Reading Response Activities

The Literacy Game

Make a game board with 20 squares: 1. free space 2. what is the main idea of the story 3. who assumes what? Why? 4. describe 2 points of view 5. what are the effects of … 6. go back 2 spaces 7. go ahead 2 spaces 8. what are the causes of … 9. describe the problem of the story and its resolution 10. what is the purpose of … 11. name up to 4 problems in the story and go ahead that many spaces 12. name 3 unanswered questions 13. draw a conclusion 14. what are the causes of … 15. free space 16. what changes over time? why? 17. what would happen if … 18. judge: should … 19. describe the relationship between … 20. go back 2 spaces

Literary Spinner make a circle graph with 6 sections: 1. this story reminds me of … 2. the happiest part of the story was … 3. the saddest part of the story was … 4. the problem of the story was … 5. the solution of the story was … 6. describe the main character (looks, acts, feels, …)

How-to book for the main character

ABC book that relates to the main character’s life

Fairy tale that features the main character Literacy Skill Products (Reading Center) How to use the Reading Center 1. choose a book and read the story 2. choose and do a green, yellow, or pink/red card 3. choose and do a reading response activity 4. choose and do a character, plot, or setting product 5. check in with the teacher Character Projects  Character magnet  Thumbprint character  Character mask  Cookie character  Sponge character  Birthday present  Character finger puppet  Birthday card for character  Make up a friend for a story character  Favorite stuffed animal  Vacation brochure for character Plot Projects  Folding a paper in 1/3’s to indicate a story’s beginning, middle, and end  Reading ½ the story and writing an ending  Creating a flag with symbols to indicate story events  Matching people with actions  Using puppets and props to retell the story  Creating a Coat of Arms with symbols to indicate story events  Accordion book  Newspaper headlines  Point of view profiles: what really happened  Story cube Setting Projects  Setting map, including lots of details  Diorama, including story synopsis  Story Frame: picture of the setting within a tag-board frame  Pinhole Camera: seal a box; poke a pinhole on one end and look through the box to view a scene taped down inside  Roll-Paper Scenery: draw the story on roll paper and attach ends of paper to a dowel  Pop-Up Characters in Setting: draw scenery with holes where stick figure pops through; move the figure from scene to scene  Cut out the shape of the setting and retell the story on the shape  Design a postcard from one character to another, character to study, or student to character  “What Book is it From?” Game: draw 4 scenes from 4 books on a spinner game board; when spinner lands on a scene, player identifies the book in which scene occurs MI Activities

Verbal-Linguistic

 Compare/Discuss the Story  Conduct an Interview from one of the characters  Create a Booklet about the story  Create a Slogan from the story  Write a sequel/next episode to the story  Create crossword puzzles/word jumbles for vocabulary words or key terms and characters, settings,  Lead a Class Discussion about the story  Lead a Press Conference about the story  Participate in a Debate from 2 opposing concepts from the story  Summarize the Story  Write a creative Advertisement about the story  Write a Poem about the story  Writing letters, poems, stories, descriptions  Leading an oral discussion or debate about the story  Create an audio tape  Giving an oral presentation  Write or give a news report about the problem/resolution, or character from the story  Develop questions for, and conducting an interview  Present a radio program about the story  Write your own story using the problem from the story  Keep a journal or diary as the character from the story  Creating a word game to go along with your present topic  Doing Storytelling or writing all types of Humor/Jokes  Write a Script to a TV Production about the story  Write Text for a Power Point Presentation about the story  Write Text for a Web page about the character, setting, plot

Logical-Mathematics

 Categorize Information and facts about the story  Compare and/or Contrast Activity using Graphs  Create a Venn Diagram  Create a Pamphlet of Information about the Character or Setting  Create Word Puzzles for your classmates about the story  Create a Timeline from the story  Develop a Fact File about the story  Develop a Game about the plot of the story  Develop a Memory Game from the story  Draw a Guided Visual Imagery Picture Book or Rebus Story  Write a Poem or an Essay about the story  Write an Editorial Essay or Letter from the character to an Editor Visual-Spatial

