Sunday, May 28, 2017

90 MINUTE READING BLOCK

90-minute reading blocks are a critical part of any successful
reading program. The 90-minute or 120-minute reading blocks need to be a revered time, it should be totally uninterrupted, it is one of the most important systemic changes struggling schools need to adopt. Schools that need intensive reading intervention schoolwide should be doing two 90-minute reading blocks daily or a 120-minute reading block at a minimum. Uninterrupted means no special education pull-outs, no specials, and no interruptions. 

"Converging research and evidence shows that the most effective teachers are those that deliver reading instruction with the greatest density. Density addresses pacing, content rigor, and instructional delivery. Dense reading instruction systematically delivers explicit concepts and implicit concepts, questions, directions and is scaffolded over time. And it differentiates across the classroom. Those most at-risk students require instruction with the greatest density and also requires vastly more daily reading instruction."

[PDF]Welcome to the session “90 Minutes Plus.” Reading First teachers all ...
90 minutes of uninterrupted reading instruction per day in order for sufficient student ... Consequently, the reading block may require the minimum standard of 90.

[PDF]Elementary 90-minute Reading Block Template - Building RTI
2008 University of Texas System/Texas Education Agency. Elementary 90-Minute Reading BlockTemplate. Range of. Time. Class Configuration. Teacher-Led.

An Example of the 90 Minute Reading Block | LD Topics | LD OnLine
120-minute block: 90 minute reading block with extended time for immediate intensive intervention (120 minutes total). See printable PDF of 120-minute block.

[PDF]Tier 1: 90-Minute Reading Block (This is an example format and ...
Office of Reading and Literacy. Tier 1: 90-Minute Reading Block. (This is an example format and should be based on the needs of your students). Instruction.

[PDF]Example: 90 minute Reading Block with Extended Time for Immediate ...
Example: 90 minute Reading Block with Extended Time for Immediate Intensive. Intervention (120 minutes total). Instruction. Possible. Range of. Time.

[PDF]What is the research regarding the uninterrupted 90-minute reading ...
instructional time AND elementary; 90-minute reading block AND elementary ... 1.pdf. Summary/Abstract: The Massachusetts Department of ...

[PDF]An Academic Support Plan for K-3 Readers 90 Minute Reading Block ...
Just Read, Florida! recommends at least a 90 minute reading block for K-5 students. In addition to the

[PDF]90 Minute Literacy B lock
Be sure to include at least 20 minutes of independent reading fluency practice to ... This instruction is in addition to the 90 minute literacy block requirement.

[PDF]90-Minute Reading Block - Smekens Education
about Indiana's K-6 Reading Framework and the 90-minute reading block. ... 90-minute block: whole group instruction, small group support, and independent ...

Friday, May 26, 2017

Unpacking and Teaching Critical Tier 1, 2, and 3 Academic Vocabularies

Unpacking and Teaching Critical Tier 1, 2, and 3 Academic Vocabulary

'Vocabulary' refers to the corpus of words needed for effective communication when listening, speaking, reading, or writing. Academic Reading Vocabulary plays a key role in learning to read for deep understanding.

Children use vocabulary in their auditory memory to make sense of the words they see in print.
Readers must understand what they read if they are to develop strong word recognition and automaticity. And to build up a rich store of semantic meanings associated with the words, phrases, sentences and text they read.

Tier 1 Academic Vocabulary
Tier 1 vocabulary comprises the basic words commonly appearing in a spoken language — clock, baby, happy and walk for example.

These words are often experienced in a variety of contexts, including that of non-verbal communication. Tier 1 vocabulary rarely requires explicit instruction.

Tier 2 Academic Vocabulary
Mature language users across several academic content areas are familiar with the less frequently encountered words in the Tier 2 category. Words such as: obvious, complex, establish and verify. Cognitive verbs are also included in the Tier 2 word category.

Because of their lack of redundancy in a text, oral language, and their multiple meaning or descriptive nature, tier 2 words challenge students who primarily meet them in print and on a test. Bloom’s and Webb's DOK cognitive verbs are integral to any successful reading instruction or intervention.

