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IndependentREADING RESPONSE
Bookletsby Karen Kellaher
New York • Toronto • London • Auckland • SydneyMexico City • New Delhi • Hong Kong • Buenos Aires
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Scholastic Inc. grants teachers permission to photocopy the reproduciblepages from this book for classroom use. No other part of this publicationmay be reproduced in whole or in part, or stored in a retrieval system, ortransmitted in any form or by any means, electronic, mechanical, photo-copying, recording, or otherwise, without written permission of the pub-lisher. For information regarding permission, write to Scholastic Inc.,557 Broadway, New York, NY 10012.
Cover design by Josué Castilleja
Interior design by Ellen Matlach for Boultinghouse & Boultinghouse, Inc.
Cover and interior illustrations by Teresa Anderko
ISBN: 0-439-39513-5
Copyright © 2004 by Karen Kellaher
Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 11 10 09 08 07 06 05 04
Dedication
To Mo Bear with love.
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ContentsIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . 5
Making and Using the Booklets . . . . . . . . . . . . . . 6
Booklets for FictionImagine That… . . . . . . . . . . . . . . . . . . . . . . . . . . 11
A Writing “Ad”venture . . . . . . . . . . . . . . . . . . . . 15
My Advice Column. . . . . . . . . . . . . . . . . . . . . . . . 17
Character Scrapbook . . . . . . . . . . . . . . . . . . . . . . 19
How I See It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
My Book of Lists for Fiction . . . . . . . . . . . . . . . . . 27
Reporter’s Notebook . . . . . . . . . . . . . . . . . . . . . . 30
The Envelope, Please… . . . . . . . . . . . . . . . . . . . . 33
Booklets for NonfictionMy Book of Lists for Nonfiction. . . . . . . . . . . . . . 38
Reader’s Report Card . . . . . . . . . . . . . . . . . . . . . . 41
Up, Up, and Away With Nonfiction! . . . . . . . . . . 45
Read to Learn! . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Postcards From ________ . . . . . . . . . . . . . . . . . . . 53
Nonfiction Newspaper . . . . . . . . . . . . . . . . . . . . . 57
Ask the Expert . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
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Welcome to Independent Reading ResponseBooklets—an instant and engaging way forstudents to respond to any fiction ornonfiction book! Each of the 15 reproduciblebooklets is full of creative writing promptsthat guide students to reflect on what they’veread. Students will enjoy the variety ofbooklets, each with its own fun and uniqueapproach, such as an advice column, areporter’s notebook, a character scrapbook,and a newspaper. In the process, they’llexplore character, setting, conflict andresolution, point of view, main idea anddetails, visual aids, and more. These bookletshelp students accomplish the following:
Respond to both fiction and nonfiction.
You’ll find eight booklets for fiction thatfocus on literary elements and seven bookletsthat highlight the elements of nonfiction.
Boost reading comprehension.
The writing prompts encourage students torespond thoughtfully to the text and provideexamples to support their ideas.
Engage in meaningful writing.
Students write about important andinteresting aspects of the books they’ve readto create their own personalized booklets.
Connections to the Language Arts StandardsThese booklets help students meet thefollowing language arts standards outlined byMid-continent Research for Education andLearning (McREL), a nationally recognizednonprofit organization that collects andsynthesizes national and state K–12 standards.
Uses the general skills and strategies of thewriting process• Writes in response to literature (e.g., summarizes main
ideas and significant details; relates own ideas tosupporting details; advances judgments; supportsjudgments with references to the text)
Uses reading skills and strategies to under-stand and interpret a variety of literary texts• Uses reading skills and strategies to understand a variety
of literary passages and texts (e.g., fairy tales, folktales,fiction, nonfiction, myths, poems, fables, fantasies,historical fiction, biographies, autobiographies, chapterbooks)
• Understands the basic concept of plot (e.g., mainproblem, conflict, resolution, cause and effect)
• Understands elements of character development inliterary works (e.g., the importance of a character’sactions, motives, and appearance to plot and theme)
Uses reading skills and strategies tounderstand and interpret a variety ofinformational texts• Understands the main idea and supporting details of
simple expository information• Summarizes information found in texts (e.g., retells in
own words)• Summarizes and paraphrases information in texts (e.g.,
includes the main idea and significant supporting detailsof a reading selection)
• Uses prior knowledge and experience to understand andrespond to new information
Source: Content Knowledge: A Compendium of Standards andBenchmarks for K–12 Education, 4th edition (Mid-continentResearch for Education and Learning)
4
Introduction
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You can incorporate these booklets into anyindependent reading program and use themin a number of ways. The following aresuggested guidelines.
Getting StartedThe first eight booklets were designed forresponding to fictional books and theremaining seven for nonfiction books. Theywork for a variety of text levels, from picturebooks to chapter books. Students can usethese booklets to respond to independentreading or to a book you’ve read togetheras a class.
In advance, review the teaching notes foreach booklet on pages 6–10. Before studentsbegin working on a booklet, review thedirections on each page with them. Ifstudents need additional guidance, completea booklet together based on a book you’veread as a class. You might have students workon the same booklet or different booklets.You can also assign the same booklet fordifferent books throughout the year. Oncestudents are familiar with the booklets, youmight have them choose which booklet theywould like to complete. To guide students’selections, store the booklets in folderslabeled “fiction” or “nonfiction” along withthe names of the booklets.
Meeting Students’ NeedsThese booklets were designed for indepen-dent use. Based on students’ needs, you mightassign parts of a booklet rather than all of it,or you might have them complete a fewpages at a time. For an additional challenge,use one or more of the prompts as the basisfor a longer writing assignment.
