Understanding Characters
Grade 3
LPS Addendum
© Livonia Public Schools, 2013
Understanding Characters: Grade 3 – LPS Addendum
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Table of Contents
Overview of Reading Workshop
Introduction
2
Reading Workshop Architecture
3
The Share
4
Guided Reading
5
Reading Response
6
Reading Assessment Logistics
8
Link to Word Study & Vocabulary
10
Home-School Connection
12
Glossary of Workshop Terms
14
LPS Notes for Understanding Characters
Introduction
16
Mentor Text Read-Aloud
17
Sessions at a Glance
18
Guided Reading
20
Reading Response
23
Student Assessment
25
Word Study and Vocabulary Development
29
Resources
31
Understanding Characters: Grade 3 – LPS Addendum
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Introduction
The Livonia Public Schools Curricular Calendar for Reading is based on
units of study for teaching reading developed by MAISA (Michigan Association of
Intermediate School Administrators). The MAISA reading units of study align
with instructional practices already embraced by Livonia Public Schools such as
the Reading Workshop model and the Gradual Release of Responsibility model
that is part of the minilesson architecture. In addition, these units are carefully
aligned to the Common Core State Standards.
The purpose of this document is to supplement the MAISA reading units to
assist teachers in incorporating LPS expectations for literacy instruction. Some
general notes and considerations are as follows:
• All sessions do not necessarily equate to one a day. Teachers are free to
extend a session over a period of days depending on the needs and
experiences of the readers.
• Reading partnerships are a crucial part of each lesson. Teachers are free
to create reading partnerships that are long or short term. For example,
teachers may create new partnerships each month or at the beginning of
each new reading unit.
• There are suggested times for independent reading in the MAISA units.
The time spent on independent reading will increase as students build
stamina for reading.
o The MAISA launching unit begins with sessions that suggest 20
minutes of independent reading with the goal of extending
independent reading time to 30 minutes at the end of the unit.
o Subsequent units suggest 30 minutes of daily independent reading
with additional time built-in for reader response.
o In grades 3-6, LPS teachers should support students with building
stamina with a goal of reading independently for 40-50 minutes
daily.
Understanding Characters: Grade 3 – LPS Addendum
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Reading Workshop
Minilesson
5 – 10 Minutes
35 – 50 Minutes
What the students
are doing
What the teacher is
doing
• Reading self
selected books
• Responding to
reading
• Practicing the
minilesson
strategy
• Providing
instruction for
small groups of
students
• Conferring
with students
one-on-one
Sharing
5 – 10 Minutes
Understanding Characters: Grade 3 – LPS Addendum
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The Share
The MAISA unit typically includes a generic statement about summarizing
and reinforcing the focus of the day’s teaching point during “the share.”
• The purpose of the share is usually to follow up on the work students did
during independent reading that was inspired by the minilesson.
• During the share, LPS teachers should restate the specific teaching point.
Students are then able to share their learning and experience in a variety
of formats. Suggestions include:
o Asking 2-3 students who were able to successfully apply the
teaching point in their independent reading to share with the whole
group.
o Identifying 2-3 students during Guided Reading or conferring work
to share with the whole group.
o Asking partnerships to share their experience with one another.
This provides every student the opportunity to share and be heard.
o Asking 2-3 students to share, followed by partnership sharing.
• Whatever share format is used, it is important for students to process
their learning and experiences every day.
• Asking students each day the question, “How will what we learned today
help you the next time you read?” supports students in internalizing the
minilesson concept and in seeing how it can be applied in future
situations.
• The Share should last no more than 5-6 minutes.
Understanding Characters: Grade 3 – LPS Addendum
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Guided Reading
Small group reading instruction is essential for all elementary students and
should occur daily during reading workshop once Fountas & Pinnell reading
assessments are complete and student instructional levels are known.
The guidelines for Guided Reading include:
• conducting a minimum of 2 groups per day;
• working with groups of no more than 5 students;
• providing reading instruction at each student’s instructional level;
• providing strategy instruction based on each student’s unique needs as
determined by running records and other formal and informal
assessments;
• using Jan Richardson’s model for Guided Reading as identified in her
book The Next Step in Guided Reading.
See the LPS Curriculum Companion for further details.
The MAISA units do not include specific directions for incorporating Guided
Reading during reading workshop. All teachers should:
• plan on conducting Guided Reading in lieu of table conferences or 1:1
conferring during the “Reading and Conferring” portion of the MAISA
lesson.
• incorporate the specific task readers are to accomplish during
independent reading as outlined in the “Link” portion of the MAISA
lesson into the Guided Reading work where it makes sense.
• plan to meet with students who need to make the most growth in reading
more frequently than with students who are at or approaching grade-level
expectations.
