Tools for Instruction Analyze Characters To analyze a literary text, students need to move from describing characters to inferring abstract qualities about them through their thoughts, words, and actions. Skillful readers use text evidence and text-to-self connections to make these judgments. However, as students encounter increasingly complex characters and more sophisticated text elements, such as flashbacks, they may begin to rely more heavily on judgments formed by their own experiences instead of text evidence. To help students develop as analytical readers, model and provide practice with using details in the text to support inferences about characters. Continue to encourage text-to-self connections to help students recognize that even other-worldly characters have relatable qualities. Three Ways to Teach Identify Character Traits 30–45 minutes To help students learn to make inferences about characters, begin by brainstorming traits that are commonly used to describe people. Then transfer those traits to characters in a current text. • Say, When we describe what people are like, we describe their traits. Traits do not describe the way people look. Traits are qualities we give to people based on things they say and ways they behave. For example, what are some clues that would tell you someone is shy? (He keeps to himself; He does not say a lot.) • Use students’ answers to emphasize that traits are inferred from the things people say and do. Then explain that readers make the same decisions about characters, based on the things they say and do in a story. Provide an example from a current text. • Work with students to brainstorm a list of common character traits. Use the following list for reference. shy easy-going mischievous bossy hopeful curious Character Traits loyal adventurous energetic grouchy bold brave cautious responsible confident • Have students work in pairs to identify the traits of characters in a current or recent text. Provide the following frame for support. I can tell that [character] is [trait] because [example from text]. • Direct students to use examples from the text, and not their personal opinions, to support their judgments. Support English Learners Character traits are abstract qualities, and students may need extra support with this language. Use simple, literal language to define each trait, and provide gestures, examples, and nonexamples to reinforce meaning. Invite students to tell or demonstrate the meaning of each trait as they understand it. i-Ready.com Reading Comprehension I Grades 4–5 I Analyze Characters I Page 1 of 3 ©Curriculum Associates, LLC Copying is permitted for classroom use. Tools for Instruction Use Character Details to Make Inferences 20–30 minutes Teach students to analyze characters by making inferences about what they think, say, and do. • Say, Authors provide details about characters through the things they think, say, and do. Readers use the details to make inferences about character traits. Remember that an inference is a decision readers make about something that is not said by combining what they read with what they know. • Display Character Chart (page 3), and read aloud a brief passage from a current text. Model identifying details about a character. See below, for example. In this chapter, we see that Nick is always first to the field, and he helps the coach get the equipment organized before the game. When we listen to what he says, we hear him say things like “Shake it off. You’ll do better next time.” He even tells the other team they played a great game. The narrator also mentions that Nick has fun playing, win or lose. All of these details suggest to me that Nick is a good sport, and he has a great attitude. • Record the details on the chart. Then discuss how the evidence can lead to more than one inference. For instance, these clues could also suggest that Nick is a good leader. • Have students practice independently by analyzing another character from the text. Then bring students together to discuss how they used details to make inferences. Take a Character’s Place 30–45 minutes Connect to Writing To help students see characters as relatable people, have them assume a character’s point of view and create a brief monologue based on a passage or event. Say, A monologue is a speech made by one character. It is usually delivered to an audience or to an imagined other character. Then have students choose a character from a current text and write a monologue as that character, based on a passage or event in the text. Clarify that in order for the monologue to be believable, students must use details in the text to figure out what their character would likely say, and how he or she would say it. Use prompts like these to help students think about the situation or event as the character experienced it. What did [character] do when ? What does this suggest about [character]? ? What does this say about [character’s] attitude? What did [character] say about ? What are the clues? How do you think [character] feels about Invite volunteers to share their monologues. Have classmates try to determine the character in each. Check for Understanding If you observe… Then try… difficulty seeing characters as relatable people i-Ready.com having students identify a trait about themselves and list three details to support it. To transfer the activity to text, identify a character. Ask, If you were this character, what trait would you have? What details support that? Reading Comprehension I Grades 4–5 I Analyze Characters I Page 2 of 3 ©Curriculum Associates, LLC Copying is permitted for classroom use. Tools for Instruction Name Character Chart What the character does What the character says How the character feels What I think about the character What the character does What the character says How the character feels What I think about the character i-Ready.com Reading Comprehension I Grades 4–5 I Analyze Characters I Page 3 of 3 ©Curriculum Associates, LLC Copying is permitted for classroom use.
