james and the giant peach packet -...
TRANSCRIPT
© 2010 Wise Guys
James and the Giant Peach
By Roald Dahl
Comprehension Guide
GrasshopperLadybugSpider
CentipedeAunt SpikerAunt Sponge
Name:
Date:
Directions: Answer the following questions about the storyJames and the Giant Peach. Always use complete sentences.
Prior to ReadingStrategy Focus: Making PredictionsGood readers will predict. Preview your book and make a prediction about what the book is about. Your prediction should be at least 2 sentences. Your prediction must include what you think the book will be about and also how you think the main character(s) will fit into the story.
Good Readers will try to find meanings from the words…
Word StudyIn order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Please refer to the “Word Study” sheet in the back of your packet for the words. Your job will be to either use the vocabulary words in a sentence or find their meanings. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story.
Good Readers will use context clues…
Day 1 Reading: Chapters 1-3
How did James’ parents disappear?
Strategy Focus: CharacterizationGood readers will understand the characters of the story. Describe in detail the characters below. Use pages 2-5 to help.
Names of James’ aunts
Words that describe them
What did they do to James?
What did they call James?
© 2010 Wise Guys
James and the Giant Peach Comprehension Guide
What did he have to play with?
Physical description of Aunt Sponge
Physical description of Aunt Spiker
Day 2 Reading: Chapters 4-7 What did the old man say about the magical bag?
What happened to the magical bag James was carrying?
How do you think James’ aunts can make money off the peach?
How would you make money off of the peach? Write your idea in the peach below.
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Good readers use strategies w
hen reading…
Day 3 Reading: Chapters 8-12 Where was James when the aunts were charging admission to see the peach?
Where did James have to go when the people were gone? What did he decide to do?
Strategy Focus: CharacterizationGood readers will understand the characters of the story. Describe in detail the characters below. Use pages 26-31 to help.
Character DescriptionGrasshopper
Spider
Ladybug
Centipede
Earthworm
How did the creatures grow to be so big?
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Why did James like the centipede? Who makes you laugh? Why?
Day 4 Reading: Chapters 13-16
Describe the glow-worm.
What is your opinion of the centipede so far? Why?
Why did the insects want the peach to move?
What happened to Aunt Sponge and Aunt Spiker? Predict where James will live next and give a reason why.
Write two sentences where you predict the peach will go next and what will happen to the peach and the creatures inside.
Day 5 Reading: Chapters 15-16
Chapter titles were not created for this book. As you read these two chapters create titles for them. You should have at least two sentences explaining why you chose the title that you did.
Chapter 15
New Chapter Name
____________________________________
© 2010 Wise Guys
Explanation:
Chapter 16
New Chapter Name
____________________________________
Explanation:
Day 6 Reading: Chapters 17-19 Describe the scene inside the peach when it began moving. Write at least three sentences.
Why did the grasshopper make a good decision as where to exit the peach?
How does the earthworm feel about being in the sea?
How does James help the creatures solve their hunger problems?
Why are all the creatures in the peach worried at the end of the chapter?
What would be your plan if you were James? © 2010 Wise Guys
Rem
ember, reading is thinking…
Day 7 Reading: Chapters 20-23 What was James’ plan to get away from the sharks? What did the creatures think of the plan?
What did James use for bait to get the seagulls to come by the peach?
Who went to inspect the damage from the sharks? What did that creature find out about the damage? Why?
Describe the boat captain’s reaction when he saw the peach through the telescope. What was the first mate’s reaction?
Strategy Focus: VisualizingGood readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.
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Two sentences:
Day 8 Reading: Chapters 24-26
Strategy Focus: CharacterizationGood readers will often construct descriptions about the characters in the book to help them understand the story better. Some of the characters in this book are described in more detail in this reading. Next to their shapes, write down five things you learned about each creature.
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What happened with James and the centipede? What was the centipede’s reaction when he was back in the peach? What did Earthworm say to him?
Day 9 Reading: Chapters 27-30
Strategy Focus: Asking Questions Good readers also ask questions as they read in order to help them comprehend what they are reading. As you read chapters 27-30, write down at least three discussion questions. These questions should allow discussions to take place within a group setting. “What was the name of the main character?” is not a discussion question.
1.
2.
3.
Strategy Focus: SummarizeGood readers are able to summarize what they have read. Describe in detail what happened with the “cloud men.” Write at least three sentences.
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Good readers ask questions about w
hat they are reading…
What happened to the centipede? What were grasshopper’s and ladybug’s ideas?
What would be your idea to help the centipede? Please be descriptive in your plan.
Day 10 Reading: Chapter 31-Part of Chapter 37 (pages 99-109)Describe how the cloud men made various forms of weather below.
What did James and the creatures see in the morning?
What did the people of New York City think the peach was?
How did the peach fall from the sky? Where did it land?
What were some of the names that the people thought the creatures were? Do you have any text-to-text connections?
Strategy Focus: Visualizing © 2010 Wise Guys
Good readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.
