ReadingResponse Fiction

Reading Response
for Fiction
Graphic Organizers & Mini-Lessons
Gr ades 2 4
J
e n n i f e r
a c o b s o n
Reading Response for Fiction Graphic Organizers & Mini-Lessons 2008 by Jennifer Jacobson, Scholastic Teaching Resources
Acknowledgments
Many thanks to Jim Becker, Danielle Blood, Kathleen Hollenbeck, and Mackie Rhodes
Teachers who wish to contact Jennifer about her staff development programs
may visit her Web site at www.jenniferjacobson.com.
Scholastic grants teachers permission to photocopy the reproducible pages in this book for classroom use. No other
part of the publication may be reproduced in whole or part, or stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the
publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Edited by Kathleen Hollenbeck
Cover design by Maria Lilja
Interior design by Holly Grundon
Interior illustrations by Teresa Anderko
ISBN-13: 978-0-439-57294-1
ISBN-10: 0-439-57294-0
Copyright 2008 by Jennifer Jacobson
Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10
40
15 14 13 12 11 10 09 08
Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Connections to the Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
References and Additional Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Mini-Lessons
That Reminds Me! (making personal connections). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Comparing Stories (comparing story attributes) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Setting Clues (visualizing settings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
What a Character Wants (examining character motives and actions) . . . . . . . . . . . . . . 14
Characters That Change (making inferences) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Show or Tell? (analyzing character emotions). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Tell It Again! (identifying plot structure) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Cause-and-Effect Machine (recognizing cause-and-effect relationships). . . . . . . . . . . . . 22
Ringing in the Plot (identifying main plot and subplot). . . . . . . . . . . . . . . . . . . . . . . . . 24
Questions and Clues (asking questions). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Memorable Images (visualizing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Worthy Words (examining authors word choice). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Genre Comparison Castle (comparing and contrasting within a genre). . . . . . . . . . . . . 32
Another Time and Place (classifying). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Book Review Interview (summarizing). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Agree or Disagree? (exploring opinions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Youre in the Story! (making connections). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Did You Hear? (making inferences). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Driving Home the Theme (identifying theme). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Happy Endings (analyzing story endings). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Introduction
Welcome to Reading Response for Fiction: Graphic Organizers & Mini-Lessons! Designed for flexible use,
these 20 graphic organizers promote reading response, guiding students to think about and analyze
what they read and leading them to read with deeper engagement. By completing the organizers in
this book, students receive practice in constructing, examining, and extending meaning; reflecting on
the content of text; and refining their reading strategies.
Why Use Graphic Organizers for Reading Response?

Graphic organizers provide schemata: a way of structuring information or arranging key concepts into
a pattern, enhancing comprehension and imparting useful learning strategies (Bromley et al., 1995).
Organizers offer students an efficient way to direct their attention, record key information, display
their thinking, and monitor their use of learning strategies.
Research has shown that graphic organizers help students to:
connect prior knowledge to new information (Guastello, 2000).
integrate language and thinking in an organized format (Bromley et al, 1995).
increase comprehension and retention of text (Boyle & Weishaar, 1997; Chang et al., 2002;
Moore & Readence, 1984).
e ngage in mid- to high-level thinking along Blooms Taxonomy (knowledge, comprehension,

synthesis, and evaluation) (Dodge, 2005).
The reading response graphic organizers in this book focus on comprehension, reading strategies,
story elements, and authors craft. All of the organizers allow students to build upon their prior
knowledge, use critical thinking skills, and express what theyve learned in their own words.
How to Use This Book

The organizers in this book can be used in any order and lend
themselves well to many forms of teaching: pre- and postThe unread story
assessment, preparation for literature circles, and mini-lessons.
is not a story;
They are suitable for use with the whole class, small groups,
it is little black
or individual students, and are ideal for homework or guided
marks on wood
cooperative learning groups.
pulp. The reader,
Each organizer targets a different skill or combination of
reading it, makes
skills, which is shown on each lesson page. At the top of the
it live: a live
page, a purpose states the uses and benefits of the activity, and
thing, a story.
the suggestion for introducing the lesson helps set the stage
and pique student interest. Step-by-step directions provide a
Ursula LeGuin
guide for demonstrating how to use and complete the organizer.
Also included is a helpful management tip, which recommends
one or more specific ways to use the graphic organizer, and an
activity that lets you take students a step further by building on
the skills and strategies covered in the lesson or by using the organizer for a different purpose. Finally,
to help you get started, books and resources that are referred to in the sample lessonor that might
be appropriate for that particular lessonare listed in the literature link on the page.
Using a Graphic Organizer

Select the graphic organizer that best suits your instructional needs. Then follow these suggestions to
prepare and use the organizer with students.
Test It. Before using an organizer, give it a trial run on your own to experience the process
firsthand. This will allow you to see how well the graphic works with the selected text.
Make any modifications necessary to best meet the needs of your students (Egan, 1999).
resent It. Determine the best method for presenting the graphic organizer. You might
P
make a photocopy for use as a transparency on the overhead projector, or distribute paper
copies to students to complete as you model its use. Keep a supply of frequently used
organizers on hand for students to use independently.
odel It. Research has shown that graphic organizers are most effective when the teacher
M
presents and models the organizer first for the whole group (Bowman et al., 1998). To
ensure greatest success, model the use of each organizer with the whole class before asking
students to complete it independently.
Helpful Hints for Success

ou might choose a picture book or familiar fairy tale as your literature selection when
Y
introducing a reading response graphic organizer for the first time. With these, you can
present an entire story in one lesson, allowing students to focus on the goal and structure of
the organizer.
I ntroduce the organizer before students read.

That way, students will read with a strong sense
of purpose and focus.
As teachers model their own response to

literature (through thinking aloud and use
of graphic organizers), they make reading
strategies explicit. Regular modeling,
opportunities to practice and apply the
strategies, and consistency in contexts
allow students to transfer this knowledge
to independent reading and assessment
situations (Pardo, 2004).
odel the use of the organizer so that students

M
will gain a clear understanding of its purpose
and how to complete it.
hen analyzing text during a mini-lesson,

W
think out loud. This will allow students to
recognize and apply your strategies for greater
reading comprehension.
rovide adhesive note strips for students to

P
mark passages that they will later refer to when
completing their organizers.
rge students not to feel limited by the design

U
of a graphic organizer. Demonstrate writing outside the lines and adding other shapes and
lines when making new connections.
rovide a rich selection of reading materials and a variety of reading response graphic
P
organizers to use with them. This will help keep your reading program fresh and interesting.
Assessing Student Performance

Graphic organizers allow you to assess a students comprehension at a glance. You can use the organizers
in this book to determine what students know, the depth of their understanding, what they need to know,
what they retain after reading, and the connections they have made. For example, by examining students
responses to Comparing Stories (page 10), you can determine their level of engagement, ability to identify
literary elements, and breadth of thinking when making comparisons.
Students can also use graphic organizers to assess their own learning. For example, when completing
Book Review Interview (page 36), students may realize they lack sufficient information for summarizing
the plot of a story. A motivated learner will go back and reread to fill in the gaps.
Graphic organizers are a performance-based model of assessment and are ideal for including in student
portfolios, as they require students to demonstrate both their grasp of the concept and their reasoning.
Connections to the Standards

This book is designed to support you in meeting the following reading standards outlined by
Mid-continent Research for Education and Learning (McREL), an organization that collects and
synthesizes national and state standards.
Uses the general skills and strategies of the reading process.

