character traits Archives - Teaching with Intentionality

Fables, Reading Comprehension & Strategies, Themes in Literature

Using Fables to Teach Reading Standards

April 14, 2018

My students love fables, and I love using them in my classroom. Fables are great for introducing reading standards, as well as helping my students see how these standards work together to help them better understand literary texts. As I have pointed out in my last post, 4 Tips for Helping Students Grasp Theme & Message, fables are a great place to start teaching students how to retell stories, analyze characters, determine the central messages of the stories, and understand key trait vocabulary. When teaching this genre, students also get a greater sense of how these learning targets are interdependent.

First of all, fables are a short text. They do not have a lot of details to sift through when determining what’s important. This makes it easier for students to retell or summarize the text in just a few sentences. They can use any type of organizer to do this. I like to use a Somebody, Wanted, But, So, Then chart or a Story Elements graphic organizer. Students can also do a recount of the fable by writing a summary in their Reader’s Notebook.

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Since fables usually have only one or two characters, they are great for introducing character analysis. Fable characters aren’t complex, so it’s much easier for students to analyze them. When introducing this genre, I try to use fables that have two characters with opposing traits. This makes it much easier for students to identify traits that best describe the characters. It also helps students see how these opposing traits become important to the central message, or moral. Bridging an understanding of how these two standards (CCRA.R2 & CCRA.R3) work together is so important to students’ comprehension of literary texts.

I begin a close read by having students take a look at what a character says, does, or thinks to determine the most important traits of each character. Since the text is short, it’s easier for students to point out these things. While students can sometimes make a list of traits for each character and even provide valid evidence to support each, it is important to have them focus on one or two traits that are MOST important to the plot.

As teachers, we feel the need to validate our students’ thinking. However, we need to teach them how to discern between those traits that really influence the plot and those that do not. It is then that students can see how traits influence the characters’ choices and actions, which in turn, influence the outcome for the characters at the end. This is where students can begin to determine the message or moral of the story.

For example, when reading The Ant and the Grasshopper, students can say Ant was cautious, hardworking, determined, wise, responsible, etc. All are great traits for describing Ant. However, wise is an important trait to the events that unfold because Ant knew winter was coming and used good judgment to put up food. Hardworking is another important trait because this resulted in Ant being prepared for the winter.

On the other hand, Grasshopper was friendly, foolish, lazy, carefree, optimistic, etc. Again, these are all great traits for describing Grasshopper, but his foolishness influenced the choice he made: He knew winter was coming, was even warned by Ant, and he still chose to procrastinate. Also, his laziness was what led to his demise at the end.

When students have an opportunity to look at these traits in juxtaposition, they begin to see the stark contrast between these traits. They also begin to notice how this plays a role in what happens to the characters in the end and why this happened to them. This is when fables make it easier for students to determine the moral of the lesson.

Students begin to see how what the character is like (traits) influences what choices the character makes and the sequence of events that result from these choices. Even if the characters do not have opposing traits, students can still determine how the traits influenced the character’s actions and the result of these actions.

Note: I like to use fables that don’t state the moral at the end since this is what I want students to determine on their own based on what they read.

As a third grade teacher, one thing is very apparent. Students need opportunities to build trait vocabulary. At the beginning of each year, my students really struggle with the precise words to describe characters. This is such a challenge.

I’m a believer in intentionally providing different opportunities to help students gain an understanding of this vocabulary. I do this through various activities and strategies: whether it’s through task card activities, Marzano’s vocabulary strategies, the use of the Quiz-Quiz trade Kagan structure, word association activities, readers’ theater, or role-playing.

Fables are perfect for introducing both positive and negative trait vocabulary that is commonly found throughout the themes and messages of literature. Think of all the character traits fables teach. These stories are intentional in teaching about characters who are wise, honest, prideful, clever, patient, loyal, greedy, selfish, reliable, respectful, trustworthy, courageous, considerate, sly, irresponsible, etc. They are great anchor texts to use as a foundation for understanding these qualities. Students can also apply this understanding when describing characters in other types of literary genre.

Fables are also wonderful for helping students with nuances in trait vocabulary. For example, many times my students use wise and clever interchangeably. I use fables as an opportunity to demonstrate the differences between these words. Being wise is using your knowledge and experience to make good judgments. Ant was wise because he knew that seasons change and food would be scarce in winter, so he used that knowledge and experience to make the choice to prepare for winter. Being clever is using your knowledge to get what you want. Crow, in The Crow and the Pitcher, was clever because he used pebbles to make the water rise in a pitcher to get water.

