Comprehension Standard and Information

ELAGSE3RL3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how

their actions contribute to the sequence of events.

Unpacking standard: the students will be able to:

Analyze and articulate how personality traits, actions, and motives influence the plot of

a story

Recognize what emotions are being portrayed by characters

Respond to how different character traits influence the outcome of a problem in a plot

line

Use journal writing to record and reflect on the characters and event in the story.

Skills/Concepts for Students

Understand the sequence of events in a story

Identify major/minor characters

Identify character traits, motivations, and feelings

Make judgments and inferences about characters in a story

Explain how the characters’ actions contribute to the sequence of events in a story

Use graphic organizers to record textual evidence of a character’s traits, motivations, or

feelings.

Question Stems:

Can you distinguish between major/minor characters in the story?

Describe the major/minor character traits.

How does the character’s trait contribute to the story?

What were the characters motivations in finding a resolution to the problem?

How do the character’s actions help move the plot along?

Language Function: describe

Strategies to Teach Standard:

Using a graphic organizer, chart a character’s actions and lead students in a discussion

about the character’s actions.

Talk about the motivations behind the actions and how these actions contribute to the

sequence of events in the story. It is important to make the connection from the

character’s actions to HOW the character’s actions contributed to the story or sequence

of events

Model the use of graphic organizers to record textual evidence of a character’s traits,

motivations, or feelings

FAST Characterization- Have students create a graphic organizer on paper, such as a

T-Chart, with a character's name as the heading. In the left column of the chart, students

will write Feelings, Actions, Saying, and Thinking. As students come across an example

of the character having a feeling, they write it in the right column next to Feelings. Once

they've recorded examples of a character's Actions, Saying, and Thinking, they have a

solid list of character traits for the character.

Trait Mining: Introduce the concept of inference in the process of character analysis

with an exercise that teaches children to examine character motivation and personality

types. Ask students to review a story for details on the significant thoughts and actions of

the main character. Explain the difference between significant and insignificant detail

with an examples such as shutting a door or shutting a door in someone’s face. The

students should write down one significant thought the protagonist had, one significant

piece of dialogue he said, one emotion the character felt and one action he performed.

The students should then analyze each one to determine represented character traits

such as bravery, weakness, kindness, cowardice and so forth. Expand the lesson into a

class discussion to create a list of character traits that correctly define the protagonist’s

personality

Detail Investigation: Hire your third graders as junior detectives to investigate the

characteristics of the main characters by noting details in the story. Assign each student

a character to “watch” while they are reading their book or story. Give them a worksheet

to take notes on their “target” that has one column for physical or descriptive

characteristics and another for tracking the behavior and personality traits. Students

should be encouraged to infer personality traits from the way their assigned character

talks, thinks and acts. Continue the exercise into a character analysis discussion in

which the investigators.

Uncharacteristic Characteristics: As a follow-up to the trait mining exercise, ask your

third-graders to select one chapter from the book under discussion and write down all

the character traits demonstrated by the protagonist based on their thoughts, emotions,

actions and dialogue. Ask the students to compare their chapter list to the class-created

list of defining traits for the protagonists. Have the third-graders circle any characteristics

on their list that conflict with the ones listed on the protagonist personality traits list.

Explain to the students the concept of characters behaving against their personality type

to add drama and conflict to the story. Provide examples to demonstrate the concept,

such as an instance in which a brave protagonist behaves cowardly at a pivotal moment

in the story.

Model Orally: as you share the text with the students, model orally the before, during,

and after strategies for small group to whole class instruction. Use I wonder questions,

the 5 w’s and How, use story maps.

Strategies to teach character traits using text evidence using inference.

Lessons on character traits are truly lessons on the comprehension skill of inferencing.

Rarely does an author come out and say a character is jovial or bossy; instead, the

reader must discover it by analyzing a character’s actions and dialogue. It takes several

days before my 3rd graders are able to effectively use text evidence to make their own

inferences about a character. What follows is the sequence I used this year to teach my

students about character traits during our readers workshop.

Define It For Your Students

I begin by differentiating between character traits and emotions. I tell my students that a

character trait is the way a person or a character in a book acts: it’s a part of their

personality and it comes from inside. Emotions are usually fleeting feelings that may be

due to an outside force, such as good news.

(THESE WILL BE ADDED AT END OF FILE. They are also language supports)

List the Traits

Armed with a piece of chart paper and a marker, I ask my students to tell me all the

different character traits they know. My class was able to generate about 30 different

traits very quickly for our anchor chart. There was rich discussion between my students

as to whether some words were true character traits or passing emotions. We asterisked

any traits on which we could not reach consensus.

