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juligroovi juligroovi is offline
 
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juligroovi
 
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chapter book notes
Old 12-12-2017, 08:59 PM
 
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As part of my guided reading/ chapter book study I have students do the following 'guided reading notes'..

character traits bubble map then 3 evidence statements using traits
setting bubble map w 3 evidence statements using adjectives that describe the setting
10 events from their book which we use to make a plot mountain diagram
problem/solution
summary- usually first, then, next, last or similar.

Any other ideas for notes we can do that might help with comprehension.
Thanks in advance.


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Old 12-13-2017, 10:24 AM
 
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What about a cause/effect map with conflicts throughout the story and resolutions?

Compare/contract between two characters

Summarizing each chapter with main ideas and detail

One thing I like to do is pull out an important quote of dialogue or narration and have the kids write a paragraph to explain what the quote means in context of the story.
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Notice and Note - Beers & Probst
Old 12-13-2017, 11:23 AM
 
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I love the book "Notice and Note" by K. Beers and R. Probst. They have a fiction and a nonfiction version. They teach "signposts" for readers to look for and take note of as they are reading.

Here is a link to the fiction bookmark that goes along with the book.
https://www.heinemann.com/shared/com..._bookmarks.pdf

There is also a color code for students to keep track of the signposts they find. You can find a lot about that on pinterest (color coding notice and note).

Our 3rd-5th teams use Notice and Note strategies and find them helpful and engaging.
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Old 12-13-2017, 04:37 PM
 
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I like Notes and Notice. I used it a little bit at the beginning of the year and havne't been able to follow through. It's hard because I have no idea what to do and nobody else has ever heard of it, lol. I'm trying and I think it's great!
Anyway, our emphasis is that kids should be spending the majority of their time engaged in texts rather than writing about them if that makes sense. So I have them read a chapter or section and then respond with a short paragraph beginning with one of these stems: "I think...." (and then they say "----because" and explain their thinking using examples of things that happened in the text); or "i wonder" (and then they say "----maybe" and come up with a hypothesis that reveals they have read the section).
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