Reading Expectations:
Students are expected to read 25-30 minutes daily from self-selected chapter or non-fiction books.
Note: During literature circle units students may put their independent reading books aside in order to complete required readings between meetings. However, if they complete their assigned pages early the expectation is that they read another text for the remainder of the time.
Spelling:
Each student has an individual spelling list and quizzes on 12 words every seven days (following the A through G day schedule). Words misspelled in writing assignments and appropriate grade-level collections are used to create each student’s list.
Vocabulary:
Students continue to build their vocabulary by investigating a “Word of the Day” nearly every class period. Some days the word is assigned, other days they choose an unknown word from their independent reading book.
Literature Circles:
Language Arts students have begun their first literature circles! In literature circles, small groups of students (3-5) read the same book, complete role sheet paperwork and hold student-led meetings to discuss the book 2-3 times a week. Students are expected to read the assigned pages between meetings and be prepared to discuss the book as well as their paperwork. It is very important students keep up with their assignments, as coming unprepared makes for a less inspiring meeting for all involved.
Literature Circle Roles:
Each student has a specific job to do at each meeting. Paperwork should be completed before the meeting, shared at the meeting and then turned in to the teacher. Duties will rotate; students will participate in each role throughout the unit.
Discussion Director: this is really the most important role at any meeting because this person essentially “leads” the meeting. He or she will ask a series of questions to spark group discussions, facilitate each member sharing their work, and complete a group check-in at the end of the meeting.
Illustrator: this role is a favorite for many students with an artistic flair! The Illustrator’s job is to help his or her group members “see” and remember the story; students are encouraged to be creative; illustrations copied from the book will not be accepted. *Webs are an alternative to drawing
Vocabulary Detective: this student searches for unknown or particularly important vocabulary words from the assigned pages and records them (including page numbers). They choose one word, research it further and report out to the group.
Connector: students’ comprehension is often enhanced if they can make a meaningful connection to the text. In this role students make a “connection” to the text and write about it; text-to-text, text-to-self, or text-to-world.
Literary Luminary: a passage that “shines a light on” an important section or a particularly good description of a character, location, etc. This role requires a passage be read aloud and should be practiced prior to the meeting.
Did you know?
Most of Mrs. Jagger’s language arts students have signed an agreement promising to read a minimum of 25 books this year! Ask your student if they have signed and please help them reach this goal by providing a quiet time and space at home for daily reading.
Writing: More information soon!
journal writing
response to literature
coming soon - first formal piece “published”
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