
jj j
jjjj
Your definition __________________________________________________________
______________________________________________________________________
_______________________________________________________
jjjj
jj j
jj
j
jj
_____________________________________________
jjjj
jjjj
_____________________________________________
jj
_____________________________________________
j
j
Page ____
j
j j
_____________________________________________
jj j
jjjj
Your definition __________________________________________________________
______________________________________________________________________
_______________________________________________________
Check to make sure you have the correct meaning for these words. ✔
58
Name _______________________________________________________________ Date _______________________________
Capturing Context Clues

Book title _____________________________________________________________________________________________
jjjj
jj j What clue(s) from the text helped you figure out this word? ✔ What type of context
j WORD j
j
______________________________________________________ clue is given?
j
jj
______________________________________________________ Example
jjjj
Your definition _______________________________________________
Compare/contrast
jjjj
jj
___________________________________________________________
j
j
j Page ____
j Definition within text
j Dictionary definition __________________________________________
jj
jjjj
___________________________________________________________
jjjj
jj j What clue(s) from the text helped you figure out this word? ✔ What type of context
j WORD j
j
______________________________________________________ clue is given?
j
jj
______________________________________________________ Example
jjjj
Your definition _______________________________________________
Compare/contrast
jjjj
jj
___________________________________________________________
j
j
j Page ____
j Dictionary definition __________________________________________
jj
jjjj
___________________________________________________________
59
60
Name _______________________________________________________________ Date _______________________________
Creating Context Clues

Book title _____________________________________________________________________________________________
jjjj
jj j ✔ What type of context
j WORD j What do you think this word means? _____________________________
j
clue is given?
j
___________________________________________________________
jj
What clue(s) from the text helped you figure out this word? Example
jjjj
jjjj
jj
j
j
j
j Page ____
jj
jjjj
j Use the word in a sentence of your own. Make sure you include context
the back of this page.
jjjj
jj j ✔ What type of context
j WORD j What do you think this word means? _____________________________
j
clue is given?
j
___________________________________________________________
jj
What clue(s) from the text helped you figure out this word? Example
jjjj
jjjj
jj
j
j
j
j Page ____
jj
jjjj
j Use the word in a sentence of your own. Make sure you include context
the back of this page.
Problem and Solution
Skill: Identify problems and solutions within a text and explain whether the solutions aided the characters in reaching their goals.
About Problem and Solution only to find a meager existence

The problem and the solution of a story working at a sweatshop factory in
are the simplest forms of the plot: the Chicago. Problems surround their
rising action leading to the climax of journey to Chicago, their life in
the story, followed by the resolution. Chicago, and their attempts to bring
A character’s attempts to solve the their mother and baby sister across
problem and reach his or her goal are the border.
the basis for excitement and suspense h Point out that goals often drive
within texts. the plot, causing characters to act
Why Is This Skill Important? in ways that create problems or
Understanding the plot of a story is the that counteract existing problems.
most important factor in comprehend- We discuss Maria’s goal: to bring her
ing the text. To understand the story, entire family to Chicago. Explain that
students need to comprehend what is acting on this goal is dangerous both
happening in the story, why it is physically and legally and threatens
happening, and what actions and to break the family apart for good.
reactions the events are causing. h Help students identify problems
and generate probable solutions.
As I read this book with the class we
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
list each problem, generate possible
solutions, and then read on to see if
Model Lesson: Identifying the author used one of our solutions.
problems and solutions with Journey (The structure and topic of Journey
of the Sparrows by Fran Leeper Buss of the Sparrows support the frequent
(Dell Publishing, 1991) use of this prediction strategy;
h Choose a book with a story line throughout the story the immigrants
that makes identifying the encounter numerous problems for
problems and solutions easy. I use which they must find solutions.)
Journey of the Sparrows, a book about When students read about Maria
a teenage girl who, along with an attempting to cross the border with
older sister and younger brother, her baby sister, they are able to
illegally crosses the Mexican border identify several solutions: She can
61
wade and swim across the Rio Name ___________________________________________ Date ___________________
Grande with the baby, she can Problem Path

pay for a ride with a “coyote” Book title _________________________________________ Section or chapter _________
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
(a driver willing to sneak them What is the main goal of the character(s)?
_______________________________________________________________________
across the border), or she can _______________________________________________________________________
What is the problem that makes this goal difficult to reach?
pay for someone to row them Problem!

Introductory
across. The solution that would
enable Maria to obtain her
goal—that of getting herself How is the problem solved?
and the baby safely back to Solution

Chicago—is not clear. This Richard
Name ________________________________________________ June 8
Date ___________________
makes for both a great reading Solution Stew

and a real-world lesson: Students Wringer by Jerry Spinelli
Book title _________________________________________ Section or chapter _________
must assess, along with Maria, ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★

Does the solution help the character or characters
Whatachieve the main
is the main goal goal?
of theExplain.
character or characters?
Palmer wants to keep Nipper as a pet.
_______________________________________________________________________
which might be the safest choice.
_________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
64
h When students are able to Problem!

In Waymer everyone thinks that
identify a character’s goal Intermediate

pigeons are just for killing as a sport.
If people find out about Nipper, Palmer
could lose his pet.
and the related problems
Write the solution from the story and create one other solution of your own.
that character faces, and Actual story solu

tion Your solution
Palmer and his family
per on the
Palmer rescues Nip move from
evaluate the solutions, select shooting field and
carries him
s out.
Waymer to a town
can keep Nipper out
where he
home. Everyone find of danger.
a tiered activity that best
meets each learner’s needs. Solution Stew
Did the story’s solution help the character(s) achieve the goal? Yes No
Palmer gave up his membership in Beans’ gang
Explain why or why not. ___________________________________________________
and disrupted the pigeon shoot. He probably won’t be accepted
_______________________________________________________________________
anymore, but he knows who his true friends are.
_____________________________________________________________________
No, because Palmer
Would your solution have worked better? Explain. _______________________

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
could be an example for others. Maybe
________________________________________________
Waymer
Name _____________________________________________ Date ___________________ will change.
_____________________
65
Readers will: HELPS

What’s H appening? What E xamples can you give to solve the problem? What do you
❁ Identify the main problem and L ike about each option? What might P revent each solution from working? What’s the
best S olution?
the solution. [All]

★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
What is the main goal of the character or characters?
_______________________________________________________________________
❁ Explain whether the solution _______________________________________________________________________
Happening: What happens in the text that causes the problem?

aided the character in obtaining What’s
_________________________________________________________________________
_________________________________________________________________________
that goal. [All] Write the solution from the story and create two of your own possible solutions.
Explain what you like about each solution and what might prevent it from working.
Example 1: (Story solution) Example 2: (Your solution) Example 3: (Your solution)

❁ Write alternative solutions that
Challenging
could solve the problem.
[Intermediate and Challenging] Like: Like: Like:
❁ Compare the story solution

Prevent: Prevent: Prevent:
with alternative solutions.
[Intermediate and Challenging]
62
66
Evaluate the advantages and
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
❁
disadvantages of possible solutions. Books Worth Using:
[Challenging] Far North by Will Hobbs (Avon Camelot,
1996)
❁ Decide which solution is best and
explain how this would help the Sweet Clara and the Freedom Quilt by
character or characters achieve the Deborah Hopkinson, (Dragon Fly Books,
goal. [Challenging] 1993) Picture book
Graphic Organizers: The War with Grandpa by Robert Kimmel

Smith (Dell Yearling, 1984)
Introductory Level: Problem Path
(page 64)
Intermediate Level: Solution Stew
(page 65)
Challenging Level: HELPS (page 66)
Tip: In the Example category, students
should provide probable and valid
ideas they have thought of to help the
character or characters.
63
Name ___________________________________________ Date ___________________
Problem Path
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
What is the main goal of the character(s)?
_______________________________________________________________________
_______________________________________________________________________
Problem!
How is the problem solved?
Solution
Does the solution help the character or characters achieve the main goal? Explain.
_________________________________________________________________________
_________________________________________________________________________
64
Name ________________________________________________ Date ___________________
Solution Stew
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
_______________________________________________________________________
_______________________________________________________________________
Problem!
Write the solution from the story and create one other solution of your own.
tion Your solution

Actual story solu
Solution Stew
Did the story’s solution help the character(s) achieve the goal? Yes No
Explain why or why not. ___________________________________________________
_______________________________________________________________________
_____________________________________________________________________
Would your solution have worked better? Explain. _______________________
________________________________________________
65
Name _____________________________________________ Date ___________________
HELPS
What’s H appening? What E xamples can you give to solve the problem? What do you
L ike about each option? What might P revent each solution from working? What’s the
best S olution?
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
_______________________________________________________________________
_______________________________________________________________________
What’s Happening: What happens in the text that causes the problem?
_________________________________________________________________________
_________________________________________________________________________
Write the solution from the story and create two of your own possible solutions.
Explain what you like about each solution and what might prevent it from working.
Example 1: (Story solution) Example 2: (Your solution) Example 3: (Your solution)
Like: Like: Like:
Prevent: Prevent: Prevent:
66
Details
Skill: Examine texts for detail-rich passages.
About Details readers with rich details of their

