‘When Kids Can’t Read, What Teachers Can Do By Kylene Beers Before-Reading Strategies Anticipation Guides: Look for big ideas or themes in a text. Write a questionnaire for the ‘students in which they must agree or disagree with questions. These questions should not have clear yes/no answers. Can be used before, during, ind alter reading. (See Appendix A) K-W-L: Primarily used in nonfiction texts, Write down all he information that students know about a general topic, Then organize the information. Next, generate specific questions ‘about what the students know (make connections between wnat they already Imow and what ‘they are wondering) (See Appendix B) Probable Passage: Helps passive readers to make predictions and activate prior Jnowledge. Provide students with 10-12 important words rom a story. The students must then place those words into the appropriate boxes: characters, seting, problem, outcomes, and unknown words. Students then write a gist statement” based on were they placed the ‘words from the story. Once the gist statement is written, sudents write down three questions that they are looking o “discover” answers for while reacing. See Appendix C) ‘Tea Party: Pick important phrases, sentences, or single words from a text and write them on note cards. I's okay ifthey are repeated - try to pick about half as many phrases as you have students. Give each student a card, After giving the students cards, they need to get up ‘and talk to each other with the following four goals in mind: 1) share their card with as many Classmates as possible 2) listen to others as they read their cards 3) discuss how these cards ‘ight be related 4) speculate on what these cards, collectively, might be about. (See Appendix D) During-Reading Strategies Say Something: As students are reading, they pause periodically (after every three or four paragraphs) to make a prediction, ask a question, clarify a question, comment on what's happening, or connect what's in the text to something the7 know. Rules for “Say Something” 1, With your partner, decide who will say something first 2. When you say something, do one or mare of th following ‘a. Makea prediction B. Ask a question ©. Clarify something you had misunderstood . Make a comment Make a connection 3. Ifyou can't do one of those five things, then you need to reread Itstudents struggle to "say something,” use the stem starters provided. (See Appendix E) Rereading: First, prove to students that rereading in valuable by giving students a short text land asking them to reread it three times. Keep it short enough that they can do this in class and ask ther to rate their understanding of the text on a scale of 1-10 after each reading. ‘Then, model your thinking as you reread a text. Next, give students specific tasks as theyreread (example; read from different people's points of view). And then review what ‘happened, ‘Think-Aloud: As students read, they pause occasionally to think aloud about connections they are making, images they are creating, problems with understanding that hey axe encountering, and ways they see of fixing those problems. This can be done with a double- column “text” and "comments" or outloud witha partner. (See Appendix F) Double-Entry Journals: Same thing as above, except only written, Double-columan: “book, says” and “my thought Logographic Cues: A logograph is a visual symbol. Readers can design their own Togographs to insert into texts as they read to show them the direction the texts taking, (Examples: foreshadowing, confusion, antagonist, suspense, conflict) Students should create their own logographs and can draw them on post-it notes and adhere them tothe text (Gee Appendix G) [ABCs of Comparing and Contrasting: To compare or contrast two characters, have students record