Understanding Characters: Grade 3 – LPS Addendum
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Reading Response
Reader response is a crucial component of every reading unit. Sessions will
direct teachers and students to use post-it notes or response journal entries. The
purpose of this section is to provide teachers with options for responding to text.
While it does not matter which option is used, it is important that students are
recording their ideas in relation to each session’s teaching point on a regular basis.
The format is optional, but reader response is required.
Reader Response Options
There are several formats teachers might consider for reading response.
District-created reader response journal
The printing department offers a generic reading response journal which
schools may opt to purchase for their teachers and students. The first few pages
provide a school/home reading log with the remaining pages consisting of lined
paper for reading response. Teachers may direct their students to use this generic
response journal in a variety of ways. For example:
• Students could create sections in the notebook using post-it notes. In
addition to the reading log at the beginning of the response journal, sections
could be created for independent reading response, for small group reading
response, and for notes about reading strategies or skills.
• The left-hand side of the journal could be used to house post-it notes
students collect while reading with the right-hand side reserved for reader
reflections based on the post-it notes.
• Any teacher-created forms or graphic organizers can be easily cut and glued
into the generic response journal.
Spiral notebooks
Some teachers prefer to have students use a spiral notebook as a reading
response journal. Many schools list several spiral notebooks on their school supply
lists each year. Spiral notebooks are typically offered at a reduced cost in August
each year by many office supply and other retailers. As with the district-created
generic reading response journal, spiral notebooks can be customized in a variety
of ways as well.
Understanding Characters: Grade 3 – LPS Addendum
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Mini reading response journals
Another possibility is to create a smaller reading response journal that is
tailored to each specific unit of study.
• Once copied, these mini response journals can be kept in a construction
paper folder.
• At the conclusion of a unit, the response journal can be collected and
evaluated by the teacher, kept in student portfolios, or be sent home.
• One advantage of a mini response journal is that it is easier to collect and
review versus collecting a pile of spiral or other bound notebooks.
• A mini response journal can also be easily customized in any manner.
Reading response file folders or 3-ring binders
Teachers who like the idea of a mini response journal might consider
creating pocketed reading folders with brad-like fasteners in the middle or 3-ring
binders. Students can use such a folder/ notebook in a variety of ways.
• The school/home reading log can be kept in one of the folder’s inside
pockets, be hole-punched and kept in the center of the folder, or inserted in a
section of a 3-ring binder.
• Similarly, the mini response journal could be stapled and kept in one of the
folder’s inside pockets, hole-punched and secured in the folder’s center, or
inserted in a section of a 3-ring binder.
• Likewise, any reading strategy notes or copies of anchor charts could be
stored in a folder’s side pocket, secured in the folder’s center, or inserted in
a section of a 3-ring binder.
• Using a file folder or 3-ring binder for a reading response journal offers
flexibility to teachers and students as well as the ability to adapt and change
the reading response format throughout the year as needed.
Final thoughts
It is important to reiterate that, while the format of reading response is
optional, it is essential for all students to be utilizing some method of responding in
writing to minilessons and to text on a regular basis.
Understanding Characters: Grade 3 – LPS Addendum
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Reading Assessment Logistics
It is necessary to conduct Fountas & Pinnell running records on all students
during the first few weeks of school and as needed throughout the year. Assessing
readers provides teachers with critical information about reading habits and
instructional needs. Finding the time to assess all students, however, can be
challenging! To accomplish this daunting task, teachers might consider the
following:
• Assess students during the time normally spent conferring or conducting
table conferences as directed in the launching unit.
o This should be done only when classroom management and
independent reading procedures are in place.
o For students in the upper grades who have had much workshop
experience, management procedures and independent reading
practices should be established relatively quickly.
• Prioritize students to assess based on the need for information. For example,
consider assessing first:
o Students new to your school and/or LPS;
o Students for whom no reading data is available;
o Students whose prior spring running records indicate they are reading
below grade level;
o Students who were at grade level at the end of the prior school year;
o Students who were above grade level at the end of the prior school
year.
• Use any time in which students are working independently to assess readers
during the first month of school, including time in other subject areas.
• Throughout the year, consider:
o meeting with small groups four days per week, leaving one day per
week for assessing readers;
Understanding Characters: Grade 3 – LPS Addendum
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o putting individual conferring and/or Guided Reading on hold for a
week to conduct reading assessments;
o assessing one reader every day, each day of the year;
o scheduling a morning or afternoon read-in and conducting
assessments while students are engaged in independent reading.
• At the end of the year, teachers might consider:
o suspending Guided Reading for 1-2 weeks in order to assess students
during the independent reading portion of workshop;
o scheduling a morning or afternoon read-in and conduct assessments
while students are engaged in independent reading.
