Copyright 2002 Benchmark Education Company, LLC. All rights reserved.

. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 1-59000-539-2

Comprehension Strategy Posters Skills Guide

Analyzing Character
Provide a Real-World Model Practice the Strategy Share the Poster Extend the Lesson A step-by-step lesson to
Provide a Real-World Model Practice the Strategy Share the Poster Extend the Lesson

E N C H M A R K

D U C A T I O N

O M P A N Y

Analyzing Character
Z ABOUT THE STRATEGY
Character traits are the qualities of a characters personality. By examining what a character says, does, feels, and thinks, as well as what others say about him or her, readers better understand the character and can appreciate how the character grows and changes as a story develops. Knowing more about a character makes it easier for the reader to understand the story.

SHARE THE POSTER

Have students share the character traits they have identified during their reading. Ask them to explain how paying attention to what a character thinks, feels, says, and does, as well as what others say about the character, helped them know the character better. Use the prompts to identify text clues for analyzing characters.

PROVIDE A REAL-WORLD MODEL

Describe a student in your classroom whom everyone knows well, but dont say the persons name. Describe the students physical characteristics and behavior, including sports and hobbies the student likes, funny things she or he says, and individual quirks, such as hiccupping a lot or laughing loudly. Then have the class figure out whom you are describing. Point out to students that they were able to identify the unnamed student based on your words and what they already know about him or her. Explain to students that in a similar way, they get to know characters they read about by paying attention to what the character thinks, feels, says, and does. They also get to know the character from what the author and other characters say about her or him.

PRACTICE THE STRATEGY

Reproduce and distribute the blackline master Will I Get the Part? Read the title of the passage aloud. Ask: What do you think the passage is about from the title? Then read the first sentence and use the following think aloud to model the strategy: The title and first sentence give me a few clues about the main character. I know the character is excited about a play her school is putting on. She probably wants to be in the play. Invite students to read the passage. Instruct them to underline, circle, or flag information about the physical traits, thoughts, feelings, words, and actions of the characters.

A characters feelings are one clue to his or her personality. The words a character uses reveal how she is feeling. Ask: What word tells you how this character is feeling?

Part of understanding a character involves a physical description. Knowing what the character looks like and forming a mental picture of her or him is helpful. Ask: Can you picture what Lupe looks like from the authors description?

Analyzing Character

2002 Benchmark Education Company, LLC

Ask students how the words Julia uses to describe Lupe helped them get to know Julia better. Ask: Was what Julia said to Lupe nice? What do you think of Julia based on this exchange?

EXTEND THE LESSON

The pictures and text on the back of the poster provide additional strategy prompts for group discussion and/or writing.
Julia thinks that shes going to get the part of princess, and everyone will want to be her friend. Knowing a characters thoughts will help readers understand her or his personality. Ask: What can you learn about Julia from her thoughts?

The reproducible activities in this guide provide independent practice opportunities.

2002 Benchmark Education Company, LLC

Analyzing Character

Name:_________________________________________

Date: __________________

Character Map
Identify four of Julias characteristics and put one in each rectangle. Fill in the circle connected to each rectangle with quotes, actions, thoughts, and other supporting evidence for that trait.

Analyzing Character

2002 Benchmark Education Company, LLC

Name:_________________________________________

Date: __________________

Guess Who?
Write a paragraph describing someone famous, such as an actor, politician, cartoon character, or historical figure. Do not include the persons name in your description. Then switch paragraphs with a classmate and try to identify the person being described. Hint: As you write your description, think about what the character looks like, says, does, thinks, and feels.

2002 Benchmark Education Company, LLC

Analyzing Character

Name:_________________________________________

Date: __________________

Analyzing Character
Read the following passage and answer the questions below.

Debbie Flannagan, All-Around Athlete

Almost everyone agreed that Debbie Flannagan was the best all-around athlete in school. Even boys admitted she was talented. Debs pretty good, they said. Then theyd add, For a girl. But none of them dared to race her. Deb did well in all sports, but she was best at running. She flew like a rocket down the soccer field, her bright red hair streaming out behind her. In softball, she had speed on the base paths. She could stretch a single into a double without a problem.

1. How do others describe Deb Flannagan?

2. Why doesnt anyone dare to race Deb?

3. How do you know Debs fast? What clues support this characteristic?

4. What is one physical trait the reader knows about Deb?

Analyzing Character

2002 Benchmark Education Company, LLC

A N S W E R
Character Map
Julia says, "Lupe thinks shes so smart" in a mean way.

K E Y
Guess Who?
Use the following criteria to evaluate students writing: Writing develops character traits, actions, and point of view.

Julia says, "Im going to be princess thats the best part."

Julia is sure shes going to get the star part in the play.

Writing includes a beginning, a middle, and an end. Writing uses transitions to move from one idea to the next idea.

mean conceited confident

Julia says, "Everyone will want to be my friend.

Julia wants to be in the play.

Julia tells Lupe how excited she is about the play.

excited

Lupe says, "Dont get too excited, Julia."

Analyzing Character
1. How do others describe Deb Flannagan?
Athletic, talented

2. Why doesnt anyone dare to race Deb?

Shes very fast.

CORRELATION TO NAVIGATORS CHAPTER BOOKS Analyzing Character is an assessed skill in the following Navigators Skills Guides: Grade 3 Maxs Glasses Grade 4 Olympic Dreams The Treehouse Club Grade 5 Martians Are People, Too Animal Adventures

3. How do you know Debs fast? What clues support this characteristic?
No one dares to race her; she was best at running; she flew like a rocket down the soccer field; she had speed on the bases; she could stretch a single into a double without a problem.

4. What is one physical trait the reader knows about Deb?

She has long, bright red hair.

2002 Benchmark Education Company, LLC

Analyzing Character