Character Bands

Levels If You See This Here’s what you can do CD Students have problems with Than you want to help them understand that characters talk all dialogue statements by characters the time and w know they talk when we see the word said. That for example character’s statement word indicates that here is a conversation going on. One thing that are assigned with the word you will want to do is stop and monitor listen in to what the “said.” (“Help!” said Marco. “My cat conversation is about can’t get down.”)

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