Reading Between the Lines
with
Chris Van Allsburg
A Junior / Intermediate Language Arts Unit
Comprehension Strategy Focus: Inferring
Created by: Jennifer Runde
Unit Introduction
Unit Overview
Reading Between the Lines with Chris Van Allsburg is a language arts unit
plan created to focus on the reading strategy of inferring (critical pathway).
Seven of Chris Van Allsburg‘s works are studied during this unit: The
Wretched Stone, The Garden of Abdul Gazasi, The Stranger, The Mysteries of
Harris Burdick, Just a Dream, The Polar Express, and The Sweetest Fig. The unit
spans 5 weeks, allowing for 40 minutes daily. Many of the activities are repeated
each week during the unit, allowing for teacher modelling, student practice, and
performance tasks. For the culminating task, students are read a text they are
unfamiliar with (The Sweetest Fig) and asked to answer 5 inference questions.
As each story is shown as a slideshow or projected onto the screen for
students to follow along, it coincides with shared reading expectations.
Student Tasks:
Common to all stories
 Weekly OQI (Observe / Question / Infer) charts where students record their
thinking on sticky notes than attach to chart paper.
 Weekly Reader Responses where they have to summarize the story and
reflect on an inferring question.
 Weekly oral discussion and written comprehension and inference questions.
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Other activities:
Inferring Venn Diagram
Character webs and charts
Persuasive paragraph writing
Narrative Journal entry
Drama activities
Choral Reading
Story in the Round
Illustrating a Story
Oral Presentations
Creating a Rubric
Peer Evaluation
Reflection
Assessment:
 Rubrics are included for all student activities
 Final unit assessment and rubric is included
Inferring and The Wretched Stone
by: Chris Van Allsburg
Day 1 – Oral Read and OQI Chart
Materials: The Wretched Stone, by Chris Van Allsburg, sticky notes, chart
paper, markers
Oral Reading:




Introduce book by reading the title and showing the
front cover illustration. Have the students predict
what the story is going to be about.
Tell students that at the end of the story, they will
be asked to record three things: an observation
(something they know), a question (something they
wonder), and an inference (something they think).
For the oral read portion, have enough copies of the
book for small groups, or show pages on a projector
so all students can see.
Teacher reads story aloud.
Activity:



Recreate the Observe,
Question, Infer (OQI)
graphic organizer (see right)
on large chart paper. Have
this done before the lesson.
When reading is complete,
have students record their
observation, question, and
inference on their sticky
notes, and have them post
their completed stickies on
the chart paper in the
appropriate columns.
Before the next class,
teacher should choose
around 5 examples from each
column to record on chart
paper.
Chris Van
Allsburg is a
master of the craft
of inferring. He is
a writer that tells
his stories by not
telling his stories.
He intentionally
wants to leak the
story slowly and
carefully onto the
page through both
his words and his
illustrations.
The Wretched Stone
Observe
Question
Infer
I know …
I wonder …
I think …
Ex. – I wonder
why the rock
had such an
effect on the
crew – why
was it so
powerful?
Ex. – I think
that the rock
was some kind
of electronic
device and
when the
lightning struck,
it knocked the
power out.
Ex. – I know that
reading seemed
to help the crew
recover from
their affliction.
Observe

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
I know that …
I learned that …
I found out that …
Question



I wonder why …
How does …
If …
Infer


I think …
Maybe …
Inferring and The Wretched Stone
by: Chris Van Allsburg
Day 2 – Discussion and Reflection
Materials: The Wretched Stone, by Chris Van Allsburg, OQI chart from Day 1,
active participation class list, OQI Response Organizer
Class Discussion:


Using the completed OQI chart from Day 1, orally
discuss responses under all three columns with whole
group. Be sure students support observations with
evidence from the text. Have them try to answer
questions. Respond to inferences using clues from
the author.
Record class participation on a class list – one check
for every meaningful contribution during discussion.
Activity:
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
Hand out OQI response graphic
organizer.
Have the students choose three
points from each column to
respond to.
Students will record the points on
the left side of the graphic
organizer and record their
reflections on the right side.
Encourage students to support
their reflections with evidence
from the text – how or why do
you think this?
Class Discussions are
the most common
method of adding
student voices to the
class. Their major
advantages are: (1)
the students
participate within the
flow of the class; (2)
students do not feel as
though they are
"centre stage" when
they speak from their
seats.
Vocabulary Extension:


Good readers use the strategy of
inferring when faced with words
they do not know the meaning of.
He or she uses clues from the text
(especially the sentence the word
is in) and/or clues from pictures to
form the meaning of the word.
Using only the text and pictures,
determine the meaning of the
following words from The Wretched
Stone:
wretched (June 14)
grave (June 15)
quarters (June 16)
alert (June 19)
scuttle (June 30)
Observe, Question, Infer Reflection
Story Title:_______________________________
Author:__________________________________
Point from chart
1. Observation
2. Observation
3. Observation
1. Question
2. Question
3. Question
1. Inference
2. Inference
3. Inference
Your Reflection
Inferring and The Wretched Stone
by: Chris Van Allsburg
Day 3 – Oral Read and Inferring the Author’s Message
Materials: The Wretched Stone, by Chris Van Allsburg, Author‟s Message Venn
Diagram – handouts and transparency, projector or overhead.
Oral Read:


Inform students that their purpose for reading this
morning is to determine the author‟s main message in
the story.
Reread The Wretched Stone to the class. Encourage
students to use their stickies to record any thoughts
or questions they may have while listening to the
story.
Oral Discussion:


The author‘s
message is often
found by ‗reading
between the lines.‘
When students
infer, they are
detectives, using
clues from the
story to find the
hidden message.
Central Theme Venn Diagram
Complete first part of activity before
engaging in oral discussion.
During the oral discussion, ask questions
to lead students to determine the
author‟s message (main idea) of the story:
The author says the stone is grey in
colour and part of it is flat and smooth
like glass. It glows and the crew is
hypnotized by it. What do you think it
could be? Why do you think the crew
became hypnotized by the rock? Why did
the crew turn into apes? Why did the
lightning storm affect the power of the
rock? How did reading help the crew
become „human‟ again? Discussion should
eventually lead students to the
realization that the stone was a TV and
that watching too much TV (or using too
much technology) can rob us of our human
qualities.
Activity:
 Using the overhead
projector, record
student responses to
„What the author says‟
and „What the author
doesn‟t say‟ as a group.
 After oral discussion,
have students fill in
„Author‟s Message‟
independently.
Central Theme Venn Diagram
Title:____________________________________
What the Author Says
What the Author Doesn’t Say
The
Author’s Message is
Inferring and The Wretched Stone
by: Chris Van Allsburg
Day 4 – Text Forms and Journal-Writing
Materials: The Wretched Stone, by Chris Van Allsburg, chart paper, markers,
drawing materials for illustrations
Class Discussion – Text Forms: Journal-Writing
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
Show a page from The Wretched Stone. What form
is this kind of writing? (journal writing)
Ask students what the features of this form of text
are. Record responses on chart paper. (dated, in
past tense, provides details of events or feelings,
written in first person, records daily happenings,
relatively brief entries, etc.)

Ask students why they think Chris Van Allsburg
chose to write the story in journal format. How
would the story be different if it was written in
regular narrative style?
Activity:
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
Reread the pages June 16th and June 19th to the
class. Show illustrations.
Tell students they are to write a journal entry for
one of the days between June 16th and 19th telling of
the daily happenings. They are to use the same
format and style as the author. Remind students to
remember the author‟s message when writing their
entry. Overall length should be 2 – 3 short
paragraphs.
Journal entries should be accompanied by an
illustration. Students should create a colourful
illustration for their entry, again trying to recreate
the author‟s style.
Completed journal
entries and
illustrations could be
used to create a
bulletin board
display. Scan and
print the day before
and after pages from
and story and place
on the far left and
right sides of the
board. Place student
entries in the middle.
Possible title:
Reading between the
Lines / Writing
between the Pages.
Assessment:
This activity could
be used for
assessment for
writing or visual art
expectations.
Journal Entry Assessment
Criteria
Level 4
Level 3
Level 2
Level 1
Content
(what the writer says and
the details used to support
the message)
Message is very clear,
focused, and well
developed.
Ideas are supported with
insightful and interesting
examples and details.
Message is clear,
focused and
adequately developed.
Most ideas are
supported with clear
examples and details.
Message is recognizable.
More details and examples
are needed to support the
main idea and/or provide a
focus.
Message is unclear.
Ideas are unsupported,
vague, or confusing.
Details and examples may
be inappropriate.
Organization
(the focus, organization,
and transitions used)
Composition is wellorganized and developed
logically.
Ideas and support arranged
in an effective pattern.
Composition has a
clear main idea and
follows a logical
sequence.
Ideas and support
arranged coherently.
Composition has a
recognizable main idea and
order.
Ideas are related to one
concept.
Composition is difficult to
figure out.
Ideas are poorly
supported or non-existent.
Ideas are unrelated or
unclear.
Conventions
(conventions of writing:
sentence structure, usage,
spelling, capitalization, and
punctuation)
Sentences are varied,
complete, and clear.
Word choices are vivid and
specific.
Most words are spelled
correctly.
Punctuation and
capitalization are correct.
Sentences are generally
correct but lack variety.
Most word choices are
correct but uninteresting.
Four or five words are
misspelled.
Four or five punctuation and
capitalization errors.
Sentences are incorrect
and/or simple structure.
Word choices are
inappropriate and
ineffective.
Many words are
misspelled.
Many punctuation and
capitalization errors.
Presentation
(overall layout, neatness,
choice of illustration,
interest)
Overall presentation is very
neat and well organized on
page.
Illustration compliments
journal entry creatively and
is finished with care and
attention to detail.
Sentences are
complete and show
some variety.
Most words choices
are effective.
Two or three
misspelled words.
Two or three
punctuation and
capitalization errors.
Overall presentation
is mostly neat and
well-organized on
page.
Illustration
compliments journal
entry and is finished
with care.
Overall presentation lacks
neatness in areas and space
is not used well on the page.
Illustration is completed,
but doesn‟t compliment
journal entry or lacks care
and attention to detail.
Overall presentation
appears incomplete.
Journal entry is illegible.
Illustration is missing or
incomplete.
Inferring and The Wretched Stone
by: Chris Van Allsburg
Day 5 – Oral Read and Reader Response (Assessment)
Materials: The Wretched Stone, by Chris Van Allsburg, reader response
journals, assessment rubric
Oral Read:



Explain to students that the purpose for
reading this morning is to write a Reader
Response – a summary and a reflection.
Because students will be writing a summary,
they may wish to keep notes of important
events and details on scrap paper.
Reread The Wretched Stone, by Chris Van
Allsburg to the class.
Reader Response:
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
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In reader response journals, using format
shown on the right, students will complete a
written response including a summary and
reflection.
Summary – summarize the story in 5 sentences
– use only the most important ideas.
Reflection – Post question on blackboard or
overhead: If the stone in the story was a
television, what is the author trying to tell us?
How does this relate to our everyday lives?
Use your own ideas and details from the story
to support your answer.
Did you know that on
average, children watch 4
hours of TV a day. That’s
28 hours a week!
Studies link too much time
in front of any screen
(television, computer, or
game) is linked to
childhood obesity.
As children spend more
time by themselves in front
of a TV, important skills
learned through play and
socialization are lost.
Title: The Wretched
Stone
Author: Chris Van Allsburg
Genre: Picture Book
Summary:
Reflection:
Rubric for Reading Response Journal
Criteria
Knowledge and
Understanding
The student‘s journal
entry demonstrates:
− the main idea and
supporting detail
− elements of story:
plot, characters,
setting
− characteristics of the
writing genre
Thinking
Through the journal
entry the student
identifies:
− processing skills
− personal opinion,
thoughts and/or
feelings about the text
- inferences about
character‘s thoughts /
feelings
Communication
The student‘s journal
entry communicates:
− expression and
organization of ideas
Level 1
Level 2
Level 3
Level 4
− limited knowledge of
content
− limited understanding
of content
− some knowledge of
content
− some understanding of
content
− considerable knowledge
of content
− ideas of some
complexity
− thorough knowledge of
content
− thorough understanding
of content
− processing skills with
limited effectiveness
− shows little or no
evidence of reflection
about what was read
− processing skills with
some effectiveness
− shows evidence of
some reflection about
reading
− reasoning that is
consistent and exhibits a
general level of
understanding
− shows evidence of a
general level of reflection
about reading
− complex ideas: shows
evidence of reflection and
deeper thinking about
reading
− reasoning that is
consistent and exhibits a
thorough level of
understanding
− a message that has
little or no clarity of
ideas, in simple terms
− the length of journal
entry is inconsistent
with the message
− with little or no
structure and/or logical
order
− a message that has
some clarity of ideas, in
simple terms
− the length of journal
entry is somewhat
appropriate to the
message
− journal is somewhat
structured and
demonstrates elements
of logical order
− a message that has a
general level of clarity and
specificity
− the length of journal
entry is appropriate to the
message
− the journal
demonstrates a general
level of structure and
logical order
− a message that
communicates a clear,
specific message
− the length of journal
entry is appropriate to the
message
− the journal is structured
and logical
Inferring and The Garden of Abdul Gasazi
by: Chris Van Allsburg
Day 1 – Oral Read and OQI Chart
Materials: The Garden of Abdul Gasazi, by Chris Van Allsburg, sticky notes, chart
paper, markers
Oral Reading:




Introduce book by reading the title and showing the
front cover illustration. Have the students predict
what the story is going to be about.
Tell students that at the end of the story, they will
be asked to record three things: an observation
(something they know), a question (something they
wonder), and an inference (something they think).
For the oral read portion, have enough copies of the
book for small groups, or show pages on a projector
so all students can see.
Teacher reads story aloud.
Activity:




Recreate the Observe,
Question, Infer (OQI)
graphic organizer (see right)
on large chart paper. Have
this done before the lesson.
When reading is complete,
have students record their
observation, question, and
inference on a sticky note.
Have students post their
completed stickies on the
chart paper in the
appropriate columns.
Before the next class,
teacher should choose
around 5 examples from each
column to record on chart
paper.
The Garden of
Abdul Gasazi was
Chris Van
Allsburg’s first
picture book.
He decided to
create a picture book
because he was
interested in
illustrations –
specifically
contrasting light and
dark.
The Garden of Abdul Gasazi
Observe
Question
Infer
I know …
I wonder …
I think …
Ex. – I wonder
if Abdul Gasazi
really used
magic on the
dog.
Ex. – I think
that Abdul
Gasazi really
turned the dog
into a duck,
otherwise, how
would he have
gotten the hat?
Ex. – I know that
the dog ended
up with the hat.
Observe



I know that …
I learned that …
I found out that …
Question



I wonder why …
How does …
If …
Infer


I think …
Maybe …
Inferring and The Garden of Abdul Gasazi
by: Chris Van Allsburg
Day 2 – Discussion and Reflection
Materials: The Garden of Abdul Gazasi, by Chris Van Allsburg, OQI chart from
Day 1, active participation class list, comprehension handout
Class Discussion:


Using the completed OQI chart from Day 1, orally
discuss responses under all three columns with whole
group. Be sure students support observations with
evidence from the text. Have them try to answer
questions. Respond to inferences using clues from
the author.
Record class participation on a class list – one check
for every meaningful contribution during discussion.
Comprehension Questions:

Students will complete higher-level thinking
guided questions to demonstrate comprehension
of the story (see next page):
• Why do you think Fritz breaks free of the leash to go
into Gasazi‟s garden? Do you think he knows what he is
doing?
• Why do you think Van Allsburg writes that Fritz
“barked with laughter” as he ran away from Alan? Is he
being mean spirited or just playful? How do you think
Alan is feeling at that moment?
• Do you think Gasazi really turned Fritz into a duck, or
was he, as Miss Hester said, playing a trick on Alan?
What in the book makes you think that?
Chris Van Allsburg
has been
challenging
readers to imagine
a world in which
everything may not
be exactly as it
seems. Mystery
intrudes often
into what we think
of as ―real life.‖
Remind students that
a level 4 answer
contains their own
ideas, details,
supporting evidence
from the text and
good vocabulary.
When giving
supporting evidence,
students can use the
author‘s own words by
inserting quotes into
their answers.
Students should read
over answers when
complete to ensure
answers are clear.
Comprehension Questions
1. Why do you think Fritz breaks free of the leash to go into Gasazi’s garden? Do you think
he knows what he is doing? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why do you think Van Allsburg writes that Fritz “barked with laughter” as he ran away
from Alan? Is he being mean-spirited or just playful? How do you think Alan is feeling at
that moment? Can you make a connection to how Alan is feeling?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Do you think Gasazi really turned Fritz into a duck, or was he, as Miss Hester said,
playing a trick on Alan? What in the book makes you think that?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Understanding of
content
(e.g.,concepts; ideas;
opinions; relationships
among facts,
ideas,concepts,themes)
- demonstrates
limited
understanding
of content
- demonstrates
limited inferences
- demonstrates
some
understanding
of content
- demonstrates a
few inferences
- demonstrates
considerable
understanding
of content
- demonstrates
accurate
inferences
- demonstrates
thorough
understanding
of content
- demonstrates
clear and precise
inferences
Inferring and The Garden of Abdul Gasazi
by: Chris Van Allsburg
Day 3 – Oral Read and Reader Response
Materials: The Garden of Abdul Gasazi, by Chris Van Allsburg, reader response
books, projector or overhead.
Oral Read:


Inform students that their purpose for
reading this morning is to infer what Alan
is feeling throughout the story. Remind
students that when inferring, you are
reading between the lines. You have to
dig deeper to realize what it is that the
author isn’t saying.
Reread The Garden of Gasazi to the
class. Encourage students to use their
stickies to record any thoughts or
questions they may have while listening to
the story.
Reader Response:


Using the already established format
(summary, reflection), students will
complete a reader response in their
notebooks.
Have question on the blackboard for
students to respond to:
In your reflection today, discuss how Alan‟s
feelings change throughout the story – at
the beginning, when he meets Gasazi, when
he confesses to Miss Hester, and at the
end. Provide supporting evidence from the
text.
Drama Extension:
Create a new ending for the
story. Have groups choose one
of the below scenarios to act
out:
- Imagine that Alan goes back to
talk to Mr. Gasazi about the
incident. How will the magician
react?
- Imagine that Fritz didn’t come
back to Miss Hester’s house—
what would Alan have done?
- Imagine that Fritz did come back
but he remained a duck—how
would Alan have explained that to
Miss Hester?!
Title: The Garden of Abdul
Gasazi
Author: Chris Van Allsburg
Genre: Picture Book
Summary:
Reflection:
Rubric for Reading Response Journal
Criteria
Knowledge and
Understanding
The student‘s journal
entry demonstrates:
− the main idea and
supporting detail
− elements of story:
plot, characters,
setting
− characteristics of the
writing genre
Thinking
Through the journal
entry the student
identifies:
− processing skills
− personal opinion,
thoughts and/or
feelings about the text
Communication
The student‘s journal
entry communicates:
− expression and
organization of ideas
Level 1
Level 2
Level 3
Level 4
− limited knowledge of content
− limited understanding of content
− some knowledge of content
− some understanding of content
− considerable knowledge of content
− ideas of some complexity
− thorough knowledge of content
− thorough understanding of content
− processing skills with limited
effectiveness
− shows little or no evidence of
reflection about what was read
− processing skills with some
effectiveness
− shows evidence of some
reflection about reading
− reasoning that is consistent and
exhibits a general level of
understanding
− shows evidence of a general level
of reflection about reading
− complex ideas: shows evidence of
reflection and deeper thinking about
reading
− reasoning that is consistent and
exhibits a thorough level of
understanding
− a message that has little or no
clarity of ideas, in simple terms
− the length of journal entry is
inconsistent with the message
− with little or no structure and/or
logical order
− a message that has some clarity
of ideas, in simple terms
− the length of journal entry is
somewhat appropriate to the
message
− journal is somewhat structured
and demonstrates elements of
logical order
− a message that has a general level
of clarity and specificity
− the length of journal entry is
appropriate to the message
− the journal demonstrates a general
level of structure and logical order
− a message that communicates a
clear, specific message
− the length of journal entry is
appropriate to the message
− the journal is structured and logical
Drama Presentation Rubric
Criteria
Knowledge of
content and
quality of script
Level 4
Skit is clear,
compelling and
based fully on
the text.
Students added
and explained
essential
information to
highlight drama
and
comprehension.
Level 3
Skit is generally
clear and based
fully on the
text. Students
added and
explained some
essential
information to
highlight drama
and
comprehension.
Depth of
comprehension,
understanding
and
interpretation
Actors showed
full
comprehension
of the text. The
skit fully
explores the
text emotively.
Presentation
Skit was
dramatized, not
read. Addressed
the audience at
all times.
Frequent eye
contact, loud,
excellent
posture.
Excellent use of
simple
costumes and
props.
Actors
demonstrated
good
comprehension
of the text. The
skit explores
the text
emotively.
Skit was
dramatized,
with little or no
reading.
Addressed the
audience most
of the time.
Occasional eye
contact. Voice
could be heard
most of the
time. Good
posture. Good
use of simple
costumes and
props.
Level 2
Skit is
somewhat
unclear and
somewhat
based on the
text. Students
added and
explained some
little information
to highlight
drama and
comprehension.
Actors showed a
basic
comprehension
of the text. The
skit somewhat
explores the
text emotively.
Level 1
Skit is unclear
and not based
on the text.
Students did
not add or
explain
information to
highlight drama
and
comprehension.
Read much of
the skit.
Addressed the
audience
infrequently.
Infrequent eye
contact. Voice
volume
waivered. Some
slouching and
talking to the
floor. Decent
use of costumes
and props.
Read entire
skit. Addressed
the floor or
ceiling, rather
than audience.
Little or no eye
contact.
Slouched or
leaned against
something.
Poor use of
costumes and
props.
Actors showed
no
comprehension
of the text. The
skit does not
explore the text
emotively.
Inferring and The Garden of Abdul Gasazi
by: Chris Van Allsburg
Day 4 – Text Forms – Persuasive Writing
Materials: The Garden of Abdul Gasazi, by Chris Van Allsburg, chart paper,
markers, persuasive paragraph organizer
Class Discussion – Text Forms:
Persuasive Writing


Ask students what persuasive writing
is. When would one use persuasive
writing?
Brainstorm with the students the
features of persuasive writing.
Record answers on chart paper and
display for lesson (strong arguments –
for or against, persuasive verbs,
examples and supporting evidence,
voice, good vocabulary, makes you
think)

Brainstorm list of persuasive words /
connecting words. Record on chart
paper (see examples on right)
Activity: Persuasive Paragraph



Review the persuasive paragraph format
with students. Reinforce that paragraphs
should contain 8 sentences – topic
sentence, 3 supporting points with
evidence from the text, and a conclusion
sentence.
Assignment: write a persuasive paragraph
explaining why or why not Alan should
dog sit for Miss Hester again.
Students should use the graphic organizer
for their rough drafts, revise and edit,
then complete their good copy to hand in.
In Support Of
In Support Against
Accurate
Advantage
Always/Never
Best
Certain
Confident
Convenient
Definitely
Effective
Emphasize
Expect
Interesting
Magnificent
Most
Most Important
Popular
Profitable
Should
Strongly Recommend
Superb
Superior
Tremendous
Truly
Trustworthy
Workable
Worthwhile
Aggravate
Agony
Atrocious
Confusing
Cruel
Damaging
Disadvantages
Displeased
Dreadful
Harmful
Harsh
Horrible
Inconsiderate
Inferior
Irritate
Offend
Ordeal
Outrageousness
Provoke
Repulsive
Severe
Shameful
Shocking
Terrible
Unreliable
Unstable
Persuasive Paragraph Format
In a typical persuasive paragraph,
you give three (3) points for your
argument.
An argument is what you are
trying to prove with your points. In
a persuasive paragraph you have
an introduction, three points with
three examples, and a conclusion.
Persuasive Paragraph Graphic Organizer
Write one complete sentence in each box.
Topic sentence: (should Alan be allowed to dog sit again?)
Reason #1:
Supporting evidence from story:
Reason #2:
Supporting evidence from story:
Reason #3:
Supporting evidence from story:
Conclusion sentence: (restate the topic sentence another way)
Writing a Persuasive Paragraph Rubric
Name: ________________________________________
Criteria
Level 1
Level 2
Level 3
Level 4
topic sentence
the topic sentence
states the main
idea unclearly
the topic sentence
states the main
idea clearly
the topic sentence
states the main
idea clearly and
focuses the
paragraph
the topic sentence
states the main
idea creatively and
focuses the
paragraph
forcefully
support
factual information
supporting the
main idea is
irrelevant,
inaccurate, or
insufficient
factual information
supporting the
main idea is
relevant but
somewhat
inaccurate or
insufficient
factual information
supporting the
main idea is
relevant, accurate,
and sufficient
factual information
supporting the
main idea is
relevant, accurate,
sufficient, and
compelling
organization
the paragraph is a
series of random
points
the paragraph is
organized clearly
and logically
the paragraph is
organized logically
and coherently
the paragraph is
organized logically
and coherently,
and is unified
closing sentence
the closing
sentence ignores
the main idea
the closing
sentence refers to
the main idea
the closing
sentence restates
the main idea
the closing
sentence restates
the main idea
effectively
tone, diction, and
style
tone, diction, and
style inappropriate
to the audience
are used
tone, diction, and
style appropriate
to the audience
are used
inconsistently
tone, diction, and
style appropriate
to the audience
are used
consistently
tone, diction, and
style appropriate
to the audience
are used
effectively
language
conventions
several major and
minor errors are
evident, and often
interfere with the
reader‘s
understanding
a few major and
minor errors are
evident, and
occasionally
interfere with the
reader‘s
understanding
some minor errors
are evident, but do
not interfere with
the reader‘s
understanding
a few minor errors
are evident, but do
not interfere with
the reader‘s
understanding
(spelling,
grammar,
punctuation)
Overall Comments:
Inferring and The Garden of Abdul Gasazi
by: Chris Van Allsburg
Day 5 – Discussion and Reflection (Assessment)
Materials: The Garden of Abdul Gasazi, by Chris Van Allsburg, active
participation class list, reflection handout
Oral Read:


Tell students that the purpose for reading this
morning is to examine the theme of magic in the
story.
Read story aloud.
Oral Discussion:


Ask students what Gasazi‟s profession was? magician
Lead students into a discussion about magic in the
story by asking questions such as: What evidence is
there of magic in the story? Did Alan believe in the
magic at first? How do you know? Does Miss Hester
believe in magic? What evidence is there of this in
the story? What do you think Alan believed at the
end of the story? Why?

Record valuable contributions on class list.
Reflection:


Tell students that a large idea in the text is belief
in magic, a theme that is echoed in many of Van
Allsburg‟s more recent books as well.
Children tend to believe more easily than adults in
things for which they have no concrete proof: for
example, Alan easily believed that Fritz was a duck
until Miss Hester told him the magician was only
fooling. Why do adults tend to lose their openness
to “magic”?