Two sentences:
Day 11 Reading: Rest of Chapter 37-39 (pages110-end)
Strategy Focus: Character DescriptionJames describes the creatures to the people of New York. Fill in the chart below with the description of each creature. Also include the new job they had in America.
centipede Job:
earthworm Job:
grasshopper
Job:
Glow-worm Job:
spider Job:
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Good readers w
ill predict what they think w
ill happen next…
Ladybug Job:
silkworm Job:
How did the people of New York City treat James and the creatures?
What happened to the peach stone?
Strategy Focus: PredictingRemember, a good reader will always look back at their predictions to see if they were accurate- sort of like a scientist looking back at a hypothesis for an experiment. You made a prediction for the first day. Look back at this prediction to see how accurate you were. Your explanation should be at least 3 sentences in length and include what your prediction was and if this prediction was right or wrong. If it was wrong, you should include in your explanation how it was wrong.
On-Going ActivityVocabulary Alpha Boxes
As you read James and the Giant Peach, try to find vocabulary words for each letter or box. It is all right to have more than one word in each box. Try your best to try to fill most boxes! I understand that you may find some boxes empty when you finish reading the book. If you need to do this on a separate sheet of paper, please do so.
Put the corresponding letter next to the word that you put in each alpha box.
I= Interesting word D= Difficult word F= Funny wordN= New word O= Other reason C= Character
In other words, if you put the word “shovel” in the “S” section, you must put a reason for choosing this word. Your box may look like the example below:
A B C D
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JJames= C
E F G H
I J K L
M N O P
Q R S T
U V W X
Y Z
On-Going ActivityCharacter Circle
Directions: Pick one character from the story and fill in each part of the circle as it is labeled below.
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Name of character
and picture of
Physicaldescriptio
n
On-Going ActivityMaking Connections
Directions: As you read, write down any text-to-text, text-to-self, and text-to-world connections that you have for the book.
Text-to-Text Connections: Sometimes a story will make a reader think of another book that he/she has read or heard about.
Text-to-Self Connections: Sometimes a story will remind a reader about something that happened in his/her own life such as a birthday party, a vacation, a pet, etc. Sometimes, the text-to-self connection is about an event that happened in someone else’s life such as an aunt, a friend, your pet, etc.
Text-to-World Connections: Sometimes a story will make a reader think about something that is happening in the world. Maybe the book
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Personality-What was the creature
New job in America
and picture
that you are reading is taking about a class election. That may remind you that your parents have talked about the upcoming Presidential election.
Text-to-TextDescribe below some connections that can be made from
the book you are reading to another book or movie.
Text-to-SelfDescribe below some connections that can be made from the book you are
reading to an experience you or someone that you know has had.
Text-to-WorldDescribe below some connections that can be made from the book you are reading to the
world.
James and the Giant PeachEnd of Novel Project Choices
The following choices will be due at the end of the novel. I will give you some time in class to complete this, but you may have to do some at home.
Interview a CharacterPretend you are a talk show host interviewing a character from the book. Your interview must include ten events that happened with this character in the book.© 2010 Wise Guys
SongThe centipede had some creative songs in the story. Write a song about the story. Your song must contain ten events that happened in the book. You can also sing this song to the class for extra credit!
Air FlightThe peach was able to fly from England to America across the Atlantic Ocean. Recreate this scene by making a diorama of this amazing voyage. On the back of the diorama include all the events that happened to James and his fellow passengers about the peach.
Empire State BuildingDesign a 3D skyscraper like the Empire State Building in New York City. Your building must contain at least ten events that happened in the story of James and the Giant Peach.
Artful ArtistThere were many amazing events that happened in this book. Use your artistic talents to create three scenes from the story onto white paper. Each scene should include the setting, main characters, and the problem, if there is one. Then on the back of the paper, you should include 5 sentences about each scene.
IPod TouchDesign your own IPod Touch. Your IPod Touch should include ten “Apps”. You will need to create a colorful IPod. You will also need to write two sentences for each application explaining what the application is and how it relates to the story. You will need to get the IPod sheet from your teacher.
IPod Touch
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James and the Giant PeachWord Study
Reading Strategy Focus: Word StudyIn order to better comprehend what they are reading, good readers will try to find the
© 2010 Wise Guys
Good readers w
ill try to find the meanings of key w
ords…
meanings of the key vocabulary in the story. Sometimes they may ask someone what a word means or use context clues to figure out the meaning. Good readers will also look up the definition.
