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This document provides guidance on selecting books for the classroom by discussing various elements to consider, including characters, plot, setting, point of view, style, and theme. It examines these elements at different age levels, from infant books focusing on rhythm, rhyme, and familiar concepts, to preschool books addressing prediction and critical thinking, to elementary books expanding on previous themes and introducing independent reading. The document encourages the reader to analyze their own book selections based on these criteria.
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Writing a Book Review, Revised ed.
A book review analyzes and evaluates a book, including the author's argument and whether they are successful in conveying their main ideas. It goes beyond just summarizing the plot by including the reviewer's own opinion. A good book review answers questions about the book's central themes, characters, narrative, and strengths and weaknesses, and evaluates whether the author convinces the reader and knows enough about the topic. It should be written with authority and confidence, include examples and quotes from the text, and recommend whether others would find the book worthwhile.
Theme for Second Graders
The document discusses how to identify the theme of a story. It defines theme as the underlying message or lesson, rather than the main idea. It provides questions to help determine the theme, such as how the main character changes, the main conflict and how it's resolved, and if the title provides any clues. Examples are given of Dr. Seuss stories - for Horton Hears a Who the theme is friendship and loyalty, and for Stand Tall Molly Lou Melon the theme is determination and love. Common themes that stories often explore are also listed, such as friendship, loyalty, determination, love, and patience.
Making inferences
Inference involves using clues from a text to draw conclusions, even if they are not directly stated. It differs from prediction in that inferences made may or may not be resolved by the end of the story, while predictions will be answered. To make inferences, readers must ask questions as they read to determine characters' feelings, motives for actions, and other implications not explicitly stated. Frequent questioning aids inference and ensures comprehension of the full meaning.
Selecting Books for Children
The document discusses factors to consider when selecting books for children. It notes that good book selection requires knowledge of children's needs, interests, and abilities. It also recognizes that children's enjoyment of reading depends on their reading skills, and this age establishes lifelong reading habits. Finally, it states that a book is only good for children if they can read and enjoy it.
Author's Purpose
The author's purpose is the main reason that he/she has for writing the selection.
Point of view is the author's opinion about the subject. The author's purpose and point of view go together. The author wants you to see the topic from his/her point of view.
When you are able to recognize the author's purpose, you will have a better understanding of the selection.
Kinds of Author's Purpose
If the author's purpose is to inform, you will learn something from the selection (facts, details/instructions, places, events and people.
If the author's purpose is to persuade, that means they want you to believe their position. Persuasive pieces are usually non-fiction.
If the author's purpose is to entertain, one goal may be to tell a story or to describe characters, places or events.
Theme in Literature
This document discusses how to identify themes in stories. It explains that themes can be directly or indirectly stated by the author. To find the theme, the reader should analyze how the main character changes, the main conflict is resolved, and if the title has significant meaning. Common themes that often appear in stories include friendship, courage, love, freedom, and prejudice. Examples are also provided of books and their central themes.
Lesson on inferencing
The document discusses inferencing, or making assumptions based on information provided and one's own experiences. It provides examples of inferring emotions and situations from pictures of characters. Readers are encouraged to consider clues in a text and use their knowledge to infer answers to questions about a story and draw conclusions, such as inferring that a woman who stumbled on the road in the rain had been in a car accident. Good readers use inferencing to fully understand and visualize what they are reading.
Making inferences
This document provides information about making inferences when reading. It defines an inference as making a logical guess by gathering clues and reading between the lines to reach conclusions based on evidence. It instructs readers to ask questions as they read, think about what the author tells them and their own experiences to make inferences. The document explains that using inferences supports deeper comprehension by engaging readers and helping them understand an author's purpose and meaning. It provides suggestions for teachers to help less skilled readers learn to make inferences, such as recognizing pronouns and context clues, and understanding characters' perspectives. Examples of comics are included to demonstrate practicing inferences by explaining humor or identifying missing information.
Recommended
Writing a Book Review, Revised ed.
