BEYOND THE STORY : Inferential Comprehension via Character Author(s): Erin McTigue, April Douglass, Katherine L. Wright, Tracey S. Hodges and Amanda D. Franks Source: The Reading Teacher, Vol. 69, No. 1, Innovative & Integrated Instruction (July/August 2015), pp. 91-101 Published by: International Literacy Association and Wiley Stable URL: https://www.jstor.org/stable/24574719 Accessed: 02-03-2020 21:16 UTC

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This content downloaded from 150.216.62.77 on Mon, 02 Mar 2020 21:16:31 UTC All use subject to https://about.jstor.org/terms BEYOND THE STORY MAP Inferential Comprehension via Character Perspective

Erin McTigue ■April* April DouglassDouglass ■* Katherine L. Wright ■ Tracey S. Hodges ■Amanda D. Franks

How do you guide students to enter the world of a story, empathize with characters, and understand opposing viewpoints? Approaching comprehension from characters' perspectives puts a new lens on instruction.

Teacher WhoWho was was your your favorite favorite character character [in [in "invites "invites us to to consider consider frames frames for understanding for understanding Max's Words Words by byKate Kate Banks]? Banks]? and feeling and feeling about about the the world world that that are are likely likely to be to be Belinda It's It's Max Max because, because, like, like, he ishe so is brave. so brave. novel" novel" (P-(p. 3).3)-In In other other words, words' stories stories help us helP under us under" _ ^ , , . stand the social world stand in thenew social worldways. in new Miall ways. Miall (2006) (2006) TeacherTeacher Yeah. Yeah. Does Doeshe remind he remind you of anyone? you of anyone? , , , , , , labelslabels this this process process of adopting of new adopting perspectives new perspectives BelindaBelinda [quietly] [quietly] Me. Me. as "j-0 as "to dishabituate." dishabituate." In the opening conversationIn the opening conversation TeacherTeacher You? You? How Howso? so? of this article, Belindaof this article, (all Belinda names (all namesare pseudonyms)are pseudonyms) Belinda [defiantly][defiantly] Because Because at at first, first, like, like, my my recognizedsister sister recognized that Max—who, that despite Max—who, his broth despite his broth and brother say, "That's not a very gooders' teasing, ers' teasing,continued continuedto collect words to collect(instead words (instead idea." And they say "You joking, right?" of "normal" of "normal" things like things stamps likeor coins)—was, stamps orin coins)—was, in And I'm not. And then... [proudly] I'mfact, fact,brave. Then,brave. through Then, her through recognition her of Max's recognition of Max's actuallyactually doing doing the job.the job. bravery, bravery, Belinda Belinda reframed reframed her experiences her andexperiences and ry i c ., , . j c c. j ,,, defined herself as defined brave. herself This as brave. empathy This empathy with with Max,Max, TeacherTeacher So, So,they they kind ofkind see afterwards of see afterwards that you that you r 3 , , j - j t which transcended which gender, transcended ethnicity, gender, ethnicity, and and realreal hadhad a good idea? a good idea? ° 3 ity,ity, was likely affirming was for her self-concept. likely She affirming for her self-concept. She Belinda [excited] Yeah! Yeah, they see. Belinda [excited] also gained understanding Yeah! about how her teacher Yeah, they see. ajgQ gajnecj understanding about how her teacher TeacherTeacher Interesting. I feel Interesting.the same sometimes. experienced a similar situation. I It is feelimportant the same sometimes. experienced a similar situation. It is important I have two sisters. And sometimes their ideasideas seemseem cool,cool, but but then then I Ido do something— Erin McTigue is an associate professor at Texas A&M University; College Station, USA; e-mail [email protected]

Belinda Yeah! Yeah! It seemsIt seems cooler! cooler! And thenAnd theythen are they ^prj| are Douglass is a Aprilclinical Douglass assistant is a clinical professor assistant at professor Texas A&Mat Texas University; A&M University; like, "Hey! "Hey! I like I like that that too!" too!" e-mail [email protected] e-mail [email protected] Katherine L. Wright is a graduate student in Curriculum and Instruction at hy readread literature?literature? Inspiration... Inspiration... Texas A&M University; Texas A&M University;e-mail [email protected] e-mail [email protected] Escape... Class Class assignment? assignment? While TraceyWhile S. Hodges Tracey is a graduate S. Hodges isstudent a graduate in studentCurriculum in Curriculum and Instruction and Instruction at at „ Texas A&M University; e-mail Texas A&M [email protected] University; e-mail [email protected] 1/ 1/ all are allvalid are reasons, valid literary reasons, literary , 11 Amanda D. Franks Amanda D.is Franks a isgraduate a graduate student instudent Curriculum and Instruction in Curriculum at and Instruction at researcherresearcner Miall Miail(2006) con (ZUUb) con- Texas Texas A&M University; A&M e-mail University;[email protected] e-mail [email protected] tendstends that thatliterature literature has staying power has because staying it power because it

TheThe Reading Reading Teacher Vol.69Teacher Issue 1 Vol.69pp. 91-101 D0l:10.1002/trtr,1377Issue 1 pp. 91-101 © 2015 InternationalD0l:10.1002/trtr1377 Literacy Association © 2015 International Literacy Association