According to the Merriam-Webster journey together, as friends and
Dictionary (1997), details are the young soldiers. Take, for example,
“extended treatment of or attention to the following passage. It takes place
particular items.” Authors give this just after Pinkus (Pink) has found
extended treatment to important parts of Sheldon (Say) so badly wounded
their writing to develop and clarify ideas. that he can’t walk on his own:
Details are often included in a piece of I remember being pulled and carried,
fiction to move the story line along, or and stumblin’. I remember hard
to reveal something about a character, branches snappin’ back in my face
setting, problem, conflict, or resolution. and mouths full of dirt as we hit the
ground to keep from being seen. I
Why Is This Skill Important?
remember sloggin’ through streams,
Concentrating on a text’s details helps haulin’ up small bluffs and belly-
students better visualize the content and crawlin’ through dry fields. I remember
focuses attention on explicit or implicit these things in half-sleeplike, but I do
information. Furthermore, students who remember being carried for a powerful
have experience reading richly detailed long way. (unpaged)
pieces may transfer their understanding
h Emphasize the power in using
of the author’s craft to their own writing.
detail to enrich a text. I point out
that Polacco could simply have
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
written, “Say was carried by Pink a
long way through all kinds of weather
Model Lesson: Examining details and terrain”—and leave it at that. But
with Pink and Say by Patricia Polacco by adding specific details, she lets us
(Philomel Books, 1994) “see” in our mind’s eye exactly what it
was like for Say to be carried by Pink.
h Read aloud from an engaging, I explain that details help us realize
short passage. In Pink and Say, how long and arduous the trip was.
Patricia Polacco reconstructs a I tell students how I came to this
relationship that forms between two conclusion: I explain that Say was
boys—one black and one white— only partially conscious. I ask them to
during the Civil War. She provides share what it’s like to carry a sleeping
67
child and to relate this to Say’s Name ___________________________________________ Date ___________________
condition and Pink’s effort to Detail Detective

carry him “a powerful long way.” Find two passages that are rich in detail and copy them in the spaces provided below. Make
a key of different colors or symbols that stand for details the author used to help you see,
hear, feel, smell, and maybe even taste parts of the story. Use the color or symbol to mark
I reread the part about the hard the appropriate details in the passage.
Book title _________________________________________________________________
branches and the mouths full of My detail key

Details that helped me
dirt. I help students see that see feel taste hear smell
Passage from page(s) _______

through carefully crafted details, _________________________________________________________________
the author revealed information _________________________________________________________________

_________________________________________________________________
about character traits (Pink’s _________________________________________________________________ Introductory

_________________________________________________________________
bravery and strength), setting _________________________________________________________________
(wilderness in dangerous, Passage from page(s) _______
rebel-controlled territory), and _________________________________________________________________

_________________________________________________________________
other story elements. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
h Use a snapshot metaphor to _________________________________________________________________
illustrate how an author

70
Name _______________________________________________________________ Date _______________________________
employs details to focus the Deciphering Details

reader’s attention. Next, I Book title _____________________________________________________________________________________________
Find a passage that is rich in detail and copy it below. Write a Explain what each detail you numbered shows about
show two photographs: one number (1, 2, 3, and so on) by each detail in the passage. the character(s), setting, problem, conflict, or solution.
Passage from page(s) ______ 1 __________________________________________

that is bright and clear, and ______________________________________________
______________________________________________
__________________________________________
__________________________________________
another that is out of focus. I ______________________________________________

______________________________________________ 2
__________________________________________
__________________________________________
explain that when we take a ______________________________________________ __________________________________________
Intermediate
______________________________________________ __________________________________________
______________________________________________ __________________________________________
snapshot with a camera, we ______________________________________________
______________________________________________
3 __________________________________________
__________________________________________
want to be able to home in on a ______________________________________________

______________________________________________
__________________________________________
__________________________________________
particular thing, person, or ______________________________________________

______________________________________________ 4
__________________________________________
__________________________________________
______________________________________________ __________________________________________
place and see the physical ______________________________________________
______________________________________________
__________________________________________
__________________________________________
72
Brian May 15
details clearly. Name _______________________________________________________________ Date _______________________________
Writing a Picture
h Invite students to offer Maniac Magee by Jerry Spinelli
Book title _________________________________________________________________
Challenging
colorful descriptions of their Copy a short passage from the book. Next, explain what the details tell you about the character(s), setting, problem, or other
parts of the story. Then, use this information to write your own snapshot. To do this, elaborate on or add details to the passage
from the book. Include specific details that clearly describe what you were picturing while you read the passage.
own. In writing, we can use the 23

Passage from page(s) _____ What do the details reveal? Write your own snapshot
same idea of a “snapshot” (Lane, There were still about ten

____________________________
j The game is no fun because
McNab is a bully. He makes
McNab got frothy at the
____________________________
players around, Red Soxers
____________________________ mouth like a dog with
____________________________
1993) to help us see what is and Green Soxers, and
____________________________
McNab was making them
____________________________
the players “march up to the
plate” to get defeated and
rabies. He threw strike
____________________________
after strike and the balls
____________________________
laughs at them. (problem)
being described. To do this, we march up to the plate and
____________________________
take their swings. . . . After
____________________________
went whizzing by the
____________________________
shaking batters. After
____________________________
j McNab is like an executioner.
each whiff, he laughed each one got struck out
need clear, vivid details. We can ____________________________
and bellowed the strikeout
____________________________ He gets compared to a
hungry shark. (character)
____________________________
he scurried away from
____________________________
total. . . . He was like a
____________________________ the plate, fearing another
____________________________
add details, even to a rich pas- shark. He had the bloodlust.
____________________________
The victims were hunched
____________________________
j The scene makes everything
bite. McNab licked his
____________________________
chops and called for his
____________________________
seem hopeless. He’s up to
sage, to make it more focused. and trembling, walking the
____________________________
gangplank. “Thirty-four! . . .
____________________________ 35 strikeouts. Time for
next meal.
____________________________
____________________________
Thirty-five!” Maniac to step in! (plot)
For instance, suppose an author
____________________________ ____________________________
wrote, “I rollerbladed cautiously

through a throng of poky
68
tourists who strolled along Perkins Graphic Organizers:
Avenue.” The following snapshot Introductory Level: Detail Detective
reveals more of what I’m picturing (page 70)
about the setting: “I rollerbladed cau-
tiously through a throng of poky Intermediate Level: Deciphering Details
tourists, who had expensive cameras (page 71)
hanging from their necks. They Tip: Be sure students understand the
strolled along Perkins Avenue, peeking terminology used in the directions (e.g.,
into the windows of the tastefully dec- conflict, solution).
orated gift shops that lined the quaint
street.” I invite students to revise and Challenging Level: Writing a Picture
share examples from their own writ- (page 72)
ing. This activity prepares students for ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
the Writing a Picture organizer. Books Worth Using:

In the Year of the Boar and Jackie Robinson
h When students have demonstrated by Bette Bao Lord (Harper Trophy, 1984)
an understanding of how details
are used to create a picture in A Wrinkle in Time by Madeleine L’Engle
the reader’s mind and focus the (Farrar Straus & Giroux, Inc., 1962)
reader’s attention, match them with When Jessie Came Across the Sea by Amy
the appropriate tiered activities. Hest (Scholastic, 1997) Picture book

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Readers will:
❁ Find and examine richly detailed
passages. [All]
❁ Explain what the details reveal about
the character, setting, conflict, problem,
and resolution. Analyze how details
allow the author to divulge explicit
or implicit information. [Intermediate
and Challenging]
❁ Use the snapshot technique to revise a
passage from the book. [Challenging]
69
Name ___________________________________________ Date ___________________
Detail Detective
Find two passages that are rich in detail and copy them in the spaces provided below. Make
a key of different colors or symbols that stand for details the author used to help you see,
hear, feel, smell, and maybe even taste parts of the story. Use the color or symbol to mark
the appropriate details in the passage.
Book title _________________________________________________________________
My detail key
Details that helped me
see feel taste hear smell
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
70
Name _______________________________________________________________ Date _______________________________
Deciphering Details
Book title _____________________________________________________________________________________________
Find a passage that is rich in detail and copy it below. Write a Explain what each detail you numbered shows about
number (1, 2, 3, and so on) by each detail in the passage. the character(s), setting, problem, conflict, or solution.
Passage from page(s) ______ 1 __________________________________________

______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ 2 __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ 3 __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ 4 __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
______________________________________________ __________________________________________
71
72
Name _______________________________________________________________ Date _______________________________
Writing a Picture
Book title _________________________________________________________________
Copy a short passage from the book. Next, explain what the details tell you about the character(s), setting, problem, or other
parts of the story. Then, use this information to write your own snapshot. To do this, elaborate on or add details to the passage
from the book. Include specific details that clearly describe what you were picturing while you read the passage.
Passage from page(s) _____ What do the details reveal? Write your own snapshot
j
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ j ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
j
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
Point of View
Skill: Recognize the author’s point of view and determine how this influences the story.
About Point of View book Lyddie, a novel about young girls

Point of view is how an author decides working mill jobs in Lowell,
to tell a story. There are two commonly Massachusetts. Using the third person,
used points of view. One is called the Paterson gives us information on four
third-person, or omniscient, point of view, characters as she writes: “Amelia
meaning “all knowing.” In this case, the corralled Lyddie and Prudence for
author gives the reader knowledge of long walks along the river before it
what all the characters are thinking. grew too dark. Betsey, of course, did
The other point of view, which is called whatever she liked regardless of
first person, tells the story in the words Amelia.” (page 79) Discuss with the
of one of the characters. When an class what the author is telling us
author writes from a first-person about each character. We learn that
viewpoint, she can provide alternative Amelia is friendly and energetic and
points of view by allowing different likes to walk. Lyddie and Prudence are
characters to speak. agreeable and friendly and will go
with Amelia. Betsey, on the other
Why Is This Skill Important? hand, seems to be independent and
Students need to understand that the does not walk with the girls. I point
author has deliberately chosen a certain out that we can learn a little about
point of view. Readers should know who each character the author chooses to
is telling the story, and how using this focus on through an outside observer
point of view influences the story. perspective. So, even though the book
focuses on Lyddie’s story, we hear
about her; she does not tell us directly
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
what is in her heart and mind.
Model Lesson: Recognizing point of h Introduce the first-person point of

view in The Music of Dolphins by Karen view. To compare this to a first-person
Hesse (Scholastic, 1996) and in Lyddie by narrative, I use the book The Music
Katherine Paterson (Puffin Books, 1991) of Dolphins by Karen Hesse. The book
is about Mila, a teenager, who was
h Introduce the third-person point of found on an isolated island where she
view. I use two different books to had been raised by dolphins.
teach point of view. I begin with the Interestingly, the reader can follow
73
Mila’s humanization by her Name ___________________________________________ Date ___________________
growth in speech throughout the Which Point of View?

chapters. The poignancy of the Book or chapter title _________________________________________________________
✔ Check the correct box. This book is written in
story is dependent on Mila’s first-person point of view. third-person point of view.
perspective as she views life How did you know which point of view was used? Give clues from the text that helped
you decide.
___________________________________________________________________
through the lens of the dolphin ___________________________________________________________________ Introductory
culture in which she was raised.
___________________________________________________________________
___________________________________________________________________
To illustrate the effect of a Select two quotes from the book that clearly show this point of view. Explain what
information is given to you about characters and events from this point of view.
first-person narrative, I use the Write quote #1 from page ____ . “__________________________________________
following passage, where Mila ______________________________________________________________________”
What did you learn about the character(s) or events from this quote?
is talking about her concept ______________________________________________________________________

Jesse Feb.16
Name ________________________________________________ Date ___________________
______________________________________________________________________
of family to Sandy, her caretaker.

