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Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author

Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Linda Sue Park Author Study Expanded - Explore "A Long Walk to Water" author
Product Description
Linda Sue Park – An Author Study
A two week unit for the middle grades with literature circles

This product is a two week author study about Linda Sue Park, author of “A Long Walk to Water”. In this unit, students are exposed to her various genres and study the craft and literary style of the author. There are 16 PDF files and an additional Unit Summary to use as a guide. I completed this mini-unit with my seventh grade students after completing the NYS Common Core Module One; Unit One – “A Long Walk to Water”.

All texts and excerpts will have to be supplied by the teacher. Teacher will need one copy of the following books: “Tap Dancing on the Roof”, “What Does Bunny See?”, “Bee-bim Bop!”, “Xander’s Panda Party”, and “The Third Gift”. The following books I used excerpts from that can be found for use on Linda Sue Park’s website: http://www.lindasuepark.com/books/books.html . However, I kept one hard copy of each of the books for students to view more in depth. These books are: “Seesaw Girl”, Wing & Claw “Forest of Wonder”, “Keeping Score”, “A Single Shard”, “When My Name was Keoko” and “Project Mulberry”. Also, I used a class set of “The 39 Clues; Storm Warning”.

Standards addressed:
CCSS.ELA-Literacy.RI.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CCSS.ELA-Literacy.RI.7.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
CCSS.ELA-Literacy.RI.7.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
All lessons correspond with the PowerPoint.

Day 1:
Explain author’s craft and literary style as used in the CCLS. Then, I would photocopy enough “charts for identifying literary style and crafts” for any or all of the texts studied. I photocopied them on a different color paper so students could begin to see the common themes as we went through the unit.
Activity: Read “What Does Bunny See?” aloud. This is a basic children’s book. But, it is a perfect book to explain style and craft can be identified in any type of work. There is a two page PDF file to correspond with this book that asks simple questions about style and craft. Then, more difficult questions are answered (typical CCLS type questions) using this whimsical text.
Then, I had students use the same chart for “A Long Walk to Water”, which they had already read. They identified literary crafts and styles and looked for any styles consistent through the two texts. It is a stretch, but lays the foundation for the objectives of the unit.

Day 2:
Introduction Slide: Dr. Seuss comic. Ask students if they can identify the author based on the text structure, style and craft. Explain Dr. Seuss’ unique style.
Activity: Read “Bee-bim Bop!” to the students. Answer the questions in the corresponding 2 page PDF file. Complete the chart for identifying craft and style. Look for similar styles and crafts. For example, same tone as “What Does Bunny See” and a cultural theme as in “A Long Walk to Water”.

Day 3:
Introduction slide: Shel Silverstein poem. Ask students if they can identify the author based on the text structure, style and craft.
Activity: “A Single Shard” – excerpt and poetry comparison. Print the excerpts from the novel, “A Single Shard” and the excerpt from the poem, “Turn, turn my Wheel” by Henry Wadsworth Longfellow and make comparisons. Question prompts are in the PowerPoint.

Day 4:
Introduction slide: Langston Hughes poetry sample to identify the author based from craft and style.
Activity: Read “Xander’s Panda Party” aloud to the class. Then, the students will follow along in the corresponding PDF file following the same pattern as the children’s books.

Day 5: “Tap Dancing on the Roof” – an introduction to Sijo poetry.
Activity: Begin reading “The 39 Clues; Storm Warning” chapters 1-3. Use the foldable that corresponds with the book and make notes as the story progresses. In addition, the teacher will print out the Day 1 worksheet to use again with this book. Students will continue to note consistencies in Linda Sue Park’s writing styles.




Day 6:
Introduction slide: Sojo Poem
Activity: “Wing and Claw: Forest of Wonder” – book review; This PDF includes a 2 page article, edited for grade level appropriateness with two pages of questions which correspond with the article. Key is included.
Quiz – Literary Style; 20 multiple choice question quiz based on the literary styles and crafts being studied in the books.
“The 39 Clues” – chapters 4&5

Day 7:
Introduction Slide: Sijo Poem
Activity: “One Question Quiz” – Chapter 5; This is a one page PDF with three recall questions based on the content within chapter 5. I printed these out and let students pick a random question to answer. The key is included
“Keeping Score” – read the excerpt and complete the corresponding worksheet
“The 39 Clues” – Chapters 7 & 8

Day 8:
Introduction Slide: Sijo Poem
Activity: Reading “The 39 Clues” – Chapters 9-12 and adding to “foldable”.

