READING COMP TPT

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READING READING READING READING COMPREHENSION COMPREHENSION COMPREHENSION COMPREHENSION MIDDLE SCHOOL MIDDLE SCHOOL MIDDLE SCHOOL MIDDLE SCHOOL FOLDABLES, FOLDABLES, FOLDABLES, FOLDABLES, GRAPHIC ORGANIZERS AND GRAPHIC ORGANIZERS AND GRAPHIC ORGANIZERS AND GRAPHIC ORGANIZERS AND WORKSHEETS WORKSHEETS WORKSHEETS WORKSHEETS 75 PAGES!!! 75 PAGES!!! 75 PAGES!!! 75 PAGES!!! PLOT PLOT PLOT PLOT - SETTING SETTING SETTING SETTING - CONFLICT CONFLICT CONFLICT CONFLICT CHARACTER CHARACTER CHARACTER CHARACTER COMPARE AND CONTRAST COMPARE AND CONTRAST COMPARE AND CONTRAST COMPARE AND CONTRAST SUMMARIZING SUMMARIZING SUMMARIZING SUMMARIZING FIGURATIVE LANGUAGE FIGURATIVE LANGUAGE FIGURATIVE LANGUAGE FIGURATIVE LANGUAGE AND MORE!!! AND MORE!!! AND MORE!!! AND MORE!!!

Transcript of READING COMP TPT

Page 1: READING COMP TPT

READING READING READING READING COMPREHENSIONCOMPREHENSIONCOMPREHENSIONCOMPREHENSION

MIDDLE SCHOOLMIDDLE SCHOOLMIDDLE SCHOOLMIDDLE SCHOOL FOLDABLES, FOLDABLES, FOLDABLES, FOLDABLES, GRAPHIC ORGANIZERS AND GRAPHIC ORGANIZERS AND GRAPHIC ORGANIZERS AND GRAPHIC ORGANIZERS AND

WORKSHEETS WORKSHEETS WORKSHEETS WORKSHEETS

75 PAGES!!!75 PAGES!!!75 PAGES!!!75 PAGES!!!

PLOT PLOT PLOT PLOT ---- SETTING SETTING SETTING SETTING ---- CONFLICTCONFLICTCONFLICTCONFLICT CHARACTERCHARACTERCHARACTERCHARACTER

COMPARE AND CONTRASTCOMPARE AND CONTRASTCOMPARE AND CONTRASTCOMPARE AND CONTRAST SUMMARIZINGSUMMARIZINGSUMMARIZINGSUMMARIZING

FIGURATIVE LANGUAGEFIGURATIVE LANGUAGEFIGURATIVE LANGUAGEFIGURATIVE LANGUAGE AND MORE!!!AND MORE!!!AND MORE!!!AND MORE!!!

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READING READING READING READING COMPREHENSIONCOMPREHENSIONCOMPREHENSIONCOMPREHENSION

FOLDABLES, FOLDABLES, FOLDABLES, FOLDABLES, GRAPHIC ORGANIZERSGRAPHIC ORGANIZERSGRAPHIC ORGANIZERSGRAPHIC ORGANIZERS, AND , AND , AND , AND WORKSHEETS FOR MIDDLE SCHOOLWORKSHEETS FOR MIDDLE SCHOOLWORKSHEETS FOR MIDDLE SCHOOLWORKSHEETS FOR MIDDLE SCHOOL

This package contains a variety of Reading This package contains a variety of Reading This package contains a variety of Reading This package contains a variety of Reading Comprehension activities designed specifically Comprehension activities designed specifically Comprehension activities designed specifically Comprehension activities designed specifically

for the Middle School grades. for the Middle School grades. for the Middle School grades. for the Middle School grades.

All activities are classroom tested and include All activities are classroom tested and include All activities are classroom tested and include All activities are classroom tested and include creative handouts, creative handouts, creative handouts, creative handouts, information sheets, detailed information sheets, detailed information sheets, detailed information sheets, detailed

instructions, templates, and rubrics!instructions, templates, and rubrics!instructions, templates, and rubrics!instructions, templates, and rubrics!

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This creative and engaging This creative and engaging This creative and engaging This creative and engaging 75757575 pagepagepagepage package package package package includes the following:includes the following:includes the following:includes the following:

• Character Cubes: Students use the included Character Cubes: Students use the included Character Cubes: Students use the included Character Cubes: Students use the included template to create 3D cubes that illustrate template to create 3D cubes that illustrate template to create 3D cubes that illustrate template to create 3D cubes that illustrate and describe a character. Completed cubes and describe a character. Completed cubes and describe a character. Completed cubes and describe a character. Completed cubes can be stacked or hung from the ceiling, and can be stacked or hung from the ceiling, and can be stacked or hung from the ceiling, and can be stacked or hung from the ceiling, and makemakemakemake great classroom displays! Template great classroom displays! Template great classroom displays! Template great classroom displays! Template and rubric included!and rubric included!and rubric included!and rubric included!

• Character Descriptions: Students choose a Character Descriptions: Students choose a Character Descriptions: Students choose a Character Descriptions: Students choose a character from the novel and use the character from the novel and use the character from the novel and use the character from the novel and use the provided space to illustrate and describe provided space to illustrate and describe provided space to illustrate and describe provided space to illustrate and describe them. A great way for students to practice them. A great way for students to practice them. A great way for students to practice them. A great way for students to practice pulling details from text. pulling details from text. pulling details from text. pulling details from text.

• WhWhWhWhat Would Your Character Do? Students at Would Your Character Do? Students at Would Your Character Do? Students at Would Your Character Do? Students choose a character from the novel and choose a character from the novel and choose a character from the novel and choose a character from the novel and answer a set of “What Ifanswer a set of “What Ifanswer a set of “What Ifanswer a set of “What If…????”””” questions. This questions. This questions. This questions. This activity really gets students thinking activity really gets students thinking activity really gets students thinking activity really gets students thinking ““““outside of the boxoutside of the boxoutside of the boxoutside of the box””””! ! ! !

• Characterization Chart: Students learn about Characterization Chart: Students learn about Characterization Chart: Students learn about Characterization Chart: Students learn about direct and indirect direct and indirect direct and indirect direct and indirect presentation, and use that presentation, and use that presentation, and use that presentation, and use that information to complete a chart on a information to complete a chart on a information to complete a chart on a information to complete a chart on a character from the novelcharacter from the novelcharacter from the novelcharacter from the novel

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• Types of Character Foldable: Students learn Types of Character Foldable: Students learn Types of Character Foldable: Students learn Types of Character Foldable: Students learn about different types of characters about different types of characters about different types of characters about different types of characters (Protagonist, Antagonist, Static, Flat, (Protagonist, Antagonist, Static, Flat, (Protagonist, Antagonist, Static, Flat, (Protagonist, Antagonist, Static, Flat, Round, and Dynamic), and create a foRound, and Dynamic), and create a foRound, and Dynamic), and create a foRound, and Dynamic), and create a foldable ldable ldable ldable displaying what they have learned. displaying what they have learned. displaying what they have learned. displaying what they have learned. Students cut out the template on the dotted Students cut out the template on the dotted Students cut out the template on the dotted Students cut out the template on the dotted lines, staple it together, and fill in their lines, staple it together, and fill in their lines, staple it together, and fill in their lines, staple it together, and fill in their information. Excellent for test review! Full information. Excellent for test review! Full information. Excellent for test review! Full information. Excellent for test review! Full template, types of character notes, and template, types of character notes, and template, types of character notes, and template, types of character notes, and detailed foldable construction instrudetailed foldable construction instrudetailed foldable construction instrudetailed foldable construction instructions ctions ctions ctions included!included!included!included!