A book review analyzes and evaluates a book, including the author's argument and whether they are successful in conveying their main ideas. It goes beyond just summarizing the plot by including the reviewer's own opinion. A good book review answers questions about the book's central themes, characters, narrative, and strengths and weaknesses, and evaluates whether the author convinces the reader and knows enough about the topic. It should be written with authority and confidence, include examples and quotes from the text, and recommend whether others would find the book worthwhile.
Theme for Second Graders
The document discusses how to identify the theme of a story. It defines theme as the underlying message or lesson, rather than the main idea. It provides questions to help determine the theme, such as how the main character changes, the main conflict and how it's resolved, and if the title provides any clues. Examples are given of Dr. Seuss stories - for Horton Hears a Who the theme is friendship and loyalty, and for Stand Tall Molly Lou Melon the theme is determination and love. Common themes that stories often explore are also listed, such as friendship, loyalty, determination, love, and patience.
Making inferences
Inference involves using clues from a text to draw conclusions, even if they are not directly stated. It differs from prediction in that inferences made may or may not be resolved by the end of the story, while predictions will be answered. To make inferences, readers must ask questions as they read to determine characters' feelings, motives for actions, and other implications not explicitly stated. Frequent questioning aids inference and ensures comprehension of the full meaning.
Selecting Books for Children
The document discusses factors to consider when selecting books for children. It notes that good book selection requires knowledge of children's needs, interests, and abilities. It also recognizes that children's enjoyment of reading depends on their reading skills, and this age establishes lifelong reading habits. Finally, it states that a book is only good for children if they can read and enjoy it.
Author's Purpose
The author's purpose is the main reason that he/she has for writing the selection.
Point of view is the author's opinion about the subject. The author's purpose and point of view go together. The author wants you to see the topic from his/her point of view.
When you are able to recognize the author's purpose, you will have a better understanding of the selection.
Kinds of Author's Purpose
If the author's purpose is to inform, you will learn something from the selection (facts, details/instructions, places, events and people.
If the author's purpose is to persuade, that means they want you to believe their position. Persuasive pieces are usually non-fiction.
If the author's purpose is to entertain, one goal may be to tell a story or to describe characters, places or events.
Theme in Literature
This document discusses how to identify themes in stories. It explains that themes can be directly or indirectly stated by the author. To find the theme, the reader should analyze how the main character changes, the main conflict is resolved, and if the title has significant meaning. Common themes that often appear in stories include friendship, courage, love, freedom, and prejudice. Examples are also provided of books and their central themes.
Lesson on inferencing
The document discusses inferencing, or making assumptions based on information provided and one's own experiences. It provides examples of inferring emotions and situations from pictures of characters. Readers are encouraged to consider clues in a text and use their knowledge to infer answers to questions about a story and draw conclusions, such as inferring that a woman who stumbled on the road in the rain had been in a car accident. Good readers use inferencing to fully understand and visualize what they are reading.
Making inferences
This document provides information about making inferences when reading. It defines an inference as making a logical guess by gathering clues and reading between the lines to reach conclusions based on evidence. It instructs readers to ask questions as they read, think about what the author tells them and their own experiences to make inferences. The document explains that using inferences supports deeper comprehension by engaging readers and helping them understand an author's purpose and meaning. It provides suggestions for teachers to help less skilled readers learn to make inferences, such as recognizing pronouns and context clues, and understanding characters' perspectives. Examples of comics are included to demonstrate practicing inferences by explaining humor or identifying missing information.
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The document provides a list of questions for parents to ask their children before, during, and after reading together. The questions are intended to promote discussion and engagement with the story. Some example questions include asking children to predict what will happen based on pictures and titles, summarize parts of the story, relate events to their own experiences, and discuss their favorite aspects or how characters might feel.
Theme
The document discusses how to identify themes in literature. It states that a theme is the underlying universal message or truth about human nature/condition that a work of literature expresses. It isn't the same as the topic. Readers must make inferences about the themes being conveyed. Common themes include ideas like friendship, good vs evil, freedom. To identify a theme, readers should consider how characters change and what lessons they learn through the story's conflicts. A work can have multiple themes.
