40 Read Organizers

t J u s t-Righ t

forYoung

Learners

50 Reproducible Graphic Organizers That Help Children Write W rite Mean Meaningf ingful ul Resp Response onsess to the Book Bookss They They Read Read

Erica Bohrer

Just-Right Reading Response Activity Sheets for Young Learners © © 2010 by Erica Bohrer, Scholastic Teaching Resources

To my mother, Maria LaPlaca Bohrer, who has been my constant supporter, and Mary Beth Spann, who introduced me to the world of teachers as writers

Scholastic Inc. grants tea chers permission to photocopy the reproducible pages from this book for classroom use. No other part of t his publication may be reproduced in whole or in 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 of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Edited by Joan Novelli Cover design by Maria Lilja Interior design by Solas Cover and interior illustrations by Teresa Teresa Anderko, Rusty Flet cher, and Mike Moran ISBN- 13: 978-0-545-13370-8 ISBN-13: 978-0-545-13370-8 ISBN-10: 0-545-13370-X Copyright © 2010 by Erica Bohrer Illustrations copyright © 2010 by Scholastic Inc. Published by Scholastic Inc. All rights reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10

17 16 15 14 13 12 11 10

Just-Right Reading Response Activity Sheets for Young Learners © 2010 by Erica Bohrer, Scholastic Teaching Resources

Contents About This Book

Be an “Eggs-pert” Reader! . . . . . . . . . . . . . . . . . . . . . . . .33

Why Use Graph Graphic ic Organi Organizers zers for for Readin Readingg Respons Response? e? . . . .4

Crossing th the Pr Prediction Br Bridge . . . . . . . . . . . . . . . . . . . . .34

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Picture De Detective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Mode Mo deliling ng Re Read adin ingg Re Resp spon onse se Ac Acti tivi vity ty Sh Shee eets ts . . . . . . . . . . .8

Reading Ca Can “B “Bee” Ex Exciting! . . . . . . . . . . . . . . . . . . . . . . .36

Class Cl assroo room m Manag Manageme ement nt and and Assess Assessmen mentt Optio Options ns . . . . . .8

Wild About Characters. Characters. . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Send-Home Re Reading Lo Log Fo Folders . . . . . . . . . . . . . . . . . . . . 9

Get the Scoop on Characters . . . . . . . . . . . . . . . . . . . . . .38

Helpful Hints for Success . . . . . . . . . . . . . . . . . . . . . . . . . 10

Who’s in the News? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Extension Ac Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Mirror, Mirror . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Conn Co nnec ecti tion onss to th thee Lang Langua uage ge Art Artss Stan Standa dard rdss . . . . . . . . .1 .12 2

Setting the Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Resources an and Re References . . . . . . . . . . . . . . . . . . . . . . . . 12

Stir Up a Good Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Reproducible Re Reading Fo Folder La Labels . . . . . . . . . . . . . . . . 13 13

What’s the Buzz All About? . . . . . . . . . . . . . . . . . . . . . . . .43

Reproducible Family Letter . . . . . . . . . . . . . . . . . . . . . . . . 14

A Book Is a Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Story Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Reading Logs

This Book Is “Stew-pendous!”. “Stew-pendous!”. . . . . . . . . . . . . . . . . . . . . .4 . 46

Dig Into a Good Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Gobble Up a Good Book . . . . . . . . . . . . . . . . . . . . . . . . . 47

Time to Read! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Question of the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Personal Response

Building With Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Catch the Reading Wave! . . . . . . . . . . . . . . . . . . . . . . . . .48

Magic Wand Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Fall Into a Good Book . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Chapter-Book Se Series Ch Checklist . . . . . . . . . . . . . . . . . . . . .20

This Book Is the Cat’s Meow! . . . . . . . . . . . . . . . . . . . . . .50

Word Study & Vocabulary I Spy Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Sight Word Quilt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Sight Word Quilt (blank template) . . . . . . . . . . . . . . . . . .23 The Word Family House . . . . . . . . . . . . . . . . . . . . . . . . . .24 Word Family Tree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Reading for Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Just the Opposite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

A Blooming Good Book . . . . . . . . . . . . . . . . . . . . . . . . . .51 Up, Up, and Away With Books! . . . . . . . . . . . . . . . . . . . . .52 Buggy Ab About Bo Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 I

to Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 . 54

Reading Rocks! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 A “Berry” Good Book! . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Star Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Rainbow Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 This Book Is a Winner! . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Reading Is a Treasure . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Weekly Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Reading Comprehension Strategies Recipe for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Take a Picture Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 On Your Mark, Get Set, Go! . . . . . . . . . . . . . . . . . . . . . . .32

Nonfiction My Reading Toolbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Q&A.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Blast Of Off With Nonfiction! . . . . . . . . . . . . . . . . . . . . . . . . .62 Five-Finger Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Nonfiction No Notepads . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Just-Right Reading Response Activity Sheets for Young Learners © © 2010 by Erica Bohrer, Scholastic Teaching Resources

About This Book

J

ust-Right Reading Response Activity Sheets for Young Learners features 50 fun,

motivating, and ready-to-use comprehensionboosting graphic organizers that engage students in becoming active learners. Designed for use with fiction and nonfiction books, these graphic organizers offer a visual and concrete way for young readers to focus their thinking, organize information, and respond to literature in meaningful ways. Using the activity sheets in this book, students read with a purpose to build word knowledge, practice comprehension strategies, explore story elements, make connections, and much more.

