Post on 05-Nov-2019
Overview 1
Instructional Delivery 5
Instructional Materials 6
Physical Resources 8
Lesson Plans 9
Lesson 1: Fiction vs. Nonfiction 10
Lesson 2: Finding Fiction Features 12
Lesson 3: Finding Non-Fiction Features 14
Lesson 4: Thinking with Thinking Maps® 16
Lesson 5: Defining with a Circle Map 18
Lesson 6: Describing with a Bubble Map 20
Lesson 7: Comparing/Contrasting with a Double Bubble Map 22
Lesson 8: Classifying with a Tree Map 24
Lesson 9: Sequencing with a Flow Map 26
Lesson 10: Using the I Can Read Closely Chart 28
Lesson 11: Writing in Our Reader’s Response Journal 30
Lesson 12: Let’s Make A Movie 32
Lesson 13: Let’s Watch A Movie 33
References 34
Appendices 35
Table of Contents
1
Instructional Goal First-grade students will independently use a variety of organizational writing tools to
demonstrate their level of comprehension and integration of ideas through words,
pictures, and/or diagrams when writing about fiction and non-fiction texts during our
daily literacy workshops without copying the text verbatim.
Audience This unit is designed for first grade students as part of a daily Reader’s Workshop. The
students should be able to read texts at their independent reading level and have
experience with Thinking Map® graphic organizers. Additionally, students will need
prior experience using the iMovie application.
Length This unit contains 13 lessons and is designed to be taught over a three-week period,
with two additional days for student presentations at the conclusion of the unit. The
total instructional time for the unit is 10 hours.
Delivery Approach The lessons in this unit are designed using a consistent instructional framework based
on a cognitivist approach. Each lesson includes the following instructional events: Pre-
Instructional Activities, Content Presentation, Learner Participation, Assessment, and
Follow Through Activities.
This unit is designed to integrate into a Reader’s Workshop model of instruction. The
unit contains many common workshop components including; interactive read-
alouds and discussions, shared reading, interactive and shared writing
demonstrations, small group instruction, individual conferring, oral and visual
presentations, and whole group sharing and reflections. In each lesson students have
the opportunity to practice the learning objective while receiving guidance and
support from the classroom teacher in small groups or individually.
Instructional Sequence This 3-week unit on Writing About Reading contains 13 lessons. Lessons 1-10 are 30
minutes each and are designed to be taught in sequence at the beginning of
Reader’s Workshop for a total of ten school days. Lesson 11 is a 20-minute procedural
demonstration sequence. This modeled writing segment is designed to be presented
for the first 20 minutes of Reader’s Workshop each day for 3 days. Lesson 12 utilizes a
Unit Overview
2
computer lab where students will be using video technology to produce an iMovie.
This lesson covers two 60-minute blocks over consecutive instructional days.
Materials An expansive class library of leveled fiction and non-fiction trade books is the primary
material used in this unit of instruction. Teacher created Thinking Map ® (Hyerle 2004)
templates are used digitally throughout the unit of instruction and included in the
Appendices. Teacher created charts and assessment materials are also provided
with this unit. Additionally, students will need access to composition notebooks,
pencils, crayons, and colored pencils.
Several technology components are integrated into this unit to engage students in
the learning process and support teachers in providing effective instruction. Teachers
and students will need access to an interactive whiteboard, a projector, and a
document camera. iPads with iMovie are needed for students to create a final
project at the end of the unit.
To support the delivery of this instructional unit, a companion website has been
created. Here teachers can find all the print-based materials included in this unit of
instruction. Additionally, an iMovie demonstrating the instructional sequence for
Lesson 11 can be accessed by teachers and students. An electronic book, created
with the Book Creator application, is also included on the website to support teachers
and students as they create an iMovie in Lesson 12.
Visit the companion website:
https://www.jdejongwritingaboutreading.com/
to access all the digital resources to teach this
unit.
3
Lesson Descriptions
Lesson 1: Fiction vs. Nonfiction: Given an assortment of books, pairs of students will sort
texts into the categories of fiction and non-fiction by looking for distinguishing features
with accuracy as verified by the classroom teacher.
Lesson 2: Finding Fiction Features: After a whole class read aloud of a familiar fiction
text by the classroom teacher, students will verbally identify the characters, setting,
problem, and solution with a reading partner as recorded by the classroom teacher
on a checklist with accuracy.
Lesson 3: Finding Non-Fiction Features: After a whole group read aloud of a familiar
non-fiction text by the classroom teacher, students will discuss with a reading partner
which facts, diagrams/charts, photographs, and captions helped them learn 3 things
about the topic, as recorded by the classroom teacher on an anecdotal record
form.
Lesson 4: Thinking with Thinking Maps®: Students will accurately define the purpose of
5 different Thinking Maps® after participating in a shared writing demonstration as
measured by an exit interview form.
Lesson 5: Defining with a Circle Map: After a whole group read aloud of a fiction or
non-fiction text, students will collaborate to complete a Circle Map to define or
brainstorm ideas and information identified from the text with accuracy using an
Activeboard during a teacher facilitated shared writing exercise.
Lesson 6: Describing with a Bubble Map: After a whole group read aloud of a fiction
or non-fiction text, students will collaborate to complete a Bubble Map to describe a
subject identified from the text with accuracy using an Activeboard during a teacher
facilitated shared writing exercise.
Lesson 7: Comparing and Contrasting with a Double Bubble Map: After a whole group
read aloud of a fiction or non-fiction text, students will collaborate to complete a
Double Bubble Map to compare and contrast subjects identified from the text with
accuracy using an Activeboard during a teacher facilitated shared writing exercise.
Lesson 8: Classifying with a Tree Map: After a whole group read aloud of a fiction or
non-fiction text, students will collaborate to complete a Tree Map to classify ideas
and information identified from the text with accuracy using an Activeboard during a
teacher facilitated shared writing exercise.
Lesson 9: Sequencing with a Flow Map: After a whole group read aloud of a fiction or
non-fiction text, students will collaborate to complete a Flow Map to sequence ideas
and information identified from the text with accuracy using an Activeboard during a
teacher facilitated shared writing exercise.
4
Lesson 10: Using the I Can Read Closely Chart: With their Reading Partner, students will
use the I Can Read Closely chart and a completed thinking map from a prior lesson
to orally communicate understanding of a book using the word “because” and
accurately citing examples from the text as observed by the classroom teacher.