character traits in ABC boxes in two different colors. When they are done reading, they will be able to write about the characters. (See Appendit F) (Character Bulletin Boards: For students who have trouble visualizing and for books ‘without pictures, you can create a bulletin board where students put up illustrations of characters and attach descriptions. This creates a reference point for students while they are reading Syntax Surgery: Copy a paragraph from a text and as you do your think-aloud, write on the paragraph, connecting together words that are related with circles and lines. Fasically ‘Mlustrate your thinking. Signal Words: Be sure to show students how to use signal words to help igure out what ie happening inthe text. (See Appendix H) After-Reading Strategies Likert Scales: Likert scales require a student to read a statement, decide how much they agree or disagree with it, and then mark or cizcle the term that indicates the level of agreement. lakert scales often focus on generalizations about characters, themes, conflicts, ‘or symbolism, (See Appendix ) Somantic Differential Scales: Semantic differential scales place opposite character traits (strong/weak, optimistic/pessimistic) at opposite ends ofa scale, then ask stucents to decide how much of the trait a character possesses. (See Appendix |) Somebody Wanted But So: This gives students a structure for vsiting summares. AS students aze choosing names for the somebody column, they are really looking at characters and trying to decide which are the main characters. Inthe wanted coli, they look at events of the plot and immediately tall about main ideas and detail. With the but column, they are examining conflict, With the so coluran, they are looking at resolution Set tup as 4different columns. If students can’t summarize the whole story with one SWBS, add the word “then” and another SWS statement until the story is summarized. (See Appendix K) Retellings: A reteling is an oral summary ofa text based of aset of story elements, such as setting, main characters, and conflicts. Use a rubric [copy pg. 186] and track retelings over time (See Appendix L) ‘Text Reformulation: Text reformulation isa strategy in which students transform a text into anothertype of text, such as: expository into narrative, poems into newspaper articles, short stories into ABC books. Reformulations encourage students to identify main ideas, cause and effect relationships, themes, and main characters while sequencing, generalizing, and ‘making inferences. ItSays-1Say: This strategy isa visual scaffold that helps students organize their thoughts to make inferences. Set it up as a 4-colum chart: [tsay__] AndS9 "e ow to think. (See Appendix M) Thi logy allows students 6 Sketch fo Stretch: Students work independently or with partners to create symbolic sketches of their interpretations of the text. (See Appendix N) ‘Most Important Word: Ask students which word inthe whole story was the most important ‘word and why. Students must make connections between this word and the characters, Confict plot, setting, and theme. (See Appendix O) Save the Last Word for Me: After reading a tox, students choose passages they like and copy each passage on a card. On the reverse dies ofthat card, they write why they liked that ‘passage. Then, they get into small groups and read each passage. Students discuss why they liked or didnot like that passage. Tho student who wrote the passage gets the last word.: Aaiipaton Guide | Appendix A Dir canteen seeay | Eesti appor our Non ed re ae te he sce nd col os ope At pon Ba eae ee SOUS gemene The daa na Antici pation weclces peemmen Rig ‘Ring buide — Mee pepe cema poh dae | ~ 2 Gili re | S Rae ta a ena —— gr tebe on. — 6 her doesn epee geytitians hing do eee ic manta : — Tf sng