Information Technology Solutions

Character Map

ABOUT THE STRATEGY

A CHARACTER MAP is a graphic organizer that helps students learn about a character
and how the character impacts and is impacted by setting, other characters, and plot.
It is used during and after reading a text. This strategy supports students’
comprehension by providing students with a framework for identifying and
Wisconsin organizing details about a character.
State Standards
Reading: Literature
IMPLEMENTATION OF THE STRATEGY
-SitKey
amet, consec tetuer
Ideas and
adipiscing elit, sed diam
 Establish the purpose of the character map.
Details  Discuss the main components of characterization, i.e., what a characters says and
nonummy nibh euismod tincidunt
thinks, what a characters looks like, how a character acts, and how others view
ut laoreet dolore magna aliquam.
and treat the character.
Grade Level  Discuss how characters impact and are impacted by other elements of literature,
NETWORK PROTECTION
K-5 e.g., setting, characters, and plot.
Ut wisi enim ad minim veniam,
 Provide students with a character map graphic organizer and model how to use it.
quis nostrud exerci tation Using a class text(s) and a think aloud to illustrate your thinking; scaffold as
Purpose
ullamcorper.Et iusto odio needed.
dignissim qui blandit
Use with students  As students read, have them complete the character map. After reading, have
praeseptatum zzril delenit
to support students fill in any missing parts; scaffold as needed.
augue duis dolore te feugait
comprehension:
nulla adipiscing elit, sed diam
identify and MEASURING PROGRESS
nonummy nibh.
organize details  Teacher observation
about a character  Conferring
PERSONAL FIREW ALLS  Student journaling
Tincidunt ut laoreet dolore  Graphic organizer informal assessment
When to Use
magna aliquam erat volut pat. Ut

wisi enim ad minim veniam, quis

During Reading RESEARCH
exerci tation ullamcorper cipit
After Reading Dexter, D. D., & Hughes, C. (2011). Graphic organizers and students with learning
lobortis nisl ut aliquip ex. disabilities: A meta-analysis. Learning Disability Quarterly, 34(2), 51-72.
Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2008). Graphic organizers and their effects
Grouping
on the reading comprehension of students with LD: A synthesis of research.
Whole Group
Journal of Learning Disabilities, 37(2), 105-118.
Small Group Little, D. C., & Box, J. A. (2011). The use of a specific schema theory strategy-semantic
Partners mapping to facilitate vocabulary development and comprehension for at-risk
Individuals reader. Reading Improvement, 48(1), 24-31.
 Name: ______________________________
Character Map
Draw a picture of the character and write words that describe the character. Record the page
number.

Title: __________________________________________________________________

Author:______________________________ Illustrator: _________________________

 Name: ______________________________
Character Map
Draw features on the figure to illustrate what the character looks like. Write words to describe
aspects of the character as revealed in the text. Record the page number.

Title: __________________________________________________________________

Author: __________________________ Illustrator: ____________________________

Thinks

Feels
Says

Others’ Thoughts/Actions Acts

 Name: ______________________________
Character Map
Write words to describe aspects of the character as revealed in the text. Record the page number.

Title: __________________________________________________________________

Author: ___________________________ Illustrator: ___________________________

Thinks

Says Acts

Character

Feels Looks

Others’ Actions
/ Thoughts