Strategy:
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Respond:
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Focus:
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Focus:
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Read:
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Strategy:
Read:
Section 5
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Section 4
Reading Response Trifolds © Jennifer Cerra-Johansson Scholastic Teaching Resources • page 91
Reading Response Trifolds for 40 Favorite Chapter Books © Jennifer Cerra-Johansson Scholastic Teaching Resources • page 91
Date __________________
Name ______________________
Author:
Title:
Section 1
Read:
Section 2
Read:
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Section 3
Strategy:
Read:
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Strategy:
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Focus:
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Focus:
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Respond:
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Respond:
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Respond:
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Focus:
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Strategy:
Reading Response Trifolds © Jennifer Cerra-Johansson Scholastic Teaching Resources • page 92
Reading Response Trifolds for 40 Favorite Chapter Books © Jennifer Cerra-Johansson Scholastic Teaching Resources • Page 92
Strategy:
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Respond:
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Focus:
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Focus:
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Read:
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Strategy:
Read:
Section 5
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Section 4
Reading Response Trifolds © Jennifer Cerra-Johansson Scholastic Teaching Resources • page 93
Reading Response Trifolds for 40 Favorite Chapter Books © Jennifer Cerra-Johansson Scholastic Teaching Resources • page 93
Date __________________
Name ______________________
Author:
Title:
Section 1
Read:
Section 2
Read:
____________________
Section 3
Strategy:
Read:
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Strategy:
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Focus:
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Focus:
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Respond:
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Respond:
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Respond:
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Focus:
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Strategy:
Reading Response Trifolds © Jennifer Cerra-Johansson Scholastic Teaching Resources • page 94
Reading Response Trifolds for 40 Favorite Chapter Books © Jennifer Cerra-Johansson Scholastic Teaching Resources • Page 94
Trifolds in Action
Using trifolds as part of my guided-reading instruction has proven to be an effective way to teach and reinforce reading strategies.
To introduce or review a particular section’s strategy, I begin by asking students to tell me what they know or remember about the
strategy. I follow up this discussion with a “think-aloud,” where I read from a text, apply the strategy, and share my thought process
out loud. This model provides students with an internal dialogue they can apply when reading independently.
You might say the following when doing a think-aloud for each strategy:
Predict
Visualize
• What do you think will happen if _________________?
• How do you think the story might end?
•
•
•
•
Question
Analyze Cause and Effect
• What do you think will happen next?
• I think the character will _________________.
What did you see in your mind as you read?
How did you picture the character?
What do you imagine the setting looked like?
What do these details show?
• How did the characters affect each other?
• How did a character’s actions affect the story events?
• How might things have turned out differently if _____________?
• Why did the author include this section?
• Why did the character do that?
• Why did that happen?
Make Connections
Make Inferences
• How does the character feel?
•
•
•
•
•
Find the Main Idea
Use Context Clues
• What was the most important part?
• What key event or events stand out in your mind?
• Why is the chapter title a good one for this chapter?
• What other word would make sense here?
• What clues do you see in the sentence?
• What might this mean?
• What do you think the character meant?
• Why did he/she do that?
• What does this show us?
What does this story/event/part remind you of?
When have you had a similar experience?
Have you ever felt this way?
Does this character remind you of someone you know?
Have you ever been to a place like this?
Evaluate
•
•
•
•
•
What did you like or dislike?
How did you feel as you read?
What was your favorite/least favorite part?
Do you agree with _____________ ?
What lesson did you learn from the story?
After going over a reading strategy, we continue by previewing the Focus question in the same section. Students then read a
small amount of the text, keeping that question in mind. While students read silently, I spend a few minutes with each students,
listening to them read aloud. This enables me to help students improve their fluency, expression, and decoding skills.
Once students have finished reading the entire section and have answered the Respond section independently, they share
their responses with the group. As they share, I can assess their understanding of the material, and students can work through any
confusion on the spot.
The trifolds serve as both an instructional tool and a management technique. I generally have four or five different guidedreading groups going in my classroom each day—using four or five different books. Remembering specific story events and which
strategies would best suit a section of text can be challenging without a system in place. Preparing these trifolds ahead of time consistently helps my guided-reading groups run smoothly and efficiently. Using them has enabled me to meet the diverse needs of my
students. Children love guided-reading time because they have the opportunity to read quality literature at their independent reading levels, and interact with the text and the teacher.
