Some Prompting Into Levels Based on Assessment Data

Some Prompting Into Levels Based on Assessment Data

Character Bands

Levels / If You See This / Here’s what you can do
CD / Students have problems with dialogue statements by characters for example character’s statement that are assigned with the word “said.” (“Help!” said Marco. “My cat can’t get down.”) / Then you want to help them understand that characters talk all the time and we know they talk when we see the word ‘said.’ That word indicates that here is a conversation going on. One thing you will want to do is stop and monitor listen in to what the conversation is about
If you see that students are having problems following characters / Then you want to make sure that students stop every time they hear about a character and think about what that characters actions are
If you see that students are only reading part of the pictures / Then you want to have them focus on what the pictures are saying. Have them notice what the students are saying doing where they are the colors
If you see that students are connected to the text but the connections they are making really don’t match what they are reading or seeing / Talk to your students about what it means to connect to something they read about, how they can make those connections - for example Junie B Jones likes to go to school and so do I but Junie likes it because she likes her teacher and I like to come because I like my friends
Students have a hard time recognizing setting / Teach students to use what they see around the character to think about where the story is taking place
FG / If students cannot identify the beginning, middle and end / Teach student about the beginning, middle, and end in a story - the beginning is over after the story is introduced and the cause is mentioned. Teach student that the middle usually is over after the problem appears, and the story changes to talk about how the problem is resolved
If kids really aren’t using the pictures to help with meaning / Teach them to think about what is in the pictures and what the pictures are saying
Understanding what the character is feeling / Teach students descriptive words and how the author describes the character
If students have problems understanding who is talking when characters are talking and dialogue is interrupted / Read with the students and have them wonder who is talking by thinking about what the conversation is saying.
Students might have difficulty thinking about what detail is important / Have them think about the big picture of the story and then what details support that big picture
HIJ / Students have problems putting the information together / Teach them to retell
Students have problems reading the words and not having as much support in the picture / Teach them to read around the words
Students have problems inferring what the character is feeling / Have them use the clues and the punctuation to understand the feeling
Students can’t follow more Then one conversation / Have students think about and separate the conversations practicing saying them aloud having the conversation.Then have them do that again with the other conversation. Or have them act the conversations out
Students can infer the feelings but not the traits / Teach them what feelings help you understand the trait of a character. Give them vocabulary for traits
Students have a hard time understand the cause of the character problems / Let them think about the problem Then track back to who caused the problem
Students have a hard time understanding character motivation / Talk to them about how every character is pushed or convinced to do something in a certain way that is motivation
KLM / Students have problems transferring what they already know to a different genre / Having students label what they remember about realistic fiction and look for clues of that in the text they are reading.
Students have problems finding one the problem or the other the resolution or both in a story / Create a T chart thinking about one problem.Then the other
Have students create a double time line following character across the text, and plot events.
Students have difficulty comprehending the place time or space the character is in / Have students sketch the place. Create a mental image of the time period or what it represent think about the space the character covers map it
Students have difficulty understanding the theme of the story / Let them collect post its across the text building on a theory and then putting the theory together
Students do not understand the humor or the contradictions in a story / Stop at a part and let them draw a mental image of what they are imagining
Students can’t follow the episodes in a story / Draw a time line with them
Talk to them about knowing the genre of the story and what they can gleam from that understanding
Students have a hard time recognize who is talking in a story / Make them stop, read around the conversation and think to themselves who would be a part of that conversation or what is that conversation saying
Students have a hard time understanding how metaphors and similes can be used to describe a character / Teach similes as like or as and think about how that is used to compare to something
1.What are some ways authors write to make their details more vivid?
2.What are some good describing words to describe a (list something)?
3.How can we write things to show comparisons?
1. Read or display the introductory poem.
2. Have the students identify the similes and metaphors and what is being compared.
3. Have the students change the similes to metaphors and the metaphors to similes.
4. Use the list of sample similes and metaphors and have the students identify each.
5. As a class, choose a person from TV or an era in history and write several similes and metaphors to describe the person.
6. Have each student choose a different person write similes and metaphors to describe that person. Tell the students to base their comparisons on facts.
Students have a hard time understand how characters interact both secondary and main / Map out the interactions
Have them act it out
Let them web each character and what they know about them
Students have a hard time understanding the cause of a characters problems and the effects / Time line would be great
Write out a web making out the problems
