Next Generation Sunshine State Standards
LA.3.2.1.2 The student will identify and explain the elements of story structure, including character/character development, setting, plot, and problem/resolution in a variety of fiction
Common Core Standards
- CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
ESOL Standards
12) Apply content-based ESOL approaches to instruction.
The purpose of literature circles is to engage students in rich conversations about what they've read. Students are able to share their opinions, predictions, and questions they have about the text. The teacher may assign roles to students to be a director or a summarizer which will develop their reading, speaking, and thinking abilities.
Literature Circle Roles:
Narrator - develops questions about the text's "big ideas." For example, the director might ask, "How did you feel while you were reading this part of the book?" or "What do you think the most important parts were?"
Investigator- locates sections in the text to read aloud. This helps the group remember the most interesting, funny, powerful, or even puzzling parts of the text.
Summarizer - writes a short precis of that day's reading. It should contain the main ideas and/or the most important moments.
Connector- helps the group connect what they're reading and the world outside by sharing his or her own connections.
Vocabulary en-richer- finds words that are puzzling, unfamiliar, or special, then looks up the definitions and reports them to the group.
Illustrator - draws something related to the reading -- a sketch, cartoon, diagram, flow chart, or even a stick figure scene.
Website Retrieved: http://www.learner.org/workshops/tml/workshop5/teaching3.html
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