Problem and Solution

Identifying Problem and Solution

Reading Response 1

Reading Response 2

I use the Reading Response 1 for both reading and writing. This graphic organizer helps the students visualize and organize the sequence of events in a story and identify the problem in the story and what the character did to try to solve that problem.

First, I introduce this to my students as a reading response. We read books that introduce a clear problem and show the choices the character makes to try to solve the problem. Verdi by Janell Cannon is a great book to use to introduce this reading response. (A list of books to use for this are on the way...)

After the students have had several opportunities to use this independently, I have the students use this to plan their own stories. Again, we use the same books we read as models for our stories.

Process:
Identify the problem
Identify one of the ways the character tries to solve the problem
Write a sentence about the possible solution
Write a sentence about how the solution failed
Identify the next possible solution and so on

Text to Self Connection

Making Meaningful Text to Self Connections

Reading Response

This provides enough room for students to draw and write their connections to a story. I require my students to explain the characters actions and feelings as well as their own actions and feelings. I encourage them to reflect on their connection to be sure their personal experience is similar to the character and relevant to the story. We talk about making meaningful connections that will help us remember the important parts or meaning of the story.

Important Part

Identifying Important Part

Important Part Reading Response

Activity to introduce Important Part
Give students 5 minutes to draw and/or write about everything they can remember about their weekend.
After 5 minutes, have students work in small groups to share their weekend stories. Give students a few minutes to discuss and share.
Next, have each student take 3 sticky notes (my students always have a pad of sticky notes on hand during reader's workshop.
Students have to choose only 3 things from their weekend they think are the most important or exciting things to tell the entire class. Give students a few minutes to think and write and/or draw.
Give students a few minutes to share their 3 important events from the weekend or go right into sharing with the class.
When I have students share with the class, they have to pick one of their 3 sticky notes - the most important event! As students share, I prompt them to be able to explain why they picked that event. When students share, I have them come to the front of the class and place their sticky note on the white board.
Class discussion - Why did they pick those events? Why not share when and what they ate for breakfast or brushing their teeth?

Read Aloud
After the activity, I pick a familiar book that I have already read to the kids. Most of the time, when I introduce new reading responses, I use a book that we have already read. I emphasize to my students that rereading books is a Strong Reader strategy. I have my students pick a comfy spot on the floor to sit and listen with their sticky notes. As I read, they will write down events from the story that they think are important - one idea/event per sticky note.
After the story, we go through the same process as above.
Students share their sticky notes.
Students discuss and explain why they chose those ideas/events.
Narrow down their ideas to only 3 sticky notes.
Complete reading response independently or with a reading buddy (teacher choice).