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toto note, note, due due to the to tonethe oftone Belinda's ofHowever, Belinda's to gain social However,understand to gain"Literature social understand-teaches 'LitCYtttUYC tCCLCJlBS voice, that sheshe obviouslyobviously drewdrew ing uponfromupon fiction, ing we frommust consider fiction, we must consider herher emotions emotions as muchas much as logic. as characters' logic. internal characters'internal experiences in addi experiencesreaders about in the addi- YCCLClCYS ClbOhlt tll6 We advocate that, in the way tion toinfor-infor because tion "just toas in plot real life, because "just as in real life, mationalmational texts teach texts readers teach about readers the worlds ofabout literary fiction the are worlds replete of socialliterary world fiction and how are replete social woyM aYid how sciencescience or politics,or politics, literature literature teaches with teaches complicated with individuals complicated whose individuals whose readersreaders about theabout social world the and social innerworld lives are andrarely easilyinner discerned lives but are torarely navigate easily through discerned but to navigate thYough howhow to to navigate navigate through through difficult difficult warrant exploration" warrant (Kidd exploration" & Castano, (Kidd & Castano, , ■. . ,, emotionsemotions and inevitable and inevitable conflicts. conflicts. 2013, p. 377). 2013, Unfortunately, p. 377). because Unfortunately, difficult because emotions aiJJlCULt CYYlOtlOYlS. Emerging evidence evidence from from cognitive cognitive they they must guidemust their guide students' their com students' com psychology indicates indicates that that "just "just as prehensionas prehension while keeping while within keeping time within we borrowed time we"thought borrowed bubbles" "thought from bubbles" from computer simulations simulations have have helped helped usconstraints, us constraints, teachers may feel teachers pres may comprehension feel pres- comprehensioninterventions designed interventions designed understand perception, perception, learning, learning, and suredand tosured overemphasize to overemphasize plot events and plot forevents children and on for the childrenautism spectrum on the autism spectrum thinking, stories stories are aresimulations simulations of a spend of little a spend time on littleexploring time com on exploring (Gately, com-2008). Each(Gately, CHAMP 2008). graphic Each CHAMP graphic kind thatthat can can help help readers readers understand understand plex characters. plex Additionally,characters. the Additionally,most organizer the most focuses organizer on one significant focuses on one significant not just just the the characters characters in books in books but common but commoninstructional toolinstructional for story tool plot for event story in a plotstory. event The CHAMP in a story. The CHAMP human charactercharacter in in general" general" (Oatley, (Oatley, comprehension, comprehension, the story map, thedepicts story map, graphic depicts organizer graphic shown organizer in Figure 1 shown in Figure 1 2011, p. p. 63). 63). Returning Returning to theto theidea ideaof comprehension of comprehension as a sequence asof escaa sequence documents of esca- adocuments scene from Henkes'sa scene Lilly's from Henkes's Lilly's dishabituation, through through stories stories read read- lating plotlating events plot with littleevents attention with little Purple attention Plastic PurplePurse (1996). Plastic Although Purse (1996). Although ers cancan also also try try out, out, without without personal personal to characters' to characters' thoughts and feelings thoughts and both feelings characters both are characters labeled as being are labeled as being risk, new new reactions reactions and socialand decisocial (Smolkin deci- & McTigue,(Smolkin 2015). & McTigue, 2015).mad, the mad,evidence the selected evidence is unique selected to is unique to sions. Young Young readers readers can can then then use use Therefore, Therefore, it is essential it is that essential we pro that each we character. pro- each Certain character. evidence came Certain evidence came that learninglearning to tonavigate navigate their their current current vide students vide with students comprehension with comprehension directly from directly the character's from the behavior character's behavior world ofof peerpeer friendships friendships and and class class- strategies strategies for stories forthat emphasizestories that emphasize (e.g., Lilly (e.g., drew Lillya mean drew picture), a mean while picture), while roomroom conflicts. conflicts. both the structural both elementsthe structural (setting, elements (setting, other information other information was inferred was inferred from from plot,plot, climax) climax) and theand characters' the characters' internal internal the situation the situation and likely and basedlikely on based expe on expe experiences.experiences. To date, To date,there are there lim are lim- riencerience (e.g., (e.g., teachers teachers can getcan mad get whenmad when itedited teaching teaching tools toolsfor such for a goal.such Our a goal. Our a student a student is distracting is distracting others). others), PauZep$uSe ancJarte? Ponder Ponder contributioncontribution is the is the forChart Multiple for Multiple TheThe target target event event is written is written in the in the Perspectives (CHAMP), an alternate center circle, to which two thought I WhatWhat typetype of Of characters characters (e.g., (e.g.,gender, gender, Perspectives (CHAMP), an alternate center circle, to which two thought graphicgraphic organizer organizer for the for traditional the traditional bubbles bubbles are connected.are connected. The student The student ethnicity, age)age) do do your your students students connect connect storystory map, map, which which promotes promotes inferential inferential describes describes in the in thoughtthe thought bubbles bubbles what what with mostmost easily?easily? How How can can you you support support comprehensioncomprehension through through the consid the consid- eacheach character character is thinking is thinking or feeling. or feeling, students toto identifyidentify with with characters characters who who erationeration of storiesof stories via the lenses via ofthe lenses of Next,Next, inin thethe boxes, boxes, the the student student provides provides differ fromfrom them? them? opposingopposing characters. characters. evidence from evidence either from text either or text or illustrations

' How wouldwould it it impact impact students' students' social social to explainexplain these these inferences. inferences. By corn By com development to to "take "take the the perspective" perspective" of of Chart forfor MultipleMultiple pleting a sequence pleting of a sequenceCHAMP of graphic CHAMP graphic organizers while reading, not only do spiteful oror pathologicalpathological characters? characters? How How Perspectives (CHAMP) (CHAMP) organizers while reading, not only do To createcreate a agraphic graphic organizer organizer that that students studentsconstruct constructa sequence aof sequence plot of plot can youyou minimizeminimize any any potentially potentially negative negative more clearlyclearly highlights highlights the the connec connec- events, theyevents, simultaneously they simultaneously focus on thefocus on the effects? tion betweenbetween what what characters characters think think and and deeper understandingdeeper understanding of the characters of the characters iI Under what conditions are your students how theythey feel feel (i.e., (i.e., their their internal internal states) states) driving driving the plot. the In ourplot. instruction, In our instruction, the the able to consider the perspectives of and theirtheir actions actions (i.e., (i.e., their their external external intervention intervention teacher selectedteacher threeselected key three key teachers and peers? choices), we we started started with with Emery's Emery's (1996) plot(1996) events plot that events roughly that (1) roughly introduced (1) introduced Story MapsMaps with with Character Character Perspectives Perspectives the mainthe mainconflict, conflict, (2) escalated (2) escalated the con the con I| HowHow can you support transferring socialsocial and ShanahanShanahan and and Shanahan's Shanahan's (1997) (1997) flict, and flict, (3) resolved and (3) resolvedthe conflict. the conflict. skills gained in reading to "real-life" Character Perspective Chart.Chart. Then,Then, toto The CHAMP The CHAMP graphic graphic organizer organizer conflicts? place moremore attention attention on on internal internal states, states, can alsocan bealso used be usedfor various for various levels levels

The Heading Heading Teacher Teacher Vol. 69Vol. Issue 69 1 IssueJuly/August 1 July/August 201v5 201v5

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Figure 1 CHAMP GraphicGraphie Organizer Completed From Lilly's Purple Plastic in manymany Purseelementary elementary classrooms. classrooms. Since Since the report report of ofthe theNational National Reading Reading Panel Panel (NRP) in in 2000, 2000, the therecommended recommended read read ing curriculum curriculum emphasized emphasized that students that students are reading reading within within a precise a precise instructional instructional range. In In practice, practice, this oftenthis oftenresulted resulted in in selections from from leveled leveled anthologies anthologies or or bins filled with decodable readers clas sified as "easy," "just right," and "too hard." Unfortunately, such overly struc tured reading curricula left limited I know Lilly is thinking or feeling this II know know Mr. Slinger Mr. is thinkingSlinger or is thinking or time for picture book reading (Serafini, because: feelingfeeling this because: this because: 2011) because picture books' quantita tive readability levels are generally not (kijjj(Mm c nita^rri(Q*> lwm> jfa \ms "just right" for elementary readers. For .4-1/ ps flfm(ViM ,, fYMMttr/TMlMor/ example, due to rich (i.e., nondecod Old