• Running records should be used to collect data on student progress
throughout the year. See the LPS Curriculum Companion for quarterly
reading level benchmarks.
Understanding Characters: Grade 3 – LPS Addendum
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Link to Word Study & Vocabulary
An excellent way to reinforce word study is to link the concepts and sorts to
Guided Reading. Look for opportunities to tie in current word sorts to the text
being used in small group work.
• Word study can take place during Guided Reading for 3-5 minutes as part of
Jan Richardson’s plan outlined in The Next Step in Guided Reading.
• Students can engage in the word hunt activity with the selection being used
during independent reading. This helps students to generalize the word
study concepts to their work in reading.
• Appendix A in Jan Richardson’s The Next Step in Guided Reading provides
specific word study activities that match particular focus skills.
• Richardson suggests using sound boxes, analogy charts, and making words
to engage students in purposeful word study activities during Guided
Reading.
o Keep copies of various sound box templates at the Guided Reading
table and use them to help students hear and record sounds in words.
(See page 83 in The Next Step in Guided Reading)
o Analogy charts begin with a known word for a specific pattern or
vowel sound and are used to move from known words to other words
that fit the same pattern or sound. (See page 128 in The Next Step in
Guided Reading)
o Making a big word is a strategy that can be used when readers have
difficulty decoding multisyllabic words. Students can use magnetic
letters or letter cards to make and break the word. (See page 168 in
The Next Step in Guided Reading)
• Teachers can provide opportunities for students to learn new vocabulary
through interactive read-alouds and Guided Reading.
o Teachers should not introduce vocabulary whose meaning can be
inferred from context clues in the text. Instead, focus on words
students would not be able to figure out and that are key to
understanding the text.
Understanding Characters: Grade 3 – LPS Addendum
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o The New Word List suggested as a component of guided reading can
hold students accountable for logging and keeping track of new
vocabulary. (See pages 27-29 in The Next Step in Guided Reading)
• Use of Richardson’s vocabulary strategy cards provides students with tools
to use when they encounter new words. (See Appendix C, page 288, in The
Next Step in Guided Reading)
• Word Jars allow students to become more aware of words and spark an
interest in new vocabulary. “Jars” are created on paper, each with a specific
label such as “Wow” words, genre words, science words, etc. Students
collect words they encounter in reading and place them into the appropriate
jar. See the LPS Word Study Guide for more information.
• The Explore a Word strategy provides structure for students as they build an
understanding of a new word. In this activity, students collect information
about a word – its definition, an example of the use of the word, as well as
synonyms and antonyms – to build the meaning. See the LPS Word Study
Guide for more information.
• Repeated exposure to new vocabulary in a variety of contexts helps students
to learn and use new words.
Understanding Characters: Grade 3 – LPS Addendum
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Home-School Connection
Research tells us children who read more, read better. Daily reading
is an excellent way for students to learn new vocabulary, to read more
smoothly and accurately, and to practice specific skills and strategies.
Reading at home increases the time children spend reading and results in
improved reading fluency and comprehension. It is recommended that
students in grades 3-6 read between 20-30 minutes per day at home, in
addition to the time spent reading in school.
Reading logs
o The reading log is an important tool for readers to use to keep
track of what they read.
o Logs might include the book title, the level, the genre, the date,
and pages or minutes read.
o Reading logs are kept out during reading workshop each day,
allowing teachers to quickly notice whether students are
making appropriate progress.
o Having a single reading log that is used both at school and at
home helps students to set goals and to maintain accurate
record of what is read at home and at school as books travel
back and forth.
Reading interests
o It is important that students have the opportunity to select books
that matter to them. Readers are more engaged and enthusiastic
when provided choice in selecting materials.
o A reading survey can help parents and teachers assist students
in selecting books that match each child’s unique interests.
Just-right books
o It is crucial that students engage in long periods of
uninterrupted time reading books that are not too easy, yet not
too difficult.
Understanding Characters: Grade 3 – LPS Addendum
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o A just-right book is one in which the reader might have to work
to solve some words but is generally able to sustain a sense of
the story or topic as he/she reads.
o Using the five finger test, students can self-assess whether a
book is too difficult or just right. To use the five finger test, the
reader opens a book to a random page and begins reading.
Each time a difficult or unknown word is encountered, the
reader holds up a finger. Four or five fingers up for a page
indicates that, for now, this book might be too difficult for the
reader to comprehend independently without support.
o Another way parents can assess whether a book their child is
reading is just-right is to engage in conversation about the story
or the topic. If their child is able to speak confidently about the
plot or the information they are learning, chances are the book
is a good fit.