scons mene ance blog hha ang sou el en ‘ven hat mews hating en —— * Petite shold poe woes lad ae tan ate Poston doe myst PONE Sen dpi Gui Mai Be Dag 2: Kespngs day irs good way rec yours, ‘4 Weshouldmudy he Holocaust ndsand our tex mia By aude mated “age foreach ie sine ech etemen bad 4 obvious coneluion. The guide was not meaning we meee Seca id no build anicpion. the Andceses Bese ein Ce pon hides pea ete ith en ist ae Qe Pea races ieeeueai ing bu hat dont hae chau anven. gue 6 offs an eiampl ofan eect Anicipaion Gui bye Picure strtook Mia Beil Danghan an Afson, inert red ad ilsaed by John See Ine and i ide wih ude in cig rind and teh pa Tou nena ‘ahr sent aden, ou might wan oni foodie earcut answer 78 Frowrtonnine Meanive‘Whac We Know ‘Whac We Wane to Know Appendix B ueeteomn Fab ‘Whar aks some fi aoe and es fe orf Whar an fe do Bas a ou ne it ‘Uh te mame th i ah rj bone wwe BSL seh oF | Soe ‘Wha she mang (xevms ave CIE he ew? | me Wyss ie we qroured “Why do ws bea i oc ut avert i nae ) Names of che Oecan {TRS ee owt ey pr ce fe ypleontern ee hrc Aha te co Sciaie ReumiSisivieeens Halon des Whe ds the warp ing low ie sic os | STARE iediomee diel : | Tessly What mks ete mend faci ours How come es in the oan ms oar get he ain your tes dost? Pre ‘Whe wee ome prs? Sunken hipe Wht ae rome sun hp oer han se Tinie Uj find oe cn you ep eve efor de ea | Paon Whaling ea | tet pdr or dope | “The palin 8 Haye ay Sb ose xine fm he Giguen pace one 62 KEL pooping firm 84 Peansuanvine MeaningWhar We Kaow ‘What We Wan to Know ‘pot Bon onthe Oo Ships ‘What he ig hip oe ul What makes | sore pad rs toe | camer Why nde al canes of ion? | Whi did ey mike enor our oP Words Conaced to Osene = et [sth Glo Meio he ony ult AREG? cme sha hear sw he chara threat columns be completed She ad fongren that he purpose ofthe car wa ink wha ted keto hac ey wanted to know. That whic comprehension rel inking che unknown co the known, Once I showed her how ro constant the sions othe information sueeshad ead generate, he began osc how power hi satay could be Putting the Strategy to Work 1. die what tion mae diced ne WL che Ths ps tary wed wih nnfisin ilormatonl exe what dciding the ‘epee yo Se sing hi wih Ban, ood chink about the heme or pic in the ore or ory and hw dha woul nd iselfo a doin prior ean 2.x, decide how youl ved tat nfirmaion on cha papa paren ofa compute, 23. Then sk dosha hey how abo tha pe, Be ava, srsetines they know nothing, Once I ashe aseen-rae cence dase what they knew about phorsychsis Not mich, Genciting quo was Aiicale because they didi know enough ask questions beyond, "Whats ieand how dos ir work 4. Make se that, completing the Koln des have a chance proposes ard libel ha grup.Thie lone ia wonder ccc in comping and contestingeb de wet ae aay oer Tie de ee Sarge nbe dices, ‘erat waste ‘Sodan war hbet ‘senna Appendix © (see next Pg- cement of hose word, writ a predsionsatement thar ofthe gist oF ‘wha this elation might be about Step Inside a Classroom “Me Roin tthe following words on tanspaeny onthe oeexlpo- jecor gui bird, eho, oflowr jg ory bre, poer boy son ‘ies sn, eadends He then debe dhe Probable sage woke She: Ge Fgure 3, produce image on page 323) Pine 63 Doble age“reo Satecton Problem Characters ‘Setting Y a 0 i f (0_jyian e i dhe Shrink \ (ana io | fook an Ih Oteomes saown Words To dcoverne | | ams 64 Compld Pal Pape 99 —_roxonoive MasseDeere APPEND ionic pneeserne toate. sinner onc Cee ay FRO PAVE omnitcicrirona slaettildta ts Sea rei oe a Acc ee atest iL jee een ee eeguiass ysis fey sy ou wer fin debs ea ie cu pen ea Sejactanc neon Gone 8 {could avedone wiour th word fens CURE 6S Lin ond ple fom “Gurr Gro Tay Me: Doesenrybody haves ca Alright, go aad and begin (At students begin rain thir card co one note circa ening] Sts Mine juts, “Gece” ‘2; Okay ines," remember going hee every sum” S3:"God wold et he god pon sink” She Habe 3:1 know “God would e che good person ink” ‘fe So they ust beon a boa? ‘3: Maybe What yous sy? ‘fe "The ks made my young stomach sink” 5: Hey mine ays ha, 0, Sf. So, thes mus be importa. 