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Literacy Readers Workshop Experiences
A guide for daily, written responses in a reading log
Writing domains exhibited:
Narrative/Imaginative (N/Im); Expository/persuasive (Ex/Pers); Sensory/descriptive (S/D); Practical/informative (Pr/In)

1 CONNECTIONS (prior knowledge)

[Of what does the reading remind you?]
  1. a book event TO a real-life event
  2. a book character TO another book character (intertextuality)
  3. a book character TO a real-life person
  4. a book setting TO a real-life setting
  5. this book’s setting TO a setting in another book
  6. a developing plot in this story TO a developing plot in another story
  7. a plot being developed in this reading TO a plot that has happened to someone in real-life
  8. a theme being developed in this reading TO a theme that was developed in another story
  9. a job, activity, interest or skill of a character in this story that would be useful in real life
  10. Select three of the above categories and three outlets below.
Outlets: Venn diagram (N); chart (N); narrative paragraph (N); free-verse poem (S); book review (P); other (see Ms. Duby)

[vocabulary, chapter titles]
  1. VOCABULARY - Some words are powerful, puzzling, or unfamiliar. Identify the page and paragraph. Look up the meanings in a dictionary. Use each word in an original sentence. (Pr/In)
  2. TITLE EXPLANATION - As a reader, before you read a new book or chapter title, you try to predict what the book or chapter will be about. After you have read the book or chapter, you usually have a different idea of why the author used those titles. Explain what you think the next chapter will be about. Then read the chapter. Write a letter to the author explaining what you would have named this chapter and why? (Pr/In)
  3. Some authors do not name their chapters. Make up your own chapter title/titles for 5 chapters and explain why you created those titles. (Pers/Ex)
  4. Explain the significance of a quote from the chapter. Give evidence of two previous clues that support your proof. (Pers/E)

  1. Create an acrostic of a character in the story. Include personality traits, descriptions, actions, and anything else you think is interesting about the character. (S/D)
  2. In a letter to a friend or the author, explain your favorite or least favorite character in the reading and what that character did that you liked or disliked. (Pr/In)
  3. Create a character word picture or character map (N/Im)
  4. Interview a character about a relevant event or conflict in the text. Create the interview questions and the character’s answers (Pr/In)
  5. A book character wrote to the Advice Columnist. Write the letter as the character and answer it as the advice columnist. (Pr/In)
  6. Create an ad written by a book character advertising for a penpal. Include the positive attributes of the character. (Pr/In)
  7. Point of view - Sometimes as you read about a character, you think that the author did not consider some ideas you think are important to understanding the character. You can write from the character’s point of view to help explain those ideas. (Ex/Pers)
  8. Based on the reading and your knowledge of the book character’s likes and dislikes, if one of the book characters came to visit you in Boston, what would your schedule be and why? (Ex/Pers)
  9. Based on your knowledge of a book character, write lyrics to a common melody (Pr/In)
  10. Time has passed and one of the characters has died. Write the obituary (death notice) for that character. (Pr/In)
  11. Create a character personality recipe (N/D)
  12. As a character, write a thank you letter, apology letter, fan letter, farewell letter or congratulations letter to another character. (Pr/In)
  13. As a character, send a brief note to another character and answer it as the other character. (Pr/In)
  14. A character is applying for a job. Write the resume for the character explaining his/her past experiences and qualifications for the current job. (Pr/In)
  15. A character wants change in the community. Write the petition that he/she will circulate. (Pr/In)

  1. Favorite story part - As a book reviewer or as an editorial, write the page number for a part of a story that you really liked and a few sentences about why you think that passage is so special. (Pers/Ex)
  2. Least favorite story part - As a book reviewer, write the page number for a part of a story that you really disliked and a few sentences about how you think the author could make that section that better. (Pers/Ex)
  3. In one paragraph, retell or summarize the reading using transitional phrases. After you write the summary, in an additional paragraph, tell what you liked about that portion of the story. (N)
  4. Create a sequence chart, map, or list of events in the story and tell why each event is important. (Pr)
  5. When applicable, create a calendar for the story. (Pr)
  6. PREDICTION - You have thought about the reading in the story and believe that you can predict what will happen next. Explain your prediction and provide evidence provided by the author that would support your prediction. (Pers/Ex)
  7. Create a game based on the characters and plot. (Pr/I)
  8. Create a Story Frame using transitional phrases that include, "The problem starts when; after that; next; then; the problem is finally solved when; the story/chapter ends with" (N/D)
  9. Create an alphabet book based on the plot of the story. (Pr/In)
  10. Create a comic strip detailing a specific scene of the story (Pr/In)

  1. Create a map of the story's setting (Pr/In)
  2. Create a brochure explaining the setting of the story (Pr/In)
  3. Create a postcard showing the features of the setting. (Pr/Inf)

  1. Every time you read, you get a picture in your head of the story. Sometimes you can draw a detailed scene from the image in your head. Draw a scene. You need to write a few sentences under the scene telling what it is and why you drew it. (N/D)
  1. As the author, write a journal entry about a new plot idea that you might now consider as part of your story. (Pr/In, Synthesis)
  2. As the author, write a letter to your publisher explaining new character information that you could have revealed in this part of the story. (Pr/In-Synthesis)
  3. As the author re-reading this chapter, write a journal entry that includes a new use of setting that you could have included in this part of the story. (Pr; Synthesis)
  4. As the author having just read aloud this chapter at a book signing for book fans, compose a speech about one strength in this chapter that you are proud of and why. (Pr/In)
  5. As the author, create a letter in response to a fan who asked you, "If you were to change or add something to this chapter to make the chapter better, what would you change or add? Why?" (Pr/In; Evaluative)
  6. As a book reviewer interviewing the author, create the questions the book reviewer would make and the answers that the author would provide for: what did you enjoy most about what you wrote about the character, the plot, or the setting in this chapter? Why? (Pr/In)
  7. As the author, in an email message, what advice would you give to an author who was adapting this chapter into a movie or video? (Pr/In; Synthesis)
  8. As the author, explain to a fan how you developed your theme in this chapter. (Pr/In; Synthesis)
  9. As the publisher, explain to the author parts of the story that should be changed and why before the next edition of the book is printed. (Pers/Ex)
  10. Critique (Evaluation) - Sometimes when you are reading, you think, "This is great!" Other times you think, "If I were the author, I would do this differently." Write a letter to the author telling him/her the things he/she did well or could do better. (Pr/Inf)
  11. Sometimes authors use special words, paint pictures in your mind with words, make you wish you could write like they do, use funny language, or write really good dialogue. As the reviewer for your school newspaper, give examples of things the author does to make you like the story and tell why. (Pers/Ex)
  12. As the author, explain to a book fan an instance of foreshadowing by page and sentence. Explain why you intended to use that phrase. (Pr/In)

  1. Write one level 6 evaluative, level 5 synthesis, or level 4 analysis question and answer it. (Per/E)
  2. Interpretation - When you read, you think about what the author is saying to you and what he or she hopes that you’ll take away from the story. You can write down your interpretation in your reading log and share what you are thinking with the rest of the group. (Pers/E)
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