We have learned about characters, setting, and conflict, what is the next natural thing to study?  Plot!  So that is where our learning adventure took us next!

After we spent a couple of days learning about the elements of plot and completed guided practice of identifying plot elements within a book, it was time to put our knowledge into practice.  I gathered some of my favorite books of varying complexity that also have a good plot structure.  Then I matched the books with pairs of students.  While students were finishing reading their books, I gave them the plot diagram below...


This was a rough draft of an bigger version that would come later.  Students worked again with their partner to identify the exposition, rising action, climax, falling action, and resolution in their text.  I love hearing them discuss and being able to base their ideas on evidence from the text!

When they were finished, I conferenced with the partners about their diagram.  For some we had to make a few tiny adjustments, and others were sent back to give more than one event in the rising or falling action.  But once all parties were satisfied with their diagram, I gave the group a large piece of chart paper to create a large illustrated version of their diagram.  And boy did they have fun and get creative...

 

 

I was impressed with their work and better yet they learned a lot too!  Success!

 

Below are the items that I use to teach the elements of plot.  If you would like to get them for yourself...simply click on the button of the store of your choosing!

 

     

 

     

 

     

During the past few weeks we have doing a LOT of work with elements of fiction texts.  You know, setting, characters, conflict, plot, and theme...whew!  My class loves to discuss and debate, so we had a lot of good discussion surrounding how these elements affect the text we are reading.  I wanted to share with you two resources I used to help me out with my lessons...

First...
Have you heard of ReadWorks.org???  Oh My Goodness!  What an awesome resource this is...especially for a teacher implementing her first year of Common Core like me!  

There are lesson plans on ReadWorks.org for every grade level...with the graphic organizers (which I sometimes had to make cuter, of course!) and even a graphic organizer filled out for the teacher, if needed.  They also provide you with extra passages for practice or assessment.

 

And want to know the best part about this resource...it is TOTALLY FREE!  WOWEEE!  (You do have to complete a free register to use some of the resources...)

 
Second...
I created some resources of my own...
 
As we learned and discussed each element of fiction, I had an anchor chart to accompany it.  For example, here is my anchor chart for characters...

So my students always have a record of this information at hand, we recorded the definition and other information in a flipbook stored in our reading notebook...



These helped my students, when we read a text, to be able to take part in a higher level of discussion involving characters, setting, themes, conflicts, etc.
 
If you are interested in getting your own copies of the resources I created, simply click on the links for the store of your choosing. 
 

You can get just the anchor charts...

 

 

    

Or you can get only the flipbook... 

 

 

    

 

Or maybe you would like to get them both!

 



 

     

 

More fun Elements of Fiction Texts to come...I will share with you in the future how we tackled just plot in the near future!





In my last post, I went over how I provide incentives for at-home practice in reading and math.  I mentioned my reading requirements, so I thought I should probably share those with you!

When I taught second grade, holding students accountable for required at-home reading was easy.  After meeting with each child daily in a guided reading group, I would send home the book we used as a "baggy" book.  A recording sheet would be kept in the child's baggy, and, after the child read the book with a parent or guardian, it would be recorded on the sheet and initialed by the adult.

When I moved to upper grades, things were different.  I don't always get meet with a child in a guided reading group daily.  Reading conferences are more common practice in my reading workshop.  So, instead of sending home a book for each child to read, my requirements became based on minutes reading. 

For the first couple of years, my accountability system was the honor system.  By signing their child's assignment book, parents were saying their child completed his or her nightly reading.  But when talking with the child, this became less and less true.  I needed a separate document...so I created a reading contract.

At the beginning of the year, I send home a document with this information...

Source: usd343.net via Jessica on Pinterest

Pretty powerful information...and quite eye opening for some parents!  Attached to that that document is our first reading contract of the year.  My school system is on a 9-weeks grading period, so here is the contract I use...


But I know some of you maybe on a 6-week grading period, so I created one for you too (you're welcome!)...
 

As you can see, there is a space for each week of the grading period. Students record the title of the book they read. (This lets me make sure they are doing "just right" reading!). Then they record the amount of time they read...knowing that 20 minutes is the minimum! Then they get a parent to initial. Then I check the contract on Friday mornings. (With 28 students in my class I could fathom trying to check these off each morning...it would take forever!)

 
Now has this solved all the problems...of course not!  But if students don't get their contract signed, they receive the same penalty as not completing math or science or social studies homework.  I also know the parent may not really know if their child has read or not.  I have had a parent that went ahead and initialed every night of the grading period on the first night her son brought his reading contract home (Hello!?! Did she think I wouldn't notice!)  Some children can't seem to pin their parents down to sign it because they work late or go to night school, and I work with these students.  But this also shows my parents and students that I am serious about reading at-home.

This is what works for me, but I know there are other ways.  How you hold your students accountable for their at-home reading?

So, I think I may have told you that I use these Caught You Being Good coins (if not, now you know...) for positive reinforcement in my classroom.

Do you like these coins? 

Click on the picture to go to Oriental Trading Company to get some for yourself!

My students can earn these in many ways...good behavior... classroom jobs...and for completing some voluntary extra at-home study! 

One way my students can earn extra coins is through completing math fact practice at home through the Math Stars program.

Students can earn one coin for twenty minutes of math fact practice (flashcards, math app on an iPad/Phone/Pod, online practice, or timed-tests packet) on Monday through Thursday and two coins for practice on Friday, Saturday, or Sunday.

Another way to earn extra coins is through Read to Succeed.

I require my students to read 20 minutes as part of homework on Monday through Thursday.  But, I will reward students who read beyond that time.  Like Math Stars, students can earn one coin for an additional 20 minutes on Monday through Thursday.  They can also earn two coins for reading at least 20 minutes on Friday, Saturday, or Sunday.

My students rack up the coins with these two programs.  But so can you!  Surprise! 

Below you will find copies of these bookmarks in color and black and white. 



You can use my rules or set up your own...but having a reward of some sort will cause more students to want to participate!

What incentives do you provide your students?  I would love to hear about them!