Assessing Students’ WorkThe prompts in these booklets move beyondfactual questions so that students truly reflecton what they’ve read. They encouragestudents to develop their own ideas aboutthe material and to support their ideas withevidence from the text. In addition, thecreative nature of the booklets motivateschildren to personalize their work with theirown creative flair.
Reading-response booklets provide awindow into what students are learning,thinking, feeling, and wondering about theirindependent reading. The completed bookletscan be used for assessment of both readingcomprehension and writing skills. Collect thebooklets and provide constructive feedbackon the thoroughness and thoughtfulness ofstudents’ responses. If students are complet-ing one section at a time, you might respondto each section as they complete it, or youmight respond to the whole booklet oncethey have finished. The booklets also providea helpful starting place for book conferenceswith students. If time allows, invite studentsto share favorite sections of their bookletswith small groups or the whole class (remindthem not to give away the endings of theirbooks). Completed booklets also make a niceaddition to students’ writing portfolios.
5
How to Use This Book
What if you could spend a day with a character
from your fictional book? Or write a sequel to it?
Use your imagination to answer these and other questions.
My Name:
Book Title:
Author:
Have you ever made a scrapbook? A scrapbook is an album for
collecting all kinds of things: pictures, letters, newspaper clippings,
and anything else that can fit between the pages of a book!
In this scrapbook, you will collect information about the characters
in your fictional book. If you can’t find the information in the book,
make a guess based on what you know about the character.
Choose three important characters. Start by writing
the characters’ names in the boxes below. Then
complete one scrapbook page for each character.
Character 1:
Character 2:
Character 3:Independent Reading Response Booklets Scholastic Teaching Resources
Nonfiction books can help you learnabout a topic that interests you. Afterreading a nonfiction book, record theinformation you learned in this booklet.
My Name:
Book Title:
Author:
MyAdvice
ColumnMy Name:
Book Title:
Author:
Draw your picture in the box.
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Follow the instructions for photocopying eachbooklet. Then demonstrate the assemblydirections for students so they can puttogether their own booklets. Most of thebooklets are designed for double-sidedcopying. If your copier has a double-sidedfunction, carefully remove the perforatedbooklet pages and make double-sided copies.
If your copier does not have a double-sided function, make single-sided copies ofthe first page. Place these copies in the papertray and make copies of the second page sothat it appears on the back of the first page.Check to be sure that the pages are copyingexactly as they appear in the book (forexample, with booklet page 1 appearingdirectly behind the cover). You may need toexperiment with the placement of pages inthe paper tray and the direction of pages tobe copied. Follow the same steps with anyremaining pages, again checking that pagesare copying as they appear in the book.
When folding the pages, fold carefullyalong the dotted lines. Fold the first page sothat the cover appears on the outside. Foldthe second page so that booklet page 2appears on the outside.
Imagine That…pages 11–14 • Fiction
Point out that thebooklet is shaped like athought balloon toemphasize that studentsshould use their imagination to answer thequestions. Explain that students should useinformation from their books to answer thebooklet questions creatively. Remind studentsthat many of the questions ask them toexplain their answers.
Assembly: Make double-sided copies of thebooklet pages. Fold each page in half alongthe dotted line and nest the pages innumerical order. Cut out the shape and staplealong the top edge.
A Writing “Ad”venturepages 15–16 • Fiction
In this booklet, students willcreate small ads that looklike those in the yellowpages. They will chooseproducts or services thatcould help a particularcharacter solve a problem.Read aloud the text on thecover and ask students toname a few kinds of products and services.Then show them advertisements from theyellow pages, as well as from newspapers ormagazines. Ask students to describe thefeatures of an ad (such as persuasive text andillustrations or photos). Review the directionstogether and brainstorm examples ofproducts that could help well-knowncharacters. For example, Cinderella could usea reliable wristwatch to help her return fromthe ball on time. Encourage students to referto the sample advertisements for inspirationas they are writing.
Assembly: Make double-sided copies of thebooklet pages. Fold the page in half alongthe dotted line.
6
Making and Using the Booklets
What if you could spend a day with a character
from your fictional book? Or write a sequel to it?
Use your imagination to answer these and other questions.
My Name:
Book Title:
Author:
Imagine that the author asked you to write
a new ending for this book. How would you
end the story?
2
What if you could spend a day with a character from your fictional book? Or write a sequel to it? Use your imagination to answer these and other questions.My Name:
Book Title:
Author:
What if you could spend a day with a character
from your fictional book? Or write a sequel to it?
Use your imagination to answer these and other questions.
My Name:
Book Title:
Author:
An advertisement, or ad, tries to
convince you to buy something. An ad
cookie) or a service that someone can
perform (like fixing your kitchen sink).
Think about the characters in your
fictional book.
What products or
services might
help them solve
their problems?
A Writing “Ad”venture
My Name:
Book Title:
Author:
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My Advice Columnpages 17–18 • Fiction
In this booklet, studentswill write short letters fromcharacters describing aproblem they are having.Then they’ll respond as anadvice columnist with some helpful words ofwisdom. Share an age-appropriate advicecolumn with children. (If you can’t find one,write a short, imaginary letter and response.)Explain that people sometimes use pen nameswhen signing off because they don’t want toreveal their identities. Review the directionswith students and provide some examples ofproblems and solutions. You might assign thisbooklet while students are still reading thebook, so they won’t know how the characters’problems are solved. If students havecompleted the book, ask them to think ofalternate solutions to the problems. Invitestudents to make up fun pen names for theircharacters to use in signing off (for example,“Nervous in Nevada”).