Previews text (e.g. skims materials, uses pictures, textual clues, and text format).
nderstands level-appropriate reading vocabulary (synonyms, antonyms, homophones,

U
multi-meaning words).
onitors own reading strategies and makes modifications as needed (recognizes when he or
M
she is confused by a section of text, questions whether the text makes sense).
Uses reading skills and strategies to understand and

interpret a variety of literary texts.

ses reading skills and strategies to understand a variety of literary passages and texts
U
(fairy tales, folktales, fiction, nonfiction, myths, poems, fables, fantasies, historical fiction,
biographies, autobiographies, chapter books).
Understands the basic concept of plot (main problem, conflict, resolution, cause and effect).
nderstands similarities and differences within and among literary works from various
U
genres and cultures (in terms of settings, character types, events, points of view, role of
natural phenomena).
nderstands elements of character development in literary works (differences between main

U
and minor characters; stereotypical characters as opposed to fully developed characters;
changes that characters undergo; the importance of a characters actions, motives, and
appearance to plot and theme).
akes connections between characters in simple events in a literary work and people and
M
events in his or her own life.
Kendall, J. S. & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education.
Aurora, CO: Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks/
References and
Additional Resources
Bowman, L. A., Carpenter, J. & Paone, R. (1998). Using graphic organizers, cooperative
learning groups, and higher order thinking skills to improve reading comprehension. M.A.
Action Research Project, Saint Xavier University. Chicago, IL.
Boyle, J. R. & Weishaar, M. (1997). The effects of expert-generated versus student-generated
cognitive organizers on the reading comprehension of students with learning disabilities.
Learning Disabilities Research and Practice, 12 (4), 228235.
Bromley, K., Irwin-De Vitis, L. & Modlo, M. (1995). Graphic organizers: Visual strategies for
active learning. New York: Scholastic.
Chang, K., Sung, Y. T. & Chen, I. D. (2002). The effects of concept mapping to enhance text
comprehension and summarization. Journal of Experimental Education, 71 (1), 524.
Dodge, J. (2005). Differentiation in action. New York: Scholastic.
Egan, M. (1999). Reflections on effective use of graphic organizers. Journal of Adolescent and
Adult Literacy, 42 (8), 641.
Guastello, E. F. (2000). Concept mapping effects on science-content comprehension of
low-achieving inner-city seventh graders. Remedial and Special Education, 21(6), 356.
Jacobson, J. & Raymer, D. (1999). The big book of reproducible graphic organizers. New York:
Scholastic.
Moore, D. & Readence, J. (1984). A quantitative and qualitative review of graphic organizer
research. Journal of Educational Research, 78 (1), 1117.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. Reading
Teacher, 58 (3), 272280.
Robb, A. (2003). 40 Graphic organizers that build comprehension during independent reading. New
York: Scholastic.
That Reminds Me!
Skill
Making Personal Connections
Analyzing
Purpose
Comparing and Contrasting
Students increase comprehension by connecting what they read to their

own lives.
Management Tip
Introducing the Activity
After modeling how to use this

organizer, have students complete
it independently and then share
their responses during group
literature discussions.
Explain to students that actions or events in a story might remind them of

experiences in their own lives. Point out that when readers make personal
connections to the text, they understand more fully what they read.
Then tell students that they will connect events from a book to their own
personal experiences.
Literature Link
Using the Graphic Organizer
Almost Home by Nora Raleigh

Baskin (Little, Brown, 2005).
1. Choose a short story to read aloud to students. Provide copies for

students to follow along as you read.
Twelve-year-old Leah has difficulty

adjusting to living with her father and
stepmother.
2. As you read, pause when you come to a part of the story that reminds
you of an event in your life. Share with students what personal
experience came to mind when you read that particular passage.
3. To model how to use the organizer, write a brief

Mary
Name
Date
April 2
That Reminds Me!

Title:
Almost Home
When I read this part:
Leah auditioned for

the play and was
really nervous.
I was reminded of:
This reminded me
of the time I tried
out for chorus.
I squeaked out a
few notes, and the
director said, You
must have a cold.
description of the story event on the left side of a

book. Then write the personal experience that the
event reminded you of on the right side.
4. Distribute copies of the organizer for students

to complete independently. Have them continue
reading the story on their own. Each time they
reach a part that reminds them of a personal
experience, have them record their connection on a
book on the organizer.
Taking It Further
Leah was playing

Little People with
her sister.
I was reminded of:
I remembered playing
with my younger
cousins and wanting
to play with all the
toys. Then I realized
that I had grown too
old for them.
Have students compare the circumstances, setting,

emotions, reactions, and so on of the event in the text to
their own personal experiences. They might also make
text-to-text and text-to-world connections by comparing
events to those in other stories theyve read or to current
world events.
Reading Response for Fiction: Graphic Organizers & Mini-Lessons 2008 by Jennifer Jacobson, Scholastic Teaching Resources, page 9

Name
Date
That Reminds Me!

Title:
I was reminded of:
I was reminded of:
Reading Response for Fiction: Graphic Organizers & Mini-Lessons 2008 by Jennifer Jacobson, Scholastic Teaching Resources, page
Comparing Stories
Skill
Comparing Story Attributes
Purpose
Analyzing Story Elements
Students compare two examples of literature based on selected attributes,

such as setting, character, and plot.
Making Connections
Literature Link
Read two stories aloud, either in tandem or on separate days. The

stories may be similar in theme, setting, characterization, or plot.
Picture books work well when introducing how to use this graphic
organizer to the class.
There Goes Lowells Party by

Esther Hershenhorn (Holiday House,
1998).
Lowell is convinced that not even a
brewing storm will spoil his birthday
celebration.

1. Write each book title in a cloud at the top of the graphic organizer.
Gullywasher Gulch by Marianne

Mitchell (Boyds Mills Press, 2002).
2. To model how to complete the organizer, ask: In what ways are these
All of Ebs junk-collecting for a rainy

day pays off when flash floods hit
Dry Gulch.
3. Choose three attributes that youd like students to compare in the
two stories similar? Write a few student responses on the large cloud.
two stories. You might include attributes such as beginning, ending,
setting, characters, plot, theme, tone or style, voice, point of view, or
specific events. Write a different attribute on each puddle.
4. Ask students to compare the stories according

Kevin
Name
Date
March 8
Comparing Stories
Title:
Title:
Gullywasher Gulch
There Goes Lowells Party
How these stories are similar:
Fun language
Signs of rain
Flooding and muddy waters

Celebrating in the end
Takes place in the

desert
Takes place in the

Ozark Mountains
Setting
Lowell was afraid

rain would wreck his
birthday plans.
Ebenezer hoped
it would rain more
than a spit.
to the attributes you recorded. Write a response

on the umbrella for each story next to each
attribute puddle.
5. Distribute copies of the organizer for students to

complete independently, comparing two stories
they have read.
Taking It Further
Rather than assigning attributes for students to compare,
have them leave the puddles blank. Encourage them
to record ways in which the two stories are different
and then fill in the attributes they used to make their
comparisons.
Character
The town was ruined

by the rain and has
to be rebuilt.
Rain did not ruin

Lowells party!
Plot
10
Name
Date
Comparing Stories
Title:
Title:
How these stories are similar:
Setting Clues
Skill
Visualizing Settings
Purpose
Drawing Conclusions
Students list words that describe a storys setting and then draw pictures
to show how they visualize the setting.
Examining Word Choice
Management Tip

