Activity Description

Preparation:

1. Prepare multiple copies of a narrative story so that each small group of 3-4 students would have one
    a. The text should include detailed illustrations of the characters and scenes from the story 
    that allow students to make inferences 
    b. The text should be at the students’ reading level
2. Photocopy a comic strip template onto transparency paper and prepare a project for displaying it

Implementation:

1. Use the comic strip to introduce the idea of subtext
    a. Point to the thought bubbles and ask students, “How are these different from the speech
    bubbles? What do the thought bubbles represent?”
    b. Explain that ‘subtext’ are the characters’ thoughts not explicitly written in the story, but can
    be inferred through descriptions of the characters’ actions and dialogue
2. Introduce the narrative story and engage students in a picture walk
    a. Without reading the text, flip through each picture in the book
    b. Invite students to make predictions about what happens to the main character(s) by
    examining the pictures
3. Explain the subtext strategy to the students
    a. Tell the students they will be supplying the subtext in the story by acting out the roles of
    the characters and sharing about what their characters are thinking and feeling
    b. Invite a few students up to model the activity with you and designate one student to be a narrator
    c. Instruct all students to listen carefully to the text and look closely at the illustrations to infer
    what the characters are thinking and feeling
    d. Tell the narrator you will interrupt his/her reading throughout the book to share what the character 
    is thinking and feeling
4. Model the subtext strategy
    a. Have the narrator start reading the book 
    b. Instruct the student actors to portray their characters based on the content being narrated
    c. Interrupt after a few sentences and ask the student actors “Tell us what you are thinking right now.”
    d. Continue this process for the first few pages of the book
5. Break up the students into groups of 3-4 to practice the subtext strategy
    a. Provide students with multiple copies of the read aloud book
    b. Supply students with sticky notes so they can write down what their characters are thinking 
     and feeling and place their sticky notes on the corresponding page in the book
6. Congregate as a whole class and invite small groups up to perform the subtext strategy for 
    the section of the book they have read
    a. For small groups performing the same section of the book, invite the class into 
    a discussion about the similarities and differences in the characters’ thoughts supplied 
    by the different groups (for example, how might the same picture or portion of the text 
    be interpreted differently depending on the individual)

Adaptations For

English Language Learners/ESL:

- Read over the story with the student before the whole class instruction to ensure understanding
- If possible, provide student with a translated copy of the story

LD/Reading & Writing Difficulties:

- Read over the story with the student before the whole class instruction to ensure understanding
- Provide student with a graphic organizer of sentence starters to help organize thoughts (for example, "I feel ___ when ___"; "I am thinking ___ because ___")

Cultural Appropriateness & Diversity:

- Ensure that students from diverse groups can relate to the story

Differentiated Instruction:

- Partner students up so their peers can help them follow along in the reading and making inferences
- Work with students one-on-one through the subtext strategy for extra practice

Related References

Source and Evidence:
Clyde, J.A. (2003). Stepping inside the story world: The subtext strategy- A tool for connecting and comprehending. The Reading Teacher, 57, 150-160.