55 Howamme? ‘4: Beene weve both gic 96 fonrLoADING MessiMake Pritiea * tree dae co tik * See hs hupened (in ea, the er he et ing da binge hapen Resig ch prema me chink | ‘hc ht dead about Ob gi Now Fundenend | This aks ene now + No [dake mene + Tage with yeu Th eas Atfoe boogie, | bctow ink Th parity yng | Mates Conecion “This eminds eo. + Ths pu sie ‘Aes question + Why dt * What hi par abou * He ih i dei ike hi (lin de. Wha wold pp if + Why Weis What dos hen ini Do you ik tr dor eth pa oe Make Comment + This ged bee ‘Third ese * This coming bce ke he pa whee do he ip ec My vote pasa Thin “Thich lin ais ie inna) been Thi. 1 The diene haa gpd you) rent ppd you) * This charmer makes me think. | Thence of. icine 79 Sewn fr Sep Sonning coment 108 Coustucrinc Messe Appendix & 1a (oane someting in the th {ee (ame omehingin he xt Somethineae. Mey dat ss gh bese lokarhow Une Bre sd patti geet inte of figured The hr mut hr dove te ge 8 tongagaetense er sout che bow uc bio wher be es” ‘sip apn Tr ie Bi de page, upping uit fe wo nk luo e_ AEREANAAOAE 4 what Wil (2001) cl poned out AS pore ou, {on ial cid peda mh happen ex cy ar igo, Se eps oft wr of rte eo Sex wt as ego wha know If eed read omehg tsk Teor cd spr ori oni th eb yw Bee ‘reting ou oa bathe sad “Mae when ad on hart ia ree" gus 76 thows oi nr of i ik Tex Cones “Usk Bel mins an Au Bly eong Sa, gs Woodson iste by on the Fo sith pdr, ed my in i ada Thae i ch infra jat ot (Fs ln ila aera Cede, nes pgs ot sar vba ale neue the nue of Col Sain Vigna, whe the Raler mening outback momepce Appl ap nd ged (She be aye Wooo Ived at he ed of i ph meee bgning oie Ander (he picts | tg ee tenth | hing Ube ef By hig he» gt mye. Mabe carwash Hrm pny eh mn mye pl a ay | TREN ei tg Soe Bing carne appre 0 Ble The eo tee ww ie of lpg Cm bar ing or shee bw et st ta Bene apf seta ton aw ach yy ee = [ah pi fh Th ey mam Tapa oe nda ay i egret bear cd dow th wee uty ple {nnd ee \ Ber and Once Ee bl ning ih Oe me you be boar a ee camaing bk ine make he wn, Moat dbs he “Mame reminded me bow prvi Uwe, how —{ wonder if Gypsy it dreaming sbour what [rand di dee ovr on bg cps ‘happened ae aot Bal he coe ot (how ert nighomer ime te beans sits Gpperane in se wave vat ‘nea meng deh ded anima coe tage, bho Be. ‘dnd hep ag amin Uptempo a sme ‘Theatr ha menne cei te ay for ot be impose FUME 7.6 Think ald fr Bele Patt Boy Appendix F nbs’ 1‘Think Aloud Sl Avmatment ur Read ech satent low Pu bythe ker youd fen 42 by ite yo do ome, td yh on you do racy When {pues sou ae yin ye vil teen. (ising) tee fue our which pars have conse me (moieringcomrcesion) Lepr wa hs gpl now wh wat lapened previ cing) — ak qusions abou wha pig on in he ex (using) [ade ne cones ha ln owt happening in he oy. comeing) — Tne commen shot wt ike oon he commen) anesthe igh done. (pg) — Tale ements about wath aur doing gi me ins aout theca a poe ot seg omen ror athe thr wats eo ou hs pin. nig rey fgue oui nee w reed seco, iden fea sli) peti we wl apes nee (pein) "ey imagine a is happeningin the ex. (ning) | ink abou cancers or ven ts ho heya alieo e. opsig) ak mel ow he somehing be Te eal or mabe sng Ve hel Coen) ey fg oe sour on ite fap sho) Laep ad ak mel Furdenand wat eed (noting compre) ug Lak tenants you pu in enki Pat Tan hen ave te questions in Pu I 1. Wha do yo domes en when you tink? 2 Why doy tik ou do ate mo? 3. Wha do you do chee? | xr IL Compl he llowng sateen ip ou plan wa ol doin yur ax hind 1 Thinkaouds lp me bec 2 acl vo kgppacicng poco, conning, compari, vnaling, monoing