E L E M E N T A R Y Reading in Style Differentiated Reading Activities for Fiction, Nonfiction, and Poetry SECOND EDITION Excerpts Joyce W. Jackson Susan C. Morris Kristen M. Perini
ELEMENTARY Reading in Style Differentiated Reading Activities for Fiction, Nonfiction, and Poetry CONTENTS SECOND EDITION Acknowledgments...ii About the Authors...iii Introduction to Reading Styles...1 by Matthew J. Perini Classroom Connections... 23 Using Task Rotations to Address Common Core State Standards... 39 Fiction Task Rotations... 43 Readers, Take Action!...45 What s the Story?...46 Where and When?...47 What a Character!...48 Problem, Solution...49 What s Your Opinion?...50 Create Your Own Story...51 Nonfiction Task Rotations... 53 What Is Nonfiction?...55 Reading Nonfiction...56 What s the Big Idea?...57 Nonfiction: Sequence...58 Nonfiction: Comparison...59 Nonfiction: Argument... 60 Let s Go... Research!...61 Poetry Task Rotations... 63 What Is a Poem?...65 Rhyme Time!...66 Not All Poems Rhyme...67 Get the Picture?...68 Potpourri of Poetry...69 Designing Task Rotations for Your Classroom... 71 Blank Planning Forms...79 References... 89 i
READING IN STYLE Common Core Alignment Index In addition to the Common Core Corner that comes with each Task Rotation, you can also refer to the Common Core Alignment Index below (pp. 40-42). Use this index to help you key in on particular Anchor Standards and then locate the Task Rotations that can help you address these standards. Because the Common Core Alignment Index includes the full text of each Anchor Standard (from www.corestandards.org), you can use it as a quick reference guide any time you need to recall a specific Anchor Standard. Code R.CCR.1 R.CCR.2 R.CCR.3 R.CCR.4 R.CCR.5 R.CCR.6 R.CCR.7 R.CCR.8 R.CCR.9 R.CCR.10 College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Task Rotation Pages 45, 46, 47, 48, 49, 50, 55, 56, 57, 58, 59, 60, 61, 68 45, 46, 49, 50, 51, 56, 57, 61 45, 46, 47, 48, 49, 59 65, 66, 67, 68 46, 51, 55, 65, 69 48, 49, 50, 56, 58 49, 55, 56, 61 58, 59, 60 55, 61, 69 45, 46, 47, 48, 49, 50, 51, 55, 56, 57, 58, 59, 60, 61, 65, 66, 67, 68, 69 40 For the complete Common Core State Standards go to www.corestandards.org. Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Differentiated Reading Activities for Fiction, Nonfiction, and Poetry Code W.CCR.1 W.CCR.2 W.CCR.3 W.CCR.4 W.CCR.5 W.CCR.6 W.CCR.7 W.CCR.8 W.CCR.9 W.CCR.10 College and Career Readiness Anchor Standards for Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Task Rotation Pages 46, 50, 55, 59, 60, 66, 67, 68, 69 47, 49, 56, 67 51, 58, 61 46, 51, 58, 59, 60, 66, 67 58 *see note below 61 61 48, 49, 60, 61 46, 47, 48, 49, 50, 51, 55, 56, 59, 60, 65, 66, 67, 68, 69 * Note: Although this standard is not addressed directly, most Task Rotation activities in this book can be enhanced through online publishing and collaboration tools. For the complete Common Core State Standards go to www.corestandards.org. Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. 41
READING IN STYLE Code SL.CCR.1 SL.CCR.2 SL.CCR.3 SL.CCR.4 SL.CCR.5 SL.CCR.6 College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Task Rotation Pages 51, 58 51, 57 51, 58 46, 51, 56, 57 45, 47, 49, 56, 59, 65, 68 51, 56, 57 Code L.CCR.1 L.CCR.2 L.CCR.3 L.CCR.4 L.CCR.5 L.CCR.6 College and Career Readiness Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. Range of Writing 6. Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Task Rotation Pages 46, 47, 48, 49, 50, 51, 55, 56, 57, 58, 59, 60, 61, 65, 66, 67, 68, 69 46, 47, 48, 49, 50, 51, 55, 56, 58, 59, 60, 61, 65, 66, 67, 68, 69 51, 66, 67 57 55, 60, 65, 66, 67, 68 48, 51, 58, 61 42 For the complete Common Core State Standards go to www.corestandards.org. Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Using TaskRotations to Address Common Core State Standards This section highlights two features of this book designed to help teachers address Common Core State Standards: the Common Core Corner and the Common Core Alignment Index. Common Core Corner Each Task Rotation in this book comes with a standards correlation tool called a Common Core Corner (as seen below). This Task Rotation can help you meet these K-5 standards > R.CCR: 1, 2, 3, 5*, 10 esp. RL.2.5 > W.CCR: 1, 4, 10 > SL.CCR: 4 > L.CCR: 1, 2 The purpose of the Common Core Corner is to tell you which College and Career Readiness Anchor Standards (known simply as Anchor Standards ) in Reading (R.CCR), Writing (W.CCR), Speaking and Listening (SL.CCR), and Language (L.CCR) a particular Task Rotation can help you address. For example, the Common Core Corner above goes with the Task Rotation called What s the Story? (p. 46). This Common Core Corner indicates that this Task Rotation can help you address Anchor Standards 1, 2, 3, 5, and 10 in Reading, Anchor Standards 1, 4, and 10 in Writing, Anchor Standard 4 in Speaking and Listening, and Anchor Standards 1 and 2 in Language. Task Rotations are aligned with Anchor Standards (rather than grade-specific standards) because Task Rotations are designed to be used at multiple grade levels and adapted freely by teachers; however, some Task Rotations align particularly well with grade-specific standards. In these cases, the Anchor Standard is followed by an asterisk (*) and the relevant grade-specific standard is identified to the right. For example, esp. RL.2.5 in the Common Core Corner above tells you that this Task Rotation addresses standard 5 in the Reading Literature strand at grade 2 particularly well. To learn more about the Common Core State Standards and how they re organized and coded, visit www.corestandards.org.
This page contains a sample task rotation from Reading in Style: Differentiated Reading Activities for Fiction, Nonfiction, and Poetry Elementary Second Edition Learning Magazine 2012 Teachers Choice Award Winner To purchase the book, visit www.thoughtfulclassroom.com/ris. This Task Rotation can help you meet these K-5 standards > R.CCR: 1, 3, 10 > W.CCR: 2, 10 > SL.CCR: 5 > L.CCR: 1, 2 Where and When? Where does the story take place? When does it take place? If you can answer these questions, then you know the story s setting. As you read, look for clues that tell you where and when the story takes place. Then think about how the setting affects the story. Setting the Scene You and Your Setting Different settings affect your behavior. Pick two types of settings and describe how you would act or behave in each. MASTERY Collect some words that help you visualize the setting of the story. What words tell about where the story takes place? What words tell about when the story takes place? in school at home with friends with family at the park at the beach at the movies 1. 2. How would you act and behave in the setting in the story? INTERPERSONAL What Does It Mean? What role does the setting play in the story? Why is this setting an important part of the story? Imagine This Change the setting of the story. Then draw a picture of the new setting. Explain how the new setting would affect the story. UNDERSTANDING SELF-EXPRESSIVE Copyright 2011 by Thoughtful Education Press. All rights reserved.
