Monday, November 13, 2006
Sunday, November 12, 2006
List of Characters
Map and Website: Rob Freedman and Don LaBonte
Literature Focus
Picture Books: Lisa Schaff
Chapter Books: Joe Imburgia
Intermediate/Young Adult Books: Kelly Stewart
Periodicals: Ariel Isenberg & Chad Kimmel
Poetry Books: Chad Kimmel
Films: Ariel Isenberg
Literature Circle Text Set: Ryan Burnett & Karen Reodica
Scaffolded Independent-Level Reading Book Basket: Keisha Thomas
Guided Reading Lessons: Compiled by Christie Bora
Guided Reading Centers-The Daily Five
Reading to Self: Shannon Wiza
Reading to Others: Kelly Stewart
Listening to Reading: Shannon Wiza
Writing: Kelly Stewart
Word Study/Spelling: Christine Cius
Vocabulary: Chennell Thomas
Schedule: Italia Perrone
List of Strategies: Lori Lofman
Literature Focus
Picture Books: Lisa Schaff
Chapter Books: Joe Imburgia
Intermediate/Young Adult Books: Kelly Stewart
Periodicals: Ariel Isenberg & Chad Kimmel
Poetry Books: Chad Kimmel
Films: Ariel Isenberg
Literature Circle Text Set: Ryan Burnett & Karen Reodica
Scaffolded Independent-Level Reading Book Basket: Keisha Thomas
Guided Reading Lessons: Compiled by Christie Bora
Guided Reading Centers-The Daily Five
Reading to Self: Shannon Wiza
Reading to Others: Kelly Stewart
Listening to Reading: Shannon Wiza
Writing: Kelly Stewart
Word Study/Spelling: Christine Cius
Vocabulary: Chennell Thomas
Schedule: Italia Perrone
List of Strategies: Lori Lofman
Saturday, November 11, 2006
Guided Reading Centers: The Daily Five
Scaffolded Independent-Level Reading
(Shannon Wiza)
Procedures
Students will choose a book from the collection of biographies located in the classroom library, read for at least 30 minutes and follow up with a chosen response.
Book Choices
Students use the following methods to determine the correct book for their personal reading level:
• Students choose books at their color level determined by the teacher. Put a dot inside the folder to match the student’s color level.
or
• Students use the Goldilocks Method
Too Easy:
Have you read it lots of times before?
Do you understand the story very well?
Do you know almost every word?
Can you read it smoothly?
“Just Right”:
Is the book new to you?
Do you understand a lot of the book?
Are there just a few words a page you don’t know?
When you read, are some places smooth and some choppy?
Too Hard:
Are there more than 5 words on a page you don’t know?
Are you confused about what is happening in most of this book?
When you read, does it sound pretty choppy?
Is everyone else busy and unable to help you?
Responses
• Making a Connection
Students will write a brief essay making connections between themselves and the person they are reading about.
• Write a Letter to the Subject
Students will compose a letter they would like to send to the person the bibliography was about.
• Non-Fiction Response
Students will write a response using the worksheet provided.
Students will choose a book from the collection of biographies located in the classroom library, read for at least 30 minutes and follow up with a chosen response.
Book Choices
Students use the following methods to determine the correct book for their personal reading level:
• Students choose books at their color level determined by the teacher. Put a dot inside the folder to match the student’s color level.
or
• Students use the Goldilocks Method
Too Easy:
Have you read it lots of times before?
Do you understand the story very well?
Do you know almost every word?
Can you read it smoothly?
“Just Right”:
Is the book new to you?
Do you understand a lot of the book?
Are there just a few words a page you don’t know?
When you read, are some places smooth and some choppy?
Too Hard:
Are there more than 5 words on a page you don’t know?
Are you confused about what is happening in most of this book?
When you read, does it sound pretty choppy?
Is everyone else busy and unable to help you?
Responses
• Making a Connection
Students will write a brief essay making connections between themselves and the person they are reading about.
• Write a Letter to the Subject
Students will compose a letter they would like to send to the person the bibliography was about.
• Non-Fiction Response
Students will write a response using the worksheet provided.