• Protagonist and Antagonist Notes: A set of Protagonist and Antagonist Notes: A set of Protagonist and Antagonist Notes: A set of Protagonist and Antagonist Notes: A set of notes on Protagonist and Antagonist is notes on Protagonist and Antagonist is notes on Protagonist and Antagonist is notes on Protagonist and Antagonist is included. Students read over the teacher included. Students read over the teacher included. Students read over the teacher included. Students read over the teacher version, and use it to fill in their own blank version, and use it to fill in their own blank version, and use it to fill in their own blank version, and use it to fill in their own blank note template. Examples included!note template. Examples included!note template. Examples included!note template. Examples included!

• Protagonist and Antagonist Protagonist and Antagonist Protagonist and Antagonist Protagonist and Antagonist Activity: Activity: Activity: Activity: Students use this blank worksheet to Students use this blank worksheet to Students use this blank worksheet to Students use this blank worksheet to illustrate and describe a protagonist and illustrate and describe a protagonist and illustrate and describe a protagonist and illustrate and describe a protagonist and antagonist. You can have students choose a antagonist. You can have students choose a antagonist. You can have students choose a antagonist. You can have students choose a character from a specific story, or have character from a specific story, or have character from a specific story, or have character from a specific story, or have them choose (or create!) one of their own.them choose (or create!) one of their own.them choose (or create!) one of their own.them choose (or create!) one of their own.

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• Plot Plot Plot Plot ---- Important Events: Important Events: Important Events: Important Events: Students use the Students use the Students use the Students use the space provided on this handout to describe space provided on this handout to describe space provided on this handout to describe space provided on this handout to describe and illustrate key events from the novel. A and illustrate key events from the novel. A and illustrate key events from the novel. A and illustrate key events from the novel. A great review activity!great review activity!great review activity!great review activity!

• Create Your Own Bookmark: Students use Create Your Own Bookmark: Students use Create Your Own Bookmark: Students use Create Your Own Bookmark: Students use this template to create their own bookmark this template to create their own bookmark this template to create their own bookmark this template to create their own bookmark from the novel, according to a list of critefrom the novel, according to a list of critefrom the novel, according to a list of critefrom the novel, according to a list of criteria. ria. ria. ria. A great review tool for students to reflect A great review tool for students to reflect A great review tool for students to reflect A great review tool for students to reflect back on what they have read!back on what they have read!back on what they have read!back on what they have read!

• The 5W’s: Students use the space provided The 5W’s: Students use the space provided The 5W’s: Students use the space provided The 5W’s: Students use the space provided on this handout to record information on a on this handout to record information on a on this handout to record information on a on this handout to record information on a key scene in the novel, using the 5W’s of key scene in the novel, using the 5W’s of key scene in the novel, using the 5W’s of key scene in the novel, using the 5W’s of Who, What, Where, When, and Why.Who, What, Where, When, and Why.Who, What, Where, When, and Why.Who, What, Where, When, and Why.

• Twenty QuestioTwenty QuestioTwenty QuestioTwenty Questions Activity: Students use ns Activity: Students use ns Activity: Students use ns Activity: Students use this handout to create and answer 20 this handout to create and answer 20 this handout to create and answer 20 this handout to create and answer 20 questions about the novel. A great test questions about the novel. A great test questions about the novel. A great test questions about the novel. A great test review activity!review activity!review activity!review activity!

• Dear Diary: Students choose a character Dear Diary: Students choose a character Dear Diary: Students choose a character Dear Diary: Students choose a character from the novel and write a diary entry from the novel and write a diary entry from the novel and write a diary entry from the novel and write a diary entry about a key scene from their point of view. about a key scene from their point of view. about a key scene from their point of view. about a key scene from their point of view. A great A great A great A great creative writing activity!creative writing activity!creative writing activity!creative writing activity!

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• Create Your Own Action Figure and Play Create Your Own Action Figure and Play Create Your Own Action Figure and Play Create Your Own Action Figure and Play Set: An excellent unit project! Students Set: An excellent unit project! Students Set: An excellent unit project! Students Set: An excellent unit project! Students imagine that they work for a toy company, imagine that they work for a toy company, imagine that they work for a toy company, imagine that they work for a toy company, and choose a character and scene from the and choose a character and scene from the and choose a character and scene from the and choose a character and scene from the novel and to create their own novel and to create their own novel and to create their own novel and to create their own action figure action figure action figure action figure and play and play and play and play set!set!set!set!

• Conflict Information Sheet: A page of Conflict Information Sheet: A page of Conflict Information Sheet: A page of Conflict Information Sheet: A page of information describing different types of information describing different types of information describing different types of information describing different types of conflictconflictconflictconflict

• Conflict Foldable: Students create a foldable Conflict Foldable: Students create a foldable Conflict Foldable: Students create a foldable Conflict Foldable: Students create a foldable describing the different types of conflict. describing the different types of conflict. describing the different types of conflict. describing the different types of conflict. This is an excellent hands on activity that This is an excellent hands on activity that This is an excellent hands on activity that This is an excellent hands on activity that makes a great study tool!makes a great study tool!makes a great study tool!makes a great study tool! Template Template Template Template included!included!included!included!

• Conflict Illustrations: Students use this Conflict Illustrations: Students use this Conflict Illustrations: Students use this Conflict Illustrations: Students use this sheet to illustrate and describe the main sheet to illustrate and describe the main sheet to illustrate and describe the main sheet to illustrate and describe the main type of conflict in their reading.type of conflict in their reading.type of conflict in their reading.type of conflict in their reading.

• Venn Diagram Foldable: Students can use Venn Diagram Foldable: Students can use Venn Diagram Foldable: Students can use Venn Diagram Foldable: Students can use this foldable to compare and contrast two this foldable to compare and contrast two this foldable to compare and contrast two this foldable to compare and contrast two different things. Template anddifferent things. Template anddifferent things. Template anddifferent things. Template and instructions instructions instructions instructions for this cool foldable are included! for this cool foldable are included! for this cool foldable are included! for this cool foldable are included!

