Reading Workshop Following Characters Into...

The Read ing Workshop Fo l l owing Characters Into Mean ing

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The Reader’s Workshop

Fo l l owing Characters

Into Mean ing

Grades 3-5

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I tems Inc luded In This Unit Read Aloud Suggestions

Parent Letter 20 Minilessons

Partnership Planning Sheets Anchor Charts

Student Web Charts Bookmarks

The content in this packet is adapted from Book 2, Following Characters Into Meaning of Units of

Study for Teaching Reading Grades 3-5 by Lucy Calkins.

Notes : You will find the Teaching Point in each lesson will be in the Connection Section and will be bolded. Depending on if you have introduced partnerships you will need to introduce these particular partnerships how you see fit. There is a blank spot in each template for those adjustments.


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Read Alouds That Fit Wel l With This Unit Chrysanthemum Kevin Henkes

Chester’s Way Kevin Henkes

Every Living Thing Cynthia Rylant

The Yellow Star Carmen Agra-Deedy

Tiger Rising Kate DiCamillo

Because of Winn Dixie Kate DiCamillo

Matilda Roland Dahl

The Other Side Jacqueline Woodson


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Strateg ies and Groups To Use Throughout the Year Turn and Talk

September-June Students turn to a partner sitting next to them to discuss a question or concept.

Th ink , Pa ir , Share

September-June Students think individually about a question before discussing their thoughts with a partner. Pairs then report their thinking to another pair or to the class.

Th ink , Pa ir , Write

September-June As in “Think, Pair, Share,” the students think individually before discussing their thoughts with a partner. The students then write what they are thinking. They might share their writing with another pair or with the class.

Buddy Read ing

September-June Students read familiar texts with a partner. Students may share a book or use their own copies. Buddies take turns reading aloud, listening, and questioning. The listening student follows along and provides support when necessary. Students are encouraged to read fluently, with phrasing and expression. In fourth grade, buddy reading is used selectively with at-risk students.


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Mater ia ls Used Throughout the Workshop

• Just Right Books (Leveled Texts appropriately marked) • Book Boxes • Books I Want To Read List • Books teachers read aloud • Reading Logs • Anchor Charts • Anecdotal Records • Sticky notes • Reading notebooks • Books read log


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USING POST-ITS THROUGH THE YEAR

• In the beginning of the year, after modeling thinking aloud with the read aloud, the teacher models writing about reading using charts, post-its, and her readers‘ notebook.

• Students can write questions, comments, reactions, and retellings on post-its and leave them in their books until they meet with the teacher, a partner, or a book club.

• When finished with a book, the student should transfer the post-its to his reader’s notebook for safekeeping.

• Partners can use post-its to mark places where they have strong reactions to the text, then talk about what happened in that section and why they reacted so strongly.

• Partners can support each other by using a post-it to mark a confusing word and working together to figure out the word.

• Partners should use post-its to mark spots for discussion – a funny part, scary part, a confusing part, a funny word, a favorite passage, some dialogue to share.

• Post-it when you learn something new about the character or when a new event happens. • Notice when a character does something. Stop-and-jot why you think the character did that. What will

he do next?


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CONFERRING WITH READERS

• Be sure to meet with every student each week. Keep records for each child on his strengths, weaknesses, teaching point, etc. There should be only one teaching point per conference. You may need to spend more than one conference time on a certain skill. Make sure your teaching point has a strategy. Name the skill and the strategy for doing it.

• During the first week of school the teacher should be observing the reader, listening to him read - noticing and recording what skills the student needs to improve. Notice how many pages the student is reading. At what pace does he progress through books? Does he abandon most books? Is he reading at home? What genres does he gravitate toward? Learn about their reading behaviors and processes.

• Go around the room giving encouragement and a compliment. Set a positive tone where students know their strengths are recognized. Give compliments that reinforce procedures and strategies. Use a student or a whole group as a model for doing the right thing during readers‘ workshop.

• Begin conferences by asking students to show you what they‘ve been jotting about their reading and talk to you about some of their ideas.

• Teach students their role in a conference in a whole class mini-lesson. Explain that they are expected to tell what‘s happening in their book and their processes. They tell a brief summary and strategies they‘ve tried. They tell what they‘re struggling with and what ideas they‘re having. Students need to show evidence on ways they‘ve used strategies that you have been teaching.

• As the teacher you need to plan where you will confer, your schedule, and checklist forms you will use. Many teachers prefer to go to the student for the conference. When the teacher moves around it helps with discipline, observations, and you can have impromptu conferences with a small group of kids. It helps to have a schedule so you are sure to meet with every student each week. A form to fill out for each child with strategies, needs, compliment, teaching point helps you remember what you have discussed with each child and can be used as one assessment tool.


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RUNNING RECORDS

Use multiple approaches to get information about your students as readers. Students are more than just reading levels. They have histories with books and attitudes about reading. Think about skills the reader needs. Come up with a few strategies for each skill by thinking ―What do I do? When assessing a child to find their reading level, you must take into consideration accuracy, fluency, and strong comprehension. We want students to read at 96% accuracy and higher, as well as reading fluently at that level. If a child is reading word by word, choppy, and very slow, we would not consider that level to be a child‘s independent reading level. Also, we want to make sure the child can answer literal questions as well as inferential questions. If he/she is unable to infer at that level, that would not be his/her independent level.

• To assess quickly, use information from last year‘s teacher. • To assess quickly, give students at higher reading levels book chapters, and ask them to write retellings. Choose a few books at each level.

If possible choose texts that are less familiar to the kids. Have them read the first chapter. When finished with the chapter, have them write a retelling without looking back at the chapter. If a child is struggling with the retelling, ask him to retell it orally. (This is an assessment of comprehension not writing ability.) If a student is still struggling give them copies of easier texts to try. Be positive even when a student is struggling.

• Use running records to make sure what students‘ levels are and to develop skills to work with the students during their conferences. Does he self-correct? Is he fluent?

• Use the TC leveled stories and teacher forms. Have a student copy and a teacher copy of the benchmark text. Record the miscues/errors as the student reads aloud 100 words from a chapter. Use the shorthand symbols to record your observations about the child‘s reading behavior. Jot down notes about the student‘s fluency and intonation.

• The student continues reading the section – aloud or silently. When finished he retells the story and you ask him questions. Ask both literal and inferential questions. Try an easier level if the student didn‘t read fluently with 97% accuracy, or if he was unable to answer comprehension questions. Try a harder level if the student shows no areas of challenge and can answer the higher level comprehension questions.

• Give a reading survey to find out what they like to read, their reading history, and their attitudes about reading. Some questions might include:

o What kind of books do you like to read? o Who is your favorite author? o What kind of books does your family read to you at home? o Do you like to read stories? o Do you like to read books where you learn cool facts? o What do you feel when you hear ―It‘s time to read!‖ in school‖ o What do you read at home?


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Read ing Partner Ideas/Expectat ions For Year • Readers have partners who read the same kinds of just-right books. Partners often read the same books or

swap books, so that they can talk more deeply about books and what they‘re reading. • Partners shop together. • Partners know the procedures to have good partner talk. They know how to sit facing each other. Talk

about ways you should sit when sharing. Have students model sitting with a partner. Practice getting in & out of talk positions quickly.