Independent reading books
o It is a good idea for students to have several books “on deck” in
addition to the current book they are reading. This way, when
one book is completed, there is another readily available.
o Teachers and students can encourage one another’s book
selection by talking about and promoting books with
enthusiasm. Parents can encourage their children by making
regular trips to the public library or local book store and by
talking with their children about the books they are reading.
Understanding Characters: Grade 3 – LPS Addendum
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Glossary
Active Engagement: A point during the minilesson in which teachers call
upon students to try a reading skill or strategy with a partner or small group.
This provides scaffolding to readers as they experience the new skill or
strategy with other readers before attempting to practice it on their own.
Conferring: A time during which the teacher is meeting one-on-one or with
a small group of readers. The conference is brief and focused on one skill or
strategy that addresses the reader’s immediate need.
Connection: Usually a simple statement that ties the previous reading
session’s content with the current day’s minilesson.
Just Right Books: Books that are not too easy, yet not too difficult. Such
books can be successfully read by students during independent reading.
Minilesson: A quick (8-10 minute) demonstration of a powerful reading
skill or strategy that readers will use today and in the future.
Independent Reading: A time in which students are reading self-chosen,
just-right books; students are reading and practicing the minilesson skill or
other strategies as directed by the teacher.
Guided Reading: A time during which teachers gather a homogenous
group of readers, usually 4-6, who share the same needs. The group could
be focused on a reading skill or strategy, and readers might be at the same or
different instructional reading levels. The small group typically meets for no
more than 20 minutes. For more information, see The Next Step in Guided
Reading by Jan Richardson.
Teaching Point: The skill or strategy the teacher models during the reading
minilesson. It should be concise and focused on a single skill or strategy.
The Share: A small amount of time (usually 5-6 minutes) at the end of
reading workshop in which the teacher reinforces the minilesson and allows
students to share their attempts to practice the skill or strategy during
independent reading. Students can share in pairs, small groups, or as a
whole group.
Understanding Characters: Grade 3 – LPS Addendum
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LPS Notes for
Understanding
Characters
Grade 3
Understanding Characters: Grade 3 – LPS Addendum
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Introduction
Following are some general notes and considerations for Understanding
Characters.
• All sessions do not necessarily equate to one a day. Teachers are free to
extend a lesson over a period of days depending on the needs and
experiences of the readers.
• Reading partnerships are a crucial part of each lesson. Teachers are free
to create reading partnerships that are long or short term. For example,
teachers may create new partnerships each month or keep a partnership
for the duration of the unit.
• Please note that in Sessions 3 – 15, in the “Partnerships” portion of the
lesson, it mistakenly refers to students sharing their responses written in
their writer’s notebooks. This should read, “reader’s notebooks,” a
reference to the format individual teachers will have their students use for
responding to reading. Please see the Reader Response section in
Overview of Reading Workshop for more information.
Understanding Characters: Grade 3 – LPS Addendum
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Mentor Text Read-Aloud
This unit uses Because of Winn-Dixie by Kate DiCamillo as a read-aloud
mentor text to model reading strategies in each session.
• It is important for teachers to read the recommended read-aloud text in its
entirety before beginning the unit.
• Teachers may use Because of Winn-Dixie or make their own choice for a
read-aloud text based on their knowledge of student interests and the
community.
o Keep in mind, however, that each lesson refers specifically to the
mentor text, Because of Winn-Dixie.
o If teachers use a different mentor text, they will need to read ahead
and select text to match the content of each reading session.
• Read-aloud directions included in this unit are intended to occur outside
of the reading workshop minilesson.
o Teachers should plan to set aside time for reading the mentor text
aloud several times during the week.
The table below shows which portions of the mentor text Because of Winn-Dixie
need to be read prior to each reading session.
Chapters of
Session Because of WinnDixie
1
Chapters 1 & 2
2
Chapters 3 & 4
Should be Read
Prior to Session 1
During Session 2
3
Chapters 5 & 6
Prior to Session 3
4
Chapters 7 & 8
Chapter 9
Chapter 10
Prior to Session 4
During Session 5
At end of Session
6
Chapters 11 & 12
During Session 6
7
Chapter 13
Chapter 14
Prior to Session 7
During Session 7
5
Chapters of
Because of WinnSession
Dixie
8
Chapters 15 & 16
9
Chapters 17 & 18
Chapter 19
10
Chapter 20
11
Chapters 21 & 22
Chapter 23
12
Chapter 24
Chapter 24
13
Chapters 25 & 2
Understanding Characters: Grade 3 – LPS Addendum
Should be Read
Prior to Session 8
During Session 9
During Session 10
At end of Session
Prior to Session 11
During Session 12
At end of Session
During Session 13
At end of Session
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Understanding Characters: Grade 3
Sessions at a Glance
Keep in mind that sessions may be extended over several days
Session
1
2
3
4
5
6
7
8
Content
Readers envision so they can learn about the
characters in the stories they read.
