Hi, This is a fun end of unit review activity to help students pull together all of the most important facts or details about a particular storybook character, they've been reading about. This goes right along with our comprehension strategy of "determining importance" and fits nicely with Common Core ELA (literary text) and Writing Standards.
After reading or studying a topic I introduce or share "The Important Book" by Margaret Wise Brown. We review the structure she uses to talk about each item and I explain they are going to summarize information about what they have been reading or studying using this same structure. The pages in this unit are set up with that structure for 44 different storybook characters. Each includes a color copy, as well as a black/white to save on color printing. Also included is an example of an important poem about "me".
Thanks and have fun!
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Kyp McLaren is the sole creator of this product and is not associated with the entities who created the standards.
The Common Core Standards were developed and written by the NGA. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.”
Standards which could be addressed using this activity include:
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
CSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Determining Importance with Community Helpers and Presidents - Common Core Aligned