Your Job: Your job will be to either use the vocabulary words below in a sentence or find the meanings of the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story. Please skip lines between each definition. This work must be done neatly or you will do it over. If there are more than 2-3 words per day, your teacher may have you work with a partner, discuss them in a group, or provide the meanings for you.Day 1 Reading
Chapter 1Nuisance p.2Miserable p. 2Ramshackle p. 2Desolate p. 3Ancient p. 3
Chapter 2Peculiar p. 4Ghastly p. 5Laurel p. 7
Chapter 3Mildewed p. 8Luminous p. 8
Day 2 ReadingChapter 4
No WordsChapter 5
Hideous p. 13Precious p. 13Despair p. 13
Chapter 6Bulging p. 16
Chapter 7Cautiously p. 19
Day 3 ReadingChapter 8
Seething p. 21Chapter 9
No WordsChapter 10
No WordsChapter 11
Behold p. 27Famished p. 27
Chapter 12Slither p. 29Withering p. 29
Day 4 ReadingChapter 13
Shimmered p. 31Gossamer p. 31
Chapter 14No Words
Chapter 15No Words
Chapter 16Hurtling p. 40Paddock p. 41
Day 5 ReadingChapter 15
No WordsChapter 16
Hurtling p. 40Paddock p. 41
Day 6 ReadingChapter 17
Chaos p. 43Disentangle p. 45Trifle p. 46Giddy p. 46Amidst p. 47
Chapter 18Dreadfully p. 50Primly p.51
Chapter 19Aghast p. 56Froth p. 56Pandemonium p. 56
Day 7 ReadingChapter 20
No WordsChapter 21
No WordsChapter 22
Exhorting p. 62
Day 5 ReadingChapter 15
No WordsChapter 16
Hurtling p. 40Paddock p. 41
Day 6 ReadingChapter 17
Chaos p. 43Disentangle p. 45Trifle p. 46Giddy p. 46Amidst p. 47
Chapter 18Dreadfully p. 50Primly p.51
Chapter 19Aghast p. 56Froth p. 56Pandemonium p. 56
Day 7 ReadingChapter 20
No WordsChapter 21
No WordsChapter 22
Exhorting p. 62Chapter 23
Ascent p. 67Gaping p. 69
Day 8 ReadingChapter 24
Spellbound p. 71Katydids p. 73Rambunctious p. 74
Chapter 25No Words
Chapter 26No Words
Chapter 23Ascent p. 67Gaping p. 69
Day 9 Reading
Chapter 27Eerie p. 81Lurking p. 82Stealthy p. 82Imbeciles p. 85Loathsome p. 86
Chapter 28Enthralled p. 91Wringing p. 92Malevolently p. 92Flabbergasted p. 93Pelting p. 94
Chapter 29No Words
Chapter 30Wretched p. 95Detest p. 95Immense p. 97Deluge p. 98
Day 10 Reading
Chapter 31-34No words
Chapter 35Plummeted p. 106Desperately p. 106Stupor p. 106
Chapter 36No words
Day 11 Reading
Chapter 37Gape p. 108Vermicious p. 110Giddy p. 110
Chapter 38Hoisted p. 115
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End of Story Comprehension Check
Name ___________________________ Date _________________
Project Choice: ________________________________
Student Evaluation
1. On a scale of 0-5, I would rate this book a ______.
2. My favorite part of this books was:
3. On a scale of 0-5, I would rate my effort on the final project a ______.
4. On a scale of 0-5, I would rate the neatness of my final project a _____.
5. I think my overall grade on the final project would be a ______.
Teacher Evaluation
5 Points 4-3 2-1
Content
Wow! Above and Beyond expectation! Your project really
shows that you understood the story!
Shows a lot of comprehension of
story through activity chosen (main
characters, setting, main events, problem, and
solution).
Shows some or minimal
comprehension of story through activity
chosen.
Effort
Wow! Above and beyond expectations! Your work was very neat and it seems as though you put your best effort toward
this!
Worked hard, was not easily distracted. Seems like you put
some effort into your final project.
Worked hard, was sometimes distracted.
Maybe could have used more effort on
final project.
Grade: ________
© 2010 Wise Guys
Name: _________________ Date: ________________
Directions: Answer the following questions about the storyJames and the Giant Peach. Always use complete sentences.
Prior to ReadingStrategy Focus: Making PredictionsGood readers will predict. Preview your book and make a prediction about what the book is about. Your prediction should be at least 2 sentences. Your prediction must include what you think the book will be about and also how you think the main character(s) will fit into the story.
Answers will vary.
Good Readers will try to find meanings from the words…
Word StudyIn order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Please refer to the “Word Study” sheet in the back of your packet for the words. Your job will be to either use the vocabulary words in a sentence or find their meanings. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story.
Good Readers will use context clues…
Day 1 Reading: Chapters 1-3
How did James’ parents disappear?They were eaten by a rhinoceros.
Character Traits: Describe in detail the characters below. Use pages 2-5 to help.
Names of James’ aunts Aunt Sponge and Aunt Spiker
Words that describe them Mean, lazy, nasty, awful
What did they do to James? Never called him by his name, beat him
What did they call James?Filthy, nuisance, disgusting little beast, miserable creature
© 2010 Wise Guys
James and the Giant Peach Comprehension Guide
What did he have to play with? nothing
Physical description of Aunt Sponge
Fat, short, small, piggy eyes
Physical description of Aunt Spiker
Tall, boney, steel spectacles
Day 2 Reading: Chapters 4-7 What did the old man say about the magical bag?