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"In' Itl short, Short the the Lobron Lobron and and Selman Selman (2007) (2007)advocate thatadvocate perspective-taking that and perspective-taking empathy, it pro and empathy, it pro perspective-coordinationperspective-coordination taught throughtaught vides through motivation vides to persist. motivation Simply put, to persist. Simply put, stereotypeSt6V60tl/V6 of the Of tJl6 literature literature provides aprovides foundation for a foundation students will want for to know students what hap will want to know what hap socialsocial awareness. awareness. This idea shares This fea idea sharespens in the fea- end! pens in the end! antisocial bookworm bookworm tures with withbibliotherapy bibliotherapy (e.g., Pehrsson, (e.g., Pehrsson, f 2005), 2005), when when stories stories are used to helpare chil used What to Theories help chil- Support What This Theories Support This isIS beingbeing debunked." acblinKCU. dren dren cope during cope traumatic during events suchtraumatic Intervention? events such Intervention? asas losing losing a parent. a parent. Bibliotherapy Bibliotherapy usually While manyusually theories While influence many this theories influence this addressesaddresses a crisis, a crisis,however. however.In contrast, work,In contrast, primarily wework, drew fromprimarily Miall we drew from Miall readersreaders experience experience fiction (Miall, fiction we (Miall,advocate that we fiction advocate can also be usedthat andfiction Kuiken's can (2002) also reader be responseused and Kuiken's (2002) reader response 2006).2006). Additionally, Additionally, both groups both have groups proactively have as a trainingproactively ground to as prac a training theory, which ground argues thatto prevalentprac- theory, which argues that prevalent notnot incorporated incorporated recent findings recent from findings tice perspective-taking from tice and perspective-takingconflict cognitive models and of conflict comprehension cognitive models of comprehension psychologypsychology regarding regarding the connection the connection analysis. Ideally, analysis.students can Ideally,use insight students(e.g., construction-integration can use insight theories) (e.g., construction-integration theories) betweenbetween fiction fiction and readers' and emo readers' from emo- fiction fromto build interpersonalfiction toskills build do not interpersonal fully explain the roleskills of emotiondo not fully explain the role of emotion tionaltional development development (see Oatley, (see Oatley, 2011, that allow 2011, them tothat resolve, allow rather themthan into fiction resolve, comprehension. rather However,than in as fiction comprehension. However, as for anan overview).overview). Therefore, Therefore, empiri empiri- escalate, escalate, conflicts. conflicts. this theory this has theory been has predominantly been predominantly cally establishingestablishing that that literature literature has has Perspective-taking Perspective-taking skills skillsalso also appliedapplied to to adults, adults, we weconsulted consulted stage stage essential roles inin thethe elementaryelementary directly directly support literacy literacy develop develop- models models ofof development—specifically,development—specifically, classroom—and in child develop-develop ment,ment, particularly particularly higher higher order order Selman's Selman's (2003) (2003) Developmental Developmental Model Model ment—can helphelp reassertreassert its its status. status. comprehension comprehension and motivation.and motivation. of of Perspective-Taking—to Perspective-Taking—to create create Accordingly, Chall's Chall's (1983) (1983) Stage Stage appropriate appropriate expectations. expectations. Why Is Is Comprehension Comprehension Four of Four literacy of literacy development development isis read read How Do We Teach InstructionInstruction via Perspective-via Perspective ingfor ing multiplefor multiple viewpoints viewpoints in in literature literature Taking Important? Important? and andinformational informational texts. Inferential texts. Inferential Comprehension Comprehension via via UnderstandingUnderstanding literature literature and under and comprehension under- comprehension clearly demands clearly Perspective-Taking demands Perspective-Taking With With standing people people draw draw from from many ofmany using of knowledge using knowledge beyond the beyondtext to Literary the text Texts?to Literary Texts? the same same skills, skills, particularly particularly due to understanddue to understand characters' actions characters' and Selecting actions and the Selecting Literature the Literature perspective-taking,perspective-taking, more moreprecisely precisely motives. motives. Beyond that, Beyond critical that, liter forcritical Perspective-Taking liter- for Perspective-Taking termed as as theory theory of mindof mind (Pelletier (Pelletier & acy &then acy requires then requires readers toreaders consider to considerAs this intervention's As this intervention's success is fully success is fully Astington, 2004). 2004). Consequently, Consequently, read questions read- questions such as "What such viewas "What of contingentview of contingent on the texts, on we the reviewed texts, we reviewed ers bothboth use use real-life real-life experiences experiences to the to world the isworld put forth is put by theforth ideas by hundreds the ideas of hundreds books and ofultimately books and ultimately understand story story characters characters and use and in thisuse text? in thisWhat text?views are What not?" views developedare not?" five developed guiding questionsfive guiding for questions for insight from from the the imagined imagined world worldof (Cervetti, of (Cervetti, Pardales, Pardales, & Damico, & 2001).Damico, literature 2001). selection literature (see Tableselection 1) that (see 1) that story characters characters to tobetter better navigate navigate their Such their challenging Such challenging questions demandquestions work demand well with work the well CHAMP with graphicthe CHAMP graphic real world. world. For For example, example, adults adults who thatwho readers that readersconsider considerothers' goals, others' organizer. goals, Toward organizer. the goal Toward of scaffold the goal of scaffold frequently read read fiction fiction show showstronger stronger particularly particularly the author's. the A recent author's. ing, A werecent sequenced ing, thewe sequencedlessons to start the lessons to start empathy than than readers readers of nonfic of nonfic- meta-analysis meta-analysis shows shows that eventhat simply even with simply more simplisticwith more stories, simplistic such as stories, such as tion (Mar,(Mar, Oatley, Oatley, & Peterson,& Peterson, 2009). 2009). instructing instructing readers readers to take alternateto take alternate the traditional the fable traditional The Three Little fable The Three Little Even more more surprisingly, surprisingly, interventions interventions perspectives perspectives while reading while narrativesreading Pigsnarratives (Marshall, Pigs 1989), (Marshall, then transi 1989), then transi requiring adults adults to toread read literature literature can can can improve can improve comprehension comprehension (Yeh & tion (Yeh to more& tion sophisticated to more texts sophisticated such texts such improve empathy empathy skills skills (Djikic, (Djikic, Oatley, Oatley,McTigue, McTigue, 2013). 2013). as Verdi as(Cannon, Verdi (Cannon, 2006). 2006). As can As canbe be & Moldoveanu, 2013).2013). InIn short,short, thethe steste- Finally, Finally, because because engagement engagement for forseen seen in Belinda's in Belinda's two CHAMP two CHAMP graphic graphic reotype ofof thethe antisocial antisocial bookworm bookworm isreading is reading is an isemotional an emotional state, state,read read- organizers organizers (Figures (Figures 2 and 3), 2 theand sim 3), the sim being debunked (Mar, Oatley, Hirsh,Hirsh, inging instructioninstruction should should consider consider both both plerpier tales tales were were easier easier to deconstruct. to deconstruct, delàdela Paz,Paz, && Peterson,Peterson, 2006). 2006). cognitive cognitive skills skillsand emotionsand emotions to buildto build In In The The ThreeThree Little Little Pigs, Pigs, the evidencethe evidence Unfortunately, limited limited research research motivation motivation (Guthrie (Guthrie & Wigfield, & Wigfield, waswas often often physical, physical, such assuch the boilingas the boiling has exploredexplored how how literature literature can can help help 2000). 2000). Therefore, Therefore, if we if can we helpcan stuhelp stu-water. water. In Verdi, In theVerdi, evidence the proevidence pro develop children's socialsocial skills,skills, althoughalthough dents dents connect connect with with characters characters through through vided videdwas more was subtle. more While subtle. Belinda's While Belinda's

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Table 1 Guiding Questions for Book Selection

Guiding Question Explanation Example or Nonexample Is the plot driven by an interpersonal conflict? The main conflict must be between two The plot of Tortoise and the Hare surrounds the characters, and the plot events must derive conflict of Tortoise and Hare both intending to win directly from that conflict. We started with a race. traditional tales and moved to more complex plots. Are characters relatable and well developed? Based on Horning (2010), we looked for a range Lilly in Henkes's Lilly's Purple Plastic Purse expressed of emotions and for each major character having many emotions and even demonstrated slightly a few consistent personality traits. contradictory behaviors. Is inferential reasoning required for determining The text provides multiple clues about characters' A nonexample is Judith Viorst's Alexander and the character motives? motivations but does not explicitly state their Terrible, Horrible, Very Bad Day because Alexander feelings. says exactly how he feels. Does the book contain quality illustrations that Based on interventions with children on the Students particularly appreciated Leonardo the support comprehension? autism spectrum (Gately, 2008), we primarily Terrible Monster by Mo Willems for the characters' analyzed the extent that characters' facial features expressions and the way that the words' colors and and bodies revealed information about their shapes reflected the characters' moods. thoughts and feelings.