Student Folders
The students’ folders will contain the following:
• The book student is currently reading
• Back-up books ( 2 for primary, 1 for intermediate and middle)
• Reading Record
• Response Sheets
These folders and books stay in school and are used during Scaffolded Independent-Level Reading.
Listening to Reading
• The book student is currently reading
• Back-up books ( 2 for primary, 1 for intermediate and middle)
• Reading Record
• Response Sheets
These folders and books stay in school and are used during Scaffolded Independent-Level Reading.
Listening to Reading
Students will either have their own set of headphones and a tape player for individual listening, or there will be a tape player available for group listening projects. Students will listen to the story, and if available, follow along in the book. Once finished, complete one of the response sheets in your Student Folder.
The available stories to listen to for this Biography Lesson are:
Anne Frank: The Diary of a Young Girl
Diary entries written by Anne Frank throughout the Holocaust, revealing the depth of her dreams, irritations, hardships, and passions. Anne emerges as more real, more human, and more vital than ever.
Frank, A (1995). Anne Frank: The Diary of a Young Girl. New York, NY: Random House.
Princess Diana
For Diana Spencer, the dream of becoming a princess was realized when she married Prince Charles. Throughout her often tumultuous lifetime, Diana touched countless lives and when she died, her spirit and genuine love for others continued to influence the entire world. This book tells the story of Princess Diana, from her privileged but sad childhood to the tragic accident that took the life of this extraordinary woman--whose charities continue to help people today.
Krohn, K (1999). Princess Diana. Minneapolis, MN: Lerner Publications.
Paterno: By the Book
"By the Book" chronicles the life of Joe Paterno. It begins with a description of his childhood and prep school years in Brooklyn, takes us through his football career at Brown University, and how he became the head coach at Penn State. The book is rich with descriptions of Penn State players and seasons up through the 1988 season. But, this book is much more than a football story. It's a view into Joe Pa's heart and soul. It is a portrayal of his values, his motivations, his vision and dreams. These, not just for his football team, but for his family, his university, and his profession. Much more than a fun read for Penn State fans, it is a valuable resource for aspiring coaches and players searching to find the essence of their relationship to their sport.
Paterno, J (1997). Paterno: By the Book. Ashland, Oregon: Blackstone Audiobooks.
The available stories to listen to for this Biography Lesson are:
Anne Frank: The Diary of a Young Girl
Diary entries written by Anne Frank throughout the Holocaust, revealing the depth of her dreams, irritations, hardships, and passions. Anne emerges as more real, more human, and more vital than ever.
Frank, A (1995). Anne Frank: The Diary of a Young Girl. New York, NY: Random House.
Princess Diana
For Diana Spencer, the dream of becoming a princess was realized when she married Prince Charles. Throughout her often tumultuous lifetime, Diana touched countless lives and when she died, her spirit and genuine love for others continued to influence the entire world. This book tells the story of Princess Diana, from her privileged but sad childhood to the tragic accident that took the life of this extraordinary woman--whose charities continue to help people today.
Krohn, K (1999). Princess Diana. Minneapolis, MN: Lerner Publications.
Paterno: By the Book
"By the Book" chronicles the life of Joe Paterno. It begins with a description of his childhood and prep school years in Brooklyn, takes us through his football career at Brown University, and how he became the head coach at Penn State. The book is rich with descriptions of Penn State players and seasons up through the 1988 season. But, this book is much more than a football story. It's a view into Joe Pa's heart and soul. It is a portrayal of his values, his motivations, his vision and dreams. These, not just for his football team, but for his family, his university, and his profession. Much more than a fun read for Penn State fans, it is a valuable resource for aspiring coaches and players searching to find the essence of their relationship to their sport.
Paterno, J (1997). Paterno: By the Book. Ashland, Oregon: Blackstone Audiobooks.
POETRY CENTER
(Kelly Stewart)
(Kelly Stewart)
Biography Poetry Basket
The chosen poetry is written by Langston Hughes. Hughes poems were written about what he was doing and feeling at that time in his life. When the selected sheets are put together they form a brief biographical part of his life.
Hughes, L. (2002). A portrait of Langston Hughes (6th ed.).