 Build a sculpture of a character or an important scene  Color Code the plot into a Flowchart  Comic Strip of the plot or summarizing the story  Create a colorful mural of the plot or summarizing the story  Create a Power Point presentation of the story  Create an Animated film  Create a Photo Essay  Create Costumes for the characters  Draw illustrations  Draw a Map or Chart  Outline or design a Web page for the main character  Make a Video or Visual Collage  Draw a Guided Visual Imagery Picture Book or Rebus Story

Bodily-Kinesthetic

 Build or Construct a Model of the plot or setting  Choreograph a dance to explain something from the story  Create a Board game about the story  Devise a scavenger hunt about the story  Develop a television program from the story  Explain something from the story using only movement  Perform a Skit from the story  Present information from the plot, a character, or setting using sign language  Role Play an interpretation of the plot

Musical-Rhythmic

 Change words to an existing song so that it may be from the story  Create a Musical Game  Create a Music Collage  Create a Radio Program about the story  Lead a Choral Reading  Make an Audio Tape  Sing or Rap a song that explains the story  Write a short musical about the story  Write song lyrics from a scene from the story  Learn & practice "phonetic punctuation" (a la Victor Borge)  Illustrate a story/poem with appropriate sounds, music, rhythms, and vibrations Interpersonal

 Conduct a Press Conference from the characters’ point of view  Experiment with joint story-writing (summarizing the story)--one starts then pass it on  Analyze the message or moral of a story with a group--reach a consensus  Use a "human graph" to see where a group stands on an issue about the story  Read the story from different perspectives & in different moods  Create a Culture Center from the characters of the story  Develop and Implement “Rules” from the characters  Run a Debate from 2 opposing concepts from the story  Solve a problem from the story with a partner  Use Conflict Management skills to solve the problem from the story  Giving feedback to the teacher or to classmates  Explain other points of view from the various characters about the plot or problem/resolution to the story  Act out, in a play or simulation, a scene from the story  Conduct an interview from/to one of the characters  Collaboratively work together from one of the other Projects listed

Intrapersonal

 Create a Bulletin Board about the story  Imagine being a character in a story/novel--what would you do differently or the same  Create a collection of character’s thoughts, feelings, actions, etc. from the story  Create a Comic Strip about the story  Create a personal analogy for the story  Create a timeline about the story  Describe qualities you have or do not have like the characters in the story  Explore Career Opportunities in the field of ____ from the story  Pretend you are one of the characters in the story or in the same plot as the character and write it out  Write a Journal about you in the story

Naturalist

 Create a display/visual with objects from Nature from/to the story  Find problems in nature related to the story  Find examples of things in Nature related to the story  Observe and/or categorize a species of from the story  Find Global Concerns related to the story  Nature scene re-creation/simulations for literature & poetry  Poetic/descriptive essay writing based on nature experiences  Learn and practice using the story’s vocabulary, idiom, jargon, and language of the nature/the naturalist  Understand influences of climate/environment in the story  Re-write the story creatively-- writing the story using animal characters and their characteristics Create your own investigate or activity using Bloom’s Terms

Logical- Linguistic- Visual- Body- Musical Interpersonal Intrapersonal Mathematics Verbal Spatial Kinesthetic Knowledge Label Label Observe Repeat all Memorize Repeat Name Name Tell Label action Repeat Define Repeat Recall Name Redraw Tell in Copy Recall Memorize Collect Recall Rewrite actions Recall Name Study Specify Define Copy Copy Name Tell Record Report Draw Follow along Collect Enumerate Record Recount Narrate List Memorize

Comprehension Recognize Review Locate Locate Express Describe Explain Identify Report Recognize Discuss Recognize Explain Translate Describe Describe Identify Express Describe Discuss Restate Locate Restate Describe Play Translate Express Express Review Explain Illustrate into music Report Review Group Discuss Express Retell Clarify Explain with Restate pictures Demonstrate