Using the trifolds in the context of guided reading offers students a smooth transition to using them during independent
reading—enhancing their experience and developing a joy of reading.
7
Reading Response Trifolds for 40 Favorite Chapter Books © Jennifer Cerra-Johansson Scholastic Teaching Resources
Side A
How to Assemble a Trifold
Read: Pages 42–53
Strategy:
Strategy:
Monitor Your
Understanding
As you read, use a
sticky note to mark a place that
confused you. Page _____
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Read: Pages 30–41
Strategy:
Make Inferences
As you read, use a sticky
note to mark a place where
Amelia misunderstands what to
do. Page _____
As you read, use a sticky
note to mark a place where
Amelia does something silly.
Page _____
_________________________________
_________________________________
_________________________________
Was your question answered by the
end of today’s reading? _________
Predict
Focus:
Focus:
Flip through the first
few pages of the story. Write
a question that came to your
mind.
Respond: Why didn’t the
Rogerses fire Amelia Bedelia for
making so many mistakes?
_________________________________
Read: Pages 18–29
Strategy:
Question
Focus:
As you read, use a sticky
note to mark a place that shows
how Mr. and Mrs. Rogers felt
when they saw what Amelia
had done while they were gone.
Page _____
Focus:
_________________________________
Strategy:
Find the Main Idea
Focus:
Respond: What did Mrs. Rogers
mean when she asked Amelia to
“dress the chicken”?
Section 3
Read: Pages 6–17
Read: Pages 54–64
Amelia Bedelia
To assemble the reading response trifolds
so they appear back-to-back (as they
do in the book), you’ll need access to a
copier that makes double-sided copies.
Then, follow these easy steps:
Respond: What do you think
Amelia is going to do with the
bits of ribbon she has gathered?
Respond: When Mrs. Rogers
wrote that Amelia should “draw
the drapes,” what did she want
Amelia to do?
_________________________________
_________________________________
_________________________________
Respond: What is Amelia
Bedelia’s new job?
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by Peggy Parish
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Name ______________________
Date __________________
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figure 1
Side A
Side B
Section 5
Section 4
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Strategy:
Strategy:
Monitor Your
Understanding
Amelia Bedelia
Find the Main Idea
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Focus:
As you read, use a sticky
note to mark a place that shows
how Mr. and Mrs. Rogers felt
when they saw what Amelia
had done while they were gone.
Page _____
Focus:
As you read, use a
sticky note to mark a place that
confused you. Page _____
Respond: What did Mrs. Rogers
mean when she asked Amelia to
“dress the chicken”?
Respond: Why didn’t the
Rogerses fire Amelia Bedelia for
making so many mistakes?
Respond: What is Amelia
Bedelia’s new job?
_________________________________
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_________________________________
_________________________________
_________________________________
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_________________________________
_________________________________
Was your question answered by the
end of today’s reading? _________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Respond: What do you think
Amelia is going to do with the
bits of ribbon she has gathered?
Respond: When Mrs. Rogers
wrote that Amelia should “draw
the drapes,” what did she want
Amelia to do?
As you read, use a sticky
note to mark a place where
Amelia misunderstands what to
do. Page _____
Focus: As you read, use a sticky
note to mark a place where
Amelia does something silly.
Page _____
_________________________________
Strategy:
_________________________________
_________________________________
_________________________________
_________________________________
Focus: Flip through the first
few pages of the story. Write
a question that came to your
mind.
_________________________________
by Peggy Parish
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Focus:
_________________________________
Question
4. F
eed pages through a photocopier set to
create 1 double-sided page from
2 single-sided pages.
Read: Pages 54–64
_________________________________
3. F
lip one of the pages so that the pages
are oriented in opposite directions.
(See figure 2.)
Read: Pages 42–53
Strategy:
Make Inferences
_________________________________
Strategy:
2. P
lace one page on top of the other.
They should both be facing up.
_________________________________
_________________________________
Predict
_________________________________
Name ______________________
Date __________________
_________________________________
_________________________________
Read: Pages 6–17
Read: Pages 18–29
Section 1
Read: Pages 30–41
Section 2
1. Print both trifold pages. (See figure 1.)
Side B
Section 2
Section 1
Section 5
Section 4
Section 3
figure 2
5. Distribute a trifold sheet to each student.
6. D
irect them to place the side with the title panel
facedown. Then they should fold the panels so that
the title page ends up on top, similar to a brochure.
(See figure 3.)