Visualizing Views
Write quote #2 from page ____ . “__________________________________________
I have another family too. ______________________________________________________________________”

The Pigman by Paul Zindel
Book or chapter title ________________________________________________________
Dolphin family. The ones who ______________________________________________________________________
✔ first-person point of view.
______________________________________________________________________
third-person point of view.
love and care for me. The ones I 76

Summarize two important passages from the text. Explain how the information would be
different if the passages were written from another point of view.
92
love and care for. Can they see
Passage #1, page ______ What might you know about the events
or other characters if the author wrote
Summarize what the author is saying. from a different point of view?
me again? I say, Sandy, can the Mr. Pignati loved his wife
_________________________________ If it was written from
j ______________________________
very much and she was

_________________________________ Mr. Pignati’s point of
______________________________
dolphins see me again? (page 15) very important to him. He
_________________________________ view, we would have
______________________________
finally admits to John
_________________________________ found out about his
______________________________
and Lorraine that his
_________________________________ wife’s death earlier.
______________________________
We discuss Mila’s feelings and wife is dead,
_________________________________ There wouldn’t have
______________________________
been a secret.
ideas. She believes that since the Intermediate_________________________________ ______________________________
137
dolphins loved and cared for Summarize what the author is saying.
from a different point of view?
John calls Mr. Pignati to From Mr. Pignati’s point of
her, they are family. Mila loves _________________________________ j ______________________________
apologize for his house

_________________________________ view, we might know more
______________________________
being wrecked and invites about how Mr. Pignati
the dolphins, misses them, and _________________________________
him to go to the zoo.
_________________________________
______________________________
really felt about John and
______________________________
Lorraine and their friends
wants to see them again. I ask, _________________________________
Name _____________________________________________ Date ___________________
_________________________________
______________________________
wrecking his house and
______________________________
“Because this is written in first _________________________________ breaking his trust.

______________________________
The Power of Point of View 77
person, what don’t we know?” Book or chapter title ________________________________________________________
In this case, the reader does not Author’s/narrator’s point of view _______________________________________________
Summarize an important passage from the text. Explain how the information would be
know what Sandy thinks about different if it were written from another point of view.Then write it.
Passage page(s) ______
this. We also do not have an Write a summary of what the author/narrator is saying.
opportunity to see Mila through _____________________________________________________________________

_____________________________________________________________________
an outside-observer lens. We _____________________________________________________________________
What might you know about the events or other characters if the author were writing
discuss that when a story is from a different point of view?

_____________________________________________________________________
_____________________________________________________________________
written in first person, we
learn about the story through a Rewrite the passage from a different point of view. Be sure to include the points you
listed above. Use the back of this page if you need more room.
_____________________________________________________________________
one-character perspective. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________ Challenging
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
78
74
h Work together to identify different U SING T IERED A CTIVITIES
points of view. Before having stu- ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
dents work independently on point of Readers will:

view, I have them work in pairs and ❁ Identify the author’s point of view
discuss the following sentences. They and explain how this informs the
must be able to explain whether the reader. [All]
sentences are written in first or third
❁ Explain how the author can slant
person and how that influences the
information depending on the view
information the reader receives. The
by stating what may be missing or
partners then discuss their ideas with
misleading. [Intermediate and
the class.
Challenging]
It seems that I am always calling my
❁ Synthesize information to rewrite a
friends and they never call me. (first)
passage from a new point of view.
Colleen, Kaitlin, and Tasha were talking [Challenging]
next to the water fountain.Tasha didn’t
tell the others she had a date that Graphic Organizers:
night. (third) Introductory Level: Which Point of
Andy and Tomas put on their coats View? (page 76)
and walked out the door arm-in-arm.
Intermediate Level: Visualizing Views
Andy was glad his friend had forgiven
him.Tomas knew he had done the (page 77)
right thing. (third) Challenging Level: The Power of Point
“Don’t people understand why I do of View (page 78)
these things?” I thought. “Don’t they
know I just don’t know what else to Tip: Make it clear that at the
do?” (first) intermediate and challenging levels,
students must use their imaginations
h When students can distinguish to make inferences when writing
between first-person and third- from a different point of view.
person narration, match them with ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
the appropriate tiered activity. Books Worth Using:

Moon Over Tennessee by Craig Crist-Evans
(Houghton Mifflin, 1999)
The Pigman by Paul Zindel (Bantam Books,
1968)
Rocks in His Head by Carol Otis Hurst
(Greenwillow Books, 2001) Picture book
75
Name ___________________________________________ Date ___________________
Which Point of View?

Book or chapter title _________________________________________________________
first-person point of view. third-person point of view.
How did you know which point of view was used? Give clues from the text that helped
you decide.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Select two quotes from the book that clearly show this point of view. Explain what
information is given to you about characters and events from this point of view.

______________________________________________________________________”
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________”
______________________________________________________________________
______________________________________________________________________
76
Name ________________________________________________ Date ___________________
Visualizing Views
first-person point of view. third-person point of view.
Summarize two important passages from the text. Explain how the information would be
different if the passages were written from another point of view.
_________________________________ j ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ j ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
_________________________________ ______________________________
77
Name _____________________________________________ Date ___________________
The Power of Point of View

Author’s/narrator’s point of view _______________________________________________
Summarize an important passage from the text. Explain how the information would be
different if it were written from another point of view.Then write it.
Passage page(s) ______
Write a summary of what the author/narrator is saying.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What might you know about the events or other characters if the author were writing
from a different point of view?
_____________________________________________________________________
_____________________________________________________________________
Rewrite the passage from a different point of view. Be sure to include the points you
listed above. Use the back of this page if you need more room.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
78
Cause and Effect
Skill: Identify cause-and-effect relationships in narrative texts.
About Cause and Effect relationships: (1) Dave was not

Cause and effect is a relationship that allowed to practice with the track
writers use to show “how facts, events, team (effect) because he had the flu
or concepts (effects) happen or come (cause). (2) Since Tatianna knew
into being because of other facts, how to burn a CD (cause), all her
events, or concepts (causes)” (Vacca friends expected her to make copies
and Vacca, 1993, page 41). In other for them (effect).
words, cause is any event or action that Identifying cause-and-effect relation-
produces a result. The result is the ships can be difficult at first. You may
effect. Sometimes causes and effects are need to model several examples of
clearly stated. In such instances, the this strategy using words such as
author may use signal words including action (for cause) and result (for effect)
because, since, and consequently. At other before students are able to work
times, however, the relationship may independently.
only be implied.
h Read aloud from an engaging
Why Is This Skill Important? short passage. Once I feel that
Students need to understand the students are comfortable with the
relationship between events and their cause-and-effect concept, I introduce
consequences in order to make logical examples of implicit relationships. On
story connections. page 46 of The Giver, readers find out
that when children in this fictional
community turn ten years old, they
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
get their hair cut.
. . . each child’s hair was snipped neatly
Model Lesson: Introducing cause and
into its distinguishing cut: females lost
effect with The Giver by Lois Lowry
their braids at Ten, and the males, too,
(Houghton Mifflin, 1993) relinquished their long childish hair and
h Introduce the concept of cause took on the more manly short style
and effect with examples that which exposed their ears.
relate to students’ experiences. I h Help students identify the cause
begin by introducing a few real-life and the effect. I explain that the
examples of cause-and-effect cause (action) is turning ten years
79
old. The effect (result) is a Name ___________________________________________ Date ___________________
new hairstyle that signals the Cause and Effect

end of youth. This cause-and- Book or chapter title ________________________________________________________
Identify three causes (actions that produce a result) and three effects (results) that occur
effect relationship is a bit because of these actions.
more abstract than the two

examples at the beginning Introductory
of the lesson, where signal
words are used to indicate
the relationship. Here, readers
must infer the connection
between ideas.
I tell my students that I Name ________________________________________________ Date ___________________
sometimes like to imagine Effective Effects

that the action (cause) Book or chapter title ________________________________________________________
produces a different result 82

Identify two causes (actions that produce a result) and two effects (results) that occur
because of these actions. Then use your imagination to think up another possible effect for
each cause. How would each of your “possible” effects change the story’s outcome?
(effect) than the one the (found on page ______ ) _______________________
author uses in a story. In this _________________________________

_________________________________
case, turning ten (the action) _________________________________

Another possible EFFECT __________
_________________________________
could lead to many results. _________________________________
Intermediate
How might this have changed the outcome
The ten-year-olds in this book of the story? ______________________

_________________________________
could be given more free time

and less regulated tasks; they (found on page ______ ) _______________________
_________________________________
might be excused from one of _________________________________

_________________________________
the community rituals. I ask, Another possible EFFECT __________

_________________________________
_________________________________
Antonio Oct. 30
“What else could happen Name _____________________________________________ Date ___________________
of the story? ______________________
when these children turn Going Beyond Cause and Effect _________________________________
ten?” and students brainstorm