Lesson 11: Writing in Our Reader’s Response Journal: This lesson combines six
procedural performance objectives into a routine for writing in a Reader’s Response
Journal using the skills developed in prior lessons in this instructional unit.
Lesson 12: Let’s Make A Movie: Students will select one journal summary from their
Reader’s Response Journal and use this writing to create a short video book summary
using iMovie and a checklist for evaluation with teacher support in the Computer
Lab.
Lesson 13: Let’s Watch Your Movie: Students will present their iMovie to the class using
the Activeboard and answer questions from peers and the teacher to demonstrate
comprehension citing examples from the text.
Assessments Throughout this unit a variety of formative assessments are included to measure
student progress and inform instructional revisions including; observations, anecdotal
notes, student work samples, interviews and conferences, checklists, discussions, and
self-evaluations. The end of the unit contains a summative assessment in the form of a
student published product and a presentation with a checklist for evaluation. The
assessment forms can be found in the Appendices and on the companion website.
5
This unit is designed to integrate with a daily Reader’s Workshop model of instruction.
The following instructional events are consistently included in each lesson:
Pre-Instructional Activities: During this portion of the lesson the stage is set for
instruction by gaining student attention and connecting to prior learning. Students
are gathered in the class discussion/presentation area with a clear view of the
interactive whiteboard. The teacher is facilitating discussions and eliciting student
responses.
Content Presentation: The student Learning Target is presented and discussed.
Content is presented during read-alouds, demonstrations, shared and interactive
writing and choral reading. Time is allowed for students to ask questions and for the
teacher to clear up misconceptions.
Learner Participation: During this portion of the lesson, students are working
independently or in small groups on the learning objective. While students are
working the teacher is observing, meeting with individuals or small groups, conferring,
and taking anecdotal notes. The teacher is providing feedback and guidance as
necessary and differentiating instruction to meet the needs of all students.
Assessment: As students are working the teacher is collecting assessment data
through observations, interviews, conferring, and record taking. Student work samples
are collected and analyzed by the teacher throughout the unit to inform instruction.
Students are also given an opportunity for self-assessment and reflection as they meet
at the conclusion of each lesson to discuss successes and challenges associated with
the learning target.
Follow Through Activities: These activities are designed to provide students with
opportunities to generalize their learning in broader contexts across content areas.
These activities help students internalize new skills and strategies and provide real
world connections to the instructional goal.
Instructional Delivery
6
Books:
• 10 sets of a mix of 10-12 fiction and non-fiction books in tubs or bags
• Familiar fiction mentor texts
• Familiar non-fiction mentor texts
• There Is A Bird On Your Head by Mo Willems*
*Choose any book that you have previously read to your students that is a
favorite of the class
• A student book box with a variety of leveled fiction and non-fiction texts
Forms/Templates:
• Anecdotal Record Form (See Appendix A)
• Fiction Feature Checklist (See Appendix B)
• Exit Interview Form (See Appendix C)
• Circle Map Template (See Appendix D)
• Bubble Map Template (See Appendix E)
• Double Bubble Map Template (See Appendix F)
• Tree Map Template (See Appendix G)
• Flow Map Template (See Appendix H)
• Class set of Individual I Can Read Closely charts (See Appendix I)
• Reader’s Response Checklist (See Appendix J)
• Checklist for Video Book Summary (See Appendix K)
Student/Teacher Generated Products:
• Digital T-Chart from Lesson 1
• A completed student map from any Lesson 5-9
Instructional Materials
7
• Collaborative individual map charts created in Lessons 5-9
• Let’s Make A Movie (teacher created instructional e-book created using Book
Creator)
• One student selected journal entry from their Reader’s Response Journal
• iMovie files in an easily accessible location on district server
General Supplies:
• Composition books for Reader’s Response Journals
• Pencils
• Markers
• Crayons
• Dry Erase Markers
• Blank Paper
8
• Whiteboard
• Promethean Activeboard
• Activeboard Pens
• Projector
• Computer Lab
• iMovie App
• Student iPads
• Document Camera
• Teacher iPad for recording student conversations
• Laptop with Google Chrome and Book Creator
• Older students from a Buddy Class or parent volunteers are highly
recommended to support the video recording and movie making for this
project
Physical Resources
9
Lesson 1:
Fiction vs.
Nonfiction
Lesson 2:
Finding
Fiction
Features
Lesson 3:
Finding
Non-Fiction
Features
Lesson 4:
Thinking
with
Thinking
Maps®
Lesson 5:
Defining
with a
Circle Map
Lesson 6:
Describing
with a
Bubble
Map
Lesson 7:
Comparing/
Contrasting
with a
Double
Bubble Map
Lesson 8:
Classifying
with a Tree
Map
Lesson 9:
Sequencing
with a Flow
Map
Lesson 10:
Using the I
Can Read
Closely
Chart
Lesson 11:
Writing in
Our
Reader’s
Response
Journal
Lesson 12:
Let’s Make
A Movie
Lesson 13:
Let’s
Watch Your
Movie
The Lesson Plans
10
Title: Lesson 1: Fiction vs. Nonfiction
Performance
Objective:
Given an assortment of books, pairs of students will sort texts into the categories of
fiction and non-fiction by looking for distinguishing features with accuracy as
verified by the classroom teacher.
Resources/Materials: • Promethean Activeboard
• Projector
• 10 sets of a mix of 10-12 fiction and non-fiction books in tubs or bags
• One familiar fiction mentor text
• One familiar non-fiction mentor text
• Anecdotal Record Form (See Appendix A)
Time: 30 minutes
Pre-Instructional
Activities: • Present a favorite fiction and a favorite non-fiction book to the class
• Connect to prior knowledge by reminding students of the purpose for reading
fiction books (to entertain) and the purpose of reading non-fiction books (to
teach us about a topic)
• Acknowledge that sometimes it is difficult to know if a book is fiction or non-
fiction just by looking at the cover
• Suggest that sometimes we need to be like “detectives” and search for special
features to decide what type of book we are reading
Content
Presentation: • Ask a student to read the Learning Target written on the whiteboard; We can
decide if a book is fiction or non-fiction by closely looking at the whole book.
• Explain that today reading partners will decide if the books in their tub are trying
to entertain us (fiction) or trying to teach us information about a topic (non-
fiction)
• Using the Activeboard software, make a T-Chart on the whiteboard. Label one
side fiction and the other side non-fiction
• Referring to the mentor texts from the opening of the lesson, ask students what
features they notice for each genre and list these on the T-Chart using the
Activeboard pen
• Some possible responses for fiction may include: make believe, illustrations,
animals acting like people, dialogue, etc.
