Interactive Reading Guide tor . White your answers when there are lines. Answer the rest of the questions orally or out loud. 4. Partner A Read Paragraph 1, Both partners underline the similes in the first paragraph. (Remember, a simile is a comparison that paints a picture in your mind; it uses the words “tke” or "as") 2. Partner 8 Read Paragraph 2, Both partners From whose point of view is this vignette? Who is speaking? Make a prediction about how the speaker is communicating these ideas? Is she speaking, thinkig, wring? Is she with others or alone? anzss th a all avid using Y At iv WT 3. Both partners Read paragraph 3 silently. Shon share your answers out loud for the following questions. a, What does it mean that Sally's eyes are like Cleopatra's? (Did you catch the simile?) b, What does the speaker want to learn from Sally? ©. Make an inference. How do you think the speaker knows that Sally “rolls the litle brush" with a tongue to put on makeup? How does Esperanza know Sally? 4, Partner A Read Paragraph 4, Both Partners Answer the following questions aloud. Why does the speaker's mother think that black is dangerous? Why does the speaker want to wear black anyway? 8. Partner 8 Read Paragraph 5. Both partners What happened between Cheryl and ‘Sally? How might the speaker know about it? 6. Both partners Read paragraph 6 silently. a, What stories might the boys tell Sally in the coatroom? b. Why might Sally "pull her skirt straight” and rub the blue paint off her eyelids? ©. Why might Sally not be able to come out from her house? 4d. Is the speaker saying these words to Sally? Is she saying them to herself? Is she ‘writing them down? How is she communicating these ideas? 7. Both partners. Choose if you want to read aloud or silently paragraph 7. ‘a, What does the speaker want for Sally? b. How is the speaker communicating these ideas? To whom? 8, Both partners Make a final guess about how you think the author communicated the Ideas in this vignette. Do you think Sally heard these words or not? How does point of view change the meaning of the vignette?Sally Interactive Reading Guide Assessment -somewhat effective 0 not observed e +effective Point of Point of PoV Final Hypothesis Evidence View View Final Prediction | Hypothesis A | ima 4 + Gi | thony | + van + + ot | + + Weh, a ineth ff - “mune fe) oe + | DOWRY IEPK SOA : + | . __ wd | of = Refers to last hy — + + parcegraol ct __ janf ok +t ‘ah understands low pont oF vrew — + TF |ehanges the meaning: + | +Who is the Sally in Your Life? Vignette Rubric Name: Assessor: What narrative techniques (dialogue, pacing, description, reflection, and multiple plotlines, simile, repetition, rhyme) were present? Were the techniques effective to develop experiences, events, and/or characters? Dia logue Multiple Plot lines Description Aother, event 5, Cousins Uncles The student manipulated point of view to develop Evidence: tory about a character.‘our Life? Vignette Rubric Assessor: “Hannah Weinberg ainsey ___ ‘What narrative techniques (dialogue, pacing, Were the techniques effective to develop description, reflection, and multiple plot lines, experiences, events, and/or characters? simile, repetition, rhyme) were present? dia log ue “Bie no kale. changes point oF wew duel backs” pedornliees te shrg Simile -lke an cdo ( Shews hou highly yon melapher Jordan ard Ahovalt of your wnelo Pippen , ‘The student manipulated point of view to develop a story about a character. ereenet ou Successfully changed point of view by using werdS you spoke aloucl te your unce Gnd Hen Just recording your thoghtt avout him, You can take your wahry to the raxt (evel 1F you add a harming pent or Change. Tink abect Sally, First Boperanza tuinke oF all He Hangs she oolmtres Hon she adds how she els sorry ber Sally Captunig tw emohens Is mere complex, 6 [oO