Why Use Graphic Organizers for Reading Response? Research has shown that graphic organizers are effective in improving comprehension. Graphic organizers provide a visual framework in which children can structure their responses to literature and relate to the “big picture” view of concepts (Beck, Omanson, & McKeown, 1982; as cited in Tompkins, 2007). The use of graphic organizers helps students organize information, activate prior knowledge, and make connections between new information (Burke, 2009). Graphic organizers are ideal for diverse learners, including English Language Learners, eliciting visual responses that allow children to demonstrate their understanding through drawings and brief written responses. With simple formats and visually appealing themes, the response activity sheets in this book go beyond fundamental graphic organizers to appeal to young learners and support success.

4


Getting Started Teaching Tip

The activities in this book are designed to supplement your

Before introducing a graphic organizer to the class, test it out. Make any changes necessary to meet your instructional needs.

reading program, and lend themselves for use with the whole class, small groups, and individual students. They’re also just right for sending home with students to support the reading they do outside of school. (For more information on send-home reading log folders, see page 9.) However you choose to use the materials in this book, the pages are organized in five sections for ease of selection. You may use the activities in any order to support the skills and strategies you are teaching. For an overview of each section, see pages 6–7.

Emergent Literacy Skills Many of the reading response activities provide engaging practice in emergent literacy skills, including initial sounds, rhyming words, and sight words. For example, I Spy Letters (page 21) addresses basic concepts and conventions of print, providing practice with letter recognition. Sight Word Quilt (page 22) focuses students’ attention on high-frequency words, necessary for fluent reading. Use the blank sight-word quilt template (page 23) to provide practice with additional words. The Word Family House (page 24) and Word Family Tree (page 25) help students develop awareness of spelling patterns and learn to use what they know to improve reading. Children can complete these pages more than once, for repeated practice with familiar words (as with sight words or a word family) and to focus attention on new letters and words. N a me :

l a s s, a g n i fy in g g r i n e a c h m g e t l e tt e r it e a ta r      W u d e n t s.           g e f o r s t p y t h e p a t h e n c o

e t t e r s I S p y L

N a m e:

                                                                                        

te a word family on the    Wri ts. house, then copy the page for studen

N a me :

D a t e:

     

Da te:

       

Name:

Si gh t Word Qui lt

                                    

a t a rg e     F i ll i n e t w o rd , t h en c o a ch s q ua r e w p y f or s t ud en t s i th . Name:

S ig ht W o rd Q u il t D at e :

      

 e a ch b ra nc    W r it e a d i h , t h en f f e r e nt w c o p y t o r d f am il y o he p ag e f o r s n tu de n t s.

W o rd F a m     i y l T r ee                               

D a te :

           

     

    

    

Da te:

                        

                                                                                                                       

se The Word Family Hou

   

 

     







 

 

 



 

 



 

 

 

 

  

 





 

 

  

 



Response

ts for Y oung Act iv ity Shee

Learne

 

   

J us t -R i gh t R e ad i n g R e sp o n se A c ti vi ty S h ee t s f o r Y o un g L ea r n e r s © 2 0 10 b y E ri ca B o h r er , Sc ho la st ic T e ac h i n g R e so u rc es

 

 

Reading Just -Right

 



r c e s in g R e s o u t ic T e a c h S c h o l a s a B o h r e r, 1 0 b y E r ic r s © 2 0



sp on se Ac ti vity Ju s t-Ri gh tR ea din g Re

holas ticTe aching Resources © 2010 by Erica Bohre r , S c

Sh ee ts for Y oun g Lea rn ers

J us t -R ig ht R e a di ng R e s p on s e A c t i vi ty S h ee ts fo r Y o un g L ea rn e r s © 2 0 1 0 b y E r i ca B o hre r, S ch o la st i c T e ac h i n g R e so u r ce s



es er,Scholas ticTeaching Resourc Lear ne rs © 2010 byErica Bohr po ns e Acti vi ty S he ets f orY ou ng Jus t- Rig ht Re ad ing R es

 


5

Reading Logs

N a me :

(pages 15–20)

M a gi c W a nd

D at e :

                                                                                                                                                                                                                                       

These appealing reading logs encourage children to set aside time for independent reading and

W o rd s

      

provide a visual record of their

            

                  

D a t e:

B o o k a G o o d D i g I n t o   

N a m e:

reading progress. Varied response

                                   

         

                                                   

prompts on these pages invite children to notice something each

                      

             

   

J u s t- R i g h t R e a d in g R e s p o n s e A c t iv it y S h e et s f o r Y o u ng L e a rn e rs © 2 0 1

0 b y E r ic a Bo h r e r, S ch o la st i c T e ac h i ng R e so u r ce s

 

time they read—from new words to characteristics of different genres. 