• Some possible responses for non-fiction may include: facts, photographs, charts,
table of contents, glossary, etc.
• Keep the chart concise and neat so students can use it as a resource when sorting
their books
• Do a choral reading of the completed chart
• Check for understanding by asking questions and address any misconceptions
• Show students the book collections you have assembled for them to sort
• Model how to select a book and carefully search for distinguishing features with
a partner
• Decide if the text is fiction or non-fiction and place it in a pile
• Continue to demonstrate with a few more titles being sure to use the T-Chart for
reference
Learner
Participation: • Tell students it is time for them to practice sorting fiction and non-fiction books
with their Reading Partner
• Instruct them to carefully look through the book and use the T-Chart displayed
on the Activeboard screen to help them make decisions
• Tell students to complete this process for all the books in their tub
11
Title: Lesson 1: Fiction vs. Nonfiction
• Inform students you will check in with each team to talk about their decisions as
they are working
• When they are finished, students should choose a book to read with their partner
until it is time to meet back as a class to share about their learning
Assessment: • As students are working, check in with each pair and use questioning to check
for conceptual understanding
• Use scaffolding and modeling as needed to support students who are not yet able
to accurately distinguish between fiction and non-fiction texts
• Record observations on the Anecdotal Record sheet and use this data to plan
small groups for students who need additional instruction
• Call groups back to the class discussion area and ask for a “private thumb”
signal; up, sideways, or down as a response to the question, “Did you meet the
Learning Target of deciding if a book is fiction or non-fiction by closely looking
at the whole book?”
• Follow with a group discussion about student successes and challenges for this
performance objective
• Use this assessment information to plan next steps for instruction and revise the
lesson if necessary
Follow Through
Activities: • During the lesson closure, revisit the T-Chart and make any necessary revisions
based on student input
• Save the Activeboard chart as a digital file to use in future lessons
• Create and print smaller versions of the T-Chart for students to keep in their
book boxes as a reference throughout this instructional unit
• Send students to the Independent Reading portion of Reader’s Workshop and
invite them to sort the books in their own book boxes to see how many fiction
and non-fiction titles they have chosen for their reading this week
12
Title: Lesson 2: Finding Fiction Features
Performance
Objective:
After a whole class read aloud of a familiar fiction text by the classroom teacher,
students will verbally identify the characters, setting, problem, and solution with a
reading partner as recorded by the classroom teacher on a checklist with accuracy.
Resources/Materials: • Whiteboard
• Familiar fiction text
• Fiction Feature Checklist (See Appendix B)
Time: 30 minutes
Pre-Instructional
Activities: • Select a favorite fiction text you have previously read to generate excitement
• To activate prior knowledge, ask students to share some specific things they
remember about the book
• Verbally connect their responses to the story elements of Character, Setting,
Problem, and Solution
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can
listen for and identify the features of Character, Setting, Problem, and Solution
in a fiction book
• Write the four elements on the board with a picture icon next to each for easy
identification by all students (i.e., a stick figure for character, a tree for setting,
etc.)
• Inform the students that you are going to read this beloved story to them again
and their job is to listen closely for the character(s), setting, problem, and
solution as you read
• Remind them to listen carefully because they will meet with their reading partner
when the story is over to identify the 4 story elements
• Read the text straight through without stopping for discussion
Learner
Participation: • Before sending the students off to meet with their reading partner, review the 4
elements and icons you have listed on the whiteboard
• Ask students if they have any questions about the 4 features and clear up any
misconceptions
• Invite the pairs to choose a spot in the classroom to meet and identify the 4 story
elements in the book you just read
• Inform them that you will be coming around to have a conference with each pair
• Tell them when they have finished their discussion to choose another fiction
book from the class library, read it together, and search for the same 4 story
elements until it is time to meet back in the class discussion area to share their
learning
• As students are talking, roam and listen in on the conversations
• If students are confused by any of the features provide feedback and scaffolding
Assessment: • Meet with each pair when they are ready and ask them to identify the 4 story
elements
• Use the checklist and the space provided to record student responses
• Call students back to the class discussion area and ask for a “private thumb”
signal; up, sideways, or down as a response to the question, “Did you meet the
Learning Target of listening for and identifying the features of Character,
Setting, Problem, and Solution in a fiction book?”
• Follow with a group discussion about student successes and challenges for this
performance objective
• Use this assessment information, along with the completed checklists, to plan
next steps for instruction and revise the lesson if necessary
13
Title: Lesson 2: Finding Fiction Features
Follow Through
Activities: • Have students repeat this activity with their weekly 3rd grade Reading Buddy
• Invite students to practice identifying these 4 elements “in their head” during the
Independent Reading portion of Reader’s Workshop
14
Title: Lesson 3: Finding Non-Fiction Features
Performance
Objective:
After a whole group read aloud of a familiar non-fiction text by the classroom
teacher, students will discuss with a reading partner which facts, diagrams/charts,
photographs, and captions helped them learn 3 things about the topic, as recorded by
the classroom teacher on an anecdotal record form.
Resources/Materials: • Projector
• Document Camera
• Familiar non-fiction text
• Anecdotal Record Form (See Appendix A)
Time: 30 minutes
Pre-Instructional
Activities: • Select a favorite non-fiction text you have previously read to generate excitement
• To activate prior knowledge, ask students to share some specific things they
learned from the book
• Verbally connect their responses to the non-fiction features Facts,
Diagrams/Charts, Photographs, and Captions
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can
look, listen, and identify the features of Facts, Diagrams/Charts, Photographs,
and Captions in a non-fiction book
• Inform the students that you are going to read this interesting book to them again
and their job is to look and listen closely for facts, diagrams/charts, photographs,
and captions
• Remind them to listen carefully because they will meet with their reading partner
when the story is over to share what they learned and identify which feature(s)
helped them understand the new information
Learner
Participation: • Before sending the students off to meet with their reading partner, review the
non-fiction features from the Learning Target
• Ask students if they have any questions about the terminology and clear up any
misconceptions
• Invite the pairs to choose a spot in the classroom to meet and share 3 things they
learned from the text and identify what non-fiction features helped them
understand the information
• Inform them that you will be coming around to have a conference with each pair
• Tell them when they are finished to choose another non-fiction book from the
class library, read it together to learn about the topic and notice which features
the author used to teach them about the subject until it is time to meet back in the
class discussion area to share their learning
• As students are talking, roam and listen in on the conversations and record notes
on the Anecdotal Record Form
• If students are confused by any of the non-fiction features provide feedback and
scaffolding
Assessment: • Meet with each pair when they are finished to determine the following: Are they
understanding how to read diagrams and charts? Do they understand that the
caption relates to the photograph? Can they articulate which feature helped
further their understanding about the topic?