Greece: Naxos.
Poetry Basket Contents
• Sticky Notes
• Langston Hughes Poem sheets
My people / Heart on the wall: Heart / Shadow of the blues: Litany / The Negro speaks of rivers / Joy / Fields of wonder: In time of silver rain / Lovely, dark and lonely one / Dreamer: Sandman / Birth : Bound no'th blues / To Artina / Down where I am / The dream weaver / Bouquet / Still here / Hughes.
The centers will consist of four students.
1. Select poetry sheets and read for at least five minutes.
2. Choose a poem you can identify with.
3. Put your name on a sticky note and place it in the book next to the poem you have chosen.
4. Read the poem over at least 10 times. Every time you read, make a check next to your name on the sticky note.
5. Read the poem aloud to at least three people, each person signs the sticky note after he or she hears you read.
6. Present the poem during poetry share time.
7. Your presentation will be graded on Accurate Ready and Prosody (Expression); Volume; Pacing; Demeanor; Evidence of Preparation.
8. When your time with the poetry basket is finished, please place the books and the sticky notes in the basket.
9. Return the basket to the appropriate place in the classroom.
BIOGRAPHY ESSAY – WRITE ABOUT YOURSELF
The writing center will consist of four students who will work individually using a writing prompt to answer questions about themselves.
Writing Activity
Each student will prepare a biography using a prompt to help him or her think about what to write. Students may add more information not less than the prompt.
Writing Prompt
Here in the classroom we know you as a student. Here is a chance to tell us about you. Read and think about these questions as you write about yourself. You may also add extra information; you think your classmates want to know about you.
What year were you born and the state you were born in? How many sisters and brother do you have and what number are you? Do you have any pets and what are their names? What do you like best about them? What is you favorite thing to do and why? When did you start liking your favorite activity? Have you received any awards? When and Why?
Anything more you want to add.
Remember to use specific details and colorful adjectives to help make your setting and story enjoyable to your reader!
The possibilities are endless!
The chosen poetry is written by Langston Hughes. Hughes poems were written about what he was doing and feeling at that time in his life. When the selected sheets are put together they form a brief biographical part of his life.
Hughes, L. (2002). A portrait of Langston Hughes (6th ed.).
Greece: Naxos.
Poetry Basket Contents
• Sticky Notes
• Langston Hughes Poem sheets
My people / Heart on the wall: Heart / Shadow of the blues: Litany / The Negro speaks of rivers / Joy / Fields of wonder: In time of silver rain / Lovely, dark and lonely one / Dreamer: Sandman / Birth : Bound no'th blues / To Artina / Down where I am / The dream weaver / Bouquet / Still here / Hughes.
The centers will consist of four students.
1. Select poetry sheets and read for at least five minutes.
2. Choose a poem you can identify with.
3. Put your name on a sticky note and place it in the book next to the poem you have chosen.
4. Read the poem over at least 10 times. Every time you read, make a check next to your name on the sticky note.
5. Read the poem aloud to at least three people, each person signs the sticky note after he or she hears you read.
6. Present the poem during poetry share time.
7. Your presentation will be graded on Accurate Ready and Prosody (Expression); Volume; Pacing; Demeanor; Evidence of Preparation.
8. When your time with the poetry basket is finished, please place the books and the sticky notes in the basket.
9. Return the basket to the appropriate place in the classroom.
WRITING CENTER
Biography Essay
Biography Essay
BIOGRAPHY ESSAY – WRITE ABOUT YOURSELF
The writing center will consist of four students who will work individually using a writing prompt to answer questions about themselves.
Writing Activity
Each student will prepare a biography using a prompt to help him or her think about what to write. Students may add more information not less than the prompt.
Writing Prompt
Here in the classroom we know you as a student. Here is a chance to tell us about you. Read and think about these questions as you write about yourself. You may also add extra information; you think your classmates want to know about you.
What year were you born and the state you were born in? How many sisters and brother do you have and what number are you? Do you have any pets and what are their names? What do you like best about them? What is you favorite thing to do and why? When did you start liking your favorite activity? Have you received any awards? When and Why?
Anything more you want to add.