• During the first week partners talk about what they‘re reading, how much, and how long. • Partners know how to ask questions to keep the conversation alive. Make a chart of conversation starters

such as: Why did...? What‘s this part about? How is this (detail) like this (detail)? What would happen if…? Who is …? What does this section detail…? Do you think that…? I don‘t understand this section. Make a bookmark for each child or a chart with the conversation starters.

• Partners know how to be a good listener. Students discuss what makes a good listener. What can you do to show that you are listening? Could you retell what your partner just told you? Chart their suggestions.

• Partners can talk about their mental pictures. What do the places in the book look like? • Partners can sketch the character, the character‘s home, the house. Talk with your partner about the

reasons for this image. • Partners can listen to each other retell, asking questions to clarify and dig deeper into the story. They can ask

questions about the main characters: ―What is Mr. Putter like? They can ask questions about the reasons why events happened: ―Why did he agree to keep the dog? They can ask questions to encourage prediction: ―What do you think will happen next? Why do you think that?

• Partners need to ask questions to clarify or dig deeper about the main character or the plot. Why did the even happen? Why did the character do that? What do you think will happen next? What would you have done?

• Discuss with your partner how the character talks, what they would like or not like, how they treat others.


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Expectat ions Dur ing The Read ing Workshop

During The Min i Lesson

• I will come quickly and quietly to the workshop corner seated next to my partner. • I will demonstrate good listening skills throughout the lesson and also when I share

with my partner. • I will not talk with my friends unless told to do so. • I will raise my hand if I would like to contribute to the conversation or ask a

question. During Independent Reading Time

• I will read my book quietly and with my mind turned on. • I will use the strategies and skills we have focused on in the mini lesson. • I will log my reading time and pages read. • I will write journal entries thoughtfully and completely. • I will stop and jot about important information. • I will pay attention to wild, wondrous words I read and add them to my list.

During Ind iv idual Conference Time or Smal l Group Work

• I will listen and respond to the teacher or group members in a whisper voice if I am in the group.

• I will not interrupt individual conferences or small group work with questions or concerns.

I wi l l a lways focus on becoming a stronger reader ! !


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Read ing Log Name ___________________________________________ Select a book to read. Record the title, author, and letter code on your reading log. When you have completed it, highlight the Title. If you have abandoned it,

write an (A), next to the book. Note whether the book was easy (E), just right (JR), or challenging (C) for you.

T it l e Author Letter

Code

Genre

Code

(E)Easy

Just Right (JR)

Chal l enge (C)

Number of Pages

I read today

Time I

read today


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Dear Parents,

Now that we understand ourselves as readers, we are going to dig deeper and get to know our characters with our second unit, Following Characters into Meaning. We will put ourselves into their shoes, so we can connect with their struggles, emotions, experiences and relationships with other characters. We will continue to lose ourselves in our books and discuss our ideas with our classmates.

As active readers we will:

• make educated predictions using support from the text • empathize with the character to understand them on a deeper level • comprehend different characters’ struggles and motivations

Feel free to ask us the following questions:

• How are your characters developing and changing throughout the story? • Can you empathize with your character? If so, how? • Are you working on increasing your reading stamina? If so, how?

We are excited to share and discuss our books with you! Thank you in advance for supporting our reading lives this year!


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Name_________________________

Fin ished Book Reflection Title:____________________________________________________________ Author:__________________________________________________________ Level :_______________ Number of Pages:___________________ Genre:___________________________________________________________ (Fantasy, Realistic Fiction, Mystery, Historical Fiction, Traditional Literature, Science Fiction, Poetry)

How do you know what the genre is?________________________________________ ___________________________________________________________________________

Who are the main characters in your story and how are they related to each other?_______________________________________________________________ ______________________________________________________________________________________________________________________________________________________

Write 3-4 sentences summariz ing the main events of your story. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the setting of your story? ______________________________________________________________________________________________________________________________________________________

List at least one piece of evidence (quote or paraphrase) from the book that supports how you know what the setting is . Don’t forget to include the page number(s) you found your evidence on. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Describe your main character’s personal ity. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List at least two pieces of evidence (quote or paraphrase) from the book that support how you described your main characters personal ity. Don’t forget to include the page number(s) you found your evidence on.

1.)________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe how your main characters changes or what they learn by the end of the book. . ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe what you think the author’s theme/message/lesson is . _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What would you say if you were recommending this book to a friend?

______________________________________________________________________________________________________________________________________________________


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Our Goals For Reading

1. Read Passionately

2. Read Long

3. Read Smart

4. Read Strong


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Name: _________________________________

My Reading Goals Date Goal Ach ieved


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Books I Want To Read

Name of Book Author Genre


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End of Book Post-It Note Col lect ion and Reflect ion Name:_________________________ Date:________________________

Title:________________________________________________________________________

Author:______________________________________________________________________

Level: __________________________ Genre:_______________________

Put your post-its below. Put a small piece of tape on each one to make sure that they don’t fall off. Choose one of your post-its to reflect on. (See the directions on the back.)


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Choose one of the post-its that you put on the front of the worksheet to answer the following questions. Draw a star next to the post-it that you chose.

Give a brief summary of what was happening in the part of the book where you wrote this post-it. (Do not summarize your entire book!)

_____________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

Explain what you were thinking when you wrote this post-it.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________


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Fo l l owing Characters Into Mean ing

Sess ion 1 : Making Movies in Our Minds as We Read Mater ia ls : *Your own writing of a time in your life when words on a page brought a person to life for you * Have chapter 1 of The Tiger Rising read by this lesson (3 pgs long) * The Tiger Rising Anchor Charts : *Strategies Readers Use to Grow Ideas About Characters *Ways You and Another Reader Can Talk About Your Books Connect ion Tell children about a time when words on a page brought a distant person to life for you.

My idea:

When we read , we make a movie in our minds and we become one of the characters .

Reread an intense but brief section of The Tiger Rising, and as you read, pause often to visualize, describing what you see and enacting it. (See LC p.5 for sample: Start at beginning of chapter 1 and read through “…he stood and stared” on p.2)

Act ive Engagement

Continue reading (through “…Rob had not cried since, not once.”), this time pausing often to prompt children to walk in the shoes of the character, seeing what he or she is seeing, thinking what he or she is thinking. (See p.7-8.)

At the end, have students stop and jot: What’s the picture in your mind? Sketch what you are picturing, or use words.

L ink Whenever you are reading, make sure you are seeing the movie of the story in your mind and picturing yourself inside the scenes. (Chart: Strategies Readers Use to Grow Ideas About Characters)

Partnersh ips No partnerships today…just introduce partnerships again (see example anchor chart attached)


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Share Review chart: Ways You and Another Reader Can Talk About Your Books and point out the idea that readers can read a favorite part and act it out. Explain “previously in…” Then have students try it.


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Strateg ies Readers Use to Grow Ideas About Characters

• We make a movie in our minds, drawing on the text to envision (or become) the character.

• We use our own experiences to help us walk in the character’s shoes, inferring what the character is thinking, feeling, experiencing.

• We revise our mental movies as we read on, getting new details from the text.

• We notice when we feel connected to a character and use that feeling to deepen our understanding of the character.

• We read with our minds on fire and capture thoughts that lead us into grand conversations.

• We pay attention to the actions of our characters and see those actions as choices.

• We think about instances when the character seems to act out of character and think, “How might these instances lead me to revise my initial ideas about the character?” Or “Might the character be changing?”

• We notice the objects that a character holds close and think, “What might the character’s relationship with this object suggest about the character?”

• We pay attention to the way other characters treat, speak to, and view the main character.