Tier 3 Academic Words
Tier 3 vocabulary consists of infrequently used words. These words are central to building Cognitive Academic Language Proficiency(CALPS) background knowledge and conceptual understanding and should be integral to the instruction of content.

Though infrequently used in day to day language, they are common except in various academic domains such as in the disciplines of medicine, law, biology and mathematics.

Indirect learning of academic vocabulary

Children learn the meanings of most Tier 1 words indirectly, through everyday experiences and interactions with oral and written language: in conversations with adults, when reading to, and through their own reading; all of which extends oracy and vocabulary.

  • To improve your vocabulary and oracy, read rich texts and talk about rich texts
  • To improve reading fluency, read. Then reread familiar text
  • To improve reading comprehension, read and deeply discuss the author's craft
  • To develop independent readers, read for joy, not for summative test data
  • To improve student success, foster a love of reading and writing
  • To cultivate a love of reading, read with children every day
  • To transform students into well-read scholars, challenge them

Metacognitive Read-Alouds: Socratic Inquary

Thinking Out-loud about Reading and Vocabulary

  • Teachers must do daily read alouds that incorporate above grade level passages and books. The central idea is, reading advance literature with rich language creates 1000’s of teachable moments and opportunities to discuss the author’s craft. Where possible give students copies of the text being read and ask students to read along, tracking with their eyes and fingers.
  • Teacher re-reads the text and stops to ask ‘hot’ questions, front loads Tier 2, and 3 concepts, and engages the class in Socratic dialogue and paired think-alouds (micro lectures of one or two minutes).
  • Students use the think-pair-share protocol for all direct instruction micro lecture concepts to reflect on learning and self-check understanding.
  • Students re-read material with a reading buddy or read along with an audiobook and use a Socratic seminar to guide facilitate discussions (optional)
  • Students stop, think, reflect, share and check for understanding after each passage, paragraph, or chapter.
Going Deeper Into The Author's Craft: Figurative Language Inquiry
  • How would you analyze the authors use of figurative language to convey mood or tone in the story? 
  • How is mood of the characters effected by the use of figurative language in a work of fiction? 
  • How would you determine the metaphoric meaning of an unknown figurative phrase in a story? 
  • When reading what are some clues for Identifying idioms, metaphor, onomatopoeia, hyperbole, and or allusion in fictional stories? 
  • Why is Interpreting idioms in context important for interpreting the semantic meaning of the idiom in the story? 
  • Interprets metaphor that makes a simple comparison to describe a concrete idea in literary text 
  • Explain why onomatopoeia is a common literary device for adding aural (sense of hearing) effects to a visual description of a setting. 
  • Explain why authors use of idioms in poetry to ad deeper meaning in a fewer words. 
  • Why is understanding the meaning of common English idioms important to learning wider cultural and historical perspectives?

Extensions:
Useful tools and activities for teachers include:
  • Formative quick-checks
  • Reading engagement protocols
  • Making a story map
  • Creating a plot summary post-it note chart or keyword outline
  • Making conversation notes
  • Recording challenging vocabulary using Lotus Notes or Cornell Notes
  • Make a collaborative Lotus Notes Diagram using chart paper

Reminder about Learning New Words: See it, Hear it, Say it, Think about it, Use it, Revisit it, and Remember it!

Hot’ Question Examples
Metacognitive Read-Alouds
  • What keywords did the author use to describe the theme, plot, mood or tone of the story?
  • Which statements best describes the theme, main idea or viewpoint of this story?
  • What conflicts bear contrast and comparison with the current text? How were they resolved?
  • How did the protagonist/antagonist characters solve/create the conflict?
  • Can you, in your own words, summarize the plot, theme and main ideas?
  • Can you identify the passage’s main conflict, resolutions, and turning points?
  • What details did the author give to help resolve the conflict?
  • Where in the poem does the narrator use imagery?
  • Which statements reflect the author’s points of view?