Remember to use specific details and colorful adjectives to help make your setting and story enjoyable to your reader!
The possibilities are endless!
Word Study/Spelling
(Christine Cius)
(Christine Cius)
Make a Word Directions
(from cd)
Student Objectives
Students will
• Learn how to look for patterns in words
• Learn how changing one letter or where you put a letter changes the whole word
• Construct new words by manipulating and reordering a set of letters from another word (i.e., anagrams)
• Use meaning clues and phonics patterns to make words
Materials:
• Letter tiles or squares for students (lowercase letters)
• Overhead alphabet tiles (lowercase letters)
• Overhead projector
• Student journal or notebook
t s a E B k b
Explain that you are now going to make words using a set of letters that when combined will spell a "mystery word."
• Use the overhead to display the letters t, s, a, e, b, and k, and put the letter b aside. Have students do the same with the letters at their desks. Ask students if they can think of a three-letter word (using the given letters) that begins with the letter b and is something you use to hit a ball (bat). Place the letters a and t next to the b accordingly. Always have students read the new word after making it. You might also have them use the new word in a sentence to reinforce vocabulary.
• Next ask students to change the beginning letter to make a word that means what you did on the chair (sat).
• Then ask students to change the vowel to tell what you do when you put dishes on a table (set).
• Tell students to keep the s and e and put two letters in front to name what a baseball player runs to after hitting the ball (base).
• Ask students to make a three-letter word that tells what you do when you have a question (ask).
• Have students put a b in front to make a word that means enjoying the sun (bask). You might go through a few more examples using the word bask since this is likely a new vocabulary word for first and second graders.
Explain that they are now going to make the "mystery word" by adding the last two letters to bask. If hints are needed, tell them that the word names something that you might carry things in (basket).
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
Lesson Two
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
n t p e S
Lesson Three
Use the letters n, t, r, s, p, and i to make the words tin, tip, spin, spit, rip, tips, and trip. The mystery word is print.
n t r s P i
Lesson Four
Use the letters p, o, c, and h to make the words pop, cop, and hop. The mystery word is chop.
p o c h
Lesson Five
Use the letters m, l, p, u, and p to make the words pup, plum, up, pulp, and lump. The mystery word is plump.
m l u p P
Lesson Two (Secret Word: Washington)
a i o h n n s t W
Make: as, go, got, hit, hot, in, is, it, not, on, saw, sin, shin, shot, son, stain, stow, tan, tin, ton, tow, wash, win, wish, wit, washington
Sort for: Rhyming words: son, ton, won
Got, hot, not, shot
Sin, tin, win
Go, stow
Hit, wit
Lesson Three (Secret word: birthday)
a i B d h r t y
Make: at, bad, bar, bat, bay, bid, birth, bird, day, dirt, had, hat, hid, rid, tab, tar, third, birthday
Sort for: related words: birth, day
rhyming words: bay, day, hay, ray
bad, had
at, bat, hat, rat
bid, hid, rid
bar, tar
(from cd)
Student Objectives
Students will
• Learn how to look for patterns in words
• Learn how changing one letter or where you put a letter changes the whole word
• Construct new words by manipulating and reordering a set of letters from another word (i.e., anagrams)
• Use meaning clues and phonics patterns to make words
Materials:
• Letter tiles or squares for students (lowercase letters)
• Overhead alphabet tiles (lowercase letters)
• Overhead projector
• Student journal or notebook
t s a E B k b
Explain that you are now going to make words using a set of letters that when combined will spell a "mystery word."
• Use the overhead to display the letters t, s, a, e, b, and k, and put the letter b aside. Have students do the same with the letters at their desks. Ask students if they can think of a three-letter word (using the given letters) that begins with the letter b and is something you use to hit a ball (bat). Place the letters a and t next to the b accordingly. Always have students read the new word after making it. You might also have them use the new word in a sentence to reinforce vocabulary.
• Next ask students to change the beginning letter to make a word that means what you did on the chair (sat).
• Then ask students to change the vowel to tell what you do when you put dishes on a table (set).
• Tell students to keep the s and e and put two letters in front to name what a baseball player runs to after hitting the ball (base).