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Ways You and Another Reader Can

Talk About Your Books • Tell the big things that happened to the main character so far, either by reaching back and starting at the beginning, perhaps saying “Previously in…,” or by starting with now and tucking in past events. • Share a passage you flagged because it is especially well written, intense, funny, and so on. Then perform the passage, talking about how best to interpret it. • Act out a scene that feels important (preferably one with a lot of dialogue) and then talk about the new ideas you came up with about the characters or the story as a result. • Share your predictions. Help your partner to predict what will happen in the next chapter, not just in the whole book, and to draw on specifics he or she knows from having read the book. Predict not just what will happen but how it will happen.


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Partners Name’s: ___________________________________________________________________________________________________

Read ing Partnersh ip Plann ing Sheet Title of Chosen Book: ____________________________________________________________________ Author: _________________________________ Genre: ___________________________

“Meet the Book” Meet ing : Date: __ __ / __ __ / __ __

� What do you think the book will be about? � Have you read other books in the series or by the same author? � Complete a Prediction Story Web � Set-up First Discussion Meeting: Read to Page # _____

F irst Discuss ion Meet ing : Date: __ __ / __ __ / __ __

� What is happening in the book so far? (Retell the story together) � Share “thick” questions and discuss your answers. � Discuss and record predictions about what will happen next in the story. � Set-up Second Discussion Meeting: Read to Page # _____

Second Discuss ion Meet ing : Date: __ __ / __ __ / __ __

� What is happening in the book so far? (Retell the story together) � Share “thick” questions and discuss your answers. � Discuss “Talking Back to Books” sticky notes. � Discuss and record predictions about what will happen next in the story. � Set-up next meeting: Page # _____

F ina l D iscuss ion Meet ing : Date: __ __ / __ __ / __ __

� What happened at the end? (Retell the ending together) � Were you surprised by the way the story ended? Did you like the ending? � Share “lingering” questions about the story. � Prepare for your book talk.


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Fo l l owing Characters Into Mean ing Sess ion 2 : L iv ing in the World of a Story

Mater ia ls : *The Tiger Rising (will read beginning of Chp. 2 today) * A personal story about a time when you lived as if on autopilot and then someone helped you “wake up” and truly experience life * Have chapter 2 of The Tiger Rising read by Session 3 * Anchor Chart : Chart: Strategies Readers Use to Grow Ideas About Characters ( LC p.49;—create as we go) Connect ion Story-tell a time when you lived on autopilot until someone helped you to wake up, to pay attention.

My idea:

Readers need to be the ones to not ice i f we are rea l ly engaged in what we are read ing , and if we f ind ourse lves dr ift ing , we work to br ing the story to l i fe by env is ion ing our characters ’ worlds .

Remind children of a story in which the character crosses a threshold to an imagined world, and suggest that all readers must cross a threshold, entering the world of the story. (Example: The Lion, the Witch, and the Wardrobe: the children find a wardrobe, go in, and go into another world.) We go from reading the words on the page to feeling as if we have entered another world.

Act ive Engagement

Read the beginning of chapter 2 through “…Rob sat there and took it.”

Now reread the same section and have Partner 1 be the bullies and Partner 2 be Rob and use body postures, facial expressions, and gestures to live the part as you read.

Reread again, and then have students make a tiny play and improvise what the characters say.

L ink Whenever you read, try to read like we did today. Try to be the main character and make the stories come to life. (Chart: Strategies Readers Use to Grow Ideas About Characters)

Partnersh ips


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Share Have students set goals for themselves. (How many pages they should be reading at home and at school; What strategies to use/practice more.) Coach them to boost the level of what they are doing to build their reading muscles.


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Fo l l owing Characters Into Mean ing Sess ion 3: St irr ing Our Empathy Through Persona l Response

Mater ia ls : *The Tiger Rising * Have chapter 3 of The Tiger Rising read by Session 4 (help children envision Sistine as a shy girl wearing a fancy pink dress) * students will need pencil and journal at carpet Anchor Charts : *Strategies Readers Use to Grow Ideas About Characters (LC p.49; create as we go); *Acting Out an Important Scene (LC p.55); Connect ion Review the scene from yesterday’s book and how we became Rob and felt what he felt when he was

being bullied.

Readers not on ly env is ion what’s happen ing in the story , but a lso empath ize with the characters . We might remember t imes in our l ives when we l ived through someth ing s imi lar and then br ing our fee l ings and thoughts from those exper iences to he lp us understand what we are read ing .

Sometimes readers don’t make those connections. They keep their feelings and memories stuffed away just like Rob, but it is important that we try to make connections.

Act ive Engagement

1 . Listen as I reread the same scene we read yesterday and think of a memory of a time in your life when you were treated wrongly and felt like you couldn’t cry out. (Reread.)

2 . When has something similar happened to you? Stop and jot, recording your memories.

3 . How does the memory of your own experience help you realize staff about what Rob was probably thinking or going through? (Thumbs up when you have an idea. Turn and talk.)

L ink Whenever you read, remember to make a movie in your mind, become the character, and use your own memories to help you walk in the character’s shoes. (Add to “Strategies Readers Use to Grow Ideas About Characters.”)

Partnersh ips


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Share Reenacting an important part of the text—Chart: Acting Out an Important Scene

Gather readers. Name the steps involved in reenacting an important part of the text and ask them to do it. Coach students as they try it. Celebrate the work of one group to cement the learning for all.


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Act ing Out an Important Scene

•Find a scene that matters, preferably one with lots of dialogue •Give your partner a "previously in..." to catch them up on what has happened up until that point •Open the book to the scene you will act out and leave it open between the two of you. Decide who will take which part. •Act it out! •Talk about the scene and how you are coming to understand the characters better. •Act one more time, using all you've realized about the characters to add more gestures and intonation. Bring it to life!


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Fo l l owing Characters Into Mean ing Sess ion 4: Lett ing the Text Rev ise Our Image of the Character Mater ia ls : *The Tiger Rising: Have chapter 3 read by this session (help children envision Sistine as a shy girl wearing a fancy pink dress) -DO NOT read through chapter 4—save it for session 5 to teach predicting Anchor Charts : *Strategies Readers Use to Grow Ideas About Characters (LC p.63; Smart—create as we go) *Ways You and Another Reader Can Talk About Your Books (Smart) Connect ion Last time we learned how readers walk in the shoes of characters and feel what they feel. Today, and

always, we’ll continue to do this.

Readers rev ise our menta l movies when new deta i l s in the text l ead us to change our minds .

Remember in The Tiger Rising we made a movie in our minds when the new character, Sistine, got onto the bus. We pictured Sistine as a blond-haired, shy girl in a fancy pink party dress, nervously walking down the aisle of the bus. We have that picture of Sistine in our minds. As we read on, let’s continue to imagine, filling in the details.

(Read the beginning on Chapter 4 through “…off a spaceship from another planet.” )

I am picturing a shy girl standing at the front of the room with everyone looking at her. I am filling in the details from what I know from my own life.

But the important thing that I want you to notice is that sometimes when we bring in stuff from our own lives, we create pictures that when we read on, turn out to be wrong.

(Continue reading through “…She looked around the room defiantly.” Emphasize how our previous image was incorrect.)

Act ive Engagement

Tell your partner what words you used before to describe Sistine and what words you would use now.

L ink Whenever you read, envision what is happening in your story, and revise your mental movie based on


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new details you read. (Add to “Strategies Readers Use to Grow Ideas About Characters.”)