Day 9:
Introduction: “When My Name Was Keoko”. Students will read an excerpt, a book review and an interview with Linda Sue Park about the writing of this book.
Activity: Reading “The 39 Clues” – Chapters 13-15

Day 10:
Introduction: One question quiz from Chapter 15
Activity: “Project Mulberry”- Students will review the craft and literary styles presented in the unit. The worksheet will show the different crafts and styles as they are used in “Project Mulberry”.
Reading “The 39 Clues” – Chapters 16-18
Day 11:
Introduction: “The Third Gift” – Teacher will read the children’s story aloud to the class. Students will take notes on literary craft and styles, as done on previous activities. Teacher will print out the Day 1 worksheet to use again with this book. Students will continue to note consistencies in Linda Sue Park’s writing styles.
Activity: Reading “The 39 Clues” – Chapters 19-21

Day 12:
Introduction: “SeeSaw Girl” – Read scenarios presented in this upper elementary book. Then, the students will read a few brief text excerpts and respond.
Activity: Finish reading “The 39 Clues”. Finish foldables. Discuss writing styles and crafts.

Day 13:
Final test – This is an 8 page test, with key. The test is three sections. The first section is a text excerpt from “Archer’s Choice” with 10 multiple choice questions. Then, there are three multiple choice questions on the Sijo poem, “Frog”. A final short response ends section one. The second section is a text excerpt from “The Kitefighters”. Students need to identify 5 author’s craft from the passage. There is a lengthier short response in this section. The third section is a summary from “Mung Mung” and two short response questions that ask students to compare writing styles with another Linda Sue Park book.

Day 14:
Make a poster activity – based from “The 39 Clues”. Students will study the sentence structure and tone of “The 39 Clues”. Based from this language, they will create a poster that would correspond with a movie based from the book.

In addition, is a zip file for 5 PDF files each containing 30 multiple choice, reading comprehension questions. For each file, the book contains 15 “right there” type questions and 15 “inferential” questions. The questions follow the same format for each novel. Example, all question 1’s are a character question, all question 6’s are vocabulary, etc. The book are all written by Linda Sue Park and could make for an excellent assessment for literature circles when reading “A Long Walk to Water” or completing an author study. The questions could be used as a final assessment for a class read aloud for the novels as well. The Linda Sue Park novels are:
“A Single Shard”
“The Kite Fighters”
“When My Name Was Keoko”
“Project Mulberry”
“Keeping Score.
Each PDF file contains the questions, a second copy of the questions with the correct answer in bold, an answer sheet with an answer key. These books are $3 individually, so buy them all here for one third off the price!

Reading literature and/or informational text and being able to answer questions based from text is central in today's Common Core Learning Standards. Although the idea of formal testing can be intimidating, there are some benefits in improving measurable reading comprehension. There are even some fun ways to create better readers!

Reading literature and/or informational text and being able to answer questions based from text is central in today's Common Core Learning Standards.  Although the idea of formal testing can be intimidating, there are some benefits in improving measurable reading comprehension.  There are even some fun ways to create better readers!

Reading Comprehension Questions in Education Island.

What skills are being mastered by answering questions?

Reading Comprehension:

One of the primary standards that needs to be addressed in the 21st century is teaching students to become efficient rigor.  Reading comprehension is the foundation in developing literacy.  Guided reading levels, or Lexile levels, have been created to meet a student’s individual need and build reading at their appropriate speed.  This product is for comprehension questions to assess a student’s understanding of a piece literature at their specific reading level.

In addition, by answering the “right there” type of questions, students will need to recall information and use close reading skills to go back into the reading to find the details to answer the question.  “Inferential” type of questions require students to read the material, arrive at a response, analyze their response, and draw a conclusion based from this multi-level thinking.

Close reading techniques are best to use when reading a piece of text for the first time.  Close ( or sometimes Cloze reading) follows three basic steps:
Look over the text (book or article).  Look at the title, any bold words or heading.  Glance at the pictures, charts, graphs, etc.  Make a prediction!
Read the text.
Re-read the text looking for specific details and mastery.
Complete the assessment task.
Assessment Strategies

By answering a variety of questions based from a piece of literature, student’s knowledge in finding answers by using close reading strategies will dramatically increase!

How can you use these questions in your classroom?
Upload questions into Powerpoint presentations or internet classroom games sites like com, Kahoot.it.com to create interactive classroom games.
Print out questions to use as a formal assessment for students when completing the book individually or as a class.
Send questions home as reading reinforcement when completing nightly reading assignments.
Print out questions and cut into individual pieces for differentiated instruction and use in many different classroom strategies to increase lesson rigor.
Use for literature circles as assessment tools where each student is tested on their individual book.
Send home in "book bags" for students and parents to use as reinforcement for reading at home.
What are some instructional ideas to implement the use of these questions in my classroom?
 Jigsaw – this is a strategy where students study chunks of content in expert groups, then teach their content to each other.