This page contains a sample task rotation from Reading in Style: Differentiated Reading Activities for Fiction, Nonfiction, and Poetry Elementary Second Edition Learning Magazine 2012 Teachers Choice Award Winner To purchase the book, visit www.thoughtfulclassroom.com/ris. This Task Rotation can help you meet these K-5 standards > R.CCR: 1, 2, 7, 9, 10 > W.CCR: 3, 7, 8, 9 > SL.CCR: NA > L.CCR: 1, 2, 6 Let s Go Research! Select a topic that interests you. Find at least two sources to help you research your topic. Use the activities below to organize, develop, and reflect on the research project. Topic: Sources: MASTERY Know Your Topic 1. Make a list of what you know about the topic as well as what you would like to know. As you conduct your research, keep track of new information you learn. Know Would Like to Know Learned Reflecting on Your Research 4. Write a letter to a friend telling him or her about the interesting things you learned from researching your topic and how you conducted your research. INTERPERSONAL UNDERSTANDING Topic Web 2. Organize the information you learned about your topic into a web showing the topic, subtopics, and details. Details Details Subtopic Subtopic Topic Subtopic Subtopic Details Details Acrostic 3. Create an acrostic for your topic. Write out the name of your topic down the page. Then, for each letter in your topic, use meaningful information that you learned from your research to explain your topic. Example: cats C lean themselves with their rough tongues A re mammals give live birth, have fur, are warm-blooded T ake naps throughout the day S talk and hunt other animals like mice, lizards, and birds SELF-EXPRESSIVE Copyright 2011 by Thoughtful Education Press. All rights reserved.
This page contains a sample task rotation from Reading in Style: Differentiated Reading Activities for Fiction, Nonfiction, and Poetry Elementary Second Edition Learning Magazine 2012 Teachers Choice Award Winner To purchase the book, visit www.thoughtfulclassroom.com/ris. This Task Rotation can help you meet these K-5 standards > R.CCR: 1, 4*, 10 esp. RL.1.4 > W.CCR: 1, 10 > SL.CCR: 5 > L.CCR: 1, 2, 5 Get the Picture? Poets use descriptive language to help the reader see what the poem is about. We call this descriptive language imagery. Read or listen to a poem. Then complete the activities below in the proper order to help you better understand how poets use imagery to make their poems come to life. 1. Collect words and phrases from the poem that help you create images in your mind. 2. What is your favorite image in the poem? Why is it your favorite? MASTERY INTERPERSONAL UNDERSTANDING 4. All readers see the same images when they read a poem. Do you agree or disagree? Explain your answer. 3. Draw what you see in your mind. Below your drawing, write the words from the poem that helped you see the image. Share your drawing and words with a friend. SELF-EXPRESSIVE Copyright 2011 by Thoughtful Education Press. All rights reserved.
Learning Magazine 18 th Annual Teachers Choice SM Award for the Classroom 2012 Below you will find the comments for your product. As you read the comments, please note that this is the literal text from the evaluation forms. We have not differentiated comments between the teachers on each team. Although we encourage teachers to provide comments, it is not a requirement. Therefore, you may notice if you had multiple entries, the responses may be more or less in depth depending on the team of teachers. We do not use comments in the scoring process. They are provided as insight into the panel s thoughts on your product. We hope you find the responses helpful and continue to participate in the Teachers Choice Awards in the future. Applications will be available in January 2012 for the 19th Annual Teachers Choice SM Awards program. Product Key - 2922 Product - Reading in Style: Differentiated Reading Activities for Fiction, Nonfiction, and Poetry Company - Silver Strong & Associates What aspects of this product did you like most? The current research, the emphasis on Gardner's multiple intelligence research, reproducible activities to use in the classroom that reach all learners, the emphasis on learning and reading styles. It was easy to read - not wordy, had a large font, straightforward. I liked that it was very easy to use! The differentiated strategies were very helpful in today s diverse classrooms. I appreciated that this book was an "easy and quick" read. It felt good to be able to open up any page and find a little tip that could improve my teaching. As the title states, this book truly differentiated learning and could be adapted into most classrooms. The connection to multiple intelligences was key for me. Again, another way for true differentiation to occur. Using this book truly would assist a teacher in getting to know a students learning and reading needs and would support a teacher in fulfilling those needs. I love how this book focuses on how reading is a "deeply personal act". The task rotations for fiction, non-fiction and poetry are great to use with the students. The reproducibles are really directed towards engaging