To see more ideas for teaching shades of meaning, visit my post Understanding Characters Through Shades of Meaning.

I also try to help them see the difference between being clever and being sly. Clever can be good or bad. It is a more neutral trait. Whereas, sly has a more negative connotation in that it is self-serving. These are the very shades of meaning between character traits that help kids better understand literary texts. For example, these words illustrate differences in the intent of the character.

There’s one more thing I would like to share about the morals of fables. Sometimes if a fable is a bit more complex in its message, I like to introduce the moral to students first. I begin by talking about what it might mean before diving into the fable. This frontloading is effective when students need that support. They have the message to the reader before them as a purpose for reading. As students read, they are looking for details that support this message or moral. This is a great strategy for my struggling readers who have difficulty making inferences.

If you are searching for fables resources to help support your instruction, check out my fable flipbook series. Each resource includes the fable, as well as carefully crafted questioning intentionally focused on analyzing characters, examining the plot, and determining the moral of the fable. These resources were created to integrate key ideas and details standards to better assist my students with core learning targets. These resources are in both PDF format and digital format for use in Google Classroom or in any other digital platform.

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

Teaching Theme in Literature

November 8, 2017

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.

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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

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!

Reading Comprehension & Strategies, Vocabulary Activities

Shades of Meaning or Nuances

January 12, 2017

Understanding shades–of–meaning or nuances can make a huge difference in students’ ability to comprehend literary text. When reading with my students, I often ask them to describe the character’s feelings in the story. I typically get the same one-word responses: good, happy, sad, mad, etc… Of course, I prompt further to help them dig deeper into the text, but it can be frustrating when students don’t have the necessary vocabulary to describe precisely how the character is feeling. This can hinder their ability to fully understand the character’s actions or how they contribute to the events in the story.

Noticing the Difference Between Shades of Meaning

Students need to understand that different intensities of feelings influence what a character says and does, or how a character reacts. For example, a character who is uneasy about something will act differently than someone who is frantic, thus setting in motion different events. When analyzing characters, students have to learn to ‘read’ the character to determine how they are feeling in order to understand their actions or the events that unfold.

Shades–of–meaning play a big role in students understanding of the text. Having the ability to discern between someone who is enraged versus someone who is upset is key. Students need to pay attention to details in the text to consider the character’s situation. This can be a difficult concept to teach when students lack the vocabulary or understanding of the degrees of feelings characters can experience.

Building an Understanding of Shades of Meaning

Using Context Clues

To take on this challenge, I developed a few activities to help my students learn essential feeling vocabulary. Rather than providing my students with a set of related feeling words in isolation, I created various sentences in which the feeling words were used. I directed my students’ focus on reading the sentences for the purpose of analyzing the situations first. Students highlighted or underlined the situations in each sentence. Then, they conferred with a partner about which levels of intensity the feelings were being experienced in each sentence as they compared and ordered them from low to high degrees based on the context clues.

Carouseling

Once students gained some experience with the vocabulary used in this activity, I posted chart paper around the room with a feeling word on each poster. Students were then divided into small groups. Each group was assigned a poster to chart situations in which they thought someone might experience that feeling.

After a few minutes, student groups rotated to the next feeling poster to see what the group(s) before them had written and then continued to add to that list. Toward the end this carousel activity, the groups revisited the first poster they were assigned, reviewed what the other groups had added, discussed whether they agreed or disagreed with each of the situations on the list or made changes. Last, groups shared out their poster with the class. This activity really engaged them in some great conversations.

Word Association

Another activity that really helped solidify their understanding of feeling vocabulary and the different shades–of–meaning, was a word association sort. Students were partnered up and given sets of words with a feeling card. Their task was to read each word and decided if the word was associated with the intensity level of that feeling.

This was a simple activity that took little prep time. I used a word card template to write a feeling on one card and various words or phrases that would or would not describe someone who is experiencing this feeling. Students had to consider each and discuss why it was or was not associated with the feeling. This really gave students practice with clues they might see in a text that might help them infer how a character is feeling and to what degree.

Implementing these simple activities have assisted my students’ success, not only with shades–of–meaning, but how it applies to a better understanding of the characters and plot of the stories they read. To read more about the importance of shades of meaning in literature, check out my post, 5 Reasons for Using Fables to Introduce & Integrate Reading Standards.

If you have any activities or strategies to share regarding teaching shades of meaning, please share in the comment area below. A sampler of this resource can be downloaded through my free resource library.

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Hope your kiddos find these activities engaging as well. For more activities to teach shades–of–meaning with feelings, visit my Intensities of Feelings resource or click on the resource cover below.