Note: During Reading Boot Camp, Primary teachers should include “a short 15 minutes” metacognitive read-aloud every hour using HOT questions that front load elements of the author's craft, that connect new information with the students the background knowledge, while Intermediate teachers should do two extended metacognitive read-alouds every day that goes into the deepest literary concepts.

Direct learning of Tier 2 and 3 Academic Vocabulary

Direct learning by students occurs when teachers use student-friendly contextual exemplars of targeted academic vocabulary. Teachers explicitly introduce academic vocabulary daily through multiple engagement activities. Front loading academic vocabulary in the form of games, hands-on lessons, and activities, speeds, strengthens and deepens learning.

  • Set daily or weekly vocabulary-instructing goals
  • Create word walls for all targeted tier 2 and tier 3 academic vocabulary taught
  • Use a mix of micro-lectures, reading engagement protocols, and Socratic seminars for direct word work, word analysis, and word-learning strategies

The secret to using this book is to avoid trying to master all the ideas presented. Instead, add small-variety instructional practices to your reading and writing lessons and keep your students engaged.

VKAT Multisensory Learning | Multi-sensory Spelling
Multisensory Spelling and Vocabulary Learning Strategies | Spelling and Reading Made Easy When It's VKAT Multisensory Learning! Visual, Kinesthetic, Auditory and Tactile!
Multisensory integration or multimodal integration is the quickest way to learn new information and or retain information using the inclusion of all sensory modalities, Visual, Kinesthetic, Auditory and Tactile, and Emotional. Working memory is a core executive function that is critical to classroom learning, it is the cognitive system that is responsible for the transient holding, processing, and manipulation of new information.

VKAT Learning Strategies Develop:
Working Auditory and Visual Memory
Visual Sequential Memory & Auditory Sequential Memory
Verbal Short-Term Memory
Accelerated word, vocabulary, and spelling acquisition
Listening Comprehension
The ability to follow verbal directions

Paired students stand next to their shoulder partner, the teacher front loads the vocabulary words using a micro lecture, students actively study the words with their teacher, students use think pair share looking for ideas for visual signs, pantomime, and gestures, and the class discusses ELA concepts using VKAT Multisensory Learning Strategies they have collaborated on!
Quick VKAT: Say it, Chunk it, Count it, Spell it, Use It!
Student A has list of study words, academic vocabulary, or spelling words: Reading Buddy reads the spelling or vocabulary word aloud
Student B: listens and repeats the spelling or vocabulary word aloud
Student A: divides or breakdowns the syllables in the word
Student B: listens and chunks and says the number of syllables aloud
Student A: air spells the word, or spells word on palm, or on the table while saying the letters and states number of letters in the word
Student B: listens and air spells the word on palm, in the air, or on the table or and tactile surface available while saying the letters and states number of letters in the word
Student A or B: uses the word in an easy to understand sentence using hand gestures for individual words or ideas and then the reading partner repeats the sentence, contextual exemplar, or definition.
Optional
Student A: Learning buddy breaks the word down into phonemes and creates a mnemonic vocabulary or spelling aid!
Student B: listens and breaks the word down into phonemes and creates a mnemonic learning aid! (Wed-news-day, BELIEVE Never believe a lie.)
Use your body to act out the words
Use Pictionary, word improve, or pantomime

Vocabulary Instruction Should Be Reviewed and Adjusted Daily, Weekly, and Monthly!

  • Vocabulary— Word Families. Terms, Denotation, Connotation
  • Orthography – written form of word
  • Phonology – spoken form of word
  • Spelling Rules Reviews
  • Syllabication.
  • Teachers — Vocabulary Mini Lecture Terms: Denotation vs. Connotation
  • Denotation refers to the literal meaning of a word, the "dictionary definition."¨ Example, if you look up the word" Character or fictional character is a person in a narrative work of art (such as a novel, play, television series or film).
  • Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. Negative Connotations: Character, not in harmony with a moral person's usual qualities or traits (Trump's remarks and ill-manners were completely in character)

Reference – meaning, denotation and connotations for multi-meaning words, semantics – concept, and reference, and use the word in a student-friendly contextual example, register – appropriacy of use.