Assembly: Make double-sided copies of thebooklet pages. Cut the page in half along thesolid line. Place the pages in numerical orderand fold along the dotted line. Staple alongthe left edge.
Character Scrapbookpages 19–22 • Fiction
Describe the purpose ofa scrapbook and, ifpossible, bring in asample to show students.Tell students that theywill be creating scrap-book pages for threecharacters in their book.If they would like toinclude additional characters, provide extra
copies of booklet pages 1–3. Review thewriting and drawing prompts on each page.Explain that for favorite quotation, studentsshould choose something that the charactersaid that they enjoyed or thought wasimportant. If students need additionalguidance, make an overhead transparency ofone of the scrapbook pages. Then fill it intogether with information about a characterfrom a book you’ve read as a class.
Assembly: Make single-sided copies of thebooklet pages. Have students complete thepages before stapling them together alongthe left side.
How I See Itpages 23–26 • Fiction
This booklet illustratesthe concept of point ofview and guides studentsto imagine how theirbook would change if there were a differentnarrator. This assignment works especiallywell with stories that have a central conflictor disagreement because it’s interesting toimagine how each character would tell thetale from his or her perspective.
Before beginning, discuss the factors thatcontribute to point of view (past experiences,character traits and opinions, and so on).Then talk about the two kinds of narratorsdescribed on booklet page 1. If possible, showan example of a book with each kind ofnarrator. If point of view is a new concept forstudents, choose a book that you’ve read as aclass or read aloud a picture book to students.Work together to choose an event andsummarize it from the perspectives ofdifferent characters. Then fill in the booklettogether. If students need extra support, havethem tell you the event and characters thatthey chose before they begin writing. Or havestudents choose only one new narrator.
7
Have you ever made a scrapbook? A scrapbook is an album for
collecting all kinds of things: pictures, letters, newspaper clippings,
and anything else that can fit between the pages of a book!
In this scrapbook, you will collect information about the characters
in your fictional book. If you can’t find the information in the book,
make a guess based on what you know about the character.
Choose three important characters. Start by writing
the characters’ names in the boxes below. Then
complete one scrapbook page for each character.
Character 1:
Character 2:
Character 3:Independent Reading Response Booklets Scholastic Teaching Resources
When you are reading a
book, do you ever wonder
how someone else might
tell the same story? How
would your book change if
it had a different narrator?
This booklet gives you a
chance to find out!
My Name:
Book Title:
Author:
MyAdviceColumnMy Name:
Book Title:
Author:
Draw your picture in the box.
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Assembly: Make double-sided copies of thebooklet pages. Fold each page in half alongthe dotted line and nest the pages innumerical order. Cut out the shape and staplealong the top edge.
My Book of Listsfor Fictionpages 27–29 • Fiction
In this booklet, students willmake lists of items that relateto their book—five newwords, four interestingcharacters, three favoriteparts, two important places,and one book review. Invite students to usethe blank reverse sides of the booklet pagesto add illustrations.
Assembly: Make single-sided copies of thebooklet pages. Cut along the solid lines tocreate six booklet pages of different heights.Stack the pages on top of each other in orderby size, as shown. Place the longest page onthe bottom and the shortest page (the cover)on top. Align the pages along the top edgeand staple them together.
Reporter’s Notebookpages 30–32 • Fiction
Ask students what they think areporter would use anotebook for. What might thereporter record in it? Explainthat students will have achance to pretend they arereporting on the book they’vejust read. They’ll even get anotebook to record theirobservations. Review thequestions answered in a newsarticle: Who? What? Where?
When? How? and Why? Tell students thatthey will answer one of these questions oneach page of their notebooks. Once studentshave completed their booklets, you mighthave them write a full news story based onone important event in their book.
Assembly: Make single-sided copies of thebooklet pages. Have students cut along thesolid lines to create six elongated bookletpages. Arrange the pages in numerical orderand staple along the top edge.
The Envelope, Please…pages 33–37 • Fiction
This booklet givesstudents the chanceto nominate certainaspects of theirbooks for an award,name a winner, and explain their selection.Point out that this booklet is based on anawards ceremony, such as those shown ontelevision for actors. Describe the proceedingsof an awards ceremony. You might assignstudents all of the awards or select a few. Thelast award template is blank so that studentsmay create their own award category.
Assembly: For each booklet, you will needfive plain business-size envelopes. Place eachenvelope with the flap facingyou, open the flap, andcut off the right cornerof the flap, as shown.This will make the flapseasier to open once thebooklet is assembled.Stack the envelopeswith the flaps facingdown and staple alongthe left side.
Make single-sided copies of the bookletpages and cut out all the boxes. Some boxeswill be glued onto the envelopes and others
8
One Review
Two Places
Three Parts
Four Characters
In this booklet, you’ll make lists of items that relate
to your fictional book: new words, interesting
characters, important places, and more.
My Name:
Book Title:
Author:
My Book of Lists for Fiction
Five Words
When writing a news story, reporters
answer six big questions:
Who? What? Where?
When? How? and Why?
Now it’s your turn to be a reporter!
Dig up some details from your fictional
book. Use them to answer the
questions in your reporter’s notebook.
The Envelope, Please…
These awards are presented by .
Book Title:
Author:
(your name)
1A
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will be folded and inserted into theenvelopes, as follows:
Envelope 1:
• Glue page 1A ontothe front of theenvelope.
• Close the flap andglue page 1B ontothe back.
Envelope 2:
• Glue page 2A onto thefront of the envelope.
• Fold page 2B and placeinside.
• Glue a box with the text“And the award goesto…” onto the back.
(Follow the same steps forenvelopes 3–5.)