Students then used sticky notes to jot down any traits they discovered during their

independent reading time over the next two days. They added their Post-it notes to the

anchor chart. Some students also used markers to add traits to the board whenever one

occurred to them. Following my lead, students put asterisks on words they felt were

feelings rather than traits.

Make a Connection

After two days, we had well over 100 traits and emotions listed on our anchor chart. On

the third day we decided to sort the list into two categories, positive traits and negative

traits. We discovered it was too tough to categorize some traits, so we created the

neutral zone for them. Next week I'll share the entire list I typed up for students to keep

in their reading binders.

To help deepen their connection to traits, I asked my 3rd graders to look at the list and

choose ten words they best felt described themselves. These words were used later in

the week during a literacy center to create the character trait display below. The

silhouettes had been done by student partners as part of their science unit on light and

shadows.

My teaching partners, Karen Coronado and Eman Shammo, had their students do a similar

activity, but had their students put their personal traits into Wordle. They looked fantastic

displayed out in the hall.

Digging Deeper

Once students have a general knowledge of the different types of traits that exist, it is important to

move deeper in order to activate their thinking. At this point, students begin to analyze their

characters and provide text evidence that helps them infer or draw conclusions about a character’s

traits based on what the character says, thinks, feels, and does. In order to do this, students

indicated a character's traits on a chart, and then we provided the evidence that led to that

conclusion.

Model, Model, Model!

I never expect my students to try something new without being shown exactly what I expect them

to do. To start, I used common text from our class read-alouds that was familiar to everyone. On our

chart paper, we named characters and then traits they exhibited. Next we added proof from the

text, which included specific dialogue and actions taken directly from the book. I jotted down page

numbers to emphasize that evidence must come directly from the text.

After depleting examples from familiar text, I used a few of my favorite picture books for illustrating

character traits over the next several days. By this time, students were able to fill out the graphic

organizer while I read, and we would stop periodically to share our discoveries.

Independent Practice

Students applied what we had practiced together during independent reading using the graphic

organizer. Most students filled out the sheet while they read, whereas some preferred to do it all at

the end.

The final step was to introduce my "Character Traits Reading Response" sheet for their reading

binders. I have created a different sheet for each comprehension strategy as well as for partner

reading. (Look for those in an upcoming post!) Students use these sheets when I want them to delve

deeper into their characters after reading.

Books to use to teach Character traits:

Related Skills: The students should be able to

Identify story elements

Sequence events in the story

Draw conclusions from what they are reading,

Make an inference about the character and/or events in the story

Use graphic organizers and anchor charts

Write and answer questions related to the standard

Language Demands (vocabulary, syntax, and discourse)

Vocabulary

describe/description actions feelings

characters events contribute

character traits sequence character motivations

character feelings motivation plot

Syntax: the set of conventions of organizing the words and sentences into structures.

Many different graphic organizers help students to see visually the information. This

allows students to see and discuss the concepts and put the character traits into

categories. Some of the graphic organizers I found are included.

Second and Third grade Comprehension Character traits and story elements.( 34

pages)

http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_1.pdf

Character Analysis third grade (17 page)

file:///F:/Describe%20Character%20traits%20standard%20activity/SYNTAX/Character%

20Analysis.pdf

Story map example

file:///F:/Describe%20Character%20traits%20standard%20activity/SYNTAX/storymap.p

df

Educational Oasis Graphic Organizers (16 page)

http://www.educationoasis.com/printables/graphic-organizers/

Discourse: includes the structures of written and academic language. In literacy we use

composing, interpreting and comprehending the narrative and informational tests. This

would be essay or paragraphs, pattern sentences or sentence stems ways of citing

evidence.

Students can write a paragraph describing the characters using FAST

Characterization..

Create a Trading Card for the key characters http://www.readwritethink.org/classroom-resources/mobile-apps/trading-cards-30922.html

Write a different ending if the character chose a different way to react to an event.

Writing:How is my character as a person? ________________ is ________________; I know this because describe incident or situation in the book that supports this idea) _________________________________/Another time._______________ (describe another situation in the book that supports this idea)

The students could Recount a key event from the story. Ask, “What does this event teach me about the characters?”

Record your thinking in a graphic organizer

Character Traits Graphic Organizer

Event Character Trait

Language Supports: The scaffolds, representations, and pedagogical strategies you

provide to help learners understand, use, and practice the concepts and the academic

language demands.

Some ideas could be:

PowerPoint explaining Character traits

Character Traits

Becoming Analyzing Readers

Sticky Note Project

While there are many ways to learn about character traits, representing the information in a

visual way makes it easier for your child to compare the traits of various characters. This activity

helps kids think more profoundly about the characters in the story she's reading, which will

ultimately help her to figure out deeper meaning of the story.