Never drop the magical bag.
What happened to the magical bag James was carrying?
He dropped it and it spilled all over the ground. Tiny green things scattered and sneaked into the soil.
How do you think James’ aunts can make money off the peach?
AWV. Students should come with ways the aunts could profit from the peach.
How would you make money off of the peach? Write your idea in the peach below.
AWV. Students should write at least 3 sentences of what they would do to make money off the peach below.
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Good readers use strategies w
hen reading…
Day 3 Reading: Chapters 8-12 Where was James when the aunts were charging admission to see the peach?
He was locked in his bedroom.
Where did James have to go when the people were gone? What did he decide to do?
He had to clean up the mess from the people. He climbed through the tunnel in the peach.
Characters: Describe in detail the characters below. Use pages 26-31 to help.
Character DescriptionGrasshopper Old, green, large, musician
Spider Enormous, female
LadybugGiant, nine black spots
Centipede Long, 42 legs, wears boots, rascal
Earthworm Slithers, long, segments
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How did the creatures grow to be so big?
They ate the little green things in the bag.
Why did James like the centipede? Who makes you laugh? Why?
He liked his personality, he made him laugh. AWV. Students should explain who makes them laugh and a reason why.
Day 4 Reading: Chapters 13-16
Describe the glow-worm.
She is nice, friendly, colorful, odd and in her own world.
What is your opinion of the centipede so far? Why?
AWV. Some will like his humor, where others may find him rude.
Why did the insects want the peach to move?
They wanted to get away from James’ aunts.
What happened to Aunt Sponge and Aunt Spiker? Predict where James will live next and give a reason why.
They got ran over by the peach. AWV, most should predict that he will live in the peach. They should then state a reason why.
Write two sentences where you predict the peach will go next and what will happen to the peach and the creatures inside.
AWV. Students need to write two sentences where the peach will go and what will happen inside the peach to the creatures.
Day 5 Reading: Chapters 15-16
Chapter titles were not created for this book. As you read these two chapters create titles for them. You should have at least two sentences explaining why you chose the title that you did.
© 2010 Wise Guys
Rem
ember, reading is thinking…
Chapter 15
New Chapter Name
____________________________________
Explanation:
Chapter 16
New Chapter Name
____________________________________
Explanation:
Day 6 Reading: Chapters 17-19 Describe the scene inside the peach when it began moving. Write at least three sentences.
There was chaos. It was black. The insects were scattered. James is hurt.
Why did the grasshopper make a good decision as where to exit the peach?
They must first go up to the top of the peach to have a look around instead of getting trapped going out the side or bottom.
How does the earthworm feel about being in the sea?
He thought they were all going to die.
How does James help the creatures solve their hunger problems?
He tells them to eat the peach.
Why are all the creatures in the peach worried at the end of the chapter?
© 2010 Wise Guys
Rem
ember, reading is thinking…
There are sharks that start surrounding the peach.
What would be your plan if you were James?
AWV. Students should come up with a creative plan to get rid of the sharks.
Day 7 Reading: Chapters 20-23
What was James’ plan to get away from the sharks? What did the creatures think of the plan?
Use an earthworm to attract seagulls to the peach, attach the web to the
seagulls, and have the seagulls pull them out of the water. The earthworm
did not like the plan.
What did James use for bait to get the seagulls to come by the peach?
He used the earthworm.
Who went to inspect the damage from the sharks? What did that creature find out about the damage? Why?
Ms. Spider went to inspect and did not find much damage because the sharks were little compared to the peach and didn’t eat a lot.
Describe the boat captain’s reaction when he saw the peach through the telescope. What was the first mate’s reaction?
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The captain was terrified. The first mate thought the captain was crazy.
Strategy Focus: VisualizingGood readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.
Two sentences:
Day 8 Reading: Chapters 24-26
Strategy Focus: CharacterizationGood readers will often construct descriptions about the characters in the book to help them understand the story better. Some of the characters in this book are described in more detail in this reading. Next to their shapes, write down five things you learned about each creature.
CheerfulViolinOldWiseNice
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Blind, seagull bait, worried, scared, Hate centipede, soil
What happened with James and the centipede? What was the centipede’s reaction when he was back in the peach? What did Earthworm say to him?
The centipede got too close to the edge of the peach. James tied silk to the centipede. He was upset his boots got wet.
Day 9 Reading: Chapters 27-30
Strategy Focus: Asking Questions Good readers also ask questions as they read in order to help them comprehend what they are reading. As you read chapters 27-30, write down at least three discussion questions. These questions should allow discussions to take place within a group setting. “What was the name of the main character?” is not a discussion question.
1.
AWV. Make sure students ask open-ended questions. Using why or what would you do would be good starters.
2.
3.
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Good readers ask questions about w
hat they are reading…
Nine spots, farmers love her, scarlet shell, Likes music, eats bugs
spins webs, dad flushed, doesn’t like aunts
Strategy Focus: SummarizeGood readers are able to summarize what they have read. Describe in detail what happened with the “cloud men.” Write at least three sentences.