My Book of Listsfor Nonfictionpages 38–40 • Nonfiction
In this booklet, students willmake lists of items thatrelate to their book—fivenew words, four interestingfacts, three helpful visualaids, two questions about thetopic, and one book review.Invite students to use the blank reverse sidesof the booklet pages to add illustrations.
Assembly: Make single-sided copies of thebooklet pages. Cut along the solid lines tocreate six booklet pages of different heights.Stack the pages on top of each other in orderby size, as shown. Place the longest page onthe bottom and the shortest page (the cover)on top. Align the pages along the top edgeand staple them together.
Reader’s Report Cardpages 41–44 • Nonfiction
In this booklet, studentsgrade their nonfictionbooks on interest level,organization, visual aids,writing style, and informa-tion. Instruct students toprovide explanations foreach grade they assign andinclude specific examplesfrom the text. If studentshave read the same book, have them work insmall groups to compare their evaluations.
Assembly: Make double-sided copies of thebooklet pages. Fold each page in half alongthe dotted line and nest the pages innumerical order. Staple along the left edge.
Up, Up, and AwayWith Nonfiction!pages 45–48 • Nonfiction
In this booklet, studentsanswer a variety of questionsabout their books—fromrecalling their favorite part tobrainstorming a new title andcover. To introduce thebooklet, discuss the idea thatreading a nonfiction book islike taking a trip: you seenew sights, meet new people, and learn lotsof interesting things. Encourage students tothink about all the things they learned intheir book.
Assembly: Make double-sided copies of thebooklet pages. Fold each page in half alongthe dotted line and nest the pages innumerical order. Cut out the shape and staplealong the left edge.
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Reader’s
Report CardHere’s your chance to be the teacher and grade
your nonfiction book. In this booklet, you will give
your book grades for organization, visual aids,
writing style, and more. Explain why you gave each
grade, using examples from the book.
My Name:
Book Title:
Author:
A Knocked my socks off!
B Good work!
C Got the job done.
D Needs improvement.
F Missed the target.
Nonfiction books can take you to all kinds of places! Where did your book take you? In this booklet, you will write about what yousaw in your book and what you learned.
My Name:
Book Title:
Author:
Up, Up,
and AwayWith Nonfiction!
One Review
Two Questions
Three Visual Aids
Four Facts
In this booklet, you’ll make lists of items that relate
to your nonfiction book you read: new words,
interesting facts, questions about the topic, and more.
My Name:
Book Title:
Author:
My Book of Lists
for Nonfiction
Five Words
The Envelope, Please…
These awards are presented by .
Book Title:
Author:
Open the envelope and read the directions inside.
(your name)
1A
Congratulations!You have been selected as an official judge of the Best in Reading Awards. For each category, you willchoose three nominees (or possible winners) fromyour book. Then think carefully about which onedeserves to win the award and why.
1B
Here are the nominees for best character:
(Draw a picture of each character. Write their names on the lines.)
2A
And theaward
goes to…
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Read to Learn!pages 49–52 • Nonfiction
In this booklet, students exploreseveral elements of nonfiction.Read the directions on eachpage together and provideexamples of responses. Youmight have students work on thisbooklet while they are readingtheir books so they can be on thelookout for examples to include.
Assembly: Make double-sided copies of thebooklet pages. Fold each page in half alongthe dotted line and nest the pages innumerical order. Cut out the shape and staplealong the left side.
Postcards From _____pages 53–56 • Nonfiction
This booklet is a collectionof three postcards thatstudents write andillustrate about threeimportant things in theirbook—a person (or animal), a place, and anobject. Encourage students to describe eachand explain its importance in the book. Showstudents several postcards for inspiration.
Assembly: Make double-sided copies of thebooklet pages. Cut along the solid lines,arrange in numerical order, and staple alongthe left side.
Nonfiction Newspaperpages 57–60 • Nonfiction
Introduce and assign one section of thisbooklet at a time. Show students thedifferent sections of a real newspaper forinspiration. Then provide examples of howthey might create each section, based on a
nonfiction book you’ve readtogether. For example, anewspaper on a book aboutthe Wright brothers mightinclude:• a top story about their
first flight
• a help wanted ad for a jobat a bike shop
• a real estate ad for oceanfront property inKitty Hawk, North Carolina
• a letter to the editor explaining theimportance of the Wright brothers’accomplishment
• a cartoon showing surprised birds watchingthe first human flight
• an ad for the trade fair in St. Louis, wherethe first successful pilot was rewarded
Assembly: Make double-sided copies of thebooklet pages. Have students fold along thedotted lines and nest the pages in numericalorder. Staple along the left edge.
Ask the Expertpages 61–64 • Nonfiction
In this lift-the-flap booklet,students imaginethey are expertson their booksand answer a series of questions. The lastquestion is left blank for students to fill inand answer. Direct students to fold open theflaps and write their responses on the lines.
Assembly: Make double-sided copies of thebooklet pages. Fold each page in half alongthe dotted line. Cut along the solid lines tocreate flaps. Place the pages back to backwith the flaps facing out,as shown, and staplealong the top edge.
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Everyone loves to get a postcard! In this booklet,you’ll write three postcards about different thingsyou learned about in your nonfiction book.
main setting of book
My Name:
Book Title:
Author:
NONFICTION
NEWSPAPER
Question:
What is the mostinteresting
illustration, chart,
or other visual aid
in the book? Why?
Question:
What is one of the
most important
places in the book?
Question:
What are three
interesting facts
others might not
know aboutthe topic?
Question:
What is themost important
thing you learned
about the topic?
You’ve been selected as an expert on
the nonfiction book you just finished.