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The document discusses teaching students how to make inferences when reading. It explains that making inferences involves reading between the lines to understand what is not directly stated. Examples are given of how students already make inferences in their everyday lives. The document then proposes doing a Christmas-themed bingo game using details from the story "The Polar Express" to help students practice making inferences from passages.
Connecting
This document discusses how making connections can help readers better comprehend and understand what they are reading. It identifies three main types of connections that readers can make: text-to-self, text-to-text, and text-to-world. Text-to-self connections relate the text to the reader's own life and experiences. Text-to-text connections relate the text to other texts and stories the reader has encountered. Text-to-world connections relate the broader themes and ideas in the text to the real world. The document provides examples of each type of connection and strategies teachers can use to help students identify different connections, such as double entry journals, oral discussions, and relating connections back to the main text.
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Visualizing
1. Visualizing involves creating mental images of what is being read, which can help strengthen comprehension. Proficient readers visualize before, during, and after reading.
2. When visualizing, readers draw from their background knowledge and experiences to imagine details and develop a deeper understanding of the text.
3. Teachers can help students practice visualizing by having them describe images aloud, sketch images, or discuss images with a partner using prompts from texts, pictures, music or other media.
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Prediction involves guessing what will happen next in a story based on clues, while inference uses clues to draw conclusions about characters and events that may or may not be confirmed. When predicting, the reader focuses on what will occur in the future of the story. Inference allows readers to question why characters act in certain ways and speculate on other unanswered elements. Readers can practice both strategies by asking questions before, during, and after reading a text.
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The document provides a list of questions for parents to ask their children before, during, and after reading together. The questions are intended to promote discussion and engagement with the story. Some example questions include asking children to predict what will happen based on pictures and titles, summarize parts of the story, relate events to their own experiences, and discuss their favorite aspects or how characters might feel.
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The document discusses how to identify themes in literature. It states that a theme is the underlying universal message or truth about human nature/condition that a work of literature expresses. It isn't the same as the topic. Readers must make inferences about the themes being conveyed. Common themes include ideas like friendship, good vs evil, freedom. To identify a theme, readers should consider how characters change and what lessons they learn through the story's conflicts. A work can have multiple themes.
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This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
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The document discusses teaching students how to make inferences when reading. It explains that making inferences involves reading between the lines to understand what is not directly stated. Examples are given of how students already make inferences in their everyday lives. The document then proposes doing a Christmas-themed bingo game using details from the story "The Polar Express" to help students practice making inferences from passages.
Connecting
This document discusses how making connections can help readers better comprehend and understand what they are reading. It identifies three main types of connections that readers can make: text-to-self, text-to-text, and text-to-world. Text-to-self connections relate the text to the reader's own life and experiences. Text-to-text connections relate the text to other texts and stories the reader has encountered. Text-to-world connections relate the broader themes and ideas in the text to the real world. The document provides examples of each type of connection and strategies teachers can use to help students identify different connections, such as double entry journals, oral discussions, and relating connections back to the main text.
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The document discusses questioning and inferring when reading nonfiction texts. It defines questioning as exploring one's own thinking and allowing curiosity. Inferring is described as reading between the lines by using clues and experiences to think beyond the text. The document provides examples of how to introduce questioning and inferring to students, including using thin and thick questions, and playing inferring games to practice using clues to infer feelings and words. Questioning can lead students to greater understanding and help guide their reading, while inferring helps students make deductions and think beyond the literal text.
Visualizing
1. Visualizing involves creating mental images of what is being read, which can help strengthen comprehension. Proficient readers visualize before, during, and after reading.
2. When visualizing, readers draw from their background knowledge and experiences to imagine details and develop a deeper understanding of the text.
3. Teachers can help students practice visualizing by having them describe images aloud, sketch images, or discuss images with a partner using prompts from texts, pictures, music or other media.