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• Genre Notes:Genre Notes:Genre Notes:Genre Notes: Several pages of notes on Several pages of notes on Several pages of notes on Several pages of notes on genre are included. Blank student genre are included. Blank student genre are included. Blank student genre are included. Blank student templates for students to fill out are also templates for students to fill out are also templates for students to fill out are also templates for students to fill out are also included. included. included. included.

• Elements of Literature Notes: Elements of Literature Notes: Elements of Literature Notes: Elements of Literature Notes: Several Several Several Several pages of information relating to each pages of information relating to each pages of information relating to each pages of information relating to each element (conflict, foreshadowing, etc.) are element (conflict, foreshadowing, etc.) are element (conflict, foreshadowing, etc.) are element (conflict, foreshadowing, etc.) are organized into an easy to read table. A organized into an easy to read table. A organized into an easy to read table. A organized into an easy to read table. A blank student version is included. These blank student version is included. These blank student version is included. These blank student version is included. These notes can be applied to ANY novel or short notes can be applied to ANY novel or short notes can be applied to ANY novel or short notes can be applied to ANY novel or short story!story!story!story!

• Know, Wonder, Discover, Learn:Know, Wonder, Discover, Learn:Know, Wonder, Discover, Learn:Know, Wonder, Discover, Learn: Students Students Students Students use this graphic organizer for pre and post use this graphic organizer for pre and post use this graphic organizer for pre and post use this graphic organizer for pre and post reading. Before reading, students write reading. Before reading, students write reading. Before reading, students write reading. Before reading, students write down what they already know and what down what they already know and what down what they already know and what down what they already know and what they hope to learn about (wonder). After they hope to learn about (wonder). After they hope to learn about (wonder). After they hope to learn about (wonder). After reading, students write about what they reading, students write about what they reading, students write about what they reading, students write about what they have discovered and what they want to have discovered and what they want to have discovered and what they want to have discovered and what they want to learlearlearlearn more about. An excellent graphic n more about. An excellent graphic n more about. An excellent graphic n more about. An excellent graphic organizer that can be used in many ways, organizer that can be used in many ways, organizer that can be used in many ways, organizer that can be used in many ways, with both fiction and nonwith both fiction and nonwith both fiction and nonwith both fiction and non----fiction text!fiction text!fiction text!fiction text!

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• Series of Events Chains: Students use this Series of Events Chains: Students use this Series of Events Chains: Students use this Series of Events Chains: Students use this graphic organizer to show the order that graphic organizer to show the order that graphic organizer to show the order that graphic organizer to show the order that things unfold in a story or article. A great things unfold in a story or article. A great things unfold in a story or article. A great things unfold in a story or article. A great way to show the order of important plot way to show the order of important plot way to show the order of important plot way to show the order of important plot points in a short story or novel or to points in a short story or novel or to points in a short story or novel or to points in a short story or novel or to remember the way events happened in a remember the way events happened in a remember the way events happened in a remember the way events happened in a nonnonnonnon----fictifictifictifiction article. A great universal on article. A great universal on article. A great universal on article. A great universal resource that can be used in many ways! resource that can be used in many ways! resource that can be used in many ways! resource that can be used in many ways!

• Setting Worksheet: Students use this Setting Worksheet: Students use this Setting Worksheet: Students use this Setting Worksheet: Students use this worksheet to record and illustrate worksheet to record and illustrate worksheet to record and illustrate worksheet to record and illustrate important information about the time, important information about the time, important information about the time, important information about the time, place, and atmosphere of their story.place, and atmosphere of their story.place, and atmosphere of their story.place, and atmosphere of their story.

• Compare and Contrast Compare and Contrast Compare and Contrast Compare and Contrast ---- Before and Before and Before and Before and After: After: After: After: Students use this cute template to compare Students use this cute template to compare Students use this cute template to compare Students use this cute template to compare and contrast a character or setting. Space is and contrast a character or setting. Space is and contrast a character or setting. Space is and contrast a character or setting. Space is provided for an illustration and description. provided for an illustration and description. provided for an illustration and description. provided for an illustration and description. For example, you may wish to have your For example, you may wish to have your For example, you may wish to have your For example, you may wish to have your students write about the way a character students write about the way a character students write about the way a character students write about the way a character has changed from the beginning ohas changed from the beginning ohas changed from the beginning ohas changed from the beginning of a story f a story f a story f a story or novel to the end.or novel to the end.or novel to the end.or novel to the end.

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• Blank Foldable Templates: Several blank Blank Foldable Templates: Several blank Blank Foldable Templates: Several blank Blank Foldable Templates: Several blank foldable templates are included. These can be foldable templates are included. These can be foldable templates are included. These can be foldable templates are included. These can be used in an unlimited number of ways! used in an unlimited number of ways! used in an unlimited number of ways! used in an unlimited number of ways! Students simply cut out the templates, fold, Students simply cut out the templates, fold, Students simply cut out the templates, fold, Students simply cut out the templates, fold, and use them to record their information. and use them to record their information. and use them to record their information. and use them to record their information. Use them to write down characteristics of Use them to write down characteristics of Use them to write down characteristics of Use them to write down characteristics of sssspecific characters, setting details, important pecific characters, setting details, important pecific characters, setting details, important pecific characters, setting details, important plot points, vocabulary words, etc. Students plot points, vocabulary words, etc. Students plot points, vocabulary words, etc. Students plot points, vocabulary words, etc. Students love using foldables because they give them love using foldables because they give them love using foldables because they give them love using foldables because they give them the opportunity to show their learning in a the opportunity to show their learning in a the opportunity to show their learning in a the opportunity to show their learning in a handshandshandshands----on way that is exciting and different. on way that is exciting and different. on way that is exciting and different. on way that is exciting and different. Teachers love them because thTeachers love them because thTeachers love them because thTeachers love them because they are ey are ey are ey are creative and can be used in so many creative and can be used in so many creative and can be used in so many creative and can be used in so many different ways! Templates for a long ticket different ways! Templates for a long ticket different ways! Templates for a long ticket different ways! Templates for a long ticket foldable (3 fold), short ticket foldable (4 foldable (3 fold), short ticket foldable (4 foldable (3 fold), short ticket foldable (4 foldable (3 fold), short ticket foldable (4 fold), picket fence foldable (4 fold), thin fold), picket fence foldable (4 fold), thin fold), picket fence foldable (4 fold), thin fold), picket fence foldable (4 fold), thin picket fence foldable (6 fold), 4 page tab picket fence foldable (6 fold), 4 page tab picket fence foldable (6 fold), 4 page tab picket fence foldable (6 fold), 4 page tab book foldable, 6 page tab book foldabbook foldable, 6 page tab book foldabbook foldable, 6 page tab book foldabbook foldable, 6 page tab book foldable, and le, and le, and le, and matchbook foldable are included!matchbook foldable are included!matchbook foldable are included!matchbook foldable are included!