•
•
Readers use their empathy for characters to make
predictions.
•
•
•
•
•
•
•
•
•
Readers predict not only what will happen, but how
it will happen in their stories.
•
•
•
Readers notice and reflect on places in stories that
evoke strong emotion.
•
•
•
Readers look for patterns in a character’s behavior
to grow a theory about the character.
•
•
•
Readers create ideas about what the characters are
really like in the stories they read.
Readers empathize with characters by connecting
with their experiences.
Readers notice details to help them better
understand their characters.
•
•
9
Readers sometimes revise their theories about
characters as they continue to read.
Understanding Characters: Grade 3 – LPS Addendum
•
•
Resources
Because of Winn-Dixie
Reader response journal
for each student
Because of Winn-Dixie
Reader response journal
Because of Winn-Dixie
Reader response journal
Because of Winn-Dixie
Reader response journal
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Miraculous Journey of
Edward Tulane
Reader response journal
Students’ indep. rdg.
books
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Session
Content
•
•
10
Readers notice when characters act in surprising
ways.
•
•
•
•
11
Readers anticipate that characters will struggle and
grow.
•
•
•
•
12
13
14
15
16
Readers understand that characters face challenges
that become turning points.
•
•
Readers understand that characters have what it
takes to overcome challenges.
•
•
•
Readers understand that secondary characters also
have important roles in stories.
•
•
•
•
Readers learn vicariously alongside the characters in •
stories.
•
Readers celebrate the characters in their books and
the lessons these characters have learned that apply
to their own lives.
Understanding Characters: Grade 3 – LPS Addendum
•
•
•
Resources
Because of Winn-Dixie
Miraculous Journey of
Edward Tulane
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Miraculous Journey of
Edward Tulane
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Miraculous Journey of
Edward Tulane
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
Because of Winn-Dixie
Reader response journal
Students’ indep. rdg.
books
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Guided Reading
Each session in this unit contains a section called “Reading and Conferring”
which is equivalent to the independent reading portion of the LPS workshop
model. During the “Reading and Conferring” portion of each minilesson, teachers
are directed to conduct table conferences to encourage students to practice the skill
or strategy presented during the session. Rather than using this time for conferring
or table conferences, LPS teachers are engaging students in Guided Reading.
• Teachers should plan to meet with groups of students following Jan
Richardson’s model for Guided Reading as identified in her book The
Next Step in Guided Reading. For more details, consult the LPS
Curriculum Companion.
• The focus of Guided Reading during this unit should center on the use of
short pieces of text that are used to either support the students’
application of the minilesson skill/strategy or that address a specific need
for the group of students.
o Since this unit focuses on the analysis of characters, the text used
for guided reading should be a short text with strong character
development.
o Teachers might consider using a picture book during guided
reading.
o Please see the list of titles in which characters change at the end of
this section. Note that these are suggested titles and not an
exhaustive list. Teachers are free to choose other titles as they
deem appropriate.
• Teachers should plan to meet with each guided reading group at least
once per week, meeting more frequently with students who need to make
the most growth in reading or who need the most support more
frequently.
• To determine a focus for guided reading instruction, teachers can use a
variety of sources of information such as the student’s:
o F&P reading record with comprehension
o Pre-unit performance assessment
Understanding Characters: Grade 3 – LPS Addendum
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o Comprehension interview (from The Next Step in Guided Reading,
pp. 50-53)
o Student work samples
o Classroom observations
• Teachers can use the Assessment Summary Charts (pp. 147 or 181) from
The Next Step in Guided Reading to support the process of determining a
focus for instruction. There is also a Problem-Solving Chart (pp. 266267) which is useful for prioritizing instructional needs for struggling
students.
• In order to create a feeling of connectedness between the minilesson and
the guided reading lesson, the teacher should look for opportunities to
weave the minilesson focus into guided reading. For example, if
comprehension is the focus for guided reading instruction, the strategy
focus might be the same as the minilesson objective or provide
scaffolded support for a skill or strategy that is needed to support the
minilesson objective. The following comprehension scaffolds are further
detailed in The Next Step in Guided Reading:
Comprehension Scaffolds
Retell
Visualize
Predict, Support Confirm
Make Connections
Ask Questions
Determine Importance
Summarize
Character Analysis
Make Inferences
Evaluative Comprehension
Reciprocal Teaching
Page
Numbers
pp. 211-214
pp. 203-205
pp. 205-207
pp. 207-209
pp. 209-213
pp. 215-219
pp. 220-221
pp. 227-230
pp. 231-136
pp. 243-244
pp. 244-245
• If another strategy focus (e.g. decoding or monitoring) is determined to
be a priority for guided reading, the minilesson objective might be woven
into the discussion prompt for the guided reading lesson.