• Ask students to make a three-letter word that tells what you do when you have a question (ask).
• Have students put a b in front to make a word that means enjoying the sun (bask). You might go through a few more examples using the word bask since this is likely a new vocabulary word for first and second graders.
Explain that they are now going to make the "mystery word" by adding the last two letters to bask. If hints are needed, tell them that the word names something that you might carry things in (basket).
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
Lesson Two
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
n t p e S
Lesson Three
Use the letters n, t, r, s, p, and i to make the words tin, tip, spin, spit, rip, tips, and trip. The mystery word is print.
n t r s P i
Lesson Four
Use the letters p, o, c, and h to make the words pop, cop, and hop. The mystery word is chop.
p o c h
Lesson Five
Use the letters m, l, p, u, and p to make the words pup, plum, up, pulp, and lump. The mystery word is plump.
m l u p P
Biography Make-a-Word
Lesson One (Secret Word: celebrate)
a e e e b C l r t
Make: lab, cab, crab, race, lace, late, rate, crate, trace, brace, relate, rebate, create, bracelet, celebrate
Sort for: lab, cab, crab
lace, race, brace
late, rate, crate, relate, rebate, create, celebrate
Transfer Words: space, grab, mate, place
a e e e b C l r t
Make: lab, cab, crab, race, lace, late, rate, crate, trace, brace, relate, rebate, create, bracelet, celebrate
Sort for: lab, cab, crab
lace, race, brace
late, rate, crate, relate, rebate, create, celebrate
Transfer Words: space, grab, mate, place
Lesson Two (Secret Word: Washington)
a i o h n n s t W
Make: as, go, got, hit, hot, in, is, it, not, on, saw, sin, shin, shot, son, stain, stow, tan, tin, ton, tow, wash, win, wish, wit, washington
Sort for: Rhyming words: son, ton, won
Got, hot, not, shot
Sin, tin, win
Go, stow
Hit, wit
Lesson Three (Secret word: birthday)
a i B d h r t y
Make: at, bad, bar, bat, bay, bid, birth, bird, day, dirt, had, hat, hid, rid, tab, tar, third, birthday
Sort for: related words: birth, day
rhyming words: bay, day, hay, ray
bad, had
at, bat, hat, rat
bid, hid, rid
bar, tar
Literary Circle Text Set
Literature Circle Text Set
Ryan Burnett & Karen Reodica
(Literary Circle Queens)
PICTURE BOOKS Ages 4-8
(Literary Circle Queens)
PICTURE BOOKS Ages 4-8
The Story of Ruby Bridges by R. Coles
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
-----
Odd Ball Out: Young Albert Einstein by D. Brown
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
-----
A Library for Juana: The World of Sor Juana Ines by P. Mora
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
I, _____________________________, agree to read
_____________________________ in cooperation with
____________________________, __________________________,
______________________________, __________________________,
and ___________________________.
For the first section, I will prepare pages _______________ by doing
_________________ (job) to share with my group.
(due date: ____________________)
For the second section, I will prepare pages _______________ by doing a journal
response to share with my group. (due date: ____________________)
Your response will be graded for completeness and accuracy of information, as well as
length and amount of detail provided. Responses with many spelling and grammar errors
will be returned for improvement with grades lowered. You should turn in your responses
and this contract with your group after the second meeting.
During the first section, I learned the following from the other members of my group:
During the second section, I learned the following from the other members of my group:
Signed __________________________ Date ___________
I, ________________________, do not have my response for the
literature circle meeting on _______________________.
The reason I do not have it is
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________.
In the future I will eliminate this problem by
________________________________________________________________.
I understand I will receive two zeroes for this work and
that it will not be accepted late.
Signature _________________________
Date __________________
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
1 Think about the characters and the setting of this story. What is important to note about them?
2 What is the main problem that has to be solved?
3 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
4 What additional information might be useful in making a decision?
5 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
6 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
7 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
8 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Students encounter narrative text very early in their lives, and they begin to internalize the common elements found in most stories. Story Mapping (Beck& McKeown, 1981) is a strategy that helps students use narrative structure to analyze stories. Story Maps feature graphic representations of key story elements. The resulting visual outline helps students build a coherent framework for understanding and remembering a story.