students in their reading. It was a quick reference tool and easy to read. I liked the layout of the chapters. The information was teacher friendly and opened you up to new strategies and ideas. The ideas in the book are amazing and I can't wait to use more of them next year. I also like how full size copies are available on the website. How would this product need to improve to better support your curriculum? I saw nothing to improve upon. I love this book!!!!! I have no suggestions as this book was wonderful. I know the additional printable resources were available online, but for me, it is always a challenge to take the time to find those. Even if the book needed to be a little larger and cost a little more, I would have liked those resources to be included in the book. Most of the resources were geared toward around 2nd grade and up (when using independently). As a kindergarten teacher, I would have liked some choices for K-1. Even some task rotations that had more pictures to show how students needed to respond so non readers could respond about a book read a loud to them. This book is geared towards older kids. It would be great if they could create some task rotations that are geared towards beginning readers who are just learning to read, because the strategies in this book are great for young learners as well! A cd with the BLM would have been helpful. I understand you can download them from the website, but having it all together instead of having to search for it is always helpful. Honestly this is my favorite thing so far and I can't think of a way to improve it. How did you make use of the product, or integrate it into your lesson plans? I read the book and shared it with my administration. I would love to see this book used as a school-wide book study. I used the "What a character" page with upper grade students when teaching characterization. I used several of the lessons provided with different groups in my classroom. I used this product in small groups of higher level students. Students completed surveys and used the task rotations during our readers' workshop time. I also used parts of the book to create student self evaluations and
reading "menus". There were several other tips to glean from the book that I could integrate into my readers workshop mini lessons. I ended up modifying several of the lessons to fit in with my kindergarten literacy curriculum. I used it to help change up reading groups within my classroom. We did the activity on page 42, Readers take action which my students really enjoyed doing. The students are able to do different activities which covers every learning style. What skills did your students learn from this product? Reading for purpose, discovering character traits on their own. They learned different styles of literature and how to comprehend them. My students learned comprehension skills such as connections, mental images, inferring, comparing and contrasting, parts of a story, synthesizing, questioning, and predicting. They also learned about multiple intelligences and learned about themselves as a reader. They learned how they could better support themselves as a reader and thinker. I think that it got them thinking creatively as well as helped expose them to different genres. They learned different strategies and ways to make reading more interesting based on their learning styles. My students learned how to do different activities for reading. They were able to draw pictures to illustrate things that they read. If funds were available, would you recommend this product to another teacher at the appropriate grade/age level? Please explain why or why not. YES!!! It is practical, easy to use, research-based. It is not just another book study book that we read and put away on the shelf. Mine is already looking "well-read" as I refer to it often. I have always been a Gardner and a learning styles fan. I've used strategies from both in the classroom throughout the years with more success than any "bandwagon" I've jumped on. I look forward to implementing the activities from this book next year. I would definitely recommend this to any teacher. The differentiated strategies helped make sure all of my students were getting what they needed to learn about different styles of literature. It was very engaging for them all! Yes, at the second grade level and up in elementary school, I am certain this book would support young learners in a meaningful way. By using the strategies in this book, learning becomes extremely authentic. Worksheets with contrived answers don't open the minds of readers, but the activities in this book do! It would be helpful to both new and experienced teachers alike. The activities included are very multi-level and would certainly meet the needs of all learners in a hands-on, engaging way. I think this is great and would recommend it to all 2nd grade and up elementary teachers! The lessons are fun and engaging! Yes: It is a great reference tool. It is age and grade level appropriate. Yes I love this book and I would recommend this book to everyone. The ideas are amazing and I can't wait to use it more.