Have them write the problems and then bullet all the reasons for that problem
NOPQ / Students have a hard time with more literary language / Give the words context for them what do they mean and how do you use them.
Have them think about why the author uses these words and for what purpose – Lemony Snicket (film and books)
Students have a hard time understanding irony / Put irony into real world context
Show them illustrations
Have them look at cartoons and/or film clips
Write out some situations and talk to them about why they are absurd or came at a strange time
Students have a hard time following multiple characters in there story / Draw multiple time line
Let them create a story map
Allow them to think about the different scenarios and how they interact
Students have a hard time understanding how parenthesis and metaphors are used to describe the character / Have students think about how the parenthesis echoes what the author is saying about the character and what it’s doing
Students have a hard time understanding character motivation / Have students make or act what is pushing the character or who is pushing the character to do what they are doing
Students have a hard time looking at multiple characters / Web each character, or use a graphic organizer to look at all the characters in a story
Students have a hard time comparing and contrasting characters across a text / Draw a T chart or a Venn diagram to compare and or contrast the characters
Students have a hard time thinking about the causes of a characters problems and the effects as it carries across the text / Students should envision and listen to the sound of the characters. Students should act out the characters their feelings their actions their desires
Students have problems with the setting and how the setting often tell us about the tone of the story / Have them draw the setting. Let them recreate the tone of the story and what it means let them dramatize the text
Students have difficulty understanding how the text should sound and the mood of the story / Make it sound like a radio show. Think about the punctuation where its taking place etc.
RST / Students has difficulty seeing more Then one story / Help student see there is more by creating a T chart to show the different stories
Students cant interpret the issues in the study and how the trait matches how the student resolved the issues / Help students track the issues and why they feel the character reacted this way or that.
Have them envision what the character is feeling or saying
Students is missing the double plot line in the story / Do a double time line or reenact a scene
Students misinterpret the character / Have them look at alternative perspectives in a character have them compare and contrast characters
Students do not understand the literary devices in the text / Show them how flashback lives in a text and its purposes, or foreboding etc.
Students aren’t noticing the impact or specifics of the setting / Have them go back to the beginning and try to describe how the main character fits in the setting – does he/she feel safe/unsafe, is it friendly or hostile, and why – what clues let them know. If it’s historical or fantasy, they can try to list the attributes of the place and the character. Could demo on Harry Potter clip
Students seem to not get the true meaning the author is putting out / Have them monitor and stop more often thinking about the characters in the story and the world these characters are creating
Students read it literary and not inferentially / Have students slow down and hear the characters what would they say if they were part of the story
Have them read nonfiction to help them understand the deeper picture or message
Students seem to only get the basic gist of what is going on / Have them reread a story or a paragraph that feel likes it relays the central message of that story
Student cannot accumulate all the information / Have them annotate the text to look for important parts of theories around the text
UVW / Students are misinterpreting the time period or the language structure of the text / Let them question the time period and help them think about how they can search for the information
Let them study structures of text and why they are important
Students cannot see the deeper meaning of the text and the message the author is trying to portray / Have them monitor and stop think about the dialogue the internal work the characters are doing and the text as a representation of the world around them
Student doesn’t understand the setting of the story and the way people of characters acted during that period in time or place / Have them look at nonfiction about the place or time period to put it into context
Students are missing the idea of symbolism and what it represents / Relate what symbolism is and how it help you understand the deeper implication of the text
Students read a text but fail to understand the satire within it / Coach them on satire what is satirical and what does it represent
Students fail to understand the adult concepts relating in this text / Let them take chunks annotate compare with the political issues or world concerns they see in the world today
Students read the text way to slow and miss the fluency within the text / Have them work on the fluidity of the text how should it sound why
XYZ / Students fail to understand the classical time period or the political innuendos in the text / Let them research the period
Discuss what innuendo means and why authors use it
Students have a hard time with the language / Let them study the language structure of that time or place and the meaning behind it
Students think about the characters but can’t relate them to the world. / Let them study or think about world issues
Students fail to see the tone or mood and how it creates an understand of the plots and subplots in a text / Teach students about tone and what it is. Let them use that and mood to think about all the different stories surrounding the one central them. Music vidoes and horror films make good examples. Steven King
Students seem to be able to think about the story in a one dimensional way / Create webs bringing out all the parts of the text
Students doesn’t understand the authors work within the story and what they are trying to say / Review authors craft and the moves that authors make within a text

DRAFT JS TCRWP 2013-14 Feel free to pilot and reproduce!