Passage/
Quote Finder
(nonfiction) or
Literary Luminary
(fiction)Good readers notice interesting, funny, puzzling, or important
sections of the text that catch their attention.
Your job is to locate a few special sections of the reading that the group
should review and discuss. Find at least three special passages that
jumped out at you as you were reading. These might be passages that
seem especially important, puzzling, written well, controversial, or striking
in some way. For each one, identify its page number (and/or paragraph
number) and write down your reason for picking it.
How will you involve other participants in the discussion?
Describe how you plan on sharing and discussing the passage with the
group (e.g., read aloud, ask someone to read, read silently). What follow-
up questions could you ask to spark ongoing conversation?
Note: This role can be presented as Quote Finder and require students to
look for and write down a particular quote.Textbook
Detective
(nonfiction)
or Researcher
(fiction)Good readers notice the key features of nonfiction text that alert
you to important information.
Your job as Textbook Detective is to identify examples of key features in the
text that help you understand important ideas. Look for examples of special
fonts, illustrations or photographs, graphics, and text organizers (headers,
glossary, preface, or vocabulary list). Note the page number, paragraph
number, and/or location of the features and describe the important idea
they are calling to your attention.
How will you involve other participants in the discussion?
Decide how you will help members find and discuss these features. For
example, you might ask “What does this particular part of the text tell us?”
or “Did anyone else notice this feature when they were reading?”Illustrator Good readers are able to visualize what they read about to help
make the text clearer and easier to understand.
Your job is to create three drawings connected to the reading to share
with the group. They can be any combination of drawings, diagram, graph,
flowchart or anything else that helps present the information visually. You
might want to draw something complex or difficult to understand, an idea
that interests you, or something from the text that is easy to draw. Write
the page number (and/or paragraph number) within text that this drawing
refers to.
How will you involve other participants in the discussion?
When your group meets, do not tell them what the drawing is about.
Let them guess and discuss it first, then tell them what the drawing is
about and why you chose it. (You might prepare some clues in case your
classmates are stuck.)
Note: This can be an especially effective role for all students to complete
before beginning work on a complex science lab or any assignment that
is difficult to understand. For example, you might require students to
draw a visual for each component of a lab procedure to demonstrate their
comprehension of the activity before beginning the lab.560 | Chapter 6 Grade 6