Pass out reflection handout and have students
complete individually for assessment.
Other Assessment
Options:
There are many ways to tell
a story. Choose one of the
following to retell The
Garden of Abdul Gasazi:
- Write it as a play. Keep in
mind the dialog creates the
story, so be sure to include
rich conversation. Also
include a description of
each setting as would be
seen on stage.
• Shorten the story and
write it as a fable. What
would be the lesson to be
learned?
• Write the story as a
cartoon. Consider how
cartoons focus on the
characters and often
emphasize humorous
aspects. Be sure to
illustrate. Feel free to
redraw the characters.
Assessment
Look-fors
- Answers the
question
- Provides own ideas
- Supports ideas with
evidence from the
text
-Well-organized
- Super vocabulary
The Garden of Abdul Gasazi Reflection Assessment
Name:____________________________________
There are many references to magic in The Garden of Abdul Gasazi. Gasazi
is a retired magician. Miss Hester does not believe in magic. Alan believed in
magic at first, but doubted his beliefs after.
Do you think Alan believed in magic at the end of the story? Why
or why not?
What do you think Chris Van Allsburg wanted his readers to learn
about magic from the story? Support your answer with evidence from
the text.
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Rubric for Reading Reflection
Criteria
Knowledge and
Understanding
The student‘s
reflection
demonstrates:
− the main idea and
supporting detail
− elements of story:
plot, characters,
setting
− characteristics of the
writing genre
Thinking
Through the reflection,
the student identifies:
− processing skills
− personal opinion,
thoughts and/or
feelings about the text
- inferences
Communication
The student‘s
reflection
communicates:
− expression and
organization of ideas
Level 1
Level 2
Level 3
Level 4
− limited knowledge of
content
− limited
understanding of
content
− some knowledge of
content
− some understanding
of content
− considerable
knowledge of content
− ideas of some
complexity
− thorough knowledge of
content
− thorough
understanding of content
− processing skills with
limited effectiveness
− shows little or no
evidence of reflection
about what was read
− processing skills with
some effectiveness
− shows evidence of
some reflection about
reading
− reasoning that is
consistent and exhibits
a general level of
understanding
− shows evidence of a
general level of
reflection about reading
− complex ideas: shows
evidence of reflection
and deeper thinking
about reading
− reasoning that is
consistent and exhibits a
thorough level of
understanding
− a message that has
little or no clarity of
ideas, in simple terms
− the length of journal
entry is inconsistent
with the message
− with little or no
structure and/or logical
order
− a message that has
some clarity of ideas, in
simple terms
− the length of journal
entry is somewhat
appropriate to the
message
− journal is somewhat
structured and
demonstrates elements
of logical order
− a message that has a
general level of clarity
and specificity
− the length of journal
entry is appropriate to
the message
− the journal
demonstrates a general
level of structure and
logical order
− a message that
communicates a clear,
specific message
− the length of journal
entry is appropriate to
the message
− the journal is
structured and logical
Inferring and The Stranger
by: Chris Van Allsburg
Day 1 – Oral Read and OQI Chart
Materials: The Stranger, by Chris Van Allsburg, sticky notes, chart paper,
markers
Oral Reading:




Introduce book by reading the title and showing the
front cover illustration. Have the students predict
what the story is going to be about.
Tell students that at the end of the story, they will
be asked to record three things: an observation
(something they know), a question (something they
wonder), and an inference (something they think).
For the oral read portion, have enough copies of the
book for small groups, or show pages on a projector
so all students can see.
Teacher reads story aloud.
Activity:




Recreate the Observe,
Question, Infer (OQI)
graphic organizer (see right)
on large chart paper. Have
this done before the lesson.
When reading is complete,
have students record their
observation, question, and
inference on a sticky note.
Have students post their
completed stickies on the
chart paper in the
appropriate columns.
Choose five stickies from
each column to record on
chart paper.
Chris Van Allsburg
has a very distinct
way of creating
mystery in his
stories.
He leaves clues
that are clear
enough to provoke
thinking and
guessing but not
so blunt as to
remove the sense
of mystery and
wonder.
The Stranger
Observe
Question
Infer
I know …
Ex. – I know that
when the
stranger came to
live with the
Baileys, things
started to
change.
I wonder …
Ex. – I wonder
why the
stranger was
so interested in
nature around
him.
I think …
Ex. – I think
that the
stranger
coming delayed
the start of
winter and
when he left,
the season
could finally
change.
Oral Discussion:


Orally discuss students‟ responses
on the OQI chart.
Brainstorm a list of possibilities as
to who the stranger could be – have
students support their ideas with
evidence from the story.
OQI Chart – The Stranger
Observe



I know that …
I learned that …
I found out that …
Question



I wonder why …
How does …
If …
Infer


I think …
Maybe …
Inferring and The Stranger
by: Chris Van Allsburg
Day 2 – Guided Discussion
Materials: The Stranger, by Chris Van Allsburg, active participation class list,
chart paper and markers for groups
Guided Discussion:






Ask students guided questions to start oral
discussion of story. Record valuable
contributions on active participation class
list.
What does it mean when mercury is stuck at the
bottom of a thermometer? What might this mean
about the stranger‟s temperature? Do you think
the thermometer is really broken?
What does the stranger‟s interaction with the
rabbits teach us about his character? Why do you
think the rabbits are so comfortable with him?
What do we know about the season when we see
geese flying toward the south? Why is the stranger
so fascinated by the geese he sees?
What is happening when the stranger blows on the
leaf? Look closely at the picture. What changes
about the leaf as he blows on it? Look closely at his
face. What does his expression mean?
Who do you think the stranger is? What in the
book makes you think that?
Activity:



Divide students into groups of 3 or 4. Give
each group a piece of chart paper and
markers.
Groups will create a chart that shows three
different theories for who the stranger is
and gives two supporting points from the
story for each theory.
Display posters as groups finish.
Visual Art Extension:
- Chris Van Allsburg
doesn't have a favorite
subject to draw. He says,
"It's not the thing that's
important to me so much
as the feeling the picture
gives after you've drawn it.
I have a favorite mood I like
in my art. I like things to be
mysterious."
- Look again at the
illustrations for The
Stranger. What qualities of
the paintings help make the
mood of the story
mysterious? Have students
discuss their ideas with a
partner then share with the
whole group.
- Remind students that
Van Allsburg liked to
contrast light and dark
colours. Look for the
contrast in each illustration.
What effect does the
contrast have on the
picture or the viewer.
- Look at the stranger?
Ask students if this is how
they would have drawn the
stranger? How would they
change him? Why do they
think Chris Van Allsburg
chose to make the stranger
look as he does?
Inferring and The Stranger
by: Chris Van Allsburg
Day 3 – Choral Read
Materials: The Stranger, by Chris Van Allsburg, group reading packages,
assessment rubric
Oral Read:


Explain to students that the purpose for
reading this morning is to listen for fluency –
paying special attention to expression and
phrasing.
Oral read The Stranger to the students.
Display the story on the overhead or
projector so students follow along.
Activity:




Divide students into mixed ability groups of
4-5 students.
Hand out reading packages to groups: 3 – 4
pages per group.
Have groups practise reading orally –
concentrating on pronunciation, expression
and phrasing (paying attention to
punctuation). Tell students their groups
should sound like one voice.
Allow groups to practise reading aloud
numerous times – provide different locations
for groups to practise without distraction.
Find Fritz
Remember Fritz, the little
white dog, from The
Garden of Gasazi?
The dog Van Allsburg
created in that book has
appeared in most of his
other books since then.
The dog, Fritz, is special to
Van Allsburg, because he
is based on a real dog Van
Allsburg once knew. "It's
just a little thing I do to
amuse myself, I guess —
to always put the dog in the
book as a little homage to
him," he says.
Can you find Fritz in The
Stranger?
Choral Read Assessment:



Assemble groups back together.
Groups will choral read their parts in order.
Display pictures from story as groups read.
Assess groups for choral reading fluency as
they perform.
Answer: Fritz the dog is hidden among a
flock of sheep. He’s the last little figure on
the left.
Choral Reading Assessment
Group Members
Choral Reading
Group sounded
like one voice
Pronunciation
Group knew all
the words;
pronunciation was
precise and
accurate
Expression
Group members
read with
expression
Phrasing
Group members
paid attention to
punctuation
1
1
1
1
2
3
4
2
3
4
2
3
4
2
3
4
Group sounded
like one voice
Group knew all
the words;
pronunciation was
precise and
accurate
Group members
read with
expression
Group members
paid attention to
punctuation
1
1
1
1
2
3
4
2
3
4
2
3
4
2
3
4
Group sounded
like one voice
Group knew all
the words;
pronunciation was
precise and
accurate
Group members
read with
expression
Group members
paid attention to
punctuation
1
1
1
1
2
3
4
2
3
4
2
3
4
2
3
4
Group sounded
like one voice
Group knew all
the words;
pronunciation was
precise and
accurate
Group members
read with
expression
Group members
paid attention to
punctuation
1
1
1
1
2
3
4
2
3
4
2
3
4
2
3
4
Group sounded
like one voice
Group knew all
the words;
pronunciation was
precise and
accurate
Group members
read with
expression
Group members
paid attention to
punctuation
1
1
1
1
2
3
4
2
3
4
2
3
4
2
3
4
Group sounded
like one voice
Group knew all
the words;
pronunciation was
precise and
accurate
Group members
read with
expression
Group members
paid attention to
punctuation
1
1
1
1
2
3
4
2
3
4
2
3
4
2
3
4
Inferring and The Stranger
by: Chris Van Allsburg
Day 4 - Characterization
Materials: The Stranger, by Chris Van Allsburg, active participation class list,
character web handout
Discussion:




Much has already been discussed about who the
stranger is and the clues that Chris Van Allsburg
provides.
What does Chris Van Allsburg says about the
stranger‟s character? What character traits
could we use to describe him?
As a class, create a character trait web on the
blackboard. For each character trait, have
students provide supporting details from the
story.
For each valuable contribution, record on active
participation class list.
Activity:





Hand out character webs.
In pairs, students will complete one character
web – they may choose Mr. Bailey or Katy.
Character webs should contain at least 5
character traits and supporting details from the
story.
Webs should also include a picture of how you
think they character should look.
Remind students character clues can be found in
the words and the pictures of a story.
Extension:
- Discuss the
difference between a
flat character that is
simple and
predictable and an
interesting character
that is complex and
surprising.
- Make a chart for
your room that
contrasts the traits of
a flat character your
students have read
about and the
character of the
complex stranger.
- Have students
create a new
character that could
be included in The
Stranger. Who is it?
How are they
connected? What do
they look like / act
like? What effect will
the character have on
the stranger? Create
a web to explain this
new character.
Make a bulletin board display about Chris Van Allsburg. Collect one or two examples of each of the
activities students have completed thus far and intermix with pictures of the cover pages of Chris Van
Allsburg stories. Remember to include some interesting quotes, facts, and websites to visit.
Character Web
How do YOU think the character
should look? Draw it.
Inferring and The Stranger
by: Chris Van Allsburg
Day 5 – Oral Read and Reader Response Assessment
Materials: The Stranger, by Chris Van Allsburg, reader response journals,
projector or overhead, sticky notes
Oral Read:


Inform students that their purpose for
reading this morning is to find the author‟s
message. What it the big picture? Remind
students that when inferring, you are
reading between the lines. You have to dig
deeper to realize what it is that the author
isn’t saying.
Reread The Stranger to the class.
Encourage students to use their stickies to
record any thoughts or questions they may
have while listening to the story.
Reader Response:


Using the already established format
(summary, reflection), students will
complete a reader response in their
notebooks.
Have question on the blackboard for
students to respond to:
In your reflection today, discuss how the
Bailey family treated the stranger. How
did their feelings toward him change?
What do you think Chris Van Allsburg wants
us to learn from this story? Provide
supporting evidence from the story to
support your ideas.
Just For Fun Ideas:
The stranger is not a normal
human—if he is human at all.
Challenge your students to
create a character that has
human traits, as the stranger
does, but is in some way
magical as well.
Make your own story about
how the seasons change;
create an unusual
explanation for a natural
process.
What would happen if the
seasons didn't change when
they were supposed to?
Write a story about the
trouble this could cause.
Recreate the story with
tableaux. Have each group
create three tableaux – one
from the beginning, one from
the middle, and one from the
end.
Challenge the students to
come up with an idea for
another illustration for the
story. What event would
they choose to illustrate?
Why? Create it.
Rubric for Reading Response Journal
Criteria
Knowledge and
Understanding
The student‘s journal
entry demonstrates:
− the main idea and
supporting detail
− elements of story:
plot, characters,
setting
− characteristics of the
writing genre
Thinking
Through the journal
entry the student
identifies:
− processing skills
− personal opinion,
thoughts and/or
feelings about the text
Communication
The student‘s journal
entry communicates:
− expression and
organization of ideas
Level 1
Level 2
Level 3
Level 4
− limited knowledge of
content
− limited
understanding of
content
− some knowledge of
content
− some understanding
of content
− considerable
knowledge of content
− ideas of some
complexity
− thorough knowledge
of content
− thorough
understanding of
content
− processing skills with
limited effectiveness
− shows little or no
evidence of reflection
about what was read
− processing skills with
some effectiveness
− shows evidence of
some reflection about
reading
− reasoning that is
consistent and exhibits
a general level of
understanding
− shows evidence of a
general level of
reflection about reading
− complex ideas:
shows evidence of
reflection and deeper
thinking about reading
− reasoning that is
consistent and exhibits
a thorough level of
understanding
− a message that has
little or no clarity of
ideas, in simple terms
− the length of journal
entry is inconsistent
with the message
− with little or no
structure and/or logical
order
− a message that has
some clarity of ideas, in
simple terms
− the length of journal
entry is somewhat
appropriate to the
message
− journal is somewhat
structured and
demonstrates elements
of logical order
− a message that has a
general level of clarity
and specificity
− the length of journal
entry is appropriate to
the message
− the journal
demonstrates a general
level of structure and
logical order
− a message that
communicates a clear,
specific message
− the length of journal
entry is appropriate to
the message
− the journal is
structured and logical
Inferring and The Mysteries of Harris Burdick
by: Chris Van Allsburg
Day 1 – Introduction to Story and Group Discussion
Materials: The Mysteries of Harris Burdick – portfolio edition, flashlights (one
per student – have students bring them in for homework)
Introduction:




In a large empty room, like a gymnasium, lay out
all the posters from The Mysteries of Harris
Burdick – portfolio edition - on the floor. Do
this before students enter the room.
Turn off the lights.
Lead students into the darkened room and have
them sit in a circle, away from the posters.
Teacher will turn on her flashlight and read the
introduction, written by Chris Van Allsburg,
from the portfolio edition to the class (see
attached).
Exploring the Story:


Invite students to turn on their flashlights.
Remaining silent, students will begin to walk
around the room, looking at the different
posters from the story.
Tell students to read the story title and caption
and study the illustrations for each poster.
Did you know that
students can publish
their stories Harris
Burdick online?
Chris Van Allsburg‘s
website:
www.chrisvanallsburg.
com/flash.html
contains a link to a
writing contest about his
story. The contest is
now finished, but
students can still submit
their stories online.
New stories will be
posted each month, and
periodically writers will
be selected at random
to receive books
autographed by Chris
Van Allsburg and other
Burdick-inspired items.
What can they infer from each illustration?
Drama Activity:



Allow students 10 seconds to find a poster they find very interesting.
After the ten seconds, rearrange groups, if necessary, so that there are 3
students per group.
Allow groups 3 minutes to discuss what is happening in their pictures, and
create a 3 scene tableaux (before, during, after) for the picture. When
time is up, present to the class.
Have students switch groups and repeat activity a few times.
The Mysteries of Harris Burdick
By: Chris Van Allsburg
Portfolio Introduction
In 1984, I wrote the following as an introduction to The Mysteries of Harris
Burdick:
I first saw the drawings in this book a year ago, in the home of a man
named Peter Wenders. Though Mr. Wenders is retired now, he once worked for a
children’s book publisher, choosing the stories and pictures that would be turned
into books.
Thirty years ago a man called at Peter Wenders’ office, introducing himself
as Harris Burdick. Mr. Burdick explained that he had written fourteen stories and
had drawn many pictures for each one. He’s brought with him just one drawing
from each story, to see if Wenders liked his work.
Peter Wenders was fascinated by the drawings. He told Burdick he would
like to read the stories that went with them as soon as possible. The artist agreed
to bring the stories the next morning. He left the fourteen drawings with
Wenders. But he did not return the next day. Or the day after that. Harris
Burdick was never heard from again. Over the years, Wenders tried to find out
who Burdick was and what had happened to him, but he discovered nothing. To
this day Harris Burdick remains a complete mystery.
His disappearance is not the only mystery left behind. What were the
stories that went with these drawings? There are some clues. Burdick had
written a title and caption for each picture. When I told Peter Wenders how
difficult it was to look at the drawings and their captions without imagining a
story, he smiled and left the room. He returned with a dust-covered cardboard
box. Inside were dozens of stories, all inspired by the Burdick drawings. They’d
been written years ago by Wenders’ children and their friends.
I spent the rest of my visit reading these stories. They were remarkable,
some bizarre, some funny, some downright scary. In the hope that other children
will be inspired by them, the Burdick drawings are reproduced here for the first
time.
Over the past twelve years I have received hundreds of Burdick stories
written by children and adults. These efforts show that the words and pictures of
Mr. Burdick are indeed inspirational. Classroom teachers and aspiring writers have
expressed their desire for larger reproductions of Mr. Burdick’s pictures. To that
end, this portfolio has been produced. There is however, another reason for this
edition.
Peter Wenders and I were certain that the publication of The Mysteries of
Harris Burdick would lead to the discovery of information about Mr. Burdick. Ten
years passed without a single clue surfacing. Then, in 1994, I received a letter
from a Mr. Daniel Hirsch of North Carolina. He described himself as a dealer in
antique books and shared with me the following story:
In 1963 he learned of a collection of books being offered for sale in Bangor,
Maine. These books were located in the library of a grand but rundown Victorian
home. Mr. Hirsch remembers learning that the owner of the house, an elderly
woman, had died recently, leaving the house and its contents to the local Animal
Rescue League.
Impressed with the collection he found, Mr. Hirsch purchased the entire
library. This included a large mirror whose wooden frame was decorated with
carved portraits of characters from Through the Looking Glass.
Two years ago, this mirror, still in the possession of Mr. Hirsch, fell from the
wall of his bookshop and cracked. Removing the shards of glass, Mr. Hirsch made
a remarkable discovery. Neatly concealed between the mirror and its wooden
back was the drawing of the “Young Magician” that is reproduced in this
collection.
This drawing is identical in size and technique to Burdick’s other pictures.
Like those, it is unsigned and has a title and caption written in the margin at the
bottom. The title on this piece identifies it as another picture from the story
“Missing in Venice.” I have no doubts regarding its authenticity.
Unfortunately, Mr. Hirsch, who has an uncanny memory for the names and
locations of the books in his shop, cannot remember the details of his trip to
Bangor in 1963. In fact, he is no longer certain the old Victorian house was in
Bangor. However, he is certain he still owns one of the books that came from the
library where he purchased the mirror.
It is a rare early edition, in the original Italian, of Collodi’s Pinocchio. Inside
the front cover is a bookplate bearing the inscription “Hazel Bartlett, Her Book.”
All efforts to find information about a Hazel Bartlett of Bangor have proven
fruitless. Rather than solving the mystery of Harris Burdick, the discovery of the
fifteenth drawing has only served to make it more perplexing.
Chris Van Allsburg
Providence, Rhode Island
December 21, 1995
Inferring and The Mysteries of Harris Burdick
by: Chris Van Allsburg
Day 2 – Oral Read and Guided Discussion
Materials: The Mysteries of Harris Burdick – portfolio edition, active
participation class list, M.C. Escher art book
Oral Read:


Explain to students that the purpose for reading
this morning is to enjoy – let the pictures spark
your imagination.
Oral read The Mysteries of Harris Burdick to the
students. Display the story on the overhead or
projector so students follow along.
Guided Discussion:

Have students recall the letter Chris Van
Allsburg writes in the introduction. How does the
letter he writes to readers affect the way we
read the book? How would our experience of
reading the book be different if we skipped
reading the letter?

