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Literature Circles

Model Lesson for Fiction

Marcus Lo
Grouping is an appropriate instructional strategy when Patches
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Marcus Loses
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accompanied by teaching, modeling, and guiding. This Model


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Patches
Lesson is for the fiction selection Marcus Loses Patches (Level M).
Adapt it to provide literature circles instruction for other fiction
selections and suggested roles listed at the end of this lesson.
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Role Description Journal Bookmark

1. Facilitate choosing roles.


From the time that groups listen to book talks and choose circles, examine each selection to find opportunities for
a selection, they are in charge. Learning how to have students to apply specific reading skills and strategies.
a meaningful discussion begins with the teacher who This Model Lesson demonstrates how to teach students
coaches and gives feedback on roles. In a literature circle, to use three main Reading A–Z Literature Circles tools for
all members take on Predictor and Questioner roles and roles: Role Descriptions, Journals, and Bookmarks. The
one student takes on the Discussion Leader role. Other lesson also contains suggestions for student roles. When
students take on various roles that help students enjoy and teaching Marcus Loses Patches or any fiction selection,
understand the selection better. When planning literature select roles based on your instructional needs.
1

model lesson • fiction  www.readinga-z.com © Learning A–Z, Inc.  All rights reserved.
2. Teach and model the role.

Teach  Explain that students in literature circles take on change. After they read, they can write whether their
roles, or jobs. Have students share their experiences predictions were correct. Encourage students to always
taking on roles in other groups. Then distribute the predict before they read. Tell them this strategy will
model Role Description for the Predictor role. Tell help them connect better to a selection.
students that all group members take on this role.
Have students look at the cover of Marcus Loses Patches
Point to “Here’s your role!” and read the instruction for and ask them if they agree with the next prediction:
students. Have students explain what a prediction is in “it’s about a boy who loses a pet.” Then have them read
their own words. Then continue instruction by reading the evidence (“the boy on the cover looks worried” and
aloud the information in “Get started,” “Check your “the title has ‘Loses Patches.’ Patches sounds like the
predictions,” and “Keep track.” name of a pet.”) Encourage students to discuss whether
they agree with it. Tell students that they will follow this
Model  Have students find the model Journal for
process when they predict and check their predictions.
Predictor on the second half of the page. Model how
to use this Journal. Think aloud: When I listened to the Fiction Selection
book talk, I saw the cover of Marcus Loses Patches. I Marcus Loses Patches Distribute copies
made some predictions. I predicted that this is a made- by Clifton Holland for each student.
up story, or fiction. Model writing your prediction on Level M
the lines next to “Prediction.” Point out that students 22 .‡ 0
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need to have reasons, or evidence, when they predict.
Think aloud: I have evidence for my prediction. I see
Marcus Lo
Patches
ses
Marcus Loses
A Reading
A–Z Leve
Word Coun
l M Leve
t: 751
led Book

Patches
two characters on the cover. This looks like other fiction
books I’ve seen, not like a book about events that really
happened. Model writing your reason by “Clues or
evidence to support it.”
nd
Clifto n Holla er
Writt en by
by Joel Snyd
Illustr ated

Elicit from students why predictions might change. www.read


inga -z.com

Encourage them to give an example of how a Visit www.re


for thousand
adinga-z.com
s of books
and mate
rials.

Model Role Description


story might have events that cause a prediction to Predictor

3. Guide practice.

Guide  Use these steps to guide students as they


practice the Predictor role. Have students use the cover,
title, pictures, and other clues as evidence when they
make and check their predictions.
1. Assign students to read Marcus Loses Patches, from
the beginning through page 7.
2. Have students preview Marcus Loses Patches, pages
8–12, make their own predictions, and provide
evidence. Then assign students to read pages 8–12
and check if their predictions were correct.
3. Assign students to read Marcus Loses Patches, pages
13–16. Guide them to repeat the process of making
and checking predictions.
4. Distribute the model Journal for the Predictor
Model Journal Distribute copies
role. Have students compare their predictions and
Predictor for each student.
evidence with those in the Journal.
2

model lesson • fiction  www.readinga-z.com © Learning A–Z, Inc.  All rights reserved.
4. Teach, model, and guide how to use Bookmarks.