• Use the Anecdotal Record Form to record student responses
• Call students back to the class discussion area and ask for a “private thumb”
signal; up, sideways, or down as a response to the question, “Did you meet the
Learning Target of looking, listening, and identifying the features of Facts,
Diagrams/Charts, Photographs, and Captions in a non-fiction book?”
15
Title: Lesson 3: Finding Non-Fiction Features
• Follow with a group discussion about student successes and challenges for this
performance objective
• Use this assessment information, along with the completed Anecdotal Record
Forms, to plan next steps for instruction and revise the lesson if necessary
Follow Through
Activities: • Have students repeat this activity with their weekly 3rd grade Reading Buddy
• Invite students to look closely for these non-fiction features as they are reading
independently during Reader’s Workshop and think about how these features
deepen their understanding of the text
16
Title: Lesson 4: Thinking with Thinking Maps®
Performance
Objective:
Students will accurately define the purpose of 5 different Thinking Maps® after
participating in a shared writing demonstration as measured by an exit interview
form.
Prerequisites: Before teaching this lesson, students should be taught how to use a circle, bubble,
double bubble, tree, and flow map with teacher support.
Resources/Materials: • Whiteboard
• Dry Erase Markers
• There Is A Bird On Your Head by Mo Willems*
*Choose any book that you have previously read to your students that is a
favorite of the class
• Document Camera
• Projector
• Exit Interview Form (See Appendix C)
Time: 30 minutes
Pre-Instructional
Activities: • Gain student attention by reading There Is A Bird On Your Head by Mo Willems
• Connect to prior knowledge by discussing the characters, setting, problem, and
solution in the story
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use
different kinds of Thinking Maps to understand a story in different ways
• Tell students that today we will use the 5 maps we have been working with this
year to think about the story elements in the book There Is A Bird On Your Head
• Place a blank Exit Interview Form under the document camera to remind
students of the names and purposes for the maps we have practiced using: circle,
tree, flow, bubble, and double bubble
• Turn off the document camera and draw an outline of each map on the
whiteboard
• Model how to quickly draw each map without worrying about perfect shapes
and lines
Learner
Participation: • Beginning with the circle map ask students to “brainstorm” or define ideas and
content from the story and record up to 5 responses (teacher may record and/or
invite students to share the recording responsibilities depending on your learners)
• Repeat this procedure with the other maps: bubble map to “describe”, double
bubble map to “compare”, flow map to “sequence” events, tree map to
“categorize”
• Only elicit enough responses to clearly illustrate the purpose of each map to stay
within attention span and time frame (further practice for each map will continue
in subsequent lessons)
• When the maps are completed do a choral reading of the content of each map
• Ask a few students to make observations and summarize their collaborative
thinking about the story
• Review the purpose for each map before sending the students to Independent
Reading
Assessment: • As students are reading independently from their book boxes, meet individually
to complete the exit interview
• Point to each map on the interview form
• Ask students to name the map and define the purpose for using the map and
record their responses in the space provided
17
Title: Lesson 4: Thinking with Thinking Maps®
• Use this data to plan small group instruction for students who need further
clarification about the maps we will be using throughout the rest of the unit
Follow Through
Activities: • Throughout the duration of this unit, draw and collaboratively complete thinking
maps on the whiteboard after read alouds to help students generalize the various
types of thinking (defining, comparing, sequencing, describing, classifying)
across the content areas
• Have students practice verbally summarizing the information gathered on the
maps to communicate their comprehension of the content they have organized on
the various maps
18
Title: Lesson 5: Defining with a Circle Map
Performance
Objective:
After a whole group read aloud of a fiction or non-fiction text, students will
collaborate to complete a Circle Map to define or brainstorm ideas and information
identified from the text with accuracy using an Activeboard during a teacher
facilitated shared writing exercise.
Resources/Materials: • Fiction or Non-Fiction Text for Read-Aloud
• Promethean Activeboard
• Activeboard pens
• Projector
• Circle Map Template (See Appendix D)
• Anecdotal Record Form (See Appendix A)
• Blank paper
Time: 30 minutes
Pre-Instructional
Activities: • Connect to prior learning by drawing a quick Circle Map on the whiteboard
• Ask a few students to describe why we would use a Circle Map to organize our
thinking
• Use questioning to check for understanding and clear up any misconceptions that
may occur
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use
a Circle Map to brainstorm ideas and information about a book.
• Review what it means to brainstorm (list all the ideas or information that relate to
a topic)
• Introduce the book you have chosen to read to your students
• If it is a fiction text, ask students which elements they might think about as you
are reading (characters, setting, problem, solution)
• If it is a non-fiction text, ask students which features they might focus on as you
are reading (photographs, charts/diagrams, captions, facts)
• Write the title of the book in the center circle of the map you have drawn on the
whiteboard
• Tell students you want them to visualize what they would write or sketch in the
outer circle about the book as you are reading
• Read the book, stopping to allow for a few relevant student observations or
questions
Learner
Participation: • After reading the book, erase the map you have drawn on the whiteboard
• Project the Circle Map template on the board using the Activeboard software
• Write the title of the book in the center circle of the map
• Ask students to contribute ideas and information in the outer circle
• Model how to record these ideas with key words and sketches, rather than
complete sentences
• Invite students to “share the pen” and record ideas on the chart as appropriate for
your group of learners
• Use the handwriting to text feature in the software to capture student responses
legibly
• When the chart is completed, do a choral reading of the Circle Map
• Ask a few students to verbally summarize what they learned about the text using
the information from the map
• Be sure to digitally save the completed map for future reference
19
Title: Lesson 5: Defining with a Circle Map
• Provide blank paper and invite students to draw and complete a Circle Map for
one of the books they are reading during the Independent Reading portion of
Reader’s Workshop that immediately follows this lesson
Assessment: • As students are reading independently, note which students are choosing to
create their own Circle Maps
• Collect any completed maps at the end of Reader’s Workshop and record
observations on an Anecdotal Record Form
• Is the student using the map for the intended purpose? i.e.; Is the title of the book
written in the middle circle? Did they record key words and pictures rather than
verbatim sentences from the text? Do the words/drawing relate to the text?