What You Need:

A good book to curl up with

Piece of paper

Large sticky Notes

Pencil

Large piece of paper or poster board

Crayons, colored pencils, or utensils of your child's choosing

What You Do:

1. Begin a general discussion about character traits by asking your child to describe a

person of her choosing. Have your child write the description down. Ask your child: How does

she know these things about this person? If your child only points out visual descriptions,

explain that she can also describe what the person does, what he thinks, what he says and

(often more important!) how he says it.

2. Look at the character traits she's written down and go over them with your child,

identifying whether the traits were physical descriptions, actions, or memories of things her

person said or did.

3. Explain to your child that she can also learn things about the characters in the stories

she reads by noticing physical descriptions of the characters, their actions, their conversations

with other characters, and their personal thoughts. Have your child begin reading the story.

Early on in the story have her pick one of the characters. While she reads, ask her to place a

sticky note on every page that reveals something about the character. On the sticky note, ask

your child to write down the character trait that is revealed on that page. By the end of the story,

your child will have accumulated numerous words, thoughts, and actions with which to

assemble a complete description of one of the characters in the story.

4. Conclude the exercise with a fun art project: using what your child already knows about

the character from her sticky notes, encourage her to think about what the character might do or

say right after the book ends. Then, border a large piece of paper with the sticky notes, and

inside draw a picture of that new scene using whatever utensils she wants.

Anchor Chart of Character Traits from Teachers Pay Teachers file:/ //F:/Describe%20C har acter%20traits%20s tandar d%20acti vi ty/SYNTAX/AListofC har acterTraits.pdf

file:///F:/Describe%20Character%20traits%20standard%20activity/SYNTAX/AListofCharac

terTraits.pdf

Research Related to Character Traits

Discerning the way reading material is organized is important to comprehension. According to:

Dickson,(1998), teaching narrative text organization, using characters, a setting, problems,

solutions to the problems, and so on, gives students a frame of reference for processing and

storing information.

Irvin (1998) identifies "awareness of text structures" as an important metacognitive skill

As third graders begin reading longer, more complex pieces, more time is spent on reading

comprehension through the study of plot, story conflict and character analysis. Third graders

learn to classify characters as major or minor, understand internal and external conflicts and

identify character strengths, weaknesses and motivations. Incorporate a variety of reading and

writing activities focusing on character analysis that also expand the third-graders’ cognitive

thinking skills.

Third grade students continue asking and answering questions to show they understand a text,

and they are required to refer to the text to support their answers. The genre of myths is added

at this level and students are asked to both retell and explain how key details communicate the

message. They must be more specific in telling about characters, concentrating on their traits,

motivations, or feelings. The focus is on how characters influence plot development. Use

questions and prompts such as: Who are the characters in this story? What are the most

important events that happened in the story? What in the text leads you to that answer? What

lesson is this story teaching you? How does the author convey the central lesson, message or

moral of the story? Where did the story take place? How do you know? Can you tell me how the

character is feeling in this part of the story? Can you find the reasons why the character acted

this way? How does this character affect what happens in the beginning or at the end of the

story?

Reasons for Teaching Characterization

Think about all the great movies you've watched and books you've read in your lifetime. The

most memorable fictional characters are the ones with the strongest character development:

Batman, Sherlock Holmes, Harry Potter, Darth Vader, Juliet Capulet, and even Homer Simpson.

The fact that these characters stand out is no coincidence. They are characters whose authors

have spent a great deal of time and effort developing them as memorable characters.

So why is this important from a teaching perspective? For students to fully comprehend a text,

they need a firm grasp of characterization. What makes a character's choices and actions

believable? Why does Juliet kill herself? Why is Darth Vader so evil? And most importantly, why

does Homer Simpson say d'oh! so much? These questions can only be answered through the

examination of character development.

Strategies for Teaching Character Development

To introduce students to the concept of character traits, first create an anchor chart. An

anchor chart is a visual aid, typically completed on chart paper, that is used by the teacher

during instruction. The teacher adds content to the chart throughout the lesson and posts the

chart in the classroom for students to refer to. The best anchor charts are ones the teacher and

students create collaboratively.

For example, to create an anchor chart for a character, you could post a picture of the character

in the center of the chart paper. Next, give students several sticky notes and have them write

down each of the character's traits they encounter as they read, such as 'frightened,' 'stingy,'

'daring,' etc. The end result will be a colorful chart filled with student-identified traits specific to

that character.

