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4. 6. predictable schedule to discuss their reading. When books are finished. Students use written or drawn notes to guide both their reading and their discussion. based on book choice or instructors’ direction. 3. readers share with their classmates. Different groups read different or the same books. 5. Students or instructors choose their own materials. Small temporary groups are formed. 2. and then form new groups around new reading Groups meet on a regular.FEATURES 1. .

digressions and open-ended questions are welcome. Discussion topics come from the students. .FEATURES 6. The teacher serves as a facilitator. natural conversations about books. 10. so personal connections. 9.A spirit of playfulness and fun pervades the room. 8. Group meetings aim to be open. 7. not a group member or instructor. Evaluation is by teacher observation and student self evaluation.

ROLES • • • • • • Groups discussion leader Summarizer Connector Word master Passage person Culture collection .

• Make sure each group member participates in the discussion.Would you summarize what happened? (ask the summarizer) 4.Group Discussion Leader • Prepare several questions to start the discussion and keep the discussion lively. feelings.What questions did you have as you were reading? 5.What did you think about this reading? 3. Adapted from Harvey Daniels’ Literature Circles: Voice and Choice in Book Clubs and Reading Groups 2nd Edition.What do you think will happen next? (to be used for a longer story). • Either as you read or when you have finished reading today’s assignment.How did you feel when you were reading this? 2. • Usually the best discussion questions come from your own thoughts.Which character in this story did you like best? Why? 7. list some of your questions below. Stenhouse: 2002 . and questions as you read. Possible discussion questions or topics for today: 1.Did anything in this section of the book surprise you? 6.

) What is absolutely essential for everyone in the group to know about the reading? In other words.SUMMARIZER • Give a one or two minute statement that covers the most important events in the reading. the main ideas. (The other members of your group will be counting on you to give a summary that will remind them of the key points. Stenhouse: 2002 . what is the most important event in this reading? What are the key points to remember about this section? (facts/plot summary) • • Adapted from Harvey Daniels’ Literature Circles: Voice and Choice in Book Clubs and Reading Groups 2nd Edition. the action that occurs in the story. You may need to read the story (or section) more than one time to give a good summary.

CONNECTOR (1) •Help group members make connections between the reading and the world outside. •Talk about how this story is connected to other readings or things that they have heard about. . •Think about how the story relates to his/her own experiences or to the experiences of friends or family members.

experiences.... . events.Here are some questions to begin discussing connections between the reading and the world outside.. 2. CONNECTOR (2) • What has happened in your life that is similar to some of the things that are happening to the people in the story? • Do any of the characters remind you of people that you know? How? Why? Do any of the characters help you to understand the thinking of real people that you know? • Have you ever had thoughts or feelings similar to those of any of the characters in the story? • Does anything in the story remind you of something in the news or something that you have read? • Some connections I have found between this reading and other people. 1. 3. places....

and which words you need to know to understand the reading) • If you find words that you do not know. words used in an unusual way. or words that are particularly important to the meaning of the story. . • Please look carefully for the words that really stand out in the reading. (part of being a good reader means that you know which words you can skip over and return to later. you may look them up in the dictionary. use a highlighter or pencil check in the margin to mark them while you are reading.WORD MASTER (1) • Look carefully through the reading and to notice the words and phrases that you do not know or are not sure about. Later. These may be words that are repeated often.

How is the word used in this sentence? Why is this word important in the reading? Please write the words and the page numbers below. 3. 2. 4. but you can use the back of the paper or notebook paper if you need more space to explain your findings. etc. reason for choosing the word.) . Word Page # and Paragraph Explanation (definition. Where is the word found? (page and place on the page) What does the word mean? Explain in SIMPLE English. synonym.WORD MASTER (2) Choose 5 words (only five!) that s/he thinks are important and necessary to understand the reading and to prepare the answers to these questions for each of the five words: 1.

A passage is usually about one paragraph.PASSAGE PERSON • • Find and bring to the group’s attention important. or difficult parts of the reading. Some possible reasons for choosing a passage to share and discuss in the group are because the passage is: important surprising funny confusing informative well written The Passage Person may read the passage to the group or may ask someone to read it. ________2 Questions . interesting or powerful language. parts that may be important for the story’s events (the plot) or to explain the characters. interesting. The Passage Person should prepare the following for each passage: • • Page #& Reasons for choosing this passage for discussion Paragraph ________1. but sometimes just a sentence or two.

. look for both similarities and differences and try to point to specific passages in the story that clearly show the “Cultural Points” that you are collecting (please note both the page and paragraph numbers for the passages that you select). think about the theme of the story and talk about whether or not this theme is important in your own culture. • For example.CULTURE COLLECTOR (1) • Look at the story and note both differences and similarities between the culture represented in the story and their own culture. • Remember.

As Culture Collector. Cultural Questions 1. . the Collector tries to compare and contrast the culture represented in the story with her own culture. 1. • Some differences and similarities between my culture and the culture represented in the story are. 3. . .CULTURE COLLECTOR (2) • The Collector’s role is similar to the Connector’s. . but while the Connector tries to find ways to connect the story to her own life. ask questions to your group about cultural points that seem confusing to you. 3. . 2. 2.

Literature Circle Reading Schedule Mtg 1 Date Name Role Role Role Role Roles Mtg 2 Mtg 3 Mtg 4 Mtg 5 GDL = Group Discussion Leader PP = Passage person WM = Word Master S = Summarizer C = Connector CC = Culture Collector .