Ask students: When you read a story, do you imagine how the characters
or setting might look? Explain that these images are an important part of
the reading experience; authors carefully choose words to help readers
visualize their stories. Students might also talk about what they visualized
as they read a story and how these images matched or differed from a
movie version of the story.
To introduce this organizer, have all

students use the same word list for
a particular setting. Later, they can
generate their own lists based on the
stories they read.
Literature Link
Love, Ruby Lavender by Deborah

Wiles (Gulliver Books, 2005).
1. Read aloud a picture book or passage that contains descriptive words

that will help students visualize the setting (dont show any pictures
that accompany the passage). Ask them to try to visualize the setting
as you read.
Ruby learns to survive on her own in

Mississippi by writing letters, making
new friends, and finally coming to
terms with her grandfathers death.
Holly
Name
2. Distribute copies of the graphic organizer. Have students fill in
Date
Feb. 12
Setting Clues
Title:
Love, Ruby Lavender
3. Ask students to draw a picture on the camera to

Word Clues
dirt yard
egg ranch
dusty sea
hot June sun
the title. Then ask them to name words that describe

the setting. For example, for Love, Ruby Lavender by
Deborah Wiles, they might respond with dirt yard,
split-rail fence, and country road. Write the words on the
board and have students copy them in the box.
chicken house
split-rail fence
country road
fields
show how they visualize the setting based on the

word clues list.
4. Invite students to share their drawings. Point out

that each persons memory and imagination is
unique; although they used the same descriptive
words, they most likely drew very different pictures.
Taking It Further
Instead of focusing on setting, have students listen
for clues that describe a character and then draw
pictures accordingly.
12
Name
Date
Setting Clues
Title:
Word Clues
What a Character Wants
Skill
E
xamining Character Motives
and Actions
Purpose
R
ecognizing Cause-and-Effect
Relationships
Students examine what a character wants and how he or she tries to

attain it.
Management Tip
Point out that most stories begin with a main character that wants
something. Urge students to think about the main character in their
favorite story (or one they are currently reading). Ask: What does the main
character want? You might share these examples:
Cinderella wants to go to the ball. (Cinderella)
Dorothy wants to go home. (The Wizard of Oz by L. Frank Baum)
Stanley Yelnats wants to leave Camp Greenlake. (Holes by Louis Sachar)
Model how to use this organizer

with the class. Later, have students
complete it independently and then
share their responses in literature
discussion groups.
Literature Link
Horace and Morris Join the

Chorus (but what about Dolores?)
by James Howe (Aladdin 2005).
1. Choose a picture book to read aloud to students. Then distribute

copies of the graphic organizer. Have students fill in the title.
When Dolores doesnt make the

chorus, she writes a persuasive
letter to Moustro Provolone, the
choral director.
2. Instruct students to write the main characters name on the line on

the treetop. Then have them write what the character wanted at the
beginning of the story.
3. Ask: How did this character attempt to get what he or

Max
Name
March 4
Date

Title:
Horace and Morris Join the Chorus
Dolores
What
wants:
She wants to join the chorus.
Tries:
Tries:
Dolores
auditions
but doesnt
make it.
She tries to
stop feeling
sorry for
herself by
exploring and
climbing a tree.
she wanted? Have students write the different things

that the character tried on the tree limbs.
4. Invite students to write or draw the storys ending

on the trunk. Ask: Did the character get what he or
she wanted? Why or why not?
5. Distribute additional copies of the organizer for

students to complete based on other characters in
the story, or the main character of another story that
theyve read.
Tries:
She writes
a letter
persuading
the
moustro
to let
her sing.
And in the end:
Moustro Provolone wants to turn

Dolores letter into a song. He
agrees that Dolores should be in
the chorus and teaches her to sing.
Taking It Further
Have students use this graphic organizer to plan their
own stories. Explain that their completed organizer will
give them a story outline, but they must provide details
to make their stories interesting.
14
Name
Date

Title:
What
wants:
Tries:
Tries:
Tries:
And in the end:
Characters That Change
Skill
Making Inferences
Purpose
Analyzing Character Traits
Students make inferences about how a character has grown or changed

and where this change happens in a story.
Management Tip
After demonstrating how to use this
organizer with small groups, have
students complete it independently
for other books theyve read.
Literature Link
Judy Moody by Megan McDonald
(Walker Books for Children, 2006).
In spite of her many moods, Judy is
pleased when her teacher assigns a
Me collage project.

Explain that the events of a story often cause growth or change in a
character. In E. B. Whites Charlottes Web, for example, Wilbur is initially
self-centered and consumed by loneliness and fear. But by storys end,
he had evolved into a courageous, sociable pig that selflessly saved
Charlottes children. Tell students that the main character usually changes
the most, but other characters may also experience change.

1. Read aloud a passage from a book in which the main character
experiences a change, such as in Judy Moody by Megan McDonald.
Ask students to signal each time they hear a part in which the main
character has experienced a change. Mark that page with a sticky note
and continue reading until you finish the passage.
2. Distribute copies of the graphic organizer. Have students fill in the

title and main characters name.
3. Ask students to tell what changes they noted in the character on

each marked page. For each incident, have them fill out a row on the
chart, noting the page number, the characters change, and evidence
to support the change. When finished,
discuss students responses.
Maria
Name
Date
Jan. 22
4. Ask students to use sticky notes

Title:
Judy Moody
Character
Change
Evidence
Page(s)
Judy
Learns to like Frank
Judy forgot all about

wanting to leave.
110
Judy
Can switch her bad

mood with a good one
She stood tall as

her brother had not
nearly ruined her
masterpiece.
149
to mark pages on which they note

changes in the main character (or
another character) of a story that
theyre reading. Have them complete
the organizer and then discuss their
responses in small groups.
Taking It Further
Explain that some charactersas in fairy
tales or picture books such as Helen
Lesters Tacky the Penguindo not change.
As they read, encourage students to find
evidence that shows that a character has
remained constant.
16
Character
Title:
Change
Evidence
Date
Name
Page(s)
Show or Tell?
Skill
Analyzing Character Emotions
Purpose
Examining Word Choice
Students differentiate between when an author shows and tells a characters

emotions.
Making Inferences
Management Tip

Explain that in addition to naming the actual feelings of a character,
authors often use actions or dialogue to convey them. Write emotions
(sad, angry, happy, scared) on slips of paper. Invite volunteers to pick a slip
and then use actions to show the named emotion while classmates try to
identify it.
Have partners complete this

organizer to encourage discussion
of the authors word choice and
descriptive language.
Literature Link
The Spiderwick Chronicles:

The Field Guide by Holly Black
(Simon & Schuster Childrens
Publishing, 2003).
1. Read aloud a picture booksuch as Eileen Spinellis Somebody Loves