Is the story engaging and appropriate for the while^hile this this criteria criteria is is highly highly subjective subjective we we looked looked Hugiess Hugiess Douglas Douglas by by David David Meiling Melling was was a a favorite favorite for for grade level? f0r |eX{S evoke a major theme about life that ^e humor, the style, and the relatable students could relate to (e.g., acceptance into a theme that Douglas only wanted a hug! group, fear of trying something new). Additionally, we sought out humorous texts.

inferencesinferences about the characters' about feel the Whycharacters' So Many Animal feel- Why This So was Many not our original Animal intent. ThisWe pur was not our original intent. We pur ings are are accurate accurate to the to story, the story,she has sheCharacters? has Characters? posefully worked posefully to workedlocate booksto locate with books with more difficultydifficulty identifyingidentifying clear clear evi evi- As As is is evident evident in in our our Top Top 10 10 list, list, the the major major-diverse diverse people characters.people characters. For example, For example, dence inin Verdi.Additionally, Verdi .Additionally, we usedwe used ity ity of ofthe the texts texts feature feature animal animal characters. characters. we prioritized we prioritized Juanita Havill's Juanita Jamaica Havill's Jamaica one texttext withwith aa deliberatedeliberate perspec perspec tive switch:switch: TheThe TrueTrue Story Story of of the the Three Three FigureFigure 2 CHAMP2 CHAMP Graphic Graphie Organizer Organizer Completed From Completed The Three From Little PigsThe Three Utile Pigs Little PigsPigs (Scieszka,(Scieszka, 1989), 1989), which which is is What the pig is thinking or feeling told fromfrom thethe Wolf'sWolf's point point of of view. view. This This book waswas interestinginteresting because because the the Wolf Wolf is a compellingcompelling yetyet potentially potentially unre unre liable narrator.narrator. However,However, students students tended toto bebe fullyfully convinced convinced of of his his ver ver sion ofof thethe story.story. For For example, example, when when we askedasked DavidDavid ifif he he believed believed the the Wolf, Wolf, he confidentlyconfidently said,said, "Yes, "Yes, because because he he seems nicernicer thanthan the the pigs." pigs." Following thethe intervention,intervention, we we II knowknow the the pig ispig thinking is thinking or feeling or feeling I know the wolf is thinking oror feelingfeeling this because: this because: asked thethe participatingparticipating students students to to revisit thethe wholewhole set set of of texts texts and and pro pro Ifll. 'rWfrW' vide inputinput asas toto whichwhich books books we we )Jlr>|)Jr>| u-ftutH u-ftulH \r*e rx:nut" ht "$0,(1^ 'oliflrtër-W' should continue to use or not. We also conducted interviews about tWjre... Skcios;skoios; IfYi. their favorite texts. Based on stu ÏÂ l'nn hyjpy ff W\ ^ccueô .v.a/ ec Cdidi rt dents' input, we compiled a Top 10 jrp Caid} n y 'h list and summarized their rationales (see Table 2).

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Figure 3 CHAMP Graphie Organizer Completed From Verdi multiculturalmulticultural texts, appropriate texts, for appropriate the for the otherother requirements requirements of this intervention, of this intervention, What Verdi is thinking or feeling What the green snakes are thinking or feeling werewere chapter chapter books. This books. issue was Thisalso issue was also notednoted by Lobronby Lobron and Selman (2007).and Selman (2007). TheyThey used usedthe chapter the book chapter Felita by book Felita by NicholasaNicholasa Möhr (1991),Mohr an immigration(1991), an immigration story,story, for developingfor developing social awareness; social awareness; however,however, to adapt to the adapt intervention the to intervention to youngeryounger children, children, they observed they that observed that appropriateappropriate texts for texts younger for children younger children werewere frequently frequently written with written animal with animal I know Verdi is thinking or feeling I know the green snakes are thinking characters.characters. this because: or feeling this because: TheThe prevalence prevalence of animals ofas charac animals as charac tersters can canbe explained be explained by two key points. by two key points. fa h* First,First, animal animal characters characters allow for the allow for the most readers to be able to connect simi PjfH larly to the characters. Secondly, people characters are not commonly used for children's books reflecting interpersonal conflict because the use of animals allows the author to "eliminate or cir cumvent several important issues that are otherwise essential in our assess Tag-AlongTag-Along (1990) (1990) and John and Steptoe's John Steptoe's strong strong female female protagonists protagonists who are ethwho are eth- are otherwise essential in our assess Mufaro'sMufaro's Beautiful Beautiful Daughters: Daughters: An African An African nically nically underrepresented. underrepresented. However, However, our our ment of character: those of age, gender, TaleTale (1987) (1987) because because both texts both feature texts feature searchsearch proved proved difficult difficult because many because many andand social social status" status" (Nikolajeva (Nikolajeva & &Scott, Scott,

Table 22 TopTop 1010 Student-RatedStudent-Rated Books Books for for Perspective-Taking Perspective-Taking

Title Conflicts Engagement Factors Reported in Student Interviews Chrysanthemum by Kevin Chrysanthemum vs. Classmates Students engaged deeply, and they easily related to Chrysanthemum as she coped with Henkes being teased for her unique name. Hugless Douglas by David Douglas vs. secondary characters Students enjoyed the interplay between the text and the illustrations. The text worked as MellingMeiling an additional visual support for communicating the main themes of the story. Lilly's Purple Plastic Purse Lilly vs. Mr. Slinger Students related to Lilly's interaction with her teacher, first by getting into trouble, then by Kevin Henkes by acting out, and finally by accepting responsibility. Ruby the Copycat by Peggy Ruby vs. Angela Students found that the behavior of one friend mimicking another in order to be "cool" Rathmunn Ruby vs. Miss Hart was highly relatable. Click, Clack,Clack, Moo:Moo: Cows Cows Cows Cows vs. vs. Farmer Farmer Brown Brown Students Students found found the theplot plot and andcartoonlike cartoonlike pictures pictures entertaining, entertaining, and they and enjoyedthey enjoyed the the That TypeType byby DoreenDoreen Cronin Cronin onomatopoeia-type onomatopoeia-type vocabulary vocabulary and and the theinterplay interplay between between text textand illustrations.and illustrations. Leonardo thethe TerribleTerrible Monster Monster Leonardo Leonardo vs. vs. Sam Sam Students Students noticed noticed and and were were interested interested in how in howthe authorthe author presented presented the text the with text different with different by Mo Willems fonts and sizes to match how Leonardo and Sam were feeling. The Big Orange Splot Mr. Plumbean vs. his neighbors Students appreciated the psychedelic illustrations and inferred how the colors matched by Daniel Pinkwater the story (darker colors when Mr. Plumbean was fighting with neighbors and brighter colors when they got along). Verdi by Janell Cannon Verdi vs. the older snakes Students related to the courageousness of Verdi, who stood up to the older snakes when they teased him. Max's Words by Kate Banks Max vs. his brothers Students related to Max, who wanted to be like his older siblings. They were intrigued by his collection of words and enjoyed searching for new vocabulary words throughout. Duck && GooseGoose byby TadTad Hills Hills puck vs Q00Se vs Goose Students Students enjoyed enjoyed the theappealing appealing illustrations illustrations and and the the absurdity absurdity of of both both Duck Duck and and Goose, Goose, who believed a beach ball was an egg.