• Sensory Figure Character Comparison: Sensory Figure Character Comparison: Sensory Figure Character Comparison: Sensory Figure Character Comparison: Students use this graphic organizer to Students use this graphic organizer to Students use this graphic organizer to Students use this graphic organizer to compare two characters. On the human body compare two characters. On the human body compare two characters. On the human body compare two characters. On the human body outline, they draw half of each character. In outline, they draw half of each character. In outline, they draw half of each character. In outline, they draw half of each character. In the boxes beside the body, students describe the boxes beside the body, students describe the boxes beside the body, students describe the boxes beside the body, students describe whwhwhwhat the characters think, feel, and hear.at the characters think, feel, and hear.at the characters think, feel, and hear.at the characters think, feel, and hear.

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• Sensory Figure Character Description: Sensory Figure Character Description: Sensory Figure Character Description: Sensory Figure Character Description: Students use this graphic organizer to Students use this graphic organizer to Students use this graphic organizer to Students use this graphic organizer to describe a character. On the human body describe a character. On the human body describe a character. On the human body describe a character. On the human body outline, they draw the character. In the outline, they draw the character. In the outline, they draw the character. In the outline, they draw the character. In the boxes beside the body, students describe boxes beside the body, students describe boxes beside the body, students describe boxes beside the body, students describe whatwhatwhatwhat the character thinks, feels, and hears.the character thinks, feels, and hears.the character thinks, feels, and hears.the character thinks, feels, and hears.

• Character Library Pocket Foldable: Students Character Library Pocket Foldable: Students Character Library Pocket Foldable: Students Character Library Pocket Foldable: Students create a library pocket style foldable create a library pocket style foldable create a library pocket style foldable create a library pocket style foldable describing describing describing describing a character from their readinga character from their readinga character from their readinga character from their reading. . . . Students cut out, fold, and glue the library Students cut out, fold, and glue the library Students cut out, fold, and glue the library Students cut out, fold, and glue the library pocket together. Students then describe pocket together. Students then describe pocket together. Students then describe pocket together. Students then describe thethethethe character on the included lined paper sheet, character on the included lined paper sheet, character on the included lined paper sheet, character on the included lined paper sheet, and insert the sheet into the library pocket. and insert the sheet into the library pocket. and insert the sheet into the library pocket. and insert the sheet into the library pocket. A paper squareA paper squareA paper squareA paper square gets glued on the front, with gets glued on the front, with gets glued on the front, with gets glued on the front, with a student illustration ofa student illustration ofa student illustration ofa student illustration of thethethethe character.character.character.character.

• Compare and Contrast Compare and Contrast Compare and Contrast Compare and Contrast ---- Three Way Venn Three Way Venn Three Way Venn Three Way Venn Diagram: Students can use this uniDiagram: Students can use this uniDiagram: Students can use this uniDiagram: Students can use this universal versal versal versal graphic organizer to compare and contrast graphic organizer to compare and contrast graphic organizer to compare and contrast graphic organizer to compare and contrast three different things. three different things. three different things. three different things.

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• Summary Guide: Students use this step by Summary Guide: Students use this step by Summary Guide: Students use this step by Summary Guide: Students use this step by step graphic organizer to summarize a short step graphic organizer to summarize a short step graphic organizer to summarize a short step graphic organizer to summarize a short story or novel. Special note paper (one for a story or novel. Special note paper (one for a story or novel. Special note paper (one for a story or novel. Special note paper (one for a short story and one for are novel) to short story and one for are novel) to short story and one for are novel) to short story and one for are novel) to write write write write and illustrate student summaries are and illustrate student summaries are and illustrate student summaries are and illustrate student summaries are included!included!included!included!

• Figurative Language Notes: Detailed notes Figurative Language Notes: Detailed notes Figurative Language Notes: Detailed notes Figurative Language Notes: Detailed notes on figurative language, with examples, are on figurative language, with examples, are on figurative language, with examples, are on figurative language, with examples, are included. A teacher copy and a blank included. A teacher copy and a blank included. A teacher copy and a blank included. A teacher copy and a blank student copy for students to fill in are student copy for students to fill in are student copy for students to fill in are student copy for students to fill in are included. Great for novels, short stoincluded. Great for novels, short stoincluded. Great for novels, short stoincluded. Great for novels, short stories, and ries, and ries, and ries, and poetry!poetry!poetry!poetry!

• Figurative Language Book Project: Students Figurative Language Book Project: Students Figurative Language Book Project: Students Figurative Language Book Project: Students use these included templates to create a book use these included templates to create a book use these included templates to create a book use these included templates to create a book on figurative language. For each page of the on figurative language. For each page of the on figurative language. For each page of the on figurative language. For each page of the book, students must define a figurative book, students must define a figurative book, students must define a figurative book, students must define a figurative language term and provide examples..language term and provide examples..language term and provide examples..language term and provide examples.. When When When When complete, students staple the templates complete, students staple the templates complete, students staple the templates complete, students staple the templates together to make a book. A great review together to make a book. A great review together to make a book. A great review together to make a book. A great review activity, or extension project to go along activity, or extension project to go along activity, or extension project to go along activity, or extension project to go along with the figurative language notes (above).with the figurative language notes (above).with the figurative language notes (above).with the figurative language notes (above).

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CHARACTERIZATION CHARTCHARACTERIZATION CHARTCHARACTERIZATION CHARTCHARACTERIZATION CHART There are four ways that authors develop characters:

1) Physical description of character • The boy had blond hair and blue eyes.

2) Words and actions of character • “I am nice” said the boy, as he helped the old lady across the

street.

3) What others say about character • “That boy is nice” said the boy’s teacher.

4) Direct commentary about character by narrator • The boy is nice.

Choose a character and analyze them using the chart below. NAME OF CHARACTER:NAME OF CHARACTER:NAME OF CHARACTER:NAME OF CHARACTER:

Physical AppearancePhysical AppearancePhysical AppearancePhysical Appearance Actions and WordsActions and WordsActions and WordsActions and Words What others sayWhat others sayWhat others sayWhat others say Direct CommentaryDirect CommentaryDirect CommentaryDirect Commentary

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CHARACTER CUBESCHARACTER CUBESCHARACTER CUBESCHARACTER CUBES Using the attached template, you are required to create a cube of illustrations and information about a character. Written components must be free of spelling and grammar errors. All illustrations must be full color. There should be no white space on your cube!

