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Literary Lessons: A "How-To" for Guided Reading & Differentiated Instruction

(Contains information on: literacy block components, management strategies, center activities, lesson files, literature circle models, blackline masters, literature circle training, partner reading info, & a how-to for reading workshop)

Literature Circles: Many Different Ways, Many Different Stories

(This site will connect you to numerous of literature circle sites.  Some sites contain alternate role sheets, organization ideas, crafting ideas, teacher roles, how to release responsibility to students, & more)

 

Metacognition
What is metacognition? Metacognition is thinking about your thinking or about your reading.  We use metacognition as we read to make sure we understand.  If we are not understanding, the "little voice" in our head tells us that we need to think about what we are reading more carefully. Metacognition is the umbrella that covers all other thinking strategies. How can we use metacognition in Shared Reading? Model how to think aloud and sticky note in text. Use a short piece of text or a novel.  Make sure the text is on the document camera or everyone has a copy of it. I'm thinking... I'm wondering... I'm seeing... I'm noticing... I'm feeling... I'm re-thinking... How can we use metacognition in Guided Reading? Students should be reading text at their instructional reading level.  While working with your groups, (no larger than 6) reinforce the strategy by having students share their thinking.  Ask students to sticky note their thinking using the thinking stems. Ask students to identify one place where they had to use "fix-it" strategies to repair their thinking about the text. Ask students to read a small section of text and write down important information.  Have students reread the text and their writing.  Do they agree or disagree with their initial statement? How can we use metacognition in Independent Reading? Keep track of their thoughts on sticky notes Use thinking stems to begin their thoughts Have students use an independent reading bookmark to keep track of their thoughts. Have students write about their reading in their response journals. Return to Top	These pages are graphic organizers to aid in metacognition. Fix-up Strategies for Making Meaning (PDF) Thinking Stems for Metacognition (Pub) K-W-H-L-S  (PDF)                                                             F-Q-R (Fact, Question, Response) (Word) Metacognition Book List (Word)   Return to Top
Predicting
What is predicting? In order to make quality predictions, a reader must first preview the text to be read.  (S)he uses the text features to identify key ideas about characters and plot, if the text is fiction.  If the text is non-fiction, the preview provides small pieces of information that lead to the main idea to be learned. Once the student has previewed the text, (s)he can make an educated guess as to what the text will teach.  A specific preview coupled with a student's background knowledge outlines the reading task, and makes it easier for a student to successfully read the text. How can we use prediction in Shared Reading? Model how to think aloud and sticky note in text. Use a short piece of text or a novel.  Make sure the text is on the document camera or everyone has a copy of it.  Read it as a whole class, and work together as a whole class to complete your predicting activity. Have students complete a graphic organizer together. Graphic organizers are found in the next column. Have students keep a bookmark in their books with the following stems on it: I predict... I predict this because... Was this predictions accurate? Why? I learned... How can we use predicting in Guided Reading? Students should be reading text at their instructional reading level.  While working with your groups, (no larger than 6) reinforce the strategy by having students share their thinking.  Ask students to sticky note predictions as they think of them. Ask students to identify places in their reading where they modified their predictions.  Did they enhance them (make them stronger) or did they adjust them (change them so it matched the text)? Before reading the next section of the text, either chapter or new heading/subheading, ask students to write down their predictions. Ask them to identify the information in the text where the prediction comes from. How can we use predicting in Independent Reading? Keep track of their predictions on sticky notes Have students use an independent reading bookmark to keep track of their thoughts. Have students write about their reading and predictions in their response journals. Return to Top	Non-fiction Conventions Web                                  Finding Text Features in Non-fiction (Word) Previewing/Predicting Bookmarks, Fiction Previewing/Predicting Bookmarks, Non-fiction Predicting record sheet Predicting Rubric, Level 1 Predicting Rubric, Level 2     Return to Top
Summarizing
