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Point of View T-Chart Pictorial

Point of View T-Chart Pictorial. This pictorial can be used to support the following GHGR lessons: 2 nd Grade: 3.1 day 3, 3.3 day 5, 3.4 day 5 3 rd Grade: 3.1 day 5 4 th Grade: 4.1 day 3, 6.1 Writer’s Craft 5 th Grade: 4.1 Writer’s Craft and day 3. A character tells the story .

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Point of View T-Chart Pictorial

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  1. Point of View T-Chart Pictorial This pictorial can be used to support the following GHGR lessons: 2nd Grade: 3.1 day 3, 3.3 day 5, 3.4 day 5 3rd Grade: 3.1 day 5 4th Grade: 4.1 day 3, 6.1 Writer’s Craft 5th Grade: 4.1 Writer’s Craft and day 3

  2. A character tells the story. • The author uses the pronouns~ I, me, we, us. • You see the story through the eyes of the character. • A narrator, not a character in the story, tells the story. • The author uses the pronouns~ he, his, they, and names (Matt). • You see the story through the eyes of someone watching the story. She likes playing soccer with Matt on herteam. I like to play soccer with Matt on myteam. Point of View Who is telling the story? First Person Point of View ThirdPerson Point of View

  3. Parts of a Plot Pictorial The following slide is an example of a pictorial to be drawn in front of students to reinforce the vocabulary related to the parts of a narrative plot. This pictorial can be used with 4th and 5th grade Unit 4; Week 3

  4. Parts of a Plot Pictorial • Then, the climax, the action reaches the turning point, the most exciting part of the story. • Next, the rising action, the conflict or problem in the story happens. • After that, the falling action, the problem is solved. • First, the exposition gives the background information for the story, the characters and setting are introduced. • Finally, the resolution, the end of the story.

  5. The following reading habit posters* are formatted to 8.5”x11” paper to be printed and then drawn in front of students as a pictorial for brain imprinting. This document contains Habits 1 through 3, the remaining habits will be posted as they become available.

  6. Habit 1: Great Readers See Themselves as Readers I know why I like the books I choose. I choose good fit books! I build reading stamina by setting reading goals and reading every day. I take care of books. I am a reader! Good Habits, Great Readers Unit 1: grades K-3

  7. ? When? What? Where? Who? Why? How? Habit 2: Great Readers Make Sense of Text I use fix up strategies when I don’t understand. I can retell the events in the story in order. I ask questions to help me understand. I can summarize the important ideas. I use what I know to make predictions. I understand what I read! Good Habits, Great Readers Unit2: K-3 Teacher Notes:Use the following comprehension strategy pictorials to reinforce the concepts for this habit: 4P’s, Asking Questions, Monitoring Comprehension, Story Map Use the retell thought bubble for K-1, add summarize for 2-5

  8. Habit 3: Great Readers Use What They Know I can use strategies and text features to understand new words. I can use my background knowledge. • I can make connections • to myself, • to other books, and • to the world. I can use clues to make inferences. If I use what I already know when I am reading it helps me understand! • Good Habits, Great Readers Unit3: Grades K-3Teacher Notes: • The order of the thoughts bubbles can be coordinated with the focus lessons: week 1~connections, week 2~ background knowledge, week 3~ build vocabulary and concept knowledge, week 4~ make inferences. • Use the following comprehension strategy pictorials to reinforce the concepts for this habit: 4P’s, making connections, inference, visualize

  9. I can make connections • to myself, • to other books, and • to the world. Habit 3: Great Readers Use What They Know I can use clues to make inferences. If I use what I already know when I am reading it helps me understand! I can use my background knowledge. • Good Habits, Great Readers Unit3: Grades 4-5Teacher Notes: • The order of the thoughts bubbles can be coordinated with the focus lessons~ week 1-2; background knowledge, week 3~connections, week 4~ make inferences. • Use the following comprehension strategy pictorials to reinforce the concepts for this habit: 4P’s, making connections, inference, visualize, asking questions

  10. The following reading habit posters are formatted to 8.5”x11” paper to be printed and then drawn in front of students as a pictorial for brain imprinting.

  11. Habit 5: Great Readers Read to Learn I can identify and use nonfiction text features like** I can identify and use nonfiction text structures like*** I can learn information from reading nonfiction texts! I learn from reading nonfiction when I set my purpose, use text features, and use text structures. I can set and monitor my purpose for reading!* Good Habits, Great Readers Unit 5: K-3 Teacher Notes: *the purpose bubble is only for grades 2-3; **The specific text features and structures vary by grade level please use the labels/ photos on the following pages that are appropriate for your grade level. ***Refer to the key text structure/graphic organizer document.

  12. Habit 5: Great Readers Read to Learn I can identify and use text features!* I can identify and use text structures!** I can make inferences when reading nonfiction! I can evaluate nonfiction texts! I can locate facts and information in nonfiction texts! I learn from reading nonfiction texts when I locate facts, infer, use text features and structures, and evaluate as I read. Good Habits, Great Readers Unit 5: 4-5 Teacher Notes: *The specific text features and structures vary by grade level please use the labels/ photos on the following pages that are appropriate for your grade level. **Refer to the key text structure/graphic organizer document.

  13. photograph chart caption Use the following pictures/labels to support the Habit 5 pictorial.

  14. label heading bold text diagram Use the following pictures/labels to support the Habit 5 pictorial. map

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