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Frindle By Andrew Clements Book Club Focus: Main Idea and Supporting Details Background

As students begin to read chapter books, it becomes important for them to learn strategies that will help them to sustain comprehension across longer texts. One way to support your students’ ability to sustain comprehension is to teach them how to identify smaller main ideas throughout the text.

Teacher Prep

Determine which students will participate in the Frindle Book Club (4‐6 students)

Gather copies of Frindle (1 per student)

Prepares copies of the Book Club Calendar (1 per student)

Prepare copies of the Expectations for Book Club (1 per student)

Prepare copies of the Book Club Reading Response Guide (1 per student)

Prepare Reader’s Notebooks (1 per student). These may be spiral notebooks or several

sheets of lined paper stapled together or bound in a folder

Book Club Meeting #1

Gather students

Introduce the book. Give each student a copy of the book. Provide the students with a

brief summary of the book. You might say;

“Frindle is the story of a very creative boy named Nick Allen. Nick is full of good ideas.

And in this book Nick has his best idea ever – the frindle! Frindle is a word that Nick makes

up. Instead of calling a pen by the proper name, he begins to call pens Frindles. Soon all

of the kids at school start using the word. Then kids across the country start calling pens

Frindles. The only problems are teachers and parents who are not very appreciative of

Nick’s creativity.”

Allow the students to preview the text (prompt them to look at the front cover, read the

blurb on the back cover, preview the table of contents, flip through the pages to preview

the pictures, etc.

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Sample Reader’s Notebook Entry

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Frindle 1/27/2012 Chapter 1 Main Idea: Nick is a pretty extraordinary kid. Supporting Details: 1. He planned a beach party in his classroom and got away with it 2. He knows how to make “peep” sounds without getting caught. 3. He’s a leader

Figure 1.1

Figure 1.2

Give each student a copy of the Expectations for Book Club. Review and discuss the

expectations.

Give each student a copy of the Book Club Reading Response Guide. Explain that they

should respond to their reading in their reader’s notebooks at least once a day. Tell the

students that the options on the Book Club Reading Response Guide will help them write

about their reading. Discuss and answer student questions as needed.

Give each student a copy of the Book Club Calendar. Fill the calendar out as a group. The

students should fill in their name, the book title, and the dates. Review the conversation

prompts on the calendar and remind the students that those prompts can help them talk

about the book during book club meetings.

Instructional Focus #1: Identify the Main Idea

Read the first page aloud while the students follow

along.

Upon completing the first page, draw the students’

attention to the story elements that were revealed on

the first page.

Ask the students to discuss what they know about the

book so far.

Invite students to read the rest of the first chapter.

When all of the students have finished reading discuss

the main idea of the chapter (Sample Response: Nick is a

pretty extraordinary kid).

Next ask the students to identify three details from the chapter that support the main

idea (Sample Response: refer to figure 1.1)

Model how to respond to reading using a reader’s

notebook. Open your notebook, write the date, book

title and chapter. Next, write about the main idea of

chapter one and the supporting details. (refer to

Figure 1.1).

Ask students to respond to the first page in their

reader’s notebook. Monitor students as they work to

ensure that they understand how to write about their reading.

Assign students to independently read chapters 1‐3. Determine as a group when the book

club should meet again. Model how to record the assignment on their book club calendar

(refer Figure 1.2).

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Book Club Meeting #2 The discussion questions and new vocabulary words listed below are intended to guide the conversation. The discussion questions are open‐ended and do not have one right answer. Remember that Book Club should focus on developing literate language and strong communication. You may choose to work your way through the discussion questions or select specific questions to support the conversation as needed. You might choose to introduce the new vocabulary words prior to assigning the reading. Or you might review them as a group after reading the selection. In either instance, remember to model problem solving strategies (context clues, picture clues). Depending on your students’ needs, you may find that you need to discuss the meaning of other words within each of the chapters. The words listed below are only intended to be used as a guide.