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Prediction involves guessing what will happen next in a story based on clues, while inference uses clues to draw conclusions about characters and events that may or may not be confirmed. When predicting, the reader focuses on what will occur in the future of the story. Inference allows readers to question why characters act in certain ways and speculate on other unanswered elements. Readers can practice both strategies by asking questions before, during, and after reading a text.
Finding theme in literature
The document discusses what a theme is and is not in stories. It explains that a theme is not just a single word, but rather a sentence or question that explores some aspect of human nature. Themes are not necessarily something the reader must agree with or know the answer to. Different types of stories convey themes in different ways - fables state the theme directly, myths and movies imply it indirectly, and novels explore complex themes throughout the work. Examples of themes are provided for different story types. The document concludes with examples of short stories and prompts for identifying their themes.
Writing a good book review
This document provides guidance on how to write an effective book review in 4 paragraphs. The first paragraph introduces the book's genre and intended audience. The second paragraph shares the reviewer's personal opinions and how the book relates to their life. The third paragraph is a descriptive summary of the book in 3 phases without spoilers. The fourth paragraph discusses the author, purpose, awards, additional information, and provides a conclusion. Overall, the document outlines the key components of a successful book review.
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The document discusses making inferences by drawing conclusions based on evidence and reasoning. It provides examples of inferences about characters' personalities, themes of stories, and symbols. Readers can infer character development, themes, symbols, and plot details by analyzing clues in the text and using their own thinking. Making inferences involves reading between the lines and using evidence from what is observed or read to draw conclusions. Activities are suggested for students to practice making inferences based on images, short films, and notes.
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Guidance
Bibliotherapy is a process that uses reading to help with personality assessment, adjustment, and growth. It provides a sensitive way to guide reading to help individuals understand themselves and their environment, learn from others, and potentially find solutions to their problems. There are three stages of bibliotherapy: identification, catharsis, and insight. Identification involves associating with a character, catharsis is sharing feelings with a character, and insight is learning to deal with personal issues from a character. Bibliotherapy can be used to develop a positive self-concept, understand human behavior, foster self-appraisal, relieve pressure, and help discuss and solve problems.
book review and debate english
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The techniques students need to use for reading all types of literature. This is used at the beginning of a reading unit.
Target-ing readers
This document provides guidance for teachers on motivating students to read through the TARGET framework: Trust, Access, Response, Guidance, Engagement, and Talk. It discusses establishing trust with recommended authors, providing access to books through various formats and genres, eliciting personal and critical responses, guiding students up the "reading ladder" through scaffolded experiences, engaging students using Cambourne's conditions for learning, and creating opportunities for book talks. Research findings on student motivations are presented, as are strategies like choice, differentiation, and complex yet accessible texts.
Boys and Books
The document discusses strategies for engaging boys in reading. It notes that boys tend to prefer visual texts, nonfiction, comics/graphic novels, and genres like action and humor. Boys often view reading as less fun than other activities and value visual elements and quick plots. The document provides tips for selecting texts that appeal to boys' interests, such as fast-paced stories with relatable characters, visual elements, and series they can collect. It also recommends websites with books appealing to boys.
Judson U 2011
Here is the updated power point from Monday's presentation by Teri Lesesne at the Literacy in Motion Conference at Judon University
San Angelo09
This document provides information about various reading resources for students, including books, awards, websites, and periodicals. It begins with a list of platforms for reaching readers like podcasts, YouTube, and Twitter. Then it discusses new books and award winners, including the Printz, Newbery, and Odyssey awards. It provides information on websites for book reviews and discussions. It also lists periodicals like Booklist, School Library Journal, and Horn Book. The document emphasizes the importance of researching to find books that will motivate reluctant readers and assessing students in ways they enjoy, like tweets, videos, or podcasts. It concludes by reminding readers that they have rights to read anywhere and anything they choose.