REQUIREMENTSREQUIREMENTSREQUIREMENTSREQUIREMENTS

SIDE ONE: SIDE ONE: SIDE ONE: SIDE ONE: TITLETITLETITLETITLE This side should include a full color title, displaying the name of your character. SIDE TWO: SIDE TWO: SIDE TWO: SIDE TWO: IMAGEIMAGEIMAGEIMAGE This should include a full color image of your character SIDE THREE: SIDE THREE: SIDE THREE: SIDE THREE: CHARACTER DESCRIPTIONCHARACTER DESCRIPTIONCHARACTER DESCRIPTIONCHARACTER DESCRIPTION This should include detailed information about what your character looks like. SIDES FOUR: WHAT OTHER PEOPLE SAYSIDES FOUR: WHAT OTHER PEOPLE SAYSIDES FOUR: WHAT OTHER PEOPLE SAYSIDES FOUR: WHAT OTHER PEOPLE SAY This should include detailed information about what other people say about your character. SIDE FIVE: SIDE FIVE: SIDE FIVE: SIDE FIVE: ACTIONS ACTIONS ACTIONS ACTIONS This should include detailed information about the actions of your character SIDE SIX: SIDE SIX: SIDE SIX: SIDE SIX: FAVORITE SCENEFAVORITE SCENEFAVORITE SCENEFAVORITE SCENE This should include detailed information about your favorite scene involving your character.

PUTTING IT ALL TOGETHERPUTTING IT ALL TOGETHERPUTTING IT ALL TOGETHERPUTTING IT ALL TOGETHER

When you have completed your cube, cut it out, fold it along the dotted lines, and glue it together. This assignment is due on: It will be marked out of 65, according to the attached rubric.

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CHARACTER CHARACTER CHARACTER CHARACTER CUBE CUBE CUBE CUBE

TEMPLATETEMPLATETEMPLATETEMPLATE

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CHARACTER CUBE CHARACTER CUBE CHARACTER CUBE CHARACTER CUBE MARKING KEYMARKING KEYMARKING KEYMARKING KEY

Not Yet Within Expectations

Meets Expectations (Minimum)

Fully Meets Expectations

Exceeds Expectations

Written Components

No descriptive words. Many spelling,

punctuation or tense errors. Poor sentences

Some descriptive writing. Some

spelling, punctuation or tense errors. Simple

sentences

Clear, descriptive writing. No spelling, punctuation or tense

errors. Complete sentences

Variety of clear, descriptive sentences. No mechanical errors.

High interest level.

Illustrations Simple, little colour Accurate, colour Accurate, clear design, colour

Accurate, clear and interesting design,

full-colour

Overall Incomplete

Construction Complete Well Done! Wow!!

Name Marked By

Not Yet Within

Expectations Meets Expectations

(Minimum) Fully Meets

Expectations Exceeds Expectations

SIDE ONE 1…2…3 4…5…6 7…8 9…10

SIDE TWO 1…2…3 4…5…6 7…8 9…10

SIDE THREE 1…2…3 4…5…6 7…8 9…10

SIDE FOUR 1…2…3 4…5…6 7…8 9…10

SIDE FIVE 1…2…3 4…5…6 7…8 9…10

SIDE SIX 1…2…3 4…5…6 7…8 9…10

Overall Presentation 1…2 …3… …4… …5…

Page 16: READING COMP TPT

CHARACTER DESCRIPTIONS

Use the Use the Use the Use the space below to illustrate and describe a character space below to illustrate and describe a character space below to illustrate and describe a character space below to illustrate and describe a character

from the story.from the story.from the story.from the story.

DESCRIPTIONDESCRIPTIONDESCRIPTIONDESCRIPTION ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________

ILLUSTRATIONILLUSTRATIONILLUSTRATIONILLUSTRATION

Page 17: READING COMP TPT

WHAT WOULD YOUR CHARACTER DO? A character’s actions can say a lot about them. Choose a character and use the space below to describe how you think they would react in the following situations. The character wins the lottery:The character wins the lottery:The character wins the lottery:The character wins the lottery:

________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The character gets stuck in traffic on the way to an important appointment:The character gets stuck in traffic on the way to an important appointment:The character gets stuck in traffic on the way to an important appointment:The character gets stuck in traffic on the way to an important appointment: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________ The character is contacted by a local charity and asked to donate money:The character is contacted by a local charity and asked to donate money:The character is contacted by a local charity and asked to donate money:The character is contacted by a local charity and asked to donate money: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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TYPES OF CHARACTERS

PROTAGONISTPROTAGONISTPROTAGONISTPROTAGONIST is the main character. This does not mean that he/she is a "good guy." ANTAGONISTANTAGONISTANTAGONISTANTAGONIST is whatever the protagonist is up against. This does not mean that the antagonist is a human being, or even a living thing. FLAT CHARACTERSFLAT CHARACTERSFLAT CHARACTERSFLAT CHARACTERS are not fully developed; we know only one side of the character. ROUND CHARACTERSROUND CHARACTERSROUND CHARACTERSROUND CHARACTERS are fully-developed, with many traits--bad and good--shown in the story. We feel that we know the character so well that he or she has become a real person. STATIC CHARASTATIC CHARASTATIC CHARASTATIC CHARACTERSCTERSCTERSCTERS do not learn or change much as they go through the events of the story. DYNAMIC CHARACTERSDYNAMIC CHARACTERSDYNAMIC CHARACTERSDYNAMIC CHARACTERS do learn and change as a result of the events of the story.

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TYPES OF CHARACTERS

TYPES OF CHARACTER FOLDABLE INSTRUCTIONS:TYPES OF CHARACTER FOLDABLE INSTRUCTIONS:TYPES OF CHARACTER FOLDABLE INSTRUCTIONS:TYPES OF CHARACTER FOLDABLE INSTRUCTIONS: Cut out both templates. Cut along dotted lines. Staple template one on top of template two. On each strip, write the type of character. Fold back the strip, and write and definition on the space underneath.

TE

MP

LA

TE

ON

E

TE

MP

LA

TE

TW

O

Page 20: READING COMP TPT

PROTAGONIST AND

ANTAGONIST

PROTAGONIST:PROTAGONIST:PROTAGONIST:PROTAGONIST: The protagonist is the main character in a story, novel, drama, or other literary work. The protagonist is the character that the reader or audience empathizes with.

ANTAGONIST:ANTAGONIST:ANTAGONIST:ANTAGONIST: The antagonist opposes the protagonist. The antagonist is often referred to as the villain.

EXAMPLE: EXAMPLE: EXAMPLE: EXAMPLE: “Little Red Riding Hood” PROTAGONIST:PROTAGONIST:PROTAGONIST:PROTAGONIST: Little Red Riding Hood ANTAGONIST:ANTAGONIST:ANTAGONIST:ANTAGONIST: Wolf

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PROTAGONIST AND

ANTAGONIST

PROTAGONIST:PROTAGONIST:PROTAGONIST:PROTAGONIST: ___________________________________ _________________________________________________

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ANTAGONISANTAGONISANTAGONISANTAGONIST:T:T:T: _____________________________________ _________________________________________________________

_________________________________________________________

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EXAMPLE: EXAMPLE: EXAMPLE: EXAMPLE: _________________________________

PROTAGONIST:PROTAGONIST:PROTAGONIST:PROTAGONIST: _________________________________

ANTAGONIST:ANTAGONIST:ANTAGONIST:ANTAGONIST: _________________________________

Page 22: READING COMP TPT

PROTAGONIST AND

ANTAGONIST

PROTAGONIST ANTAGONIST

DESCRIPTION OF

PROTAGONIST

DESCRIPTION OF

ANTAGONIST

NAME OF CHARACTERS

PROTAGONIST:

ANTAGONIST:

Page 23: READING COMP TPT

THE 5 W’S

Complete the boxes below by filling in important details about what Complete the boxes below by filling in important details about what Complete the boxes below by filling in important details about what Complete the boxes below by filling in important details about what is going on in your story.is going on in your story.is going on in your story.is going on in your story.

