Getting to Know My Character
Using Character Maps to Build Comprehension
Stage of Literacy Development:
Stage 1: Beginning LiteracyStage 2: Consolidation / Fluency
Ages:
5-8
Grade Range:
1st 2ndFood Groups:
Primary: Reading Comprehension Strategies
Activity Description
Preparation:
1. Make one copy of the Character Map worksheet per student pair
2. Reproduce the Character Map worksheet on chart paper
3. Choose one story passage to use for the read-aloud and one story passage for pair work
a. The passage for pair work should be at the students’ independent reading level
Implementation:
1. Introduce the Character Map on chart paper and explain that you will use it to get to know a story character better
a. Invite the class to share ideas about how to find clues in a story about what a character is like
b. Note that you can learn more about a character by considering how they are described, how they talk,
how they think, and how they act
2. Read aloud your chosen text and model how to complete a Character Map
a. Think-aloud about the different ways you are learning about the character
• Invite students to contribute their own ideas as you read
b. As you identify new ideas, summarize them and add them to the character map in the appropriate
section
3. Put students into pairs and invite them to complete a Character Map for a different character
4. After the Character Maps have been completed, have student pairs share their character maps with the class
5. As a class, discuss how this strategy helped them to understand the story better
Adaptations For
English Language Learners/ESL:
- Use gestures and body language to illustrate some of the examples you discuss in class
LD/Reading & Writing Difficulties:
- Emphasize key characteristics to observe about the character
- Facilitate use of reading strategies by highlighting or underlining in the text
Cultural Appropriateness & Diversity:
- Select reading material from stories around the world or with characters from different ethnic backgrounds
- Discuss how characters from different backgrounds are similar and different from students in the class
Differentiated Instruction:
- Write the four categories on the chart paper in different colors
- Encourage oral responses if not all students have filled in their character maps
- Have multiple story passages at different levels of difficult for students to choose from
Related References
Source and Evidence:
Richards, J.C. & Gipe, J.P. (1993). Getting to know story characters: A strategy for young and at risk readers. The Reading Teacher, 47, 78-79.
Activity Objective
The goal of Getting to Know My Character: Using Character Maps to Build Comprehension is to increase reading comprehension by providing students with a way to organize information about story characters based their descriptions as well as their actions, conversations and thoughts.
What You Need
Prep Time:
10 minutes
- Photocopy student worksheet
- Draw the template for the Character Map on chart paper
- Find or copy story passages
Task Time:
50 minutes
- Teacher reads passage and models use of character maps
- Students work in pairs to complete a character map
- Students share their character maps and discuss their use of the strategy
Materials Required:
Teacher:
- Chart paper
- Markers
- Story passage for read-aloud
Student:
- Character Map worksheet
- Pencil
- Story passage (one copy per pair)
What You Do
Teacher Role:
Direct instruction:
- when explaining a Character Map and how to use one
Modeling:
- while reading sample passage and demonstrating how to complete a Character Map
Consultant:
- while students are working on character maps in pairs
Student Grouping:
Whole class:
- while Character Maps are explained and teacher models completing one
Pairs:
- as students complete their own Character Maps
Assessment Ideas:
- Assess students' Character Maps for accuracy, completion of all four sections and complexity of inferences
Quick Tips
Activity Extensions:
- Have students write paragraph or new story about how their character would think, feel, and act if he or she were in a different situation or a particular dilemma (for example, how would she act if she were going on a trip)
- Have students complete Character Maps for other stories they are reading
Additional Comments:
- Instead of introducing a new text or passage for this activity, you may wish to complete a Character Map for a story that you are already reading as a class.
Other Adaptations/Modifications:
- Strategically pair students so that stronger students can help students who need more help