83
Stone Fox by John Reynolds Gardiner
Identify the two most important cause-and-effect situations in the book. Explain how each
other possible effects. This effect impacted the rest of the story.
(found on page(s)_16–18
___ ) 19 )
(found on page(s) ____
activity helps students Grandfather and Little Searchlight and Willy
Willy are broke and work the plow and
prepare for the Effective the potatoes need to finish the harvest.
be harvested.
Effects and Going Beyond Impact on the story
They harvest a big crop of potatoes and Little Willy
__________________________________________________________________
Cause and Effect organizers. proves he can do whatever he puts his mind to.
__________________________________________________________________
__________________________________________________________________
h After students are able 34–6 )

(found on page(s) ____ 43 )
(found on page(s) ____
to identify causes and Willy discovers that

they owe $500.00 of
Willy decides to try to
win the $500.00 in a
effects in the examples taxes on the farm. dog sled race.
Challenging
you provide, match them Impact on the story
Willy enters the dog sled race and has to compete
__________________________________________________________________
with the appropriate with Stone Fox. Both need to win to save their land.
__________________________________________________________________
__________________________________________________________________
tiered activities. Put a star next to the cause-and-effect situation that you think has the biggest impact on the
story. Explain your choice on the back of this page.
84
80
U SING T IERED A CTIVITIES Graphic Organizers:
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Introductory Level: Cause and Effect
Readers will: (page 82)
❁ Identify causes and related effects in
Tip: You can scaffold this assignment for
a story. [All]
students by selecting and filling in either
❁ Assume a writer’s perspective and the cause or the effect.
create a plausible alternative effect
for each of the three causes they’ve Intermediate Level: Effective Effects
identified. [Intermediate] (page 83)
❁ Explain how each alternative effect Challenging Level: Going Beyond Cause
might have changed the outcome of and Effect (page 84)
the story. [Intermediate] ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Books Worth Using:

❁ Determine which of the actual effects
Nowhere to Call Home by Cynthia
from the story had the biggest impact
DeFelice (Farrar, Straus & Giroux, 1999)
on the story’s outcome. [Challenging]
That Was Then, This Is Now by S. E. Hinton
(Dell Publishing, 1971)
Keep the Lights Burning, Abbie by Peter and
Connie Roop (Carolrhoda Books, 1985)
Picture book
81
Name ___________________________________________ Date ___________________
Cause and Effect

Identify three causes (actions that produce a result) and three effects (results) that occur
because of these actions.
82
Name ________________________________________________ Date ___________________
Effective Effects
Identify two causes (actions that produce a result) and two effects (results) that occur
because of these actions. Then use your imagination to think up another possible effect for
each cause. How would each of your “possible” effects change the story’s outcome?
(found on page ______ ) _______________________

_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
of the story? ______________________
_________________________________
(found on page ______ ) _______________________

_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
of the story? ______________________
_________________________________
83
Name _____________________________________________ Date ___________________
Going Beyond Cause and Effect

Identify the two most important cause-and-effect situations in the book. Explain how each
effect impacted the rest of the story.
(found on page(s) ___) (found on page(s) ___)
Impact on the story

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(found on page(s) ___) (found on page(s) ___)
Impact on the story

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Put a star next to the cause-and-effect situation that you think has the biggest impact on the
story. Explain your choice on the back of this page.
84
Compare and Contrast
Skill: Identify the similarities and differences between two characters, settings, or other story elements in a text or texts.
About Compare and Contrast as character traits. For instance, when

Comparing and contrasting elements in I want to compare and contrast two
narrative texts involves identifying how characters, I start by inviting students
story elements, situations, and plots are to analyze two well-developed
alike and different. Comparing likenesses characters from a passage or passages
and differences helps readers make con- in which students do not struggle
nections and draw distinctions between with the text. (See also Character
key elements in a story. Analysis lesson, page 37.)
Why Is This Skill Important? h Read aloud from an engaging

short passage. In the book Holes, an
Analyzing the differences and similarities
innocent but unlucky adolescent,
in story components helps students focus
Stanley, is sent to a juvenile detention
on details that cause certain actions or
“camp” as punishment for stealing.
results in the story. This gives them a
There, he and his fellow “campers” are
greater understanding of the text.
made to dig a five-foot hole daily.
Using this book, I model comparing
and contrasting by focusing on the
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ actions and dialogue of two minor
Model Lesson: Comparing and con- (but strongly articulated) characters:
trasting characters in Holes by Louis the Warden and Mr. Sir, the camp
Sachar (Yearling Books, 1998) guard. In the following passage, the
Warden, knowing she is close to find-
h Introduce the idea of comparing ing her treasure, demands harder
and contrasting with simple object work from the young boys:
models. I use a Venn diagram (page By lunchtime the Warden was begin-
88) to compare two different objects ning to lose her patience. She made
like shoes or backpacks. In the outer them eat quickly, so they could get
circles we note the differences back to work. “If you can’t get them to
between the objects, and in the area work any faster,” she told Mr. Sir, “then
where the circles intersect we note the you’re going to have to climb down
similarities. My next step is to use a there and dig with them.”
compare-and-contrast organizer to After that, everyone worked faster,
map out familiar story elements such especially when Mr. Sir was watching
85
them. Stanley practically Name _______________________________________________________________ Date _______________________________
ran when he pushed his Venn Diagram

wheelbarrow. Mr. Sir reminded Book title(s) ____________________________________________________________________________________________
them that they weren’t Girl ____________________________________

Item 1
❑◆❑◆❑◆❑◆❑ ★★★★★★★★★★
____________________________________
Item 2
◆❑◆❑◆ ◆❑◆ ★★★★ ★★★
❑◆❑
Scouts. (page 73) ◆❑◆
❑◆
❑◆ Different
❑◆ ★★★★
★★
❑◆
★★ ❑◆
❑◆
Different ★★
★★
★★
★ Alike
❑ ★ ★
◆________________________________ ★ ❑◆ ______________________________ ★★
❑ ★
◆
★
★
❑
❑
_________________________________ ___________________ ________________________________
Help students compare and
★
★
◆❑
❑◆
★★
★★
h
◆❑
❑◆
_________________________________ ________________________ _________________________________
★★
★★
◆❑
❑◆
★★
★★
◆❑
_________________________________ ___________________________ ________________________________
contrast on their own. To
❑◆❒◆❑◆❑◆❑◆
★★★★★★★
★★★
◆❑◆❑◆❑◆❑◆❑◆❑
Introductory
_________________________________ ______________________________ _________________________________
★★★★★★★
help my students compare
_________________________________ ______________________________ _________________________________
_________________________________ ____________________________ _________________________________
★★★
◆❑◆
and contrast, we first
_________________________________ __________________________ ________________________________
★★
★★
◆❑
________________________________ _______________________ _______________________________
◆❑
★★
★★
◆❑
◆❑
★★
★★
identify the Warden’s traits: _______________________________ _________________ _______________________________
◆❑
◆
★
❑
★
★ ◆
______________________________ _________ ______________________________
❑◆
★
★★ ❑◆ ★
★ ❑◆
★★ ❑◆
impatient, bossy, and

★★
Kim April 12
❑◆ ❑◆
★★ _____________________________
❑★◆★★ ___________________________
Name ________________________________________________
❑◆ Date ___________________
★★ ★★ ❑◆❑◆ ❑◆
★★★ ★★★ ❑◆❑◆ ◆❑◆
★★★★★
★★★★★★★★ ❑◆❑◆❑◆❑◆❑◆❑
inconsiderate. We can see Compare Chart

that Mr. Sir is subservient Stanley Yelnats
Comparing ______________________________ Hector Zeroni
and ______________________________
Holes by Louis Sachar
from __________________________________________________________ (book title(s))
to the Warden, frightening to ◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆
❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆
◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑
How alike? Support from text or texts
the boys, insensitive, and They both have
❑ ______________________________
nicknames that
Zero (Hector) is called that
❑ ______________________________
______________________________ “because there’s nothing
______________________________
observant. To find similarities, describe how the other

______________________________
campers see them.
______________________________
inside his head.” (p.19)
______________________________
Stanley was called Caveman
______________________________
I ask, “How are the Warden ______________________________
They are both willing

❑ ______________________________
because he was so big.
______________________________
Zero spent time digging

❑ ______________________________
and Mr. Sir alike? I see that to help someone else.

______________________________
______________________________
holes for Stanley and
______________________________
Stanley taught Zero to read
______________________________
______________________________ and write.
______________________________
they both can boss the boys. Intermediate
______________________________
❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑
______________________________
What other things do you see ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★

★★★★★★★★★★★★★★★★★★★★★★★★★★★
★★★★★★★★★★★★★★★★★★★★★★★★★★★
How different? Support from text or texts
as the same?” Students offer Zero was small, but

❑_______________________________
tough and Stanley was
______________________________
“Zero was the smallest kid in
❑ ______________________________
Group D, but he was the
______________________________
bigger but not very
______________________________ first to finish digging.” (p.37)
______________________________
responses such as: They are strong.
______________________________ Stanley was a slow digger.
______________________________
______________________________ (p. 73)
______________________________
both mean, neither cares Stanley is closer to his

❑ ______________________________ He got letters from his mom
❑ ______________________________
family.
______________________________ and dad. Zero was a ward
______________________________
about the boys, and both ______________________________

______________________________
of the state. (p. 144)
______________________________
______________________________
want to get the job done. I ______________________________

Name _____________________________________________ Date ___________________
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
______________________________
89
explain the importance Supporting Similarities

of these similarities and Select two items to compare. In each box labeled Similar, write one point of comparison, and
in each box labeled Different, write one point of contrast.Then, in the Support column, write
differences to the plot, and the evidence from the text that supports the similarities or differences.
Book title(s)
Item 1 Item 2
how they help us to predict ________________________
________________________
the behavior of the characters. Support

❑ _____________________ Similar
◆❑◆❑◆❑◆❑◆❑◆❑◆
Support
❑ _____________________
◆❑◆❑◆❑◆❑
❑◆❑◆❑◆❑◆
_____________________ _____________________
We can now easily move from _____________________