Tier 2 micro lecture exemplar. Personification

Tier 2 Term: Personification Is a figure of speech where human qualities, characteristics, or traits are given to animals, objects or ideas.

Extension: Discuss Personification vs, Anthropomorphism

Positive and negative connotations should be discussed when teaching multi-meaning words and teachers and students should use student-friendly contextual exemplars whenever possible?

Contextual examples of personification used in sentences:
  1. The flame of the candle danced in the dark.
  2. The stars danced playfully in the moonlit sky.
  3. The opportunity was knocking at her door.
  4. At precisely 6:30 am my alarm clock sprang to life.
  5. The tornado ran through town without a care.
  6. Time creeps up on you.
  7. The hare laughed at the tortoise.
  8. The tsunami raced towards the coastline.
  9. The sun smiled and chased away the angry clouds.

Students: Turn to shoulder partner and use the word personification or concept in a kid- friendly sentence, partner listens and paraphrase and repeats the kid-friendly sentence. Partners praise each other for listening and being a good partner.

Students: Orally read the word, air-spell the word, chunk the syllables, and say the word phonetically. Phonetically sound out ‘rule breaker’ words.

Teacher: Check for Concept Understanding using a Quick Check

Students:
  • Illustrate the word
  • Act out the word
  • Make a flashcard
  • Create a mnemonic narrative

Teacher: Distinguish between examples and non-examples with:

  • Yes/No game’ see vocabulary games
  • Student-generated examples
  • Cold Call and Students Answer Questions!
Teaching Targeted Vocabulary

Children learn the meaning of the new words faster when teachers use targeted vocabulary through:
  • Reading rich literature
  • Metacognitive read-alouds
  • Effective questioning
  • Teacher made contextual exemplars
  • Socratic discussions
  • Think-alouds
  • Real world exemplars
  • Rich oral language
  • Syntax
  • Contextual grammar

Spiral 6-12 academic vocabulary concepts daily covering the following aspects:
  • The terms denotation and connotations using contextual exemplars
  • The terms critical attributes
  • Examples and non-examples
Reference –'Spiraled Curriculum' refers to multiple exposures within a variety of rich contexts. Repeat all explicit academic vocabulary direct instruction lessons within two hours to strengthen memory.

Word-work enhances word knowledge when modeled daily and weekly through teaching morphemes (bases, roots, prefixes, suffixes) through:
  • Word analysis
  • Word semantics
  • Tier 2 and Tier 3 direct instruction
  • Rich classroom dialogue
  • Clarifying questions
  • Explicit hands-on oral language use by teachers and students
The quickest way to improve reading comprehension and reading test scores is via the explicit instruction of grade level tier 2, and 3 academic vocabularies.

The specific grade level tier 1, 2, and 3 vocabularies are not directly covered in the new or revised Common Core State Standard but it is easy to find, including the Reading Sage blog. Direct instruction of academic vocabulary is a daily part of successful ELA lesson planning.

We make extensive use of games and class activities which engage students to spiral through the rigorous vocabulary.

Academic Vocabulary The Yes—No Game
Select one or two words from your academic vocabulary list. Ask the class a Yes/No question that takes basic vocabulary knowledge, ask students to point right for YES or left for NO.

  • Congruent and theme are both literary elements terms, Yes—No—Why?

  • A simile compares two things like a metaphor; but, a simile uses the words “like” and “as. Yes, or No, are they Examples of Figurative Language?