Partnersh ips

Share Readers-you will have time now to talk with your partners. You may decide how to focus your talk using some of the ideas on the charts. Decide what support you need as a reader. Use your time to strengthen your muscles as a reader. Take a moment to make a short mental list of the work you could do. Thumbs up if you have a few ideas.

Call on a few children to share their ideas.


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Fo l l owing Characters Into Mean ing Sess ion 5: Sp inn ing Al l We Know Into Pred ict ions Mater ia ls : *The Tiger Rising; *Read through Chapter 7 of The Tiger Rising by Session 6 *LC p.73: Sample story of a student who was able to use his/her own life to imagine a character’s feelings; Sample story about watching a TV show and being able to predict what would happen Anchor Charts : Strategies Readers Use When We Predict (LC p.80/96) Strategies Readers Use to Grow Ideas About Characters (create as we go) Ways You and Another Reader Can Talk About Your Books (LC p.87 add to today) Connect ion Tell about a time in your life when, because you know a person well, you heard that the person was

facing trouble and immediately did some envisioning and predicting how that person would probably respond.

My idea:

Readers ’ use our empathy for our characters to he lp us make pred ict ions based on what we imagine they might do , say , or fee l .

Tell the story of a reader who identified with the character in a book and predicted what would happen based on the text and what he imagined the character felt. (See LC p.73 or use my own example)

Tell the story of one time when you watched TV and you were able to predict how the story would unfold.

My idea:

Act ive 1 . Briefly review what was last read in The Tiger Rising. Continue reading where we left off through


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Engagement “…Rob looked up just as Sistine sat down.”

2 . Have students stop and jot what they think Rob will do next. Have a few students share.

3 . Continue reading, showing children that readers carry predictions with us, looking for confirmation or to be surprised. Readers lift the level of our predictions by drawing on knowledge of characters and ourselves. (Predicting Anchor Chart)

L ink Whenever you read, remember to become the character in your story and predict what the character will do next. (Add to “Strategies Readers Use to Grow Ideas About Characters.”)

Partnersh ips

Share Ways You and Another Reader Can Talk About Your Books (LC p.87; add to it today); Encourage your partner to say more


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Strateg ies Readers Use When We Pred ict

• Make a movie in our mind of what has yet to happen and tell it bit by bit. • Think about what has already happened in the book and use our understanding of the characters to imagine the upcoming text. • Draw on our personal knowledge of similar experiences to anticipate the upcoming text. • Imagine not only what the character will do but how he or she will do it.


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Fo l l owing Characters Into Mean ing Sess ion 6: Deta i l ing Pred ict ions to Br ing Out Persona l i t i es Mater ia ls : *Have read through Chapter 7 of The Tiger Rising * The Tiger Rising (will read beginning of chapter 8 today) * Have through chapter 12 of The Tiger Rising read by Session 8 Anchor Charts : *Strategies Readers Use When We Predict (LC p.96) *Strategies Readers Use to Grow Ideas About Characters Connect ion Review what we’ve learned so far—ask students to use their charts to name three things they’ve

learned about prediction.

To pred ict wel l , i t he lps to make a movie in your mind of how our stor ies might unfo ld . We can pred ict how th ings happen by remembering what we a lready know about our characters .

Act ive Engagement

1 . We’re going to begin reading Chp. 8 of The Tiger Rising, and as we do let’s identify with the characters so we imagine not only what will happen next, but also how it will unfold. (Read the first paragraph.)

2 . I wonder how Rob’s dad will respond to the note from the principal. Stop and jot your prediction in your notebook. (See LC p.92) (Remind students to explain how his dad will react—what it will look like and to think about what they know about the dad’s character and revise their predictions).

3 . (Read through “…Rob nodded.”) Stop and jot your prediction. (Coach as they work.)

4 . Share predictions with partner.

L ink Whenever you read, remember to picture not just what is happening but how it is happening, thinking about what you know about a character to anticipate what will happen next. (Add to “Strategies Readers Use to Grow Ideas About Characters.”)

*For the next few days jot your predictions on post-its or in your reader’s notebook.


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Here are strategies you can use to make your predictions even better: “Strategies Readers Use When We Predict”

Partnersh ips

Share Give an example of some good prediction work and ask children to select and discuss (in groups) an instance in which their own prediction work is good.


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Strateg ies Readers Use To Grow Ideas About Characters

• Notice the actions a person has made, seeing these as windows into that person. • Notice actions that don’t move the plot – they’re often there to reveal the character. • Realize actions are choices a person makes and examine what those choices reveal. • Notice patterns of actions especially and think, “Why did the author have this character continually doing this? What might this mean?” • If the actions don’t seem to reveal anything, push harder to find something that could be significant. Try saying, “Maybe this suggests…” Or “Perhaps it could be…” • Come up with an idea and then try to think more about the idea. Say, “This could be important because he (she)…” • Have grand conversations with a friend or partner, sharing your idea with energy, giving examples from the text. Then hope your partner will challenge your idea. The goal of talking is for you to revise your ideas (and to help your partner do the same).


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Fo l l owing Characters Into Mean ing Sess ion 7 : Min ing Deta i l s About Characters Mater ia ls : *a picture book that you will read aloud today that contains many details about a main character to help children connect with the character and make predictions about them * idea for a story about someone who was so intent on rushing that they missed the terrain * Have read through chapter 12 of The Tiger Rising by Session 8 Anchor Chart : Strategies Readers Use to Grow Ideas About Characters Connect ion Tell the story of someone who was so intent on rushing between one place and another that he never

really saw the terrain he passed through.

My idea:

Readers pay attent ion to deta i l s in order to env is ion and pred ict wel l , and actua l ly beg in to care about the character they are read ing about .

1 . Quickly flip through the picture book, showing that you can get the main plotline, but not make a mental movie or predict or really get to know the character.

2 . Look at the front cover and wonder about the character. Read the beginning, pointing out what we are learning about the character and make a prediction about what the character will do.

3 . When you read, you should be picturing what is happening, trying to predict, and thinking about the character’s feeling all at the same time.

Act ive Engagement

1 . As I read on, I want you to continue to listen in such a way that you are getting more and more connected to the character. Listen to all the little details about the character, and you’ll notice that your envisioning, predicting, and thinking about him/her happen all at once.

2 . Continue reading and then have students stop and jot everything they are thinking.

L ink Whenever you read, make sure to pay attention to details, allowing the little things about the way a


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character dresses, talks, acts, or moves to help you know the character well enough that you can predict what this character might do in a situation. (Add to Strategies Readers Use to Grow Ideas About Characters)

Partnersh ips

Share Readers care about their characters. It’s like they experience the same moments the characters do. And when we do that, we can grow new ideas about the story, the characters, and the world. Think about a character that you have cared a lot about or connected with and share that with your partner.


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Fo l l owing Characters Into Meaning

Part 2: Bui ld ing Theor ies , Gather ing Evidence


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Fo l l owing Characters Into Mean ing Sess ion 8: Talk ing to Grow Theor ies About Characters Mater ia ls : *Have through chapter 12 of The Tiger Rising read * Read the following in The Tiger Rising: Through chp. 14 by Session 13, through chp. 21 by session 16, and through chp. 25 by Session 17. Anchor Chart : Strategies Readers Use to Grow Ideas About Characters Connect ion I’ve noticed that you love to talk to each other before school, after school, at lunch, at recess, and

whenever you have a chance, but often when I ask you to talk to me or to each other about the book you are reading, you seem to have little to say and you don’t talk with enthusiasm.