What is Summarizing? Summarizing is the ability to read a piece of text and explain the most important parts of the text in sequential order.  Summarizing in Fiction and Non-Fiction is very different.  When summarizing fiction, the reader uses characters, setting, problems and solutions to help him/her understand the story. When summarizing non-fiction, the reader uses main ideas, details, comparing/contrasting, to gain knowledge about a subject.  A reader will also use different text structures to help understand a text.  Those text structures are: description, sequencing, cause & effect, problem & solution, and compare & contrast. How can we use summarizing in Shared Reading? Fiction Identify story elements; character, setting, problem, solution, ending Continue to make predictions based upon story elements. Discuss theme and author's message Model the use of organizers to help monitor students thinking Non-Fiction Discuss Non-fiction text features and how they lead to the main idea of a text Explain main ideas (general) and details (specific) Predict before reading each section by looking at the heading and words that repeat throughout the text. Discuss different text structures for non-fiction:  Description Compare/Contrast Sequence Cause & Effect Problem & Solution        How can we use summarizing in Guided Reading? Students should be reading text at their instructional reading level.  While working with your groups, (no larger than 6) reinforce the strategy by having students share their thinking. Fiction Have students complete the summarizing graphic organizers Ask students to sticky note problems and solutions while reading. Students can begin writing the summary portion of a response journal, with guidance. Generalize problems for characters - (move towards theme) Identify the theme, with examples from the text. Non-Fiction Predict main idea by using headings and repeated words to make prediction sentence. Identify various structures of non-fiction text. Sticky note text structures to understand text and determine main idea. How can we use summarizing in Independent Reading? Fiction Write response journals that contain a summary. Sticky note problems and solutions. Complete graphic organizers independently. Non-Fiction Use non-fiction bookmark, making predictions & finding main idea. Write response journals that contain main idea and detail. Sticky note main ideas in text. Return to Top	These pages are graphic organizers to aid in Determining Importance. Fiction Summarizing   Somebody, Wanted, But, So, Then   Summarizing and Finding Theme   Fiction Summarizing Rubric Level 1   Fiction Summarizing Rubric Level 2               Non-Fiction Summarizing                          Finding Text Features in Non-fiction (Word)   Main Ideas and Interesting Details 2-column Chart (Word)   Non-fiction Summarizing Bookmark   Text Structures Bookmark   Non-Fiction Summarizing Rubric   Non-Fiction Summarizing Book List (Word)   Return to Top
Making Connections
What is Making Connections? Making Connections is making a link between a piece of text with what is already known.  We make connections in three ways: Text-to-Self: A part of the text reminds you of a similar experience. Text-to-Text: A part of the text reminds you of something you have previously read. Text-to-World: A part of the text reminds you of what you already know of the world around you. The more we connect to text, the better we are able to understand what we read.  Return to Top	These pages are graphic organizers to aid in Making Connections. Comparing Two Books  (Word)                                      Proving Connections   (Word)                                    Thinking About                                                            Our Connections (Word) Making Connections Bookmark (Word) Making Connections Book List (Word)   These are activities that can be used when using the Making Connections reading strategy. Discuss current events/news and try to connect to novel or nonfiction text being read.   Pair a nonfiction text with fiction text   Bookmarks (see above)  – Give students a bookmark with all three types of connections.  As they are reading, have students write down their connections in the appropriate place.  Use these bookmarks with fiction, nonfiction, and even science/social studies books!   Read aloud – Model using the strategy by thinking out loud.   Vocabulary sort – Give students a list of words from the text.  Tell them to sort them into three piles: Words they absolutely know the meaning for and can make a connection to, words they think they have heard before but don’t have anything to connect them to, and words they have never heard before. KWL   Venn Diagrams – Students can compare themselves to a character (Text-to-Self)  main characters from two different books (Text-to-Text) the setting of the story to our own surroundings (Text-to-World) the features of a region compared to where we live (Text-to-World in Social Studies), etc.   Return to Top
Asking Questions