Students should also understand the different ways authors characterize, or tell readers about

their characters. Doing so will help them make inferences about a character's thoughts, feelings,

actions, and motivations. One strategy you can use is called FAST Characterization. Have

students create a graphic organizer on paper, such as a T-Chart, with a character's name as the

heading. In the left column of the chart, students will write Feelings, Actions, Saying,

and Thinking. As students come across an example of the character having a feeling, they write

it in the right column next to Feelings. Once they've recorded examples of a

character's Actions, Saying, and Thinking, they have a solid list of character traits for the

character.

Teach students that the most interesting characters change throughout the course of the story.

Think about Harry Potter's character before he discovered that he was a wizard, as compared to

his strength, confidence, and self-assurance by the end of the series. Have students create

a timeline to map a character's changes and development throughout the text. Students can

use a digital timeline tool or create their own using paper and a ruler. Instead of yearly

increments, divide the timeline into chapters or sections with headings like Beginning, Middle,

and Ending. Make this a cooperative learning activity by splitting students into small groups and

assigning each group one portion of the timeline.

Shared Reading:

In Shared Reading, children participate in reading, learn critical concepts of how print works, get the feel of learning and begin to perceive themselves as readers (Fountas & Pinnell, 1996). Some of the benefits of Shared Reading:

• Ensures that all students feel successful by providing support to the entire

group.

• Assists students in learning where to look and/or focus their attention.

• Supports students as they constructing meaning from text read.

• Assists students in making connections between background knowledge and

new information.

• Focuses on and helps develop concepts about print and phonemic connections.

• Helps in teaching frequently used vocabulary.

• Encourages prediction in reading.

• Helps students develop a sense of story and increases comprehension

Shared Reading Process: A shared reading session may be conducted in many ways,

depending on the needs of the students and the teaching objectives determined by the teacher.

Shared reading with strong teacher support and guided reading with less teacher support are

two ways the teacher can give students practice and immediate feedback, as they develop the

skills and strategies necessary for successful decoding and comprehension. This section will

provide a brief description of how to conduct a shared reading session. This description will be

divided into three reading sections: Before, During, and After reading. (Taberski, 2000).

Before: In shared reading, the teacher introduces the story, talking about the title, cover, and

title page. It is a good time to engage the students in what they see in the cover picture, and

what they think it tells them about the story to be read. Do not neglect the back cover of the

book, as it often provides an interesting picture clue to what will happen in the story. During the

introduction, the teacher conducts a picture walk through the book, briefly pointing out specific

character actions or events, asking probing questions to engage the students in thinking about

the pictures and story, but not telling the story.

During: The very first reading is generally for enjoyment. The teacher points to each word as it

is read. Students are asked to follow along “with their eyes.” Read the text as naturally as

possible, phrased and fluent, though you may choose to slow the pace just a little for students to

join in. Model realistic reactions to the text and use appropriate voice intonation. Again, the

teacher may pause from time to time asking students to predict a word, phrase or to make

predictions about what is happening. During the read, the teacher may ask students to confirm

their predictions by asking, “Were you right/correct?”

After: After reading, the teacher can take students back to the point of making predictions,

whether at the word or story level, and ask how they knew they were right or how they knew if

their prediction wasn’t quite correct. Giving students this chance to talk about their thinking is

very powerful and ensures their full participation. The teacher asks open-ended questions and

helps students build connections to the text by activating students’ prior knowledge to the theme

or main idea of the book. The second and subsequent readings allow for the students to chime

in with now familiar words and phrases. In some cases, students and teachers can take turns

reading (e.g., the teacher reads the left side and students read the right side). Other ways to

extend the Shared Reading experience can be found in the

Taberski, S (2000). On Solid Ground strategies for teaching reading K-3. Portsmouth, NH: Heinemann Fountas, Irene C. and Pinnell, Gay Su. (1996). Guided Reading, Good First Teaching for All Children. Portsmouth, NH: Heinemann

Reading Comprehension Instruction GO FOR IT

Rick Brigham, Sheri Berkley, Pamela Simpkins, and Michele Brigham, George Mason

University

Alert 12, Spring 2007

Comprehension strategies are specific, learned procedures that foster active, competent, self-

regulated, and intentional reading. Comprehension strategy instruction is appropriate for

individuals who consistently fail to develop a coherent understanding of material that is read.

One such strategy is self-questioning during reading. The self-questioning approaches

discussed in this Alert improved comprehension in research studies.

This article discusses many different strategies for teaching comprehension skilkls. It

recommends different strategies to use that could be to teach character traits. Well worth

reading (4 page)

file:///F:/Describe%20Character%20traits%20standard%20activity/SYNTAX/alert12.pdf