Readers not on ly read , ident ify ing with the characters and fee l ing l ost in the story l ine , but we a lso pu l l back to th ink and ta lk about the book and espec ia l l y the characters .

1 . We’re not only going to get lost in our books, we’re going to think and say smart things about what we’ve just read and develop theories about our characters.

2 . Tell the children a story about a time you were bursting to talk about your thoughts but had to bottle them up. Explain how this is like what we do during reading, saving up our responses to share later.

Act ive Engagement

*Have one partnership join up with another partnership so there are groups of four.

1 . Listen with your eyes closed, focusing on what you learn about the characters in this passage. Think of things that you want to say after I am done reading. You can talk about the characters just like you talk about people in real life, by saying things like “I can’t believe he…” “Why’d he do that? I bet it’s because…” “Or maybe…”

2 . Read an excerpt from chp. 12 “The she (Sistine) saw his carvings…You’re an artist.”

3 . Open your eyes and share with your group.

L ink Whenever you read, try to have thoughts about your book as you read and record those thoughts on post-its so you don’t forget them. We will use these thoughts you jotted down to have great partner


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conversations. (Add to “Strategies Readers Use to Grow Ideas About Characters”)

Partnersh ips

Share Aim for and rehearse for grand book conversations: Give students time to look through post-its and select an idea that might lead to a grand conversation. Then give students time to discuss.


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Fo l l owing Characters Into Mean ing Sess ion 9 : Deve lop ing Nuanced Theor ies About Characters Mater ia ls : *The Tiger Rising Anchor Charts : Strategies Readers Use to Grow Ideas About Characters, To Grow Ideas About Characters, Connect ion Tell a story about someone who is good at reading people. Then suggest that reading people in real life is

like reading people in stories.

My idea:

Readers can deve lop complex theor ies about the ir characters by pay ing attent ion to how they act .

1 . Let’s return to a part of The Tiger Rising that we’ve already read, where Willie May is introduced. We’ll be making a movie in our minds as we always do, but this time, let’s especially notice this character’s actions, letting those actions help us see the sort of person she really is.

2 . Read from the beginning of Chapter 10 through “…pigs at least give you some respect.”

3 . Point out that the book does not SAY that much about Willie May, but by paying close attention to what she DOES, we can learn what kind of person she is. (Reread “she threw herself down… pigs at least give you some respect.”)

4 . Model figuring out what kind of person she is. (spitfire; loud; rough; she stands up for herself) Contrast her with Rob. Point out that you may need to revise your theory as you continue reading.

5 . Review the strategies you used, showing the chart “To Grow Ideas About a Character, I…”

Act ive Continue reading and have students try these strategies.


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Engagement 1 . Continue reading through “…else you’ll end up like me.”

2 . Turn and talk about how Willie May’s actions here tell us something about her. (Think about how she might have acted or spoken instead of how she acts and speaks here; Are there patterns you’re starting to spot in how she operates?)

3 . Let’s skip ahead a bit, and you can add to or revise your theory. (Read “Willie May opened her eyes…You got to let the sadness rise on up.”) Then have students turn and talk.

L ink Whenever you read, pay attention to a character’s actions so you can develop a theory about what kind of person that character is. (Add to “Strategies Readers Use to Grow Ideas About Characters”). Be sure to mark passages that are good windows into your character as you read today.

Partnersh ips

Share Partners have a grand conversation about their characters, using passages they marked.


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Fo l l owing Characters Into Mean ing Sess ion 10: Expect ing Compl icat ions in Characters Mater ia ls : *The Tiger Rising * Anecdote about a time when someone acted out of character Anchor Charts : *When a Character Acts Out of Character, Think About…, *Strategies Readers Use to Grow Ideas About Characters, Prompts to Grow Your Ideas Connect ion Remind students that we read people by thinking about their actions to find out what kind of person

they are. We look for patterns that confirm or challenge our theory.

Characters are compl icated ; they are not just one way . To grow complex ideas about characters , i t he lps to th ink deep ly about t imes when a person seems to act out of character .

Tell children about a time when someone you know acted of character, and instead of dismissing those actions as weird, you thought, “Why might the person have done that?” and developed more complex ideas about the person.

My idea:

Characters, like people in real life, are not just one way.

Act ive Engagement

1 . Very quickly review the kind of character we think Sistine is. (angry; gutsy; hates the town). Keep our theory about Sistine in mind and pay attention to time when Sistine acts out of character. (*Set students up to discuss in groups of 4).

2 . Read from chapter 12 (“When he straightened…laid it back on his bed.”)

3 . Talk to your small group about what might have motivated Sistine—who at first seemed to be angry about everything—to act in this way that at first seems out of character. (Direct students to chart: When a character acts out of character, think about…).


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L ink Whenever you read, if your character acts out of character, push yourself to think, “Why might my character be acting this way?” (Add to “Strategies Readers Use to Grow Ideas About Characters”).

Partnersh ips

Share Chart: Prompts to Grow Your Ideas; Have students use the prompts to have a grand conversation with their partner about their characters


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When a Character Acts Out of Character ,

Think About . . .

•What might motivate your character to act this way?

•What might this show about the person that we might not know?


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Readers express ins ights to texts by drawing an in i t ia l conc lus ion about the characters or story .

Character/Story In it ia l Think ing Conc lus ions : New Understandings


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Sess ion 1 1 : Attend ing to Objects that Revea l Characters Mater ia ls : *Mentor Text: Tiger Rising (Chapter 22) * idea to share about an object that is important to you * oversized post-its to model stopping & jotting about significant objects Anchor Chart : *Strategies Readers Use to Grow Ideas About Characters Connect ion Discuss an object that I own that has great significance for me. Talk about the letters and emails that

I have kept that Mr. Sheahan has written me.

Ask students if they have objects that they keep close to them or keep to remind them about something special.

Examples of others:

Mitch’s first gun that his father gave him. He had to earn that gun and prove that he was going to be safe and responsible for it to be given to him. Now he is looking forward to giving that gun to Aiden when he is ready to show that type of responsibility.

One of my other friends has a couple letters from her grandmother in her nightstand drawer. Her grandmother is not a very affectionate person, but in her letters she always writer ‘I wish I could give you a hug right now.’ She would not typically say this so my friend knows that it is a big deal that her grandmother would write this.

Objects are t ight ly packed with s ign if icance for peop le in rea l l i fe and for characters in books . (Ex: Harry Potter & his wand).

Possessions are little clues to what is important to a person.

Readers pay spec ia l attent ion to the objects that characters ho ld c l ose to the ir hearts . These objects are often windows into the mind and heart of our characters .

1 . Give an example using a student. (Ex: Child always has soccer ball—sports are very important to him.)


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2 . Using the oversized post-its, model jotting and thinking about objects that are important to Rob & why: What objects does Rob keep close? What does that make me think about him?

He has all the little figures that he whittled out of wood. When Sistine first sees the figures all laid out in the motel room, Rob seems to feel both nervous and proud. Then I ask, “What does this make me think about Rob?” It seems that these figures are so important to Rob because his mother taught him how to whittle before she died, and when he whittles, he remembers her without having to talk about her. The figures help Rob feel closer to his mother.