The Reading Teacher Vol.69 Issue 1 July/August 2015

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2001, p. p. 92). 92). We We suggest suggest that thatorganizerrace andrace and letand the studentsorganizer read and connections, let the and students demonstrate readclear connections, and demonstrate clear ethnicity should should be beadded added to thisbooksto this list.independently, list. books and we continuedindependently, communication and of weideas, continued particularly communication of ideas, particularly For ourour intervention,intervention, the the animal toanimal measure charac theircharac- comprehension. to measure emotions.their comprehension.We tracked progress with emotions. a We tracked progress with a ters workedworked well; well; the the students students Removingfocused focused this support Removing let us observe this holistic support rubric that let gave us scoresobserve of 0-3 holistic rubric that gave scores of 0-3 lessless on surfaceon surface characteristics characteristics and more whether and the students more had whether internalized the points students per question. had internalized points per question. onon the the underlying underlying conflict. However, conflict. the However,thinking strategies the facilitated thinking by the strategies Through daily facilitated monitoring, weby the Through daily monitoring, we wewe would would recommend recommend using a range usingof graphic a range organizer. of Using graphic Afflerbach, organizer. observed Using regular, Afflerbach,incremental growth observed regular, incremental growth booksbooks that that ideally ideallyhas both animal has charboth Pearson, animal and Paris'schar- (2008) Pearson, skill versus and in Paris'sstudents' (2008)inferential skill comprehen versus in students' inferential comprehen actersacters and realisticand realistic diverse, complex diverse, strategy complex definitions, strategy we aimed todefinitions, intro sion and wegreater aimed sophistication to intro- of sion and greater sophistication of peoplepeople characters characters to help transfer to help read transferduce the CHAMP read- graphic duce organizer the CHAMP understanding graphic characters' organizer thoughts understanding characters' thoughts ers'ers' learning learning to the real toworld. the real (andworld. the approach (and of thereading approach for mul and of feelings reading (see Hodges for et mul- al, 2014). and feelings (see Hodges et al, 2014). tipletiple perspectives) perspectives) as a strategy, as buta strategy,our While students' but our performance While variedstudents' performance varied LessonLesson Framework Framework and and longer-termlonger-term goal was for goal this approach was for by story this (and approachby their interest by in thestory (and by their interest in the EvidenceEvidence of ofImpact Impact to to become become an internalized an skill. internalized story), theskill. overall trendstory), persisted. the After overall trend persisted. After WeWe view view the CHAMPthe CHAMP graphic orga graphic Based onorga- Emery's Based work (1996), on weEmery's 15 lessons, work this intervention (1996), showedwe 15 lessons, this intervention showed nizernizer as a astool a to tool foster to interaction foster about interaction prompted discussion about after prompted reading modestdiscussion evidence after of skill readingdevelopment modest evidence of skill development literature.literature. The organizer The organizer served as by served using general, as by open-ended using quesgeneral, through open-ended the comprehension ques- question through the comprehension question aa during-readingduring-reading activity activityin a larger tionin astems larger that emphasizetion stems characters' that scores. emphasize From qualitative characters' evidence, byscores. From qualitative evidence, by lessonlesson cycle: cycle: (a) introduce (a) introduce key vocabu thoughtskey vocabu- and feelings. thoughts By varying andthe thefeelings. end of the By intervention, varying students the the end of the intervention, students larylary (including (including emotion emotion vocabulary); vocabulary); (b)underlined components, (b) underlined the same quescomponents, approached new thetexts samewith a greaterques- approached new texts with a greater readread the the text textand complete and complete the graphic tions the can graphic be adapted totions most storiescan be focusadapted on characters' to most motivations stories focus on characters' motivations organizer;organizer; (c) discuss (c) discussthe text during the (seetext Table during 3). Using (seeconsistent Table ques 3). (insteadUsing of consistentplot events) and wereques- more (instead of plot events) and were more andand after after reading; reading; and (d) complete and (d) a tion complete stems helps studentsa tion internalize stems helps excited tostudents read stories. internalize excited to read stories. formativeformative assessment, assessment, in the form in of the the questions;form ofit also the makes questions; planning it also makes planning aa summary/retelling summary/retelling and comprehen and easy andcomprehen- allows teachers to easytrack stu and Differentiating allows teachers Perspective to track stu- Differentiating Perspective sionsion questions. questions. As the veryAs goalthe of verythis dents' goal growth of over this time. Additionally,dents' growth Taking over Instruction time. Additionally, Taking Instruction typetype of ofinstruction instruction is to gain isinsight to gain the subjective insight questions the subjective encourage mul Asquestions we worked with encourage each of our stu mul- As we worked with each of our stu andand coordinate coordinate multiple multiple perspectives, perspectives, tiple interpretations tiple and interpretationsensure that the dents, we and adapted ensure instruction that for thetheir dents, we adapted instruction for their teacherteacher and andpeer sharingpeer sharingrepresent the represent discussions are thenot simple discussions summaries. are needs. not Supporting simple strategies summaries. emerged: needs. Supporting strategies emerged: corecore mode mode of learning. of learning. While we Whileworked Rather we than worked focusing onRather correctness, than teachingfocusing emotional on vocabulary,correctness, using teaching emotional vocabulary, using inin a aone-on-one one-on-one tutoring tutoring situation, thissituation, we aimed for studentsthis weto use aimed text evi for textstudents evidence, andto usinguse picturetext evi- text evidence, and using picture framework would would be beeven even better better suited suited dence,dence, make make text-to-self text-to-self or or text-to-text text-to-text evidence. evidence. for small-group instruction,instruction, whichwhich would allow forfor richerricher discussion.discussion. (See(See Table 3 RubricRubric forfor InferentialInferential Comprehension ComDrehension of of Characters' Characters' Thouahts Thoughts and and Feelinas Feelinas

Take Action! sidebarsidebar forfor examples.)examples.) ouuMiiuicSubstitute siuiy story bpeuiiiub specifics lui for nie the uiiueiiineu underlined wuiüb words in quesuunin question bienib. stems. Using aa gradualgradual releaserelease approach,approach, (1) why did(1) Why the did character the character do do an an action?action? in the first lesson,lesson, wewe modeledmodeled howhow ® How ^ttie(2) How ctiarac,er did the character feel feelabout about an an event? event? (3) WhatWhat did did the the character character think think when when the eventthe event occurred? occurred? to completecomplete the the CHAMP CHAMP graphic graphic (4) What did (4)the What character did the character want wantfrom from the the event? event? or^3.nizerorganizer. Then Then, for for three three weeks weeks (15 (5) (15 In this story, (5) In whstthis story, did thowhat chsrsctordid the character wsnt want most most of of3ll? all? lessons), we hadhad thethe studentsstudents completecomplete Score Criteria the CHAMP graphicgraphic organizerorganizer onon theirtheir 0 The answer is inconsistent with the story. own, but wewe usedused stickysticky notesnotes toto desdes 1 The answer is potentially correct, but the student does not demonstrate perspective-taking ignate stopping pointspoints throughoutthroughout eacheach (of internal states), provide relevant connections to his or her own life (i.e., text-to-self story. The The discussions discussions were frequentlywere frequently connections), connections), OR OR supply supply text textevidence evidence (including (including from illustrations). from illustrations). teacher-directed, although although we weencour encour- 2 2The The student student correctly correctly answers answers the question, the question, demonstrating demonstrating or providing or providing ONE of the ONE following: of the following: aged more more student student leading leading as the aslesson the lesson (a) (a)perspective-taking, perspective-taking, (b) (b)connections connections to his orto herhis own or life,her (c)own text life, evidence. (c) text evidence. progressed. After After three three weeks, weeks, we we 33 The studentstudent correctly correctly answers answers the question,the question, demonstrating demonstrating or providing or providing MORE THAN MORE ONE THAN of ONE of stopped requiring requiring the theCHAMP CHAMP graphic graphic following: the following: (a) perspective-taking, (a) perspective-taking, (b) (b) connections connections to his toor herhis own or life,her (c)own text life, evidence. (c) text evidence.