Read the questions and then write
the answers beneath the flaps.
My Name:
Book Title:
Author:Ask the
Expert
Question:
What is the mostinteresting
illustration, chart, or other visual aid in the book? Why?
Question:What is one of the
most important places in the book?
Question:What are threeinteresting factsothers might not
know aboutthe topic?
Question:What is themost important thing you learnedabout the topic?
You’ve been selected as an expert onthe nonfiction book you just finished.Read the questions and then writethe answers beneath the flaps.
My Name:
Book Title:
Author:
Ask the Expert
Nonfiction books can help you learn
about a topic that interests you. After
reading a nonfiction book, record the
information you learned in this booklet.
My Name:
Book Title:
Author:
Congratulations! You’ve been hired as the editor of
a newspaper. Your job is to create a newspaper
about the topics in your nonfiction book.
From news stories to comic strips, this newspaper
is a chance to share the information you learned
from your book.
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What if you could spend a day with a character from your fictional book? Or write a sequel to it? Use your imagination to answer these and other questions.
My Name:
Book Title:
Author:
Imagine that it is your job to write a sequel to this book. A sequel is a book that takes place after the first book and tells what happens next. What would happen in your book?
7
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Imagine that you could visit the setting of the book for a day. (Remember that setting is time and place.) How would you spend the day?
1
Imagine that you were asked to write a new title for the book. What title would you choose and why?
6
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Imagine that you could ask the author a question about the book. What would you ask? How do you think the author would respond?
Question:
Answer:
5
Imagine that the author asked you to write a new ending for this book. How would you end the story?
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Imagine that you could give a gift to the main character in the story. What would you giveand why?
3
Imagine that you could ask a character in the book a question. What would you ask and why? How do you think the character would respond?
Question:
Answer:
4
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15�
An
adve
rtise
men
t, or
ad,
trie
s to
conv
ince
you
to b
uy s
omet
hing
. An
adca
n te
ll ab
out a
pro
duct
(lik
e a
toy
orco
okie
) or
a se
rvic
e th
at s
omeo
ne c
anpe
rform
(lik
e fix
ing
your
kitc
hen
sink
). Th
ink
abou
t the
cha
ract
ers
in y
our
fictio
nal b
ook.
W
hat p
rodu
cts
or s
ervi
ces
mig
hthe
lp th
em s
olve
thei
r pr
oble
ms?
A W
ritin
g “A
d”ve
ntur
e
My
Nam
e:
Book
Titl
e:
Aut
hor:
Char
acte
r 3
Nam
e:
Wha
t is
this
cha
ract
er’s
pro
blem
?
Wha
t pro
duct
or
serv
ice
mig
ht h
elp
this
cha
ract
er?
How
?
In th
e bo
x, d
raw
an
ad fo
r th
e pr
oduc
t or
serv
ice.
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es
16�
Character 2
Nam
e:
What is this character’s problem
?
What product or service m
ight help this character?
How
?
In the box, draw an ad for the product or service.
Character 1
Nam
e:
What is this character’s problem
?
What product or service m
ight help this character?
How
?
In the box, draw an ad for the product or service.
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17�
My
Adv
ice
Colu
mn
My
Nam
e:
Book
Titl
e:
Aut
hor:
PR
OB
LEM
1
Dea
r,
My
prob
lem
is
Wh
at s
hou
ld I
do?
Sign
ed,
(cha
ract
er’s
nam
e)
(you
r na
me)
Dra
w y
our
pict
ure
in th
e bo
x.A
DV
ICE
FOR
PR
OB
LEM
3
Dea
r ,
You
shou
ld
Sig
ned
,
(you
r na
me)
(cha
ract
er’s
nam
e)
AD
VIC
E FO
R P
RO
BLE
M 2
Dea
r ,
You
shou
ld
Sig
ned
,
(you
r na
me)
(cha
ract
er’s
nam
e)
25 7
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18�
Have you ever read an advice colum
n in anew
spaper or magazine? In an advice colum
n,one person w
rites a letter about a problem that
he or she is having. The columnist w
rites backw
ith ideas on how to solve the problem
. Im
agine that you are an advice columnist,
and the characters in your fictional book arew
riting to you for help. First, write letters from
the characters explaining their problems. Then
write the advice you w
ould give them.
AD
VIC
E FOR
PR
OB
LEM 1
Dea
r ,
You
shou
ld
Sig
ned
,
(your name)
(character’s name)
PR
OB
LEM 2
Dear
,
My problem
is
Wh
at should I do?
Signed,
(character’s name)
(your name)
PR
OB
LEM 3
Dear
,
My problem
is
Wh
at should I do?
Signed,
(character’s name)
(your name)
16 4
3
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19�
Have you ever made a scrapbook? A scrapbook is an album forcollecting all kinds of things: pictures, letters, newspaper clippings,and anything else that can fit between the pages of a book!
In this scrapbook, you will collect information about the charactersin your fictional book. If you can’t find the information in the book,make a guess based on what you know about the character.
Choose three important characters. Start by writingthe characters’ names in the boxes below. Thencomplete one scrapbook page for each character.
Character 1:
Character 2:
Character 3:
Independent Reading Response Booklets Scholastic Teaching Resources
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20�
In the box, draw apicture of the character.
ad jectives that
describe the character:
Something about
this character is:
This character is important to the story because:
Favorite quotation:
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Something special this charactermight save in a scrapbook:
Draw a picture and explain why.
In the box, draw a picture of the character.
Where the character lives:
Favorite place:
Favorite activity:
Something interesting about this character is:
This character is important to the story because:
Favorite quotation:
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22�
a comic strip showing something interesting this character did in the story.
