1. Comprehension with Character: Lessons from the Newbery Books Karen L. Parker, Ed.D. Liberty University kparker@liberty.edu

2. Why teach character? 1. Create classroom climate of mutual respect. 2. Engage students in ethical analysis and critical inquiry. 3. Develop character lessons from history and literature. 4. Collaborate with home and community.

3. Develop character lessons with literature Phase 1 Phase 2 Phase 3 Active dialogue Follow-up activities Book selection

4. Effective books for character Phase 1: Book selection Effective books for character 1 Well- written books containing moral dilemmas Books with enough depth – beyond literal level Admirable but believable characters – about same age as reader Wide range of cultures – boys and girls as lead characters 2 3 4

6. Research-based 1.Phonemic awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Comprehension Emphasis on comprehension Phase 2: Active dialogue Emphasis on comprehension

7. Maintain balance Direct instruction Application in context

8. Question-Answer Relationships Teach QAR: Question-Answer Relationships Literal: right there “Put your finger on the answer” Literal: right there “Put your finger on the answer” Inferential: think and search “Put your finger on the CLUES” Inferential: think and search “Put your finger on the CLUES”

9. Failing to remember things is a problem that plagues most of us. We forget to perform routine tasks like stopping at a grocery store on the way home or picking up dry cleaning. Worse still, we may forget important information such as a new student’s name. Fortunately, there are some reasonable solutions to our forgetfulness. 1. What is a problem that plagues most of us? 2. What audience is being addressed? “Put your finger on the answer” LITERAL - “Put your finger on the answer” “Put your finger on the CLUES” INFERENTIAL - “Put your finger on the CLUES”

10. Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogroves, And the mome raths outgrabe. “Jabberwocky,” by Lewis Carroll 1. What were the toves doing? 2. Where were they doing it? Meaningful questions? “Put your finger on the answer” LITERAL - “Put your finger on the answer”

11. Inferential: Inferential: Recognize INTERACTIVE aspects of reading

12. When his dinner finally arrived, Tony ate hurriedly and left a very small tip. 1. Where does this story occur? 2. Was Tony in a good mood? “Put your finger on the CLUES” INFERENTIAL - “Put your finger on the CLUES”

13. Use thoughtful questions What is this story going to be about? What is this story going to be about? What’s going to happen next? What’s going to happen next? How is he going to solve his problem? How is he going to solve his problem? How do you know? How do you know? What makes you think that will happen? What makes you think that will happen?

14. Phase 3: Follow-up APPLY character principles Trustworthiness Respect Responsibility Fairness Caring Citizenship www.charactercounts.org

15. Readers’ theatre

16. Model “think aloud” strategies Predictions Predictions Images Images Analogies Analogies Self-Checking Self-Checking Self-Correcting Self-Correcting

19. 1. Choose one character principle for your chapter. What are the “clues” or “evidence” for the character principle you have chosen? 2. Think of one inferential question. What are the “clues”? Is there more than one “correct” answer?