Reading response questionsOn 23.10.2020 by Miktilar
Reader Response Questions. Explain how a character is acting and why you think the character is acting that way. From what you've read so far, make predictions about what will happen next and explain what in the text makes you think it will happen.
What real-life people or events are you reminded of by characters or events in the story? Explain why.
4th Grade Worksheets
Write about what would happen if you brought one of your characters to school or home for a day. What quality of which character strikes you as a good characteristic to develop within yourself over the years? How does the character demonstrate this quality?
Who tells the story? Is this the best person to tell it? How would the story be different if told through another character's eyes? Why do you think the author wrote this story? If you were the author, would you have ended the story in a different way? How so? How does the character's actions affect other people in the story?
How does the author provide information or details to make the story seem realistic? How does the author help you feel that you are really there in both realistic stories and fantasy? Do you have any unanswered questions about the story? Copy a short passage that you found to be interesting. Explain what made it interesting for you. Write a summary of what you read in your book today. Explain some of the things that you have learned so far that you are not likely to forget in the near future.
Write to inform us about the author. What ideas might you have for turning this work of nonfiction into a work of fiction? Give a brief summary of what your story might be like. Explain the basic information that is being presented in terms of the 5W's: Who? All rights reserved. Comments Have your say about what you just read! Leave me a comment in the box below.Be sure to write the number of the Fiction or Nonfiction Response choice, the title and author, and the date at the top of the page.
The Reading Response Journals will be due based on the following schedule:. Group A journals will be due to the teacher on Tuesdays and returned to the students on Wednesdays. Group B journals will be due to the teacher on Wednesdays and returned to the students on Thursdays. Group C journals will be due to the teacher on Thursday and returned to the students on Fridays.
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McCarthy, Melinda. Make sure your response…. Is NEAT and well organized. Is written in complete sentences. Use the words in the question to start your answer. If you could meet the main character, what questions would you ask them?
What do you predict will happen next in this story? What information in the text helped you make that prediction? What is the main problem of the story? Be specific in your explanation. If you know, how was the problem solved? Write 3 important events that happened, 2 wondering questions you have, and 1 new title for the selection you read. Summarize what you read today. What were the most important events? Did you learn anything new about the characters? Choose 2 or more interesting, unfamiliar, or important words from the selection you read.
What do you think the word means? Sometimes there are no context clues. What do you notice about the word?
In other words, is there a prefix, suffix, word ending, root word, capital letter, plural ending, etc? Look up the meaning of the word in a dictionary or online resource. Compare and contrast the setting of this story to the setting of the last story you read.During these challenging times, we guarantee we will work tirelessly to support you.
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We will get through this together.What is Reader Response?
Updated: February 6, Reader-Approved References. A reader response assignment asks you to explain and defend your personal reaction to an assigned text. Reader response papers can be difficult because they force you, the reader, to take responsibility for giving meaning to the text. Often these assignments feel open-ended and vague, but don't worry, a good reader response paper will follow a standard essay format that you can easily master.
This guide will walk you through the creation of a well-crafted reader response paper that's sure to wow your instructor and earn you an awesome grade. What should you look for in your reading if your instructor didn't give you a specific prompt? This is a good start, but it's not the only thing to focus on!
If your instructor has been talking a lot in class about characters and theme, for example, consider focusing on those topics as you read the text. Choose another answer! This is a good idea, but it's not the only one to focus on!
Take a lot of notes as you're reading-- you never know what will help you as you write your reader response. Doing a little more work now will save you lots of time later!
Pick another answer! Try again! Your personal feelings and opinions on the text can help you start and structure a reader response, but there are other topics to focus on, too. Bookmark or highlight certain sections that you have feelings about as you read-- this will help a lot later! You're not wrong, but there's a better answer! After you finish reading, take one of your main thoughts or concerns about the text and use that to structure your writing.
Guess again! All of the previous answers will give you great ideas for your reader response writing. Make sure you read the assignment thorougly first, though-- if your instructor gave you a specific prompt, follow that instead! Read on for another quiz question.During this time I am meeting with small groups and trying to work with at least two to three students individually. However, having them respond to their reading in writing provides a window into their thinking and understanding.
A few weeks ago I shared my reading response forms and graphic organizers for independent reading, which are an integral part of my reading program. There are some days, however, when there is only time available for a short response. My class uses Kidblog to share their thoughts and feelings about books. I will often begin a thread by posing a question or comment of my own, and the students soon take over.
Because read-alouds provide us with a common text and experience, students not only leave their own thoughts, but become fully immersed in the process, replying to the comments of others. My 3rd graders can hardly wait to see if anyone has commented on their posts, making this five-minute reading response one of the most engaging we do.
If you have wanted to try blogging with your class, Kidblog may be a good place to start. It is very easy to set up and the teacher gets to approve all comments before they are posted.
The images above show blog threads that my students have started along with a few of their responses to a question I posted about our current read-aloud book, Wayside School Is Falling Down. Within ten minutes, there were 54 comments posted by the class! Third grade bloggers hard at work!
Five Minute Reading Responses
My 3rd graders are very aware of social media and love to partake in this classroom version. Many students also enjoy adding their own hashtags related to the title of the book or the theme of their tweet. Part of the fun is trying to achieve a tic-tac-toe, but students are actually answering prompts that are within, about, and beyond the text. Click on the images above to download a customizable tic-tac-toe board and the reading response paper my students use to respond.
Click the image below to download the 3, 2, 1. By this time of year, my 3rd graders are becoming much more sophisticated readers; they are beginning to recognize that characters and plots evolve as the story progresses. This At First I Thought. Scholastic is a treasure trove of reading response graphic organizers and reading response ideas. Visit Printables and Teacher Express to check out the huge variety of response helpers.