The cloud men were standing in a group. They would reach out and grab handfuls of clouds and make them into big balls. Then they got shovels and started shoveling the piles off the clouds. They were making hailstones.
The centipede yelled at them because he thought they were deaf. The cloud men heard him and turned and stared motionless. The centipede continued to yell and do gestures at them. The cloud men began throwing the hailstones at the peach.
What happened to the centipede? What were grasshopper’s and ladybug’s ideas?
The paint was drying on the centipede. He couldn’t move. The ladybug wanted to remove it with sandpaper. The grasshopper wanted to peel it off like a banana.
What would be your idea to help the centipede? Please be descriptive in your plan.
AWV. Students must use description and write more than one sentence.
Day 10 Reading: Chapter 31-Part of Chapter 37 (pages 99-109)Describe how the cloud men made various forms of weather below.
They made hail by grabbing clouds and forming them into balls. They painted the rainbow. They had huge drums to make thunder. They had frost and wind factories where blizzards and tornadoes were made.
What did James and the creatures see in the morning?
They saw land!
What did the people of New York City think the peach was?
They thought it was a bomb. They thought another country was attacking
them.
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How did the peach fall from the sky? Where did it land?
They wanted to land, so centipede chewed the strings so they would gradually land. A plane came and cut the strings. They landed on the tip of the Empire State Building.
What were some of the names that the people thought the creatures were? Do you have any text-to-text connections?
Some names were whangdoodle, prock, oinck, whompus, and sea serpent. Many students may connect this with the story The Last of the Really Great Whangdoodles or Charlie and the Chocolate Factory.
Strategy Focus: Visualizing Good readers draw pictures in their heads as they read in order to help them comprehend the story. This is called visualizing. Try to draw a picture in your head. Then draw one of these pictures in the box below. Your picture must be colorful and contain at least two sentences that explain how your picture relates to the story.
Two sentences:
Day 11 Reading: Rest of Chapter 37-39 (pages110-end)
Character Description: James describes the creatures to the people of New York. Fill in the chart below with the description of each creature. Also include the new job they had in America.
centipedeSweet, gentle
Job: Vice President in charge sales in a boot and shoe manufacturing company
earthwormDigger
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Good readers w
ill predict what they think w
ill happen next…
Job: employed by a woman’s face cream company to speak commercials on TV
grasshopper
Boon, plays music, hops when tickled
Job: member of New York Symphony Orchestra
Glow-wormCharming, loves simplicity, lights up a room
Job: the light inside the torch of the statue of liberty
spider
Lots of thread, nice
Job: made rope for tight rope walkers
Ladybug
Beautiful, kind, mother
Job: married the head of the fire department
silkworm
Great silk, pressed Queen of England’s dress
Job: made rope for tight rope walkers
How did the people of New York City treat James and the creatures?They treated them as heroes.
What happened to the peach stone?It was set up permanently in Central Park and became a monument and home to James.
Strategy Focus: PredictingRemember, a good reader will always look back at their predictions to see if they were accurate- sort of like a scientist looking back at a hypothesis for an experiment. You made a prediction for the first day. Look back at this prediction to see how accurate you were. Your explanation should be at least 3 sentences in length and include what your prediction was and if this prediction was right or wrong. If it was wrong, you should include in your explanation how it was wrong.
On-Going ActivityVocabulary Alpha Boxes
As you read James and the Giant Peach, try to find vocabulary words for each letter or box. It is all right to have more than one word in each box. Try your best to try to fill most boxes! I understand that you may find some boxes empty when you finish reading the book. If you need to do this on a separate sheet of paper, please do so.
Put the corresponding letter next to the word that you put in each alpha box.
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I= Interesting word D= Difficult word F= Funny wordN= New word O= Other reason C= Character
In other words, if you put the word “shovel” in the “S” section, you must put a reason for choosing this word. Your box may look like the example below:
Aaunts
BBulging
CCloud men
DDesolate
Eearthworm
FFamished
GGrasshopper
HHideous
Iimmense
JJames
KKatydids
LLadybug
Mmagic
NNew York
OObese
PPeach
Qquiet
RRamshackle
SSpider
Ttrifle
Uugly
VVermicious
Wwretched
X
Y Zzoo
On-Going ActivityCharacter Circle
Answers will varyDepending on the character
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JJames= C
Directions: Pick one character from the story and fill in each part of the circle as it is labeled below.
Guided Reading Packet RubricReader’s Name: __________________________ Date: ______________
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Name of character
and picture of
Physicaldescriptio
n
Personality-What was the creature
New job in America
and picture
Level 1 Level 2 Level 3-4 Above and Beyond
Making Connections
Text-to-TextText-to-Self
Text-to-World
Reader made no connections
between text and self/text/or world.
Reader made simple connections but did
not explain them all in
detail.
Reader made connections and based them on background
knowledge and/or experiences. Reader
also had clear explanations on most
connections.