• Plan small group instruction for students who chose not to complete a map or are
not yet using the map correctly
Follow Through
Activities: • Print the class generated Circle Map from this lesson and create individual
student charts for students to keep in their book boxes as a reference tool
• Encourage students to draw and complete Circle Maps across the content areas
throughout the duration of this unit
• Send home completed student Circle Maps with a brief explanation about the
purpose of the map for families to encourage brainstorming and defining beyond
the classroom environment
20
Title: Lesson 6: Describing with a Bubble Map
Performance
Objective:
After a whole group read aloud of a fiction or non-fiction text, students will
collaborate to complete a Bubble Map to describe a subject identified from the text
with accuracy using an Activeboard during a teacher facilitated shared writing
exercise.
Resources/Materials: • Fiction or Non-Fiction Text for Read-Aloud
• Promethean Activeboard
• Activeboard pens
• Projector
• Bubble Map Template (See Appendix E)
• Anecdotal Record Form (See Appendix A)
• Blank paper
Time: 30 minutes
Pre-Instructional
Activities: • Connect to prior learning by drawing a quick Bubble Map on the whiteboard
• Ask a few students to describe why we would use a Bubble Map to organize our
thinking
• Use questioning to check for understanding and clear up any misconceptions that
may occur
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use
a Bubble Map to describe a subject in a book.
• Review what it means to describe (to give the characteristics or qualities of a
subject)
• Introduce the book you have chosen to read to your students
• If it is a fiction text, ask students which elements they might think about as you
are reading (characters, setting, problem, solution)
• If it is a non-fiction text, ask students which features they might focus on as you
are reading (photographs, charts/diagrams, captions, facts)
• Write the subject in the center circle of the map you have drawn on the
whiteboard
• Tell students you want them to visualize what they would write or sketch in the
outer circles about the book as you are reading
• Read the book, stopping to allow for a few relevant student observations or
questions
Learner
Participation: • After reading the book, erase the map you have drawn on the whiteboard
• Project the Bubble Map template on the board using the Activeboard software
• Write the subject of the book in the center circle of the map
• Ask students to contribute ideas and information in the outer circles
• Model how to record these ideas with key words and sketches, rather than
complete sentences
• Invite students to “share the pen” and record ideas on the chart as appropriate for
your group of learners
• Use the handwriting to text feature in the software to capture student responses
legibly
• When the chart is completed, do a choral reading of the Bubble Map
• Ask a few students to verbally summarize what they learned about the subject of
the text using the information from the map
• Be sure to digitally save the completed map for future reference
21
Title: Lesson 6: Describing with a Bubble Map
• Provide blank paper and invite students to draw and complete a Bubble Map for
one of the books they are reading during the Independent Reading portion of
Reader’s Workshop that immediately follows this lesson
Assessment: • As students are reading independently, note which students are choosing to
create their own Bubble Maps
• Collect any completed maps at the end of Reader’s Workshop and record
observations on an Anecdotal Record Form
• Is the student using the map for the intended purpose? i.e.; Is the subject of the
book written in the middle circle? Did they record descriptive words and pictures
rather than verbatim sentences from the text? Do the words/drawings relate to the
subject of the text?
• Plan small group instruction for students who chose not to complete a map or are
not yet using the map correctly
Follow Through
Activities: • Print the class generated Bubble Map from this lesson and create individual
student charts for students to keep in their book boxes as a reference tool
• Encourage students to draw and complete Bubble Maps across the content areas
throughout the duration of this unit
• Send home completed student Bubble Maps with a brief explanation about the
purpose of the map for families to encourage describing subjects beyond the
classroom environment
22
Title: Lesson 7: Comparing and Contrasting with a Double Bubble Map
Performance
Objective:
After a whole group read aloud of a fiction or non-fiction text, students will
collaborate to complete a Double Bubble Map to compare and contrast subjects
identified from the text with accuracy using an Activeboard during a teacher
facilitated shared writing exercise.
Resources/Materials: • Fiction or Non-Fiction Text for Read-Aloud
• Promethean Activeboard
• Activeboard pens
• Projector
• Double Bubble Map Template (See Appendix F)
• Anecdotal Record Form (See Appendix A)
• Blank paper
Time: 30 minutes
Pre-Instructional
Activities: • Connect to prior learning by drawing a quick Double Bubble Map on the
whiteboard
• Ask a few students to describe why we would use a Double Bubble Map to
organize our thinking
• Use questioning to check for understanding and clear up any misconceptions that
may occur
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use
a Double Bubble Map to compare and contrast subjects in a book.
• Review what it means to compare and contrast (to notice what characteristics and
qualities are the same and different)
• Introduce the book you have chosen to read to your students
• If it is a fiction text, ask students which elements they might think about as you
are reading (characters, setting, problem, solution)
• If it is a non-fiction text, ask students which features they might focus on as you
are reading (photographs, charts/diagrams, captions, facts)
• Write two subjects in the dark outlined circles in the center of the map you have
drawn on the whiteboard
• Tell students you want them to visualize what they would write or sketch in the
outer circles about the book as you are reading
• Read the book, stopping to allow for a few relevant student observations or
questions
Learner
Participation: • After reading the book, erase the map you have drawn on the whiteboard
• Project the Double Bubble Map template on the board using the Activeboard
software
• Write two subjects from the book in the dark outlined circles of the map
• Ask students to contribute ideas and information in the outer circles
• Model how to record these ideas with key words and sketches, rather than
complete sentences
• Invite students to “share the pen” and record ideas on the chart as appropriate for
your group of learners
• Use the handwriting to text feature in the software to capture student responses
legibly
• When the chart is completed, do a choral reading of the Double Bubble Map
• Ask a few students to verbally summarize what they learned about the
similarities and differences of the subjects from the text using the information
from the map
23
Title: Lesson 7: Comparing and Contrasting with a Double Bubble Map
• Be sure to digitally save the completed map for future reference
• Provide blank paper and invite students to draw and complete a Double Bubble
Map for one of the books they are reading during the Independent Reading
portion of Reader’s Workshop that immediately follows this lesson
Assessment: • As students are reading independently, note which students are choosing to
create their own Double Bubble Maps
• Collect any completed maps at the end of Reader’s Workshop and record
observations on an Anecdotal Record Form
• Is the student using the map for the intended purpose? i.e.; Are the two subjects
from the book written in the dark outlined circles? Did they record descriptive
words and pictures rather than verbatim sentences from the text? Do the
words/drawing relate to the two subjects from the text?