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"We'Wfe soon SOOTL realized realized Belinda Belinda and her teacher and observed her the teacher observed But it didn't work the and he, But it didn't work and he, pictures'pictures' facial facialcues and bodycues language. and body language. like, feels sad like, and, like, feels bad. sad and, like, bad. the needneed to to nurture nurture Next,Next the teacherthe reviewedteacher previously viewed previously He feels bad? Yeah.Teacher How do He feels bad? Yeah How d0 learned emotion words in the manner learned emotion words in the manner you know he youis feeling know those he is feeling those students' emotional of Kucan's (2012) Generating Situations students emotional of Kucan's (2012) Generating things? Situations things? game,game, in inwhich which teacher teacher and student and student He also feels shocked. vocabulary beyondbeyond the the both both created scenarioscreated to evoke scenarios vari to evoke vari- Belinda He also feels shocked. r T tr ous words, ous words, suchsuch as "How as would "How you would you Shocked? Teacher Wow, good Shocked?word. Wow, good word. primary feelings." jeelin^S. feel feel ifif the the principal principal hung your painting hung Belinda your Because Becausepainting I can I can see see it. it. At At firstfirst inin her her office?" office?" and "When and do "When you feel do you feel he washe jumpingwas jumping around, ar0und, peaceful?"Peaceful? and right away and now right away he now is he is TeachingTeaching Emotional Emotional Vocabulary Vocabulary An excerpt from An a conversation excerpt about from a conversation putting his shoulders about down, putting his shoulders down We soon realized the need to nurture We soon realized the need Leonardo to the nurture Terrible Monster Leonardoby Mo the Terrible and his face Monster down, his tail by Mo and face down his tail students'students' emotional emotional vocabulary beyond vocabulary Willems (2005) beyondshows an example Willems of (2005) shows down, and an he's example like this of down and he's like this thethe primary primary feelings offeelings sad, mad, and of sad, how Belinda mad, began and trying how out diverse Belinda began trying [makes a frown] out withdiverse his [makes a frown] with his happy.happy. After Afterwe began explicitlywe began teach explicitly and specific emotion teach- words, including and specific emotion mouth down. words, including mouth down inging emotional emotional vocabulary, vocabulary, students studentswere shocked, werefrightened, shocked, and brave. frightened, and brave. ,, t , . , Teacher So, you're looking So, atyou're whatlooking at what ableable to discuss to theirdiscuss inferences their about inferences about „ , T.T, . T , ,. ,. J ° TeacherTeacher What What is Leonardo is Leonardo thinking thinking right now right for now evidence? for evidence? characters'characters internal statesinternal with greater states with greater , ,. , ,, . ... ° or feeling at this point? precisionprecision and fluency—particularly and fluency—particularly Urn, theor picture? ee ing a ispoin. Belinda Um, the picture? Belinda He is feeling, like, Belinda,Belinda, an English learner.an BelindaEnglish was learner. Belinda was Yes! Belinda Body language— He is feeling, like, Teacher Yes! Body language— performingperforming modestly well in compre modestly surprised. well in compre-remember we said that? surprised. remember we said that? hensionhension but was not showing but growth. was Teacher notSurprised? showing growth. Good. Okay, so whatTeacher do Surprised? Good. Okay, so what do However,However, her intervention herteacher intervention Belinda Because he thought heteacher Belinda you think Sam isBecause feeling or he thought he you think Sam is feeling or observedobserved that Belinda was that limited by Belinda really was did it right limitedthat time! by thinkingreally at this point? did it right that time! thinking at this point? herher vocabulary vocabulary to describe emotions to describe emotions andand would would often present often a scenario present a scenario Figure 4 Sample of Todd Parr'sParr's FeelingsFeelings FlashFlash CardsCards ratherrather than anthan emotion. an For instance,emotion. For instance, insteadinstead of saying of annoyed, saying she said, annoyed, "I'd she Peacefulsaid, "I'd Inclii4e4 feelfeel like thatlike if someonethat wasif just,someone like... was just, like... justjust throwing throwing things at me thingson purpose." at me on purpose." RatherRather than saying than surprised saying or shocked, surprised or shocked, sheshe described described the character the as "feeling character as "feeling likelike a big a bomb big went bomb off." While went Belinda off." While Belinda waswas able ableto convey to feelings convey creatively, feelings creatively, herher work-around work-around descriptions were descriptions also were also ratherrather effortful. effortful. Therefore, we inferredTherefore, we inferred thatthat Belinda's Belinda's emotional intelligence emotional intelligence waswas much much higher than higher her emotional than her emotional vocabulary. Our instruction took minimal time.

We used Feelings Flash Cards created by children's author/illustrator Todd Parr (2010; see Figure 4). Before reading, Belinda's intervention teacher pre sented four new emotions and provided a student-friendly definition. Then, as recommended by Nikolajeva (2013),

TheThe Reading Reading Teacher Vol.69 Teacher Issue 1 July/August Vol.69 2015 Issue 1 July/August 2015