WHO?

WHAT?

WHERE?

WHEN?

WHY?

Page 24: READING COMP TPT

CREATE YOUR OWN BOOKMARK

Use the spaces on the bookmark to fill in important information about the story. Make sure to color it and make it look beautiful! When you are done, you can cut it out and use it!

BOX ONE:

• Write the name of the book and the author in this space. BOX TWO:

• Draw a favourite character from the story in this space. BOX THREE:

• Write about your favourite part of the story BOX FOUR:

• Draw a picture of your favourite part of the story.

Page 25: READING COMP TPT

TWENTY QUESTIONS

Use the space below to write and answer twenty questions Use the space below to write and answer twenty questions Use the space below to write and answer twenty questions Use the space below to write and answer twenty questions about the story.about the story.about the story.about the story.

QUESTIONQUESTIONQUESTIONQUESTION ANSWERANSWERANSWERANSWER

Page 26: READING COMP TPT

DEAR DIARY…

Imagine you are a character from the story. Choose an important event from Imagine you are a character from the story. Choose an important event from Imagine you are a character from the story. Choose an important event from Imagine you are a character from the story. Choose an important event from the story, and write a diary entry from their point of view.the story, and write a diary entry from their point of view.the story, and write a diary entry from their point of view.the story, and write a diary entry from their point of view.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 27: READING COMP TPT

CREATE YOUR OWN ACTION FIGURE AND PLAYSET

An important toy company is interested in creating an exciting new line of action figures and play sets to go along with the story. Imagine you work for the company, and describe and draw prototypes in the space below.

ACTION FIGURE

PLAY SET

Page 28: READING COMP TPT

CONFLICTCONFLICTCONFLICTCONFLICT

CONFLICT:CONFLICT:CONFLICT:CONFLICT:

• Conflict is a crucial part of plot – a story needs to have a conflict in order to have a plot. Conflict is the opposition that faces the main character.

TYPES OF CONFLICT:TYPES OF CONFLICT:TYPES OF CONFLICT:TYPES OF CONFLICT:

• External - A struggle with a force outside one’s self

o Example: A man caught in a snow storm.

• Internal - A struggle with forces inside one’s self

o Example: A man trying to make a hard decision.

THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:

• Man vs. Man- The character struggles against other men, forces of nature, or animals.

o Example: A man facing a wild tiger

• Man vs. Circumstances- The character struggles against fate, or the circumstances of life facing them.

o Example: A man tries to rise above his station

• Man vs. Society- The character struggles against ideas, practices, or customs of others.

o Example: A rich young lady falls in love with a poor man, and she struggles with her family who oppose the union.

• Man vs. Himself- The character struggles with himself

o Example: A man struggles to make a difficult decision

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CONFLICTCONFLICTCONFLICTCONFLICT CONFLICT: CONFLICT: CONFLICT: CONFLICT: _______________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

TYPES OF CONFLICT:TYPES OF CONFLICT:TYPES OF CONFLICT:TYPES OF CONFLICT:

• External - ____________________________________________________________________________________________

o Example: ______________________________________________________________________________________

• Internal - ______________________________________________________________________________________________

o Example: ______________________________________________________________________________________

THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:THE TYPES OF CONFLICT FALL INTO THESE FOUR CATEGORIES:

• Man vs. Man- ________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________ o Example: ______________________________________________________________________________________

• Man vs. Circumstances- ___________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

o Example: ______________________________________________________________________________________

• Man vs. Society- _____________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________ o Example: ______________________________________________________________________________________

• Man vs. Himself- _____________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________ o Example: ______________________________________________________________

Page 30: READING COMP TPT

ELEMENTS ELEMENTS ELEMENTS ELEMENTS OF OF OF OF

LITERATURE:LITERATURE:LITERATURE:LITERATURE: CONFLICT FOLDABLECONFLICT FOLDABLECONFLICT FOLDABLECONFLICT FOLDABLE

Using the template provided, create a foldable to showcase the information you have learned about conflict. On each of the outer triangles, write a categorycategorycategorycategory of conflict. Describe the category category category category of conflict, with an example from a well known book or movie, on the inner triangles. On the inner square, write and explain the two different typestypestypestypes of conflict.

Page 31: READING COMP TPT

ELEMENTS OF ELEMENTS OF ELEMENTS OF ELEMENTS OF

LITERATURE:LITERATURE:LITERATURE:LITERATURE: CONFLICT FOLDABLECONFLICT FOLDABLECONFLICT FOLDABLECONFLICT FOLDABLE

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ELEMENTS OFELEMENTS OFELEMENTS OFELEMENTS OF

LITERATURE:LITERATURE:LITERATURE:LITERATURE: CONFLICT ILLUSTRATIONSCONFLICT ILLUSTRATIONSCONFLICT ILLUSTRATIONSCONFLICT ILLUSTRATIONS

What is the main type of conflict seen in the story? In the space below, illustrate the conflict. When your illustration is complete, write a paragraph describing the type of conflict.

DESCRIPTIONDESCRIPTIONDESCRIPTIONDESCRIPTION

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ILLUSTRATIONILLUSTRATIONILLUSTRATIONILLUSTRATION

Page 33: READING COMP TPT

ELEMENTS OF ELEMENTS OF ELEMENTS OF ELEMENTS OF

LITERATURE:LITERATURE:LITERATURE:LITERATURE: PLOTPLOTPLOTPLOT---- IMPORTANT EVENTSIMPORTANT EVENTSIMPORTANT EVENTSIMPORTANT EVENTS

Use the spaces below to illustrate and write about the story events that you think are most important.

Page 34: READING COMP TPT

BOOK GENRES

FICTION

GENRE Definition

Realistic

Fiction

• A made up story that could actually happen in real life.

Mystery • A story that is suspenseful and revolves around a mysterious event. This event is usually solved by the time the story ends.

Fantasy • An imaginary story that contains magical elements

Science

fiction

• A fantasy story that uses technological elements, such as computers or robots

Traditional

literature

• Stories that are passed down from generation to generation. This category includes myths, legends, and fairy tales.

Historical

fiction

• A story that takes place during a certain historical time period. While the time periods are real, the stories and characters are made up.