Application Apply Interview Translate Demonstrate Characterize Simulate Dramatize Schedule Translate Apply Apply Practice Interview alone Calculate Communicate Illustrate Dramatize Demonstrate Employ Visualize Test Interpret Dramatize Operate Dramatize Dramatize Solve Solve Dramatize Demonstrate Practice Show Practice Plan Demonstrate Express Illustrate Exhibit Teach Show Show Show Use Perform Experiment publish Prove Simulate Build Show Experiment

Analyze Solve Debate Express Inventory Interpret Organize Probe Compare Criticize Differentiate Experiment Analyze Survey Compare Differentiate Question Diagram Diagram Group Investigate Contrast Distinguish Interpret Distinguish Sort Arrange Inquire Assemble Inventory Compare Scrutinize Inspect Organize Question Imagine Question Inquire Arrange Arrange Differentiate Sort Create Analyze Investigate Compare and Discover Arrange Interpret Organize contrast Group Hypothesize Edit Graph Organize Discover Classify Inquire Systematize

Synthesis Propose Compose Formulate Assembly Compose Set up Plan Modify Propose Propose Construct Arrange Formulate Design Formulate Rewrite Design Design Construct Arrange Compose Prepare Summarize Organize Arrange Create Plan Assemble Classify Create Plan Prepare Order Propose Imagine Design Imagine Compose Classify Produce Create Predict Construct Produce Arrange Invent Produce Arrange Design Set up Assemble Invent Imagine Build

Evaluation Rate Evaluate Predict Measure Appraise Decide Infer Estimate Revise Estimate Decide Judge Judge Assess Value Deduce Measure Estimate Value Appraise Value Assess Infer Value Choose Recommend Conclude Judge Select Predict Select Recommend Assess Infer Endorse Estimate Correct Choose Order Criticize Judge Edit Judge Predict Appraise Choose Recommend Measure Order Choose one ? from each level of Questioning. Write in good sentences and/or paragraphs.

“ Power” Task Sheet For Reading and Writing Tasks

Knowledge 1. What is ___? 6. Why did ___? 10. How did ___ happen? 2. How is ___? 7. How would you describe ___? 11. How would you show ___? 3. Where is ___? 8. When did ___? 12. List three ______. 4. When did ___ happen? 9. How would you explain ___? 5. Who is/was ___?

Comprehension 1. How would you classify___? 6. Which statements support ___? 2. How would you compare ___ and ___? 7. Explain what is happening in ___. 3. How would you contrast ____ and ___? 8. What can you say about ___? 4. State ____ in your own words. 9. How would you summarize ___? 5. What is the main idea of ____?

Application (Cite support for your position on all answers.) 1. How would you use ___? 7. How would you apply ___ to ___? 2. What examples can you cite to support___? 8. What would result if ___? 3. How would you solve ___? 9. What facts/evidence would you select to show? 4. How would you organize ___? 10. What question could you ask to assess 5. How would you show your understanding of ___? whether someone understood ___? 6. What approach would you use to ___?

Analysis (Cite support for your position on all answers.) 1. Why do you think ___? 5. What evidence can you find to support ___? 2. What can you infer about ___? 6. What is the relationship between ___ and ___? 3. What conclusions can you draw from ___? 7. Make a distinction between ___ and ___? 4. How would you classify/categorize ___? 8. What is the function of ___?

Synthesis (Cite support for your position on all answers.) 1. What changes would you make to ___? 6. How would you test ___? 2. How would you improve ___? 7. Formulate a theory for ___? 3. What would happen if ___? 8. Think of an original way to ___? 4. Propose an alternative to ___? 9. How would you change ___? 5. How might you adapt ___?

Evaluation (Cite support for your position on all answers.) 1. Do you agree with ___? Why or why not? 7. Would you recommend ___? Why or why not? 2. What is your opinion of ___? 8. How would you defend the actions of ___? 3. How would you prove ___? 9. How would you prioritize ___? 4. Assess the value or importance of ___? 10. What judgment would you make about ___? 5. Why did ___ choose to ___? Cite support for your position 6. How would you evaluate/rate ___? Other MI Activities Make up on of your own Activities using your MI. Create your idea/plan and present it to your teacher.

