Learning to Read is Not a
Race:
Uncovering and exploring teaching
opportunities within and across texts
Learning to Read vs. Reading to
Learn
„ One doesn’t stop and the other begins
„ Learning to read is on-going
„ Learning to read is not a test
What do teachers need?
„ Deep knowledge of how reading works
„ Deep knowledge of how text works
„ Deep knowledge of our readers
„ Deep knowledge of our curriculum
What do teachers need?
When considering increasing text
level:
„ Ensure that students can:
Infer at the word level, using context to
understand new words
„ Infer at the character level, supporting
character traits with examples of action,
dialogue and description
„ Infer at the text level, identifying themes, plot
sequences and describing character changes
„
State Indicators
„ K-2…Identify
„ Characters
„ Setting
„ Plot
„ Theme
„ 3-6
„ Characters: description of (traits) with textual supports
„ Setting: writing analysis and influence on plot
„ Plot: relationships between events
„ Theme: identifying and explaining
“Children at the transitional stage read a lot
of “series” books. Through their shared
characters, settings, and events, these
books support transitional readers’
development just as the repetitive
language and structure of emergent and
early texts supported them when they
were starting out.”
„
Taberski, S. (2000). On Solid Ground: Strategies for Teaching Reading K-3.
Portsmouth, NH: Heinemann.
Series books
„ Characters do not change drastically like they do in other
stories—author intentionally keeps them the same for
readers to enjoy.
„ Problem/solution: Some series have a problem and
solution that is tied up neatly and others are more ongoing.
„ Authors give clues to past experiences of characters or
other background information that will likely be helpful to
the reader.
„ Backdrop of these “controlled” elements makes it easy to
teach the reader to visualize, connect, and infer, as well
as gather and summarize.
What Readers Need to
Know About Characters in
Chapter Books
Plot
„ There is a pattern to fiction
Middle
Beginning
Build characters;
Introduce conflict/problem
Attempt to solve
series of minor
problems or main
problem with
setbacks;
Critical events begin
to signal change in
character
Ending
Character changed;
Main problem resolved
„
„
„
All authors tell their stories through characters and good
readers pay careful attention to characters in novels.
The narrative story elements that make up novels all involve
the characters:
„
the setting is where and when the characters act out most
of the story
„
the events are the things that characters do or things that
happen to characters
„
the problem is something for the main character to work
through
„
the solution always involves the main character but may
also involve other characters.
There is usually one main character that the story is told
through.
„ There are usually other important characters or
„
„
„
„
supporting characters that are part of the conflict,
part of the problem or that play a role in the solution.
Authors usually write with the goal that some
characters will experience a change(s).
Characters that experience change are dynamic
characters. Characters that do not change are static.
To be able to see the change, they first have to
“build the character” so that readers can visualize
the character in order to be able to see the change.
Change often occurs across a continuum of opposite
character traits.
„ Change may involve starting out with one
character trait, changing to an opposite, and then
returning to the original characteristic.
„ Character change is not usually physical but
involves character’s feelings, actions, or thinking.
„ Authors usually do not outwardly name this
change, but through descriptive writing, readers
gather information, infer, analyze, critique, and/or
synthesize until they see the change.
„ These changes may be a:
„
„
„
„
change in thinking or attitude
change in behavior (usually because of change in
thinking)
change in ability
change in personality
„ This character change is usually caused by:
„
„
„
„
„
interaction with other characters
struggle/problems to overcome
influence of larger society
setting
combination of any/all of these
„ The rate of character change (how fast or slowly
they change) is determined by:
„
„
„
length of text
type of struggle to overcome
setting
„ The type of character change is either:
„ drastic = large change with direct support in text
„ subtle = smaller hints of change or predictions of
change
„ Authors introduce main character(s) early and
begin to build their personality throughout the
book.
„
Series books may work differently in that the
characters are actually NOT supposed to
change or are changing at a very slow pace
over the course of several books.
„ Characters in chapter books are usually
involved in some type of conflict that lead to a
change.
„ There are four major patterns or types of
conflict that characters experience:
„
„
„
„
character vs. self
character vs. character
character vs. nature
character vs. society
„ It is often through the conflict that we learn
important information about characters.
„ We get information about characters by
gathering literal information from the text and
by making inferences—reading between the
lines.
„ To help us make inferences, authors provide us
with multiple clues that tell us the same
information over and over.
„ Authors do this because they don’t want us to
be confused as a reader—confused readers
don’t buy books!