Each of the pages creates an evocative mood, but
we might all interpret the moods differently
because of how we infer meaning. Some of us
might think, for example, that the picture of the
man and the lump under the rug is frightening,
and some of us might think it is funny. What do
you think? Why? Is it OK to have differing
opinions? What would the author have wanted?

Chris Van Allsburg often writes stories in which
unusual things happen in very normal-seeming
situations – like the ocean liner pushing through
the Venice canal. Connect this idea to other
stories of Chris Van Allsburg, or other authors, in
which unusual things happen in everyday places.
Explain.

Record active participation on class list.
Visual Art Extension:
Show examples of M.C.
Escher’s work.
Discuss how the artist
depicts unusual things in
normal-seeming
situations.
Story-in-the-Round
Assemble students
so that they are
sitting in a circle.
Display portfolio
posters. Choose one
poster to create a
story from.
Explain to students
that, starting with
the teacher, each
person will be adding
on to the story, one
after another around
the circle. The rest
of the class needs to
be active listeners
so they will be able
to add on a detailed
sentence that makes
sense.
Inferring and The Mysteries of Harris Burdick
by: Chris Van Allsburg
Day 3 – Story-in-the-Round
Materials: The Mysteries of Harris Burdick – portfolio edition, chart paper,
markers, choral reading assessment
Story-in-the-Round:




Assemble students in a circle.
Remind students of the story-in-the-round
activity yesterday. Display posters again.
Students can either keep the same poster or
choose a new poster for today. Vote
Begin story again, following same format as
yesterday. Teacher may intervene, as needed to
correct an unrelated point (remind students of
what was said previously and then encourage them
to add on the next step again), to recap what has
happened, or to encourage a student to add more
information or details.
Practise story a few times until students are
comfortable with it.
Writing the Story:





Record title on chart paper.
Beginning with teacher sentence, write the story down
on chart paper, letting each student write his or her
own sentence. Story should follow the last practised
version.
Double space the story on the chart paper so there is
room for editing.
Display all pages of the story.
Divide class into groups and have them practise choral
reading story. Let groups rehearse a few times
before presenting.
Find Fritz:
Did anyone find
Fritz?
He‘s the little dog
accompanying the
boy who finds a harp
in the forest.
Sitting in a circle
and telling stories in
which each child
builds on what the last
says is an excellent
way to develop
sequencing skills as
well as story sense. In
addition to being an
altogether enjoyable
process, group
storytelling is an
invaluable way to
encourage speaking in
front of groups and to
develop listening
skills as well.
Choral Reading:
 Display all pages of the story.
 Divide class into groups. Tell groups they will present a choral reading of
the story. Remind them to pay special attention to expression.
 Let groups rehearse a few times before they present. Assess on rubric.
Choral Reading Assessment
Group Members
Choral Reading
Group sounded
like one voice
Pronunciation
Group knew all
the words;
pronunciation was
precise and
accurate
Expression
Group members
read with
expression
Phrasing
Group members
paid attention to
punctuation
1 2 3 4
Group sounded
like one voice
1 2 3
4
Group knew all
the words;
pronunciation was
precise and
accurate
1 2
3 4
Group members
read with
expression
1 2 3 4
Group members
paid attention to
punctuation
1 2 3 4
Group sounded
like one voice
1 2 3
4
Group knew all
the words;
pronunciation was
precise and
accurate
1 2
3 4
Group members
read with
expression
1 2 3 4
Group members
paid attention to
punctuation
1 2 3 4
Group sounded
like one voice
1 2 3
4
Group knew all
the words;
pronunciation was
precise and
accurate
1 2
3 4
Group members
read with
expression
1 2 3 4
Group members
paid attention to
punctuation
1 2 3 4
Group sounded
like one voice
1 2 3
4
Group knew all
the words;
pronunciation was
precise and
accurate
1 2
3 4
Group members
read with
expression
1 2 3 4
Group members
paid attention to
punctuation
1 2 3 4
Group sounded
like one voice
1 2 3
4
Group knew all
the words;
pronunciation was
precise and
accurate
1 2
3 4
Group members
read with
expression
1 2 3 4
Group members
paid attention to
punctuation
1
1
1
1
2
3
4
2
3
4
2
3
4
2
3
4
Inferring and The Mysteries of Harris Burdick
by: Chris Van Allsburg
Day 4 – Editing and Revising; Illustrating a Story
Materials: The Mysteries of Harris Burdick, group story on chart paper, editing
and revising checklist, dictionaries, markers, illustration rubric
Revising and Editing:





Display story created yesterday.
Hand out editing and revising checklist.
Take turns going around the class, having every
student give a correction or suggestion for revision
to the story. Encourage students to add more
details to sentences during the revision process.
This process may take a while. Continue editing and
revising until the story is clear and error-free. Be
sure the introduction catches the reader‟s
attention, and the end is clear, but leaves the
reader wondering a little – Chris Van Allsburg style.
Make it something the class can be proud of!
Rewrite story revised story on chart paper – still
double-spaced.
Illustrating the Story:






Display examples of Chris Van Allsburg‟s
illustrations. Discuss characteristics of drawings –
contrast of light and dark, realistic details,
exaggerated facial expressions, etc.
As a class, decide if the story should be illustrated
in colour, or black and white.
Divide the story into parts of 1 – 2 sentences –
around 12 parts altogether.
Assign two students to each part. Each student
will illustrate that part independently (so that
there are two drawings for each part).
Assign one student the title page and one student
the back cover (including summary)
Collect illustrations tomorrow. Assess.
Publishing the
Story:
Scan all
illustrations onto the
computer.
Type story.
Arrange story so
that each part of
writing (1-2
sentences) has a
smaller illustration
on the page,
followed by a full page illustration.
Continue this
process for the
whole story (around
12 pages of writing
plus 12 full page
illustrations).
Arrange story on
11 x 17 paper,
including the front
and back cover,
folding and stapling
in the middle.
Make copies for
the class. Have
students share their
stories with their
reading buddies, or
another class.
Revising Checklist
_____ Does my writing make sense? Use a carat (^) to add words that are missing.
_____ Do I have an interesting hook or lead for my piece?
_____ Does my ending leave the reader feeling satisfied?
_____ Is my writing divided up into clear paragraphs? Indent the first line of each.
_____ Did I use interesting vocabulary words? Change at least 2 boring words like
nice and great to more vivid vocabulary words!
_____ Did I include enough details? Add at least 2 additional details to tell about
sound, taste, touch, smell, size, location, or colour.
_____ Did I start my sentences in different ways? Look at the first word in each
sentence and change any words that are repeated.
_____ Are any sentences too short or too long? Combine shorter sentences together
using and, then split longer sentences apart using periods.
_____ Have I showed good voice? Or could my piece have been written by anyone?
Editing Checklist
_____ All sentences begin with a capital letter and end in a punctuation mark.
_____ Names of people, places, and titles are capitalized.
_____ Commas, apostrophes, quotation marks, etc. are used correctly and creatively.
_____ I circled any misspelled words and wrote the correct spelling above the word.
_____ I showed excitement with my words, rather than using too many exclamation
points!!!!!!
Illustration Rubric
Name:
Illustration
Original illustrations
are detailed,
attractive, creative
and relate to the text
on the page.
Original illustrations Original illustrations Illustrations are not
are somewhat
relate to the text on present OR they are
detailed, attractive, the page.
not original.
and relate to the text
on the page.
Original illustrations
are detailed,
attractive, creative
and relate to the text
on the page.
Original illustrations Original illustrations Illustrations are not
are somewhat
relate to the text on present OR they are
detailed, attractive, the page.
not original.
and relate to the text
on the page.
Original illustrations
are detailed,
attractive, creative
and relate to the text
on the page.
Original illustrations Original illustrations Illustrations are not
are somewhat
relate to the text on present OR they are
detailed, attractive, the page.
not original.
and relate to the text
on the page.
Original illustrations
are detailed,
attractive, creative
and relate to the text
on the page.
Original illustrations Original illustrations Illustrations are not
are somewhat
relate to the text on present OR they are
detailed, attractive, the page.
not original.
and relate to the text
on the page.
Name:
Illustration
Name:
Illustration
Name:
Illustration
Inferring and The Mysteries of Harris Burdick
by: Chris Van Allsburg
Day 5 – Reader Response and Assessment
Materials: The Mysteries of Harris Burdick, overhead or projector, reader
response journals, response rubric
Oral Read:



Inform students that their purpose for
reading this morning is to read for clues as
to the mystery of “Who / Where is Harris
Burdick?”
Remind students that when inferring, you
are reading between the lines. You have to
dig deeper to realize what it is that the
author isn’t saying.
Reread The Mysteries of Harris Burdick to
the class. Encourage students to use their
stickies to record any thoughts or
questions they may have while listening to
the story.
Reader Response:


Using the already established format
(summary, reflection), students will
complete a reader response in their
notebooks.
Have question on the blackboard for
students to respond to:
In your reflection today, discuss how at
the end of this story, we are still left with
the ultimate mystery: Where is the
talented Mr. Burdick? Why did he never
return to Peter Wenders‟ office? Where
are the stories he wrote? How did the
illustrations he left behind help your
thinking?