LA Other Projects Verbal-  Book Report (p. 31):  Alphabet Scheme (for each letter, chose something from See What I Read? book, matter, that starts with letter) Linguistic Time Capsule  Biographies Act It Out  Brochures Who or What?  Collages Dress n’ Guess  Color/Texture Schemes Sales Talk  Create a Childhood Literary Interview  Creative Writing Historical  Debates  Living Words  Designs  Mandalas (draw pictures that represent the images and feelings  Drawing and characters of what read. Write 1 sentence to explain. Then in  Essays/Reports small group: share. Now write 7 sentences explaining the story and its significance.)  Film Strips (p. 311-313)  Main Idea or Theme Posters  Flow Charts  Found Poems  Found Poems  Obituary for a Character (Epitaph)  Graphic Symbols  “To Do List” for a Character  Guided Imagery   Idea Sketching  Imagination  Important Character Quotes  Interviews  Journals/Diaries  Journal Headlines  Labeling  Letter Writing Between 2 Characters  Living Words  Mapping  Mind Mapping  Molding/Modeling Clay  Montage/Mosaic  Obituary for a Character (Epitaph)  Painting  Patterns  Photography  Picture Metaphors  Pictures  Poetry  Posters  Research  Sculpting  Sensory Poems (p. 331)  Shape Art (p. 325)  Story Quilt  Storytelling  “To Do List” for a Character  Visualization  Word Puzzles  Word Splash!  Writing in few, many, all genres  Writing a Character Sketch  Yearbook Snapshots of Character (nickname, activities, clubs, sports, quotation the character chose that shows something about him and what is important to him, favorite music/hobbies, book that had most impact on character, voted: “most likely to …” character’s plans after school) Logical-  Rankings (p. 39)  Abstract Symbols  Value of Words (p. 40)  Analogies Mathematics  Words from Words  Calculations and Computations  Daily Activity Graph  Charts  Character Traits (p. 166)  Codes   Color by Numbers  Constructions  Create a Childhood  Data Recording/Analysis  Designing a Game, Program, Graphic  Dream Catchers (p. 343)  Equations and/or Expressions  Evaluating or Rating  Formulas  Formulating Plans  Graphic Organizers  Graphing  Hidden Pictures  Hypothesizing  Letter Writing Between 2 Characters  Living Words  Logic  Mathematical Grid Portraits (p. 340-341)  Matrices  Mazes  Outlines  Patterns and Trends  Plotting  Probabilities  Problem Solving  Puzzles  Sequences  Spreadsheets  Statistical Analysis  Storyboards  Surveys  Tessellations (p. 342)  Timelines  Word Splash! Visual-  Story Scene (p. 51)  ½ Portraits (p. 354)  Design a Bookmark (p. 52)  3D Drawings Spatial  A Quilt Block (p. 53)  Ads  Puzzle (p. 55)  Brochures and Pamphlets  One-Pager (p. 56)  Cartoons or Comic Strips  Cross Section (p. 57)  Collages  Maps (p. 58)  Color/Texture Schemes  Significant Scenes (p. 59)  Designing a Board Game  Living Words  Designing a Structure  Mandalas  Designing a Web-Site  Main Idea or Theme Posters  Designs   Display for a Collection  Drawing  Film Strips (p. 311-313)  Flow Charts  Graphic Symbols  Greeting Cards  Guided Imagery  Idea Sketching  Illustrations  Imagery  Imagination  Labeling  Make a Mosaic (p. 356-357)  Mandalas  Mapping  Mind Mapping  Mobiles  Molding/Modeling Clay  Murals  Mystery ____ (p. 349)  Painting  Patterns  Photography  Picture Metaphors  Pictures  Postcards  Posters  Quilt Puzzles (p. 352)  Reverse Art (p. 350-351)  Rhapsody in Color (p. 355)  Scribble Art (p. 353)  Sculpting  Sets for a Play  Shape Art (p. 325)  Statues  Story Quilt  Storyboards  Videos  Visual Aids  Word Splash!