Section
Section 5
Section 4
Section
4
Read:
5
Read:
Amelia
4
Pages 54–6
Main
Find the
Your
Monitor
nding
a
read, use that
As you
a place
to mark
sticky note
e _____
you. Pag
used
conf
. Rogers
t did Mrs
to
Wha
:
Respond n she asked Amelia
mean whe
ken”?
_
the chic
“dress
________
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_
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_
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_
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_
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_
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_
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_
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_
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_
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________
________
Strategy:
Understa
Focus:
Strategy:
sticky
, use a
you read
shows
Focus: As
place that
Amelia Bedelia
Find the Main Idea
a sticky
As you read, use
that shows
note to mark a place
Rogers felt
how Mr. and Mrs.
Amelia
when they saw what
were gone.
had done while they
Page _____
Focus:
Rogers
Respond: What did Mrs.
Amelia to
mean when she asked
“dress the chicken”?
_______________
__________________
_______________
__________________
_______________
_________
_________
_______________
__________________
_______________
__________________
_______________
__________________
Parish _______________
_________
by Peggy_________
_______________
__________________
_______________
__________________
_______________
__________________
____ ______
_________
___
__________________
______
______
______
___
Name _____________________
____________
___
______
_______________
Date ___
__________________
_______________
__________________
Respond: Why didn’t the for
Bedelia
Rogerses fire Amelia
mistakes?
making so many
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
_______________
__________________
by Peggy Parish
________
Name ______________
____
Date ______________
figure 3
If you don’t have access to a copier that makes double-sided copies, you can
glue or staple the pages back to back before distributing them to students.
(See figures 4 and 5.) Then students can continue directly to steps 6 and 7.
Side A
Side B
Read: Pages 42–53
Focus:
As you read, use a
sticky note to mark a place that
confused you. Page _____
Respond:
What did Mrs. Rogers
mean when she asked Amelia to
“dress the chicken”?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Strategy:
Section 5
Section 4
Read: Pages 42–53
Read: Pages 54–64
Strategy: Monitor Your
Understanding
Find the Main Idea
Focus:
As you read, use a sticky
note to mark a place that shows
how Mr. and Mrs. Rogers felt
when they saw what Amelia
had done while they were gone.
Page _____
Focus:
staple
Respond: Why didn’t the
Rogerses fire Amelia Bedelia for
making so many mistakes?
As you read, use a
sticky note to mark a place that
confused you. Page _____
Respond:
What did Mrs. Rogers
mean when she asked Amelia to
“dress the chicken”?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
by Peggy Parish
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Read: Pages 54–64
Amelia Bedelia
Amelia Bedelia
Strategy: Monitor Your
Understanding
Side A
Side B
Section 5
Section 4
glue
Strategy:
a
Focus: As you read, use that
a place
sticky note to mark
_____
confused you. Page
mark a
felt
note to
. Rogers
and Mrs
t Amelia
how Mr.
saw wha
gone.
when they
they were
e while
had don
_
Page ____
’t the
Why didn
for
Respond: fire Amelia Bedelia
s
?
Rogerse
y mistakes
man
_
so
making
________
________
_
________
________
________
________
_____
________
____
____
____
________
_____
________
________
________
____
_
________
________
________
________
_
____
____
________
________
________
_
________
________
________
________
_
________
________
________
________
_____
________
________
________
____
_____
________
________
________
_
________
____
____
____
________
________
_____
________
____
____
____
________
________
________
Read: Pages 54–64
42–53
Strategy:
Idea
7. F
inally, have students follow the directions on each of
the panels to complete the reading response trifolds.
If students find they need more room to write or to illustrate,
they can use a separate sheet of paper and attach it to the
trifold with a stapler.
Tip
Read: Pages
Bedelia
Monitor Your
Understanding
3
Pages 42–5
_________________________________
Name ______________________
Date __________________
_________________________________
_________________________________
_________________________________
_________________________________
Strategy:
Find the Main Idea
Focus:
As you read, use a sticky
note to mark a place that shows
how Mr. and Mrs. Rogers felt
when they saw what Amelia
had done while they were gone.
Page _____
Respond:
Why didn’t the
Rogerses fire Amelia Bedelia for
making so many mistakes?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
by Peggy Parish
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Name ______________________
Date __________________
_________________________________
figure 5
figure 4
10
Reading Response Trifolds for 40 Favorite Chapter Books © Jennifer Cerra-Johansson Scholastic Teaching Resources