so u r c e s ea c h in g R e o l a st ic T r e r,S c h ri ca Bo h 0 10 b y E ner s © 2

Lear s for Y oung iv it y Sheet onse Act eading Resp Just -Right R

D a t e:

N a m e:

a s u r e I s a T r e R e a d i n g        

                                   

                             

Word Study & Vocabulary (pages 21–29)

         

These activity pages support young learners

N a me :

in developing early reading skills, including

D at e :

W e ek y l W o rd s

    

                                                                                                           

concepts about print, letter recognition, sight-

  

1    

           

2 U s ed a so u rc e s c h in g R e l a st ic T ea e r,S c h o ca Bo h r 10 b y E ri

© 2 0 Lear ner s s for Y oung iv it y Sheet onse Act eading Resp Just -Right R

3 U s ed a

word vocabulary, and decoding strategies.

p i c tu r e or t ex t c lu e

d i c ti on a r y

4 S om e

t hi ng e l s e

 

           

      

        

                              

                   

J u s t- R i g h t R e a d in g R e s p on s e A c t iv it y S h ee ts f o r Y o u n g L e a r n er s © 2 0 1

D a t e:

0 b y E r i ca B o h re r, S ch o l a s ti c T e ac h i n g R e so u r ce s

 

N e w s ? i n t h e  W h o ’ s       

N a m e:

                            

               

Reading Comprehension Strategies

                 

   

N am e :

(pages 30–47)

                        

      

From making predictions to exploring story

D at e : W h at ’ s t he B uz z Al l Ab o u t?

      

                                                                                       

    

elements, these activity pages enhance comprehension with before-, during-, and

                      

 

      so u r ce s ea c h in g R e o la st ic T r er, S c h ri ca B o h 0 10 b y E

s f or Y oung iv it y Sheet sponse Act t Reading Re Just -Righ

    

© 2 Lear ners



after-reading activities.

      

                        

         





J us t- R i g h t R e a d i ng R e s p o ns e A c ti vi ty S h ee ts f o r Y o un g Le a r n er s © 2

0 1 0 b y E r ic a B oh r er , S c h ol as ti c T e ac hi n g R es o ur ce s  

6


Personal Response

N am e :

(pages 48–59)

             

D at e : T hi s B o o k I s a W i nn e r!

                                    

These activity pages promote higher-level

         

D a t e:

thinking skills with activities that let children

N a m e:

B o o k s ! a y W i t h a n d A w      , p U , p   U                     

analyze and evaluate the text.

                      

 

                

 

                   

     

 

                                   J us t- R i g h t R ea d i ng R e s p o ns e A c ti vi ty S h ee ts f o r Y o un g L e ar n er s © 2

0 1 0 b y E ri c a B oh r er , S ch ol a s ti c T e ac h i n g R es o u r ce s  

s e s o u rc e a c h in g R h o l a s t ic Te c a B o h re r,S c 0 b y E ri

© 2 01 Lear ner s s for Y oung ity Sheet nse Act iv ading Respo Just-Right Re  

D a t e:

l b o x   i n g T o o        M y R e a d                              

e: N a m

                                                                                   

Nonfiction

                  

D iag ra ms hs rap P ho tog y G lossa r   

         

         

(pages 60–64)

           

         

Designed for use with nonfiction texts in particular, these graphic organizers help students identify characteristics of this genre (such as N a me :

Reading Just -Right

 

t s tiv ity Shee Response Ac

f or Y oung

common text features and graphic aids) and

s o u r c e s a ch i ng Re la s ti c Te re r, S ch o ic a B o h 1 0 b y Er s © 2 0

Lear ner

Q &A.c om

     

D at e :

                                                                                                                          

 

develop strategies (such as note-taking) for understanding and remembering important

      

information.

   

   

   

S earc h

J u s t- R i g ht R e ad in g R e s po n s e A c ti v i ty S h e et s f o r Y o u ng L e a r ne rs © 2 0

10 b y E r i ca B oh re r, S ch ol as t i c Te a ch i ng R e so ur c e s

 


7

Modeling Reading Response Activity Sheets Research shows that graphic organizers are most effective when modeled first (Bowman et al., 1998; as cited in Jacobson, 2008). The following mini-lesson provides a framework for modeling the use of any of the activity sheets in this book. In advance of this mini-lesson mini-lesson,, prepare to enlarge the organizer for all students to easily see (for example, by creating a transparency for use with an overhead projector or by scanning to create an interactive whiteboard page). You You may also give each student a copy of the organizer to follow along.

1. Read aloud a picture book that is a good match for the graphic organizer you have selected. As you read, pause to check for understandi understanding. ng. Be sure to ask individual and whole-class questions, questions, such as “Who can tell us why the character acted this way?” (individual) (individ ual) and “Raise your hand if you agree with the way the character acted” (whole class).

2. Upon completion of the story, introduce the graphic organizer and share your rationale for using it. Complete the graphic organizer as students follow along. Use a “thinkaloud” approach to help students understand your process. organizer, you can assign it as an 3. Once students understand how to use the graphic organizer, independentt response activity following a second read-aloud independen read-aloud,, a guided-rea guided-reading ding lesson, independent reading, or at-home reading.