What is Asking Questions? Asking Questions helps students read for different purposes: clarification, to create meaning, make predictions, to wonder about what the author is trying to tell the reader.  As students become more and more proficient in asking questions, they develop a deeper understanding of the text they read.   Questions can be split into two categories:  Thick Questions: Address large concepts Don't have just one answer Can begin with Why, How come, and I wonder Require evidence to support the answer completely Thin Questions:  Have one correct answer Can be answered with yes/no Clarify confusion Locate specific content What Usually Happens When You Ask Students to Ask Questions? They ask questions when they already know the answers. They ask only questions for prediction. They don't ask any questions at all. They ask only "thin" questions. They don't find answers as they are looking for questions. What Do You Want Them To Do? Ask questions to gain a deeper understanding of the text Ask a balance of thick and thin questions Ask questions for clarification when necessary Ask "I wonder" questions to heighten interest in the text Why Is This Strategy Important? Asking questions is important because it helps readers set a purpose as they read.  It helps students hold their interest in the text, and it keeps them focused on finding answers to their questions.  If students are successful at asking questions, they will be able to: have a deeper, richer literature discussion with their peers or adults identify topics of interest for research easily make inferences Student Prompts for Asking Questions I wonder... What did the character mean...  What if... Could, Should, or Would... What would happen if... What does she/he mean... In what ways... Can you think of an example... My question is... Return to Top	These pages are graphic organizers to aid in Asking Questions. Questions Chart (Excel) Questioning Web    (Word)                                            Asking Questions Before,                                       During, and After Reading (Word)   Asking Thick and Thin                                              Questions (Word) Asking Questions in Poetry (Word) Asking Questions Bookmark (Word) Reflection on the Asking Questions Strategy (Word) Book List For Asking Questions (Word) These are activities that can be used when using the Asking Questions reading strategy. Think-Pair-Share – Students think about the topic/book and come up with a question.  Then they get with a partner and share their ideas.   Pegasus QAR’s – Different levels/types of questions   Question Wheels – Students use wheel to generate different levels of questions worth different point values.   Question Grid (above) – Students use grid to formulate questions that correspond with the text.   Partner Questions – Partner A reads a portion of the text.  Partner B asks a question.  Partner A answers.  Reverse roles.   Trio Talk or Triangle Read – Partner A reads a portion of the text aloud.  Partner B gives a summary.  Partner C asks a question.  Partner A answers the question.  Rotate roles for next portion of the text.   Foam Question Cubes   Sticky Notes – Students write one question during or after reading on their sticky note.  These questions can be used for a small/whole group discussion or could be used to form a quiz or test.  Students love getting to be the teacher.  You will probably get more questions on a higher level if you don’t tell them about the ‘quiz/test’ portion until after the questions have been written.   Wall quiz – Give small groups of students different newspaper articles.  Have them write a list of questions based on their article.  Copy the lists of questions for each group. Pin up the articles around the room and ask students to walk around the room trying to find the answers. The winning team is the first to find all the answers. This can be quite a lively activity!   Return to Top
Inferring
What is Inferring? Inferring is the process of creating a personal meaning from the text.  It is taking the details/information provided by the author and combining it with your own background knowledge to come to a logical conclusion.  When you infer, you create meaning that is not explicitly stated in the text. What Usually Happens When You Ask Students To Infer? Students state something that the author specifically described in the text. Students can tell you what they inferred but not how they "figured it out". What Do You Want Students To Do While Inferring? They should be thinking about the details and information the author provides.   They should be considering why the author is telling them these details and/or information. They should combine their background knowledge with the details and/or information the author provides to draw a logical conclusion. Why Is This Strategy Important? Inferring will allow students to: draw conclusions from text make reasonable predictions as they read revise predictions if necessary as they read further use the combination of background knowledge and clues from the text to answer questions they have as they read remember and reapply what they have learned Questions To Ask Students To Promote Discussion About Inferring (Gretchen Courtney) What did the author mean by______? What clues in the text did you use to determine the author's meaning? What can you infer by looking at the graphics? What type of inference did you make?  (emotion, location, characteristic, action, object, time, category, occupation, cause and effect, author's bias, cultural) Return to Top	These pages are graphic organizers to aid in Inferring. Coding Inferences (Word)                                         Facts, Questions, Inferences  (Word)                    Infer Changes in Character (Word)                         Infer Character Traits (Word)                                   Infer Theme  (Word)                                                     Making an Inference  (Word)                                     With Evidence Prediction or Inference?  (Word)              Inferential Reading Examples (Word) Infer Before Reading (Word) Making an Inference at Word Level (Word) D.R.A.W.  (Word)                                                             Making an Inference  (Word)                                      (Extended Response) Reflection on the Inference Strategy (Word) Inference Book List (Word) Single Type Inferences (all in Word) Action                                                                  Cause & Effect                                               Characteristic                                                  Emotions                                                            Location                                                            Object                                                                 Occupation                                                       Time                                                                       These are activities that can be used when using the Inference reading strategy. Picture Cards – Show students an intriguing picture.  Have them infer what is taking place in the picture.   Who’s Talking? – Place the dialogue between two people on an overhead.  Students have to infer to figure out who is talking and/or their relationship to one another.  (Example: a mother and her son)   Write a letter to the main character – Students write a letter to the main character stating how he/she felt in the story and explain how they knew the character felt that way.  (Dear Howard, I am so sorry you felt ____________ on the first day of school.  I could tell you felt __________ because you …)     Explicit vs. Implied (above)- Use the t-chart to help students see the difference between explicit (right there) information and implied (not stated) meaning.   Return to Top
Creating Sensory Images (Visualizing)
What Does It Mean To Create Sensory Images? Creating Sensory Images (Visualizing) is using the author's descriptive language to create a picture in your mind of what is happening in the book.  All of the senses work together to make this image seem more real. What Usually Happens When You Ask Your Students To Create Sensory Images? Students pick up on visual descriptions provided by the author. Students ignore or miss some of the other descriptions that authors provide that appeals to the other senses. What Do You Want Students To Do While Creating Sensory Images? Students should pay attention to all of the author's descriptive language. Students should use the author's words to create vivid images in their minds of the important parts of the text. Students should use their own personal experiences and knowledge to create a 'movie' in their head that will make the text more memorable. Why Is This Strategy Important? When readers create a sensory image, they engage with the text in ways that make it personal.  As students use their senses to make a vision of the book in their heads, they are actually bringing the text to life and making it more memorable. Teacher Prompts For Think Alouds and Modeling The author's words really make me see/hear/smell/taste/feel... I can really understand what a _____ looks/smells/tastes/feels/sounds like because I have... I can easily see/smell/taste/feel/hear ______ because... Questions To Ask Students To Promote Discussion About Creating Sensory Images  (Gretchen Courtney)        What images did you create when you looked at the picture? When you were reading the text, did you make any pictures or images in your head?  Describe them to me. Describe the pictures or images you made while you were reading. How do the images help you understand the text? How does imaging help you read better? Return to Top	These pages are graphic organizers to aid in Creating Sensory Images. Charting Images With                                               Support From The Text  (Word) Locating Images (Word)                                              Detecting Images                                                      (3-column chart) (Word) Comparing Sensory Images With A Partner (Word) Reflection on Creating Sensory Images (Word) Book List for Creating Sensory Images (Word)   These are activities that can be used when using the Creating Sensory Images reading strategy. Visualizing Money Graphic Organizer (Attached) – Give students a certain amount of money their visualizations have to total.  