Gather students – remind them to bring everything they might need for Book Club (book,

reader’s notebook, pencil, etc.).

Review the conversation prompts on the Book Club Calendar.

Invite students to begin the discussion or initiate the discussion using one of the discussion

questions below. Focus on vocabulary as needed.

Invite students to discuss their first impressions of the book. Invite students to discuss the

following:

Share things that they liked or disliked about the first few chapters.

Share predictions

Ask questions to ensure that they comprehend the first chapters in the book.

Invite students to share their responses to reading with the group.

Focus on developing respectful conversation using the conversation prompts provided on the

Book Club Calendar.

Discussion Questions / New Vocabulary: Chapters 1 – 3 Chapter 1 – Nick Discussion Questions 1. Do you like Nick so far? Why or why not? 2. What do you suppose happened to Nick’s third grade teacher when the principal caught her teaching kids to hula dance? New Vocabulary Fine (pg. 2) – made up of very small pieces High‐Pitched (pg. 5) – making a high sound

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Chapter 2 – Mrs. Granger Discussion Questions 1. Have you ever met an adult that can turn their eyes on full power? What does it feel like when they turn their eyes on full power and look at you? 2. How often do you use the dictionary? What do you use it for? 3. Do you like Mrs. Granger so far? Why or why not? New Vocabulary Monopoly (pg. 6) – complete control or ownership of something Reputation (pg. 6) – the common opinion that people have about someone or something Worshipped (pg. 8) – to love or honor someone or something very much or too much

Chapter 3 – The Questions Discussion Questions 1. How is Mrs. Granger different from the other teachers? What’s different about her class on the first day of school? 2. Why do you think Nick refers to his question about the dictionaries as a “thought‐grenade”? 3. Why does Nick refer to Mrs. Granger as “The Lone Granger”? New Vocabulary Acquainted (pg. 13) – knowing each other in a personal or social way Periods (pg. 13) – one of the parts that a school day is divided into Oral (pg. 15) – spoken rather than written

Instructional Focus #2: Keeping Track of Main Ideas in Text

Discuss the main ideas for chapters two and three.

Draw students’ attention to page 6. Read the chapter title to the students. Explain that

chapter titles often give clues about the main idea of the chapter.

Discuss chapter 2. Invite students to share details about Mrs. Granger.

Draw students’ attention to page 13. Ask the students to notice the chapter title.

Invite students to discuss what “The Question” might be.

Discuss the way Nick uses questions to derail teachers.

How is the outcome of the question Nick asks Mrs. Granger different from questions he’s

asked in the past?

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Sample Reader’s Notebook Entry

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

Figure 1.3

Frindle 1/30/2012 Chapter 2 Main Idea: Mrs. Granger is not like other teachers Supporting Details: 1. Mrs. Granger gives homework on the first day of school 2. Mrs. Granger has x-ray vision 3. She doesn’t fall for Nick’s tricks

Model how to keep track of main ideas and details. Open your notebook to a fresh page.

Model how to properly head your page and record your

thoughts about the main ideas and supporting details for

chapter two (refer to Figure 1.3).

Allow students to set up their notebook following your

example.

Invite students to record their thoughts about the main

idea and supporting details for chapter three.

Monitor students as they work to ensure that they

understand main idea and supporting details. Provide

additional support where needed.

Tell students that in addition to responding to their

reading, they should keep track of the main ideas and

supporting details in the text.

Assign students to independently read chapters 4‐6.

Determine as a group when the book club should meet again.

Monitor students as they record the assignment on their book club calendar.

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Reflection It is import to provide students with an opportunity to reflect on the book. Give students an opportunity to discuss the text with their book club. Then ask them to write a reflection in their Reader’s Notebooks. This is also a good time for you to informally assess student engagement and comprehension. You might prompt the discussion with the following:

What did you like or dislike about the story?