Process
1. The student places information from the attached Story Map. The teachers model the process before students do it on their own.
2. After reading a short story or a novel, students fill in the Story Map by asking themselves the following questions. The first time around, the teacher might model this process:
Setting
Where does the story take place?
When does the story take place?
Who are the major characters?
Who are the minor characters?
Goal
What is the main goal or purpose of the main character?
Conflict
Man vs. Him/herself-a character struggles with him or herself, trying to figure out what to do
Man vs. Man-a character has some sort of problem with others that needs to be addressed
Man vs. Nature-a character is presented with a difficult natural situation that he or she must overcome—threatening animas, treacherous weather, a dangerous environment, or a disaster such as a fire
Man vs. Supernatural-a character faces a problem with something or person with supernatural powers Plot
Something happens. What does the main character do?
How did it turn out?
Main character makes a new plan to get the goal. Main character tries new plan. How did it turn out?
Emphasize the recording of only major events.
Climax
Students should realize that the climax is the point in the story where the action comes together and the character overcomes or fails to overcome the conflict.
Falling Action
These are the events that follow the story and lead to the end.
Advantages
Students are provided with a visual framework for understanding and analyzing stories, and their knowledge of story structure is reinforced as a foundation for the successful reading of narrative text.
Questions for guiding and discussing stories that are derived from the elements of story structure lead to more coherent and integrated comprehension from students. Students improve their ability to predict probable questions for a particular story.
Students become practiced in using story structure as a basis for the creation of their own stories. Students also have a clear model for the writing of summaries and other reactions to the stories they read.
This strategy is appropriate for most narrative text. It can be modified for use with some types of expository material, such as biographies and autobiographies.
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
CHAPTER BOOKS Ages 8-11
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
-----
Odd Ball Out: Young Albert Einstein by D. Brown
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
-----
A Library for Juana: The World of Sor Juana Ines by P. Mora
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
LITERATURE CIRCLES STUDY CONTRACT
I, _____________________________, agree to read
_____________________________ in cooperation with
____________________________, __________________________,
______________________________, __________________________,
and ___________________________.
For the first section, I will prepare pages _______________ by doing
_________________ (job) to share with my group.
(due date: ____________________)
For the second section, I will prepare pages _______________ by doing a journal
response to share with my group. (due date: ____________________)
Your response will be graded for completeness and accuracy of information, as well as
length and amount of detail provided. Responses with many spelling and grammar errors
will be returned for improvement with grades lowered. You should turn in your responses
and this contract with your group after the second meeting.
During the first section, I learned the following from the other members of my group:
During the second section, I learned the following from the other members of my group:
Signed __________________________ Date ___________
I, ________________________, do not have my response for the
literature circle meeting on _______________________.
The reason I do not have it is
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________.
In the future I will eliminate this problem by
________________________________________________________________.
I understand I will receive two zeroes for this work and
that it will not be accepted late.
Signature _________________________
Date __________________
PROBLEM-SOLVING THINK SHEET
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
1 Think about the characters and the setting of this story. What is important to note about them?
2 What is the main problem that has to be solved?
3 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
4 What additional information might be useful in making a decision?
5 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
6 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
7 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
8 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
STORY MAP
Doug Buehl, Classroom Strategies for Interactive Learning, International Reading Association, 2000Students encounter narrative text very early in their lives, and they begin to internalize the common elements found in most stories. Story Mapping (Beck& McKeown, 1981) is a strategy that helps students use narrative structure to analyze stories. Story Maps feature graphic representations of key story elements. The resulting visual outline helps students build a coherent framework for understanding and remembering a story.
Process
1. The student places information from the attached Story Map. The teachers model the process before students do it on their own.
2. After reading a short story or a novel, students fill in the Story Map by asking themselves the following questions. The first time around, the teacher might model this process:
Setting
Where does the story take place?
When does the story take place?
Who are the major characters?
Who are the minor characters?
Goal
What is the main goal or purpose of the main character?