_____________________ ❑◆❑◆❑◆❑◆❑◆❑◆❑
_____________________
_____________________
Similar
the Venn Diagram to the ❑ _____________________ ◆❑◆❑◆❑◆❑◆❑◆❑◆ ❑ _____________________
◆❑◆❑◆❑◆❑
❑◆❑◆❑◆❑◆
_____________________ _____________________
Compare Chart organizer, _____________________

_____________________ ❑◆❑◆❑◆❑◆❑◆❑◆❑
_____________________
_____________________
where I show students how ★ _____________________ Different

★★★★★★★★★★★
★ _____________________
Challenging
★★★★★★
★★★★★★
_____________________ _____________________
to record the evidence from _____________________

_____________________ ★★★★★★★★★★★
_____________________
_____________________
Different
the text that supports our ★ _____________________ ★★★★★★★★★★★ ★ _____________________
★★★★★★
★★★★★★
_____________________ _____________________
comparisons. _____________________
_____________________ ★★★★★★★★★★★
_____________________
_____________________
Which similarity or difference do you feel is most important in this story? Explain.
___________________________________________________________________________
___________________________________________________________________________
90
86
h When students can use details Graphic Organizers:
from the text to compare and Introductory Level: Venn Diagram
contrast two characters or any (page 88)
other two story elements, match
them with the appropriate tiered Intermediate Level: Compare Chart
activities. (page 89)
Challenging Level: Supporting
Similarities (Adapted from Swartz and
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Parks, 1994) (page 90)
Readers will: Tip: When using the Supporting
❁ Label the two areas being compared, Similarities activity, show the students
and list details that show how these a completed sample before they do
areas are alike and different. [All] their own.
❁ Support their ideas with evidence ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
from the text or texts. [Intermediate Books Worth Using:

and Challenging] True North by Kathryn Lasky (The Blue
Sky Press, 1996)
❁ Think critically and determine categor-
ical elements common or different Among the Hidden by Margaret Peterson
to both areas (such as honesty as a Haddix (Aladdin, 1998)
character trait, or friendship as a When Pigasso Met Mootise by Nina Laden
theme) in two texts. [Challenging] (Chronicle Books, 1998) Picture book
❁ Evaluate which similarity or difference
is the most significant, and explain
why. [Challenging]
87
88
Name _______________________________________________________________ Date _______________________________
Venn Diagram
Book title(s) ____________________________________________________________________________________________
____________________________________ ____________________________________
Item 1 Item 2
★★★★★★★★★★
❑◆❑◆
❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑
◆ ★★ ★★★★ ★★★
❑ ◆ ❑◆ ★★ ★★
❑ ◆ Different ★
❑★
◆ Different ★★
❑◆ ★ ❑◆ ★★
◆ ★★ ❑◆ ★
◆❑ ★ Alike
❑ ________________________________ ★ ❑◆ ______________________________ ★★
◆ ★
★
★
❑
★
◆❑
_________________________________ ___________________ ________________________________
❑
★
❑
◆
★
◆
❑
★
★★
_________________________________ ________________________ ◆ _________________________________
◆❑
★
★
❑
★
★★
★
_________________________________ ___________________________ ________________________________

❑◆❑
★★★
_________________________________ ______________________________ _________________________________
_________________________________ ______________________________ _________________________________
★★★★★★★
_________________________________ ____________________________ _________________________________
❑◆❒◆❑◆❑◆❑◆
★★★
★★★★★★★
◆❑◆❑◆❑◆❑
_________________________________ __________________________ ________________________________
◆❑◆
◆❑
★★
★★
◆❑
________________________________ _______________________ _______________________________
◆❑
★★
★★
◆❑
◆❑
★★
★★
◆❑
_______________________________ _________________ _______________________________
★
★
◆❑
❑
★
★ ◆
______________________________ _________ ______________________________
★ ❑◆ ★ ❑◆
★★ ❑◆ ★★ ◆
★★ ★ ❑
_____________________________ ___________________________
❑◆ ❑◆
★★ ❑★◆★★ ◆
★★ ❑◆❑
★★★ ★★★ ★★ ❑◆❑◆
❑◆❑◆ ◆❑◆
★★★★★ ❑◆❑◆❑◆❑◆❑◆❑
★★★★★★★★
Name ________________________________________________ Date ___________________
Compare Chart
Comparing ______________________________ and ______________________________
from __________________________________________________________ (book title(s))
◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆
❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆
◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑
How alike? Support from text or texts

❑ ______________________________ ❑ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
❑ ______________________________ ❑ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑◆❑
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
★★★★★★★★★★★★★★★★★★★★★★★★★★★
★★★★★★★★★★★★★★★★★★★★★★★★★★★
How different? Support from text or texts
❑_______________________________ ❑ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
❑ ______________________________ ❑ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
89
Name _____________________________________________ Date ___________________
Supporting Similarities
Select two items to compare. In each box labeled Similar, write one point of comparison, and
in each box labeled Different, write one point of contrast.Then, in the Support column, write
the evidence from the text that supports the similarities or differences.
Book title(s)
Item 1 Item 2
________________________
________________________
Support Support
Similar
❑ _____________________ ◆❑◆❑◆❑◆❑◆❑◆❑◆
❑ _____________________
◆❑◆❑◆❑◆❑
❑◆❑◆❑◆❑◆
_____________________ _____________________
_____________________ _____________________
_____________________ ❑◆❑◆❑◆❑◆❑◆❑◆❑ _____________________
Similar
❑ _____________________ ◆❑◆❑◆❑◆❑◆❑◆❑◆ ❑ _____________________
◆❑◆❑◆❑◆❑
❑◆❑◆❑◆❑◆
_____________________ _____________________
_____________________ _____________________
_____________________ ❑◆❑◆❑◆❑◆❑◆❑◆❑ _____________________
★ _____________________ Different ★ _____________________

★★★★★★★★★★★
★★★★★★
★★★★★★
_____________________ _____________________
_____________________ _____________________
_____________________ ★★★★★★★★★★★ _____________________
Different
★ _____________________ ★★★★★★★★★★★ ★ _____________________
★★★★★★
★★★★★★
_____________________ _____________________
_____________________ _____________________
_____________________ ★★★★★★★★★★★ _____________________
Which similarity or difference do you feel is most important in this story? Explain.
___________________________________________________________________________
___________________________________________________________________________
90
Summary
Skill: Synthesize and restate the key points from the text in a sentence or short paragraph.
About Summary was dropped over Hiroshima, Japan.

Giving a summary—a concise recap of The opening chapters set the scene:
main points—may sound simple, but it Sadako and her family join the Peace
is a complex skill. To summarize effec- Day celebration in which the dead are
tively, students must distinguish between honored. While reading, I ask the
ideas that the author deems important class to pay special attention to the
and those that are interesting but sec- main characters, setting, problem,
ondary. Students must also be able to and important events.
differentiate between main ideas and h Help students focus on the story’s
details. important points. I record the
Why Is This Skill Important? following ideas on the Puzzling
Summarizing can help students monitor graphic organizer (page 94). Using as
their own comprehension (Can I recap few words as I can, I write down the
in my own words what I just read?), important points for each category.
remember information, and think Later, we’ll decide which ideas best
about the text as a whole. summarize the story and put them
into categories.
Setting: Japan—August, 1954
G ETTING S TARTED Big event: Peace Day “celebration”—
happens every year.
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Model Lesson: Writing chapter Character: Sadako Sasaki—main

summaries with Sadako and the Thousand character. She runs fast. Sadako looks
Paper Cranes by Eleanor Coerr (Puffin forward to celebration—fun with
Books, 1977) friends. Sadako enjoys celebration.
h Read aloud from the book’s open- Character: Mr. Sasaki—reminded of
how awful bombing was. Mr. Sasaki
ing chapters. I model summarizing
lost six members of his family in the
by reading aloud the first two chap-
bombing.
ters of Sadako and the Thousand Paper
Problem: Sadako sees the celebration
Cranes. This is the story of Sadako, an
as a carnival, while Mr. and Mrs. Sasaki
11-year-old girl who develops
consider it a time to pay respect to
leukemia as a result of radiation
those who were killed by the bomb
caused by an atomic bomb, which dropped on Hiroshima.
91
h Eliminate unnecessary ideas Name ___________________________________________ Date ___________________
and write a structured sum- Puzzling

mary. I explain that now we As you read, use this graphic organizer to record important ideas about the main character,
setting, problem, big events, and solution. Use your own words and list one idea in each
have to evaluate each idea and puzzle piece.You may not need all the pieces.
Book title ___________________________________ Chapters or pages ______________
trim down the list by eliminating character character
unnecessary ideas and combin- Introductory

ing others. I remind students
setting big event big event
that we are eliminating some

ideas that may be interesting but
are probably not essential to the problem solution
outcome of the story. We work

to make our ideas fit into this Name ________________________________________________ Date ___________________
format: ______(main character) Cross out any ideas you don’t need and use the ideas you have left to write a short summary.
______________________________ wants ___________________________
wants ______ (character desire)

(main character)
Combine and Condense
________________________________ but ___________________________
_______________________________________ , so _____________________
but ______ (problem), so _____ 94
Use short phrases to record important ideas about the main character or other important
characters, as well as setting, problem, big events,. and solution. List one idea on each
________________________________________________________________
numbered line.You may not need all the lines.
(solution). Sadako wants to have Book title ___________________________________ Chapters or pages ______________
1 _________________________________ 7 _________________________________
fun at the Peace Day celebration 2 _________________________________

3 _________________________________
8 _________________________________
9 _________________________________
but her father has bad memories of 4 _________________________________

5 _________________________________
10 _________________________________
11 _________________________________
the destruction caused by the bomb 6 _________________________________ 12 _________________________________
dropped on Hiroshima, so they act

Cross out any ideas that are not important to the overall story.
Now, combine the ideas that are left! Select the most important one from each category.
in different ways. Intermediate Characters + Setting +

!
Problem + Events + Solution
No. ___ + No. ___ + No. ___ + No. ___ + No. ___
h Help students combine key

Use these ideas to write a summary of 2 to 4 sentences.
ideas. With more advanced ______________________________________________________________________

______________________________________________________________________
students, I think aloud while Angela ______________________________________________________________________
Name _____________________________________________ Nov. 30
Date ___________________
______________________________________________________________________
combining ideas: “In one sen-
Final Reduction
______________________________________________________________________
______________________________________________________________________
tence, I can explain what Peace Record what you think are important ideas about the main character, setting, problem, 95
Day is and why it is celebrated. important events, and solution.