Who was your favorite (or least favorite character)? Why?

What connections were you able to make while reading this book?

Would you recommend this book to a friend? Why or why not?

Why do you think the author wrote this story?

You can also assess student comprehension individually by holding a brief conference with each student in the book club. Use the following conversation prompts to assess comprehension: Comprehension:

Use your own words to tell me about the story

What do you think the author’s message might have been? How do you know?

What was the theme of the book? How do you know?

Who were the main characters?

What do you think the main characters might have learned in the book?

How did the main characters change throughout the book? Why did they change?

Was there a moral to this story?

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Name: __________________________________________

Book Club Reading Response Guide

Book Title: ______________________________________________________

ReadingComprehensionLessons.com

Directions: Choose one of the response options below. Write your response in your reader’s notebook. Make sure that your response is complete, makes sense, and is ready to share with your book club.

Write about the connections you can make to the text.

Would you recommend this book? Why or why not?

Write about the character you like most/least and explain why you feel the way you do.

Write about the ways a character changed and why the character might have changed.

Write about parts of the text that you found confusing or the things you’re wondering about.

Write about the unfamiliar words you read. What do you think each word means? Why?

Choose three events from the book and write about the things that caused those events to happen.

What are some powerful words or phrases used in the text? Why are they powerful?

Write about the reading strategies you used to improve your comprehension.

Write about your favorite part and explain why it is your favorite part.

Write about the author’s message and use evidence from the text to support your thinking.

Identify the genre and explain how you know. Compare the text to other texts in the same genre.

Compare or contrast ideas from the book. Write about two things that are similar or different.

Predict what might happen next and explain why your prediction makes sense.

Write about the things a reader needs to know in order to understand the text.

Draw a picture of the setting described in the text.

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Expectations for Book Club

Name: __________________________________________

Before Book Club

Read the assigned text

Respond to the text in your reader’s notebook

Prepare for Book Club ahead of time

Choose at least one interesting, funny or confusing part of the

book to share with your book club

Mark the interesting part using a sticky note, or write the page

number in your reader’s notebook

Remember to support your thinking with evidence from the

text. Explain why the part you chose is interesting, funny,

confusing, etc.

During Book Club

Come to Book Club on time and ready to begin discussion Bring your book, pencil, Reader’s Notebook and any other materials

you might need for Book Club Participate in Book Club by sharing your thinking, listening to others,

and asking questions Support your thinking with evidence from the text Ask for help if you need to clarify your understanding of the text Stay on topic Make eye contact with the people in your book club Respect the people in your book club.

Try not to interrupt ‐ wait your turn to share your thinking Use respectful language Listen carefully

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Name: __________________________________________

Sun Mon Tue Wed Thu Fri Sat

_________________________________________________________ (Month)

Book Title: ______________________________________________________

Start the Conversation

I think…

I agree...because…

I disagree...because…

In addition…

I noticed…..

I don’t understand….

I wonder…

Please say more about

that…

Can you show me

where that is in the

book?

I think the author

meant…

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Frindle

E B R X Z B Y S X A D H F I H

R N G A A Q E T C L S M O D T

G G C D S R K Q I M Z A C R A

M C G Y U C U C F R A M Z P O

A E H D C A A V L W B O Y M B

R M N T I L J L O W D E A P O

O E E N R H O P U T V T L I H

O S T G J I I P R K G T A E I

N E O R I G I N E J P E L B C

D N M Z L X X U S D C S B H E

H L I Z O A W T C X I S Q O D

F A X W C H R M E C R A Z A J

W M O Y L Y T O N W N C F I W

Z E V K P Z Y W T Z N E V I D

N O I L L E B E R Y N O H P W

ACQUAINTED ORAL ORIGIN

ENCYCLOPEDIA RASCAL FLOURESCENT

CASSETTE OATH MAROON

BADGE REBELLION FAD

PHONY CELEBRITY ENDURES

Important Words to Know and Understand While

Reading Frindle

Important Words to Know and Understand

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Running Record

Name:______________________________________ Date:________________

Error Rate: (# of incorrect words/100) _________% Accuracy Rate: (# of words correct/100) _________%