Classroom Management and Assessment Options For ease of use, you may wish to photocopy a class set of each of the reading response activities in this book at the beginning of the year. Place each set in a labeled file folder, and glue a copy to the front for quick identification. You may also wish to set up individual reading response folders to support students in managing these activity pages. (See reproducible Reading Folder Labels, page 13.) The reading response activities activities in this book are also useful as tools to assess students’ ability to follow directions, reading comprehension, and effort. Throughout the year, place reading response activities in a portfolio to document student growth.

8


Send-Home Reading Log Folders According to Reading Is Fundamental , as little as 10 minutes of free reading a day can improve a child’s reading skills and habits. Independent reading at home is an important part of any language arts program, and students are often required to keep track of their additional reading. An easy way to document children’s independent reading is to create a reading log folder for each student. Setting up reading log folders will help students and their families keep track of the reading they do and provide a visual record of their success as they read together each day. To set up reading folders for students to use at home, follow these easy steps.

Materials ✤ Family Letter (page 14) ✤ Reading Folder Labels (page 13) ✤ Reading Logs (pages 15–20) ✤ File folders (or pocket folders) ✤ Reading response activities (pages 21–64)                         

1. Fill in the days on a copy of the family letter. Then copy a

Name Na me

class supply of the letter, the reading folder labels, and the reading logs.

2. Give each student a file folder. Have students choose a label and

Na me N ame

Na me N ame

write their name on it. Students can decorate their folders, then glue the label to the front.

me Nam Na me Nam Na

  

hre e Bo ohr a B Erica 10 b y Eric 20 10 © 20 rs © e ar ar ne rs

rcess source Resou ing Re Tea ach ing stic Te olastic chola r, S r, Sch

Le ung L r Y o ung s fo r Y e et et s fo She iv ity ity Sh s e Act iv ons e sp sp on d ing ing R e ead tR ea R igh ightR Just-R Just-

3. Inside each student’s folder on the left, staple a family letter. Assist students in selecting a reading log and staple that inside the folder on the right. (Modify both the letter and reading logs as needed to meet students’ needs.)

4. In addition to the reading log, include other reading response activity sheets in the folder as desired. You may wish to paper clip these to the folder for security.

Just-Right Reading Response Activity Sheets for Young Young Learners © © 2010 by Erica Bohrer, Scholastic Teaching Resources

9

Helpful Hints for Success To ensure greatest success, keep the following tips in mind when using the reading response activity sheets. ✤ Introduce the graphic organizers and model their use before expecting students to use them independently. ✤ Use one book to show students how they can complete different graphic organizers with the same text. This will give students more choice in their response activities. e: te: a t Da D Name:

t s a G i f Is ook I Bo A B

                        

✤ When sharing read-alouds with the class, look for opportunities to use graphic organizers. This This will further demonstrate to students the value in using these tools

                                          

       

       

           

and support them in transferring knowledge as they use the activity sheets on their own.          

         

✤ Show students how to use sticky notes to mark passages in a text that they may want to refer to as they complete a reading response activity sheet. ces urces our g Res Reso hing eacchin icT ea las t icT holas rerr,Sc ho Boh hre Er ica ica Bo by Er 010 by 010

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e rs rs © 2 rne Young o ung Le arn or Y ts f or he e ts f it y S he tiv it Ac tiv ns e Ac spo p o ns Re s



N a am e m : e

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G o o b b b bl l e U p e p a

D a at t e : e

G o o o od B o d oo k o k

                                                            

✤ Encourage students to embellish the reading response activity sheets with decorative details. Adding a personal touch will enhance the appeal of these pages.

modificationss students may wish to make to the graphic organizers. ✤ Be open to modification For example, students may opt to complete A Book Is a Gift (page 44) by drawing pictures or using words. Either will allow for successful completion of the page.        

Gobble Up a Good Book (page 47) is set up to explore story elements, but

       

students might like to use the same format to record facts from a nonfiction book.

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0 b 0 b y y E E r r i i c ca B B o oh re h r r, S c ch h o l a o as s t t ic i c Te Te a ac c h h in g R g R e e s so u ur r c c e e s s   

In this case, they can simply mask the labels on each feather and proceed.

Extension Activities Consider the following suggestions to extend student learning with the activity sheets. Same Skill, New Design: After completing an activity sheet, invite students to create a new graphic organizer design that targets the same skill. Help students refine their g raphic organizers as needed, then publish them for the class to use. A Colorful Classroom Display: Display: Children Children can bring their own creative touches to the activity sheets by coloring the pages and adding details. Arranged on a bulletin board or other wall space, these reading response activity sheets make a colorful display that celebrates children’s learning. This display also helps children appreciate different viewpoints.

10


Book Talks: Many of the graphic organizers can help students prepare for book talks—short presentations about a book they’ve read.

N a me :

S t ir U p a G oo d S t or y D at e:

  

                                                                                                        

Scaffolding Skills: The reading response activity sheets in this book naturally lend themselves to scaffolding student learning. For

    

               N ex t

 

Af t er t ha t

      La s t

example, the brief writing students do on the activity sheets may

St or y E v

     

e nt

s

lead to more extensive writing based on a text. Examples follow.