Once I come up with an idea about what the objects might reveal about a character, I try to think more about that. Rob seems like a lonely character. He has a hard time talking about the things he wants and feels. So instead of saying how much he misses his mom, he does this thing that his mom taught him. Also, in a way, this village of figures keeps him company in the bare motel room that he shares with his father. Maybe they help him not think about how dark and quiet the world has become since his mom died.

3. Did you notice how I spend some time mulling over the significant of these whittled figures and what they reveal about Rob? Now, I have some theories about Rob that I could write more about. Did you notice that I didn’t just ask a question, answer it, and move on like I was taking a test? This isn’t a test, and there’s no right answer.

Act ive Engagement

Prompt children to work so that one partner tells the other about an object he or she keeps close and the other helps the first discover the significance of that object. **Look for an example to share with the class. Also ask the class to think more about what Rob’s objects reveal about him and use the Anchor Chart: Prompts to Grow your ideas. Use the prompts to talk about your thinking.

L ink Share a partner conversation that illustrates the point. Review big take away for today: Readers pay spec ia l attent ion to the objects that characters ho ld c lose to the ir hearts . These objects are often windows into the mind and heart of our characters .

Have students break off to read independently until time for partnerships. They should make sure that they are prepared for their partnership conversation and have a sticky note with thinking and evidence jotted down on it.


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Partnersh ips After Independent reading time have students switch to their partnerships. Later in their partnerships they will discuss what objects/possessions they found the character in their book held tightly to and what that reveled about the character.

Share Pull Students back together on the carpet and share some of the deep thinking that you heard during partnerships. Have students pick one idea they jotted down today about their character and discuss it with their partner. Readers pay spec ia l attent ion to the objects that characters ho ld c lose to the ir hearts . These objects are often windows into the mind and heart of our characters .


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Partnership Names: ___________________________________________________________________ Partnership Book: ___________________________________________________________________ Author: _________________________________________ Date: _______________________________

Objects That Revea l Characters

Readers pay spec ia l attent ion to the ob jects that characters ho ld c lose to the ir hearts . These ob jects are often windows into the mind and heart of our

characters . Place Sticky Note Here Place Sticky Note Here

List any additional evidence used to discuss your idea: List any additional evidence used to discuss your idea:

Teacher Comments to Partnership: ________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________


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Name: _______________ Date : ____________

Character Analys is Chart Book and Author : ______________________________________ Character ’s Name: ____________________________________

Ta lk(says) Act ion(does) Thought(th inks)


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Fo l l owing Characters Into Mean ing Sess ion 12 : See ing Characters Through the Eyes of Others Mater ia ls : *Have through chp. 14 read of The Tiger Rising by Session 14 * idea for an example: we create theories about characters/people based on how other people react to them * copies of excerpts from The Tiger Rising (optional) Anchor Chart : *“Strategies Readers Use to Grow Ideas About Characters” Connect ion When readers want to th ink deep ly about a character , we can examine the ways

that peop le around the character treat the character , l ook ing espec ia l l y for patterns of behavior . We not on ly not ice how other characters treat and v iew the main character , but we a lso not ice what others ca l l the character , and the vo ice and body language peop le assume around that character .

1 . Share an example from TV or life about how we create theories based on how other people react to someone. (Ex: Western—cowboy riding up and everyone scurrying away nervously—tough, hurts/kills people; Ex: thought someone was snobby but saw others excited to see them)

2 . Demonstrate applying this thinking with The Tiger Rising. (Read from the beginning of Chp. 2 through “…into Rob’s scalp.”

Act ive Engagement

Give students copies of excerpts (or have them use their own/partnership books) and have them practice this thinking with a partner.

L ink Whenever you read, push yourself to grow ideas about your characters. Notice how other characters treat, speak to, and view him or her. (Add to “Strategies Readers Use to Grow Ideas About Characters”).

Partnersh ips

Share Ask readers to name some ways they can prepare for their grand conversations. Suggest that when readers have an idea about a character that is based on one part of the book, it’s smart to consider whether other parts of the book support your idea and how those parts fit together. Then give students time to prepare, and finally to discuss.


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Fo l l owing Characters Into Mean ing Sess ion 13: Reach ing for Exact ly True Words Mater ia ls : *have through chp. 14 read in The Tiger Rising * Post-its (see LC for additional example post-its and charts to deepen this lesson) Anchor Charts : *To Make Sure I am Using Precise Words, I Can Ask Myself, *Strategies Readers Use to Grow Ideas About Characters Connect ion Celebrate that children are noticing the decisions that characters in books make, and the actions they

take, and letting those decisions and actions act as clues about the characters.

Readers reach for exact , prec ise words to convey someth ing about a character .

1 . I’m going to reread from The Tiger Rising, and you’ll see me notice Sistine’s actions and decisions. As I do so, pay close attention to how I come up with words to describe the sort of person Sistine seems to be. (Reread from Chp. 14: “What’s he doing way out here…It’s our tiger to save.”)

2 . *Mode l th is with a post- it , under l in ing “bossy” and l i st ing other ideas be low it . I’m thinking that Sistine is bossy. She seems to order Rob around a lot. The tiger isn’t hers. It’s not even her discovery. Yet she talks about what she and Rob should do with it as if the tiger belongs to her. This isn’t the first time Sistine has been bossy. She’s told Rob what to do several times.

Wait…my goal is to use precise words. Bossy isn’t the most precise word I could use…let’s see…controlling? feisty? I’d say she’s passionate. She’s speaking up for what she believes in. She’s fighting for that tiger. She wants to set it free.

3 . Did you notice how from a general word I generated a list of other possible words, ones that are more precise descriptors of Sistine? As I think of a word, I consider it, thinking, “Is this exactly true?” Often it is difficult to sum a person up with just one word because characters are complicated. Sometimes it helps to compare a person to something, for example, Sistine is like a porcupine. She seems all prickly and feisty, but underneath she has a soft belly.


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Act ive Engagement

1 . As I read the rest of this chapter, I want you to think about how we can precisely describe Rob.

2 . Finish reading chapter and then have students stop and jot some precise words that could describe him. Reference “To Make Sure I am Using Precise Words, I Can Ask Myself…”

3 . Turn and talk to your partner, and try to compare Rob to something or someone.

L ink As you read and think about your characters, stop and jot on post-its, taking the time to reach for precisely the right word that fits your character just right. (Add to “Strategies Readers Use to Grow Ideas About Characters”).

Partnersh ips

Share Asks readers to notice their own reading talents and share that expertise with their partners.


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Prompts to Grow Your Ideas • “This is important because…” • “This makes me realize that…” • “The bigger idea here is that…”


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To Make Sure I Am Using Prec ise Words , I Can Ask Myse lf…

• Is this what I mean to say? • Is this really true about my character? • Is this a precise/deep idea or word that comes from my heart? • Can I compare the character to someone or something else?


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Fo l l owing Characters Into Mean ing Sess ion 14: Synthes iz ing Ins ights into Ideas About Books Mater ia ls : *spotlight one child whose book is full of post-its * copies of post-its about a character from The Tiger Rising * big pieces of construction paper to help children create their theory charts * Have through Chp. 21 read in The Tiger Rising by Session 16—focus on: who in this book does and does not have power, the various ways in which characters and people are stuck or trapped, how the connections between characters are affecting their growth and change, and how characters are and are not voicing truths about themselves. Anchor Charts : *Ways to Get Our Partner to Say More, Prompts to Grow Your Ideas *Strategies Readers Use to Grow Ideas About Characters Connect ion *Before starting, have children flip through their books and label each of their post-its with the page number

it is on. Then spotlight one child’s book that is brimming with post-its, especially one that has precise language. Notice that the book needs some organization.