Page 35: READING COMP TPT

BOOK GENRES

FICTION

GENRE Definition

Realistic

Fiction

Mystery

Fantasy

Science

fiction

Traditional

literature

Historical

fiction

\

Page 36: READING COMP TPT

BOOK GENRES

NON - FICTION

GENRE Definition

Autobiography • A true story about the life of an individual that they have written themselves

Biography • A true story about the life of an individual that someone else has written.

Informational • A book that provides facts. For example, a factual book about trains, dinosaurs, or bugs.

Page 37: READING COMP TPT

BOOK GENRES

NON - FICTION

GENRE Definition

Autobiography

Biography

Informational

Page 38: READING COMP TPT

BOOK GENRES

other

GENRE Definition

Poetry • A written form of feelings or expression using a certain rhyme scheme or style.

Page 39: READING COMP TPT

BOOK GENRES

other

GENRE Definition

Poetry

Page 40: READING COMP TPT

ELEMENTS OF

LITERATURE: NOTES

SETTINGSETTINGSETTINGSETTING

• The setting is where the story takes place

• Setting may include geographical location, time period, and socioeconomic characteristics

CHARACTERSCHARACTERSCHARACTERSCHARACTERS

• Protagonist – Main character • Antagonist – Character or force that causes conflict for the main character

• Foil – Character that provides a contrast to the main character

PLOTPLOTPLOTPLOT

• Structure of events within story • Propels the story forward

THEMETHEMETHEMETHEME

• The main message or idea of the piece

POINT OF VIEW: POINT OF VIEW: POINT OF VIEW: POINT OF VIEW:

FIRST PERSONFIRST PERSONFIRST PERSONFIRST PERSON

• Narrator is a character in the story who can only reveal personal thoughts and feelings, and what he/she sees or is told by other characters.

Page 41: READING COMP TPT

POINT OF VIEW: POINT OF VIEW: POINT OF VIEW: POINT OF VIEW:

THIRD PERSON THIRD PERSON THIRD PERSON THIRD PERSON

OBJECTIVEOBJECTIVEOBJECTIVEOBJECTIVE

• Narrator is an outsider who can only reveal what they see or hear. Can tell us what is happening, but not the thoughts and feelings of characters

POINT OF VIEW: POINT OF VIEW: POINT OF VIEW: POINT OF VIEW:

THIRD PERSON THIRD PERSON THIRD PERSON THIRD PERSON

LIMITEDLIMITEDLIMITEDLIMITED

• Narrator is an outsider who sees into the minds of one character

POINT OF VIEW: POINT OF VIEW: POINT OF VIEW: POINT OF VIEW:

OMNISCIENTOMNISCIENTOMNISCIENTOMNISCIENT

• Narrator is “god-like” and all knowing • Narrator can see into the minds of all characters

FORESHADOWFORESHADOWFORESHADOWFORESHADOW

• Author drops subtle hints about events to happen later in the story

Page 42: READING COMP TPT

CONFLICTCONFLICTCONFLICTCONFLICT

• Man vs Man – Problem between two characters

• Man vs Nature – Problem between character and force of nature

• Man vs Society – Problem with character and social traditions or concepts

• Man vs Self – Character struggles with inner confusion or fears

Page 43: READING COMP TPT

ELEMENTS OF

LITERATURE: NOTES

SETTINGSETTINGSETTINGSETTING

CHARACTERSCHARACTERSCHARACTERSCHARACTERS

PLOTPLOTPLOTPLOT

THEMETHEMETHEMETHEME

Page 44: READING COMP TPT

POINT OF POINT OF POINT OF POINT OF VIEW: VIEW: VIEW: VIEW:

FIRST PERSONFIRST PERSONFIRST PERSONFIRST PERSON

POINT OF VIEW: POINT OF VIEW: POINT OF VIEW: POINT OF VIEW:

THIRD PERSON THIRD PERSON THIRD PERSON THIRD PERSON

OBJECTIVEOBJECTIVEOBJECTIVEOBJECTIVE

POINT OF VIEW: POINT OF VIEW: POINT OF VIEW: POINT OF VIEW:

THIRD PERSON THIRD PERSON THIRD PERSON THIRD PERSON

LIMITEDLIMITEDLIMITEDLIMITED

POINT OF VIEW: POINT OF VIEW: POINT OF VIEW: POINT OF VIEW:

OMNISCIENTOMNISCIENTOMNISCIENTOMNISCIENT

FORESHADOWFORESHADOWFORESHADOWFORESHADOW

Page 45: READING COMP TPT

CONFLICTCONFLICTCONFLICTCONFLICT

Page 46: READING COMP TPT

KNOW-WONDER-DISCOVER-LEARN

WHAT WE KNOW WHAT WE WONDER WHAT WE DISCOVERED

WHAT WE STILL NEED TO LEARN

Page 47: READING COMP TPT

SERIES OF EVENTS CHAINS

Page 48: READING COMP TPT

SETTING Record important information about the setting of your novel on the included table.

When you are done, provide a full color picture of the setting in the space below.

SETTING

TIME

PLACE

ATMOSPHERE

Page 49: READING COMP TPT

LONG TICKET FOLDABLE TEMPLATE

CUT OUT AND FOLD ALONG DOTTED LINES

Page 50: READING COMP TPT

SHORT TICKET FOLDABLE TEMPLATE

CUT OUT AND FOLD ALONG DOTTED LINES

Page 51: READING COMP TPT

PICKET FENCE FOLDABLE TEMPLATE

CUT OUT AND FOLD ALONG DOTTED LINE

Page 52: READING COMP TPT

THIN PICKET FENCE FOLDABLE TEMPLATE

CUT OUT AND FOLD ALONG DOTTED LINE

Page 53: READING COMP TPT

FOUR PAGE TABBED BOOK FOLDABLE TEMPLATE

CUT OUT AND STAPLE TOGETHER.

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Page 55: READING COMP TPT

SIX PAGE TABBED BOOK FOLDABLE TEMPLATE

CUT OUT AND STAPLE TOGETHER.

Page 56: READING COMP TPT
Page 57: READING COMP TPT
Page 58: READING COMP TPT

MATCHBOOK FOLDABLE TEMPLATE

CUT OUT AND FOLD ALONG DOTTED LINE

Page 59: READING COMP TPT

BEFORE AND AFTERBEFORE AND AFTERBEFORE AND AFTERBEFORE AND AFTER:::: COMPARE AND COMTRASTCOMPARE AND COMTRASTCOMPARE AND COMTRASTCOMPARE AND COMTRAST

BEFORE BEFORE BEFORE BEFORE ______________________________________

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AFTERAFTERAFTERAFTER ______________________________________

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_

Page 60: READING COMP TPT

CHARACTER LIBRARY POCKET FOLDABLECHARACTER LIBRARY POCKET FOLDABLECHARACTER LIBRARY POCKET FOLDABLECHARACTER LIBRARY POCKET FOLDABLE

ILLUSTRATIONILLUSTRATIONILLUSTRATIONILLUSTRATION

DESCRIPTIONDESCRIPTIONDESCRIPTIONDESCRIPTION

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Page 61: READING COMP TPT

VENN DIAGRAM FOLDABLE VENN DIAGRAM FOLDABLE VENN DIAGRAM FOLDABLE VENN DIAGRAM FOLDABLE INSTRUCTIONS:INSTRUCTIONS:INSTRUCTIONS:INSTRUCTIONS: Cut out template one and two. Staple template one on top of template two. Write the two things you are contrasting on each circle. Cut along the dotted lines and flip up the tabs. Under each tab, write about the ways your topics are alike and different.