       

Da te: Name:

 

i c t io n ! f W i t h No n f B las t O f        

                 

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© 2 0 1 0 b y rE i c a B o h re r , S ch o al st ci eT a c h ni g R e s o u cr e s

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          

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      

                       

Students can use information from the sequencing reading response activity sheet Stir Up a Good Story (page 42) to assist them with writing (or telling) a book summary.

    

Using the facts they record on Blast Off With Nonfiction! (page 62), students can go further and write a simple research report.

Connecting Reading and Writing: Many of the same activity

N a me :

sheets students use for reading response are also just right for use

R ea d i n g C an “ Be e      ” E x c          it i n g !          D at e :

             

as pre-writing graphic organizers. Students can use these pages to

       

plan their own stories, and in the process gain understanding of how reading and writing are connected. (See example, right.)

                                      

   

 

Students can use Reading Can “Bee” Exciting! (page 36) as a pre-writing graphic organizer to plan the beginning,

 

middle, and end of a story they are writing.


J us t -R i g ht R e ad in g R es p o ns e A c t iv i ty S he e t s f o r Y o un g L ea rn e r s © 2 0 1 0 b y E r i c a B o hr e r, S ch o l as t i c T e ac h i n g R e so u r ce s

11

Connections to the Language Arts Standards The reading response activities in this book follow the standards for grades K–2 as outlined by the Mid-continent Regional Educational Laboratory (McREL,) an organization that collects and synthesizes national and state K–12 curriculum standards. Uses the general skills and strategies of the reading process ✤ Understands that print conveys meaning ✤ Understands how print is organized and read ✤ Previews text (skims; uses pictures, textual clues, text format) ✤ Creates mental images from pictures and print ✤ Uses meaning clues (pictures, picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content ✤ Uses basic elements of phonetic analysis and structural analysis ✤ Understands level-appropriate sight words and vocabulary ✤ Uses self-correction strategies (searches for cues, identifies miscues, rereads, asks for help) ✤ Uses reading skills and strategies to understand and interpret a variety of literary texts ✤ Uses reading skills and strategies to understand a variety of familiar literary passages and texts (such as fairy tales, folktales, fiction, nonfiction, legends, fables, myths, poems, nursery rhymes, picture books, predictable books) ✤ Knows setting, main characters, main events, sequence, and problems in stories ✤ Makes simple inferences regarding the order of events and possible outcomes ✤ Knows the main ideas or theme of a story ✤ Relates stories to personal experiences Uses reading skills and strategies to understand and interpret a variety of informational texts ✤ Uses reading skills and strategies to understand a variety of informational texts ✤ Understands the main idea and supporting details of simple expository information ✤ Summarizes information found in texts ✤ Relates new information to prior knowledge and experience Source: Content knowledge: A compendium of standards and benchmarks for K–12 education . Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks.

Resources and References Bowman, L.A., Carpenter. J. & Paone, R. (1998). “Using graphic organizers, cooperative learning g roups, and higher order thinking skills to improve reading comprehension.” M.A. Action Research Project, Saint Xavier University. Chicago. Burke, K. (2009). How to assess authentic learning. Thousand Oaks, CA: Corwin. Jacobson, J. (2008). Reading response for fiction: Graphic organizers & mini-lessons. New York: Scholastic. 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. Reading Is Fundamental (RIF) (2008). RIF parent guide brochure. Silver, R. (2003). First graphic organizers: Reading. New York: Scholastic. Tompkins, G. (2007). Literacy for the 21 st century: Teaching reading and writing in prekindergarten through grade 4. Upper Saddle River, NJ: Pearson.

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Reading Folder Labels

Name

Name

Name

Name

Name

Name

Name

Name


13

Family Letter

Dear Families,

This is your child’s reading folder. It will go home with your child each . Please return it with your child the

day of week

following

day of week

.

This reading folder contains your child’s Reading Log. Your child will use the Reading Log to keep track of books he or she reads at home. Please help your child, as needed, to complete the reading log when you share a book together and when your child reads independently. Reading with your child at home can be an enjoyable way to spend time together. It will also help your child strengthen skills in reading. Through reading, children also learn about writing and the ways authors connect ideas to tell stories or share information. Reading together is also a good way to help your child build a foundation for understanding grammar and mechanics. The more children read, the better readers and writers they become! When you read together, be sure to take a few minutes to talk about an interesting part of the story, a new word, a favorite character, or something the story reminds you of. Making these kinds of connections can help improve your child’s understanding. I hope that reading together is a rewarding experience for both you and your child. Sincerely,

14


Name:

Date:

Dig Into a Good Book Directions: Fill in the chart each time you read.

Reading Skills • • • •

Use the pictures. Think about what I know. Figure out new words. Retell the stor y.

