Kelley A. Fujii
SLM 502
October 16, 2012
Reading Strategy
Open-Mind Portraits
Grade Level
Subject Area
5 th
Language Arts
FCPS Content
Standard
Standard 3.0 Comprehension of Literary Text
1.
2.
Develop and apply comprehension skills by reading a variety of self-selected and assigned literary texts including print and non-print.
Analyze characters
 Character's traits based on what character says, does, and thinks and what other characters

 or the narrator says
Character's motivations
Character's personal growth and development
AASL Standard 1: Inquire, think critically, and gain knowledge
Skills
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
Benchmarks  Read short story or novel
 Use a variety of ways (through art and oral or written language) to present information and character traits, thoughts and feelings
 Use an Open Mind Portrait to display
1.2.3 Demonstrate creativity by using multiple resources and formats Dispositions In
Action Indicator
Responsibilities
Indicator
None for this activity
Self-assessment
Strategies Indicator
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4Seek appropriate help when needed.
Explanation of the Activity:
Fifth graders will read a short story or a book. Before they read, teachers will review character traits and inferences about those traits based on how the character behaves. To help students think more deeply about a character and reflect on story events from the character’s viewpoint, students will draw an open-mind portrait of the character.
The portraits have to parts: the face – for physical traits and the mind – for students to show what they have read and inferred about the character. Students can re-read for understanding and to recall specific details. In addition, students will either write down or speak orally to explain the drawings and pictures they have placed in the character’s mind.
This activity could also be adapted for other contents: musicians, historical figures, scientists, mathematicians, sports figures, etc.
Sources:
Head outline
Clips Ahoy. N.p., n.d. Web. 15 Oct. 2012. http://www.clipsahoy.com/webgraphics2/as2275.htm
Idea
Tompkins, Gail E. 50 Literacy Strategies: Step by Step. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2004.

Name ___________________________
Date _____________________
Group ______________________
Directions for after you finish your short story or novel:
1.
Choose one character. What does he or she look like? Draw and color the face of your
character on one of the head outlines provided. You may draw one if you choose. .
2.
On the second outline, draw and write down what you know and can infer about the
character’s thoughts. Think carefully about the pictures that would represent events, emotions and important thinks that happened to your character or thoughts that often crossed their minds.
3.
Cut out both outlines. Use a brass brad to connect the two outlines together at the top of the head. Now you will have the face on the front and the thoughts behind them.
4.
Be prepared to share your faces with your classmates.
Sample:
Outline 1: Physical
Goes in front
Use descriptions from the text if you can. Draw the physical looks of your character.
Don’t forget hair and a shirt collar
Outline 2: Thoughts
Goes in back
Use events: happy or sad, thoughts and feelings that the character experienced, and words that represent parts of the book.