With all connections, reader explained in
detail how their background experiences
aided in the comprehension of text.
VocabularyWord Recognition
Reader did not identify any
vocabulary words. Reader seems to
have difficulty understanding
meaning of many words in the book.
Reader identified some unknown words
but seems to have some difficulty understanding
meaning of some words in the book.
Reader identified many unknown words and
was able to identify the meaning of most words
discussed.
Reader identified the majority words that
he/she did not understand. Reader seemed to gain a
vast amount of knowledge through the word study and was also willing to
share that with the group.
Comprehension
Summarizing
Reader showed little or no
awareness of what the story was
about through the assigned
comprehension questions and discussions.
Reader included some main details in the comprehension
questions and discussions but left out some very important
events.
Reader retold the story using main ideas and
supporting details in the comprehension questions
and discussions.
Reader retold the story effectively and
efficiently and was always willing to share
with the group.
PredictingMaking
Inferences
Reader’s predictions seemed
to lack any connection to what
previously happened in the
story or what could happen in the story.
Reader attempted to make predictions or
draw conclusions but did not use the text
to defend the statement.
Reader drew conclusions and/or made predictions
based on what could happen in the story.
The reader also defended these predictions by
using information found in the story.
Reader’s predictions, interpretations, and/or
conclusionsabout the story included connections between the
text and the reader's background knowledge,
ideas, and/or beliefs.
PacketReader’s packet was incomplete. Packet was messy.
Reader’s packet was somewhat complete.
There were parts missing and/or
questions were not fully answered.
Reader’s packet was complete. All questions
were answered accurately and complete.
Packet was neat.
Reader’s packet was complete. All answers
were complete and detailed. Packet is neat and easy to read. Most spelling was accurate.
A= 20-18 B= 17-16 C= 15-14 D= 13-12
Total Points ____ Student grade: _______
© 2010 Wise Guys
Guided Reading Assessment GridDirections: The following tables can be used as an assessment tool for when discussing books with the group at the table. You can refer to the back for more detailed rubric.
Book Title: _________________________________ Date: ____________________
Student: Student:Connection
sConnection
sVocabulary VocabularyComprehen
sionComprehe
nsionPredicting PredictingRating Scale 1-5 (please refer to back
for details)Rating Scale 1-5 (please refer to back
for details)
Student: Student:Connection
sConnection
sVocabulary VocabularyComprehen
sionComprehe
nsionPredicting PredictingRating Scale 1-5 (please refer to back
for details)Rating Scale 1-5 (please refer to back
for details)
Student: Student:Connection
sConnection
sVocabulary VocabularyComprehen
sionComprehe
nsionPredicting PredictingRating Scale 1-5 (please refer to back
for details)Rating Scale 1-5 (please refer to back
for details)
Student: Student:Connection
sConnection
sVocabulary Vocabulary
© 2010 Wise Guys
Comprehension
Comprehension
Predicting PredictingRating Scale 1-5 (please refer to back
for details)Rating Scale 1-5 (please refer to back
for details)
Guided Reading RubricBack Page
Level 1 Level 2 Level 3-4 Above and Beyond
Making Connections
Text-to-TextText-to-Self
Text-to-World
Reader made no connections
between text and self/text/or world.
Reader made simple
connections but did not explain
them all in detail.
Reader made connections and based them on
background knowledge
and/or experiences.
Reader also had clear explanations
on most connections.
With all connections, reader explained in
detail how their background
experiences aided in the comprehension of
text.
VocabularyWord Recognition
Reader did not identify any
vocabulary words. Reader seems to
have difficulty understanding
meaning of many words in the book.
Reader identified some unknown words
but seems to have some difficulty
understanding meaning of some
words in the book.
Reader identified many unknown words and was
able to identify the meaning of most words discussed.
Reader identified the majority words that he/she did not understand. Reader seemed to gain a vast amount of
knowledge through the word study and was also willing to share that with the
group.
Comprehension
Summarizing
Reader showed little or no
awareness of what the story
was about through the
assigned comprehension questions and discussions.
Reader included some main
details in the comprehension questions and discussions but
left out some very important events.
Reader retold the story using main
ideas and supporting details
in the comprehension questions and discussions.
Reader retold the story effectively
and efficiently and was always willing to share with the group.
PredictingMaking
Inferences
Reader’s predictions
seemed to lack any connection
to what previously
happened in the story or what
could happen in the story.
Reader attempted to make
predictions or draw conclusions but did not use
the text to defend the statement.
Reader drew conclusions and/or made predictions based on what
could happen in the story. The
reader also defended these predictions by
using information found in the story.
Reader’s predictions, interpretations,
and/or conclusions about the story
included connections between the text and
the reader's background
knowledge, ideas, and/or beliefs.
© 2010 Wise Guys
Wise Guys Reading Comprehension GuidesBelow is a listing of reading comprehension guides that can be used in your classrooms.