Understanding Characters: Grade 3 – LPS Addendum
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Picture Books & Short Story Collections to Support Character Study
Level
Title
Author
J
K
K
K
L
L
M
M
M
M
N
Amazing Grace *
The Recess Queen *
A Day’s Work ±
The Paper Bag Princess ±
Ira Sleeps Over ±
Alexander, Who’s Not Going to Move ±
My Rotten, Red-headed Older Brother ±
White Socks Only *
Zathura ±
Gloria Rising *
It’s Heaven to be Seven
Mary Hoffman
Alexis O’ Neill
Eve Bunting
Robert Munsch
Bernard Waber
Judith Viorst
Patricia Polacco
Evelyn Coleman
Chris Van Allsburg
Ann Cameron
Roald Dahl, et. al.
N
N
N
N
N
O
O
O
Mr. Peabody’s Apples ±
One Green Apple ±
More Stories Julian Tells & Stories Julian Tells*
Somebody Loves You, Mr. Hatch ±
The Memory String ±
Brave as a Mountain Lion *
It’s Great to be Eight
It’s Fine to be Nine
Madonna
Eve Bunting
Ann Cameron
Eileen Spinelli
Eve Bunting
Ann Herbert Scott
Beverly Cleary, et. al.
Patricia MacLachlan, et. al.
O
Gloria’s Way *
O
My Mountain Song ±
O
The Garden of Abdul Gasazi ±
P
Two Bad Ants ±
Q
The Summer my Father was Ten ±
Q
Chicken Soup for the Kid’s Soul *
R
Birthday Surprises: Ten Great Stories to Unwrap
R
Chicken Soup for the Pet Lover’s Soul *
R
Chicken Soup for the Soul *
R
Every Living Thing *
S
Chicken Soup for the Preteen Soul *
S
Tripping over the Lunch Lady
T
Throwing Shadows *
U
When I was Your Age: Volumes 1& 2
* Collection of short stories
± Picture book
Understanding Characters: Grade 3 – LPS Addendum
Ann Cameron
Shutta Crum
Chris Van Allsburg
Chris Van Allsburg
Pat Brisson
Jack Canfield
Johanna Hurwitz
Jack Canfield
Jack Canfield
Cynthia Rylant
Jack Canfield
Nancy Mercado
E.L. Konigsburg
Amy Ehrlich
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Reader Response
Reader response is a crucial component of the character study unit.
• Sessions will direct teachers and students to capture their thinking on
post-it notes in response journal entries.
• See the Reading Response section of the Overview of Reading
Workshop for more information about formats for reading response.
• While it does not matter which format is used, it is important that
students are recording their ideas about characters on a regular basis.
The format is optional, but reader response is required.
Text Considerations for Independent Reading
In each session, teachers are demonstrating and modeling reader response
using the mentor text, Because of Winn Dixie. Then, students are directed to
practice the response strategy using their independent reading books.
• Not all books students are choosing to read during independent
reading will be suitable for a character study reading response.
• Teachers might consider providing partnerships with chapter books
that lend themselves to the character work outlined in this unit.
o In this way, when partners meet during the share at the end of
workshop, they can discuss their reader response related to a
common text.
o Also, partnerships could be easily combined to create small
groups of four.
• The table at the end of this section lists titles of several books at a
variety of levels in which the main character faces a challenge and
changes.
• Teachers are not limited to these suggestions. Any book in which a
character has an experience that leads them to grow and change could
be used.
Understanding Characters: Grade 3 – LPS Addendum
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• Most schools will have a variety of such titles in the leveled library.
• Teachers should bear in mind that the books students read during
independent reading should be “just right” at the students’
independent reading level.
Novels that Support Character Study
Level
L
M
M
N
N
O
O
O
O
P
P
Q
Q
Q
R
R
R
R
R
S
S
S
S
S
S
S
T
Title
Author
Marvin Redpost: Alone in his Teachers’ House
Judy Moody Saves the World
The Beast in Ms. Rooney’s Room
How to be Cool in Third Grade
My Name is Maria Isabel
Chocolate Fever
Class President
Fourth Grade Rats
Staying Nine
Chocolate-Covered Ants
Stone Fox
Louis Sachar
Megan McDonald
Patricia Reilly Giff
Betsy Duffey
Alma Flor Ada
Robert Kimmel Smith
Johanna Hurwitz
Jerry Spinelli
Pam Conrad
Stephen Manes
John Reynolds Gardiner
Dexter the Tough
How to Steal a Dog
JT
The Jacket
18th Emergency
Margaret Peterson Haddix
Barbara O’Connor
Jane Wagner
Andrew Clements
Betsy Byars
The Indian in the Cupboard
Later, Gator
Shiloh
Flying Solo
The Friendship & The Cadillac
Mississippi Bridge
Pinballs
Poppy
From the Mixed Up Files . . .