Conflict
Man vs. Him/herself-a character struggles with him or herself, trying to figure out what to do
Man vs. Man-a character has some sort of problem with others that needs to be addressed
Man vs. Nature-a character is presented with a difficult natural situation that he or she must overcome—threatening animas, treacherous weather, a dangerous environment, or a disaster such as a fire
Man vs. Supernatural-a character faces a problem with something or person with supernatural powers Plot
Something happens. What does the main character do?
How did it turn out?
Main character makes a new plan to get the goal. Main character tries new plan. How did it turn out?
Emphasize the recording of only major events.
Climax
Students should realize that the climax is the point in the story where the action comes together and the character overcomes or fails to overcome the conflict.
Falling Action
These are the events that follow the story and lead to the end.
Advantages
Students are provided with a visual framework for understanding and analyzing stories, and their knowledge of story structure is reinforced as a foundation for the successful reading of narrative text.
Questions for guiding and discussing stories that are derived from the elements of story structure lead to more coherent and integrated comprehension from students. Students improve their ability to predict probable questions for a particular story.
Students become practiced in using story structure as a basis for the creation of their own stories. Students also have a clear model for the writing of summaries and other reactions to the stories they read.
This strategy is appropriate for most narrative text. It can be modified for use with some types of expository material, such as biographies and autobiographies.
Ideas for Response to Circle Meeting Preparing for Literature Circle Meetings
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
CHAPTER BOOKS Ages 8-11
TIME for Kids: Eleanor Roosevelt: First Lady of the World by D. El Nabli
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
-----
Nelson Mandela: South Africa’s Silent Voice of Protest by J. Hargrove
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
-----
Promises to Keep: How Jackie Robinson Changed America by S. Robinson
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
-----
Nelson Mandela: South Africa’s Silent Voice of Protest by J. Hargrove
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
-----
Promises to Keep: How Jackie Robinson Changed America by S. Robinson
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
PROBLEM-SOLVING THINK SHEET
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
9 Think about the characters and the setting of this story. What is important to note about them?
10 What is the main problem that has to be solved?
11 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
12 What additional information might be useful in making a decision?
13 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
14 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
15 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
16 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
9 Think about the characters and the setting of this story. What is important to note about them?
10 What is the main problem that has to be solved?
11 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
12 What additional information might be useful in making a decision?
13 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
14 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
15 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
16 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Ideas for Response to Circle Meeting
Preparing for Literature Circle Meetings
Preparing for Literature Circle Meetings
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
INTERMEDIATE/YOUNG ADULT BOOKS
Ages 11-13
Ages 11-13
Always Running: A Memoir of La Vida Loca, Gang Days in L.A. by L.J. Rodriguez
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodrigues relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodrigues now finishes his life story as a legacy to his son.
-----
Persepolis by M. Satrapi
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
-----
Bad Boy: A Memoir by W.D. Myers
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodrigues relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodrigues now finishes his life story as a legacy to his son.
-----
Persepolis by M. Satrapi
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
-----
Bad Boy: A Memoir by W.D. Myers
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
DISCUSSION LEADER
Discussion Leader: Your job is to keep the discussion going, to make sure there are not silences, not gaps in the conversation. You should come to the meeting with at least five "thinking" questions to ask in case the conversation slows down. These "thinking" questions should be designed to get people in your group thinking about issues and topics in your
reading. They should not be "recall" questions that ask for facts from the book. You are also in charge of keeping the discussion focused so that things don't wander too far from the main topic, which is the book.
Question #1 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_____________________________________________________________
Question #2 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_______________________________________________________________________
Question#3
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question?
_______________________________________________________________________
_______________________________________________________________________
Discussion Leader: Your job is to keep the discussion going, to make sure there are not silences, not gaps in the conversation. You should come to the meeting with at least five "thinking" questions to ask in case the conversation slows down. These "thinking" questions should be designed to get people in your group thinking about issues and topics in your
reading. They should not be "recall" questions that ask for facts from the book. You are also in charge of keeping the discussion focused so that things don't wander too far from the main topic, which is the book.
Question #1 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_____________________________________________________________
Question #2 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_______________________________________________________________________
Question#3
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question?