Musical-  Write New Lyrics to an Old Song  Acappella  Hand Jive  Choral Readings Rhythmic  Music Preferences of _____  Chords   Create an Instrument  Create a Jingle  Creating Lyrics  Environmental Sounds  Harmonies  Humming  Improvising Music  Move with the Music (p. 363)  Musical Composition  Musical Performance  Percussion Vibrations  Performance  Re-Create an Instrument  Rhythms with Percussion  Scores  Singing  Songs/Raps

Bodily-  Reader’s Theater  Body Language  Impromptu Speaking (p. 47)  Charades Kinesthetic  Common Ground (p. 49)  Creative Movements  Origami  Dances   Dramatizations  Experiments  Facial Expressions  Gestures  Improvisation  Inventing  Lab Work  Mime  Obstacle Course  Pantomime  Parodies or Spoofs  Performing  Puppetry  Re-enactments  Role Playing  Skits  Sports  Video Taping (making a movie)

Interpersonal  Sharing the Responsibility (p. 82)  Alphabet Scheme (for each letter, chose something from  Fun and Games (p. 83) book, matter, that starts with letter)  Tell a Story (p. 84)  Arguments  Create a Commercial (p. 85)  Collaboration Skills  Obituary for a Character (Epitaph)  Commercials  “To Do List” for a Character  Conflict Resolution   Conversations  Cooperative Learning: work and discussions  Create a Childhood  Create a ___ Mask  Create a ____ Drama  Create a Greek Drama (p. 385)  Debates  Dialogs  Empathy Practices  Games  Giving Feedback  Group Projects  Group Tasks and Projects  Interviews  Intuiting Others’ Feelings  Leadership Skills  Letter Writing Between 2 Characters  Make a Greek Mask (p. 386)  Obituary for a Character (Epitaph)  Peer Counseling  Person-to-Person Communication  Puppet Dialogue (p. 380)  Round Robins  Speeches  Ways of Seeing (p. 383)  Sale Pitches

Intrapersonal  A Poem about Me (as the character) (p. 68)  Alphabet Scheme (for each letter, chose something from  I’m As…” (p. 69) book, matter, that starts with letter)  Journal Topics (as…)  Autobiographies  A Quilt Story of My Very Own (p. 71)  Creative Expression  Picture Journals (p. 72)  Create a Childhood  What You Do Best (p. 73)  Editorials  What Do You Think? (p. 74)  Found Poems  Reading Response Journals (p. 75)  Guided Imagery  The Road Not Taken, as… (p. 76-77)  “I” Statements  Share a Bedtime Story with a Grandparent, as… (p. 78-79)  Importance Character Quotes  Recipe for a Perfect Friendship (p. 80)  Independent Study  Mandalas  Insight  Found Poems  Journals/Diaries  Obituary for a Character (Epitaph)  Journal Headlines  “To Do List” for a Character  Letter Writing Between 2 Characters   Making Masks  Mandalas  Me Collage (p. 375)  Meditations  My Coat of Arms (p. 373)  Obituary for a Character (Epitaph)  Outlining Skills  Photo Album (p. 368)  Reflection  Self-Assessments  Who I Am (p. 371)

Naturalist  Find It (p. 87-88)  Bird Watching  Visit a Nursery (p. 91)  Categorizing  ___ Animals (biome) (p. 92-93)  Classifying Objects   Collecting  Environmental Sounds  Exploring Natural Phenomena  Display of objects or artifacts  Field Studies  Forecasting Weather/ Weather Reports  Growing Things  Identify a Problem  Investigate How Something Works  Leaf Rubbings (p. 387)  Make Comparisons  Make Predictions  Observing Nature  Organizing  Participating in a Simulation  Plan a Tour  Planting  Solving a Problem  Star Gazing  Use of Natural Objects  Walks  Working Outside Questions to Spark Dialogue Providing Reasons and Evidence How do you know? Explain. Learning Dialogues (LD) are good strategies to use to help to explore the text. LD focus on ideas, values, issues, and Why do you think that is true? perspectives, not on right answers. Use “Think Time.” Be sure to give reasons and evidence (Yellow Sentences). Be Give reasons. Why? sure to give examples, elaborations, or evidence for opinions (Red Sentences). How could we find out _____? Clarification Can you think of an example to illustrate _____? What is meant by _____? Do you agree? Disagree? Why? What are the big ideas in _____? How could we prove or confirm that? Give an example of _____? What support can you find for that idea? Tell us more about _____?