Bookmarks
In literature circles, all members assemble a booklet with page with an important event. Think aloud: I’ll look at
Journals and Bookmarks for the specific roles they will take page 5 in the selection. I see that Marcus got in trouble
on. Bookmarks are provided in sets of three. You may wish because he forgot to feed Patches. That is an important
to cut the sets into individual Bookmarks and place them event. Tell students they will use different Bookmarks
in a convenient place in your classroom. When students for different roles, and that they will use them to jot
choose a new role, they take the corresponding Bookmark information that helps them do their job, or role.
and use it as they read. Note: Predictor and Questioner
Guide  Have students choose the remaining page
roles do not have Bookmarks.
numbers and find the important event on each page.
Teach  Remind students that a literature circle role is Remind students that the Bookmark has two purposes:
a job that they do as they read. Then distribute the the top part helps them know what to do in each job,
model Bookmark for Skill Master: Sequence of Events. and the bottom is a tool for doing the job.
First, point out the notes at the top of the Bookmark.
Tell students to read this part before they read when
they need a quick reminder of what to do. Ask students
what the Skill Master: Sequence of Events job is about.
Elicit from students that the role is about following
events in order. Point out the bottom part. Think
aloud: When I read about an important event, I want to
remember it. I don’t want to stop reading for long, so I
just jot the page numbers.
Model  Point out page 5 on the Skill Master: Sequence
of Events model Bookmark. Ask students why someone Model Bookmark Distribute copies
Skill Master: for each student.
might jot that page number. Confirm that it must be a
Sequence of Events

5. Prepare for group decisions.

Reading Assignment and Role Planner


Have students skim the model Journal booklet front cover Have students locate on the model planner where each of
and the planner on the back cover. Explain that students these decisions is recorded. Remind students that they will
use them to prepare for their groups. Students should also also record the dates for each meeting.
refer to them during group discussions. Point to the front
cover. Ask students to identify what they need to write on
the front of their Journal booklets for each selection (their
name, the title of the book, and the author’s name). For the
Distribute
model Reading Assignment and Role Planner, tell students
copies
that the members of the group will cooperate to make for each
many decisions and that the teacher helps by answering student.
their questions. Have students follow along in the planner
as you preview the decisions they will make as a group:
• the number of pages they will read for each meeting
• a specific role that each student takes on Model Journal Booklet with
Reading Assignment and Role Planner

model lesson • fiction  www.readinga-z.com © Learning A–Z, Inc.  All rights reserved.
Planning Ahead for Literature Circles

Your goal is to build students’ ability to perform roles in a


group as you gradually withdraw your support. This Model Which tools do group members need?
Lesson and the quick reference below are designed to help
All group members
you reach that goal. As you teach these roles, you may have
new questions about how to facilitate groups. You’ll find  Copy of the selection
many answers in the Literature Circles Overview.
 Journal booklet cover/Reading Assignment
Assess students and groups and Role Planner
The literature circles student-led process includes self-  Questioner Role: Journal and Bookmark
evaluation. Facilitating Self-Evaluations includes a self-
evaluation form as well as activities that prepare students  Predictor Role: Journal and Bookmark
for group participation. Use the Observation Checklist Group members with specific roles
as you circulate to assess group participation and reading
comprehension. The results will guide your plan for  Journal and Bookmark for the chosen role
reteaching and coaching. You can also assess students’ When teaching, modeling, and guiding
understanding of the selection by asking groups to develop instruction for roles, distribute
a concluding project, report, or presentation and share it
with the class.  Role Description for each role being taught

Use the Model Lesson for Fiction for other roles


Adapt the Model Lesson for Marcus Loses Patches when you want to teach additional roles. The following student models
for fiction accompany this Model Lesson. Provide them to students during your instruction, as needed.

To provide instruction for


distribute these models for each student.
these roles:
Questioner Role Description Journal
Predictor Role Description Journal
Discussion Leader Role Description Journal Bookmark
Summarizer Role Description Journal Bookmark
Skill Master: Sequence of Events Role Description Journal Bookmark
Conflict Connector Role Description Journal Bookmark
Character/People Tracker Role Description Journal Bookmark
Connector Role Description Journal Bookmark
Wordsmith Role Description Journal Bookmark

model lesson • fiction  www.readinga-z.com © Learning A–Z, Inc.  All rights reserved.