OR, see who can create the visualization worth the most money.    Turn a chapter book into a picture book.  Students draw a picture for each chapter and write about the most important events.  (This combines visualizing and summarizing!)   Draw a comic strip for each chapter in a novel.   Draw a new cover for a book and write a caption to go along with it.   Writing activity – Have students write a paragraph using very descriptive language.  Partner A can read the paragraph to a Partner B. Partner B then draws what he/she hears being described.   “You Are There” section of the social studies book.  Turn out the lights, have students close their eyes and visualize the scene you create for them as you read this section out loud to them.   Smell Boxes – Dilute a cotton ball with a certain smell (Example, cooking vanilla) a place in a small box.  Have students smell the box and describe what images it provokes in their minds.   Mystery Boxes – Place an object in a box.  Students have to rely on their sense of touch to help them visualize and infer what the object may be.   Sense Chart (attached) – Students list details from the text that appeal to each of their senses and help them visualize.   Return to Top
Fluency
What is Fluency? Fluency has to do with the way a person reads out loud.  There are four (4) parts of fluency. Rate: Reading at an appropriate speed Accuracy: Reading the words exactly as thy are written.  If the reader makes a mistake, he or she goes back and fixes it Expression: Read the same way you talk Phrasing: Putting words together in smooth sentences or phrases Return to Top	These pages are graphic organizers to aid in creating more fluent readers. Directions For Giving The Fluency Test Student Fluency Rubric for Partner Reading Fluency Rubric - Teacher's Edition Here are websites with Reader's Theater scripts and great Fluency lesson suggestions. http://www.busyteacherscafe.com/units/fluency.htm http://www.teachingheart.net/readerstheater.htm  Return to Top
Responding to Literature
Coming Soon                                 Return to Top	Here are some ideas for responding to literature. Reading Strategies Folder Worksheets Responding In A  Literature Circle Lit Circle Roles Discussion Director Illustrator Summarizer Travel Tracker Wordsmith Connector Investigator Assessment Rubric Task Completion Tracker Character Ed Role Sheet 1 Character Ed Role Sheet 2 Reading Quilt for Responding to Literature in Different Genres (PDF) Book Club/Literature Circle Contract (Word) Book Club/Literature Circle Cue Cards (PDF) 91 Ways to Respond to Literature (html) Beyond the Basic Response (html) (includes directions, rubrics/grading sheets)   Non-fiction Literature Circle Role Sheets   Response Cards (PDF) Student, Teacher, or Group Evaluation Form (PDF) Ideas for Showing Independence of Reading Strategies (PDF) Written Response Evaluation (PDF) Responding to Literature Activities (Elementary) (html) Responding to Literature Activities (Middle Grades) (html) Return to Top
Conferring with Students
Coming Soon                   Return to Top	Here are some ideas for conferring with students about books   Using Reading Strategies During a Conference (PDF) (Includes scoring rubrics for each strategy)   Strategy Rubric (PDF)   Reading Conference Checklist (PDF)   Semi-detailed Reading Conference Form (PDF)   Detailed Reading Conference Form (PDF)   Rubric Style Reading Conference Form (PDF)   Quarterly Reading Conference Form (PDF)   A Toolkit for Conferring with Students (PDF)     Return to Top
Miscellaneous Websites and Other Items of Interest
Graphic Organizers, Graphic Organizers, and more Graphic Organizers! You want it, this should have it!   The Literature Connection Corner Contains a list of books separated by reading skill and reading theme   Book Search Database Are you looking for books for a specific time period, genre, format, setting, or age?  This site is for you.  You choose your search criteria and it generates a list of books based on your inquiry.  The database only contains award-winning books.   Children's Author Video Interviews This website features fantastic videos of some of the best children's book authors.  Video segments are approximately 1-4 minutes in length.   WebQuest Search Engine Site If you click on the link on the left "Find WebQuests" you can search for quests based on grade level and subject area.  The links are periodically checked to make sure they are current, and there are user ratings as well.   Booktalks Quick and Simple Are you looking for descriptions of books, books on a topic, or books by a certain author?  This page has it all!   Reading Units and Games Many of our Pegasus and bookroom books are on this site.  You will find pre-made lesson plans, online questions, and activities.  It's worth checking out!     Return to Top

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