Titles of Stories Direct Web Link to GuidesThe 39 Clues: The Maze of Bones by Rick Riordan (with Answer Key)31 pages
http://www.teacherspayteachers.com/Product/39-Clues-Maze-of-Bones-Reading-Comprehension-Guide-KEY-31-pages
Al Capone Does My Shirts by Gennifer Choldenko16 pages
http://www.teacherspayteachers.com/Product/Al-Capone-Does-My-Shirts-Reading-Comprehension-Guide-16-pages
And Then What Happened Paul Revere by Jean Fritz (with Answer Key)11 pages
http://www.teacherspayteachers.com/Product/Paul-Revere-American-Revolution-book-by-Jean-Fritz-with-KEY-11-pages
Black Cowboy, Wild Horses by Julius Lester6 pages
http://www.teacherspayteachers.com/Product/Black-Cowboy-Wild-Horses-Reading-Comprehension-Guide-6-pages
Bridge to Terabithia by Katherine Paterson21 pages
http://www.teacherspayteachers.com/Product/Bridge-to-Terabithia-Reading-Comperehension-Guide-21-pages
Chasing Vermeer by Blue Balliett (with Answer Key) 35 pages
http://www.teacherspayteachers.com/Product/Chasing-Vermeer-Comprehension-Reading-Guide-by-Blue-Balliett
© 2010 Wise Guys
Earthquake Terror (with Answer Key) 8 pages http://www.teacherspayteachers.com/Product/
Earthquake-Terror-Reading-Comprehension-Guide-Activities-and-Key
Elena by Diane Stanley7 pages http://www.teacherspayteachers.com/Product/Elena-
Reading-Comprehension-Packet-with-Activities-7-pages
Eye of the Storm pictures by Warren Faidley (with Answer Key) 10 pages
http://www.teacherspayteachers.com/Product/Eye-of-the-Storm-Reading-Comprehension-Guide-Activities-and-Key
Gentle Ben by Walt Morey (with Answer Key)30 pages
http://www.teacherspayteachers.com/Product/Gentle-Ben-Reading-Comprehension-Guide-and-KEY-30-pages
Hatching Magic by Ann Downer14 pages
http://www.teacherspayteachers.com/Product/Hatching-Magic-Reading-Comprehension-Guide-and-Activities-14-Pages
James and the Giant Peach by Roald Dahl (with Answer Key)33 pages
http://www.teacherspayteachers.com/Product/James-and-the-Giant-Peach-Reading-Comprehension-Guide-KEY-33-pgs
James Forten by Walter Dean Myers (with Answer Key)11 pages
http://www.teacherspayteachers.com/Product/James-Forten-Revolutionary-War-Novel-Packet-with-answer-key-11-pp
Katie’s Trunk by Ann Turner (with Answer Key)9 pages
http://www.teacherspayteachers.com/Product/Katies-Trunk-Revolutionary-War-Novel-Study-with-Answer-Key-9-pp
The Lightning Thief by Rick Riordan (with Answer Key)39 pages
http://www.teacherspayteachers.com/Product/Lightning-Thief-Reading-Comprehension-Guide-Activities-KEY-39-pgs
Little House in the Big Woods by Laura Ingalls Wilder (with Answer Key)27 pages
http://www.teacherspayteachers.com/Product/Little-House-in-the-Big-Woods-Reading-Comprehension-Guide-KEY-27-pgs
Loser by Jerry Spinelli16 pages
http://www.teacherspayteachers.com/Product/Loser-Reading-Comprehension-Guide-Questions-Activities-
© 2010 Wise Guys
16-pages
Mae Jemison: Space Scientist (with Answer Key) 8 pages
http://www.teacherspayteachers.com/Product/Mae-Jemison-Space-Scientist-Reading-Activities-Questions-and-Key
Maniac Magee by Jerry Spinelli (with Answer Key) 37 pages
http://www.teacherspayteachers.com/Product/Maniac-Magee-Reading-Comprehension-Guide-and-Answer-Key-37-pages
Masterpiece by Elise Broach (with Answer Key) 58 pages
http://www.teacherspayteachers.com/Product/Masterpiece-Comprehension-Guide-by-Elise-Broach-58-pages
Michelle Kwan: Heart of a Champion (with Answer Key) 8 pages
http://www.teacherspayteachers.com/Product/Michelle-Kwan-Heart-of-a-Champion-Reading-Questions-and-Activities
A Million Shades of Gray by Cynthia Kadohata (with Answer Key) 50 pages
http://www.teacherspayteachers.com/Product/A-Million-Shades-of-Gray-Comprehension-Guide-and-Answer-Key
The Miraculous Journey of Edward Tulane by Kate DiCamillo (with Answer Key)40 pages
http://www.teacherspayteachers.com/Product/Miraculous-Journey-Edward-Tulane-Reading-Comprehension-Guide-KEY
The Mostly True Adventures of Homer P. Figg by Rodman Philbrick (with Answer Key) 35 pages
http://www.teacherspayteachers.com/Product/The-Mostly-True-Adventures-of-Homer-P-Figg-Reading-Activities-Unit