• Plan small group instruction for students who chose not to complete a map or are
not yet using the map correctly
Follow Through
Activities: • Print the class generated Double Bubble Map from this lesson and create
individual student charts for students to keep in their book boxes as a reference
tool
• Encourage students to draw and complete Double Bubble Maps across the
content areas throughout the duration of this unit
• Send home completed student Double Bubble Maps with a brief explanation
about the purpose of the map for families to encourage comparing and
contrasting subjects beyond the classroom environment
24
Title: Lesson 8: Classifying with a Tree Map
Performance
Objective:
After a whole group read aloud of a fiction or non-fiction text, students will
collaborate to complete a Tree Map to classify ideas and information identified from
the text with accuracy using an Activeboard during a teacher facilitated shared
writing exercise.
Resources/Materials: • Fiction or Non-Fiction Text for Read-Aloud
• Promethean Activeboard
• Activeboard pens
• Projector
• Tree Map Template (See Appendix G)
• Anecdotal Record Form (See Appendix A)
• Blank paper
Time: 30 minutes
Pre-Instructional
Activities: • Connect to prior learning by drawing a quick Tree Map on the whiteboard
• Ask a few students to describe why we would use a Tree Map to organize our
thinking
• Use questioning to check for understanding and clear up any misconceptions that
may occur
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use
a Tree Map to classify ideas and information from a book.
• Review what it means to classify (to organize into categories)
• Introduce the book you have chosen to read to your students
• If it is a fiction text, ask students which elements they might think about as you
are reading (characters, setting, problem, solution)
• If it is a non-fiction text, ask students which features they might focus on as you
are reading (photographs, charts/diagrams, captions, facts)
• Write the topic/subject from the book on the top line of the map you have drawn
on the whiteboard
• List 3 categories on the dark lines at the top of each branch of the Tree Map
• Tell students you want them to visualize what they would write or sketch in the
boxes under each of the categories about the book as you are reading
• Read the book, stopping to allow for a few relevant student observations or
questions
Learner
Participation: • After reading the book, erase the map you have drawn on the whiteboard
• Project the Tree Map template on the board using the Activeboard software
• Write the main topic/subject from the book on the top line on the map
• List 3 categories on the dark lines at the top of each branch of the Tree Map
• Ask students to contribute ideas and information for the three boxes under the
category headings
• Model how to record these ideas as bullet points
• Invite students to “share the pen” and record ideas on the chart as appropriate for
your group of learners
• Use the handwriting to text feature in the software to capture student responses
legibly
• When the chart is completed, do a choral reading of the Tree Map
• Ask a few students to verbally summarize what they learned from organizing
content from the text into categories using the information from the map
• Be sure to digitally save the completed map for future reference
25
Title: Lesson 8: Classifying with a Tree Map
Assessment: • As students are reading independently, note which students are choosing to
create their own Tree Maps
• Collect any completed maps at the end of Reader’s Workshop and record
observations on an Anecdotal Record Form
• Is the student using the map for the intended purpose? i.e.; Is the main
topic/subject recorded on the top line of the map? Did they record information
under the correct category in bullet form rather than verbatim sentences from the
text? Was the information recorded accurately gathered from the text?
• Plan small group instruction for students who chose not to complete a map or are
not yet using the map correctly
Follow Through
Activities: • Print the class generated Tree Map from this lesson and create individual student
charts for students to keep in their book boxes as a reference tool
• Encourage students to draw and complete Tree Maps across the content areas
throughout the duration of this unit
• Send home completed student Tree Maps with a brief explanation about the
purpose of the map for families to encourage classifying information beyond the
classroom environment
26
Title: Lesson 9: Sequencing with a Flow Map
Performance
Objective:
After a whole group read aloud of a fiction or non-fiction text, students will
collaborate to complete a Flow Map to sequence ideas and information identified
from the text with accuracy using an Activeboard during a teacher facilitated shared
writing exercise.
Resources/Materials: • Fiction or Non-Fiction Text for Read-Aloud
• Promethean Activeboard
• Activeboard pens
• Projector
• Flow Map Template (See Appendix H)
• Anecdotal Record Form (See Appendix A)
• Blank paper
Time: 30 Minutes
Pre-Instructional
Activities: • Connect to prior learning by drawing a quick Flow Map on the whiteboard
• Ask a few students to describe why we would use a Flow Map to organize our
thinking
• Use questioning to check for understanding and clear up any misconceptions that
may occur
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use
a Flow Map to sequence ideas and information from a book.
• Review what it means to sequence (to organize in a chronological order)
• Introduce the book you have chosen to read to your students
• If it is a fiction text, ask students which elements they might think about as you
are reading (characters, setting, problem, solution)
• If it is a non-fiction text, ask students which features they might focus on as you
are reading (photographs, charts/diagrams, captions, facts)
• Tell students you want them to visualize three 3 main events and supporting
details from the book as you are reading to put in order on the Flow Map
• Read the book, stopping to allow for a few relevant student observations or
questions
Learner
Participation: • After reading the book, erase the map you have drawn on the whiteboard
• Project the Flow Map template on the board using the Activeboard software
• Ask students to agree on 3 events from the text to sequence from left to right in
the 3 large rectangles on the Flow Map
• Model how to record these ideas as bullet points
• Invite students to “share the pen” and record ideas on the chart as appropriate for
your group of learners
• Ask students to add 2 supporting details to each event
• Use the handwriting to text feature in the software to capture student responses
legibly
• When the chart is completed, do a choral reading of the Flow Map
• Ask a few students to verbally summarize what they learned from sequencing
events and adding supporting details from the text
• Be sure to digitally save the completed map for future reference
Assessment: • As students are reading independently, note which students are choosing to
create their own Flow Maps
• Collect any completed maps at the end of Reader’s Workshop and record
observations on an Anecdotal Record Form
27
Title: Lesson 9: Sequencing with a Flow Map
• Is the student using the map for the intended purpose? i.e.; Are 3 main events
listed in the large rectangles form left to right? Did they record information in
bullet form rather than verbatim sentences from the text? Do the supporting
details relate to the main events?
