literature circles roles @ tps

Download Literature Circles Roles @ TPS

Post on 27-May-2015




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The six roles that we employ as part of our literature circle program.


  • 1. The role of the Summariser is to prepare a concise description of the key points in the set reading. You can write in paragraphs to read to your group or make dot points to guide an oral presentation. This should be at least half a page. Ask yourself: Have I included all the key information? How can I include all the important information? Is the summary from the right part of the book? What is the main idea of the book? What is the authors intention? Who are the main characters? What is the setting? When? Where? Why? What part do I like the most? Is my summary correctly sequenced? Have I used descriptive words? Can I improve the words I have used? Success Criteria: Write at least a paragraph (5-6 sentences). Demonstrate an understanding of the text. It is written in your own words. Include the important parts of the story in sequence. Give your opinions of the book so that people can reflect and share their thoughts and understandings. Going Beyond: Include quotes to support your summary. Include the moral and meaning of the story. Summariser

2. The role of the vocabulary extender is to check and share the definitions of unfamiliar terms or phrases you encounter in the text. You will locate at least four interesting words or phrases in the text that that you dont understand or words that you think might be challenging for others. You will then need to explain these terms or phrases to the group so that they will understand them. Success Criteria: 4 words or phrases have been located. Find the appropriate meaning of the word in context. Follow the 3 steps 1. Write the sentence you have found in the book (including quotation marks and page reference). 2. Locate and write the meaning of the unknown word/phrase. 3. Write in your own words what the sentence means. You have helped your group to have a better understanding of the vocabulary in the text. Going Beyond: Locate more than four words. Use Google define to find out how to pronounce the word. If the word is a homophone write the alternate meaning. Locate synonyms for the word. Create your own sentence using the word. Vocabulary Extender 3. 1. Illustration Prepare an illustration of a key section of the text you have just read. You might draw a character, a moment or a setting. Remember you need to be able to justify why this part is a key section of the text. You may like to take notes to prompt you during your discussion. 2. Map Construct a map that shows where events took place in the section of text you just read. Label when and where they happened. Remember, a setting may be inside a building, city, country or whole continent. 3. Storyboard Using pictures, create a storyboard that shows the sequence of events in the section you have just read. The role of the Artful Artist is to choose one of the three options below to articulate your understanding of the text as a visual representation. 1. Illustration 2. Map 3. Storyboard My illustration is clear and easy to understand. My illustration reflects what is important in the story. I can justify my choice of illustration. Use arrows to show where events took place. Important places are included. The map is labelled to make it clear. Pictures are in order. Includes clear illustrations so it is easily understood. More than 2 pictures in the sequence. The main points are represented. Artful Artist 4. Find a way to connect what you have read in this text to something that you have seen or experienced before. Try to connect to: something in your own life - text to self another book/movie/TV show/advertisement - text to text something occurring in the world - text to world Success Criteria You are confident in sharing your ideas. You must write at least a paragraph (5-6 sentences). Give at least two pieces of evidence (examples from the book) to support your connection and make links to the pages in the book where the evidence is. You prompt others to think so that they add to your ideas and share their own connections. Going Beyond Draw an illustration of your experiences and write down the similarities with the book. Find multiple connections. Use a procedure/organiser to record and compare your connections to what has happened in the text. The role of the Connector is to make connections with other literature, authors, movies and life experiences. Clever Connector 5. The Discussion Director involves others in a conversation about the text by getting them to think and talk about the section they have just read. You will need to think of five open-ended and thought provoking questions that will get your group discussing what has happened in the section of the text that you have just read. What if . . . . . . What do you predict . . . . How is this like . . . . Success Criteria: You have followed the 3 steps: 1. Write five open-ended questions 2. Write your responses to your 5 questions 3. Write the page numbers where the answers/ideas can be found Ask cognition (thinking) questions that require deep answers. Everyone in the group is encouraged to share and justify their ideas. You are involved in the discussion - not just asking the questions. Going Beyond: Create a variety of questions using a range of question stems. Have notes about where clues for answers can be found in the text. Write more than 5 questions. Think of new ways (green hat) to present your work e.g. quiz. Put extra detail into your questions. Discussion Director 6. You will need to explore how your character has developed over this section of the text. You should put yourself in the characters shoes and explain the section of the story from the characters point of view. Consider who is the most influential character, and then: How the character is feeling and why How the character reacts to different events How the character interacts with other characters What the character thinks about what others have done. Success Criteria: You have written at least a paragraph (5-6 sentences). Explain the section of the story from the characters point of view. Show how your chosen character is integral to the story. Use key words or quotes to support your point of view. You have helped your group to have a better understanding of the characters thinking. Going Beyond: Share your thoughts on what you thought about the characters thinking. Do you agree with what they did? Draw a picture of your character. If there was to be a movie of your book, who do you think would play your character? Why? The Character Captain explains the thinking of a character and the role they have played in the section of the story.