Self-Correction Rate: (# of self corrected words/100) __________% Time: (in seconds)__________

Words Per Minute: (100/seconds read X 60)_________

Easy 95-100 % accuracy

Instructional 90-94 % accuracy

Hard 50-89 % accuracy

Analysis and Comments: (Information used or neglected: Meaning, Structure / Syntax, Visual)

Title: Frindle Guided Reading Text Level: R Word Count: 100

E = errors SC = self-correction M = meaning S = structure/syntax V = visual Count Information

Used

Page E SC E MSV

SC MSV

1 4

Nick

If you asked the kids and the teachers at

Lincoln Elementary School to make three

lists – all the really bad kids, all the really smart

kids, and all the really good kids – Nick Allen

would not be on any of them. Nick deserved a

list all his own, and everyone know it.

Was Nick a troublemaker? Hard to say.

One thing’s for sure: Nick Allen had plenty of

ideas, and he knew what to do with them.

One time in third grade Nick decided to

turn Miss Deaver’s room into a tropical island.

What kid in New Hampshire isn’t *……….

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Common Core State Standards Correlation

Frindle Lesson Plans and Resources

1


The lesson plans and resources for use with Frindle correlate with the following English

Language Arts Common Core State Standards for fourth grade.

Frindle Book Club Lesson Plan and Resources

Reading: Literature

RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly

when drawing inferences from the text.

RL.4.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the

text.

RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (eg, a character’s thoughts, words, or actions).

RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including

those that allude to significant characters found in mythology (eg, Herculean).

RL.4.5 – Explain major differences between poems, drama, and prose, and refer to the

structural elements of poems (eg, verse, rhythm, meter) ad drama (eg, casts of characters,

settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.6 – Compare and contrast the point of view from which different stories are narrated,

including the difference between first and third person narrations.

RL.4.7 – Make connections between the text of a story or drama and a visual or oral

presentation of the text, identifying where each version reflects specific descriptions and

directions in the text.

RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas,

and poetry, at the high end of the grades 4-5 text complexity band proficiently, with scaffolding

as needed at the high end of the range.

Reading: Foundational Skills

RF.4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.

Writing

W.4.8 – Recall information from experiences or gather relevant information from print and

digital sources; take notes and categorize information, and provide a list of sources.

W.4.9 – Draw evidence from literary or informational texts to support analysis, reflection, and

research.

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Common Core State Standards Correlation

Frindle Lesson Plans and Resources

2


Speaking & Listening

SL.4.1a – Come to discussion prepared, having read or studied required material; explicitly

draw on that preparation and other information known about the topic to explore ideas under

discussion.

SL.4.1b – Follow agreed-upon rules for discussion and carry out assigned roles.

SL.4.1c – Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others.

SL.4.1d – Review the key ideas expressed and explain their own ideas and understanding in

light of the discussion.

SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally.

SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.

Language

L.4.6 – Acquire and use accurately grade appropriate general academic and domain-specific

words and phrases including those that signal precise actions, emotions, or states of being (eg,

quizzed, whined, stammered) and that are basic to a particular topic.

Vocabulary Lesson Plan and Resources

Language

L.4.4a – Use context (eg, definitions, examples, or restatements in text) as a clue to the

meaning of a word or phrase.

L.4.5c – Consult reference materials (eg, dictionaries, glossaries, thesauruses), both print and

digital, to find the pronunciation and determine or clarify the precise meaning of key words and

phrases.

Language

L.4.6 – Acquire and use accurately grade appropriate general academic and domain-specific

words and phrases including those that signal precise actions, emotions, or states of being (eg,

quizzed, whined, stammered) and that are basic to a particular topic.

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