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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
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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
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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: ______________________________________________________
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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
ReadingComprehensionLessons.com
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
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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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