Point of View T-Chart Pictorial

This pictorial can be used to support the following GHGR lessons: •2nd Grade: 3.1 day 3, 3.3 day 5, 3.4 day 5•3rd Grade: 3.1 day 5•4th Grade: 4.1 day 3, 6.1 Writer’s Craft•5th Grade: 4.1 Writer’s Craft and day 3

Point of View Who is telling the story?

First Person Point of View Third Person Point of View

I like to play soccer with Matt on my team.

She likes playing soccer with Matt on her team.

• A character tells the story.

• The author uses the pronouns~ I, me, we, us.

• You see the story through the eyes of the character.

• A narrator, not a character in the story, tells the story.

• The author uses the pronouns~ he, his, they, and names (Matt).

• You see the story through the eyes of someone watching the story.

Parts of a Plot Pictorial

The following slide is an example of a pictorial to be drawn in front of students to reinforce the vocabulary related to the parts of a narrative plot.

This pictorial can be used with 4th and 5th grade Unit 4; Week 3

Parts of a Plot Pictorial

2. Next, the rising action, the conflict or problem in the story happens.

3. Then, the climax, the action reaches the turning point, the most exciting part of the story.

4. After that, the falling action, the problem is solved.

5. Finally, the resolution, the end of the story.

1. First, the exposition gives the background information for the story, the characters and setting are introduced.

The following reading habit posters* are formatted to 8.5”x11”

paper to be printed and then drawn in front of students as a pictorial for brain imprinting.

This document contains Habits 1 through 3, the remaining habits will be posted as they become available.

Habit 1: Habit 1: Great Readers See Themselves as Great Readers See Themselves as

ReadersReadersI know why I like the books I choose.

I am a reader!

I build reading stamina by setting reading goals and reading every day.

I choose good fit books!

I take care of books.

Good Habits, Great Readers Unit 1: grades K-3

Habit 2: Habit 2: Great Readers Make Sense of Great Readers Make Sense of

TextTextI can retell the events in the story in order.

I use what I know to make predictions.

I understand what I read!

I use fix up strategies when I don’t understand. I ask

questions to help me understand.

Who?

What?When?Where?Why?

How? I can summarize the important ideas.

Good Habits, Great Readers Unit2: K-3 Teacher Notes: Use the following comprehension strategy pictorials to reinforce the concepts for this habit: 4P’s, Asking Questions, Monitoring Comprehension, Story Map

Use the retell thought bubble for K-1, add summarize for 2-5

Habit 3: Habit 3: Great Readers Use What They Great Readers Use What They

KnowKnowI can use strategies and text features to understand new words.

If I use what I already know when I am reading it helps me understand!

I can make connections •to myself, •to other books, and•to the world.

I can use my background knowledge.

I can use clues to make inferences.

Good Habits, Great Readers Unit3: Grades K-3 Teacher Notes: The order of the thoughts bubbles can be coordinated with the focus lessons: week 1~connections, week 2~ background knowledge, week 3~ build

vocabulary and concept knowledge, week 4~ make inferences. Use the following comprehension strategy pictorials to reinforce the concepts for this habit: 4P’s, making connections, inference, visualize

Habit 3: Habit 3: Great Readers Use What They Great Readers Use What They

KnowKnow

If I use what I already know when I am reading it helps me understand!

I can use clues to make inferences.

Good Habits, Great Readers Unit3: Grades 4-5 Teacher Notes: The order of the thoughts bubbles can be coordinated with the focus lessons~ week 1-2; background knowledge, week 3~connections, week 4~ make

inferences. Use the following comprehension strategy pictorials to reinforce the concepts for this habit: 4P’s, making connections, inference, visualize, asking

questions

I can use my background knowledge.

I can make connections •to myself, •to other books, and•to the world.

The following reading habit posters are formatted to 8.5”x11”

paper to be printed and then drawn in front of students as a pictorial for brain imprinting.

Habit 5: Habit 5: Great Readers Read to LearnGreat Readers Read to Learn

I can identify and use nonfiction text features like**

I can set and monitor my purpose for reading!*

I can learn information from reading nonfiction texts!

I can identify and use nonfiction text structures like***

I learn from reading nonfiction when I set my purpose, use text features, and use text structures.

Good Habits, Great Readers Unit 5: K-3 Teacher Notes: *the purpose bubble is only for grades 2-3; **The specific text features and structures vary by grade level please use the labels/ photos on the following pages that are appropriate for your grade level. ***Refer to the key text structure/graphic organizer document.

Habit 5: Habit 5: Great Readers Read to LearnGreat Readers Read to Learn

I can identify and use text features!*

I can locate facts and information in nonfiction texts!

I can make inferences when reading nonfiction!

I can identify and use text structures!**

I learn from reading nonfiction texts when I locate facts, infer, use text features and structures, and evaluate as I read.

I can evaluate nonfiction texts!

Good Habits, Great Readers Unit 5: 4-5Teacher Notes: *The specific text features and structures vary by grade level please use the labels/ photos on the following pages that are appropriate for your grade level. **Refer to the key text structure/graphic organizer document.

Use the following pictures/labels to support the Habit 5 pictorial.

photograph

caption

chart

Use the following pictures/labels to support the Habit 5 pictorial.

diagram

label

map

heading

bold text

Five Key Text Structure Graphic Organizers Text Structure Graphic Organizer Cue Words Related Questions:

Description or Attributes: A topic is described by listing attributes, characteristics, examples, etc.

Concept Web: For example The attributes

(characteristics) are

What is being described? What are the most

important attributes or characteristics?

Why are the attributes important or significant?

Sequence: Events in numerical or chronological order.

first second third next then fi nally af ter

af terward before f ollowing initially later preceding meanwhile

What sequence is being described?

What are the major incidents that occur?

Comparison: Explains how things are similar and diff erent.

Venn Diagram: alike similar however diff erent both either, or otherwise

as opposed to

on the other hand

the same as as well as in contrast

What topics are being compared?

What characteristics do the topics have in common? How are they the same?

How are they diff erent? What conclusions can be

made about the similarities and diff erences?

Cause and Eff ect Chart: Explains why something happens.

Cause Eff ect 1. 1.

if…then the reason is as a result of due to because theref ore consequently led to

What event is being explained or described?

List events in the order they occur.

What are the eff ects of the event(s)?

Problem and Solution*: A problem is stated with one or more possible solutions. *can also be used for main idea and details

the problem is the dilemma is the puzzle is question…answer solved

What is the main problem that occurred?

What are the possible solutions to the problem?

How was the problem solved?

Adapted from the work of Gail E. Tompkins in (Literacy for the 21st Century 3ed., and Jane D. Hill, Cynthia L. Bjork in Classroom Instruction That Works with English Language Learners

Problem:

Solution: Solution: Solution: