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Teaching with Intentionality

Ideas and Resources for Purposeful Teaching

Fables, Reading Comprehension & Strategies, Themes in Literature, Vocabulary Activities

Teaching Theme in Literature

November 8, 2017

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Teaching–theme in literature can be quite difficult at the elementary level.  As a third grade teacher, I have struggled with this for years before figuring out how to make these concepts more tangible for my students.  Here are some important things to consider when planning instruction.

It wasn’t until I decided to change my approach, that I realized the graphic organizers I used were part of the problem.  Many of us are familiar with the typical organizers: The ones that have three or more boxes labeled “detail,” and then a box at the bottom labeled “theme” or “message.”  These were too vague and offered my students little guidance as we muddled through.  Though I modeled and modeled, it was still too hard for them to independently identify which details were key in helping them determine the theme or message.  I needed something more specific to guide my students.

Obviously, reading standards cannot be taught in isolation if students are going to be able to determine the theme and central message.  Students need to be able to dig deeper into the text by examining story elements, especially the main character, the problem, and the character’s response to the problem.  They also need to be able to evaluate the character’s actions and how these influence what happens to the character at the end, as herein lies the message to the reader.  Graphic organizers that are more specific in guiding students’ thinking are exactly the types of tools students need to be successful determining theme and message.

I love the Somebody, Wanted, But, So, Then method.  It’s such a great way to help students summarize the text.  We can take this format a step further by embedding questions within this organizer to help students think more critically about these story elements.  I’ve created a SWBST organizer that does just that.  Notice below how the organizer asks the students to be a little more specific with each part.  As students work through this organizer, it guides their thought process in determining the theme and message of the story.

*To have access to this resource and many other fabulous freebies found exclusively on this site, sign up for my free resource library on my homepage.

Understanding theme and message can be made simplified by asking students the right questions in a sequence that helps them process.  If students can think through these series of questions, they are more likely to be able to determine the theme and message.  Here are six simple questions that guide students’ thinking so they can determine the message of the story.

  • What is the main character like? (traits, feelings)
  • What does the character want?
  • What happens to the character at the end of the story?
  • Why does this happen to the character? (Students will have to infer and evaluate the character’s actions or choices.)
  • What does the character learn from what happens?
  • What can the reader learn through the characters experience?

It’s so important for students to make the distinction between the last two questions.  What the character learns and what the reader can take away from the story are two very different questions.  Students need to be able to extend the character’s lesson so that it applies to life in general.

For example, in the fable The Ant and the Grasshopper, Grasshopper learns he should have prepared for the winter.  However, students need to take it a step further and think about how this can be applied to their own lives.  The moral of the story is much broader than preparing for winter.  It’s a story about being prepared in general or putting first things first, whether it’s doing your homework, studying for a test, getting ready for a trip, etc…  This takes some practice for my third graders, but by October or November students are grasping it.

Selecting the perfect read aloud to teach theme and message makes all the difference in the world.  Start with stories that have a clear theme and message.  Fables are so useful in teaching this standard.  I like using fables without the morals stated in the text because this allows students to work through the questioning above.

There are a few reasons why I find fables perfect for teaching theme and message.  One, the text is short and to the point.  Two, fables usually have two characters with opposing traits.  This makes it easier for students to analyze how these traits play out in the plot of the story.  And three, students can clearly see how what happens to the character at the end is directly related to what the character is like (traits) or is a result of their actions or choices.  This fable bundle can be found at my TpT store.  It is also in digital format.

For tips on how Fables are a great way to start teaching themes in literature, see my blog post, 5 Reasons for Using Fables to Introduce and Integrate Reading Standards.

I also like to select book titles that are straightforward with the theme and message.  The Empty Pot, by Demi, is a great example of a perfect read aloud where students get it.  I love using this book because students also realize that a story can have more than one theme and message depending on the details used to support this.

This book is a story with two themes: honesty and courage.  The premise on which the Emperor selects his successor is based on these two traits.  Ping is honest in presenting an empty pot to the Emperor and admitting to him that his seed did not grow despite his best efforts.  He is also courageous for being the only child who took an empty pot to the Emperor amid all the children who had beautiful flowers to present.  Students find two messages within this text: If you are honest with little things, you are trustworthy of bigger things, and it takes courage to do the right thing.  It also helps students see that sometimes the title of a book is just as important as the details in the story.

Below is a list of titles I’ve found helpful in teaching theme and message.  Once students have practice with these types of texts, then they have a better foundation for determining the theme and message within more complicated story plots.

Suggested Book Titles for Teaching–Theme:

  • The Empty Pot, by Demi
  • Tops & Bottoms, by Janet Stevens
  • Seven Spools of Thread, by Angela Shelf Medearis
  • Stellaluna, by Janell Cannon
  • Enemy Pie, by Derek Munson
  • Elmer, by David McKee

Building students’ vocabulary is just as important when teaching–theme and message.  Students need the right words to express their understanding of the text.  Building students’ theme and trait vocabulary is crucial.  Students need to be able to use theme words such as perseverance and compassion, as well as trait words like determined or considerate.  They also need to understand the relationship between theme vocabulary and trait vocabulary.  For example, a story about perseverance has characters that are determined in the storyline.  A story about compassion usually has characters that are considerate of others’ feelings.

Using activities to build students’ vocabulary, not only helps their comprehension but also their ability to communicate clearly.  I like to use task card activities, interactive notebook templates, and application activities to build this vocabulary.