In the box, draw apicture of the character.
People this character likes to spendtime with:
This character is important to the story because:
Favorite quotation:
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23�
When you are reading afictional book, do you everwonder how someone elsemight tell the same story?How would your bookchange if it had a differentnarrator? This booklet givesyou a chance to find out!
My Name:
Book Title:
Author:
Which version of the story do you like best? Why?
7
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24�
The narrator of a book tells the story from his or herpoint of view. Sometimes the narrator is one of thecharacters. Sometimes the narrator is an outside storyteller.
Who is the narrator of your book? Is it one of the characters oran outside storyteller? Give an example that shows who is tellingthe story.
Narrator:
Example:
1
What changes about the story when differentcharacters tell it? (Hint: How do the charactersfeel about the events?) Provide some examplesthat show how the story is different.
6
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25�
This is how the real narrator tells the story (or describes the event).
First,
Then,
Finally,
5
Think about how the book would be different ifsomeone else were telling the story. Then choose twocharacters from the book to be the new narrators.
Character 1
Character 2
How would these characters tell the events of the story? If your book is long, choose a specific event from the story to retell. (If possible, choose an event that involves both characters.) Then turn the page to write the new versions.
2
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26�
This version is how
might tell the story (or describe the event).
First,
Then,
Finally,
3
(character 1)
This version is how
might tell the story (or describe the event).
First,
Then,
Finally,
4
(character 2)
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27�
In th
is b
ookl
et, y
ou’ll
mak
e lis
ts o
f ite
ms
that
rel
ate
toyo
ur fi
ctio
nal b
ook:
new
wor
ds, i
nter
estin
gch
arac
ters
, im
porta
nt p
lace
s, a
nd m
ore.
My
Nam
e:
Book
Titl
e:
Aut
hor:
My Bo
ok o
f Lis
ts fo
r Fic
tion
List
five
wor
ds fr
om th
e bo
ok th
at w
ere
new
to y
ou.
Look
them
up
in th
e di
ctio
nary
. Writ
e th
e de
finiti
ons.
Word
Defi
nit
ion
1.
2.
3. 4. 5.
Fiv
e W
ord
s
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28�
Briefly describe four interesting characters inthe
book.
Nam
e a
nd
Descrip
tion
1.
2.
3.4.
Three P
arts
Four C
haracte
rs
Briefly describe your three favorite parts of the book.
1.
2.
3.
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29�
Des
crib
e tw
o im
porta
nt p
lace
s in
the
book
. Ex
plai
n w
hy e
ach
plac
e is
impo
rtant
to th
e st
ory.
1.
2.
Writ
e on
e bo
ok r
evie
w e
xpla
inin
g w
hy y
ou w
ould
(or
wou
ld n
ot) t
ell o
ther
s to
rea
d th
is b
ook.
1.
Tw
o P
laces
One R
ev
iew
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30�
When writing a news story, reportersanswer six big questions:
Who? What? Where? When? How? and Why?
Now it’s your turn to be a reporter!Dig up some details from your fictionalbook. Use them to answer thequestions in your reporter’s notebook.
Who are the important charactersin this book? Write a sentence ortwo describing each character’s rolein the story.
1
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31�
What is the main conflict(or problem) in the book?
2
Where does this story take place?Describe the most important places.When does the story take place? Is it in the present, future, or past?
3
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Why do you think the author wrotethis book? What message did he orshe want to get across?
4
How is the main conflict(or problem) resolved?
5
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33�
The Envelope, Please…
These awards are presented by .
Book Title:
Author:
(your name)
Congratulations!You have been selected as an official judge of the Best in Reading Awards. For each category, you willchoose three nominees (or possible winners) fromyour book. Then think carefully about which onedeserves to win the award and why.
1A
1B
And theaward
goes to…
And theaward
goes to…
And theaward
goes to…
And theaward
goes to…
Independent Reading Response Booklets © Kellaher, Scholastic Teaching Resources
34�
Here are the nominees for best character:
Explain why this character won. Was this character the mostrealistic? The most interesting? The character you’d most wantas a friend? Include details from the book.
(Draw a picture of each character. Write their names on the lines.)
2A
2B
Best CharacterThe award for best character goes to
!
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35�
Here are the nominees for most interesting part of the book:
Most InterestingPart of the Book
The award for most interesting part
of the book goes to page !
Explain why this part of the book won. Why was it the most interesting part? What did the author do to make it so interesting? Include details from the book.
(Write the page numbers. Then briefly describe what happens in each part.)
3A
3B
page page page
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es
36�
Here are the nominees for best description:
Best DescriptionThe award for best description
goes to page !
Explain why this description won. What details make ita strong description? What words or phrases stand out? Include examples from the book.
(Write the page numbers. Then write what each description is about.)
4A
4B
page page page
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es
37�
Here are the nominees for best .
Explain your decision. Include examples from the book.
(Think of a category for another award, such as funniest scene, best dialogue,most believable scene, and so on.)
5A
5B
Best The award for best
goes to .
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My
Book
of Lists
for Non
fiction
In this booklet, you’ll make lists of item
s that relateto
your nonfiction book: new w
ords, interesting facts,questions about the topic, and m
ore.
My N
ame:
Book Title:
Author:
38�
List five words from
the book that were new
to you.Look them
up in the dictionary. Write the definitions.
Word
Defin
ition
1.
2.
3.4.5.
Fiv
e W
ord
s
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39�
Writ
e fo
ur in
tere
stin
g fa
cts
that
you
lear
ned
from
the
book
.
1.
2.
3. 4.