Vocabulary Yes—No—Why Problem Game
Using two or more academic words from your vocabulary list, build a deep thought to provoke question

  • Can unexpected incidents cause compassion?
  • Do captured territories have autonomy? ADVANCED

Students share their explanations of what background knowledge and word attributes are needed to answer the questions. Partners share ideas or do further research in small groups using the target words in their rationale and explanations.
Vocabulary Instruction Guidelines
  • There are too many tier 2 and tier 3 words to teach students that are below grade level. So, focus only on the most important content-specific and high-use cross-disciplinary terms
  • Help students connect with vocabulary don't regurgitate dictionary denotations. Help students create mental models of new terms using synonyms, antonyms, images, contextual examples etc.
  • Use newly learned vocabulary in both academic speaking & writing activities.
* These key ideas underscore ALL effective evidence-based vocabulary strategies.

Reference – Cognitive academic language proficiency (CALP): A language-related term which refers to formal academic learning, as opposed to BICS. In schools today, the terms BICS and CALP are most frequently used to discuss the language proficiency levels of students who are in the process of acquiring a new language.

Instructional Strategies for tier 2 and 3 Academic Vocabulary

List-Group-Label
  • List: Produce a list of words associated with a particular concept to be studied.
  • Group: Group the words and phrases into categories. Students look for common elements of the words to form the categories. These similarities might include similar meanings or parts of speech.
  • Label: Finally, label the categories and ask the students to label each category with a title that connects all words within the particular group. Labels are shared with the whole class, and each group of students asked to give reasons for organizing and labeling their words in that particular way.

Academic Vocabulary and Word Families – Help Students Make Cognitive Connections

Mini-lecture: Analysis
  • Analysis: Part of Speech (Noun) Contextual Exemplar: 'We performed a detailed analysis of the relationship between the two companies and believe that they could form a strong partnership.
  • (Countable and uncountable). Carrying out an analysis involves studying something carefully to understand it.

Unpacking Related Tier 2 or Tier 3 Academic Vocabulary Words
Analyses/analyze, analyzers/analyzer, analyst, analytic, analytical, analytically, analyze, analyzing, analyzed, analysis, analyzable
  1. Give a mini-lecture on the attributes of the base form of the academic word including the contextual meaning denotation and/ or connotation.
  2. Have student do a think, pair, re-teach
  3. Teacher discusses the list of words related to the “headword”
  4. Have students read words with you: “These words are in the same family as analyze. When I touch the word, please say it.” Clarify part of speech as appropriate and offer additional contextual practice for ELLs
  5. Use lists of academic words that are associated and or connected to a complex passage, have students read them aloud and discuss the meanings as an anticipatory set before close reading or rereading a text.

Revisit and Remember: FUN Word Games
  • 20 question vocabulary game
  • Etymology – Origin of words
  • Synonyms/Antonyms
  • Metaphors/Similes
  • Idioms/dialect/
  • Proverbs/parables/allegory
  • Slang
  • Catchphrases/band wagon/
  • Maxim/Motto/
  • Slogans 'Have you forgotten how fine words taste when reading!'
  • Acronyms/Abbreviations
  • Portmanteaus – motel=motor + hotel
  • Anagrams – read/dear rose/sore
  • Palindromes- read the same forward and backward – mom, radar, nun, eye
Academic Vocabulary Critical Attributes using a Lotus Diagrams

Choose from the following Critical Attributes:
  1. Students discern between examples and non-examples
  2. Students generate their own examples and non-examples
  3. Students examine related word families
  4. Ask deep processing questions about connotation and denotation

Content Specific and Technical Specific Vocabulary
  1. Introduce a word. Students find definition in the glossary
  2. Determine the critical attributes of the definition
  3. Illustrate the word with examples (containing all the attributes) and non-examples (without at least one attribute) – make these attribute example links explicit
Word Pairs Chart
The teacher or students select associate or uncreated sets of Academic Vocabulary for review.