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Belinda He He [Sam] [Sam] is isalso also now now feel feel- don't fall again don't fall like again he like did he Idid am exhausted, I am exhausted,I just fall down I just and fallgo down and go ing,ing, that that he [Leonardo] he [Leonardo] last time.last time. to sleep sometimes to sleep like that.sometimes She is liketired that. She is tired didn't scare me.. .he's didn't scare me...he's Teacher Teacher Great, Great, you gave youtwo pieces gave two and pieces just and wants just towants go to to sleep go to and sleep not and not thinking,thinking, "I am—I "Iam am—I am of of evidence—laughingevidence—laughing and deal withand deaitoys." with toys" brave," like that, and not brave," like that, and not playing playing to prove happy. to prove happy. The students The students also noted also aspects noted ofaspects of frightened.frightened. the illustration design thethat illustration gave moredesign that gave more AfterAfter adding thisadding strategy, the this qual strategy, indirect clues aboutthe characters' qual- states indirect clues about characters' states In summary, after introducing In summary, after introducing ity of David's responses improvedity ofand, David's of mind. responses For example, in Leonardo improved the and, of mind. For example, in Leonardo the emotionalemotional vocabulary, vocabulary, Belinda's compre inBelinda turn, his understanding s compre- of the story jn turn/ Terrible Monsterhis understanding (Willems, 2005), the of the story Terrible Monster (Willems, 2005), the hension question scores improved and hension question scores became improved more thorough and andcritical. Itbecame boy Leonardomore targets thorough is already the andner critical. It boy Leonardo targets is already the ner she was able to communicate her ideas she was able to communicate helped focus the herconnections ideas he made helped vous focussort. Ariel (alsothe an Englishconnections learner) he made vous sort. Ariel (also an English learner) more succinctly. more succinctly. and allowed allowed him to see the causal him con to explained see that the the boy causallooked scared con- explained that the boy looked scared nectionsnections in the text. in the text. because hebecause was presented so hesmall. Shewas presented so small. She UsingUsing Text TextEvidence Evidence said, "They should havesaid, "They drawn should have drawnhim him David,David, an African an AmericanAfrican boy, American Using Pictureboy, UsingEvidence Picture bigger. Evidence Not hiding inbigger. the corner." Not hiding in the corner." Illustrations were central to discern struggledstruggled with bothwith fluency both and fluency com and com- Illustrations were One central less expected to aspectdiscern- of illus One less expected aspect of illus prehensionprehension but displayed but displayeda vivid a ingvivid characters' ing characters'thoughts and feelings, thoughts trations and that feelings,the students cued trations into that the students cued into imaginationimagination and demonstrated and demonstrated great and greatwe used andillustrations we used in multiple illustrations was what in we multiplecalled integrated was word what art, we called integrated word art, insightsinsights during during the reading the process. reading ways.process. First, ways.we always First, cued students we always to meaning cued when students the font and to arrangemeaning when the font and arrange However,However, he frequently he frequently had difficulty had difficultyfind evidence byfind asking, evidence "Is there anyby asking, ment of the "Is words there also communicatedany- ment of the words also communicated answeringanswering comprehension comprehension questions questions thing in these thingpictures orin words these that pictures meaning orand wordsemotion. Davidthat was meaning the and emotion. David was the atat the the end endof the of story the and story usually andpro usuallytells you howpro- the tells character you is howfeel the first character student to pointis feel- this out first to us, student to point this out to us, videdvided a single-word a single-word answer. After answer. a few After ing?" Additionally, a few ing?" because Additionally, we taught referring because to why we he taught liked Hugless referring Douglas to why he liked Hugless Douglas lessons,lessons, his teacherhis teacher noted his notedstrengths his emotional strengths vocabulary emotional through vocabulary analyz (Meiling, through 2010). He analyz-told his teacher, (Melling, 2010). He told his teacher, andand explained explained that, as that, a next asstep, a Davidnext ingstep, the picturesDavid ingon Feelings the picturesFlash Cards on "Because Feelings I like bigFlash words Cards and silly "Because I like big words and silly wouldwould now now be responsible be responsible for proving for (Parr, proving 2010), students (Parr, were 2010), primed students to words!" were and then primed pointed toout words!"examples and then pointed out examples examine the illustrations in a similar eacheach answer answer with textwith evidence text (includ evidence (includ- examine the illustrations of how the intext a and similar pictures wereQf howmixed the text and pictures were mixed manner. inging from from illustrations). illustrations). The intervention The intervention manner. together intogether the page (see Figure in 5).the For page (see Figure 5). For teacher indicated that even a "correct" teacher indicated that even a We "correct" observed We students observed regularly students example, the regularly owl's anger can example, be seen in the owl's anger can be seen in answeranswer was wasincomplete incomplete without evi without doing evi- this. doing Most this. commonly, Most commonly, howstudents his loud studentswords jump uphow the page.his loud words jump up the page. dencedence to backto back it up. itShe up. modeled She howmodeled to frequently how to frequently used facial used clues facial as clues evidence. as evidence. dodo this this in multiple in multiple ways, then promptedways, then For example,prompted while For readingexample, TooExtensions while Many reading Too Many Extensions DavidDavid after after reading. reading. This proved This useful proved Toys useful (Shannon, Toys (Shannon,2008), Belinda 2008), While observed Belinda perspective-taking observed forWhile compre perspective-taking for compre rightright away away and helped and Davidhelped expand David howexpand the how boy the felt: boy "I felt:know "I becauseknow hension because onis uniquely the on suitedthe hension to stories, is uniquely suited to stories, fromfrom one-word one-word answers toanswers multiple to multiple picture, picture,he is shocked he is shocked 'cause the his 'cause benefits mouth his of mouth understanding the benefits multi of understanding multi sentences.sentences. is so big and eyes popping is so big OUT. and Like, eyes pie popping perspectives OUT. ple perspectivesand Like, critical and literacy critical literacyis is „ , . . „ 'What are you sayine, 'What woman?'He are you is saying,not limited woman?' to not fiction. limitedHe is Readingto fiction. inReading con in con TeacherTeacher [after reading [after Verdi by reading Janell Verdi byjanell J , ° , , „ , tt Lit shocked! Then shocked!"she used body Then language she usedtent areabody tentclasses language area frequently classes frequently requires requires Cannon]Cannon] How did the How green did the green . , , . . ° , .. . to give evidence for his mom readers feeling to consider opposing argu snakessnakes feel. i , 1661about . to giveVerdiciDOUt evidence Verdi for . his, _ mom . feeling readers to consider opposing argu tired: "She's kind of flopped ments down and on motivations, and the whenwhen hehe askedasked themthem toto tired: She s kind of flopped down on ments and motivations, and the thethe floor floor all flat.all flat.Like, sometimesLike, CHAMP sometimes whengraphic organizer when is easily CHAMP graphic organizer is easily play?play? DavidDavid HeHe feltfelt happy.happy. Happy!Happy! AndAnd youyou knowknow it!it! TeachersTeachers WhyWhy dodo youyou saysay thatthat theythey "IllustrationsIllustrations were central were to discerningcentral to discerning feltfeit happy? happy? characters' characters' thoughts thoughts and feelings, and and feelings, we used and we used DavidDavid TheyThey werewere laughinglaughing andand playing.playing, I hope thati hope Verdi that Verdi illustrations illustrations in multiple in multiple ways. ways."

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Figure 5 Sample of Integrated Illustration and Text From Hugtess anan Douglas ongoing ongoing reading reading curriculum, curriculum, intro intro ff ducedduced through through class read-alouds, class read-alouds, or or incorporatedincorporated into selectinto content select area content area reading.reading. Graphic Graphic organizers, organizers, specif specif icallyically CHAMP, CHAMP, can help can make help the make the processprocess more more visible. visible.

Poor WhileWhile challenging challenging for elementary for elementary Douglas! students,students, this thispathway pathway helps students helps students "WHY CAN'T toto become become emotionally emotionally engaged and engaged and I FIND invested in the fate of characters in A HUG?' the texts they read. Additionally, the he said. skills honed by perspective-taking practice transcend story reading and support reading in other areas of school. The positive impacts can be both social (e.g., fostering perspective taking to resolve peer conflicts) and adaptedadapted to this to purpose.this purpose. For exam For Finalexam- Thoughts Final Thoughts academic academic (e.g., (e.g., helping helping students students ple,pie, historyhistory frequently frequently uses usestimelines timelines We yje encourage encourage teachers teachers to approach to approach understand understand multiple multiple sides sides of aof scien a scien and flow flow charts to organizeto organize classroom classroom narrative narrative comprehension comprehension instruc instruc- tific tific debate). debate). content. Incorporating perspective content. Incorporating perspective- tion tion from from the the perspective perspective of multiplemultiple REFERENCES taking graphicgraphic organizers organizers facilitates facilitates characters. characters. Having Having students students considerconsider Afflerbach, P., Pearson, P.D., & Paris, S.G. connections between between historical historical fig fig- howhow opposingopposing characterscharacters are are feel feel- (2008). (2008). Clarifying Clarifying differences differences between between ures. A graphic organizer structured reading skills and reading strategies. The ures. A graphic organizer structured ing and what ing they and are thinking what theycan are Reading thinking Teacher, can Re^gM^^^T^'62(5), 364-373. ^ like aa charactercharacter thinking thinking map map helps helps result result in inlively lively and and productive productive dis- dis Allington, Allington, R. (2005). R. Ideology (2005). isIdeology still trumping is still trumping students to describe two sides of a cussions. Then, teachers should evidence. Phi Delta Kappan, 86(6), 462-468. students to describe two sides of a cussions. Then, teachers should r evjfe"ce-Phl Cervetti,Cervetti, G., Pardales, G., Deltatoppan Pardales, M.J., & Damico, M.J.,86(6), J.S. 462-468.& Damico, J.S. debate andand provide provide evidence evidence for for both both challengechallenge studentsstudents to make connec-connec (2001). (2001). A tale Aof taledifferences: of differences: Comparing Comparing the the arguments, such such as as Lincoln's Lincoln's signing signing tions tions betweenbetween the the characters' characters' internal internal traditions, traditions, perspectives, perspectives, and educational and educational f . goals of critical reading and critical goals of critical literacy, reading and critical literacy. ofof the Emancipation the EmancipationProclamation states and their Proclamation actions in the plot. Reading states Online, 4(9), and80-90. their actions in the plot. Reading Online, 4(9), 80-90. (see FigureFigure 6). 6). This approach can be This integrated approach into can Chall,be integrated J.S. (1983). into Stages Chall, ofJ.S. reading (1983). development.Stages of reading development. 6 New York, NY: New McGraw-Hill. York, NY: McGraw-Hill. Chamberlain,J.,Chamberlain, J.,& Leal, & Leal, D. (1999). D. (1999). Caldecott Caldecott Medal books books and and readability readability levels: levels:Not just Not just "picture" books. books. The TheReading Reading Teacher, Teacher, 52(8), 52(8), 898-902. Figure 66 SampleSample CHAMP CHAMP Graphie Graphic Organizer Organizer Used Used in Historyin History Djikic, M., Oatley, K., & Moldoveanu, M.C. (2013). Reading other minds: Effects of lit erature on empathy. Scientific Study of Literature, 3(1), 28-47. Emery, D.W. (1996). Helping readers compre hend stories from the characters' perspec Thought bubbles summarize tives. The Reading Teacher, 49(7), 534-541. opposing Gately, S.E. (2008). Facilitating reading compre viewpoints hension for students on the autism spectrum. Teaching Exceptional Children, 40(3), 40-45. Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-424). Mahwah, NJ: Erlbaum. Results of conflict Hodges, T.S., McTigue, E.M., Wright, K.L., offer conchisionsconclusions and connections to other Franks, A.D., Douglass, A.G., & Scott, C. events (2014). Comprehending texts through mul tiple perspectives. Presented at American Educational Research Association (AERA), Philadelphia, PA.