When readers get about ha lfway through our books (or when our books are burst ing with ideas) , i t i s wise to take some t ime to organ ize our thoughts . One way to do th is i s to sort our Post- it notes into p i l es of ideas that seem to go together .

1 . Using the same student, have them remove the post-its from their book and look for ones that could be grouped together, having them explain why they are grouping them the way that they are. Act as the student’s partner, using the chart, “Ways to Get Our Partner to Say More.” Nudge the student to grow an idea about their character.

2 . Did you notice how (this student) laid out some of his post-its notes (some of his thoughts) and read them over, looking for several thoughts that went together? Then he thought, “What are these thoughts saying or showing?” and he grew a bigger idea (a theory). It isn’t just about one thing one person did. It applies to more parts of the book. Did you also notice how, as (this student’s) partner, I got him to say more?

Act ive Engagement

1 . Display (or pass out copies of the) post-its from the read aloud (see LC pgs.107-108) and have partners reread and categorize them, and then come up with a new idea/theory about the character(s).

2 . Celebrate that readers now have both big ideas and supportive examples. Ask one reader to share. Point


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out that this work resembles boxes-and-bullets work during essay writing.

L ink For now, we will only be sorting and theorizing about our thoughts—our post-its—once we are well into books. (Add to “Strategies Readers Use to Grow Ideas About Characters”).

Take a small group or half the class (students who are at least halfway through their books) and assist them in creating theory charts. (See LC p.111).

Partnersh ips

Share Have students share their work with a partner. Encourage children to grow ideas by first listing some ideas about the real-aloud, then asking children if each is big or little. Explain that often the key to a big idea is that it involves more than one character.


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Fo l l owing Characters Into Mean ing Sess ion 15: See ing Texts Through the Prism of Theor ies Mater ia ls : *During the connection, share an anecdote showing that it helps to keep ourselves present, wide-awake, and flexible in the world and as we read. * The Tiger Rising; Have through chp. 21 read by Session 16 * Copies of an excerpt from The House on Mango Street or another familiar text (or display in LC book) Connect ion Share an anecdote about being flexible.

Once readers deve lop theor ies about our characters , we read and reread with those theor ies in mind . We expect to e i ther have our theory supported , or to change our theory based on new ev idence .

1 . Tell about a time when your mental flexibility allowed you to change your thinking. (Ex: Sudoku or crossword puzzles)

2 . Point out how our theory about Rob has changed. (At first we thought he was a wimp because he didn’t stand up to the Threemongers, but as we kept reading we revised our theory: Rob doesn’t stand up for himself because he keeps all his feelings closed up tight and doesn’t think about them.)

3 . Read an excerpt from The House on Mango Street, making a theory early, then reading on and revising it. (See LC p.124-125).

Act ive Engagement

1 . Turn to your partner and list the steps I went through to grow and revise my theory just now. Then reiterate for the whole class.

2 . Remind the students of your theory, and continue reading, asking students to be open to new thinking that might change or fit together with our theory. LC p.126).

L ink Whenever you are reading, pause to reread your notes and to review your thoughts, and come up with a theory that pertains to many parts of the text. Then hold this theory as you reread, and as you continue in your book. You initial theory is probably not your final one, but it gives you a starting place. As you read on, expect that the information you encounter and the new ideas you develop will help you grow an even better theory. (Add to “Strategies Readers Use to Grow Ideas About Characters”).


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Partnersh ips

Share Readers share thinking about books to grow ideas


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Fo l l owing Characters Into Mean ing Sess ion 16: Br ing ing a Narrat ive Frame to Theor ies About Characters Mater ia ls : *Prepare to demonstrate your thinking aloud about the desires and motivations of a character from a familiar story and set students up to do the same * Before session 17, have read through Chp. 25 in The Tiger Rising Anchor Charts : *Discovering Our Characters’ Desires and Motivations, Strategies Connect ion Experts know which features of a subject merit attention, and they focus on those features. For

example, one marriage expert can observe a couple in conversation and predict with 95% accuracy if the couple will be together in 15 years.

Today I want to teach you that expert readers pay attent ion to characters in genera l and to the ir mot ivat ions and strugg les in part icu lar .

1 . First, ask yourself, what does this person seem to desire? What motivates him?

2 . (Mode l) I recently read a biography about Lance Armstrong. His desire is that he wants to be the best bicyclist in the world. He wants to win the Tour de France, a really hard bike race, more times than any other cyclist in history.

3 . Now the harder part to think about is: what are some of the obstacles my character has to face and overcome to achieve his goal? (Lance Armstrong had cancer and was very sick. He almost died, had to train very hard to get back into shape, accused of using steroids, had to find doctors and trainers who believed in him.)

4 . What resource does the character have deep inside that helps him or her reach goals? There are no answers spelled out on the page. Readers make up those answers based on all we know about the story. (Lance drew on his competitive spirit and he was incredibly focused.)

5 . Review what I just did using the chart: “Discovering Our Characters’ Desires and Motivations.”

Act ive Have readers consider a character’s motivations and struggles, working within a familiar text. Have them talk about their ideas with a partner/stop and jot.


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Engagement

L ink Whenever you read, remember to notice what motivates your characters—what drives them to do things—and also what they draw on to overcome what gets in their way. Remember that just like people, characters aren’t perfect and they need to struggle to figure something out, and along the way their wants and goals may change. (Add to “Strategies Readers Use to Grow Ideas About Characters”).

Partnersh ips

Share Ask readers to think about a goal or a dream they’ve had and what motivated them, then have them turn and talk. Highlight one partnership.


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Discover ing Our Characters ' Des ires and Mot ivat ions

•What does this person seem to desire? What motivates him/her? •What are some of the obstacles my character has to face and overcome to achieve his goal? What resource does the character have deep inside that helps him or her reach goals?


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Fo l l owing Characters Into Mean ing Sess ion 17 : Author ing Ideas About Texts Mater ia ls : Have through chp. 25 read in The Tiger Rising; Have through chp. 27 read by session 19 Anchor Charts : Conversational Prompts to Help Partner Talk Go Well, Strategies Connect ion Readers create simple, obvious theories at the beginning of books. Today we are going to think about,

“How do we grow interesting, important, original theories about a character, a book?”

A s imple , obvious idea about a character or a book is a great p lace to start , even if your goa l i s a complex idea . You can make your idea more complex by ta lk ing more , writ ing l onger , and th ink ing more deep ly .

1 . Chart: Conversational Prompts: Push us to talk more about our ideas

2 . I’m going to reread a bit of The Tiger Rising. Watch me while I take an idea that I already had—a not-so-original idea—and use one of these phrases to discover some deeper thinking. In this part Rob and Sistine are asking Willie May what they should do about the tiger. (Read in Chp. 25 “I can’t wait until my father come to get me…I hope I never see you again.”)

3 . I put a post-it saying, “Sistine is acting mean because she’s mad.” That obvious though. (Model using the prompts: Remember earlier in the story Sistine was always acting mean. I thought it was because she was nervous about being at a new school. I wonder why she’s acting mean now. Maybe it’s because she’s also scared now. Rob said her dad is never coming back. I know if someone told me that I would be scared. *I’m beginning to think that Sistine is the kind of person who acts mean when she feels really frightened.