How does ______relate to _____? Examining Viewpoints Why do you believe that? How could you say that another way? What might be another point of view? Summarize what _____ said. How would this be viewed from the perspective of What do you think is the main problem/issue in __? _____? What is the main point of _____? What is an alternative? Another way? Explain what you think about _____? How are these ideas alike? Different? Why do you think _____ happened? What about _____? What do you think the author means by _____? What feelings or emotions might have caused ____? What does the author want you to believe? What What do you think? evidence can you find for that conclusion?

What does the reading say about _____? What do Investigating Implications and Consequences you believe? Why? What might happen if _____?

If _____ happened, what would be the result? Checking Assumptions Support your conclusion. What assumptions are being made? What would be the effects of _____? Is this always true? What conclusions can you make concerning _____? What are some other perspectives or viewpoints on this? In what way would _____ change if _____ happened?

What would be an alternative? Short Shots: Questions to Challenge Thinking

What do you believe in?

What should be done next and why?

Why do you think that’s the answer? Explain.

How can we find out about _____?

Why do you think that about _____?

What some other ways?

What is the most … Useful and why?

Interesting and why?

Effective and why?

Logical and why?

Creative and why?

What are the possible causes of _____?

What are the possible consequences or effects of _____?

What conclusions could you draw of _____?

How would you _____?

How could you _____?

How would you propose a plan to _____?

Who would you formulate a solution to _____?

How would you defend _____?

How would you state the problem?

How would you support your conclusion? Make Your Own Project Choose a verb and a product to invent an Activity. Explain to your teacher your project.

Strong Verb: verbs that ask you to use higher-level thinking Adapt Characterize Decipher Illustrate Support Advise Charge Deduce Encourage Implement Align Choose Defend Enlighten Infer Amaze Clarify Define Estimate Initiate Analyze Classify Demonstrate Evaluate Investigate Announce Compare/Contrast Describe Examine Imagine Annoy Combine Design Exemplify Improvise Appeal Communicate Determine Experiment Incorporate Apply Compose Develop Explain Inform Appraise Connect Diagnose Explore Innovate Assess Connive Diagram Express Inspect Assimilate Construct Differentiate Forecast Integrate Brainstorm Convert Divulge Formulate Interpret Calculate Convince Distinguish Highlight Introduce Capture Create Dramatize Hypothesize Invent Categorize Critique Embellish Identify Investigate Censor Decide Empathize Illuminate Judge Justify Question Remind Suppress Use Make Quote Research Synthesize Value Manipulate Rate Respond Transform Verify Model Realize Review Translate Visualize Motivate Reconcile Revise Urge Write Operate Record Script Organize Refine Search Outline Reflect Select Persuade Reformat Sequence/Order Practice Reject Showcase Predict Relate Solve Prioritize Remember Produce

Projects: ways you can show your learning Advertisement Dialogue Letter Radio program Word puzzle Advice column Diary/Journal entry Wanted Poster Debate/Rebuttal (Personal) Anecdote Dictionary entry Magazine article Request Animated film Directions Math problem Résumé Announcement Discussion Map Review Biographical sketch Editorial Memo Rhyme/Riddle Blurb E-mail Menu Screen play Board game Encyclopedia entry Monologue Sermon Book jacket Eulogy Motto Ship log Brochure Experiment Newspaper article Short story Campaign for product or candidate Fairy Tale/Folktale/Myth Oral presentation Skit Caption Free Verse Poem Oration Slogan Comic book Greeting card Parody Song Commentary Guidebook/Manual Photo essay/Pictorial tour Speech Contest entry Historical account Top-10 List Summary Costume design Instructions/Directions Play Stream of consciousness Critical review Interview Poem Survival manual Critique Introduction Letter to the Editor Telegram Dear Abby letter Investigative report Poster Telephone dialogue Postcard Last will and testament PowerPoint/Slide Show Thumbnail sketch Definition Lecture Travelogue Demonstration Lesson plan Puppet show List