This is an intellectual exercise we used to learn how we might analyze a text. The idea here is to look more closely at the text we are using with our students. This could be useful when you are starting a group on a new level. It is important to both understand the reader and the text for the teaching. That is really the heart of it and this can help guide you.
Title: How Grandmother Spider Got The Sun
Level : J
A note about Level J readers: In fiction characters generally do not change since the plots are relatively simple and texts are not long. Readers are able to automatically recognize a large number of words and can quickly apply word-solving strategies to multisyllable words with inflectional endings, suffixes, and prefixes. They read silently and independently while reading individually in guided reading.
Text Structure:Traditional Literature (pourquoi tale)
- Content: Provide background knowledge about the characteristics of the animals in the story – buzzard, the opossum, and spider.
- Themes and Ideas: A few abstract ideas that are highly supported by the text and illustrations
- Language and Literary Features: Language characteristic of traditional literature in some text, Most text told from a single POV with some having several points of view
- Sentence Complexity: Many sentences with embedded clauses and phrases
- Vocabulary: Most vocabulary words are know by children through oral language or reading
- Words: Many two to three syllable words, Wide range of high frequency words
- Illustrations: Some complex and artistic illustrations that communicate meaning to match or extend the text
- Book and Print Features: Print and Layout: Ample space between lines, Print in most illustrated text clearly separated from pictures
- Punctuation: Periods, quotes commas and exclamation points
- Tools: No tools
When introducing this text in guided reading keep this in mind:
- lean into the repetition
- lean into the changes that happen to the character (confident can do it, burned, ran home, lost something)
- problem/solution format
- read silently
So, the way I see this book going is:
Day One- About the text;focus on pourquoi tale genre and problem and solution structure
Day Two- Within the text; focus on fluency by looking at phrasing and change in character
Day Three- Beyond the text; focus on identifying the message or moral of the story
This process is familiar to me as I typically analyze a text before using it for guided reading. It is helpful to see it in writing since it is a reminder of the important features I would like to incorporate into my lessons. This can also be useful when discussing the different levels with parents. Give it a try and let us know what you think.