comprehen, eating ep los commencing. quting Bee 5. lnm net po fein cunt 77 Thinkaloud deli depend reader0 une 7.10 Mary Halt app cs ‘exo they can make a doubleenuy journal and nse of wing in the reponse column, they can draw thee logograps, Sade should dvgn thee own ogographs so tha the pit ht meaning er them, You might star howeer by brainstorming some symbole tha could be wed how ctarnctes conic, or scng as wel symbole o show questions, dai ‘cons, or infeenes. Figure 7-10 shows you Mary Hee loggapic cies she developed whl reading Me Tice by Gay asin Bookmarks Everyone knows what a bookmark seven dependent ede. Paying on| ‘he word mark in dootmar, chert Lanier Mid Schoo and ered Aifrene ypes of bookmarks fr students tw while eading, Some ‘eachers ran these bolas off on bright ad sok; adhe oped th CConsraverie Meniposs : ee wean] [wt guide peoreah psch ated Loe smack andeciced ft Fem | ind Wes c seicsesktaras Phe Appendix F Tepeeplatdneahtiedipteacinni site ADCS Of companntg/ item hye Fors ome ence! a aon Bet endo te pc Byte id bons fet Noe Gt contracting ‘el oe ome begin rk eas et eed feweaie Geonca endared-ae one tha hen o er Io it geome of ihe ones es as ean go i Heddle wig et Sen tle ghd psy ed The wed Le cicimtrndtdecmaloydemcratan —— / sors lo cpio ed pena ey Cokie syne af epg a er eta pa em nt soso 7 pee thy den kein novos Tai el Pot NoteAppendix 4 Signal words Seuenee Words ales Mera shade sles Fei chad ing cairn Fe wom chid Fey faowing ter ra ann ough we Pine 7.14 Sigal wd 136 paragraph is om Radel by Bean Jacques. Note atthe boom ofthe anparency, we then put words into groupe words abou paddles, de ‘25 rock and the ski Signal Words ‘Sigal word (or phe) ate word ha signal what about happen ea Sone sig words ll readers abou the seqlence (te, net before fr; others ell chem abou a similar (ike, in ado inthe ame wa and sme indie 3 cons (hours, the other ‘and along). Dependent radeon ovelok hese hes. We mist ‘hp them se how often dey acur ina tex and help them understand vwhainformation hey provide about the ext Fgure 7.14 ofl of signal wordt share wih our ens You can put these upon char paper in your casroom. As you think aloud a tet, be sre you show students how yu use those words o lp figure ou whats happening inthetex. Reco Conus oe Sry Sgnd Woes muy Sigal Won = stenniny | Seeds ho Bete eke savten reper = cell Wyeommse Sea Cou hat cpecy Svan Sample =, iene ea itd une wy ioe hicrie eats ‘inal orien a twachees Gen oreandng o coer asd sendcs sone. sbuc ote: ‘al then gin ~ ‘CONSTROCTING MEANINGages or dg wth and hen nacre herr th nde thay Appendix T ieemnerss antsrooe tater all eel of agement, Like aes of focus on generis about char LAMLOHEE SCONES le sore ena een answers found inthe bok. Fo nance, if ove ead The Was Gp Birmingham —1963 by Chinopher Pal Cais, then you know that one ‘opi in he bok the rc rmination Afican Amescans fied in cis county ding e196. A Like sal tem tht sy "Racil rina a 1 is ait out ae gone wo Bimingham, Alcan, when hey i es gee we a | ‘oucan do ome hs andi be good pen. Conde Byron you shoe is ‘wong dg tape wes as Throughout bok, Key cll is aly The Wed Waco. Ths was an acute nino is | fa snd ape ome ee ‘Asch om goes of athe crc and Kl wo liege, Bon le Key Howe fr a en though cops dows hte might naw who didi ndng wil probaly we fap ts nee ‘int Bat youjux gpa under ta tats he way sand esp om sep’ Epa abi Keay | ‘ec what happens and eon wit ies pod ace sony gee ape ae song ae "Netcvyone canbe he: ol people with espacial lens ca bere song diagee| dager a songhy ape FIcRE 8. Lat ral fr Wasont Got Bingham 1963 vain che 196 was problem in ths eounty probaly would re ina lly dicasion. Hower a satemene thie sy, "Kenny fer made 3 rake in aking hic ay nA ding hie ime af ao” courage convertion. Fig. show