The Reading Teacher Vol.69 Issue 1 July/August 2015

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Horning, K.T. (2010). From cover to cover (revised edition):edition): Evaluating Evaluating and reviewing and children's reviewingTAKE ACTION! children's TAKE ACTION! books. New York, NY: HarperCollins. Kidd, D.C., D.C., & Castano,& Castano, E. (2013). E. (2013). Reading StepReading liter Description liter- Step Description Example Example ary fiction improves theory of mind. Science, Step 1 : Identify appropriate Select engaging picture books with plots Lilly's Purple Plastic Purse by Kevin 342(6156)°377-380S342(6156), 377-380. theory °f mmd'Saence' Step 1: Identify appropriate Select engaging picture books with plots Lilly's Purple Plastic Purse by Kevin picture books. driven by interpersonal conflicts. Henkes (1996) Kucan,L.Kucan, L.(2012). (2012). What What is most is mostimportant important picture books. driven by interpersonal conflicts. Henkes (1996) toto know know about about vocabulary? vocabulary? The Reading StepThe 2: ReadingIdentify Step stopping Prior2: toIdentify instruction, identify stoppingtwo to three Lilly ignores Prior her teacher's to instruction, identify two to three Lilly ignores her teacher's Teacher, 65(6),65(6), 360-366. 360-366. points. conflicts inpoints. the text that canconflicts serve as instructions in to thenot play textwith her newthat can serve as instructions to not play with her new Lobron, A., & Selman, R. (2007). The interde Lobron, A., & Selman, R. (2007). The interde- stopping points for discussion stopping of character points purse during for class. discussion of character purse during class. pendence of of social social awareness awareness and literand liter- nersoprtivp perspective. acy instruction.instruction. The The Reading Reading Teacher, Teacher, 60(6), 60(6), 528-537.528-537. Step 3: While Pause at theStep stopping 3: Whilepoints and WhatPause is Mr. at Slinger the thinking stopping points and What is Mr. Slinger thinking Mar,Mar, R.A., R.A., Oatley, Oatley, K., Hirsh, K., J., Hirsh,delà Paz, J.,J., & dela reading, Paz, J., & reading, pause pause at at askask students students what they what believe theycharacters believe or feeling characterswhen Lilly doesn't or follow feeling when Lilly doesn't follow Peterson,Peterson, J.B J.B(2006). (2006). Bookworms Bookworms versus versus stopping stopping pointspoints and askand are thinkingask are or feelingthinking at that moment.or feeling Be his instructions?at that moment.How do you know? Be his instructions? How do you know? nerds:nerds: Exposure Exposure to fiction to fictionversus non versus non-probing probing questionsquestions about aboutsure to discuss sure both to sidesdiscuss of the conflictboth Whatsides is Lillyof thethinking conflict or feeling Whatwhen is Lilly thinking or feeling when fiction,fiction, divergent divergent associations associations with social with characters' social characters' feelings. feelings. and haveand children have justify children their responses justify Mr. Slingertheir takes responses her purse away? Mr. Slinger takes her purse away? ability, and the simulation of fictional social ability, and the simulation of fictional social with with evidence from from the textthe andtext illustrations. and illustrations. How do you How know? do you know? worlds. Journal Journal of Research of Research in Personality, in Personality, 40(5), 694-712. 694-712. Step 4: Fill in CHAMP StepTranscribe 4: characterFill in thoughts CHAMP or feelings Transcribe character thoughts or feelings Mar, R.A.,R.A., Oatley, Oatley, K., K., & Peterson,& Peterson, J.B. J.B.(2009). (2009). graphic organizer. organizer. into thought bubbles into and text evidencethought into bubbles and text evidence into ExploringExploring the link the between link reading between fic reading fic- boxes. boxes. tion and empathy: Ruling out individ Step 5: Allow for further During or after completing the graphic The students may relate the incident ualLTdfeenret differences and and^xamlni^g^Outcomes examining outcomes. step 5: Allow for further Durin9 or after comP|etin9the graPhic The students may relate the incident Communications,Communications, 34(4), 407-428. 34(4), 407-428. discussion discussion between the organizer,between students the may wantorganizer, to engage of Lilly students and Mr, Slinger may to a time want they to engage of Lilly and Mr. Slinger to a time they Miall,Miall, D.S. d.S. (2006). (2006). Literary Literaryreading: Empirical reading: students Empirical and teacher studentsas in additional conversationsand teacher about the as got in in troubleadditional during class. conversations Help about the got in trouble during class. Help and theoreticaltheoretical studies. studies. New NewYork, York, NY: NY: necessary. necessary. characters, characters, their their motives, motives, and and the the students students useuse thisthis analysisanalysis toto make PeterPeter Lang. Lang. sequence of piot events. Teacherssequence of plot canevents. predictions.Teachers can predictions. Miall,Miall, D.S., D.s., & Kuiken, & Kuiken, D. (2002). A D.feeling (2002). for A feeling for encourage these encourage discussions these discussions to promote to promote fiction:fiction: Becoming Becoming what we behold. what Poetics, we behold. Poetics, deeper comprehensiondeeper comprehension andand further further 30(4), 221-241. perspective-taking. National 30^i Governors 221-241. Association Center for . perspective-taking. Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for for English English language language arts arts and and lit Shanahan,lit- Shanahan, T. (2012). T. (2012).The Common The Common Core ate myCore Henkes,ate my Henkes, K. (1991). K. (1991). Chrysanthemum. Chrysanthemum. New York,New York, eracyeracy in in history/social history/social studies, studies, science, science, baby baby and and other other urban urbanlegends. legends.Educational Educational NY: Greenwillow NY: Greenwillow Books. Books. and technical technical subjects. subjects. Washington, Washington, DC: DC:Leadership, Leadership, 70(4), 10-16. 70(4), 10-16. Henkes, Henkes, K. (1996). K. (1996). Lilly's Lilly's purplepurple plastic plastic purse. purse. Authors.Authors. Sipe, L.R. (2000). The construction Sipe, L.R. (2000). The of construction literary ofNew literary York, NY: New Greenwillow York, NY: Greenwillow Books. Books. 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