Frindle Discussion Guide | Scholastic

 

literature circle questions

Getting students involved in literature circles is a wonderful way to help them think deeply and abstractly about text. The discussion questions in this lesson will help you and your students keep. Reading Response Questions; How to Lead a Literature Circle; Literature Circle Assignment Dates. Classroom Book Clubs: Literature Circles Made Easy. Classroom Book Clubs are an easy and fun way to implement Literature Circles. This approach is very flexible and does require students to take on “roles” when they meeting. This resource. Getting Started with Literature Circles Katherine L. Schlick Noe and Nancy J. Johnson Using questions to generate discussion can lead to students simply reading their questions in the circle, one after the other -- without anyone taking the time to answer the questions. If that.


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Emphasize the student-centered collaborative nature of the reading strategy by discussing how the strategy places students "in charge of leading their own discussions as well as making decisions for themselves" Peralta-Nash and Dutch Share some of the ways that students will work independently e.

Introduce the Literature Literature circle questions Roles to the class, and answer any questions that students have about these roles: Discussion Director creates questions to increase comprehension asks who, what, why, when, where, how, and what if Vocabulary Enricher clarifies word meanings and pronunciations uses research resources Literary Luminary guides oral reading for a purpose examines figurative language, parts of speech, and vivid descriptions Checker checks for completion of assignments evaluates participation helps monitor discussion for equal participation Preview the literature circle questions that literature circles work for students, sharing the Literature Circle Process on the overhead projector or chart paper.

Alternately, pass out copies for students to refer to. Explain that the class will practice each of the roles before students try the tasks on their own. Choose a short book with at least eight chapters to read as a whole class, beginning during the next class session.

Explain that during literature circle questions session, you will act as the Discussion Director to demonstrate how to do the task. Read Chapter 1 of the text chosen during the previous session together. Allow time to discuss the first chapter freely in order to show how literature circle questions of questions and ideas that are not on the sheet is also appropriate.

After discussion is complete, literature circle questions, ask students to make observations about how the Discussion Director role works. Answer any questions that they have literature circle questions the role.

Explain that during this session, everyone will have a chance to practice being a Discussion Director. Read Chapter 2 of the text together. Working in the Discussion Director Role, literature circle questions, have students pause during the reading to add details to their copies of the Discussion Director role sheet; or complete the Discussion Director role sheet after the reading is complete, literature circle questions.

Arrange the class in small groups of students each. These groups are simply for practice, so they can be formed informally if desired. Explain that each group member will serve as the Discussion Director for about 5 minutes. To make sure the process runs smoothly, have group members arrange turn-taking by deciding who will go first, second, third, and so forth.

Have the first Discussion Director begin discussion. Watch the time so that you can cue students to change roles. Provide support and feedback as appropriate. After 5 minutes have passed, ask the second person take over as Discussion Director. Repeat this process until everyone in the class has had a chance to practice the Discussion Director role. After discussion is complete, literature circle questions, ask students to make any additional observations about how the Discussion Director role works.

Review the requirements of the Vocabulary Enricher: clarifies word meanings and pronunciations uses research resources Point out the classroom dictionaries and other resources students can use as they serve in this role. Read Chapter 3 of the text together. Allow time to discuss the chapter freely in order to show how discussion of questions and ideas that are not on the sheet is also appropriate. After discussion is complete, ask students to make observations about how the Vocabulary Enricher role works.

Remind students of the classroom dictionaries and other resources literature circle questions can use as they literature circle questions in this role. Explain that during this session, everyone will have a chance to practice being a Vocabulary Enricher, literature circle questions.

Read Chapter 4 of the text together. Explain that each group member will serve as the Vocabulary Enricher for about 5 minutes. Have the first Vocabulary Enricher begin discussion. After 5 minutes have passed, literature circle questions, ask the second person take over as Vocabulary Enricher. Repeat this process until everyone in the class has had a chance to practice the Vocabulary Enricher role.

After discussion is complete, ask students to make any additional observations about how the Vocabulary Enricher role works. Read Chapter 5 of the text together. After discussion is complete, ask students to make observations about how the Literary Luminary role works.

Explain that during this session, everyone will have a chance to practice being a Literary Luminary. Read Chapter 6 of the text together, literature circle questions. Explain that each group member will serve as the Literary Luminary for about 5 minutes. Have the first Literary Luminary begin discussion. After 5 minutes have passed, ask the second person take over as Literary Luminary. Repeat this process until everyone in the class has had a chance to practice the Literary Luminary role.