Date

Title and Author

A Reading Skill I Practiced


15

: e t a D

d a H I n o i t s e u Q r o t h g u o h T A

! d a e R o t e m i T

: e m a N

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. d a e r u o y e m i t h c a e t r a h c e h t n i l l i F

: s n o i t c e r i D 16

r o f d a e r I

. s e t u n i m _ _ _ _

r o f d a e r I

. s e t u n i m _ _ _ _

r o f d a e r I

. s e t u n i m _ _ _ _

r o f d a e r I

. s e t u n i m _ _ _ _

r o f d a e r I

. s e t u n i m _ _ _ _

r o h t u A d n a e l t i T : e l t i T

: r o h t u A

: e l t i T

: r o h t u A

: e l t i T

: r o h t u A

: e l t i T

: r o h t u A

: e l t i T

: r o h t u A

e t a D


k e n t i h o t r ? u w k o r o o y o b o h s d t u i y a h t h e W . h t

3

: e t a D

: e m a N

y a D e h t t n a t f t n r ? o y o e v p h e m t w n a i t d h s n o i W o a t 2 . m s s e a w u Q

e l t e i ? b t k d d o l o u o b o o g s w r i h t e t a h h t r o f W o n . 1 a

e s n o p s e R y M

: n o i t s e u Q n w O y M

. 5

e u k i o l e ? y e h s r r e o a t t f d u c o a w o e r y o n a H k n o h c . i 4 h t

. r e w s n a o t n o i t s e u q a e s o o h c , d a e r u o y e m i t h c a E :

s n o i t c e r i D

n r o e i b t s m e u u N Q

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e t a D


17

Name:

Date:

Building With Books Directions: Complete each “story” of this building by reading a different kind of book.

Realistic Fiction Title: Author: Fairy Tale Title: Author:

Nonfiction Title: Author:

Poetry Title: Author:

Biography Title: Author: 18


Name:

Date:

Magic Wand Words Directions: Look for special words in your book. Each day, ll in the magic wand number to tell about words you found. Give an example. 1

Words that tell about a time or place

2

Words that begin with the same sound, like “ f ive f u nny f ish”

3

Words in bold or

4

Words that help me use my ve senses to read

Title: Date

or BIG letters

italics

Author: Magic Wand Number

Examples of Words


19

Note to Teachers: Photocopy this page for different chapter-book series. Fill in information at the top of the page for the series title and author, then fill in titles, using two sheets if necessary. Copy for students.

Name:

Date:

Chapter-Book Series Checklist Directions: each title you read. For each book, tell something you learned about a character. Series Title: Series Author: Important Characters:

Title

20

What I Learned About a Character


Note to Teachers: Write a target letter in each magnifying glass, then copy the page for students.

Name:

Date:

I Spy Letters Directions: Look at the letter on each . Find words in your book that begin with that letter. Write them on the li nes.

Title: Author:


21

Name:

Date:

Sight Word Quilt Directions: This quilt is made of words you read again and again in books. Look for each word as you read. Color the square for each word you nd.

22

a

am

and

are

be

but

by

came

can

come

did

do

does

don’t

from

get

he

is

on

one

said

the

will

you

for


Note to Teacher: Fill in each square with a target word, then copy for students.

Name:

Date:

Sight Word Quilt Directions: This quilt is made of words you read again and again in books. Look for each word as you read. Color the square for each word you nd.


23

Note to Teachers: Write a word family on the house, then copy the page for students.

Name:

Date:

The Word Family House Directions: Look for words in your book that belong to this Word Family House. Write your words in the house. Title: Author:

The

Family House

24


Note to Teachers: Write a different word family on each branch, then copy the page for students.

Name:

Date:

Word Family Tree Directions: Look for words in your book that rhyme with the word family on each branch. Write your words on the tree. Title: Author:


25

Name:

Date:

Reading for Rhymes Directions: Look for rhyming words in a book you are reading. Write words that rhyme. Draw a picture of each word. Title: Author:

26

1.

rhymes with

.

2.

rhymes with

.


Name:

Date:

Just the Opposite Directions: Up and down are opposites. So are tall and short . Look for opposite words in a book you are reading. Write the words. Draw a picture of each word. Title: Author:

1.

is the opposite of

.

2.

is the opposite of

.


27

Name:

Date:

Reading Is a Treasure Directions: Look for special words when you read. Write a word on each jewel. Color the jewels.

Title: Author:

28


Name:

Date:

Weekly Words Directions: Look for new words as you read. Write each word. Tell what you think it means. Look at the key. Write the number that tells how you gured it out.

Key 1 Used what I already know 2 Used a picture or text clue 3 Used a dictionary 4 Something else

Days of the Week

New Word

What I Think the Word Means

1, 2, 3, or 4?

Monday Tuesday Wednesday Thursday Friday


29

Name:

Date:

Recipe for Reading Directions: Look at the recipe card. Check the strategies you use to get ready to read. Add one new strategy to your recipe for reading!

Title: Author:

Be f o re Read i ng as k: d n a e tl ti e th t a I look abou t ? e b k o o b is th l il Wha t w b oo k . e th h g u ro th lk a I take a pic ture w o ok . b e th t u o b a s n o I make predic ti ing. d a re r fo l a o g a I ha ve I .