ane par of Likert ele or The Wisor Goo Bimsnghan— 1963, Semantic Differential Seales Appendix a Semantic direc sales place opposite character ts (strong weak, pinsidpesitid opie ev os sale dew ak dee» SOYYYQYAG desde how much ofthe wala ara: poses These al fics on ‘ ‘Src dco cess sgh oi Fferential ry Fgue 82 shows seman differ sae ote care. ‘i Tangson Hughes shor story “Thank You Maar” The sues with Scenes he Likert sal, whee tdens mark the orc term but why thy make thee choices,Stadens can use the sale o tack charter develop ‘ment yen character both ae che egining and athe ed ofthe ory ‘Step Inside a Classroom “What'd you pu” the el, Founsen-yearold boy ated the gil siting beside him ‘ ogee oot ™ donee 2 Roger bene * cory 5 Mo Loa Bate vie ith 4 Me. oul Basi bene * coweny UE 82 Soman frente “Thank Yu Mao’ by Langton Fagin San 141‘One poke louder than the cher and sid Ms. Stemmons, "Under the So column, an you change thst tosh shamed her huskand it gi- ingher money to buy dies” “Oley” Ms. Stemons sid and made the change "shat the end of the stony” he chen ake, "No. She atthe nelle and ad o work sell hard wo py i back” den said "Yeah, but chen se found out dha twas Uke eubicsteanis a ome thing You know fk,” another id. "Can you make that Bi int che char?” Ms, Seman asked ashe ded the word THEN co he bod. “Otay” oe of he boys om the back ight come id. “Me. Loi ot bower yousay ber me, waned ge bck the necklace afer she wor Ince fd lt itso her and her husband had od 3 new one and then brow money ro buy iso she could eum the eplceene ober fend” ‘Ma Sermons ok down what esd, 50 now he chart oe ike his: Sarebody Wanted But 50 re lake! wartedtaberch butte ddvthine oat stared unared toe ‘Berghe cethen “harunband Tatedmen, andy rt baing ere Tovoned@ estos We Lace! waned to ghedeck —hutshehed aa ohe anther ewe "nd ren ne sdthen brow so she could rt ‘te vepacenent ‘ober tie “Ad then whac happened” Ms, Semmons aed air she had ced ‘eying onthe cha. Pu dwn dey had o ake on ena obs eo py back he borowed ‘Boney.and one day eon yearns mw her Rend and wanted ber Bend spk he rth, bt er end ro ert ws ke, 0 she and her hs Rat had done al hae was fr noting.” ee somebody WoAntcd Bur S0.- Somebady Wented But So 147ser Appendix S Lala ash eee ae 19: for trocker)ne Tin ts, Retlling Progress Chart RARE 8S Props chee opi © by Heke WA he in the eteling, chances are you ae sxng the same problem in dhe wing, One they begin inde an inuoduction, you kane tht ‘hey ae aware of an audence chai amir withthe 2. So dec ba cn hat reeling il bp ude in ei tig Ie erainly found thar dey do, Buc tas ony when teaches have ted them offen inthe manner deserbed etia.Iyou realy wane to Feeuson student wing you mighe weno lok t Han Brown and ‘Bran Cambourn book Red and Rel (1990). Wid hi aproach, rselings are aby writen, andthe fous ofthe reeling is onthe authors caf whee thar is character dewopment or we of eng do ug ung thi pprosch wih sagging readers ul hey Reeling,Quen Read he 2 nen Arppendix Mt (ee a PO: ter an cxaepie) 166 Te Saye—I Say —And So ks sy Find intimation 3. Thinkabucwhae 4 Cobine har thet | from eae ouknorabon ssw what you ‘harp Grrnomaton, Tomo cme op nah poosnmerthe theanoee roe “Olay, everbody lack this way” Me Ain sid walking co the ange char that hung onthe wal ( igu 87) "Remeber, people wee been ‘ung thi char top waver cetainqueions Arjbody remember what ‘and of queions” Me iin ed Silence. Ths was clas of een sents ll fnreno fc ears old, lof whom read ac about a furh-rade level Al wer in che ase cause they had repented aed he reangporion of the achievement ‘ese Many hod peated age: Me. Adin worked well with ths ki and fen gt respon fin therm when adhe teaches enone "Winer eves cls tv0 mins ealy So, [ask gain whac kind of quesions-." He had no even