Collect for assessment.
What Writers Do:
Writers create their own lists
of ideas to help them begin
stories. Sometimes writers
carry notebooks around and
write down ideas when they
come to them, so that when they
sit down to write, they have
many ideas to choose from.
Tell your students that in
addition to using The Mysteries
of Harris Burdick to inspire
stories they write, they can use
the concept the book present to
create lists of their own writing
ideas.
In The Mysteries of Harris
Burdick, Chris Van Allsburg
creates an exciting list of story
ideas that make it almost
impossible for us to not want to
finish the stories on our own.
He probably did not sit down
and come up with all those
ideas at once. He may have
kept a list of ideas that grew
gradually. Perhaps he even
carried a notebook with him to
write down ideas when they
occurred to him. (The idea for
his book, The Polar Express,
began as an image he had in mis
mind of a train pulling up in
front of a boy’s house.)
Rubric for Reading Response Journal
Criteria
Knowledge and
Understanding
The student‘s journal
entry demonstrates:
− the main idea and
supporting detail
− elements of story:
plot, characters,
setting
− characteristics of the
writing genre
Thinking
Through the journal
entry the student
identifies:
− processing skills
− personal opinion,
thoughts and/or
feelings about the text
Communication
The student‘s journal
entry communicates:
− expression and
organization of ideas
Level 1
Level 2
Level 3
Level 4
− limited knowledge
of content
− limited
understanding of
content
− some knowledge of
content
− some understanding
of content
− considerable
knowledge of content
− ideas of some
complexity
− thorough knowledge
of content
− thorough
understanding of
content
− processing skills
with limited
effectiveness
− shows little or no
evidence of reflection
about what was read
− processing skills
with some
effectiveness
− shows evidence of
some reflection about
reading
− reasoning that is
consistent and exhibits
a general level of
understanding
− shows evidence of a
general level of
reflection about
reading
− complex ideas:
shows evidence of
reflection and deeper
thinking about
reading
− reasoning that is
consistent and
exhibits a thorough
level of understanding
− a message that has
little or no clarity of
ideas, in simple terms
− the length of journal
entry is inconsistent
with the message
− with little or no
structure and/or
logical order
− a message that has
some clarity of ideas,
in simple terms
− the length of journal
entry is somewhat
appropriate to the
message
− journal is somewhat
structured and
demonstrates
elements of logical
order
− a message that has
a general level of
clarity and specificity
− the length of journal
entry is appropriate to
the message
− the journal
demonstrates a
general level of
structure and logical
order
− a message that
communicates a
clear, specific
message
− the length of journal
entry is appropriate to
the message
− the journal is
structured and logical
Ms. Runde‘s
Grade 6/7 Class
Presenting …
The Story We Created!!!
Authors and Illustrators:
Grade 6/7 Class
(Names withheld)
Copyright Date – November 2008
Two weeks passed and it happened again …
Herman Bickle was working diligently on his
posters when he thought he heard something.
He looked up and saw an oddly-shaped
lump under the rug.
It moved quickly and almost knocked the
lamp over.
Herman frantically grabbed the nearest
chair, held it high over his head, and brought it
smashing down with all his might.
He missed.
The lump seemed to disappear for a
moment, but reappeared at the edge of the rug.
Frightened, Herman carefully lifted the
corner of the rug. He found nothing but a pile of
dust.
Curious, because he had swept under the
rug that morning, he bent down for a closer
look.
It was then that he discovered the dust was
really a pile of fur.
Herman’s mind was racing. He
remembered that something like this had
happened two weeks ago, but for some reason
he couldn’t recall any specific details about that
event.
Startled back into reality, Herman heard a
noise that sounded like it came from behind the
bookshelf.
However, when he looked behind the
bookshelf, he found nothing.
He wondered what was going to happen
next.
And then he heard the noise again. This
time he thought it came from inside the wall.
All of the sudden, the lights started flickering
on and off.
The noise turned into high-pitched,
screeching cries, coming from inside the wall.
The cries were mixed with frantic scratching.
The cries got louder and louder and then
suddenly stopped.
He braced himself and cautiously leaned
into the wall, just as the screeching started
again.
He ran into the kitchen to pick up the
phone, but the line was dead.
He went back into the other room, and realized
the screeching had stopped.
But then Herman noticed there was a hole in
the wall and a patch of fur on the floor.
Herman thought to himself, “Why is this
happening to me again? “
Unsure of what was happening inside of his
own house, he left.
But the moment Herman thought he was
safe, something pounced.
THE END
(please keep in mind … this was a one-day project)
Inferring and Just a Dream
by: Chris Van Allsburg
Day 1 – Oral Read and OQI Chart
Materials: Just a Dream, by Chris Van Allsburg, sticky notes, chart paper,
markers
Oral Reading:




Introduce book by reading the title and showing the
front cover illustration. Have the students predict
what the story is going to be about.
Tell students that at the end of the story, they will
be asked to record three things: an observation
(something they know), a question (something they
wonder), and an inference (something they think).
For the oral read portion, have enough copies of the
book for small groups, or show pages on a projector
so all students can see.
Teacher reads story aloud.
Because of its
environmental
theme, Just a
Dream would be
an excellent story
to read around
Earth Day.
We are
reminded that
simple is not
always worse,
instead, it may be
much healthier
and more
sustainable.
Just a Dream
Activity:




Recreate the Observe,
Question, Infer (OQI)
graphic organizer (see right)
on large chart paper. Have
this done before the lesson.
When reading is complete,
have students record their
observation, question, and
inference on a sticky note.
Have students post their
completed stickies on the
chart paper in the
appropriate columns.
Before the next class,
teacher should choose
around 5 examples from each
column to record on chart
paper.
Observe
Question
Infer
I know …
I wonder …
I think …
Ex. – I know that
Walter littered
and didn‘t
recycle at first.
Ex. – I wonder
if Walter‘s
dream is going
to change his
behaviour?
Ex. – I think
that ‗seeing‘ the
future helped
Walter realize
how important
taking care of
the earth in the
present is.
Observe



I know that …
I learned that …
I found out that …
Question



I wonder why …
How does …
If …
Infer


I think …
Maybe …
Inferring and Just a Dream
by: Chris Van Allsburg
Day 2 – Oral Discussion and Character Study
Materials: Just a Dream, by Chris Van Allsburg, chart paper, markers
Discussion:

Review the story by asking students to orally
summarize what happened in a few sentences
only.
At the beginning of the story, Walter thinks
that life will be much easier in the future,
with robots and machines to help us do
everything. Do you agree or disagree? Why?
What do you think the future will be like?
 Walter‟s ideas change drastically over the
course of the story. What does he learn from
his dream?
 What does Chris Van Allsburg want to teach
his readers about caring for the Earth?

Chris Van Allsburg
creates vivid characters
by focussing on one
moment – like using the
zoom lens of a camera.
Bring in a camera
and ask students to
think of how much more
they see and understand about a thing or
person when the
camera zooms in.
Take pictures of a
scene or object from
close-up and far-away
and ask students to
discuss how much more
detail they see in the
picture taken close-up.
Character Study:




A central theme in Chris Van Allsburg stories is the transition of a
character – how the character‟s thoughts and feelings change – and this
change is often inferred.
Discuss with students how Walter‟s feelings change over the course of
the story. Write down some of the ways on a piece of chart paper (his
ideas about the environment change, more responsible, more thoughtful,
etc.) Explain to students that characters usually change in direct relation
to the story elements – the plot, the setting, other characters, etc.)
On a new piece of chart paper, create 3 columns – „setting‟, „plot‟, and
„characters‟. Under setting, discuss how Walter‟s interaction with the
places he journeys to in his dreams shows him possible versions of the
future, teaching him the importance of being thoughtful in the present.
Similarly, under plot and characters, discuss the events or characters in
the storyline that change Walter‟s mind.
Using the story elements organizer, create a character chart that shows
how Walter‟s feelings have changed (see attached).
Character Study and Story Elements
Just a Dream
By: Chris Van Allsburg
Setting

How does the
character’s thoughts and
feelings change as the
setting changes?
Plot

How does the
character’s thoughts and
feelings change as
different events in the
story happen?
Characters

How does the
character’s thoughts and
feelings change as he or
she interacts with other
characters?
Character Chart – Walter in Just a Dream
By the end he realizes his past
errors and changes
He empathizes with the birds and
wishes them luck.
He couldn’t believe the Grand Can-yon
had been reduced to a postcard
He tried to teach the fisher-men
about conserving fish
Global
Responsibil
ity and
Thoughtfulness
He thought it was wrong to
have a hotel atop of Everest
The air at the smokestack made him
cough, affecting him physically
He thought cutting down
the tree was wasteful
He’s upset to see what has happened to his
street because of the garbage
At the beginning, Walter litters, is
wasteful and rude to his neighbour
Progression of
Events in Story
Inferring in Just a Dream and The Polar Express
by: Chris Van Allsburg
Day 3 – Creating a Rubric and Character Study
Materials: Just a Dream, by Chris Van Allsburg, The Polar Express, by Chris Van
Allsburg, projector or overhead, yesterday‟s story charts, chart paper, markers,
language arts curriculum document
Creating a Rubric:






Display examples of yesterday‟s organizer and story charts.
Explain to students that they will be completing the same task as
yesterday, but on a different book – The Polar Express.
Have copies of the reading rubric from your language arts curriculum
document, or from this unit, for each student.
As a whole group, develop a rubric for the story charts on chart paper.
Rubric should contain descriptors and an explanation for each level and the
categories should explain fully what is being evaluated.
Display rubric for the class to see during the completion of their activity.
Oral Reading:



Introduce book, The Polar Express, by reading
the title and showing the front cover illustration.
Have the students predict what the story is going
to about.
For the oral read portion, have enough copies of
the book for small groups, or show pages on a
projector so all students can see.
Teacher reads story aloud.
Who Found Fritz?
In Just a Dream,
Fritz is cleverly hidden
as a tiny hood
ornament on the semi
truck aiming for
Walter‘s bed.
In The Polar
Express, Fritz is in the
living room in one of
the first scenes.
Activity:




Review yesterday‟s lesson about how a character changes – through
interactions with the setting, plot events, and other characters.
Divide students into pairs. Using the boy in The Polar Express, each pair is
to recreate the two organizers from yesterday – story elements and
character chart.
Remind students to infer their own ideas and support their inferences with
actual details from the text.
Students should refer to the rubric when completing their charts.
Inferencing and Just a Dream and The Polar Express
by: Chris Van Allsburg
Day 4 – Whole Group Assessment and Discussion
Materials: Just a Dream, by Chris Van Allsburg, The Polar Express, by Chris Van
Allsburg, projector or overhead, yesterday‟s rubric, story charts from Just
a Dream and The Polar Express, active participation class list, chart paper,
markers
Whole Group Assessment:




Have pairs display all their charts in a row, so
that all are displayed. (You will need a large
area for this – perhaps the gym or down a
hallway). No names should be visible on the
charts.
Display class-created rubric from yesterday.
Starting with the first pair of charts, invite
students to come up and examine all the
charts. Discuss reasons why it should be
assessed at a certain level, and have the
students come to an agreement on an overall
level. Remind students to go back to the
rubric if their reasons are unclear or
incorrect.
Record valuable contributions on the
participation class list.
Discussion:


Compare the two main characters in Just a
Dream and The Polar Express. Ask students
for examples of how the two are the same;
how they are different. Record responses on
chart paper under two columns. Responses
should include how the two characters undergo
a character transition – how their thoughts
and ideas change.
Combine the responses into a compare and
contrast paragraph on chart paper. Students
should copy paragraph into their notes.
Just for Fun:
Just a Dream
Describe a
transformational
experience in which your
own thinking was
changed.
Write about an
environmental issue you
care deeply about, in
story form.
Make posters for your
school that teach others
about the effects of their
actions on the
environment.
Plant a class tree.
The Polar Express
Illustrate or create a
diorama showing what
you think the North Pole
looks like.
Write a letter to Santa.
Create a response back.
Create a new chapter
showing what happens to
the boy during his next
Christmas.
Write a journal entry
about your favourite gift
ever. Who was is from?
Why was is important?
Where do you keep it /
What do you do with it?
Inferring and Just a Dream and The Polar Express
by: Chris Van Allsburg
Day 5 – Reader Response
Materials: Just a Dream, by Chris Van Allsburg, overhead or projector, reader
response journals, response rubric
Oral Read:



Inform students that their purpose for
reading this morning is to watch from within
the scene – focus in on one moment by zooming
in on details provided in the story and the
illustrations, and examine how that detail tells
what is happening – both in the moment, and
overall
Remind students that when inferring, you are
reading between the lines. You have to dig
deeper to realize what it is that the author
isn’t saying.
Reread Just a Dream to the class. Encourage
students to use their stickies to record any
thoughts or ideas they may have during the
reading of the story.
Reader Response:


Using the already established format
(summary, reflection), students will complete a
reader response in their notebooks.
Have question on the blackboard for students
to respond to:
In your reflection today, discuss Walter‟s
transformation. His dream caused him to
drastically change the way he thought and
acted. Have you ever had or read about an
experience that changed your, or someone
else‟s, life? Explain.

Collect for assessment.
Expanding the Lesson:
Students may be
challenged to create an
entire story that takes
place in one moment.
They can be asked to use
their sense to record all
that they can remember
or imagine about that
moment, and then shape
the moment into narrative
form.
Ask your students to
find examples in their
reading of places where
the author has zoomed in
on one moment in time.
Ask the students to
discuss how this
approach gives readers a
clearer sense of
characters‘ personalities.
Have students create
dramatic presentations of
Walter‘s journey through
his dream. Select one
person to be Walter, and
divide the other students
into groups for each of
the settings in the dream.
Have students create
settings (backdrops) for
their scenes. Presentations could be done with
or without sound.
Rubric for Reading Response Journal
Criteria
Knowledge and
Understanding
The student‘s journal
entry demonstrates:
− the main idea and
supporting detail
− elements of story:
plot, characters,
setting
− characteristics of the
writing genre
Thinking
Through the journal
entry the student
identifies:
− processing skills
− personal opinion,
thoughts and/or
feelings about the text
- Inferences
Communication
The student‘s journal
entry communicates:
− expression and
organization of ideas
Level 1
Level 2
Level 3
Level 4
− limited knowledge of
content
− limited
understanding of
content
− some knowledge of
content
− some understanding
of content
− considerable knowledge
of content
− ideas of some
complexity
− thorough knowledge of
content
− thorough understanding
of content
− processing skills with
limited effectiveness
− shows little or no
evidence of reflection
about what was read
− processing skills with
some effectiveness
− shows evidence of
some reflection about
reading
− reasoning that is
consistent and exhibits a
general level of
understanding
− shows evidence of a
general level of reflection
about reading
− complex ideas: shows
evidence of reflection and
deeper thinking about
reading
− reasoning that is
consistent and exhibits a
thorough level of
understanding
− a message that has
little or no clarity of
ideas, in simple terms
− the length of journal
entry is inconsistent
with the message
− with little or no
structure and/or logical
order
− a message that has
some clarity of ideas, in
simple terms
− the length of journal
entry is somewhat
appropriate to the
message
− journal is somewhat
structured and
demonstrates elements
of logical order
− a message that has a
general level of clarity and
specificity
− the length of journal
entry is appropriate to the
message
− the journal
demonstrates a general
level of structure and
logical order
− a message that
communicates a clear,
specific message
− the length of journal
entry is appropriate to the
message
− the journal is structured
and logical
Inferring and The Sweetest Fig
by: Chris Van Allsburg
Day 1 – Oral Read and Final Assessment
Materials: The Sweetest Fig, by Chris Van Allsburg, laptop, projector, rubric
Oral Reading:




Introduce book by reading the title and showing the
front cover illustration.
Tell students that they will be reading for their final
assessment in inferring today. Students should make
stickie notes of their thinking as the story is read.
For the oral read portion, have enough copies of the
book for small groups, or show pages on a projector
so all students can see.
Teacher reads story aloud. While reading through
the first time, ask questions so students can begin to
form an answer.
Find Fritz:
Fritz is hidden on a
wine bottle on
Bibot’s kitchen
counter.
Final Assessment: Comprehension / Inferring Questions:


Write questions on blackboard or project on overhead for all to see.
Students will answer in written format:
1) Why does Bibot smile when he tells the old woman her tooth must come
out? What does this tell us about what kind of person he is?
2) Knowing what you know about Bibot‟s character, how do you think Marcel
feels about him? What in the book makes you think this?
3) Sometimes we talk about something good happening as a “dream come true.”
What is different about the dreams we have at night and the dreams we
have during the day? Would you really want the things you dream at night
to become real? Why?
4) Why does Bibot try to hypnotize himself to have the same dream every
night? What is he trying to do?
5) Did Marcel‟s dream come true? What was it? What kind of person do you
think he will be? How do you think he may treat his dog, Bibot? Why?
Inferring Rubric
Inferring
Communication
_________________
Level 1
Level 2
Level 3
Level 4
Attempts to make
predictions or draw
conclusions,
without using the
text or by using the
text inappropriately
to defend the
statement
Draws conclusions
or makes
predictions that are
consistent with the
text or schema
Draws conclusions
and /or makes
predictions and can
explain the source
of the conclusion or
prediction
Develops
predictions,
interpretations,
and/or conclusions
about the text that
include
connections
between the text
and the reader‘s
background
knowledge or ideas
and beliefs
Produces a
response, but with
little or no ideas
ideas or details
from the text
Produces a
personal response
showing inferential
thinking but does
not show evidence
from the text
Produces a
thoughtful personal
response showing
inferential thinking
with supporting
evidence from the
text
Produces a
detailed, thoughtful
personal response
showing clear
inferential thinking
with ample
supporting
evidence from the
text
Inferring Rubric
_________________
Level 1
Level 2
Level 3
Level 4
Inferring
Attempts to make
predictions or draw
conclusions,
without using the
text or by using the
text inappropriately
to defend the
statement
Draws conclusions
or makes
predictions that are
consistent with the
text or schema
Draws conclusions
and /or makes
predictions and can
explain the source
of the conclusion or
prediction
Develops
predictions,
interpretations,
and/or conclusions
about the text that
include
connections
between the text
and the reader‘s
background
knowledge or ideas
and beliefs
Communication
Produces a
response, but with
little or no ideas
ideas or details
from the text
Produces a
personal response
showing inferential
thinking but does
not show evidence
from the text
Produces a
thoughtful personal
response showing
inferential thinking
with supporting
evidence from the
text
Produces a
detailed, thoughtful
personal response
showing clear
inferential thinking
with ample
supporting
evidence from the
text
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