• Plan small group instruction for students who chose not to complete a map or are
not yet using the map correctly
Follow Through
Activities: • Print the class generated Flow Map from this lesson and create individual student
charts for students to keep in their book boxes as a reference tool
• Encourage students to draw and complete Flow Maps across the content areas
throughout the duration of this unit
• Send home completed student Flow Maps with a brief explanation about the
purpose of the map for families to encourage sequencing events and adding
supporting details beyond the classroom environment
28
Title: Lesson 10: Using the I Can Read Closely Chart
Performance
Objective:
With their Reading Partner, students will use the I Can Read Closely chart and a
completed thinking map from a prior lesson to orally communicate understanding of
a book using the word “because” and accurately citing examples from the text as
observed by the classroom teacher.
Resources/Materials: • Projector
• Promethean Activeboard
• Digital T-Chart from Lesson 1
• Document Camera
• Class set of Individual I Can Read Closely charts (See Appendix I)
• A completed student map from any Lesson 5-9
• iPad for recording student conversations
Time: 30 minutes
Pre-Instructional
Activities: • Remind students that we have been learning about the features of fiction and
non-fiction texts
• Display the T-Chart on the Activeboard listing the text features for review
• Have a brief discussion, take questions, and clear up any misconceptions
• Remind students that we have also been learning to use maps to record ideas and
information using key words/pictures and bullets
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use
an I Can Read Closely chart to create sentences from the information we wrote
on our maps using examples from the book.
• Introduce the I Can Read Closely chart using the document camera for a clear
view for all students
• Using a completed student thinking map from a prior lesson, model how to
choose one of the sentence starters from the chart and the red highlighted word
“because” to communicate information about the book with specific examples
• Model how some sentence starters work best for non-fiction books (I learned)
and how others work best for fiction books (I feel)
• Model how to take turns orally creating sentences with a Reading Partner
Learner
Participation: • Tell students it is time for them to practice using the chart with their Reading
Partner
• Ask partners to find a spot in the room and take turns sharing sentences using the
chart and their thinking maps
• Inform students you will check in with each team to listen in as they work, and
you will be recording their conversations to use during conferring
• When they are finished, students should choose a book to read with their partner
until it is time to meet back as a class to share about their learning
Assessment: • As students are working, check in with each pair and use questioning to check
for conceptual understanding
• Use scaffolding and modeling as needed to support students who are not yet able
to independently construct a sentence using their map and chart for support
• Video record conversations to use during individual conferring during the
independent reading portion of Reader’s Workshop immediately following this
lesson
• Call groups back to the class discussion area and ask for a “private thumb”
signal; up, sideways, or down as a response to the question, “Did you meet the
Learning Target of using an I Can Read Closely chart to create sentences from
the information you wrote on your maps using examples from the book?”
29
Title: Lesson 10: Using the I Can Read Closely Chart
• Follow with a group discussion about student successes and challenges for this
performance objective
• Use the video recordings during conferring time to provide an opportunity for
students to evaluate and set goals for further learning
Follow Through
Activities: • Have students repeat this activity with their weekly 3rd grade Reading Buddy
• Send home copies of the I Can Read Closely chart and encourage students to
show their parents how to have a conversation about a book using the word
“because” and citing examples from the text
30
Title: Lesson 11: Writing in Our Reader’s Response Journal
Performance
Objective:
This lesson combines six procedural performance objectives into a routine for
writing in a Reader’s Response Journal using the skills developed in prior lessons in
this instructional unit:
• Given books at their independent reading level, students will independently
choose a text they have read as verified by the classroom teacher.
• Having independently chosen a fiction or non-fiction text, students will
accurately select a text feature to examine that occurs in the text.
• Given a Reader’s Response Journal, students will record the date and the title
of the selected book with accuracy.
• Given a choice of five distinct Thinking Maps®, students will independently
select and reproduce an appropriate map in their journal to organize key ideas
for the selected text feature with accuracy.
• Having drawn a map to organize their thinking, students will select key
words, pictures, and or ideas from the text to complete the map with
accuracy.
• Using their map and the I Can Read Closely chart, students will write a
summary of their comprehension citing evidence and details from the text
without copying the text verbatim.
Resources/Materials: • Projector
• Document Camera
• A student book box with a variety of leveled fiction and non-fiction texts
• I Can Read Closely chart (See Appendix I)
• Collaborative individual map charts created in Lessons 5-9
• Reader’s Response Journal (composition book or a spiral notebook
• Pencil
• Reader’s Response Checklist (See Appendix J)
Time: 20 minutes each for 3 consecutive days (and many times beyond completion of this
unit to expand and reinforce the process of writing about reading in your own
words.)
This lesson is designed to be followed by 30-40 minutes of independent
reading/writing as part of the daily Reader’s Workshop followed by a 10-15-minute
sharing component.
Pre-Instructional
Activities: • Generate enthusiasm by showing students their new Reader’s Response Journals
and individual I Can Read Closely charts that have been added to their individual
book boxes
• Connect with prior knowledge by reminding students that yesterday they
verbally practiced creating sentences using the chart and their maps with their
Reading Partners
Content
Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can read
closely and write about our thinking.
• Display the chart underneath the document camera and focus on the word
“write” at the top of the chart
• Acknowledge that the class has worked hard to learn about fiction and non-
fiction features and how to create thinking maps and they are now ready to use
these tools to independently write journal entries using their own words, pictures,
and examples from their books
31
Title: Lesson 11: Writing in Our Reader’s Response Journal
• Explain that you are going to model exactly what steps they will use each time
they create a journal entry
• Remind students to watch closely as you model the process and save their
questions until you are finished with the demonstration
o Select a book from a student book box and state if it is fiction or non-
fiction and explain which features helped you determine this
o Decide on a text feature to focus on (character, fact, photograph,
problem, etc.)
o Open the journal and copy the title of the chosen book and the date on the
top two lines
o Draw a map in the notebook that help organize your thinking about the
feature you will focus on (i.e., a Double Bubble Map to compare two
characters in a book)
o Show students how they can use the individual map charts in their book
boxes if they need some help drawing or choosing a map
o Demonstrate how to complete the map using key words or sketches from
the book without copying entire sentence onto the map (keep the
information concise for these first lessons)
o Model reading the information on the chart
o Use the I Can Read Closely chart to verbally construct a sentence using
the information from the map (ex. I think Danny and Sarah are friends
because they both like playing soccer and eating pizza.)
o For this first lesson, only model writing one summative sentence
o As you repeat this demonstration on future days, you can quickly move
through the first steps and focus on elaborating
• Ask for questions and clear up any misconceptions or confusion before sending
students off to try this on their own
Learner
Participation: • As students are writing independently provide feedback and support as needed
• Pull small groups of students to work alongside if they need additional
instruction
Assessment: • Call students back to the class discussion area and ask for a “private thumb”
signal; up, sideways, or down as a response to the question, “Did you meet the
Learning Target of reading closely and writing about your thinking?”