nite the quan when abo in he ft ow answered im. "Un, yo ko chore ined questions Good jo, Im. Get your G-Ou-ofClas-Ealy pas off my desk [Me Ain si "Now, who can el us whar ined questions re ‘call young man ad, "Questions whete we hive to we the char” Everyone lughe,inuding Me Ain "Soey Benjamin, Yul ave ro do beer dan cha.” Mi, Ain responded “Oh, you know ke chose Kinde of quesions where the answer it therein the book 0 you gor hin abou and yu gota already know somethin about i” Benin i Thats” Mr. Ain td, "Now, sme of he queons ac the end of this story ae answered diel in the story Thr dosnt mean tha he sory dumb, har the queton ca be answered or that you at stupic itmeans youve got think about he question dfn. You mus akewhan he sory, cmbise dha wth wha you know andthe come up sv your same” “Mr Ain, dont gai” gin the second cow tid. ‘She wasnt ere when we did it, Me Allin anacher gil quickly inert, “Olay, who remembers ‘Golick he aed. do" another boy sid "Like Glock, she wen into che de tear’ house and she se the pride anda ia he chairs and broke he ‘aly’ cai and wene wo sleepin the baby’ bed, Sof could ack you, "Why (id he bea Baby Bear cai?” “Because it was a baby cha so wa ie and she was big so he was wobeavy and it broke" boy cle xe. *Marcs” Mr Ain sido dhe boy who oe ha anos, “ome up othe boar and ing the le Says—I Su chart, show ut how ou came up wih he reat never” ‘Mares waldo the boa and filed inthe chart showin Figure 88. "Otay, people.” Me Adin sid. "Look here, because his i ore. Marcus wrote down te question and we information from the oy But remember, the story dos tl you tht she it too big fr the ch, 0 ‘Maras ado think about how id are big than babies, ow they weigh ‘mor and ow they ca beak baby Furic Beas i stong enough 10 bold hey people Then he made his inten and anewered the que tion Gobllecks bras the char because oo bey fre "Cok" the gid wo bad en aber pid, "Olay. Are we ready to read?" No nie. “init edn, then answer the qussions.Srudens who use che cha con wil get speci com ‘glacry handshake om me” Laughter and moans erupted as tuents opened thir books and sexed down read, ‘Qvesion Saye 157 yd chewak Seon anys seats Baby cars ara BslyBears Gruir? —penahebeny en big hecame Chae enzo ro thereto babes ay sd she ge ae ‘robe wegha mee Fine 88 Mle! Spt Se ohare And Sa Aad aoe etoo| hay tere sae 1 Sept ayFIGORE IU Sind ec moc fr Te Kil a Modinghit {ndependendy or witha pare to create sfnbolc deci of tr inerpe- tans ofthe ex On the back of he sc, Hy WATE an capa of the dtch. A students grberin small gous they sae dhe secs (Och respond oa shech efor the ari discs why she dew ht she ue 8.10 one sues Sech wo Seth or Tolle Mekngind ‘Suave the Last Word for Me Dependent readers ar ofen lca ft tc opinions becuse hey soci bing wrong. Soe the Lax Word for Me (Stor, Hae and 172 Exrewownc MeanieAppendix 0 “ena impor word lich (1975), faces sent back int the fx to coder what was he rmosimporant aspect of hatte. Beware some dens mighty tht the word for He isthe mos mporant base coc the tos fen. Kids wil ugh, but once youve sec da sade acl cnt how Hier hare words sur or mahi equally ting wie she tx das dicuses oh, more important, cols, hat level of response wal son cee IFyou wan, ll dens they ca chowe a charts name or a word thar is inthe ie, When sudens have made ics, rake sure hey poi to pla in dhe tea whee the word is sed ane pln why they chose har word as most import Vaistons nde ay ing student mos imparan chapter and mot mpotane passe ‘While sled readers wil enjoy dicing and debating the mest important word, scuggling rade fea need a mote suc approach to deciding on thir word choice, Consequently I gie them « Most Inmporane Word form o complete Yo can find tempi For his frm in Append E ‘PouRe B12 Chen Ma itn fm im Exrewne MeAwNe