30


: e t a D

: e m a N

. k o o b e h t n i s e r u t c i p e h t t a . k d o e o n r L . a e d l a u e r o y u t o a y h e r w o w f e o b h s k l o a t w x o e r b u h t c c i p a e a n e i k e a r T t u : c s i n p o i t a c w e r a i r D D

k l a W e r u t c i P a e k a T

: e l t i T

: r o h t u A


31

L

: e t a D

: e m a N

32

. t c e j b u s s ’ . k k o o o o b b e e h t h t t g . : u o i n n g b n d i a r a d a l e a w r e e o r o y t n b k t e r y d n a d e a w u a n r l o e l r a i y l e t s k a l o u u u o o o b o y y y t t a a t a a r h h h o f w w w t r l l l l l l a e e e h T T T c e : : : W L h t K n i l l i F

! o G , t e S t e G , k r a M r u o Y n O

: s n o i t c e r i D

W

: e l t i T

: r o h t u A

K


Name:

Date:

Be an “Eggs-pert” Reader! Directions: Look at the reading strategy on each nest. Color the chick next to each one you use with your book. Fill in one new strategy you use to be a better reader. Title: Author:

I use the pictures .

I gure out new words.

I re-read when I don’t understand.

I

. Just-Right Reading Response Activity Sheets for Young Learners © 2010 by Erica Bohrer, Scholastic Teaching Resources

33

Name:

Date:

Crossing the Prediction Bridge Directions: Fill in the left side of each bridge before you read. Fill in the right side of each bridge after you read. Title: Author: Before Reading

After Reading

I predict that this book will be about

This book was about

.

Before Reading

After Reading

I predict that an important character will

This character

.

34

.

.


Name:

Date:

Picture Detective Directions: Look for picture clues in your book. Tell what you learned. Title: Author:

Picture Clue:

What I Learned:

Picture Clue:

What I Learned:


35

Name:

Date:

Reading Can “Bee” Exciting! Directions: Fill in the beehive to tell about the story. Title: Author:

Here are three things that happened in the story: Beginning

Middle

End

36


Name:

Date:

Wild About Characters Directions: Fill in the leaves to tell about a character. Title: Author: Character:

What I like about this character:




37

Name:

Date:

Get the Scoop on Characters Directions: Fill in the ice-cream scoops to tell about a character.

Title:

Author:

One thing I learned about this character:

Another thing I learned about this character:

Character: 38


Name:

Date:

Who’s in the News? Directions: Fill in each section to tell about a favorite character.

Who? Newsworthy Because . . .

Caption

Also Known for . . . Traits

Favorite Things


Other Important Information

39

Name:

Date:

Mirror, Mirror Directions: Think about an important character in your book. Now think about an important event. Draw a picture in the mirror to show how the character feels about the event. Complete the sentence to explain. Title: Author:

Event:

When this happens, because 40

(character) (reason)

feels

(feeling)

.


Name:

Date:

Setting the Stage Directions: Where does the story you are reading mostly happen? Draw a picture of the place. Complete the sentence to tell more.

Story Time Stage

I think the author chose this place because

. Just-Right Reading Response Activity Sheets for Young Learners © 2010 by Erica Bohrer, Scholastic Teaching Resources

41

Name:

Date:

Stir Up a Good Story Directions: Think about important events in the story you are reading. Use them to retell the story. Choose words from the Word Bank to help put the events in order.

Word Bank In the beginning First Next Then After that Finally Last In the end

S to r y Ev ent s

Title: Author: 42


Name:

Date:

What’s the Buzz All About? Directions: What events in your book caused a buzz? Tell about three events. Then tell which event was most important and why. Title: Author:

Event 2:

Event 1:

.

.

The most important event was

Event 3:

(1, 2, or 3?)

because

.

.


43

Name:

Date:

A Book Is a Gift Directions: Fill in the gift boxes to tell about the book you are reading. Title: Author:

44

r s e t c a C h a r

i n g t t e S

l e m b o r P

o n i t u l S o


. s r e t . k c a g n . n r i t t a a h t l o B c e s p e e a e r r r e a a a d p p p I m m m o o o C C C • • •

: e t a D

: e m a N

s e l c r i C y r o t S

. t n e r e f f i d . s e i k y l r i o t a s e r h a c s . a e d e i a r y t e o r a s e w e v e h a n t h o y u l l o . e a y k T w s n e k a : n p o B a o o l l l b a e r e e T v o d I o : w e t p t a f h o o t n l r s m o e e o d v l o r t i t f s s e l e n a i e l c c l r i r d l i i i F e c c : e e s n h n o h t t o e e e i t s r r c o e e e o h h r h i D C W W

: e l t i T

: e l t i T Just-Right Reading Response Activity Sheets for Young Learners © 2010 by Erica Bohrer, Scholastic Teaching Resources

45

Name:

Date:

This Book Is “Stew-pendous!” Directions: Fill in the recipe. Write the correct number on each line.

Title: Author:

Number of Pages Number of Words in Your Favorite Sentence Number of Important Characters

Names:

Number of Places Describe one place:

Number of Important Events Tell about a favorite event:

This book is “stew-pendous” because

.