How had the hundred dresses game begun in
the first place, she asked herself impatiently. It
was hard to remember the time when they
hadn’t played that game with Wanda; hard to
think all the way back from now, when the
hundred dresses was like the daily dozen, to
then, when everything seemed much nicer. Oh,
yes. She remembered. It had begun that day
when Cecile first wore her new dress. Suddenly
the whole scene flashed swiftly and vividly
before Maddie’s eyes.
„ When readers talk about characters, they use
adjectives that describe the personality of the
character. These adjectives are called
“character traits”.
„ Character traits can be positive traits that we
admire or negative traits that are “flaws” or
downfalls. Some traits could be considered
good or bad, depending upon the context.
Character Trait Reference List
Positive
Character Traits
intelligent
confident
pleasant
generous
thoughtful
ingenious
considerate
pensive
courteous
humane
affable
dedicated
jovial
outgoing
organized
calm
practical
reasonable
wise
diplomatic
tactful
cultured
openminded
Depends on Context
intense
cautious
indulgent
oblivious
mellow
indifferent
fickle
illogical
boisterous
hasty
irrational
active
proud
meek
ashamed
careful
passive
patient
anxious
whimsical
quirky
Negative
Character Traits
reckless
malicious
cruel
sarcastic
obnoxious
rash
selfish
selfabsorbed
merciless
severe
mean
inhumane
brazen
shameless
impudent
cowardly
grumpy
ferocious
wild
gloomy
morose
sad
miserable
depressed
„ DAD—description, actions, and dialogue are how
authors convey these character traits. Rarely will an
author use a direct character trait literally—usually
readers must infer to understand the character.
„
„
„
Description: Character physical description is often literally
given by authors and is usually part of what helps us make
inferences about the character.
Action: What the character does or does not do—their
actions or lack of them—gives us information that we can
use to make an inference about their personality.
Dialogue: Information about the character’s
personality/traits is usually given to us through inferences
that we make by watching character dialogue. How the
character says something (punctuation used as a clue) is
another way to gain information.
Theme
„ Authors build themes—life lessons that
characters learn along their journey—
throughout chapter books. There may be
one central theme and/or multiple themes.
Common themes include:
„ Themes are ‘big picture’ life lessons that tell
what it is like to be human so nearly all
humans can connect to them.
„ Themes have repeated throughout history
and across genres.
Themes
„
„
Good Triumphs over Bad
Grass is greener
„
„
„
„
Underdogs Win
Perseverance
Overcoming obstacles
Be yourself/believe in yourself
Hardships make us stronger
Don’t judge a book by it’s cover or things
are not always what they seem to be
Fitting in
„ Mending relationships
Dealing with change
Teamwork is better than being
alone
Forgiveness
Love conquers all
„ Breaking down barriers
Self-realization/learning about
yourself
„
Hard work pays off
„
„
„
„
Be thankful for what you have
„ Remembrance
„ Getting along with others
„
„
„
„
„
„ Authors often use archetype characters:
ancient patterns of personality and
relationships that appear across the world's
myths, legends and folk tales and also
appear throughout literature today.
„ Knowing about these archetypes and
recognizing them helps a reader make
predictions and inferences about the plot
„ Some important archetypes include:
„ hero character: underdogs or well-equipped characters
that represent the good in humanity
„ villain character: bullies and bad guys that represent the
negative side of humanity. These characters usually loose
in the end, or are changed. If they do not change, their
purpose was to increase the power of the main hero.
„ trickster character: add to the story or create problems
along the way
„ sidekick character: support the main character, add comic
relief or genuine affection
„ wise character: usually older character who gives advice
and perhaps magical gifts
Planning for Guided Reading
As you read, be aware of the strategies that you use to read this text. Make
notes about how you read the book to be ready to help students read for
deeper meaning.
What text or literary features will you need to point out or call attention to for
your students?
Where will you set breaking points?
What are some good questions to ask that will enhance discussions?
What extensions (if any) will you use? Will they occur during or after
reading?
What vocabulary will you likely try to point out during your teaching?
© 2002 Jeffery L. Williams
Trait
Description
Action
“I’ll give you
my blanket.”
generous
smart
helpful
Dialogue
Harry was
one of the
brightest
students in
class.
He cleaned
up the whole
kitchen
without being
asked.
Character:
Beginning Trait:
Ending Trait:
______
Selfish
Giving
Action
She took the book away from
her little sister.
She gave away half of her
candybar.
Dialogue
“That’s mine! Give it back!”
she screamed.
“I don’t mind if you want to
play with it for awhile.” she
said nicely.
© 2004 Jeffery L. Williams, Solon City Schools