Students can use task cards to match words with their definitions or with short story samples that illustrate the theme or trait word.  In their Readers’ Notebooks, students can define these words, use them in a sentence, and illustrate these sentences using vocabulary notebook templates.  Also, having students think, jot, and share examples of these words is another strategy that is helpful. (i.e. Think of a time where you were determined to learn something new.  What was it and what did you do that showed perseverance?)

For more resources for teaching–theme and message, visit my shop by clicking on the toolkit below.  You can purchase this through my TpT store.

Happy Teaching!

character traits vocabulary
by Cherie 

About Cherie

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A Bad Case of Stripes is an awesome book 📚 to A Bad Case of Stripes is an awesome book 📚  to teach character trait analysis and message!  I love 😍 when I can take a few lines from the text and turn it into a language lesson- adjectives, similes, and nouns. "Camilla was striped from head to toe.  She looked like a rainbow 🌈 ," lent itself to the imagination💭 of all my third graders.  She was a leopard🐆 , a disco ball🕺, a zebra🦓, a tree🌳, a chicken🐔, a fish🐟... You name it, my students brainstormed so many adjectives and thought of great comparisons that would represent those adjectives so well.  Lessons like this, you can't help but love what you do. 💗 
You can find a link 🔗 in my profile. https://www.teacherspayteachers.com/Product/Interactive-Read-Aloud-and-Book-Companion-Bad-Case-of-Stripes-RL32-33-36-37-4177690 *
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So after finding adjectives in our poem, I gave st So after finding adjectives in our poem, I gave students a list of rhyming foods. Students worked in partners to come up with their own versus using adjectives to describe  foods to add to Sarah Silvia Cynthia Stout’s garbage problem. ❤️ I love when poetry lends itself to so many authentic activities. Loved the student engagement. *
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Love, love, love ❤️ 💕❤️ my Emoji pillow Love, love, love ❤️ 💕❤️ my Emoji pillows and rolled towels for an easy way to create seating flexibility in my classroom during read-to-self time and partner reading.  I usually start out with students finding a place in the room to read, and as I walk around to listen 👂 to students read or talk about their reading, ⁣
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I choose those who are totally engaged in their reading activity to grab a towel or pillow and find a comfortable place to read.  Each day is a new day for students to practice reading expectations, so I really like to select different students who are trying to apply what good readers do. ⁣
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Fluency Friday was awesome today❗️ Students re Fluency Friday was awesome today❗️ Students read the poem Sarah Silvia Cynthia Stout Would Not Take the Garbage Out, by Shel Silverstein. We highlighted adjectives throughout the poem and even used a list of rhyming foods and thought of great adjectives to describe those foods to create our own versus to add to the garbage heap. This Friday the 13th 🗓 / full moon 🌕 didn’t have a chance to get our ELA block off track!
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As we begin the school year strong, one of the mos As we begin the school year strong, one of the most important reading activities I do with my 3rd-grade students is a method I use to increase student engagement 💯. Though there are benefits to turn-and-talks during 📖 read alouds, I still struggled with not getting a true sense of what my individual kiddos were getting and what was a struggle or misconception. ⁣⁣
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The Think🤔, Jot ✏️, Share 💬  method provides for my students an opportunity to think about the question in front of them, jot their ideas once they've had a moment of think time, and share their thoughts with a partner.  While I'm able to engage with students during think and share times to offer support, the biggest plus is that I have a formative assessment that gives me so much insight 🔍 into their application of the focus standard and their written expression.  I also use response booklets to plan my next steps👣. ⁣⁣
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In addition to this, I can repurpose my read aloud to teach multiple focus standards, and my students have an opportunity to reanalyze a familiar text with a different purpose for reading. ⁣⁣
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If you want to increase your students' engagement during read aloud time, you can find a 🔗link in my profile for this Think, Jot, Share post.  The resource provides a complete guide for implementation, management, and preplanned questions for literature standards to make planning a breeze.....and so much more. ⁣⁣
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I love lifting a line from our interactive read al I love lifting a line from our interactive read aloud and using it as a mentor sentence. With this sentence, my students had a great discussion about how some nouns can become adjectives.  i.e. though butter and peppermints can be nouns, they describe the tea and cookies in this particular sentence. ⁣
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My students enjoy mentor sentence activities so much, they sometimes like to go the extra mile and illustrate their cloned version of the sentence.  In this sentence, students had our principal, Mr. Price setting up a table with hot cocoa ☕️ and ice cream cake 🍰, the kind with sprinkles on top. ❤️ I just love the illustrations. ⁣
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I love 💖 how our school celebrates Grandparents I love 💖 how our school celebrates Grandparents' Day. 👩‍🦳🧓 All grandparents are invited to have school breakfast with our kiddos.  Our family resource coordinator sets up decorated tables in the cafeteria and the gym so students have a nice place to have a pleasant meal with their loved ones. 📸 She also sets up this photo bench to capture this special day. ⁣
What does your school do for Grandparents’ Day? ❓❓❓
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📸Picture day is one of the many things going on 📸Picture day is one of the many things going on at the beginning of the year.  I love seeing all my kiddos dressed up and ready to say cheese.🧀 ⁣
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Unfortunately for Stanley Birdbaum, he got his dates mixed up. 🗓️ You would think dressing for crazy hair day on picture day would be disastrous…but not for Stanley, thanks to his great classroom community of friends and a teacher who knows how to turn a bad day into a great one. 💕 ⁣
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If you haven't read 📖 Crazy Hair Day to your kiddos, it's a wonderful read, especially around picture day. I LoVe reading this story to my kids each year.  This book shows kids how they can show up for one another when friends aren't having such a great day. ⁣
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What picture books about friendship do you absolutely love and read every year? ❓❓❓ *⁣
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