After discussion is complete, ask students to make any additional observations about how the Literary Luminary role works. Every student should have one sheet, but they will not all have the same sheet. Explain that for you to have information to record on the Checker role sheet, you need students in the class to take on the other roles. Read Chapter 7 of the text together. Pause during the reading, as appropriate, to allow students to add details to the different role sheets that they have; or have students complete the different role sheets after the reading is complete.

When the chapter is finished, have students re-read the questions on their role sheets and make any revisions.

Ask student volunteers to lead the class in discussion, serving in the role that they have prepared for. To include students more in the assessment, you might ask class members to talk about the work that each student volunteer does. Take advantage of the opportunity to talk about positive, constructive feedback and to warn against mean or bullying comments.

After discussion is complete, ask students to make observations literature circle questions how the Checker role works. Select students who understand each of the roles that they are to complete well, and who will be able to understand the Checker role without as much practice as the rest of the class will have.

You can ask for volunteers to serve these roles, but be sure that you choose volunteers who are confident about their ability to serve in the roles. Arrange the student volunteers in two small groups of model literature circles. Groups will switch after 5 minutes so that everyone in the classroom can practice the Checker role. Give the student volunteers copies of the the relevant role sheets: Discussion DirectorVocabulary Enricherand Literary Luminary.

Explain that during this session, literature circle questions, everyone will have a chance to practice being a Checker. Read Chapter 8 of the text together. Pause during the reading, as appropriate, to allow student volunteers to add details to the different role sheets that they have; or have students complete the different role sheets after the reading is complete. When the chapter is finished, have student volunteers re-read the questions on their role sheets and make any revisions.

Ask student volunteers to complete a literature circle discussion of the chapter for other students to observe, serving in the role that they have prepared for. If desired, you might allow students to be creative and perform at levels other than their best work. For instance, one student volunteer might participate as an uncooperative group member or as a member who has not read the text.

After 5 minutes have passed, have the example discussion group switch so that the second group takes over. Repeat the discussion process with the remaining students in the literature circle questions taking on the Checker role.

Once the second round of checking is complete, have students share observations and discuss the feedback they have recorded on the Checker role sheet. Again, literature circle questions, reinforce positive, literature circle questions, constructive feedback and comments.

After discussion is complete, ask students to make any additional observations about how the Checker role works. If there are remaining issues on the chapter that students want to discuss, be sure to allow time for this exploration as well. Explain that during following class sessions, students will work in literature literature circle questions independently.

If the text students have read is complete, explain that students will begin a new book during the next session, literature circle questions. If chapters remain, explain that groups will continue reading the text during the next session. Arrange students in literature circle groups, based on book choice if students are beginning new texts, or based on similar interests or mixed abilities if the class is continuing with the text used for demonstration.

Answer any questions, and then have students begin the reading and discussion process. As students work, circulate among the groups taking anecdotal data about their work and providing any support or feedback on the Literature Circle Roles.

Remember that this is a student-centered discussion process, so take the role of a facilitator during these sessions, rather than that of a group member or instructor, literature circle questions. At the end of the session, have groups rotate the literature circle roles, literature circle questions. Provide some structural scheduling so that students know how much reading and work they should accomplish during each literature circle meeting.

When books are finished, set aside a day for groups to share information about their reading, and then form new groups around new reading choices. When students begin the next book, ask them to use this self-reflection to think about how they literature circle questions with their new literature circle groups.

Ask Vocabulary Enrichers to choose words from the reading and create pages for the words using the Alphabet Organizer. Groups can compile all pages created using the tool to compose a focused dictionary for the text. The dictionary might be shelved in the classroom library with the specific book students have read, so that others in the classroom can use the resource.

Their group meetings should be open, natural conversations about books. Personal connections, literature circle questions, digressions, and open-ended questions are welcome. Provide feedback to individual students in conferences and interviews, literature circle questions.

 

Literature Circles: Getting Started - ReadWriteThink

 

literature circle questions

 

anthology (to teach reading strategies) and doing literature circles (to apply reading strategies and develop response). We will have literature circles on Tuesdays and Thursdays and work in the anthology on Mondays, Wednesdays, and Fridays. Literature Circle Schedule Students use their journal entries as a jumping-off point for discussions. A literature circle is equivalent of an adult book club, but with greater structure, expectation and sdpintosa.tk aim is to encourage thoughtful discussion and a love of reading in young people. The true intent of literature circles is "to allow students to practice and develop the . Getting students involved in literature circles is a wonderful way to help them think deeply and abstractly about text. The discussion questions in this lesson will help you and your students keep.