Curr 488 snapshot report
- 2. Grade Level For this assignment, we decided to focus on third grade. Some characteristics of third graders include: 8-9 years old Intellectual Learn best through active, concrete experiences Enjoy collecting, organizing, and classifying objects and information Imaginative play in form of skits, plays, and puppet shows Like groups and group activities May reverse printed letters (b and d) Interested in different types of reading (fiction, non-fiction, magazines, “how- to” project books, information, etc.) Enjoy planning and building Increasing vocabulary When something is suggested, they may say, “That‟s dumb.” or “I don‟t want to do that.” May show resistance to some suggestions Like to explain ideas, but they may exaggerate Basic skills begin to be mastered/Begin to feel a sense of competence with skills Tend to be negative (e.g. “This is boring,” “I can‟t do this,” etc.)
- 3. Standards New York State: Standard 2: Students will read, write, listen, and speak for literary response and expression. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Standard 4: Students will read, write, listen, and speak for social interaction.
- 4. Standards Common Core: RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3: Describe characters in a story (e.g. their traits, motivation, or feelings) and explain how their actions contribute to the sequence of events. RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters. RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
- 5. Reading Expectations Select literature on the basis of personal needs and interests from a variety of genres and by different authors Engage in purposeful oral reading in small and large groups Relate the setting, plot, and characters in literature to own lives, with assistance Explain the difference between fact and fiction Use previous reading and life experiences to understand and compare literature Make predictions, draw conclusions, and make inferences about events and characters Identify cultural influences in texts and performances, with assistance Use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events
- 6. Reading Expectations-2 Use knowledge of story structure, story elements, and key vocabulary to interpret stories Summarize main ideas and supporting details from imaginative texts, both orally and in writing Evaluate the content by identifying The author‟s purpose Important and unimportant details Whether events, actions, characters, and/or settings are realistic Statements of fact and opinion Compare and contrast characters, plot, and setting in literary works, with assistance Analyze information on the basis of new or prior knowledge and/or personal experience Respect the age, gender, social position, and cultural traditions of the writer Recognize the types of language (e.g. informal vocabulary and jargon) that is appropriate to social communication
- 7. Reading Expectations-3 Use a variety of structures to organize and categorize text information. Cause and Effect Comparing and Contrasting Information Sequencing Comparing Story Elements Fact and Opinion Directions Time Sequence Engage in or lead discussion about grade-level texts by integrating multiple strategies. Ask Questions Clarify Misunderstandings Support Point of View Summarize Information Use genre features to aid comprehension. Folk Tales Legends Fables Biographies Poetry Plays Stories Use knowledge of the structure of imaginative text to identify and interpret plot, character, point of view (first and third person) Demonstrate comprehension of grade-level text through creative responses. Writing Drama Oral Presentation Use text information to support point of view.
- 8. Types of Texts Used Stories: Gannett, Ruth Stiles. My Father’s Dragon Averill, Esther. The Fire Cat Steig, Wiliam. Amos & Boris Shulevitz, Uri. The Treasure Cameron, Ann. The Stories Julian Tells MacLachlan, Patricia. Sarah, Plain and Tall Rylant, Cynthia. Henry and Mudge: The First Book of Adventures Stevens, Janet. Tops and Bottoms LaMarche, Jim. The Raft Rylant, Cynthia. The Lighthouse Family: The Storm Osborne, Mary Pope. The One- Eyed Giant (Book One of Tales from the Odyssey) Silverman, Erica. Cowgirl Kate and Cocoa Poetry: Dickinson, Emily. “Autumn.” Rossetti, Christina. “Who Has Seen the Wind?” Millay, Edna St. Vincent. “Afternoon on a Hill.” Frost, Robert. “Stopping by Woods on a Snowy Evening.” Field, Rachel. “Something Told the Wild Geese.” Hughes, Langston. “Grandpa’s Stories.” Jarrell, Randall. “A Bat Is Born.” Giovanni, Nikki. “Knoxville, Tennessee.” Merriam, Eve. “Weather.” Soto, Gary. “Eating While Reading.”