The War with Grandpa
Abel’s Island
Lynn Reid Banks
Laurence Yep
Phyllis Reynolds Naylor
Ralph Fletcher
Mildred Taylor
Mildred Taylor
Betsy Byars
Avi
E. L. Konigsburg
Robert Kimmel Smith
William Steig
Understanding Characters: Grade 3 – LPS Addendum
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Student Assessment
The Understanding Characters unit does not include a pre- or post-test. To
collect data on students’ knowledge about characters as a pre- and post-test,
teachers might consider these options:
• Read aloud a short story in which a character faces and overcomes a
challenge. Next, ask students to write about how the character overcomes the
challenge using details from the text to support their thinking. See sample
generic rubric following this section.
• Have students read a short story independently in which a character faces
and overcomes a challenge. Next, ask students to write about how the
character overcomes the challenge using details from the text to support their
thinking.
• Have students read a common selection from Scholastic Literacy Place, then
write about how the character faces and overcomes a challenge. There are
student copies of the Scholastic Literacy Place anthologies located in each
elementary building. See building literacy leaders for more information.
o Following this section is an assessment using the story Too Many
Tamales by Gary Soto from the third grade Scholastic Literacy Place
anthology Big Plans.
o This story is a level M and should be an independent read for most
third graders.
o See sample rubric for Too Many Tamales following this section.
• It is suggested that teachers use the same story or text for the pre- and postassessment so that results may be easily compared to measure student
growth.
Understanding Characters: Grade 3 – LPS Addendum
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Pre-/ Post- Assessment: Understanding Characters: Grade 3
Read the short story “Too Many Tamales” by Gary Soto found on pages 48-61 in
Big Plans from the Scholastic Literacy Place anthology. Then follow the directions
for the writing assignment below.
Characters in stories often face and overcome challenges. Write about how Maria
faces and overcomes a challenge. In your response, you will want to include details
about:
• A challenge Maria faces in the story.
• How Maria overcomes the challenge.
• A lesson the reader can learn from Maria’s experience.
Be sure to include details and examples from the story to support your thinking.
Understanding Characters: Grade 3 – LPS Addendum
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“Too Many Tamales” – Sample Student Response Rubric
•
•
Ideas
•
•
•
Organization
Style
Conventions
•
•
•
•
4
Identifies challenge –
wears ring without
permission & loses it
States how challenge
is overcome searches for ring by
eating all the tamales
with cousins
Accurately identifies
a lesson reader can
learn – e.g.,
importance of telling
the truth, taking
responsibility, etc.
Provides sufficient
details & examples
from story to support
thinking
Writes in two,
indented paragraphs
Includes topic
sentence with title of
story and using part
of prompt in
response
Specific trait
Varied sentence
structure
Few or no errors
•
•
•
•
•
•
3
Correctly identifies
challenge – wears
ring without
permission & loses it
States how challenge
is overcome searches for ring by
eating all the tamales
with cousins
Identifies a generic
lesson reader can
learn like importance
of telling the truth,
being responsible etc.
Provides some
details & examples
from story to support
thinking
Writes in two
paragraphs
Attempts topic
sentence with title of
story and part of
prompt in response
• Generic trait
• Basic sentence
structure
• Few errors
Understanding Characters: Grade 3 – LPS Addendum
•
•
•
•
2
Identifies a challenge
Makes a vague
reference to how
challenge is
overcome
Identifies a generic
lesson and/or oneword theme like
“honesty” or
“responsibility”
Vague references to
the story to support
thinking
1
• May state obstacle
and/or how obstacle
is overcome
• May or may not state
vague reference to a
lesson or theme
• Makes little or no
reference to the story
to support thinking
• Attempt at
paragraphs
• May include title of
story or part of
prompt in response
• No paragraphs –
block of writing
• No sense of
completeness
•
•
• Generic or
inaccurate trait
• Ineffective structure
• Errors interfere with
meaning
•
Generic trait
Basic or ineffective
sentence structure
Many errors but can
understand meaning
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Name:
Ideas
Organization
Style
Conventions
Generic Character Analysis Sample Response Rubric
4
• Identifies challenge
• Thoroughly explains
how challenge is
overcome
• Provides clear details
and examples from the
text to support ideas
3
• Identifies challenge
• Explains how the
challenge is overcome
• Provides some details
and examples from the
text to support ideas
• Clear beginning, middle
and end
• Written in paragraphs
• Use prompt language in
response including
name of story
• Concluding sentence
• Beginning, middle and
end
• May or may not be
more than one
paragraph
• Uses some prompt
language in response
and may or may not
include name of story
• Concluding sentence
• Accurate word choice
• Basic sentence structure
• Some transition words
used
• Compelling word
choice
• Varied sentence
structure
• Transition words used
throughout
• Standard grammar,
usage, spelling,
capitalization, and
punctuation for the
grade level are
consistently used.
• Standard grammar,
usage, spelling,
capitalization, and
punctuation for the
grade level are usually
used.
Understanding Characters: Grade 3 – LPS Addendum
•
•
•
•
•
•
2
Infers challenge
Vaguely explains how
the challenge is
overcome
Details/examples may
or may not be provided
and may or may not
support thinking
No clear beginning,
middle and end
Not written in
paragraph(s)
May or may not include
prompt language, title
of story, and/or a
concluding sentence
•
•
Basic word choice
Basic or ineffective
sentence structure
• May or may not
include transition
words
• Standard grammar,
usage, spelling,
capitalization, and
punctuation for the
grade level are rarely
used.
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•
•
•
•
•
•
1
Infers a general
challenge
May or may not explain
how the challenge is
overcome
Does not provide
examples or details to
support thinking
No clear organization
Not written in
paragraph(s)
Prompt language, title
of story, and/or
concluding sentence is
missing
• Ineffective use of
language for the
writer’s purpose and
audience
• No transition words
used
• Standard grammar,
usage, spelling,
capitalization, and
punctuation for the
grade level are not used.
Link to Word Study and Vocabulary Development
Throughout this unit, students should be encouraged to use richer vocabulary
when discussing character traits.
• It is not atypical for third graders to observe that a character is “happy” or
“sad” or “mean.”
• In The Next Step in Guided Reading, Jan Richardson includes a character
trait chart by Manyak (2007) as a means of teaching character trait
vocabulary using a school wide approach (see chart at the end of this
section).
o In this unit, teachers could use the third grade or other grade level
character trait vocabulary, depending on the needs and experiences of
the students.
o Teachers could introduce these traits during word study and might
consider adding them onto spell checks.
• When students offer a general trait such as “nice” or “mean,” teachers could
introduce the thesaurus as a means of finding more specific, sophisticated
synonyms.
Understanding Characters: Grade 3 – LPS Addendum
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Recommended Character Traits by Grade Level (Manyak, 2007)
Grade
K
1
2
3
4
5
6
Recommended Character Traits
brave, careful, cheerful, clever, confident, considerate, curious,
dishonest, foolish, gloomy, grumpy, honest intelligent, impatient,
irresponsible, patient, reliable, selfish, ungrateful, wicked
arrogant, calm, cautious, considerate, cowardly courageous, cruel,
dependable, fearless, ferocious, gullible, humble, inconsiderate,
loyal, mischievous, miserable, optimistic, pessimistic, undependable,
wise
argumentative, bold, careless, conceited, envious, faithful,
independent, insensitive, irritable, modest, predictable, self-assured,
sensible, stern, sympathetic, supportive, timid, unpredictable
admirable, appreciative, carefree, demanding, indecisive, egotistical,
innocent, insensitive, irritable, modest, persistent, prudent,
rambunctious, rash, sensitive, spiteful, sympathetic, tolerant,
trustworthy, unsympathetic
assertive, cordial, cunning, defiant, fickle, haughty, hesitant,
indifferent, meek, menacing, noble, perceptive, pompous, reckless,
ruthless, skeptical, submissive, surly, unassuming, uncompromising
apprehensive, compliant, corrupt, cross, depraved, dignified,
discreet, docile, ethical, frank, glum, ingenious, lackadaisical,
malicious, plucky, prudent, rebellious, selfless, sheepish, sullen
abrupt, amiable, callus, candid, cantankerous, capricious,
confrontational, cynical, devoted eloquent, erratic forlorn, gallant,
impish, incredulous, pitiless, uncooperative, unflappable, unyielding,
whimsical
Understanding Characters: Grade 3 – LPS Addendum
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Resources
• The Teachers College Reading and Writing Project (TCRWP) offers free
informal reading inventories for narrative texts at
http://readingandwritingproject.com/resources/assessments.html
• The TCRWP also contains a wide variety of book lists for teachers that can
be accessed at http://readingandwritingproject.com/resources/classroomlibraries/current-classroom-libraries.html
• Student samples and teacher-created charts and organizers made specifically
for this unit can be found on the MAISA website at
http://www.mictm.org/component/content/article/78-tab-4-news/224-maisaccss-units-now-on-atlas
• LPS student samples and teacher materials created for this unit can be found
at http://www.livoniapublicschools.org/webpages/cfankell/
Understanding Characters: Grade 3 – LPS Addendum
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