Word Pair
Synonyms
Antonyms
Related
Not Related































Odd Word Out
  1. Provide four words for review from the vocabulary list (humiliate, emancipate, abuse, cruelty.)
  2. With a partner, determine criteria to eliminate a word, taking care to explain reasoning.
  3. Repeat the previous step, creating as many new criteria for elimination as possible

Word Sorts
  1. Create a bank of words for review
  2. Identify categories for sorting
  3. If a word fits in two or more categories, place the word in each and circle the most important placement
  4. Ensure students are using the word in complete sentences as they explain their reasoning  for each sort
Keywords and Keyword Outline Sentence Writing
  • Students practice writing sentences using 1-3 keywords, including tier 2 and tier 3 academic vocabulary words.
  • Extensions: Students practice using different target words, adverbs, adjectives, transition words, Tier 2 and 3 words in one sentence.

I thought the writing excellent (Spectator), and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, tried to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand."Benjamin Franklin

Close Reading Connections with Writing!

Keywords Sentence Writing: The Boy Who Cried, Wolf

The tale concerns a shepherd boy who repeatedly tricks nearby villagers into thinking a wolf is attacking his flock. When one actually does appear and the boy again calls for help, the villagers believe that it is another false alarm and the sheep (or, in some versions of the story, the boy) are eaten by the wolf.

A shepherd-boy, who watched a flock of sheep near a village, brought out the villagers three or four times by crying out, “Wolf! Wolf!” and when his neighbors came to help him, laughed at them for their pains. The Wolf, however, did truly come at last. The Shepherd-boy, now really alarmed, shouted in an agony of terror: “Pray, do come and help me; the Wolf is killing the sheep”; but no one paid any heed to his cries, nor rendered any assistance. The Wolf, having no cause of fear, at his leisure lacerated or destroyed the whole flock.

Example of Key Word Outline

I. shepherd-boy, watched, sheep
1.brought, villagers, crying, “Wolf!
2. neighbors, laughed, them
3. Wolf, truly, come
4. Shepherd-boy, shouted, terror
5. Wolf, killing, sheep
6. his, cries, assistance
7. Wolf, lacerated, destroyed, flock

Students put the original story aside and use the keywords outline to summarize the story with their learning cooperative partner. The student discusses why they selected the words that were interesting or important to them.

Effective Question Answering “Jeopardy” Sentence Writing
This is like Jeopardy, students write the answer to possible questions. "Vocabulary Jeopardy!" is a vocabulary game -- with a twist. The answers are written first, and the students “contestants” supply the questions. who, what, when, where, why, how. Students write sentences answering 3 or 4 tier three terms. Students swap and share their answer sentences with partners. The students try giving a Jeopardy style response based on the answer.

EXAMPLE
A person's belief based on what seems true, or probable; a person's judgment. Jeopardy Response, What is an opinion?

Many people have the …. that Mexican cuisine is the best in the world. What is an opinion?
Students may use two target words in one sentence (Optional)
Word Association Games Class Activity

  1. Start by making pairs of associated fun words (Green eggs and ham, ice cream and cones, peanut butter and jelly, Princess Fiona and Shrek). Present mini-lecture on several previously taught academic vocabulary words.
  2. Start playing with the whole class. Ask students to share answers with shoulder partners. “I am thinking of a cognitive (thinking) verb that describes naming.” (identification, designating). “I am thinking of a word that is associated with ____.”
  1. Select a word…”
  2. Which word goes best with the word ___?”
  3. Have students defend their choices.

Tier 1 Academic Reading Vocabulary

NATIONAL READING VOCABULARY LIST from READINGKEY.COM

Importance of Grade Level (Tier 1) Vocabulary Lists

Grade Level Vocabulary Lists provide valuable support for any reading program by clarifying exactly which words a student needs to learn to stay "on" or "above" grade level. Vocabulary

Lists are extremely helpful for a wide range of uses:
  • Developing grade level word work activities
  • Homework Assignments (i.e. sentence writing) "One-on-One" testing for identifying specific words a child is missing Giving copies to parents to practice saying with their child nightly As an outline for additional Summer & Holiday activities
Each vocabulary list has been carefully researched to contain words which must be memorized for that particular grade level. Over 10 years of research has shown that students who can fluently read the words in any grade level list typically score in the top 25% on national standardized reading tests (most of our students score in the top 10%).