• Ask if there are any students who would like to share their writing with the class
under the document camera
• Follow with a group discussion about student successes and challenges for this
performance objective
• At the end of each day look through the student Response Journals and evaluate
using the Reader’s Response Checklist
• Use this data to plan for small group instruction or individual conferring as
needed
Follow Through
Activities: • Have students read their journal entries to their Reading Partners during the
Partner Reading portion of the daily Reader’s Workshop
• Have students select one entry that they will use to “publish” in our next lesson
32
Title: Lesson 12: Let’s Make A Movie
Performance
Objective:
Students will select one journal summary from their Reader’s Response Journal and
use this writing to create a short video book summary using iMovie and a checklist
for evaluation with teacher support in the Computer Lab.
Resources/Materials: • Let’s Make A Movie (teacher created instructional e-book created using Book
Creator
• Computer Lab with iPads
• Projector
• Activeboard for sharing e-book
• One student selected journal entry from their Reader’s Response Journal
• Checklist for Video Book Summary (See Appendix K)
• Older students from a Buddy Class or parent volunteers are highly recommended
to support the video recording and movie making for this project
Prerequisites For this lesson students will need experience with recording video on an iPad and
prior experience making a short iMovie with teacher support.
Time: Two 60-minute Computer Lab sessions on consecutive days
Pre-Instructional
Activities: • To generate excitement, students will view a teacher created e-book using the
interactive white board about turning a journal entry into a short video summary
• After viewing the e-book, students will have an opportunity to ask questions and
receive clarification about creating their project
Content
Presentation: • Ask students to bring their Readers Response Journals with the entry they
selected to “publish” in the prior lesson to the Computer Lab
• Use the document camera to present the student side of the checklist they will
follow to create their video summary
• Check for understanding and clarify confusion or misconceptions
• Review the procedures and expectations for using the iPads to record video
• Model how Reading Partners will first practice reading their selected entries
several times before using the video recording feature on their iPads
• Review how to edit and save video with iMovie
• Remind students that we will have two Computer Lab sessions to complete this
project
• Encourage students to seek help from the volunteers you have available for this
project
Learner
Participation: • Send Reading Partners off to make their recordings
• As groups are working provide feedback and support as needed
• As students finish with the recording, use volunteers, older peers, etc. to provide
support with making the iMovie as needed based on the technology skills and
prior experience of your learners
Assessment: • Observe students as they are rehearsing and recording their video journal
summaries
• Check with students to be sure they are including and understanding the
components of the checklist
Follow Through
Activities: • Students who complete the project early can help peers or create a second video
summary
33
Title: Lesson 13: Let’s Watch Your Movie
Performance
Objective:
Students will present their iMovie to the class using the Activeboard and answer
questions from peers and the teacher to demonstrate comprehension citing examples
from the text.
Resources/Materials: • Promethean Activeboard
• Activeboard pens
• iMovie files in an easily accessible location on district server
• Document Camera
• Checklist for Video Book Summary (See Appendix K)
Time: 6-minute presentations for 20 students = 120 minutes
*Spread these intermittently across two days to maximize attention and engagement
Pre-Instructional
Activities: • Review the classroom expectations for audience behavior
• Review the classroom expectations for presentations
Content
Presentation: • Use the document camera to remind students of the content and presentation
components that students used to create their movies using the checklist
• Remind students to be thinking of specific questions they have about the book
for the presenters after they have watched the movie
Learner
Participation: • Invite students to come up to the Activeboard when it is their turn to present
• Using the Activeboard pen, have students play their iMovie
• After the applause from the audience, invite the presenter to choose three
questions from the student audience
• Repeat this procedure for 3 or 4 presentations at a time at various times over the
course of the two presentation days
Assessment: • As students are presenting complete the teacher half of the checklist
• Ask any specific follow up questions you might have to elicit student
comprehension about the book they read to write their summary
Follow Through
Activities: • Continue to access and monitor student writing in the Reader’s Response Journal
throughout the year using the tools created for this unit
• Repeat, modify, or enhance any of the lessons as needed to support or extend
learning based on the needs of the target audience
34
References
https://www.apple.com/imovie
https://bookcreator.com
Hyerle, D. (2004). Thinking Maps® as a Transformational Language for Learning. In D. Hyerle, S. Curtis
(Eds.) & L. Alper, Student successes with thinking maps: School-based research, results, and models for
achievement using visual tools (pp. 1-16). Thousand Oaks, CA, US: Corwin Press.
https://www.prometheanworld.com
https://www.weebly.com
Willems, Mo. There Is a Bird on Your Head! Hyperion Books for Children, 2010.
35
Appendix A: Anecdotal Record Form
Appendix B: Fiction Features Checklist
Appendix C: Exit Interview Form
Appendix D: Circle Map Template
Appendix E: Bubble Map Template
Appendix F: Double Bubble Map Template
Appendix G: Tree Map Template
Appendix H: Flow Map Template
Appendix I: I Can Read Closely Chart
Appendix J: Reader’s Response Checklist
Appendix K: Checklist for Video Book Summary
Appendices
37
Fiction Features Checklist
Name:
Name:
Character:
Character:
Setting:
Setting:
Problem:
Problem:
Solution:
Solution:
Next Steps:
Next Steps:
Appendix B
45
Checklist for Reader’s Response Journals
Name: ____________________________________________ Date: __________
Title of the book has been accurately recorded by the student. Yes
No
Student has accurately recorded the date. Yes
No
Student has accurately drawn and completed a thinking map using key
words, pictures, and examples from the text. Yes
No
Student has written at least one summarizing sentence using the
information recorded on the map. Yes
No
Student used appropriate sentence starters and the word “because” in
the summary sentence(s). Yes
No
Student has copied portions of the text verbatim. (Within the text.) Yes
No
Appendix J
46
Checklist for My Video Book Summary
Student: Teacher: Introduction Introduction
Hi! My name is … Hi! My name is …
I read this book… Show Cover I read this book… Show Cover
Content Content
I wrote about what I learned
or thought about the book.
Wrote about ideas and
information about the book.
I gave examples from the
book.
Gave examples from the
book. Closing Closing
I have a closing statement. Has a closing statement. Presentation Presentation
I looked into the camera. Looked into the camera.
I spoke clearly. Spoke clearly. Self Evaluation Teacher Comments
I put forth my best effort!
Appendix K