- 9. Types of Texts Used Read-Aloud Stories: Kipling, Rudyard. “How the Camel Got His Hump.” Thurber, James. The Thirteen Clocks White, E. B. Charlotte’s Web Selden, George. The Cricket in Times Square Babbitt, Natalie. The Search for Delicious Curtis, Christopher Paul. Bud, Not Buddy Say, Allen. The Sign Painter Read-Aloud Poetry: Lear, Edward. “The Jumblies.” Browning, Robert. The Pied Piper of Hamelin Johnson, Georgia Douglas. “Your World.” Eliot, T. S. “The Song of the Jellicles.” Fleischman, Paul. “Fireflies.”
- 10. Types of Texts Used Informational Texts: Aliki. A Medieval Feast Gibbons, Gail. From Seed to Plant Milton, Joyce. Bats: Creatures of the Night Beeler, Selby. Throw Your Tooth on the Roof: Tooth Traditions Around the World Leonard, Heather. Art Around the World Ruffin, Frances E. Martin Luther King and the March on Washington St. George, Judith. So You Want to Be President? Einspruch, Andrew. Crittercam Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs Davies, Nicola. Bat Loves the Night Floca, Brian. Moonshot: The Flight of Apollo 11 Thomson, Sarah L. Where Do Polar Bears Live? Read-Aloud Informational Texts: Freedman, Russell. Lincoln: A Photobiography Coles, Robert. The Story of Ruby Bridges Wick, Walter. A Drop of Water: A Book of Science and Wonder Smith, David J. If the World Were a Village: A Book about the World’s People Aliki. Ah, Music! Mark, Jan. The Museum Book: A Guide to Strange and Wonderful Collections D’Aluisio, Faith. What the World Eats Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints Deedy, Carmen Agra. 14 Cows for America
- 11. Examples of Text Questions and Responses Before (example questions) What did the author/illustrator do to get you interested in the book? (All) “The title makes me think about a time I went to the beach and built a sandcastle. I had a lot of fun, so I am excited to read about it in the book.” What do you know about where and when the story takes place? (Fiction) “I see a beach in the pictures, so I know that the story takes place on a beach by some water. It looks like it is during the day because I see the sun shining. It is probably summer because I go to the beach during the summer with my family.” What have you discovered about the main character(s) so far? (Fiction) Do you have any hunches about what might happen next? (Fiction) What do you want to learn from this book? (Non-Fiction) Standards: RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- 12. Examples of Text Questions and Responses During(example questions) What happened in the story that surprised you? (Fiction) “I thought the character was a boy the whole time because it was about a bully in school, but it ended up being a girl!” If you could speak to one of the characters in your book, what might you say to them? (Fiction) “I would like to ask the boy what his favorite baseball team is because he says he likes baseball in the book.” In what ways has the main character changed since the beginning of the book? Why? (Fiction) What is the main problem in the story? (Fiction) Does the author include opinion and fact statements into the book? Find examples of each. (Non-Fiction) Standards: RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3: Describe characters in a story (e.g. their traits, motivation, or feelings) and explain how their actions contribute to the sequence of events.
