sentence? Why do you think the author made the word appear this way? Reread page 11 without stopping by modeling appropriate fluency. Teacher will generate an anchor chart with student input on different types of Activity Create an anchor chart with students feelings that connect to character traits and understanding character – motivations. Students’ responses can also include physical indicators from the that display the connection between feelings and text that align with these feelings, such as Laura’s body language and character traits/attitudes/actions. dialogue. See sample charts below. Explain that readers need to locate clues to identify character traits by paying attention to what a character sees, thinks, says and feels. Readers also look for how the character changes from the beginning of the story to the end. Tell
sentence? Why do you think the author made the word appear this way? Reread page 11 without stopping by modeling appropriate fluency. Activity – Create an anchor chart with students that display the connection between feelings and character traits/attitudes/actions. Explain that readers need to locate clues to identify character traits by paying attention to what a character sees, thinks, says and feels. Readers also look for how the character changes from the beginning of the story to the end. Tell Teacher will generate an anchor chart with student input on different types of feelings that connect to character traits and understanding character motivations. Students’ responses can also include physical indicators from the text that align with these feelings, such as Laura’s body language and dialogue. See sample charts below.
The%20Memory%20String%201%20Lit.docx