Cl Maximizing Minilessons
This document discusses planning minilessons for teaching reading. It begins by emphasizing the importance of keeping the big picture goals in mind when planning minilessons. These goals include building lifelong readers and showing students that reading is a pursuit beyond just school skills. The document then lists some Ohio content standards that minilessons can support. Possible cycles or topics for minilesson include strategies, behaviors/habits, literary elements, genres, and management. Big questions for planning minilessons are discussed, focusing on alignment with overall goals and assessment. The document provides examples of minilesson topics like characters, plot, inferring, nonfiction text features, and biographies. It emphasizes making connections between lessons and
The importance-of-reading-for-gifted-children
This document discusses the importance of books and reading for gifted children. It notes that books are well-suited to meet the intellectual and emotional needs of gifted children by challenging them and exposing them to themes they can relate to. It recommends selecting books with complex plots, vocabulary and themes that gifted children will find interesting such as aloneness, identity search, and perfectionism. The document advocates for guided group discussions of books to help gifted children cope with social and emotional issues.
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With the elements style, tone, and irony, students are especially us.docx
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The document provides an overview of the Infant Toddler Rating Scale (ITERS), a tool used to evaluate the quality of early childhood programs for children from birth to 30 months. ITERS assesses provisions in the environment related to health/safety, stimulation through language/activities, and supportive interactions. It contains several sections that evaluate different aspects of the classroom and program, such as indoor space, furniture, activities, interactions, and staff provisions. Each indicator within a section is scored on a scale of 1 to 7, with 7 being excellent quality. Using ITERS, programs can measure their effectiveness, identify areas for improvement, and promote high-quality standards for young children.
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The document discusses encouraging parental involvement in school. It analyzes perspectives from parents, teachers, and administrators on parental involvement through interviews and surveys. The key findings are:
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- Involvement is linked to student achievement, as parent-child interactions strengthen cognitive development and learning.
- Changing negative perceptions among all groups and improving communication are necessary to increase parental involvement.
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This document discusses using technology as a tool in the classroom. The author is a kindergarten teacher who has been integrating technology for 3 years. She uses a camera, smart board, and iPads/iPhones in her classroom to document lessons, engage students, and communicate with parents. The document provides examples of how each technology tool is used and recommends developing a plan to set goals and measure the impact of integrating technology.
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This document provides guidance on conducting author studies in the classroom. It explains that author studies can enhance students' love of reading by engaging them with a variety of topics and concepts to advance comprehension. The document recommends choosing an author with at least 10-15 books and making sure stories are age-appropriate. It outlines steps for introducing an author study, including creating a poster, reading books by the author, and incorporating activities like guessing games and writing prompts. Sample author study plans and rationales for the order of authors are also presented.
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BooksBooksBooks-1
- 1. Books! Books! Books! How to find the right books for your classroom
- 2. What Should I Be Looking For? Characters Plot Setting Point of View Style Theme
- 3. Characters Who are they? Will the children be able to identify with them? Are they interesting?
- 4. Plot What is the plot? Plot is the main event. So what is the story about?
- 5. Point of View What is ‘Point Of View’? Point of View is the way the story is written. Is it seen from the adult’s or child’s perspective?
- 6. Style What is the author and illustrator’s style? Bold colors? Black and white? Rhyming words? Circle story?
- 7. Theme What is a theme and how do I find one? A theme is the underlying tone of the story. What can be learned? Is there a moral?
- 8. Infant and Toddler Books Rhythm, Rhyme, Patterns, Repetition Starts the Phonemic Process Naming, Labeling, Familiar words, Body Parts Love and Reassurance-Theme Lift the Flap, Animal Songs Both Board and Hard Covered
- 9. Preschool to Age 5 Books Prediction, Cause and Effect, Critical Thinking, Irony, Humor, Rhyme, Fantasy Fears, Unknown Adventures, Safety in Exploring-Trust- Want to Know More About the World
- 10. Kindergarten to Third Grade Easy Readers for Independent Reading Non-Fiction both grade and higher levels Picture Books Expanding on and Reviewing all the topics and themes from previous years Wordless Books
- 11. Now It’s Your Turn! Look at the books you brought Find the theme, plot, style and point of view Have you found the criteria, or the reason why you are reading the story?