Mudshark by Gary Paulsen (with Answer Key) 18 pages
http://www.teacherspayteachers.com/Product/Mudshark-by-Gary-Paulsen-Comprehension-Guide-18-pages
Number the Stars by Lois Lowry (with Answer Key) 28 pages
http://www.teacherspayteachers.com/Product/Number-the-Stars-Reading-Comprehension-Guide-and-KEY-28-pages
On My Honor by Marion Dane Bauer (with Answer Key)31 pages
http://www.teacherspayteachers.com/Product/On-My-Honor-Reading-Comprehension-Guide-Activites-KEY-31-pages
© 2010 Wise Guys
The Pinballs by Betsy Byars16 pages http://www.teacherspayteachers.com/Product/The-
Pinballs-Reading-Comprehension-Guide-Activities-16-pages
Pioneer Girl: Growing Up on the Prairie by Andrea Warren7 pages
http://www.teacherspayteachers.com/Product/Pioneer-Girl-Growing-Up-on-Prairie-Reading-Activity-Packet-7-pages
The Red Pyramid by Rick Riordan (with Answer Key) 68 pages
http://www.teacherspayteachers.com/Product/The-Red-Pyramid-Unit-Lessons-Comprenshion-Questions-Projects
Rules by Cynthia Lord (with Answer Key) 37 pages
http://www.teacherspayteachers.com/Product/Rules-Reading-Comprehension-Unit-Activities-Questions-Vocabulary
Runaway Twin by Peg Kehret (with Answer Key) 33 pages
http://www.teacherspayteachers.com/Product/Runaway-Twin-by-Peg-Kehret-Comprehension-Reading-Activities-Unit
Running Out of Time by Margaret Peterson Haddix15 pages
http://www.teacherspayteachers.com/Product/Running-Out-of-Time-Reading-Comprehension-Guide-Activities-15-pages
Sarah, Plain and Tall by Patricia MacLachlan18 pages
http://www.teacherspayteachers.com/Product/Sarah-Plain-and-Tall-Reading-Comprehension-Guide-Activities-18-pages
School of Fear by Gitty Daneshvari (with Answer Key)
http://www.teacherspayteachers.com/Product/School-of-Fear-Reading-Comprehension-Questions-Guide-and-KEY
The Seven Wonders of Sassafras Springs by Betty G. Birney (with Answer Key)27 pages
http://www.teacherspayteachers.com/Product/Seven-Wonders-of-Sassafras-Springs-Reading-Comprehension-Guide-KEY
Sideways Stories from Wayside School by Louis Sachar (with Answer Key) 68 pages
http://www.teacherspayteachers.com/Product/Sideways-Stories-From-Wayside-School-Comprehension-Guide-68-pages
The Sisters Grimm: © 2010 Wise Guys
Fairytale Detectives by Michael Buckley18 pages
http://www.teacherspayteachers.com/Product/Sisters-Grimm-Fairytale-Detectives-Reading-Comprehension-Guide-18-pp
Small Steps: The Year I Got Polio by Peg Kehret (with Answer Key)31 pages
http://www.teacherspayteachers.com/Product/Small-Steps-The-Year-I-Got-Polio-Reading-Comprehension-Guide-KEY
Swindle by Gordon Korman (with Answer Key)36 pages
http://www.teacherspayteachers.com/Product/Swindle-Reading-Comprehension-Guide-and-Activities-KEY-36-pages
Tales of a Fourth Grade Nothing by Judy Blume (with Answer Key)24 pages
http://www.teacherspayteachers.com/Product/Tales-Fourth-Grade-Nothing-Comprehension-Activity-Guide-KEY-24-pp
The Boy in the Striped Pajamas by John Boyne (with Answer Key) 29 pages
http://www.teacherspayteachers.com/Product/The-Boy-in-the-Striped-Pajamas-comprehension-guide-KEY-29-pages
The Tiger Rising by Kate DiCamillo (with Answer Key)31 pages
http://www.teacherspayteachers.com/Product/The-Tiger-Rising-Reading-Comprehension-Guide-Activity-KEY-31-pages
Tuck Everlasting by Natalie Babbit (with Answer Key)23 pages
http://www.teacherspayteachers.com/Product/Tuck-Everlasting-Reading-Comprehension-Guide-Activities-KEY-23-pages
Volcanoes by Seymour Simon (with Answer Key) 8 pages
http://www.teacherspayteachers.com/Product/Volcanoes-Reading-Comprehension-Guide-Activities-and-Key
Walk Two Moons by Sharon Creech (with Answer Key)24 pages
http://www.teacherspayteachers.com/Product/Walk-Two-Moons-Reading-Comprehension-Guide-Activities-KEY-24-pages
When You Reach Me by Rebecca Stead (with Answer Key) 30 pages
http://www.teacherspayteachers.com/Product/When-You-Reach-Me-Reading-Comprehension-Guide-Activities-and-Key
© 2010 Wise Guys
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