The Cay
Book title ________________
by Theodore Taylor
________________________
In another sentence, I can use Setting

1942 - World War II
Events
* Germans attack
Curacao and tankers
phrases and conjunctions (and,
Characters
Curacao island
Phillip—prejudiced, * Phillip’s ship is torpedoed
(Caribbean)
American boy * Phillip is blinded
but) to put together several Mrs. Enright —mom,
wants to leave
* Phillip and Timothy
escape on a raft
ideas: who Sadako is, what she !

Problem
Mr. Enright—dad,
wants to stay
Solution
Timothy—ship hand, a
Phillip and Timothy are black islander, brave, A Navy destroyer sees
likes to do, and how her father stranded on the cay. reliable, caring Phillip’s signal and
Then Timothy dies in a Challenging
rescues him. Phillip realizes
and she react differently.” I hurricane and Phillip

has to survive alone.
how much he respects
and misses Timothy.
model this on a copy of the Now cross out any idea that’s not important. Use the ideas to write a summary (2 to 4
During WWII in 1942, Phillip and his mother try to escape
sentences). _____________________________________________________________
Combine and Condense graphic Curacao on a U.S. bound ship that gets torpedoed by the Germans. Phillip is
______________________________________________________________________
blinded, but saved by a ship hand Timothy who is a black islander. Phillip is
______________________________________________________________________
organizer (page 95) and end up prejudiced, but learns to respect Timothy when they are stranded on the
______________________________________________________________________
cay. Timothy dies when he tries to save Phillip during a hurricane. Phillip is
______________________________________________________________________
rescued, but realizes how much he respects and misses his friend..
______________________________________________________________________
with the following summary: Think about your summary. If you had to reduce it to one sentence, what would it be?
During WWII, an American boy Phillip survives a German torpedo attack but
______________________________________________________________________
There is a Peace Day “celebration” is blinded and then stranded on a cay with a black islander and ship hand
______________________________________________________________________
every year to remember those who 96

Timothy who helps Phillip overcome his prejudice.
92
died when a bomb was dropped on U SING T IERED A CTIVITIES
Hiroshima. Sadako Sasaki, the main ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
character, always enjoys the celebration Readers will:

with her friends, but her father, who lost ❁ Record all ideas that may be important
six family members in the bombing, is about character, setting, events,
reminded of how awful that day was. problem, and solution. [All]
h Show students how to further syn- ❁ Evaluate the importance of each idea
thesize these ideas. For students to the outcome of the story. [All]
who will use the Final Reduction ❁ Eliminate ideas that are interesting
organizer (page 96), I explain how I but only secondarily important to the
could take this summary and reduce outcome of the story. [All]
it to one main-idea sentence: Every
year Sadako and her family go to the ❁ Write a brief summary that contains
Peace Day celebration, where people only key points. [All]
commemorate in different ways the lives ❁ Condense and combine ideas.
of victims of the Hiroshima bombing. [Intermediate and Challenging]
h When students are able to ❁ Reduce the essential ideas to one
distinguish between “important” sentence. [Challenging]
main ideas and “interesting”
details, they should be ready to Graphic Organizers:
complete the basic tiered activity. Introductory Level: Puzzling (page 94)
Observing students’ responses during Tip: Remind students that when they are
lessons will help determine when selecting key ideas, they are determining
they’re ready for the other activities. what the author would see as important
Throughout my teaching, I emphasize to the overall story.
that there is no one right way to
create a summary, but that the purpose Intermediate Level: Combine and
is to reduce the text to just the key Condense (page 95)
points. In order to improve their Challenging Level: Final Reduction
summarization skills, most students (page 96)
will probably need repeated modeling ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
of this process as well as examples of Books Worth Using:

strong and weak summaries, followed Hiroshima by Laurence Yep (Scholastic,
by critiques and discussions. 1995)
The True Confessions of Charlotte Doyle by
Avi (Avon Flare Books, 1990)
Pink and Say by Patricia Polacco
(Philomel,1994) Picture book
93
Name ___________________________________________ Date ___________________
Puzzling
As you read, use this graphic organizer to record important ideas about the main character,
setting, problem, big events, and solution. Use your own words and list one idea in each
puzzle piece.You may not need all the pieces.
character character
setting big event big event
problem solution
Cross out any ideas you don’t need and use the ideas you have left to write a short summary.
______________________________ wants ___________________________
(main character)
________________________________ but ___________________________

_______________________________________ , so _____________________
________________________________________________________________ .
94
Name ________________________________________________ Date ___________________
Combine and Condense

Use short phrases to record important ideas about the main character or other important
characters, as well as setting, problem, big events, and solution. List one idea on each
numbered line.You may not need all the lines.
1 _________________________________ 7 _________________________________
2 _________________________________ 8 _________________________________
3 _________________________________ 9 _________________________________
4 _________________________________ 10 _________________________________
5 _________________________________ 11 _________________________________
6 _________________________________ 12 _________________________________
Cross out any ideas that are not important to the overall story.
Now, combine the ideas that are left! Select the most important one from each category.
Characters + Setting +
!
Problem + Events + Solution
No. ___ + No. ___ + No. ___ + No. ___ + No. ___
Use these ideas to write a summary of 2 to 4 sentences.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
95
Name _____________________________________________ Date ___________________
Final Reduction
Record what you think are important ideas about the main character, setting, problem,
important events, and solution.
Book title ________________________
________________________________
Setting Events
Characters
!
Problem Solution
Now cross out any idea that’s not important. Use the ideas to write a summary (2 to 4
sentences). _____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Think about your summary. If you had to reduce it to one sentence, what would it be?
______________________________________________________________________
______________________________________________________________________
96
Main Idea
Skill: Create a summary statement of key, implicit ideas from a passage.
About Main Idea like Nettie’s Trip South. This pow-

When readers seek out the main idea(s) erful picture book is based on a diary
of a passage, their job is to briefly sum- that was kept by the author’s great-
marize the implicit elements to get the grandmother. It’s a letter that Nettie,
big idea(s) in the writing. This lesson a ten-year-old girl from Albany, New
asks students to phrase the main idea in York, writes to her cousin Addie just
a sentence that goes beyond a summary before the Civil War. In it she
statement—to show the deeper meaning describes the disturbing realities of
behind events and actions. slavery, as witnessed firsthand during
her trip to Richmond, Virginia.
Why Is This Skill Important? Nettie writes that the sight of slaves
It’s difficult, and usually not necessary, living in poverty on a wealthy
for readers to remember everything they plantation haunt her, and that
read; they can focus by culling meaning bearing witness to the Negro Auction
from important events and information made her physically sick. She
and focusing on main ideas. comments, “If we slipped into a
black skin like a tight coat, every-
thing would change.”
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
h Think out loud about how to
Model Lesson: Identifying main generate the main idea. I explain
ideas with Nettie’s Trip South by Ann that I’m going to describe, in one
Turner (Simon & Schuster, 1987) sentence, the big idea or the central
meaning behind the book. I take
Identifying the main idea of a story is note of the title and talk about why I
a difficult skill for many students to think the author used this title and
master, and it’s even more difficult when what it has to do with the important
students work with authentic literature message of the book. (For example,
in which there are usually several key the economy of the South in this
ideas woven together. time period is driven by agriculture
h Initiate main idea instruction by and slavery. Nettie’s trip involves
using a short passage or a picture a learning experience about the
book that has a clear message, realities of slavery.) Next, I invite
students to help me list on the board
97
or overhead some of the Jennifer P.
Name _____________________________________________ Dec. 11
Date ___________________
important events (or details) What’s It All About?

in the book. After the list is Sarah, Plain and Tall by Patricia MacLachlan
Title of book or chapter ___________________________________________________
complete, I provide a main Titles can give clues about

List four of the most important
details from this book.
important ideas in a story. What
idea statement that pulls this
1
clues do you notice in this title?
Caleb and Anna really
The title describes
____________________ want a mother.
information together: “I how Sarah looks.
____________________
She is honest about
____________________
2
Sarah and her cat fit in
think the main idea is that how she looks.
____________________
____________________ well at the farm.
The title makes Sarah
____________________
Nettie is upset by the white sound strong. The
3
____________________
Sarah helps Papa during
family cares more
____________________
a storm.
southerners’ treatment of about strong women
____________________
than pretty ones.
____________________
Introductory
4
Sarah leaves but comes
pre–Civil War slaves, who
____________________
____________________ back to her family on the
____________________ prairie.
suffered many injustices ____________________
____________________
because of the color of their What’s the

As you think
about the main
main idea?
skin.” Then I go back Wherever your family is,
idea, look carefully
at the clues from
the title and the
Name _____________________________________________ Date ___________________
through our list and the that’s where home is.

details you listed.
What’s important?
What is your list
book, showing how the What’s in a Name?

mostly about?
events, details, and title clues

100 Title of book or chapter ___________________________________________________
★ Does the title of this book or chapter give any clues in helping you decide
★
support this main idea. what the main idea is? Explain.
h Using the key ideas in ★ ★
the book, brainstorm Key event or detail Key event or detail
alternative titles that can

What’s the
main idea?
help students generate a Key event

or detail
Key event
or detail
main idea statement. Intermediate

For example, I suggest the
book could be called Nettie’s Think of the main
idea as you write
a new title for
A good title might be _____________________________
_______________________________________________
because ________________________________________
Nightmare because the Name _____________________________________________ this

Datetext.
___________________
_______________________________________________
_______________________________________________
experiences depicted in the What’s the Message? Think of a second

Another good title might be ________________________
_______________________________________________
main idea as you
book continued to haunt her write another new because ________________________________________
title for this text. _______________________________________________
_______________________________________________
when she returned home.

