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Teaching with Intentionality

Ideas and Resources for Purposeful Teaching

Fables, Teaching Tips & Resources

Teach Reading Standards Using Fables

April 14, 2018

Teach Reading Standards Using Fables

 

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.  This assists them in better understanding 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.

Download this fable story elements chart when you sign up for my free resource library.                    Download this fable SWBST organizer when you sign up for my free resource library.

Sign up for my free resource library to download these graphic organizers and much more. Click the “Home” page to register. 


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.

Here are 5 reasons why fables make teaching key reading standards much easier for students to understand. 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 seem 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 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.

Here are 5 reasons why fables make teaching key reading standards much easier for students to understand. 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 to each other, 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.


Here are 5 reasons why fables make teaching key reading standards much easier for students to understand. 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.

Here are 5 reasons why fables make teaching key reading standards much easier for students to understand. 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.

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.

Here are 5 reasons why fables make teaching key reading standards much easier for students to understand. 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.  Sign up for my free resource library if you would like to try samples of these resources.  Just go to my home page and register for free, exclusive resources. 

         

by Cherie 
Teaching Tips & Resources

Tips for Helping Students Grasp Theme and Message

November 8, 2017

Tips for Helping Students Grasp Theme and Message

Teaching theme and message 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 with 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.

Teaching theme and message can be a difficult concept to teach elementary students. Grab some tips and tools for making theme and message more tangible for your students. RL3.2 RL4.2 RL5.2

Tools for teaching theme and central message

 

*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 simpler 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 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 in 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 in my website shop for a 5% discount, or in my TpT store.

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:

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 will receive 5% off for purchasing from my site store, or you can purchase this through my TpT store.

Happy Teaching!

by Cherie 
Great Read Alouds, Reading Comprehension & Strategies

Launching Readers’ Workshop Using the Perfect Read Aloud

July 13, 2017

Launching Readers’ Workshop Using the Perfect Read Aloud

Every teacher loves a great Back-to-School read aloud.  There are so many popular titles to use as springboards for first day experiences, engaging students in making new friends, or getting back into the swing of school routines.  But what about a read aloud for introducing readers’ workshop?  I have found the perfect story that will not only set the tone for your reading instruction but also foster a mindset toward reading we’d all like to instill in our students.  This book has been powerful in launching my readers’ workshop when used with the following activities.

Wolf!, by Becky Bloom, is a story of a wolf who comes across some barnyard animals who can read.  In the story, the wolf is determined to learn to read, but he has a lot of misconceptions about what makes a good reader when trying to impress his friends.  This is the perfect storyline to get students focused on what good readers do, and to help dispel any misconceptions they may have about what a good reader is.

Introducing the Story

Before introducing the story, I have my students do a brainstorming activity.  On a Post-It, I ask students to write what they think makes a good reader.  After a few minutes of think and jot time, I have students share their ideas as I record them on a chart paper.  As you can see from the anchor chart, students said many different things about what they do. You can also see some misconceptions students shared, but when recording their responses, I don’t comment on any of them.  I simply take note of their ideas and tell students we will revisit this list later.

Next, students go to the carpet for the read aloud.  I preplan the occasional turn-and-talk during the story to get the students thinking about what Wolf thinks a good reader is, as well as what the barnyard animals think.  Later in the story, I also ask students to evaluate those points of view based on students’ own perspective about what makes a good reader.  Wolf’s perception changes in response to the animals’ comments each time he goes back to the farm to read to them, so of course, I also ask students to think about how his point of view changed.

What Makes a Good Reader?

After the read aloud, we revisit the list we created on the chart.  I have students consider Wolf’s experience in the story and talk in table groups for a few minutes to discuss whether they agree or disagree with the various ideas on the chart.  Then, I ask students to share their thinking in a class discussion and have them explain why they think the idea is important, or why they might disagree with an idea.

Two things happen at this point in the lesson.  One, students review good strategies and reiterate why they are important, and two, the misconceptions get dispelled.  Dispelling these misconceptions transforms students’ way of thinking about reading and about themselves as readers, just as it did for Wolf in the story.  Students need to have the mindset that a good reader is defined by what they do each and every day (strategies & good reading habits), not by their performance with regard to reading level, the thickness of their chapter book, or the speed at which they read.  Yes, we want our students to move in the right direction with text complexity and fluency, but for this lesson, I want to foster growth mindset in my students.  Notice, I crossed out those misconceptions as we talked about them.

I want to point out that students usually leave one important idea off this list, which needs to be added.  This is why I turn to the last part of the story and reread where Wolf gets caught up in the stories with the other animals.  I want students to come to the conclusion that good readers also enjoy reading, and rereading this part of the story prompts them to add this.  If students have already included this on the list, I would star it to remind students that our attitude toward reading is just as important as the strategies we use.

The next activity lays the foundation for the purpose of our readers’ workshop: to grow as readers.  Students are given an interactive notebook template which becomes one of the very first entries in their reader’s notebook.  During this activity, we brainstorm various strategies that have helped them with their accuracy, fluency, and comprehension.  I teach third grade, so my students come to me with a variety of strategies they have learned and continue to use.  Together, we create these lists of strategies and write them under the appropriate flaps in their readers’ notebooks.  I find it easier to take one component at a time. i.e. We begin with accuracy and then move on to fluency, etc.  (Note: the objective isn’t to list ALL the strategies, but to list main ones students use.  At the end of the lesson, I share with students that we will be adding strategies throughout the year as new ones are introduced.)  You can download this complete lesson in its entirety by subscribing to my free resource library.

Setting Reading Goals

To wrap up this activity, I begin to talk about how every reader has different strengths and weaknesses, and that during readers’ workshop, we will be exploring our own strengths and weaknesses so that we can set goals to help us grow as readers.  I explain that everyone will have different goals based on where they are and what will help them.  I also explain these goals change, just as Wolf adjusted his goals throughout his journey in becoming a reader.

Not only has this anchor lesson been powerful in helping my students understand the purpose of Readers’ Workshop and to foster students’ growth mindset, but it has also set the stage for next steps: reflecting about themselves as readers and setting goals.

(See my blog post about setting specific reading goals students can understand and manage.)

I hope you will take a moment to read this wonderful story and find a way to incorporate it into launching your Readers’ Workshop.  If you are interested in more seed lessons for launching reading strategies, click the resource cover below.  Happy Teaching!

 Seed Lessons for Growing Thoughtful Readers
by laine 

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