Three V
isual
Aid
s
Four F
acts
Des
crib
e th
ree
help
ful p
hoto
grap
hs, i
llust
ratio
ns,
char
ts, m
aps,
or
othe
r vi
sual
aid
s fro
m th
e bo
ok.
Writ
e th
e pa
ge n
umbe
r of
eac
h.
1.
2.
3.
page
page
page
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ourc
es
40�
Write tw
o questions you still have about this topic.
1.
2.
One R
ev
iew
Tw
o Q
uestio
ns
Write one book review
explaining why you w
ould(or
would not) tell others to read this book.
1.
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41�
Rea
de
r’s
Re
po
rt C
ard
Her
e’s
your
cha
nce
to b
e th
e te
ache
r an
d gr
ade
your
non
fictio
n bo
ok. I
n th
is b
ookl
et, y
ou w
ill g
ive
your
boo
k gr
ades
for
orga
niza
tion,
vis
ual a
ids,
writ
ing
styl
e, a
nd m
ore.
Exp
lain
why
you
gav
eea
ch g
rade
, usi
ng e
xam
ples
from
the
book
.
My
Nam
e:
Book
Titl
e:
Aut
hor:
7
Iw
ould
/w
ould
not
(CIR
CLE
ON
E)re
com
men
d th
is b
ook
to o
ther
rea
ders
.
Her
e’s
why
:
My
Re
com
me
nd
atio
n
AK
nock
ed
my
sock
s of
f!
BG
ood
wor
k!
CG
ot t
he j
ob d
one
.
DN
ee
ds
impr
ove
me
nt.
FM
isse
d t
he t
arge
t.
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ourc
es
42�
16
The main ideas in a nonfiction book should keep
your interest from start to finish.
I give this book a grade of for interest level.
Here’s w
hy:
There is almost alw
ays room for im
provement!
Here are tw
o things that the author could havedone to m
ake this book even better:
1.
2.
Inte
rest L
evel
Imp
rovem
en
t
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43�
25
A n
onfic
tion
book
sho
uld
be in
form
ativ
e. T
hat
mea
ns it
sho
uld
give
a lo
t of i
nfor
mat
ion
abou
tits
topi
c.
I giv
e th
is b
ook
a gr
ade
of
for
info
rmat
ion.
Her
e’s
why
:
A n
onfic
tion
book
sho
uld
be w
ell o
rgan
ized
. The
orde
r of
info
rmat
ion
shou
ld m
ake
sens
e an
d be
easy
to fo
llow
.
I giv
e th
is b
ook
a gr
ade
of
for
orga
niza
tion.
Her
e’s
why
:
Info
rmat
ion
Org
aniz
atio
n
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44�
Many nonfiction books use photographs,
illustrations, maps, charts, and other visual aids
to give information.
I give this book a grade of for visual aids.
Here’s w
hy:
34
A nonfiction book should be w
ritten in aninteresting w
ay. The text should be lively anddescriptive, so that it brings the topic to life.
I give this book a grade of for w
riting style.
Here’s w
hy:
Visu
al Aid
sW
riting
Style
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45�
Imag
ine
that
you
are
a li
brar
ian.
W
ould
you
buy
this
boo
k fo
r yo
ur li
brar
y?U
se d
etai
ls fr
om th
e bo
ok to
sup
port
your
deci
sion
.
Non
fictio
n bo
oks
can
take
you
to a
ll ki
nds
of p
lace
s! W
here
did
you
r bo
ok ta
ke y
ou?
In th
is b
ookl
et, y
ou w
ill w
rite
abou
t wha
t you
saw
in y
our
book
and
wha
t you
lear
ned.
My
Nam
e:
Book
Titl
e:
Aut
hor:
Up,
Up,
an
d A
way
Wit
h N
on
fict
ion
!
7
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es
46�
Choose tw
o important places in your
book and write about each.
Place 1:
What did you learn about this place?
Fun fact about this place:
Do you have any questions you w
ould liketo
ask the author? Is there anything you’dlike to learn m
ore about? Write three
questions for the author.
Question 1:
Question 2:
Question 3:
16
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es
47�
Plac
e 2:
Wha
t did
you
lear
n ab
out t
his
plac
e?
Fun
fact
abo
ut th
is p
lace
:
Wha
t was
you
r fa
vorit
e pa
rt of
the
book
?D
escr
ibe
wha
t you
lear
ned
from
this
par
t of
the
book
and
why
you
like
d it.
25
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es
48�
Did you read about anyone in your book?
(Itcould be a person or an animal.)
What did you learn about this person
oranim
al?
Nam
e of person or animal:
I learned
Brainstorm a new
title and cover for thisbook. Tell w
hy you chose the title and what
type of illustration you would include.
New
title:
34
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Nonfiction books can help you learnabout a topic that interests you. Afterreading a nonfiction book, record theinformation you learned in this booklet.
My Name:
Book Title:
Author:
In Your Opinion…
An opinion is a statement that tellswhat someone thinks or feels aboutsomething. What do you think is theauthor’s opinion about the topic ofthis book? What is your opinion?
Author’s opinion:
Your opinion:
7
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50�
What’s the Main Idea?
What is the main idea of the book? (If the book is long, give the mainidea for one part or chapter.) What details support the main idea?
Main Idea:
Details:
It’s a Fact!
A fact is a statement that can beproved true. List three facts from thisbook. How might someone provethat each of these facts is true?
1.
2.
3.
6
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51�
Discover New Words
Find a word from the book that wasnew to you. What clues in the texthelped you understand the word’smeaning? Look up the word in thedictionary to check the definition.