Give an example from the book. Give an example from the book.
101
that supports your main idea that supports your main idea
What’s
the main idea?
h When students can provide

a main idea statement for
a text, match them with
the appropriate tiered
activities. Students who are A theme is a generalization about life, the world, or the universe. Themes focus on big,
important ideas.They are often inspirational. Some examples of themes may be that all
more advanced in this area

people should be treated kindly and fairly, regardless of their skin color; it’s best to be
honest; or being nice and working hard is rewarded. Challenging
Think about the main idea in the text that you just read. Create a bumper sticker that
depicts the theme of this text.
will be able to move from the Theme Bumper Sticker
main idea to a more concise

statement of theme.
102
98
U SING T IERED A CTIVITIES Challenging Level: What’s the Message?
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ (page 102)
Readers will: Tip: Students need to understand the
❁ Explain whether or not the main idea concept of theme to complete the
of the book is reflected in the title. bumper sticker on this activity page.
[Introductory and Intermediate] Make sure to discuss main idea in terms
❁ List important details from the of theme. Themes are generalizations
passage. [Introductory] that state big, important ideas, and are
often inspirational and more condensed
❁ Determine the main idea. [All] than the summary-style statement stu-
❁ Create new titles for the book based dents have been working with. I begin by
on key ideas from the book and sharing themes from stories they know.
provide a rationale for each new title. For example, in the popular picture book
[Intermediate] Ira Sleeps Over (Waber, 1972), a theme
❁ Transform the main idea from an might be “Be your own person.” Some
interpretation into a theme. additional examples are provided in the
[Challenging] What’s the Message? organizer.
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
❁ Design a bumper sticker that depicts

Books Worth Using:
the book’s theme. [Challenging]
The Cricket in Times Square by George
Graphic Organizers: Selden (Farrar, Strauss & Giroux, 1960)
Introductory Level: What’s It All About?
My Brother Sam Is Dead by James Lincoln
(page 100)
Collier (Scholastic, 1974)
Tip: Provide students with instruction Faithful Elephants, A True Story of Animals,
and practice in summarization (see page People and War by Yukio Tsuchiya
91) to help them identify key events that (Houghton Mifflin, 1988) Picture book
they can use as details in the organizer.
Intermediate Level: What’s in a Name?
(page 101)
99
Name _____________________________________________ Date ___________________
What’s It All About?

List four of the most important

Titles can give clues about details from this book.
important ideas in a story. What
1
clues do you notice in this title?
____________________
____________________
____________________
____________________
____________________ 2
____________________
3
____________________
____________________
____________________
____________________
4
____________________
____________________
____________________
____________________
____________________
As you think
What’s the about the main
main idea? idea, look carefully
at the clues from
the title and the
details you listed.
What’s important?
What is your list
mostly about?
100
Name _____________________________________________ Date ___________________
What’s in a Name?
★ Does the title of this book or chapter give any clues in helping you decide
★
what the main idea is? Explain.
★ ★
Key event or detail Key event or detail
What’s the
main idea?
Key event Key event

or detail or detail
A good title might be _____________________________

Think of the main
idea as you write _______________________________________________
a new title for because ________________________________________
this text. _______________________________________________
_______________________________________________
Another good title might be ________________________

Think of a second _______________________________________________
main idea as you
write another new because ________________________________________
title for this text. _______________________________________________
_______________________________________________
101
Name _____________________________________________ Date ___________________
What’s the Message?

Give an example from the book. Give an example from the book.
that supports your main idea. that supports your main idea.
What’s
the main idea?
A theme is a generalization about life, the world, or the universe. Themes focus on big,
important ideas.They are often inspirational. Some examples of themes may be that all
people should be treated kindly and fairly, regardless of their skin color; it’s best to be
honest; or being nice and working hard is rewarded.
Think about the main idea in the text that you just read. Create a bumper sticker that
depicts the theme of this text.
Theme Bumper Sticker
102
Figurative Language
Skill: Identify a simile or metaphor and explain the author’s meaning.
About Figurative Language phrases he uses to tell us that we

Figurative language employs images and are all the same in the dark: “small
comparisons to create a special feeling as a peanut, big as a giant, rich as a
or effect. Similes and metaphors are two sultan, and poor as mite.” We discuss
of the most commonly used figures of how these similes create much more
speech. A simile compares two unlike colorful images than plainly saying
things using the words like or as (She we are all the same inside, despite
was shaking like a leaf). A metaphor our differences physically, socially,
compares two unlike things implicitly economically, and so on.
(That problem is a thorn in my side). Once students understand similes, I
Why Is This Skill Important? move on to metaphors. In “Magic
To understand figurative language, Carpet,” the poet implicitly compares
students must “see beyond” the literal the imagination to a magic carpet:
meaning of the words so they read the “You have a magic carpet / That will
text at a deeper level. whiz you through the air / To Spain
or Maine or Africa / If you just tell it
where. . . .” The question What could
G ETTING S TARTED that magic carpet be? helps students
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
who are reading the poem literally,
Model Lesson: Interpreting figurative and helps them understand
language with “No Difference” from Silverstein’s message: that they have
Where the Sidewalk Ends by Shel the option to use or not use their
Silverstein (Harper & Row, 1974), imaginations.
“Magic Carpet” from A Light in the Attic h Provide some practice identifying
by Shel Silverstein (Harper & Row, similes and metaphors. Similes are
1981), and Encounter by Jane Yolen usually less confusing than metaphors
(Voyager Books/Harcourt Brace, 1992) because they are less abstract, and
h Provide an explanation of simile they have the signal word as or like in
and metaphor by introducing the text. To help students learn how
clear examples from well-liked to distinguish between metaphors
poetry. Using Shel Silverstein’s poem or similes, I use paired simile and
“No Difference,” we analyze the metaphor examples like the following
103
in a focus lesson. We discuss Name _____________________________________________ Date ___________________
how the use of similes and Figuring Out Figurative Language

metaphors creates different Book title _________________________________________________________________
Simile: A comparison using like Metaphor: A direct comparison of two

images. or as between two unlike things.
The boy was as tall as a tree.
unlike things. A four-siren alarm, the dog
barked and howled until we woke up.
• The growing boy was as tall as Page number _____ Sketch the simile or metaphor.
Sentence from text
a tree. _________________________________
Introductory
The mighty redwood stand of _________________________________
_________________________________
football players raised their _________________________________

Check one: ❑ Simile ❑ Metaphor
helmets to the crowd. What do you think the author means?

_________________________________
• Annie’s room is like the Wild Marc

Name ________________________________________________ Feb. 17
Date ___________________
West—anything goes.
Page number _____ Sketch the simile or metaphor.
Sentence from text
Down the hall is a dump with _________________________________

Figurative Fun
_________________________________
rotten apples and dirty gym Maniac Magee by Jerry Spinelli

_________________________________Book title _________________________________________________________________
_________________________________In each box, write the page number and the metaphor or simile from the text.Then explain
socks: my sister’s room. Check one: Simile

❑ Metaphor
❑ how the figure of speech makes you feel or think about what the author is describing.
What do you think the author means?
_________________________________ 59
Page number ___________ Check one: ❑ Simile ❑ ✔Metaphor
• The dog ran like the wind to 106
Sentence from text “It was a hot day in August . . . so hot, if you
________________________________________________
were packing candy, you had soup in your pocket by two o’clock.”
________________________________________________________________
warn us of the fire. What do you think the author means?

He means the candy would be melted and soupy because of
A four-siren alarm, the dog the heat.
barked and howled until we Was this a good comparison? Explain how the author’s description makes you
feel or think.
Yes. It made me think of how crayons melt in the car
woke up. on a hot summer day—all gross and sticky.
Intermediate
h Support students as they 68
Page number ___________ Check one: ❑ Simile ✔Metaphor
❑
“If the Wonders of the World hadn’t stopped
Sentence from text ________________________________________________
interpret similes and at seven, Cobble’s knot would have been number eight.”
________________________________________________________________
metaphors in longer Cobble’s knot was the biggest, most difficult knot ever. It
could have been in a museum—like an ancient relic.
passages. I follow up with Was this a good comparison? Explain how the author’s description makes you
feel or think.
Yes. The Seven Wonders of the World are the most amazing
model passages from Encounter. buildings and places of the ancient world. That makes the
knot even more amazing.
This book uses a Taino boy’s Name _____________________________________________ Date ___________________
107
perspective to tell of the landing Figurative Fantasy

of the strange, greedy white Book title _________________________________________________________________
men (Columbus and his crew)

Select examples of figurative language from your reading and fill in the organizer below to
evaluate how well the simile, metaphor, or other figurative language device worked.
on San Salvador. We discuss Page number ___ Check one: ❑ Simile ❑ Metaphor ❑ Other _______
the following lines and I assess ________________________________________________________________

Was this a good comparison? Explain how the author’s description makes you
their interpretations to see if feel or think.
they are ready to work with Think of another way to say what the author has written. Write your own
metaphor or simile that could replace the one in the book.
metaphors and similes Challenging
independently. (Note: no page
Page number ___ Check one: ❑ Simile ❑ Metaphor ❑ Other _______
numbers are given.) Sentence from text ________________________________________________
________________________________________________________________
• I watched their chief smile. Was this a good comparison? Explain how the author’s description makes you
feel or think.
It was the serpent’s smile—no

lips and all teeth. (metaphor) Think of another way to say what the author has written. Write your own
108
104
• They [the chief ’s eyes] were Graphic Organizers:
blue and gray like the shifting sea. Introductory Level: Figuring Out
(simile) Figurative Language (page 106)
• But in my dream that night, three Tip: You may want to assign a passage,
great-winged birds with voices like thun- poem, or chapter that contains several
der rode wild waves in our bay. (simile)
good examples of similes or metaphors.
• And many of them had hair growing With practice, your students should be
like bushes on their chins. (simile) able to do an independent “free search” or
• The hand felt like flesh and blood, a “collection” while reading.
but the skin was moon to my sun.
Intermediate Level: Figurative Fun
(simile and metaphor)
(page 107)
h When students can identify a simi- Challenging Level: Figurative Fantasy
le and a metaphor and distinguish (page 108)
between the two, match them with ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
the appropriate tiered activities. Books Worth Using:

Students who are more advanced in Yellow Bird and Me by Joyce Hansen
this area might try identifying other (Clarion Books, 1986)
types of figurative language, such
as personification, through which an The Midnight Horse by Sid Fleischman
author attributes human characteristics (William Morrow & Co., 1990)
or actions to nonhuman things (The Encounter by Jane Yolen (Harcourt, Brace
sun winked at me). & Co., 1992) Picture book

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Readers will:
❁ Identify a sentence or phrase as a
simile or metaphor, and explain its
meaning in the text. [All]
❁ Clarify the image or special effect
created. [Intermediate]
❁ Explain how a metaphorical image
influences their feelings about the
topic. [Intermediate and Challenging]
❁ Create a figure of speech that is similar
to the one in the text. [Challenging]
105
Name _____________________________________________ Date ___________________
Figuring Out Figurative Language

Book title _________________________________________________________________
Simile: A comparison using like Metaphor: A direct comparison of two

or as between two unlike things. unlike things. A four-siren alarm, the dog
The boy was as tall as a tree. barked and howled until we woke up.

Sentence from text
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

Sentence from text
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
106
Name ________________________________________________ Date ___________________
Figurative Fun
Book title _________________________________________________________________
In each box, write the page number and the metaphor or simile from the text.Then explain
how the figure of speech makes you feel or think about what the author is describing.
Page number ___________ Check one: ❑ Simile ❑ Metaphor

________________________________________________________________
feel or think.
Page number ___________ Check one: ❑ Simile ❑ Metaphor

________________________________________________________________
feel or think.
107
Name _____________________________________________ Date ___________________
Figurative Fantasy
Book title _________________________________________________________________
Select examples of figurative language from your reading and fill in the organizer below to
evaluate how well the simile, metaphor, or other figurative language device worked.

________________________________________________________________
feel or think.
Think of another way to say what the author has written. Write your own

________________________________________________________________
feel or think.
Think of another way to say what the author has written. Write your own
108
Journal Responses
Skill: In a journal entry, respond to literature thoughtfully and use supporting information from the text.
About Journal Responses reading that help you better

A journal response is not meant to understand a story or text.
go beyond a first draft. The content is Encourage students to date their
considered more important than the entries so that they can refer back to
mechanics. Journals allow students to previous entries and check their
focus on their interpretations of specific earlier reflections and understand-
elements of the story. The response is as ings. This process will help students
writing should be: thinking and feeling move forward with their thinking.
written down. h Review different skills and
Why Is This Skill Important? strategies that students can use
Journal writing enables students to each time they respond to
organize and articulate their thoughts. literature. Look back through the
As we know, reading reinforces writing, lessons in this book—any skill lesson
and writing reinforces reading. In or activity page may serve as a
addition, like oral responses, journals springboard for a journal response.
allow each student to express his or I allow students to write in all types
her understanding of the reading, of ways in their journals, including
but may encourage more in-depth, free writing, writing in response to
personal responses. a question or prompt, filling in a
diagram or chart, and sketching.
h Differentiate instruction through
G ETTING S TARTED
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
the activities you design or the
level of questions that you pose.
h Make sure students have a journal Some types of responses require
or notebook that they can use more critical thinking than others.
exclusively for writing responses For example, asking students to
to literature. This will become their compare and contrast events is
reading journal, reading response generally more involved than asking
notebook, or whatever you choose them to describe an event. In the
to call it. table on page 111 I’ve provided
h Model using the journal as a examples of questions that represent
place to collect ideas about your introductory, intermediate, and
109
challenging levels of comprehension U SING T IERED A CTIVITIES
and interpretation. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Readers will:
h Model any type of response you
❁ Identify components of the story. [All]
want students to be able to make
in their journals. I provide examples ❁ Support their responses with informa-
of strong and weak journal entries tion from the text and from their own
for any skill we’ve worked on. For experiences. [All]
example, if a student is writing about ❁ Make judgments based on information
character traits and responds, “I like from the text and from their own
this character because he’s funny,” I experiences. [Intermediate]
comment that I’m not convinced
about this until the reader gives me ❁ Analyze story elements and create
some evidence to support why he alternate scenarios. [Challenging]
thinks that character is funny. We
refer back to the activity pages we’ve
completed for character analysis to
review ways to respond with support
from the text. I encourage students
to use the activity pages they’ve
used and are comfortable with as a
template for their journal responses.
110
Journal Response Activities
Since students will respond to these designated place in the text and then
tiered prompts in their individual respond to the appropriate prompt or
journals, no reproducible activity pages model their response after one of the
are included. Students should read to a activity pages they’ve already completed.
Sample Journal Response Prompts
Introductory Intermediate Challenging
Which is your favorite List 3–5 traits that describe Contrast your favorite character
CHARACTER ANALYSIS
character? Explain why this your favorite character. Explain with your least favorite
is your favorite character. why she or he is your favorite character. Explain why you
How are you similar to and character. Which traits do you chose these two characters.
different from this character? admire or like the most? Which
traits do you not like? Why?
What do you think is the most Describe the most important Summarize the most important
STORY MAPS
important event in the story? event. Explain why you think event. Explain how you would
Explain why this is the most this is the most important change it to give the story a
important one. event. (How did it affect the different twist.
characters and their actions?)
Tell where and when this Tell where and when this If this story happened some-
story takes place. story takes place. (If there is where else or at another
more than one setting, briefly time, how would the plot be
SETTING
describe each of them.) different?

Why do you think the author
chose this setting (or these
settings) for this book?
List three actions (causes) and Describe an important cause- Pick a critical cause-and-effect
CAUSE AND EFFECT
three resulting effects. effect relationship from this relationship and explain how a
story and come up with a different cause or effect might
different (but plausible) effect have changed the whole story.
for the cause. Why do you
think the author chose the
original sequence of events?
Brainstorm ideas relating to Complete a story map and Imagine that you are writing a
the 5 W’s about this book: write a summary of the story telegram to a friend about this
Who (characters), when and using the information from book and you are paying by
where (setting), what (what your map. the word! Write a brief
SUMMARY
happens), and why (why is this summary of the book with

story happening—what’s the the most important points
problem that needs to be in one sentence.
solved?). Highlight or circle
the most important ideas.
111
Professional Works Cited
Lane, B. (1993). After the end: Teaching and learning creative revision. Portsmouth, NH:
Heinemann.
Swartz, R.J., & Parks, S. (1994). Infusing critical and creative thinking into content instruction:
A lesson design handbook for the elementary grades. Pacific Grove, CA: Critical
Thinking Press and Software.
Tomlinson, C.A. (1999). The Differentiated classroom: Responding to the needs of

all learners. Alexandria, VA: ASCD.
Vacca, R.T., & Vacca, J.L. (1993). Content area reading. 4th ed. New York: HarperCollins.
112

Teaching Reading Through Differentiated Instruction With Leveled Graphic Organizers

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teaching Reading Through Differentiated Instruction With Leveled Graphic Organizers

Uploaded by

Copyright:

Available Formats

TEACHING READING THROUGH

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

Cover design by Maria Lilja

Think Abouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Story Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Character Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Character Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Problem and Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97

Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

Journal Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

About Personal Connections h Read aloud from an engaging,

Why Is This Skill Important? h Draw connections between the text

what I know about how they Making Personal Connections

h Draw connections between 1

being hunted for their pelts Name _______________________________________________________________ Date _______________________________

and then killed for their fur.

to the otters? Did the Aleuts

rather than to my direct What’s the Message?

making connections gets me What’s being explained or described in this part?

more involved with what

reading, understand it better, Connection 1

and want to learn more. This connection helps me understand . . .

h Help students make per- Connection 2

sonal connections on their This connection helps me understand . . .

a section of a book or article This connection helps me understand . . .

we’re reading as a class that

with. I ask individual students

❁ Briefly summarize the passage. [All] Books Worth Using:

Making Personal Connections

What’s being explained or described in this part?

Connections and Reflections

List meaningful links you are making to this passage.

What’s the Message?

What’s being explained or described in this part?

Connections to my own experiences Super Similes

This connection helps me understand . . .

This connection helps me understand . . .

Connections to other sources (movies, books, other people)

This connection helps me understand . . .

About Think Abouts h Select a short passage to model

tant information that led me to this pre- Think Abouts

box, and that all the children were

evidence once they’ve read on to con-

Number the StarsThe by Lois Lowry

what I’m reading to an experience I’ve had 2

going on with soldiers in a The German soldier yells “Halte”

friend, Tessa, who lived near me when I Intermediate Prediction

was a young girl. No matter where we What I’m thinking about . . .

Little Man, just as I used to get irritated Connection Question

with Tessa. When I make connections

a lot more about what I’m reading.” ?

be worried about staying clean.” I ask Challenging

ize that a question can help a reader get

and clear up confusion—in this case,

thinking. [All] Books Worth Using:

The text told me . . .

2. Stop at page ______, paragraph ______.

The text told me . . .

3. Stop at page ______, paragraph ______.

being hunted for their pelts Name _________________________________ Date _

2. Stop at page , paragraph .

3. Stop at page , paragraph .

2. Page , paragraph

3. Page , paragraph

❁ Sketch their mental image of a Name _________________________ Date _

problem, I point out that the _ _

attempts help move the plot _ _

goals. We then identify the Name _________________________ Date _

never left the house. ___________ _ _____________