Below you will find just a few that I like. Click on the image to download the free printable. When I respond to their writing, I think of it as a form of written conversation between us.
Because of this, I only write positive comments about what they have done well or a great insight they have had, which hopefully motivates and engages them further. While reading their responses, I, of course, take note of misunderstandings students may have, or any redirection they may need, and I save those conversations for when we meet face to face.
Help young writers organize their thoughts to focus on the topic at hand with these easy-to-use graphic organizers for personal narratives. Create a List. List Name Save. Rename this List. Rename this list. List Name Delete from selected List. Save to. Save to:. Save Create a List. Create a list. Save Back.By Marilyn Pryle. How can we get kids to interact with texts in creative ways that require an even higher level of understanding?
Doing Reading Responses RRs is one of the most effective techniques I know to get kids to formulate new ideas about a fiction or non-fiction text while referring to the text as they do so.
It is a logical next step to annotating. This technique can be adapted for middle or high school students. The rules for writing an RR are as follows:. These rules force students to think of an original idea about the text or to elaborate on something they may have briefly annotated. My handout gives them ideas about how to do this. Used with permission.
The four-sentence rule is required even for questions: I tell students to write a question and then three sentences about what they understand about the question so far. The labeling makes students deliberately acknowledge how they are framing their thoughts about the text. I usually have students do RRs for homework, and then use their RRs as a springboard and compass for discussion.
I often begin class by asking students to share their RRs. As individual students speak up, the rest of us jump to their cited text and follow along.
I merely facilitate the conversation, highlighting important points and asking deeper questions when needed. The students themselves will eventually hit upon all the important points of the text; often they will make observations or ask questions I had not thought of myself.
I rarely collect RRs. Instead, after our discussions, I give students another activity to work on, and I circulate to check that the RRs have been done. I love this method because it enables me to have a second reading conference with each of them. At the end of the first semester, I have students write an RR Analysis Paper in which they examine their reading response habits: Do they always gravitate to one type of RR? Do they have to fight the urge to only summarize? Is there an RR that they have deliberately avoided?Thank you for sharing these ideas.
I appreciate your generosity to share, which how much you care for others. I love your Rooted in Reading!!! Thank you for sharing these neat ideas!! Thank you for these ideas! I have been stuck in the rut of read and respond with a worksheet. This is just the boost that I needed to incorporate new ideas! Thanks for your ideas. For the example using Wolf, was that a compare and contrast activity? I LOVE these ideas! It's my first year teaching and I've been kicking myself trying to figure out what to have my kids do while I administer tests like CORE phonics.
One of your ideas here would be perfect! I'm not a real comment poster, but I loved your post. I posted it on Twitter, Facebook, and Pinterest. Oh my goodness, the anchor chart on comparing story elements with sticky notes was SO helpful. E-Mail Address. After my post last week about ways we can engage our studentsI wanted to follow up and give some ideas on activities we can do during reading in lieu of using worksheets all the time. My students should be seeing the skill addressed in many other formats as well… did we discuss, use manipulatives, write about it, play games, practice… or am I just giving a worksheet and hoping they get it?
We do not differentiate with one worksheet. Cutting a worksheet in half is not differentiation. That is a modification. If the students are just completing a different amount of questions or problems of the SAME caliber, there is zero differentiation going on.
There is a time and a place for worksheets. Sometimes we need to drill and assess. A worksheet is a worksheet is a worksheet. There are so many other things we can do in class that will meet all of our students where they are. We have visual, kinesthetic, and auditory learners in our classroom that need more than just worksheets all day.
You can write on them, fold them in half, or use them for drawing pictures. Use them for sequencing events, summarizing, or writing short stories. They are the perfect little thing to use instead of paper every once in a while! Colored index cards make things even more fun! Sticky notes are great for brainstorming because we can move them around on anchor charts and on assignments.Each year my class has students reading all along the continuum, from developing to fluent to proficient, which means I'm sometime juggling up to six guided reading and skill groups.
With each group, I have found using prompts or targeted questions has helped bolster comprehension for developing readers while deepening understanding of text for those who are able to read fluently at a higher level. This week, I'm happy to share the resources I've created to keep my most effective prompts and questions that I use with fictional text right at my fingertips.
Prompts are wonderful tools to have when you are helping individual students make their way through a text or to check on how well the members of your small group are understanding the text. I normally use prompts that promote and reinforce the comprehension strategies we teach and model in reader's workshop mini-lessons. These strategies include:. I keep this single two-sided sheet near me when making lesson plans and during instruction. You can download and print a color copy or a blackline copy of the prompts for your own use.
When I can't be with my students to prompt them as they read, they have a bookmark I created to help them remember prompts and questions we use together. During guided reading, I may be reading with one student while the other members of the group are reading independently at the table. Here's where guided reading question cards come in handy. Students can think about or even use them to complete a written response so they are ready for discussion.
The responses can help me gauge each student's understanding of a particular aspect of the story. If you would like to use the task cardssimply click on the images below to download and print, then cut apart.
I've laminated my cards so they'll be sturdier and last a little longer. All of the task cards were made using frames from Scholastic's Word Workshop.
While I use the task cards during small groups, they also work very well as a quick reading response activity when students have been doing independent reading during reader's workshop.
I'll choose a few of the questions and display them on the interactive whiteboard, giving students a choice of which one they want to answer in the reading response binders. These quick checks give me a window into my student's thinking and often let me know who needs more guidance and support. My students love being able to choose which question they would like to answer. I use the sheet below for short written responses during independent and guided reading.
Click on the image below to download and print.
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