You, Mr. Hatchin which the author both shows character emotions
through actions or dialogue and directly tells them. Ask students
to signal each time they hear a part that shows or tells a characters
feelings. Mark that page with a sticky note and continue reading.
The Grace children discover a

field guide to fairies and have a
series of unusual experiences.
2. Distribute copies of the graphic organizer and have students fill in

the title.
3. Revisit each marked page with students. Discuss

Ivan
Name
Date
Nov. 14
Show or Tell?
The Spiderwick Chronicles: The Field Guide
Title:
Emotion:
Emotion:
fright
mad
Page:
Page:
31
35
Show:
Show:
Jared yelped
and tried to
pound from the
inside. . . .
He heard a shout
from downstairs.
Mallory! Simon!
What are you
doing up?
Emotion:
Tell:
Jared was scared.
scared
Tell:
Page:
Jareds mom
was mad.
37
Show:
whether the author shows or tells a characters

emotion. Have students fill in the information on a
curtain or the stage by writing the authors quoted
words under Show or Tell, according to the
method used.
4. Ask students to use their own words to indicate

how the emotion might be conveyed using the
other method. For example, if the student quotes
how the author shows an emotion, he or she will
write a sentence that tells how the character feels
and vice versa.
5. Have students use sticky notes to mark pages that

convey character emotions in another story. Then
ask them to complete the organizer independently.
He stood in the darkness, his

legs shaking uncontrollably.
Tell:
He stood in the darkness, so
scared he could hardly move.
Taking It Further
Have students use the organizer to assess their own
writing. Did they show or tell how the characters felt in
their stories?
18
Name
Date
Show or Tell?
Title:
Emotion:
Emotion:
Page:
Page:
Show:
Show:
Emotion:
Tell:
Tell:
Page:
Show:
Tell:
Tell It Again!
Skill
Identifying Plot Structure
Purpose
Sequencing
Students retell a story, using the main events in the correct order.
Retelling
Management Tip
Ask students: Have you ever heard someone retell the storyline of a book or
movie? Was it difficult to follow the plot? Why? Explain that retellings can
be hard to follow if main events are left out or told out of order, or if too
many details are included. Story retellings are most successful when the
speaker recounts the most important parts in the order in which they
occur. Share the following to explain how a plot is typically organized:
Rising Action: story events that build suspense and create conflict
for the character
Have students complete this

organizer in pairs to encourage
discussion of key events and how
they fit into the plot sequence and
structure.
Literature Link
Climax: the moment in which the character takes a decisive action
Jackalope by Janet Stevens and

Susan Stevens Crummel (Harcourt
Childrens Books, 2003).
to solve the conflict (usually the most exciting part of the story)
Resolution: the conflict is resolved and the story concludes
Folklores characteristic pattern

of three rules this tale about a
jackrabbit that wishes to be feared.

1. After reading a story, such as Jackalope by Janet Stevens and Susan
Stevens Crummel, ask students to recall events from the story. Write
their responses on the board.
2. Work with students to determine which events are most important to

the story. Help them choose six main events.
3. Have students use their knowledge of plot structure to decide

Name
Kylie
Date
whether each main event is part of the

rising action, climax, or resolution.
Oct. 5
Tell It Again!
Jack wants
to be fierce.
organizer. Have students fill in the

title. Point out that the filmstrip
represents the structure of a story plot.
Have students write a main event in
each frame to retell the story. Then
talk about the events they recorded
and why.
Jackalope
Title:
His wish
for horns
is granted
by a fairy
godrabbit.
4. Distribute copies of the graphic
When Jack
tells lies
his horns
grow.
He is caught
by Coyote
and wishes the
horns away.
Jack saves
the fairy
godrabbit.
Jack lives
happily with
Jill and the
mirror.
5. Have students complete the organizer

for other stories.
Taking It Further
20
Invite students to use the organizer to

develop plots for their own stories.
Title:
Tell It Again!
Date
Name
Cause-and-Effect Machine
Skill
R
Relationships
Purpose
Identifying Plot
Students focus on character actions and their effect on the story line.
Examining Story Organization

In a well-crafted story, character actions cause events to happen that
have a direct effect on the outcome of the story. Have students recall
characters from favorite fairytales. Ask: What actions did the characters
take that changed the course of the story? What effect did these have on the
storys outcome? Discuss their responses, pointing out the cause-and-effect
relationship of each.
Management Tip
Use this organizer on the overhead
projector with the whole group. After
modeling its use several times, have
students complete it independently.
Literature Link
1. Read aloud a familiar tale such as Jack and the Beanstalk. Ask students
The Storytellers Beads by Jane

Kurtz (Gulliver Books, 1998).
to listen for cause-and-effect relationships in the story.
2. Write the title on the graphic organizer. Explain that when a ball
Two young girls from different faiths

run for their lives to escape the
political upheaval in Ethiopia.
is put into the machine, it has an effect on each section it travels

through. Similarly, character actions have an effect on the events in
a story.
3. Ask students to identify a characters action, such

Alexis
Name
Date
Oct. 23
Title:
The Storytellers Beads

The char
acte
rs action
Sahay of
fers to he
lp Rahel w
is separa
he
ted from
her family n she
journey
on the
to a new
home.
this
hap
pen
om
e fr
wer ame
s
l
r
c
o gi ey be
th
e tw
h th ltures,
g
u
o
u
Alth rent c .
s
e
diff friend
d
g oo
de
ma
and c
hange
d the
story in
this wa
y.
Togeth
er
danger , the friends
ous j o
surviv
urney.
ed the
as Jack tricked the giant. Write their response on

the top section of the machine. Then have them tell
what happened because of the action (He rescued
the goose that laid golden eggs). Write the effect in
the middle section. Finally, ask students to explain
how this cause-and-effect relationship changed the
direction of the story (Jack and his mother were
no longer poor). Record their response in the
bottom section.
4. Distribute copies of the graphic organizer for

students to complete on their own using causeand-effect events from this story or other stories
of their choice.
Taking It Further
Invite students to imagine the character taking a
different course of action in the story. Have them
complete the organizer providing an alternative
cause-and-effect relationship.
22
Name
Date
Title:
The char
acter
s action
p
hap
s
i
th
de
a
m
and c
hange
en
d the
story i
n this
way.
Ringing in the Plot
Skill
Identifying Main Plot and
Subplot
Purpose
Examining Story Organization
Students will identify the plot and subplot in a story.
R
Relationships

Tell students that many stories have a plot and one or more subplots.
Explain that the plot is the major conflict, while a subplot consists of a
minor conflict that connects to the main plot. Often, a subplot introduces
new characters and helps readers better understand the story. For
example, the plot in Holes by Louis Sachar is about Stanley being unfairly
sentenced to serve time at Camp Green Lake. One subplot focuses on a
family curse; another on his fathers quest to eliminate sneaker odor. Each
subplot lends depth and humor to the overall plot.
Management Tip
organizer in pairs or small groups
to encourage discussion and
collaboration on determining the
plot and subplot of a story.
Literature Link

