for Language Arts
Literature Response Task Cards
Self-selected literature response cards are categorized by genre and include several levels of comprehension questions. This is a method I used for years with a variety of grade levels.
Using four clear plastic boxes that I bought years ago, the boxes labeled "Fantasy Fiction," "Realistic Fiction," "Non-Fiction," and "Non-Fiction/Animals," I have several cards in each box, each card with one prompt or question. The prompts are printed (literally) on colored paper that matches the boxes and are mounted on index card paper and laminated. I made up all the prompts/questions myself. There are about ten or so prompts for each box. I used these boxes for about seven years, with third and second graders.
Using just two "flat"
baskets big enough to hold 4x6 cards, the baskets labeled "Fiction"
and "Non-Fiction," I have abouttwenty or so cards in
each basket, each card with one prompt or question. These are
all white cards with colored line borders around each card, using
five colors: red, blue, green, yellow, purple, to designate order
of difficulty. I
For both these versions, when students finished reading a book, they were to select one or two prompts according to what genre of book they had read (and depending on the student). My only rule was that they couldn't use the same prompt over and over. I tried to have prompts that addressed different strategies and modalities and literature elements, so that there was a wide variety.
The prompts I used are as generic as possible.
Examples for fiction:
Examples for non-fiction:
Charted Prompts Based on Mosaic of Thought Strategies
When I was working with a 4th/5th grade mixed-grade class of students with limited self-regulation, I didn't want to give up my Individualized Readers' Workshop but found that they needed a set structure with limited choices. I used ideas from Mosaic of Thought to develop a list of very basic question prompts. I wrote them on chart paper which I posted over a window, out of the way but very visible to all students. As part of their independent reading workshop, they responded in writing every day to their reading for that day, whether they had finished a book or not. The questions were something like:
My students always chose their own reading materials. They read silently and alone every day for about 20 minutes, and then wrote about their reading for 10 minutes max. (Other writing took longer of course.) If the students had just started their book, I asked them to write to one of the prompts on the first chart. If they were continuing with a book, they chose one prompt from the second chart. With books that took several days (hopefully most books they read), I asked them each day to respond to a *different* prompt on the second chart than they had responded to the day before. This helped them personally focus on different strategies during their reading. When a student finished a book, they wrote a three paragraph essay:
1st P: introduce the book (main
idea statement, character and setting description);
For non-fiction there was also
a three paragraph essay, but with some modifications, of course,
still introducing the book in first paragraph, telling four or
five things learned in the second paragraph. (OK basically it
was a book report). This particular class of students REALLY
needed a set structure or they went wacko, so this set format
worked for this group. With other classes I have had a much more
open-ended independent reading workshop format, with self-selected
prompts on task cards and other student choice strategies, but
that's another story.
Find out more details about Renee
Goularte's Individualized Reading Program at Multiage-Education.com