Word Wizard Good readers are able to pick out key terms or words in a reading
and use clues to figure the meaning of new vocabulary.
Your job is to be on the lookout for words that have special meaning, that
interest you, or that you think are very important to the story. Find at least
five words. Mark some of these key words while you are reading, and then
later jot down their definitions, either from the text or from a dictionary or
other source. For each one, identify the page number (and/or paragraph
number) it is located on and describe why you chose it.
How will you involve other participants in the discussion?
Decide how you will help members find and discuss these words. For
example, you might ask, “How does this word fit into the reading?” or
“Does anyone know what this word means?”Discussion
DirectorYour job is to make sure the group discussion stays on track and that
everyone participates. Make a list of what a good discussion would look
like. What are questions or prompts you can ask to help the group have a
good discussion?
Note: This role can also be added to the role of Summarizer, Questioner,
or Passage Master, with the idea that the Discussion Director will present
first and then open up discussion to the group. She or he can also ask
participants to share their preparation and ask follow-up questions or make
connections that help to build ideas.Source
Adapted from
Daniels, Harvey. 1994. Literature Circles: Voice and Choice in the Student-Centered Classroom. York, ME: Stenhouse.Presenting
Students’ presentations become more formal in grade
six as do expectations for listening to and analyzing
information presented orally and through multimedia.
For the first time, students are expected to delineate a
speaker’s argument and specific claims, distinguishing
claims that are supported by reasons and evidence from
claims that are not. Students present claims and findings
in argument, narrative, informative, and response to
literature presentations on a regular basis in grade six
(SL.6.4). Specifically in grade six, they plan and deliver an
informative/explanatory presentation that mirrors many
of the expectations in writing (SL.6.4a). Presentations
include multimedia components (e.g., graphics, images,
music, sound) and visual displays to clarify information.
For the first time, students are
expected to delineate a speaker’s
argument and specific claims,
distinguishing claims that are
supported by reasons and
evidence from claims that are
not. Students present claims and
findings in argument, narrative,
informative, and response to
literature presentations on a
regular basis in grade six.Grade 6 Chapter 6 | 561