Act ive Engagement

Ask readers to sort through their post-its, searching for an idea that can be the starting point for some more complex thinking. Then have them use the prompts to push themselves. Finally, have students share their ideas with their partner, and have the partner help the other push their thinking using the prompts.

L ink Whenever you read, collect evidence of your theories, but also try to grow more original, interesting ideas. (Add to “Strategies Readers Use to Grow Ideas About Characters”).


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Partnersh ips

Share Highlight a successful partnership.


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Ways to Get Our Partner to Say More

• Gesture to get your partner to say more. • Nod or comment to show you’re listening. • Ask questions. • “Say more.” • Repeat what your partner said.


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Conversat iona l Prompts to Help Partner Talk Go Wel l

• Or it could be… • But what about… • This is really important because… • A stronger word to describe that is… • It’s just like… • Maybe it’s because… • Remember earlier in the story when…


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Comparing Characters

What does your character really want? What is your character's biggest struggle? Why do you think that? Can you say more? Is there something in the text that makes you think that? I think our/these characters might be similar because... I think out/these characters might be different because... Have you found the same thing with the character in your story?


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Fo l l owing Characters Into Mean ing Sess ion 18: Trac ing Idea Through Texts Mater ia ls : Have through chp. 27 read in The Tiger Rising by session 19 Anchor Chart : Strategies Readers Use to Grow Ideas About Characters Connect ion The part of a song that repeats over and over is usually the most important part of the song. (Ex:

Twinkle, twinkle, little star, how I wonder what you are! celebrates the mystery of stars; It’s a Small World After All—repeats again and again to show us that despite all of our differences, we humans are really very much alike.) The repeated parts in books won’t be as obvious, but they are the author’s way of showing us what is important.

Today I want to teach you that readers not ice the reoccurr ing parts of our books , and we grow ideas from them.

Act ive Engagement

(*There are variations to this mini-lesson depending on the ability of students, see LC p.171-175)

1 . When something is important, we don’t just say it once, we say it over and over again. An author might not come right out and say the idea over and over. The author will often use gestures or phrases or symbols that contain the idea.

2 . Let’s think about things in The Tiger Rising that keep reoccurring. We’ll mark places where something keeps resurfacing, and then think, “What deep, significant, true idea might the author be trying to reveal about Rob, or about his dad, or about Sistine, or about life?”

3 . Together, make a list of reoccurring things in the story. (Rash, suitcase, Rob’s mother’s death, whittling wood, tiger, etc.) Have students talk in partners/groups about: What might this repeating thing have to do with the big meaning of the whole story?

Link Whenever you read, pay attention to the things that are repeated in your story, and ask yourself, what might this repeated thing have to do with the big meaning of the whole story? (Add to “Strategies Readers Use to Grow Ideas About Characters”).

Partnersh ips


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Share Reread aloud a portion of chp. 16 (see LC p.180) and have students turn and talk about an object that might be important. Then have students share with their partners what they found in their own books.


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Fo l l owing Characters Into Mean ing Sess ion 19 : Intens ify ing Interpretat ions by Find ing Mot ifs (Extended Min i-Lesson) Mater ia ls : *In this session, you will read aloud the chapters 28-30 of The Tiger Rising * Example from your own life about an object that carries meaning for you * Students will need their notebooks and a pencil at the carpet Connect ion Share a story that helps students understand that objects can carry symbolic meaning.

My idea:

We are going to finish The Tiger Rising and…

Today I am go ing to teach you that readers can intens ify our read ing and ho ld onto the mean ing of the book for ourse lves even when we are f in ished read ing . We can look for and ho ld onto the mot ifs (reoccurr ing objects , themes , etc .) of the story .

We all create motifs—we take something small, something may appear insignificant, and give it meaning. (Ex: smashed Coke can—The can was from a time when the boy’s dad came to see him, he’s not usually allowed to have pop, had a great day with him, his dad didn’t visit again so he crushed the can).

Act ive Engagement

1 . Ask students to find, in their partnerships, key symbols or motifs in another previously read book.

2 . Tell students that you will finish reading the book, stop to give them time to write, and then together discuss the meaning of the whole book. As I’m reading, I want you to be figuring out what’s most important, not just in these chapters, but in the whole book.

3 . Read chapters 28-30, stopping after each one to give students time to write what they are thinking. Encourage them to write a lot.

4 . At the end of the book, give students time to think about the message we’ll take away from this


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book.

(Rob is like the caged tiger. The tiger wants to be out in the wild but can’t, and Rob’s real feelings are locked up inside of him and can’t get out. Once Sistine convinces Rob to let the tiger out of the cage, then Rob’s feelings and emotions get free. Breaking the silence.)

L ink Today you experienced how much the ending of a book can mean if we take the time to care about the motifs in the book. Whenever you read any book, look for the motifs and hold onto those images. (Add to “Strategies Readers Use to Grow Ideas About Characters”).

(There wi l l probably be no t ime for independent read ing , partnersh ips , or shar ing today .)


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Fo l l owing Characters Into Mean ing Sess ion 20: Spy ing on Ourse lves as Readers Mater ia ls : Teacher-created post-its (LC p.193-194) Anchor Chart : Readers Read Differently. Some Tend To… Connect ion You can look back at your jottings to research yourself as a reader.

You can look back at what you have done and see what your strengths are as a reader , and then make new goa ls for yourse lf .

1 . Chart: Readers Read Differently. Some Tend To… Explain that all readers tend to do certain things.

2 . Model looking at post-its and realizing that you pay attention to secondary characters.

3 . Notice how I looked at my post-its to discover the kind of thinking I tend to do. Now I need to look at the chart and my post-its to notice things I rarely do. I need to keep doing the thinking I’ve been doing, but also make a new goal for myself.

Act ive Engagement

Have students reread their post-its, noticing the kinds of thinking they tend to do, and not to do, and then share that with their partners.

L ink You should always be researchers of your own reading life, studying what works and doesn’t work for you as a reader. You can think about the type of reader you are so far and then set goals to make yourself an even better read. (Have students write down their goal(s) in their reader’s notebook.)

Partnersh ips

Share Readers share their reading talents: Ask children to present a bit about their reading talents to the group.


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Readers Read Different ly . Some Tend to… • Think about why their characters are behaving the way they are. • Predict how the story will unfold. • Read picturing what is happening. • Ask questions. • Notice the writer’s craft.


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Sess ion 21 : Ce lebrat ion : Creat ing a Se lf-Portra it in Books Mater ia ls : *students need paper and pencil * copy of the self-portraits of Van Gosh and Cezanne to display (or display from LC book) * blank bookmarks with the caption: My Self-Portrait in Books; sample bookmark (see LC p.208-9) 1. Suggest that people are recognizable by their choice in clothes or music using an example from your own classroom. 2. Ask students to think of characters, book titles, and authors they’ve loved during this unit and jot those down. 3. Show the self-portraits of Van Gosh and Cezanne and explain that artists make self-portraits to present themselves to the world, but also to answer the question, “Who am I?” Artists construct who they are and who they want to be. 4. In the same way, readers create a self-portrait in books. 5. Pass out the blank bookmarks. Students can draw/write: motifs, quote that was significant for them, the name of a character that they connected with, the title of a book that changed them, the title and big idea of a book, etc.


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My Se lf-

Portra it in Books

My Self-

Portrait in Books

My Se lf- Portra it in

Books

My Se lf- Portra it in

Books

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