Stations: Reading


Point of View
Skill Focus: Point of View, Making Inferences

Objective: Students will read the same text from two different points of view.

Procedure: This station will have one text and two colors of highlighters. Students will be instructed to read the text first from one point of view, and then from another viewpoint. They will highlight the words in each of the different colors that demonstrate mood from each different viewpoint.

Students need two different colored highlighters for
the "Point of View" station.

Lady Eagles Text
Point of View Handout

Text Structures
Skill Focus:  Determining Organizational Patterns

Objective:  Students will work cooperatively to read short passages and determine their organizational patterns. Each graphic organizer will be drawn on the white board or chalk board. Students will read the short passages, then write the information into the appropriate graphic organizer after determining the correct text structure.

Text Structure Directions
Text Structure Passages
More Text Structure Practice


Headline Match
Skill Focus: Main Idea and Summarizing

Objective: Students will determine the appropriate heading for a passage by summarizing the main ideas and details.
Procedure:  At this station there are eight headings and eight short paragraphs. Students must read each passage and match the heading to its appropriate paragraph or article. To make the station challenging, we wrote four articles on the same general topic, and the other four articles on a different topic; so that students have to read for details in order to identify the appropriate heading.

Heading Match Handouts


Story Mix Up
Skill Focus: Cause and Effect

Objective:  Students will put a mixed-up story into order by making inferences and determining cause and effect relationships.


Directions
Mixed-Up Story
Story Key



Trait Tracking
Skill Focus: Character Traits


Objective:  Students will determine character traits and match evidence for each trait.
Procedure:  Simulate TEI-style questions at this station by giving students short biographies (we often use celebrities or authors with whom students are familiar or interested). The students will put their answers on a T-Chart that, in one column, lists character traits. They will be instructed to write in evidence from the short biographies that support each trait. To differentiate for lower-level students, the T-Chart can already have the evidence written in one column, and there can be strips of paper at the station with character traits written on them; students can glue the appropriate trait next to the evidence.


Interpreting Idioms
Skill Focus: Interpreting Figurative Language and Idioms

Objective: Students will identify meanings of idioms using contextual clues.
Procedure:  This station has a single handout. The students work together to match the idiom or colloquialism to its meaning by making inferences and drawing conclusions.

Interpreting Idioms

Mood Modification
Skill Focus: Interpreting Mood and Tone

Objective: Students will identify moods associated with words and phrases.
Procedure:  What about for connotation we give them a short children's story, poem, or song lyrics that has a clear mood and they state what mood they want to change it to. Then they will replace the words in the story with other words that are synonyms in order to change the mood of the story. We would need a thesaurus at this station.

Connotation Story
Mood Modification Station Directions





Chain Reaction
Skill Focus: Cause and Effect


Objective: Students make inferences and draw conclusions to determine causes and effects.


Procedure: This station can contain sentences or pictures (or a combination of both) that represent causes and effects.  Students must choose the appropriate matches and put them in the correct sequence. Finally, students work together to summarize the events in each completed scenario turn in their summaries. 

Chain Reaction Events
Chain Reaction Handout

 

Compilation Station
Skill Focus: Summarizing, Theme, Idiom
Objective: Students analyze authentic text to determine summaries, theme, and idiom.
Procedure: At this station there are four very short fictional stories, six strips of paper with themes written on them, and six strips with idioms. Students must work together to read the short stories, choose the appropriate them, and match the idiom that shares meaning with that theme. Each of the selected matching components will be glued to a sheet of 11 1/2x17 paper and turned in to the provided envelope.
You can also modify this station (per the handout) where they are simply choosing from multiple options and matching the summary and theme/idiom.

Aesop's Fables Directions
Fables 1
Fables 2




Conspiracy Theory
Skill Focus: Making Inferences and Drawing Conclusions


Objective: Students will analyze nonfiction texts.
Procedure: This station will have four envelopes, each containing information about a celebrity death/missing conspiracy. We chose to use Kurt Cobain, Marilyn Monroe, JFK, Bruce Lee, Tupac Shakur, and John Lennon (from Unsolved Celebrity Mysteries by David Southwell and Sean Twist (2008). Students will be instructed to read each of the informational texts (shared reading) and fill out the accompanying charts.

Conspiracy Theory Handout
Conspiracy Theory Directions
Conspiracy Theory Celebrity Reading


Poetic Tone

Skill Focus: Determining Mood and Tone, Author's Purpose

Objective:  Students will determine mood and tone by making inferences about word choice.

Procedure:  At this station, there will be three or four short poems. On the poems, several words and phrases will be highlighted. Students will work together as a team to cooperatively determine which words convey the author's tone. They will write down the agreed upon words and phrases on the handout, then use their choices to write in the tone. This is a great way to simulate the TEI multiple-selection SOL test questions. 

Poetic Tone

6 comments:

  1. Will you make handouts for the Conspiracy Theory Station available?

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  2. I uploaded the handout today. Since we originally used a (print) book for the reading, we are in the process of creating handouts for each celebrity so they can be printed and glued onto a trifold or poster board. Thanks for visiting, and we appreciate the feedback!

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  3. The stations look fantastic! Where did you upload the conspiracy theory handouts.

    ReplyDelete
    Replies
    1. We uploaded the handout for Conspiracy Theory station in the Stations: Reading section. We are working on the celebrity information. That is not available yet. We originally used Unsolved Celebrity Mysteries by David Southwell and Sean Twist (2008). We hope to have that up for you this weekend!

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  4. Thank you so much for all of these! I teach 7th and 8th grade reading. I created and developed the curriculum last year, and am trying to create and develop the small group station model within my room now. This is all new to me so I greatly appreciate you sharing all of these and would LOVE to see more that you have created to help me get going with mine!

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  5. Writing is an art form that reaches a multitude of people from all walks of life, different cultures, and age group. As a writer, it is not about what you want. slang idioms

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We appreciate your feedback! Please let us know what works and what does not.If you have an idea or concept you would like to see made into a station, please send those to us as well!