1. Distribute copies of the graphic organizer. Ask students to fill in the
Holes by Louis Sachar (Yearling,

2003).
title of a story you have recently read. Work with them to identify the
plot (or major conflict) and then have them write it on the left side of
the board.
Accused of a crime he didnt

commit, Stanley Yelnats serves time
at a youth labor camp run by an
unlawful pair.
Name
Ben
2. Discuss key events that lead to the storys conclusion. Have students
write three main events in the bells under the plot and
the conclusion on the clapper at the bottom.
Date
Aug. 22
Ringing in the Plot

Title:
Holes
3. Review the story again with students to determine

one or more subplots. Have them choose a subplot
to write on the right side of the board.
4. Ask students to write events related to the subplot

Stanley suspects the warden
has a secret reason for having
the boys dig holes.
Stanley and Zero

become best friends.
Event 1
Stanley is sent to
Camp Green Lake
as punishment.
Event 2
He digs holes
everyday in the
hot, dry sun.
Event 3
Stanley leaves the
camp to try to find
Zero.
Event 1
Stanley helps Zero
learn to read and
Zero helps Stanley
dig holes.
Event 2
Zero runs away
from the camp,
but gets very sick.
Event 3
The boys climb
Gods Thumb and
survive on onions.
Conclusion
Conclusion
The boys find the secret

treasure and discover it
belongs to Stanley.
Stanley carries Zero

down the mountain and
breaks the curse.
on the remaining bells and its conclusion on

the clapper.
5. Have students complete the organizer for other

stories and then share their responses.
Taking It Further
To demonstrate their understanding of how events in
the plot and subplot coincide and influence each other,
ask students to draw lines to connect the related events
on the bells.
24
Name
Date
Ringing in the Plot

Title:
Event 1
Event 1
Event 2
Event 3
Conclusion
Event 2
Event 3
Conclusion
Questions and Clues
Skill
Asking Questions
Purpose
Predicting
Students use the strategy of asking questions during reading to increase

comprehension.
Drawing Conclusions
Management Tip

Tell students that readers become more interested and engaged by
asking themselves a variety of questions about the texts they read.
As they read on, they may discover that some of the answers to
their questions are stated or inferred in the text, while some remain
unanswered. Explain that this question-asking strategy helps readers
make predictions, practice critical thinking, and develop deeper, more
meaningful reading experiences.
Model how to use this organizer on

the overhead projector. Later, have
students complete it independently.
Literature Link
Beatrices Goat by Page
McBrier (Aladdin, 2004).
When Beatrices family receives a

goat as a gift, her dream of attending
school finally comes true.
1. Choose a picture book, such as Beatrices Goat by Page McBrier, to

read aloud to students. Write the title on the graphic organizer. Then
explain that as you read, students should raise their hands whenever
a question about the text occurs to them.
2. Record the first question on the magnifying glass on the left. Invite
a volunteer to provide a possible answer to the question. Write the
answer on the tray under the magnifying glass.
3. Continue the story, pausing to record student questions and answers

on the other magnifying glasses and trays.
4. After reading, review each question and possible answer with students.
Britney
Name
Date
Ask: Did the text state the answer to the

question or give clues to help the reader infer
the answer? Check the appropriate box
under the tray. Then have students compare
their answer to the answer taken from the
text. Mark the box to indicate whether they
predicted the answer correctly.
Sept. 4
Questions and Clues

Title:
Beatrices Goat
She might have to take

care of the younger
kids.
Did the text answer the question?
yes
yes
no
not sure
One of the younger

brothers or sisters
might do this.
They might buy

clothes and food.
yes
no
Was the possible answer correct?
Who will take

care of Musiga
when Beatrice is
in school?
What will
Beatrices family
buy with the money
from the goat?
Why doesnt
Beatrice go to
school?
no
yes
yes
no
not sure
no

yes
no
not sure
5. Distribute copies of the organizer for

students to complete using other books.
Taking It Further
As students listen to a story or
presentation, have them jot down
questions that come to mind. Afterward,
encourage them to ask the questions that
were not answered by the text or speaker.
26
Title:
no
no
not sure
no
yes
no
not sure
yes
yes
yes
Date
no
yes
no
not sure
yes
Questions and Clues
Name
Memorable Images
Skill
Visualizing
Purpose
Drawing Conclusions
Students record visual images and tell why those images were memorable.
Examining Details
Management Tip
Explain that when readers visualize a setting, event, character, or action,

they use an important strategy that helps them connect to the text and
retain information and meaning. Invite volunteers to describe images they
have visualized while reading a favorite story. Ask: How did the text help
you create a picture in your mind? What made this part of the story memorable
to you? Afterward, tell students that most memorable images occur when
authors provide lots of descriptive details in the text.
After modeling how to use this

organizer, have students complete it
independently. Invite them to share
their responses during a literature
discussion.
Literature Link
Gooney Bird Greene by Lois Lowry

(Yearling, 2004).
1. Choose a passage from a book that uses vivid details to tell about a
setting, event, character, or action. As you read the passage aloud,
ask students to create pictures in their minds that represent what the
text describes.
Gooney Bird, who loves to be

smack dab in the middle of
everything, entertains her secondgrade class with her absolutely
true stories.

title. Then ask them to recall images they had about the selection they
heard.
3. Instruct students to draw an image on each balloon.

Austin
Name
Date
Sept. 25
Memorable Images
Title:
Gooney Bird Greene
Have them write a description under their pictures.

Then ask them to record on the baskets why they
found the images memorable.
4. Invite students to share their organizers with the

Memorable Image:
Memorable Image:
Gooney Bird arrived at
Gooney Bird flew out
school in her pajamas
the back of the car
and cowboy boots.
on a carpet.
This image was

memorable because:
class, being as specific as possible about why a

particular image was memorable.
Taking It Further
Have students use the organizer as a pre-writing activity.
Ask them to draw two pictures for a story they wish to
write. Then have them record the details they might use
in their writing to help readers visualize these images.
This image was

memorable because:
The author used fun
The scene made me
and interesting details
laugh, but I also felt
to tell about it.
a little scared for

Gooney.
28
Name
Date
Memorable Images
Title:
Memorable Image:
This image was

memorable because:
Memorable Image:
This image was

memorable because:
Worthy Words
Skill
E
xamining Authors
Word Choice
Purpose
Students examine text for exemplary use of language and tell why specific
word choices are effective.
Examining Sentence Fluency
Management Tip
Model how to use this organizer

on the overhead projector.
Later, have students complete it
independently as they read.
Share the following to help students understand what kind of words

authors choose to be effective and make their story jump off the page.
highly specific words: a pink, sticky wad of bubble gum vs.
a piece of gum
Literature Link
The Sea Chest by Tony Buzzeo
(Dial Books for Young Readers,
2002).
A light keepers daughter tells about
growing up on a Maine islandand
the baby that washed ashore in a
sea chest.
ords that create vivid images: a sudden wind rustled the

w
leaves vs. the wind blew
ords that engage one or more of the senses: Chunks of icy

w
snow slid painfully down my neck. vs. Snow fell down my shirt.
words that flow or roll off the tongue: thingamajig vs. thing
ords that create a tone (attitude) or mood (suspense): Just

w
when James thought he had escaped the small pest, a faint buzzing
sounded in his ear. vs. James heard a mosquito buzzing.