DIFFERENT DIFFERENT SAME

TEMPLATE ONE

TEMPLATE TWO

Page 62: READING COMP TPT

COMPARING AND COMPARING AND COMPARING AND COMPARING AND

CONTRASTINGCONTRASTINGCONTRASTINGCONTRASTING

Page 63: READING COMP TPT

CHARACTER COMPARISONCHARACTER COMPARISONCHARACTER COMPARISONCHARACTER COMPARISON

I THINK… I THINK…

I FEEL… I FEEL…

I HEAR… I HEAR…

Page 64: READING COMP TPT

SENSORY FIGURE CHARACTER SENSORY FIGURE CHARACTER SENSORY FIGURE CHARACTER SENSORY FIGURE CHARACTER DESCRIPTIONDESCRIPTIONDESCRIPTIONDESCRIPTION

I THINK…

I FEEL…

I HEAR…

Page 65: READING COMP TPT

SUMMARY ORGANIZER

Someone

Wanted

BUT

SO

Who is the main character?Who is the main character?Who is the main character?Who is the main character? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did the main character want?What did the main character want?What did the main character want?What did the main character want? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What was the problem faced by the main character?What was the problem faced by the main character?What was the problem faced by the main character?What was the problem faced by the main character? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did the main character What did the main character What did the main character What did the main character do to try and solve the do to try and solve the do to try and solve the do to try and solve the problem?problem?problem?problem? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 66: READING COMP TPT

THEN

SUMMARY ____________________________________________________________________________

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How was the problem solved?How was the problem solved?How was the problem solved?How was the problem solved? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 67: READING COMP TPT

STORY SUMMARY ________________________________________

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NOVEL SUMMARY ________________________________________

________________________________________

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Page 69: READING COMP TPT

FIGURATIVE LANGUAGE FIGURATIVE LANGUAGE FIGURATIVE LANGUAGE FIGURATIVE LANGUAGE

DEVICEDEVICEDEVICEDEVICE DefinitionDefinitionDefinitionDefinition EXAMPLEEXAMPLEEXAMPLEEXAMPLE

METAPHORMETAPHORMETAPHORMETAPHOR A cA cA cA comparison between omparison between omparison between omparison between two unlike things using two unlike things using two unlike things using two unlike things using “like” or “as”“like” or “as”“like” or “as”“like” or “as”

• Our oldest son is Our oldest son is Our oldest son is Our oldest son is the star of the the star of the the star of the the star of the familyfamilyfamilyfamily

• The boy was a The boy was a The boy was a The boy was a gazelle when he gazelle when he gazelle when he gazelle when he raced down the raced down the raced down the raced down the tracktracktracktrack

similesimilesimilesimile A comparison between A comparison between A comparison between A comparison between two unlike things using two unlike things using two unlike things using two unlike things using “like” or “as”“like” or “as”“like” or “as”“like” or “as”

• He was as cold He was as cold He was as cold He was as cold as a popsicleas a popsicleas a popsicleas a popsicle

• Her hair Her hair Her hair Her hair rippled rippled rippled rippled like waves on an like waves on an like waves on an like waves on an oceanoceanoceanocean

personificationpersonificationpersonificationpersonification Giving human qualities Giving human qualities Giving human qualities Giving human qualities to something that is to something that is to something that is to something that is not humannot humannot humannot human

• The pen danced The pen danced The pen danced The pen danced across the pageacross the pageacross the pageacross the page

• The wind The wind The wind The wind whispered whispered whispered whispered through the through the through the through the treestreestreestrees

onomatopoeiaonomatopoeiaonomatopoeiaonomatopoeia A sound that is spelledA sound that is spelledA sound that is spelledA sound that is spelled • Ding DongDing DongDing DongDing Dong • BuzzBuzzBuzzBuzz

AlliterationAlliterationAlliterationAlliteration The repetition of tThe repetition of tThe repetition of tThe repetition of the he he he first letter of wordsfirst letter of wordsfirst letter of wordsfirst letter of words

• The mesmerizing The mesmerizing The mesmerizing The mesmerizing moonlight was moonlight was moonlight was moonlight was mysteriousmysteriousmysteriousmysterious

• The cute cat The cute cat The cute cat The cute cat cuddled up on cuddled up on cuddled up on cuddled up on the carpetthe carpetthe carpetthe carpet

oxymoronoxymoronoxymoronoxymoron The combination of The combination of The combination of The combination of opposite or opposite or opposite or opposite or contradictory ideas contradictory ideas contradictory ideas contradictory ideas and termsand termsand termsand terms

• The man was a The man was a The man was a The man was a wise foolwise foolwise foolwise fool

• Jumbo shrimpJumbo shrimpJumbo shrimpJumbo shrimp

HyperboleHyperboleHyperboleHyperbole Exaggeration for Exaggeration for Exaggeration for Exaggeration for special effectspecial effectspecial effectspecial effect

• IIII told you a told you a told you a told you a million timesmillion timesmillion timesmillion times

Page 70: READING COMP TPT

FIGURATIVE LANGUAGEFIGURATIVE LANGUAGEFIGURATIVE LANGUAGEFIGURATIVE LANGUAGE

DEVICEDEVICEDEVICEDEVICE DefinitionDefinitionDefinitionDefinition EXAMPLEEXAMPLEEXAMPLEEXAMPLE

METAPHORMETAPHORMETAPHORMETAPHOR

similesimilesimilesimile

personificationpersonificationpersonificationpersonification

onomatopoeiaonomatopoeiaonomatopoeiaonomatopoeia

AlliterationAlliterationAlliterationAlliteration

oxymoronoxymoronoxymoronoxymoron

HyperboleHyperboleHyperboleHyperbole

Page 71: READING COMP TPT

METAPHOR

Simile

DEFINITION: EXAMPLES:

DEFINITION: EXAMPLES:

Page 72: READING COMP TPT

Hyperbole

Oxymoron

DEFINITION: EXAMPLES:

DEFINITION: EXAMPLES:

Page 73: READING COMP TPT

Alliteration

personification

DEFINITION: EXAMPLES:

DEFINITION: EXAMPLES:

Page 74: READING COMP TPT

ONOMatopoeia

DEFINITION: EXAMPLES:

FIGURATIVE

LANGUAGE

BOOK

BY:

Page 75: READING COMP TPT

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