Several criteria were used for identifying which vocabulary to place in a grade level list. The most important criteria were "Frequency of Use" in the average reading material. This means that words in the Grade 1 list occur more often in reading material than words found in the Grade 2 List - and words in the Grade 2 List are more common than words found in the Grade 3 List, etc.

The total number of words listed in a particular list is based upon the maximum number of words we can expect an average student to learn per day.

Thursday, May 25, 2017

Summer Reading Journals | Read and Response

Summer Reading Journals Questions and Writing Prompts | Ideas for 2017 Summer Reading Journals

2017 Summer Reading Program Ideas, fun free help with
encouraging you child to read books this summer. Over summer, we have a perfect opportunity to enjoy books with our children and as a family. With any summer reading program, we want to create a love for reading. Additionally, we highly recommend using effective reading strategies like journaling with your child so children can truly engage in the books they are reading, but this is not required. As some of my examples of prompts and questions below are a starting point when using a reading journal, Students and adults should keep a journal handy while reading. Annotating text with sticky notes, or you could even read with your child using a tape recorder for asking questions and rehearsing favorite passages.

At all times, we want to boost students’ passion for reading which is why we like them to choose their own titles based on interest and ability. If they happen to struggle with a particular book, there is nothing wrong with selecting another.

Take a magical journey this summer in a book. 

  1. Can you summarize the main ideas and themes of the story in a two-word title? Can you write a 7 word summary for the story?
  2. What are the character traits of your favorite and least favorite character? Why and why not? 
  3. Would you have reacted differently, to the protagonist or antagonist? Why or why not? 
  4. Do the characters remind you of anyone you know? 
  5. Does the setting remind you of anywhere you know? 
  6. Can you compare and contrast two characters and their similarities/differences? 
  7. What do you like and dislike regarding the plot elements of the story? 
  8. Have you seen or read similar plot elements in films or stories? 
  9. Would you tell a friend about this book, would your opinion be positive or negative? 
  10. Look up and define three unknown or interesting words from the book. 
  11. What would you ask the author of the book if they were visiting you for dinner? 
  12. Did you have pictures in your mind while reading, what feelings do the images remind you of? 
  13. Could the characters be real in this work of fiction? What are the character traits that make this fictional person real?
  14. How did the author hook you when reading? Was it the author's use of compelling dialogue, out of this world settings, perplexing mystery,  being dropped into the middle of the action, riveting narrative, or intriguing characters. 
  15. Write a letter to the Hero and Villian of the story and give each of them advice on how to be a better Hero and Villian in their story. Include a greeting and a salutation.
  16. What lesson or moral have you learned by reading this book? 
  17. If you could, which character would you spend the day with? What character would it be and what would you spend the day doing?
  18. If you could, which character would you want to be? Why? What character would it be and what would you spend the day doing?
  19. Would you change anything about the story? Why or why not? 
  20. Write a detailed diary entry after the climax as the protagonist and antagonist. 
  21. What did you feel when reading this book? 
  22. Draw a future scene from the book using inferential text clues. 
  23. Draw a timeline of the key events. 
  24. Summarize one moment in the rising action, climax, falling action, or resolution of this book.
  25. What is your favorite and least favorite dialogue that was used in the text? Why?
  26. Why do the characters remind you of yourself, a family member, or a friend? 
  27. How would you have reacted to the conflicts in the story vs. how the main character reacted? Describe why you would have done things differently. 
  28. Compare and contrast the dialogue of the main characters that is critical to the plot. How does the author use dialogue to develop that character's mood, feelings, attitudes, thoughts, viewpoints, biases, and perspectives? 
  29. Examine and analyze the protagonist and antagonist motivations in the story, going beyond the hero and the villain, look for 5 important similarities and differences in the character's mood, feelings, attitudes, thoughts, viewpoints, biases, and perspectives. 
  30. Describe the setting using emotional words. What is the mood of the setting? Joyful, safe, scary, depressing, happy Anxious helpless, 
  31. Does the author's use of certain words create a certain mood or tone?
  32. Does the mood of the stories setting remind you of anywhere you are familiar with? 
  33. Describe the rising action (plot twist/turning point) and the climax using text evidence. What was a surprise? Why or why not?
  34. What do you like best and least concerning the main characters? Why or why not?
  35. Do the characters in the story remind you of characters in other books you have read?  Describe the similarities. 
  36. Would you like to see the book made into a movie or a video game? Why or why not? Describe a movie trailer you would produce to get people to read the book. 
  37. Look up, define, and act out 5 unknown words from 5 sentences of the story that you struggled with. Act out the 5 unknown words using pantomime. 
  38. If you could ask the protagonist and antagonist one question, what questions would you ask? Why would you want to know the answer to these questions? 
  39. Why do you think the author wrote this story? 
  40. What did the author write to "hook" you on the first few pages? Use text evidence to explain. 
  41. What "imagery words" does the author use to create pictures in your mind? What words does the author use to creat rich setings? Use text evidence to explain. 
  42. What human characteristics did you find interesting or strange in this story, what human traits did you notice that did not notice before reading this story? Use personal experience and text evidence to explain. 
  43. Are the Villians and the Heros Phoney? Why or why not?
  44. Write a letter to the protagonist's mom, giving her advice on the secrets to raising a well-behaved child. Include a greeting and a salutation. 
  45. If you could be friends with any of the characters, why would you choose them as friends?  
  46. Are there any parts of the book that made you change your mind about your own attitudes? Would you be a better person if your attitudes were more like some of the characters? Please explain. 
  47. How did the characters make you feel while reading this book? Why did the characters make you feel this way?
  48. How did the author create emotional characters that make you feel real emotions? Explain your thinking about the dialogue, character descriptions, and the mood of the settings. 
  49. Pretend you are the antagonist in the story. Write a back story why the character turned into the villain, explaining what has happened to you to make bad and how you feel about it. 
  50. Illustrate the setting from the exposition, the climaxa, and the resolution or obligatory scene.  Use a caption to summarize the illustration. 
[PDF]Summer Reading Journal - Barnes & Noble
This Summer Reading Journal belongs to: STUDENT NAME: SCHOOL: ... The Barnes & NobleSummer Reading Program is here to help you on your way ...

