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Literature Circles
Literature Circles
Model Lesson for Fiction
Model Lesson for Fiction

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

Marcus Patches Loses Written Clifton Joel Holland Illustrated by by Snyder www.readinga-z.com
Marcus
Patches Loses
Written
Clifton
Joel Holland
Illustrated
by by
Snyder
www.readinga-z.com
Joel Holland Illustrated by by Snyder www.readinga-z.com Role Description Journal Bookmark From the time that groups

Role Description

Journal

Bookmark

Snyder www.readinga-z.com Role Description Journal Bookmark From the time that groups listen to book talks and

From the time that groups listen to book talks and choose

a selection, they are in charge. Learning how to have

a meaningful discussion begins with the teacher who

coaches and gives feedback on roles. In a literature circle,

all members take on Predictor and Questioner roles and one student takes on the Discussion Leader role. Other students take on various roles that help students enjoy and understand the selection better. When planning literature

circles, examine each selection to find opportunities for students to apply specific reading skills and strategies. This Model Lesson demonstrates how to teach students to use three main Reading A–Z Literature Circles tools for roles: Role Descriptions, Journals, and Bookmarks. The lesson also contains suggestions for student roles. When teaching Marcus Loses Patches or any fiction selection, select roles based on your instructional needs.

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 Teach Explain that students in literature circles take on roles, or jobs. Have students

Teach Explain that students in literature circles take on roles, or jobs. Have students share their experiences taking on roles in other groups. Then distribute the model Role Description for the Predictor role. Tell students that all group members take on this role.

Point to “Here’s your role!” and read the instruction for students. Have students explain what a prediction is in their own words. Then continue instruction by reading aloud the information in “Get started,” “Check your predictions,” and “Keep track.”

Model Have students find the model Journal for Predictor on the second half of the page. Model how to use this Journal. Think aloud: When I listened to the book talk, I saw the cover of Marcus Loses Patches. I made some predictions. I predicted that this is a made- up story, or fiction. Model writing your prediction on the lines next to “Prediction.” Point out that students need to have reasons, or evidence, when they predict. Think aloud: I have evidence for my prediction. I see 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.”

Elicit from students why predictions might change. Encourage them to give an example of how a story might have events that cause a prediction to

change. After they read, they can write whether their predictions were correct. Encourage students to always predict before they read. Tell them this strategy will help them connect better to a selection.

Have students look at the cover of Marcus Loses Patches and ask them if they agree with the next prediction:

“it’s about a boy who loses a pet.” Then have them read the evidence (“the boy on the cover looks worried” and “the title has ‘Loses Patches.’ Patches sounds like the name of a pet.”) Encourage students to discuss whether they agree with it. Tell students that they will follow this process when they predict and check their predictions.

Fiction Selection Marcus Loses Patches by Clifton Holland Level M

Distribute copies for each student.

Marcus Patches Loses Joel Holland Written Clifton Illustrated by by Snyder www.readinga-z.com
Marcus
Patches Loses
Joel Holland
Written
Clifton
Illustrated
by by
Snyder
www.readinga-z.com

Model Role Description Predictor

Snyder www.readinga-z.com Model Role Description Predictor  Guide Use these steps to guide students as they

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 role. Have students compare their predictions and evidence with those in the Journal.

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their predictions and evidence with those in the Journal. 2 Model Journal Distribute copies Predictor for

Model Journal

Distribute copies

Predictor

for each student.

model lesson • fiction www.readinga-z.com

© Learning A–Z, Inc.

All rights reserved.

Bookmarks In literature circles, all members assemble a booklet with Journals and Bookmarks for the

Bookmarks

In literature circles, all members assemble a booklet with Journals and Bookmarks for the specific roles they will take on. Bookmarks are provided in sets of three. You may wish to cut the sets into individual Bookmarks and place them in a convenient place in your classroom. When students choose a new role, they take the corresponding Bookmark and use it as they read. Note: Predictor and Questioner roles do not have Bookmarks.

Teach Remind students that a literature circle role is a job that they do as they read. Then distribute the model Bookmark for Skill Master: Sequence of Events.

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 might jot that page number. Confirm that it must be a

page with an important event. Think aloud: I’ll look at page 5 in the selection. I see that Marcus got in trouble because he forgot to feed Patches. That is an important event. Tell students they will use different Bookmarks for different roles, and that they will use them to jot information that helps them do their job, or role.

Guide Have students choose the remaining page numbers and find the important event on each page. Remind students that the Bookmark has two purposes:

the top part helps them know what to do in each job, and the bottom is a tool for doing the job.

do in each job, and the bottom is a tool for doing the job. Model Bookmark

Model Bookmark

Distribute copies

Skill Master:

for each student.

Sequence of Events

Skill Master: for each student. Sequence of Events Reading Assignment and Role Planner Have students skim

Reading Assignment and Role Planner

Have students skim the model Journal booklet front cover and the planner on the back cover. Explain that students use them to prepare for their groups. Students should also 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 model Reading Assignment and Role Planner, tell students that the members of the group will cooperate to make many decisions and that the teacher helps by answering 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

Have students locate on the model planner where each of these decisions is recorded. Remind students that they will also record the dates for each meeting.

that they will also record the dates for each meeting. Distribute copies for each student. Model

Distribute

copies

for each

student.

Model Journal Booklet with Reading Assignment and Role Planner

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model lesson • fiction www.readinga-z.com

© Learning A–Z, Inc.

All rights reserved.

Planning Ahead for Literature Circles
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 Lesson and the quick reference below are designed to help you reach that goal. As you teach these roles, you may have new questions about how to facilitate groups. You’ll find many answers in the Literature Circles Overview.

Assess students and groups

The literature circles student-led process includes self- evaluation. Facilitating Self-Evaluations includes a self- evaluation form as well as activities that prepare students for group participation. Use the Observation Checklist as you circulate to assess group participation and reading comprehension. The results will guide your plan for reteaching and coaching. You can also assess students’ understanding of the selection by asking groups to develop a concluding project, report, or presentation and share it with the class.

Which tools do group members need?

All group members

Copy of the selection

Journal booklet cover/Reading Assignment and Role Planner

Questioner Role: Journal and Bookmark

Predictor Role: Journal and Bookmark

Group members with specific roles

Journal and Bookmark for the chosen role

When teaching, modeling, and guiding instruction for roles, distribute

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 these roles: distribute these models for each student. Questioner Role Description
To provide instruction for
these roles:
distribute these models for each student.
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

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model lesson • fiction www.readinga-z.com

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All rights reserved.