. 46


Name:

Date:

Gobble Up a Good Book Directions: Write one thing about your book on each feather.

Title:

Author:


47

Name:

Date:

Catch the Reading Wave! Directions: Fill in the surfboards to tell about the book that you read. Color the surfboards.

Title: Why does the title t?

Author: What did the author do best?

What would you change if you were the author?

48


Name:

Date:

Fall Into a Good Book Directions: Fill in the leaves to tell about the book that you read.

Title: Author:

Write about your favorite part.

Draw a picture of your favorite part.


49

.

: e t a D

g s n i i h g t n t i s d e n b e e e h h t T ! t u w o o b e a M

! w . p o i r t e s M i c m o c s ’ e t h a t n i l i C l F . d e a e h t r u o y s t I h a t k k o o o b o h e t B t u s o i b a h k n T i h

.

g n i s i h e t l t d s d e i b m e e h h t T ! t u w o o b e a M

T

: e m a N

50


: e l t i T

: r o h t u A

s g i n i g h i t n n t i s n e g b e e b h e h T ! t t w u o o e b M a

.


Name:

Date:

A Blooming Good Book Directions: Fill in the ower to tell about your book. The part about

reminded me of

. The title ts because

One way I am like a character is

Title:

Author:

.

. The best part was

One way I am different from a character is

. .


51

Name:

Date:

Up, Up, and Away With Books! Directions: Fill in the balloons to tell about your book.

Title: Author: I was surprised when

I was confused when

52

The part I liked best was


Name:

Date:

Buggy About Books Directions: Color in the bugs that tell about your book. Title: Author:

This book is ction.

This book is nonction.

This book has photographs.

This book has illustrations.

This book had these new words:

I would like to read another book by this author.

I would like to try writing like this author.


53

Name:

Date:

I

to Read

Directions: Tell three things you love about your book. Title: Author:

Roses are red Violets are blue I love this book Here’s what I love:

And you will, too!

1.

2.

3.

3.

54


Name:

Date:

Reading Rocks! Directions: Complete each sentence to tell why your book rocks! Title: Author:

This book rocks because…

1. At the beginning . 2. I learned these new words: . 3. The book reminded me of . 4. And nally… drum roll, please…

. . . . Just-Right Reading Response Activity Sheets for Young Learners © 2010 by Erica Bohrer, Scholastic Teaching Resources

55

Name:

Date:

A “Berry” Good Book! Directions: Fill in each strawberry to tell about your book.

I “picked” this book because

.

Three words that got my attention were

What I liked best about this book was The most important part of this book was

1. 2.

. 3.

.

Title: Author:

56


Name:

Date:

Star Book Review This Star Book Review brought to you

by (date)

. (name)

I’m here to tell you about (book title)

by

. (author)

Summary: This is a

book about (ction or nonction)

. Rate the Writing:

1

2

3

4

I give the writing in this book

5

stars because (1, 2, 3, 4, or 5)

. Rate the Illustrations:

1

2

3

4

I give the illustrations in this book

5

stars because (1, 2, 3, 4, or 5)

.


57

! g n i t a r

: e t a D

: e m a N

g n i d a e R w o b n i a R

. d a e r u o y t a h t k o o b e h t t u o b a l l e t o t w o b n i a r e h t n i l l i F

: e

b ld

u o w

lte i t

d o

o g r

e

h t

o

n

A

t : s

o m

w o b n i a r ) 5 r o , 4 , 3 , 2 , 1 ( a k o o b s i h t e v i g I

d e

k li I t

a

h

W


: e l t i T 58

: s i k o o b s i h t e b i r c s e d o t d r o w t s e b e h T

: r o h t u A


Name:

Date:

This Book Is a Winner! Directions: Fill in the trophy. Give three reasons your book is a winner.

Title: Author:

This book is a winner! Here’s why: 1.

2.

3.


59

Name:

Date:

My Reading Toolbox Directions: Nonction text is full of helpful tools for readers. Look at the toolbox. Fill in the chart to tell about the tools you use when you read.

Toolbox Table of Contents Charts and Tables Diagrams Photographs Glossary Index

Title: A Tool I Used

60

Author: Page Number

What I Learned


Name:

Date:

Q&A.com Before You Read: Preview the table of contents. Write three questions that you think the book will answer. After You Read: Write the answer to each question. Nonction Title: Author:

Question

Answer

1.

1.

2.

2.

3.

3.

Search


61

: e t a D

: e m a N

62

. t e k c o r e h t n o s t c a f e e r h t e t i r W ? k o o b r u o y m o r f n r a e l u o y d i d t a h W

! n o i t c i f n o N h t i W f f O t s a l B


: d k e o n r o a b e e l I h t t c m a o f r A f

: d k e o n r o a b e e l I h t t c m a o f f r A : e l t i T

: r o h t u A

: d k e o n r o a b e e l I h t t c a m f o r A f


Name:

Date:

Five-Finger Facts Directions: What did you learn from your book? Write a fact on each nger.

: 2 t c a F

: 3 t c a F

: 4 t c a F

: 1 t c a F

: 5 t c a F

Title: Author:


63

40 Read Organizers

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