- 13. Examples of Text Questions and Responses After(example questions) Is the title a good choice for this book? Why or why not? What would be another good title? Why? (All) “I think the title, „Charlotte‟s Web,‟ is a good one because Charlotte is the main character and she writes messages in her web. It could also be called „Charlotte and Wilbur‟ because Wilbur is another important character in the book.” Did the story end the way you expected it to? Why or why not? (Fiction) “I did not think Charlotte would die at the end of the book, so that surprised me. She was so important so I did not think the author would have that happen.” What can you imagine will happen to the character(s) after the story ended? Why do you think so? (Fiction) Did the book leave you with unanswered questions? What are these? (All) If you could talk to the author, what would you say and ask? (All) Standards: RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3: Describe characters in a story (e.g. their traits, motivation, or feelings) and explain how their actions contribute to the sequence of events. RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
- 14. Examples of Text Questions and Responses Another form of response is making text-to- self, text-to-text, and text-to-world connections. Examples of responses/worksheets Text-to-Self Possible Questions: What does this story remind you of? Can you relate to the characters in the story? Does anything in this story remind you of anything in your own life? A third grader might respond to “Love that Dog” by Sharon Creech by saying how he had a dog that he loved but passed away. He may also write his own poem about his dog to go along with the book. Standards: RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
- 15. Examples of Text Questions and Responses Text-to-Text Possible Questions: What does this remind you of in another book you have read? How is this text similar to other things you have read? How is this text different from other things you have read? A third grader might compare and contrast the original “Three Little Pigs” to “The True Story of the Three Little Pigs” using a Venn diagram or other worksheet. Standards: RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation
- 16. Examples of Text Questions and Responses Text-to-World Possible Questions: What does this remind you of in the real world? How are events in this story similar to things that happen in the real world? How are events in this story different from things that happen in the real world? A third grader might compare the book, “Earthquake (The Magic School Bus to the Rescue),” by Joanna Cole, to the disaster in Haiti (or any other earthquake they are familiar with), applying it to the events that occur in the book. Standards: RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
- 17. Examples of Text Questions and Responses There are many different forms of Reader Response you can use in a 3rd grade classroom. We included some general examples teachers can use for any text. Some other examples might include: reader‟s theater, reading response blogs, reading tweets (students have to respond to the book in 30 words or less), reader response tic- tac-toe (students have several choices of ways to respond to the text, they choose which activity to complete), and there are many other options you can use. Take some time to explore everything that is out there!
- 18. Analysis From our findings we have realized how much reader response has to offer in the third grade. There are endless ways to present this educational tool, and we were only able to really scratch the surface of it. Overall we feel that reader response in third grade is a great resource for teachers to use. From our own experiences we have realized how much students vary in their learning styles, and reader response offers a variety of ways to reach each student and his or her unique needs. By making text-to-self, text-to-text, and text-to-world connections, students are able to pull on their background knowledge and personal experiences to gain meaning and understanding on a deeper level than they would without making any comparisons or connections. Also, by asking questions and obtaining responses from students before, during, and after reading, students are able to remain connected and inquisitive in all aspects of the reading process. They are constantly thinking, asking questions, and analyzing what they are reading, instead of just simply filling out a worksheet, for example, post-reading. Spiegel (1998) discusses the importance of making meaning from reading, and there are several modes of doing this. Discussion is one of the ways the author mentions in order to gain understanding and interpret what has been read. Spiegel (1998) also emphasizes the importance of personal connections to the text. She notes that each student will have different responses and opinions, and each one should be valued and accepted, as this helps make meaning and understanding. The Common Core State Standards (CCSS) emphasize the use of multiple literacies and texts. It is important for teachers to introduce these various forms to students in order to make them well rounded, as well as bring them to discover their own strengths and weaknesses within the different text forms. The expectations of third grade reader response require students to dig deeper, going beyond what is directly in front of them and bringing them to work in a variety of ways, including group and independently, to reach conclusions and prepare for
- 19. ReferencesCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. (2013). Appendix b: Text exemplars and sample performance tasks. Retrieved from http://www.corestandards.org/assets/Appendix_B.pdf. GCISD. (2002). Developmental characteristics of third graders. Retrieved fromhttp://www.glendale.k12.wi.us/3_char.aspx. International Reading Association. (2013). Making connections . Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/making-connections- 30659.html. New York State Education Department. (2005). English language arts core curriculum: Grade 3. Retrieved from http://www.p12.nysed.gov/ciai/ela/elacore.htm. New York State P-12 Common Core Learning Standards for English Language Arts & Literacy. (2013).Standards for english language arts & literacy in history/social studies, science, and technical subjects. Retrieved fromhttp://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_st andards_ela.pdf. Oswego City School District. (2011). Elementary test prep ela3. Retrieved from http://www.studyzone.org/testprep/ela3.cfm. Scholastic Inc. (2013). Five minute reading responses. Retrieved from http://www.scholastic.com/teachers/top-teaching/2013/02/five-minute-reading-responses. Zimmerman, A. (2013). Third grade reading response questions. Retrieved from http://www.alyciazimmerman.com/uploads/3/0/7/3/3073052/reading_response_questions.pdf.