Mabry
Name
Date
9/27
Worthy Words
The Sea Chest
Title:
1. Read aloud a picture book, such as The Sea Chest by

Tony Buzzeo, pausing to comment on particularly
original, lively, or effective words and phrases.
2. Write the title on the graphic organizer. Then

Why these words
are worthy:
Worthy words on page
13
In the frozen dark, the

wind shrieked as wave
upon colossal wave hurled
against our rocky shore,
tossing up a churning foam
that battered the parlor
windows.
These words
show strong
actions:
shrieked,
hurled, tossing,
battered
They help
readers use
the senses of
sound and sight.
review the book with students to find sentences

or phrases that bring the story to life. Choose an
example to write on the light keepers house.
Write the page number on the line.
3. Ask students to identify words that make the

sentence or phrase effective. Underline the words,
write them on the lighthouse, and record why
students think they are effective.
4. Distribute copies of the organizer for students to

complete on their own.
Taking It Further
Have students use the organizer to assess their own

writing. Ask: How did you feel about your word choices?
Did you change to more effective words?
30
Name
Date
Worthy Words
Title:
Why these words

are worthy:
Worthy words on page
Genre Comparison Castle
Skill
C
omparing and Contrasting
Within a Genre
Purpose
Making Generalizations
Students explore attributes common to stories within a single genre.
C
omparing and Contrasting
Different Genres

Read aloud several short stories from a single genre, such as fairy tales.
Then work with students to create a list of attributes that characterize that
genre, based on the stories just read. The following lists for three different
genres might be helpful.
Literature Link
Cendrillon: A Caribbean
Cinderella by Robert D. San Souci
(Aladdin, 2002).
Mystery
Contains puzzle or crime to be solved
Includes suspects
Provides clues
Includes red herrings (that draw
attention away from the real issue)
Answers all questions at the end
Fairy Tale
Begins Once upon a time
Has good and evil characters
Happens in a faraway land
Evil character is punished
Good character lives happily
ever after
A West Indies portrayal of the

Cinderella fairy tale.
The Vampires Vacation (A to Z
Mysteries) by Ron Roy (Scholastic,
2004).
Myth
An old story handed down by word-of-mouth
Explains something about nature or the human experience
Characters are gods and heroes
Characters represent traits
Happens long ago
Three friends plunge into mystery

when a suspected vampire visits
Ellies Diner.
Pegasus by Marianna Mayer
(HarperCollins, 1998).
A dramatic portrayal of mythical
heroes Pegasus and Bellerophon.

1. Distribute copies of the graphic organizer. Have students write the
story titles on the blocks on the left side of the castle and then choose
attributes from the class-generated list to write on the turrets.
2. Ask students to check only the blocks for

Hazel
Name
Date
Oct. 4

Attribute:
Attribute:
Attribute:
Attribute:
Attribute:
Begins
Once upon
a time
Had good
and evil
characters
Happens in
a faraway
land
Evil
character
is punished
Good
character
lives
happily
ever
after
Title:
Cinderella
Rumpelstiltskin
The Three
Little Pigs
the attributes that characterize each story,

leaving the blocks blank for attributes that
do not apply or are not known.
3. Invite students to compare their

organizers, discussing how the stories
are similar and different.
4. Have students complete the organizer for

stories belonging to other genres.
Taking It Further
Invite students to complete an organizer for
two different genres and then compare the
attributes of the two.
32
Attribute:
Attribute:
Attribute:
Attribute:
Attribute:
Date
Title:
Name
Another Time and Place
Skill
Classifying
Purpose
Making Connections
Students classify the details in a historical fiction or fantasy story.
Examining Details
Management Tip
Tell students that authors of historical fiction create a world that is

authentic in time and place. To do this, they conduct extensive research
and carefully weave real events and details from the selected time period
into their stories. When writing fantasy, authors create make-believe
worlds that appear believable by including specific, original details to
support the story. Point out examples of both historical fiction and fantasy
that students are familiar with.
Model how to complete this

organizer on the overhead projector.
Literature Link
A Single Shard by Linda Sue Parks
(Clarion, 2001).
A homeless orphan living in

medieval Korea longs to learn
how to make the delicate ceramics
crafted in the local potters village.
1. Choose a historical fiction or fantasy story that students have read.

Provide copies for students to share as you model how to complete
the graphic organizer.
2. Write the title in the center bubble.

3. Have students brainstorm four categories in which the author
Bryan
Name
May 18
Date
4. Ask students to recall details from the book that

fit each category. Write these on the small bubbles
around the corresponding category. Add more
bubbles to the categories, as needed.
rice and
dried fish
sandals
burlap
tunic
homeless
apprenticeship
Category:
5. Review the completed organizer. Later, distribute
Category:
Food and
Clothing
copies of the organizer for students to complete

independently based on their own reading
selections.
Daily Life
Title:
Kimchee
A Single
Shard
Category:
celadon
pottery
provided details, such as Food and Clothing, Arts and

Entertainment, Daily Life, and Transportation and
Inventions. Write each category on a mid-sized bubble.
Arts and
Entertainment
Taking It Further
Category:
Transportation
and
Inventions
kiln
cart
inlay
work
Encourage students to fill in the organizer with

categories and details of a world of their own
creation. Then have them use the information to
write a fantasy story.
jiggeh
34
Name
Date
Category:
Category:
Title:
Category:
Category:
Book Review Interview
Skill
Summarizing
Purpose
Identifying Plot
Students learn to organize their thoughts to write a book review.
Examining Authors Voice
Management Tip
Share some book reviews for a title the class has recently read. (You can
find these at online bookstores.) Ask: What is the purpose of a book review?
Help students understand that book reviews provide information about a
storys plot and evaluate the book for quality of writing style and content.
They are intended to help readers decide whether or not they wish to read
the book, but not necessarily to reveal secrets or the storys ending.

organizer in pairs or small groups
to encourage discussion and
comparison.
Literature Link
The Great Gilly Hopkins by

Katherine Paterson (Scholastic,
1999).
1. Distribute copies of the graphic organizer. Explain that the page

represents a reporter interviewing a reader to gather information
about a book. Have students answer the question for the top speech
bubble by filling in the title and author of a book they have read.
An eleven-year-old foster child

struggles to cope with her longings,
but is often her own worst enemy.
2. Have students write a summary of the books plot in the left speech
bubble. Remind them that a summary is a few sentences that tell
about the main characters, the setting (if important),
and one or more main problems of the story.
Name
Arabella
Date
11/8

Tell the title and author of the book.
The Great Gilly Hopkins

by Katherine Paterson
What is the plot?
While Gilly is living in a

foster home with Mamie
Trotter, her plot to have
her real mother rescue
her backfires.
Compare this book with

others you have read.
This book reminds me

of Pictures of Hollis
Woods by Patricia
Reilly Giff because
Hollis has to live
in different foster
homes.
Would you recommend this book to a friend? Why?
I would recommend this book

because the characters seem so
real that you hate to leave them
at the end. (I cried!)
3. Ask students to fill in the right speech bubble by

comparing the book to another they have read.
Explain that readers often appreciate knowing how
a story compares to other titles.
4. Have students be specific when they complete the

speech bubble at the bottom. Ask: What is unique
about the book? Did the author have an unusual voice or
style? How did you respond to the book? Did you laugh?
Cry? Were you surprised? Why? Encourage students
to explore and work from their own reactions.
Taking It Further
Have students use their completed organizers to
write book reviews. Publish the reviews in a class
newsletter or on a website.
36
Name
Date

Tell the title and author of the book.
What is the plot?
Compare this book with

others you have read.
Would you recommend this book to a friend? Why?
Agree or Disagree?
Skill
Exploring Opinions
Purpose
Analyzing Details
Students decide whether they agree or disagree with a characters

statement, opinion, or action and develop an argument to support
their view.
Connecting to Characters
Management Tip
Invite students to work in pairs

or small groups to complete
the organizer, allowing time to
discuss and explore ideas, evidence,
and reasons for their position on
an issue.
Choose a book that the entire class has read and that includes situations
involving character opinions, actions, or statements with which readers
might agree or disagree. Then select one of those issues to focus on for
this activity. For instance, for Shiloh by Phyllis Reynolds Naylor, you
might develop the statement Marty should have returned Shiloh to
Judd instead of trying to hide him. Write the sentence on the board for
the class to read.
Literature Link
Shiloh by Phyllis Reynolds Naylor

(Aladdin, 2000).
Marty Preston must make some

difficult choices when he meets
a beagle that has been mistreated
by its owner.
book title and copy the statement onto the banner.
2. Ask them to consider the different aspects of the statement and then
determine whether they agree or disagree with it.
3. Have students write the reasons for their position on the

corresponding voting booth.
4. After students complete the organizer, invite them to share their
Name
responses. Encourage considerate listening and thoughtful responses

to the reasons and opinions offered by
classmates on both sides of the issue.
Gus
Date
Dec. 1
Agree or Disagree?
Title:
Shiloh
Marty should have returned Shiloh to Judd instead of

trying to hide him.
If Marty took Shiloh

back, Judd would hurt
the dog again. Judd
didnt care about Shiloh, but
Marty did. Marty was trying
to keep Shiloh safe until he
had enough money to buy him.
Taking It Further
Display a statement on which students
can take a position. Post two signs
labeled Agree and Disagreeon
opposite walls in your classroom.
Have students stand under the sign
that shows their position on the issue.
Then hold a debate, inviting each
group to share reasons for its position.
38
Agree or Disagree?
Date
Title:
Name
Youre in the Story!
Skill
Making Connections
Evaluating Characters
Analyzing Plot
Management Tip
Have students fill in their responses
on their own copies as you complete
each section on the overhead.
Literature Link
An Undone Fairy Tale by Ian
Lendler (Simon & Schuster, 2005).
An interactive, slap-stick tale in which
the supposed illustrator and reader
control the direction of the plot.
Purpose
Students create a new character to explore how characters influence and
drive a storys plot.

Review a familiar story with students, such as Goldilocks and the Three
Bears. Ask: How might the story have been different if Goldilocks had taken a
friend with her? Or if a carpenter had come by after Goldilocks broke the chair?
Have students imagine a new character to introduce into the story. Invite
them to share who their character would be and how he or she would
influence the plot and outcome of the story.

1. Select a story that students have recently read. Then distribute
copies of the graphic organizer. Have students write the story title at
the top left of the book on the organizer.
2. Invite students to pretend they are a new character in the story. Ask:
Who would your character be? What would he or she do and say? How
would your character affect events and the outcome of the story?
3. Have them write their characters name and a brief description in the
middle section on the left page. Ask them to write about what their
character would do at the bottom.
4. Instruct students to draw their character in the top section on the

Name
Carlyle
Date
Nov. 8
Youre in the Story!

Title:
Goldilocks and the Three Bears
My character:
Carl the Carpenter

Hes wearing overalls and has a toolbox.
What my character would do:
Carl would hear Goldilocks

crying when she broke the
chair. He would come in and fix
the chair.
What my character would say:
Dont worry.
I can make
that chair as
good as new!
How my character would

change the story:
Carl would fix the chair.

Then he would tell Goldilocks to
leave because bears lived in the
house. Goldilocks would run out
of the house and head straight
home.
right and write something he or she

would say. In the bottom section, have
them write about how their character
would influence the events and
outcome of the story.
5. Invite students to share and

discuss their responses with the
class. (Include your own character
in the discussion, as well.)
Taking It Further
Have small groups create a new
character for a story. Then invite them
to dramatize the revised story. Ask
classmates to share views on how the
new cast member influenced the story.
40
What my character would do:
My character:
How my character would

change the story:
What my character would say:
Youre in the Story!
Date
Title:
Name
Did You Hear?
Skill
Making Inferences
Purpose
Identifying Dialogue
Examining Authors Voice
Management Tip
Students make inferences about character traits, setting, and plot based
on dialogue between characters.
Have all students use the same

example of dialogue to complete
this organizer the first few times.
Later, challenge them to locate
dialogue on their own to use for
the activity.
Explain that authors often write carefully chosen dialogue that tells
something important about the characters, setting, or plot. Then read
an example of dialogue from a familiar story, such as the following from
Mercy Watson to the Rescue by Kate DiCamillo:
Its an earthquake! shouted Mrs. Watson. Its the end of the world!
Nonsense, said Mr. Watson, but he did not sound very sure.
Literature Link
Clementine by Sara Pennypacker
(Hyperion, 2006).
The quirky Clementine enters into
one hilarious antic after another
from taking her brother for a wok
to fixing her best friends bad
haircut to helping her dad with
his pigeon problem.
Ask: What kind of information does this dialogue give about the characters
and events? (Something unusual is happening; Mrs. Watson has a
tendency to panic; Mr. Watson seems calm and sensible.) Point out
that readers can make inferences about the characters, setting, and
plot in this brief exchange.

1. Distribute copies of the graphic organizer. Help students look
through a familiar story to find an example of dialogue that reveals
something about the characters, setting, or plot. Have them write the
story title on the organizer.
2. Ask them to fill in the elephants

Jack
Name
Date
left ear with the name of the first

speaker and what he or she said.
Have them do the same on the
right ear, filling in the second
speakers name and response.
Feb. 6
Did You Hear?

Title:
Clementine
Margaret
Clementine
said:
answered:
Im not coming
out until its grown
back.
What I learned from this dialogue:
Margaret is embarrassed and doesnt want

to be seen, but Clementine tricks her into
coming out.
Well, I think I see

a germ crawling up
your dress.
3. Have students record on the

peanut what they learned or
inferred from the dialogue.
Then invite them to share their
responses with the class.
Taking It Further
Ask students to examine dialogue
from their own writing to determine
what it reveals about the characters,
setting, or plot.
42
What I learned from this dialogue:
Title:
Did You Hear?
Date
said:
Name
answered:
Driving Home the Theme
Skill
Identifying Theme
Purpose
Summarizing
Students use individual words or short phrases to summarize the theme

of a reading selection and then give reasons for their choices.
Synthesizing
Management Tip
Invite students to complete this

organizer in small groups. Circulate
among the groups, participating in
discussions to help students express
reasons for the themes they identify.
Literature Link
Choose a fairy tale or other familiar story that has one or more themes.
Ask students to share words or phrases that come to mind when they
think of the message or lesson communicated by the story. For example,
they might respond with friendship, loyalty, and determination to represent
the themes conveyed in Charlottes Web by E. B. White. Record student
responses on the board, inviting them to tell why they chose those
particular words to describe the storys theme(s).
Wolf! Wolf! by John Rocco