[PDF]Summer Reading Triathlon Reading Journal - Barnes & Noble
Journal to a Barnes & Noble store between May 17, 2016 and September 6, 2016, ... in the Summer Reading Program Journal; and (iv) not valid at BN.com or ...

[PDF]Summer Reading Journal - Barnes & Noble
The Barnes & Noble Summer Reading Program marks its twenty-first year ... This package includes a reading journal for students to track their reading progress ...

[PDF]CT Reads 2016 — Summer Reading Journal - Connecticut State ...
THE GOVERNOR'S SUMMER READING CHALLENGE. 2016. SUMMER READING JOURNAL. The Governor's. Summer Reading Challenge.

[PDF]Barnes & Noble Summer Reading Imagination's Destination Journal
long. You'll find downloadable versions of this kit and the Summer Reading Journal online at. BN.COM/summerreading. Enjoy your vacation—but first invite your ...

[PDF]Elementary Summer Reading Journal - Chesterfield County Public ...
presents. Summer 2010. Summer Reading Journal. Keeping students engaged and connected through reading. This Reading Journal belongs to: ...

[PDF]Dig into Reading 2013 Summer Reading Journal
THE GOVERNOR'S SUMMER READING CHALLENGE. Students and Families: To learn more, ask your teacher, principal, or school or public librarian, ...

[PDF]Summer Reading Cardinal Ritter High School
All students will complete a Raider Reading Journal while reading the ... An electronic (pdf) version of the journal will also be available on the CRHS ...

[PDF]Summer Reading Programs 2016 - USD 261
with a reading log available at any Wichita Public Library. You can count ... Fill out the Summer Reading Triathlon Reading Journal (PDF). En Español (PDF).