Word:
Clues:
Definition:
A Picture Is Wortha Thousand Words
Choose an illustration, chart, orother visual aid that helped youunderstand a part of the book.Describe what it looked like andwhat it helped you understand.
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52�
Compare andContrast
Find two things, people, events,or ideas described in this book.Compare and contrast them.How are they alike? How arethey different?
Cause and Effect
A cause is the reason somethinghappens. An effect is the thingthat happens. Find an exampleof cause and effect in the book.Describe it here.
Cause:
Effect:
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Picture of a Person (or Animal)
2
Everyone loves to get a postcard! In this booklet,you’ll write three postcards about different thingsyou learned about in your nonfiction book.
(main place in your book)
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To begin, think about the importantthings that you read about. Thenchoose a person, a place, and anobject from your book. These will bethe subjects of your postcards.
Person
(If there were no people in your book,choose an animal or another topic.)
Place
Object
• On the front of the postcard, drawa picture of your subject.
• On the back, write a messagedescribing the subject. What did youlearn about it in the book?
• Then address each postcard tosomeone who would be interested inits subject. It could be someone youknow, someone famous, or someonefrom history!
1
Message About the Person (or Animal)
3
Dear ,
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Picture of a Place
4
Picture of an Object
6
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Message About the Place
5
Dear ,
,
Message About the Object
7
Dear ,
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Thin
k of
two
prod
ucts
or
serv
ices
that
rel
ate
to y
our
book
. The
n w
rite
an a
d fo
r ea
ch. I
nclu
de il
lust
ratio
ns.
My
Nam
e:
Book
Titl
e:
Aut
hor:
NO
NF
ICT
ION
NE
WS
PAP
ER
Con
grat
ulat
ions
! You
’ve
been
hire
d as
the
edito
rof
ane
wsp
aper
. You
r jo
b is
to c
reat
e a
new
spap
erab
out t
he to
pics
in y
our
nonf
ictio
n bo
ok.
From
new
s st
orie
s to
com
ic s
trips
, thi
s ne
wsp
aper
is a
plac
e to
sha
re th
e in
form
atio
n yo
u le
arne
dfro
m y
our
book
.
Adve
rtise
men
ts
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58�
16
Choose a m
ain idea or event in your book. Write a short
article that tells all about it. Include supporting details.
TO
DA
Y’S
In the space below, draw
a cartoon or comic strip
that shows an event in your book.
Co
MiC
s
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2
Dra
w a
pic
ture
that
illu
stra
tes
part
of th
e ar
ticle
. Writ
e a
capt
ion
belo
w it
. (A
cap
tion
expl
ains
wha
t is
happ
enin
gin
the
pict
ure.
)
TO
P S
TO
RY
5
Peop
le w
rite
lette
rs to
new
spap
ers
to e
xpre
ss th
eir
opin
ions
abo
ut d
iffer
ent t
opic
s. A
n op
inio
n st
ates
wha
tso
meo
ne fe
els
or th
inks
abo
ut s
omet
hing
. Cho
ose
ato
pic
or e
vent
in y
our
book
. The
n w
rite
a le
tter
that
expl
ains
you
r op
inio
n ab
out t
his
topi
c or
eve
nt.
Dea
r Editor, Sin
cere
ly,
Lett
er t
o th
e E
dito
r
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This section of the paper advertises homes, offices, and
land for sale. Choose one im
portant place in your bookand im
agine that it is for sale. Create an ad that
describes the place in a few sentences. D
raw a picture.
Real E
state
60�
3
This section of the newspaper advertises jobs that are
available. Think of a job that connects to the topic ofyour book. It can be real or im
aginary. Create an ad that
describes the job in a few sentences. D
raw a picture.
HE
LP W
AN
TE
D
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Questi
on:
Wha
t is
the
mos
tin
tere
stin
g ill
ustr
atio
n, c
hart
, or
oth
er v
isua
l aid
in
thi
s bo
ok?
Why
?
Questi
on:
Wha
t is
one
of
the
mos
t im
port
ant
plac
es in
the
boo
k?
Questi
on:
Wha
t ar
e th
ree
fasc
inat
ing
fact
sot
hers
mig
ht n
otkn
ow a
bout
thi
sbo
ok’s
topi
c?
Questi
on:
Wha
t is
the
mos
tim
port
ant
thin
g yo
u le
arne
dab
out
this
book
’sto
pic?
You’
ve b
een
sele
cted
as
an e
xper
ton
the
nonf
ictio
n bo
ok y
ou ju
st r
ead.
Read
the
ques
tions
and
then
writ
eth
e an
swer
s be
neat
h th
e fla
ps.
My
Nam
e:
Book
Titl
e:
Aut
hor:
Ask t
he
Exp
ert
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62�Th
e m
ost i
mpo
rtant
thin
g
I lea
rned
isFa
ct 1
:
Fact
2:
Fact
3:
An
impo
rtant
pla
ce is
The
mos
t int
eres
ting
visu
al
aid
is
It is
inte
rest
ing
beca
use
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63�
Writ
e yo
ur o
wn
ques
tion
here
:Q
uesti
on:
Wha
t is
the
m
ost
inte
rest
ing
part
of
this
boo
k?
Questi
on:
If yo
u co
uld
ask
the
auth
or o
nequ
estio
n ab
out
this
boo
k’s
topi
c,
wha
t w
ould
it b
e?
Questi
on:
How
do
you
thin
k th
e au
thor
re
sear
ched
th
is b
ook?
Inde
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ent R
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64�I t
hink
the
auth
orre
sear
ched
this
boo
k by
I wou
ld a
sk th
e au
thor
Th
e m
ost i
nter
estin
g pa
rt
of th
e bo
ok is
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ourc
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