Divide students into groups of 4-6 people.  These are called Jigsaw Groups.  Jigsaw works best when you have the same number of students in each team; although this is rarely possible, try to get as close as you can.

Divide the questions into equal piles for each group.  (If you have 4 students per group, give each student in their Jigsaw Group the SAME five questions).  Then, give the students time to read and answer their five questions together.  When the class seems finished, give each group the answers to their questions.  Have the students discuss how they decided on their answers, where they found the answers, and how they will teach the questions.

Next, create new groups where there is one "expert" from each Jigsaw Group.  Each Expert Group should have one student from each of the Jigsaw Groups.  Distribute ALL the questions to each student.  As the new groups go over the questions, each student will have the opportunity to be the "expert".  The reason this works:  Cooperative learning has been identified as one of the nine instructional methods proven by research to make a significant difference in student performance (Marzano, Pickering & Pollock, 2001)

     2.  Reciprocal Learning is one of the driving instructional means.  These are activities where students coach each other through exercises that apply to the content.

There are two types of Reciprocal Learning that could be used.  The first is a “Think, Pair, Share” and the second is a “Back to Back and Front to Front”.  In a “Think, Pair, Share”, students in pairs or small groups are given a question or topic.  Then, they are given time to think about their response.  Then, the partners share their thoughts with each other.  Finally, they share their responses with the class.  In the “Back to Back and Front to Front” method, students stand back to back with a partner.  The same procedure is followed.  Partners continually change throughout the unit.

The reason this works:  Students who work in peer partnerships make measurable academic gains, develop more positive attitudes toward subject matter, become less dependent on the teacher, and spend more time on a task when working with a partner than when working independently (King-Sears & Bradley, 1995).

3.  Flipped Learning is a strategy where the students complete the traditional instructional work at home and class time is used for reinforcement, clarifying and challenging learners.

Students will take home the book and questions.  For "homework", the students will read and answer the questions at an individual pace.  Students will answer the questions.

During the next class period, class time can be used to dig further into the concepts for each question.   The text can be reviewed and deeper connections made.  With the shift to more learning outside of the classroom, the content moves from playing a “supporting” role to playing a central role.

The reason this works:  "Class time is now maximized in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery or Socratic methods, depending on grade level and subject matter.”  (http://www.flippedclassroomworkshop.com/the-4-pillars-of-flipped-learning-the-keys-to-successful-flipped-instruction/ 2014)

4.  Mind's Eye is a fourth strategy which could be implemented, however, it would require additional preparation by the classroom teacher.

How it works is that the teacher would choose 10-30 words from the text that evoke strong feelings or images in students' minds.

Before starting the lesson, teachers give students a very limited overview of what they are about to read, so they have some content to build on.

Read the words slowly and dramatically.  Instruct students to create movies in their minds of what they think will happen in the text.  As each new word is read, students should try to incorporate it into their mental picture.  Students can then draw a picture, write a questions, make a prediction, or describe a feeling the mental picture gives them.

Then, students will read the book and compare it with their initial thoughts.  The questions will then serve as a formative assessment on the text.

The reason this works:  The impact of Mind'e Eye is based on the principle of dual coding, the idea that storing information in two ways (through language and images) makes learning stick better.  This has been shown to be especially true for reading (Sadoski and Paivio, 2001).

I have numerous reading comprehension bundles in my store.  Here is a free sample of the quality of my work:  The Girl Who Loved Wild Horses, by Paul Goble.  This is a Guided Reading Level N.

Here is a link to all the products I currently have available in my store:  Reading Comprehension Questions in Education Island.

Please follow me at my TpT store:  Education Island, to stay current as I have over a hundred book question bundles that I will be publishing in the next six months.  I'm working on some larger bundles by Lexile Level that will be available soon.

This is a link to literature specific to winter.
Stay connected with me:

Blog:  https://wordpress.com/posts/educationisland.wordpress.com

Pinterest:  https://www.pinterest.com/educationisland/

People who have used my products have said:

"This question assessment is very well thought out and provides many ideas to incorporate into a Native American unit. Thank you for sharing!"  Dana B.

"These are great questions! I am so happy with my purchase, Thank you :-)" Buyer

"This was a terrific list of questions, I was able to pick and choose for a variety of assessments as we read the book."  Amy D.



 
Total Pages
210 pages
Answer Key
Included
Teaching Duration
N/A
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