_______________________________________________________________________
_______________________________________________________________________
PROBLEM-SOLVING THINK SHEET
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
17 Think about the characters and the setting of this story. What is important to note about them?
18 What is the main problem that has to be solved?
19 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
20 What additional information might be useful in making a decision?
21 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
22 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
23 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
24 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
17 Think about the characters and the setting of this story. What is important to note about them?
18 What is the main problem that has to be solved?
19 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
20 What additional information might be useful in making a decision?
21 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
22 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
23 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
24 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Ideas for Response to Circle Meeting
Preparing for Literature Circle Meetings
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.Preparing for Literature Circle Meetings
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
Literature Circle Text Set
Annotated Book List
Annotated Book List
PICTURE BOOKS
Coles, R (1995). The Story of Ruby Bridges. New York, NY: Scholastic Press.
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
Brown, D. (2004). Odd Boy Out: Young Albert Einstein. Boston, MA: Houghton Mifflin.
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
Mora, Pat. (2002). A Library for Juana: The World of Sor Juana Ines. New York, NY: Knopf Books for Young Readers.
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
MATERIALS FOR PICTURE BOOKS
Literature Circle Student Contract
Artistic Adventurer Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
CHAPTER BOOKS
El Nabli, D. (2006). Time for Kids: Eleanor Roosevelt: First Lady of the world. Rebound by Sagebrush.
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
Hargrove, J. (1989). Nelson Mandela: South Africa's silent voice of protest. Chicago, IL: Children’s Press.
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
Robinson, S. (2004). Promises to keep: How Jackie Robinson Changed America. New, York: Scholastic Publishers.
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
MATERIALS FOR CHAPTER BOOK
Literature Circle Student Contract
Literary Luminary Worksheet
Character Captain Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
INTERMEDIATE/YOUNG ADULT BOOKS
Rodriguez, L. J. (1994). Always Running: A Memoir of La Vida Loca, Gang Days in L.A. (1st Touchstone ed.). New York: Simon & Schuster.
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodriguez relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodriguez now finishes his life story as a legacy to his son.
Satrapi, M. (2003). Persepolis (1st American ed.). New York, N.Y.: Pantheon Books.
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
Myers, W. D. (2001). Bad boy: a memoir (1st Harper Tempest ed.). New York, N.Y.: Harper Tempest.
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
MATERIALS FOR INTERMEDIATE/YOUNG ADULT BOOKS
Literature Circle Student Contract
Discussion Leader Worksheet
Character Connector Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
Coles, R (1995). The Story of Ruby Bridges. New York, NY: Scholastic Press.
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
Brown, D. (2004). Odd Boy Out: Young Albert Einstein. Boston, MA: Houghton Mifflin.
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
Mora, Pat. (2002). A Library for Juana: The World of Sor Juana Ines. New York, NY: Knopf Books for Young Readers.
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
MATERIALS FOR PICTURE BOOKS
Literature Circle Student Contract
Artistic Adventurer Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
CHAPTER BOOKS
El Nabli, D. (2006). Time for Kids: Eleanor Roosevelt: First Lady of the world. Rebound by Sagebrush.
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
Hargrove, J. (1989). Nelson Mandela: South Africa's silent voice of protest. Chicago, IL: Children’s Press.
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
Robinson, S. (2004). Promises to keep: How Jackie Robinson Changed America. New, York: Scholastic Publishers.
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
MATERIALS FOR CHAPTER BOOK
Literature Circle Student Contract
Literary Luminary Worksheet
Character Captain Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
INTERMEDIATE/YOUNG ADULT BOOKS
Rodriguez, L. J. (1994). Always Running: A Memoir of La Vida Loca, Gang Days in L.A. (1st Touchstone ed.). New York: Simon & Schuster.
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodriguez relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodriguez now finishes his life story as a legacy to his son.
Satrapi, M. (2003). Persepolis (1st American ed.). New York, N.Y.: Pantheon Books.
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
Myers, W. D. (2001). Bad boy: a memoir (1st Harper Tempest ed.). New York, N.Y.: Harper Tempest.
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
MATERIALS FOR INTERMEDIATE/YOUNG ADULT BOOKS
Literature Circle Student Contract
Discussion Leader Worksheet
Character Connector Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
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