(Hyperion, 2007).
1. Distribute copies of the graphic organizer. Then read aloud a story or
A beautifully illustrated retelling of

Aesops The Boy Who Cried Wolf
told from the wolfs perspective.
selection that conveys a message, or theme. Ask students: What words

come to mind when you think about the theme of what youve just heard?
2. Ask students to fill in the title of the selection. Then have them write
a different word or phrase that describes a message conveyed by the
selection on each large window on the car.
3. On each car door, have them write why the word or phrase on the
window expresses a theme of the selection.
4. Invite students to share their

Mario
Name
Date
March 13

Wolf! Wolf!
Title:
Theme:
Wisdom
Theme:
Be honest
responses with the class. Remind

them that although they all heard
the same selection, the message
interpreted by each student is
personal and might differ from
that of classmates.
Taking It Further
The wolf showed wisdom
because he knew the goat
would be more useful to
him if he kept it alive.
The villagers didnt

believe the boy the last
time he cried, Wolf!
This gave the wolf a
chance to trick the boy.
Read aloud a poem to students. Have

them complete the organizer by
writing words on the car windows that
describe how the poem made them
feel. Then have them write why they
felt that way on the car doors.
44
Date
Theme:
Theme:
Title:
Name
Happy Endings
Skill
Analyzing Story Endings
Purpose
R
Relationships
Students respond to and interact with a story by examining its ending

and considering alternate endings.
Identifying Plot
Management Tip
Read aloud a fictional picture book such as Bashful Bob and Doleful
Dorinda by Margaret Atwood. Talk about how the story ends and the
events leading to its conclusion.

Have students fill in their responses
on their own copies as you complete
each section on the overhead.

1. Distribute copies of the graphic organizer. Write the title of the story
on the cloud. Have students fill in the title on their copies.
Literature Link
2. On the rainbow, have students write a short description about the
storys ending. Then ask: How do you feel about this ending? Are you
satisfied with it? Why or why not? Encourage students to share their
responses with the class.
Bashful Bob and Doleful Dorinda

by Margaret Atwood (Bloomsbury
USA, 2004).
Alliterative text tells the story of
two bold, brave friends who work
together to find a solution to a
serious situation.
3. Ask students to consider whether or not they would change the

ending if they could. Have them complete the sentence in the top of
the pot with would or would not to indicate their preference.
4. Instruct them to write one or more reasons on the pot to explain their
preference for or against the actual story ending.
5. Share and discuss student

Name
Tia
Date
responses with the class (include

your own responses, as well).
Invite students to describe any
alternate endings they think
would work well for the story.
April 20
Happy Endings
Title:
Bashful Bob and

Doleful Dorinda
This is how the story

ends:
Bob a nd Dorin
da are
reuni
ted w
ith
the
they all live h
ir
appily t
par
ogeth
er w
en
ith
ts
a nimal friends.
the
an
ir
would
change the ending.
Taking It Further
After completing the organizer, invite
students to write their own endings to
other stories they have read.
Heres why:
I think Bobs parents were too silly to really find

him. They might get separated again, so he should
just live with Dorinda and the animals.
46
This is how the story

ends:
change the ending.
Heres why:
Happy Endings
Date
Title:
Name
Notes:
48

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Reading Response

Why Use Graphic Organizers for Reading Response?

integrate language and thinking in an organized format (Bromley et al, 1995).

e ngage in mid- to high-level thinking along Blooms Taxonomy (knowledge, comprehension,

How to Use This Book

Using a Graphic Organizer

Helpful Hints for Success

I ntroduce the organizer before students read.

As teachers model their own response to

 odel the use of the organizer so that students

 hen analyzing text during a mini-lesson,

 rovide adhesive note strips for students to

 rge students not to feel limited by the design

Assessing Student Performance

Connections to the Standards

Uses the general skills and strategies of the reading process.

 nderstands level-appropriate reading vocabulary (synonyms, antonyms, homophones,

Uses reading skills and strategies to understand and

 nderstands elements of character development in literary works (differences between main

That Reminds Me!

 Comparing and Contrasting

Students increase comprehension by connecting what they read to their

Introducing the Activity

After modeling how to use this

Explain to students that actions or events in a story might remind them of

Using the Graphic Organizer

Almost Home by Nora Raleigh

1. Choose a short story to read aloud to students. Provide copies for

Twelve-year-old Leah has difficulty

3. To model how to use the organizer, write a brief

That Reminds Me!

When I read this part:

Leah auditioned for

I was reminded of:

description of the story event on the left side of a

4. Distribute copies of the organizer for students

Leah was playing

I was reminded of:

Have students compare the circumstances, setting,

That Reminds Me!

I was reminded of:

When I read this part:

I was reminded of:

 Analyzing Story Elements

Students compare two examples of literature based on selected attributes,

Introducing the Activity

Read two stories aloud, either in tandem or on separate days. The

There Goes Lowells Party by

Using the Graphic Organizer

Gullywasher Gulch by Marianne

All of Ebs junk-collecting for a rainy

3. Choose three attributes that youd like students to compare in the

4. Ask students to compare the stories according

There Goes Lowells Party

How these stories are similar:

Flooding and muddy waters

Takes place in the

Takes place in the

Lowell was afraid

to the attributes you recorded. Write a response

5. Distribute copies of the organizer for students to

The town was ruined

Rain did not ruin

How these stories are similar:

integrate language and thinking in an organized format (Bromley et al, 1995).

e ngage in mid- to high-level thinking along Blooms Taxonomy (knowledge, comprehension,

I ntroduce the organizer before students read.

odel the use of the organizer so that students

hen analyzing text during a mini-lesson,

rovide adhesive note strips for students to

rge students not to feel limited by the design

nderstands level-appropriate reading vocabulary (synonyms, antonyms, homophones,

nderstands elements of character development in literary works (differences between main

Comparing and Contrasting

1. Choose a short story to read aloud to students. Provide copies for

3. To model how to use the organizer, write a brief

4. Distribute copies of the organizer for students

Analyzing Story Elements

3. Choose three attributes that youd like students to compare in the

4. Ask students to compare the stories according

5. Distribute copies of the organizer for students to

Examining Word Choice

1. Read aloud a picture book or passage that contains descriptive words

2. Distribute copies of the graphic organizer. Have students fill in

3. Ask students to draw a picture on the camera to

4. Invite students to share their drawings. Point out

1. Choose a picture book to read aloud to students. Then distribute

2. Instruct students to write the main characters name on the line on

3. Ask: How did this character attempt to get what he or

4. Invite students to write or draw the storys ending

5. Distribute additional copies of the organizer for

Analyzing Character Traits

2. Distribute copies of the graphic organizer. Have students fill in the

3. Ask students to tell what changes they noted in the character on

4. Ask students to use sticky notes

Examining Word Choice

1. Read aloud a picture booksuch as Eileen Spinellis Somebody Loves

2. Distribute copies of the graphic organizer and have students fill in

3. Revisit each marked page with students. Discuss

4. Ask students to use their own words to indicate

5. Have students use sticky notes to mark pages that

Climax: the moment in which the character takes a decisive action

Resolution: the conflict is resolved and the story concludes