Literacy CirclesYou will be working in groups to read and discuss your chosen novel. It is your job touse your social skills to accept responsibility forcompleting the readings and work prior to each groupmeeting. Throughout the novel you will be adding to,and completing, a VENN diagram comparing thegovernment or social structure in your book withCanadian government. You will also be makingreflections based on your discussions. You will have theopportunity to pick passages to make connections orlink ideas to the Unit of Inquiry.

Each week you must:• come prepared and ready to discuss the reading selection• add something to your VENN diagram« complete a connection or a link to the Unit of Inquiry• reflect on both your group discussion

You will need to use your Social, Communication and Self-Management Skills tosuccessfully work with your group, remain organized, and complete your work on time.You will also need to effectively use your Thinking Skills to make sense of what youare reading and connect it to our U of L

It is your responsibility to be prepared for, and have notes for, each meeting withyour lit. circle group. You will need to use your Communicator skills to listenrespectively and speak effectively to contribute to your group's discussion.

Although you are responsible for coming to each meeting prepared with your readingand work complete, if your group is using their communicator skills well, you maynot have time for each member to share their work.

Lit. Circle AssignmentsEach Meeting: Complete Both

Government Comparison VENN diagram• use your VENN diagram to compare the Canadian government to the

government/social structure in the story• use spacial reasoning to set up your ideas so that you have a relating idea

in each section

Reflection• How has your group discussion influenced your thinking?o Have you made any new connections to the Unit of Inquiry?9 Explain how your understanding of the the Unity of Inquiry has deepened?9 How did this reading and discussion make you feel?9 Discuss where you assessed yourself on the rubric, explain your choice

Each Meeting - Pick OneConnections

« complete the connection graphic organizer• record the date and the passage page number9 put a sticky note in your book so you are able to find your passage easily9 record your connection - be sure to explain the 5 W's9 identify the type of connection you made (text to text, text to self, text to

self)

Links to the Unit of Inquiry9 find a passage that you feel relates to the current Unit of Inquiry (line of

inquiry, central idea, teacher questions, key concepts, personal inquiryquestions...)

9 explain how your passage connects to the Unit of Inquiry9 complete the "Links to Unit of Inquiry" graphic organizer9 record the date and the passage page number9 put a sticky note in your book so you are able to find your passage easily

Be prepared to share your work with the group and explain how andwhy you feel it relates to the Unit of Inquiry.

Making ConnectionsText-to-Self ConnectionsWhat does this remind me of in my life?What is this similar to in my life?How is this different than my life?

Text-to-Text ConnectionsDoes this remind me of another author I have read? Explain your thinking.How is this similar to other books I have read?How is this different from other books that I have read?

Text-to-World ConnectionsWhat does this remind me of in the real world?How is this similar to events that happen in the real world?How is this different from events that happen in the real worlds?

Making InferencesAn inference is an educated guess that a reader makes based on the material they read.

Read closely to find textual evidence (specific information from the text you can use tosupport your inferences). Consider the main idea of the reading. Make inferences about

what you are reading to help you with your comparison and connection work.

• Think about what you already know about the topic

• Think about connections you have to the information

• use a sticky note to help you find your textual evidence to support yourinferences

Using Context CluesContext clues are hints in a sentence of passage that help you define a word you don'tknow. Use your vocabulary sheet to record the unknown word then use these strategiesto help you identify it. Try to remember to share your word with your group.

• Look for explanations that may describe new or challenging words

• Read closely for similar words you already know.

VocabularyWere the any words you didn't understand? Did you make inferences? Still unsure of the

meaning? Record all of these on your vocabulary chart. Chances are, there is someone else in

your group who struggled with the word or may be able to explain it to you.

Page#

Word/Sentence Inference Meaning

PredictionsUse this page to make predictions about what you are going to read. Remember to be

specific and use evidence from the book to support your predictions.

Dafe Prediction

•

-

¦

PredictionsUse this page to make predictions about what you are going to read. Remember to be

specific and use evidence from the book to support your predictions.

Date Prediction

•

Literacy Circles

You will be working in groups to read and discuss your chosen novel. It is your job touse your social skills to accept responsibility forcompleting the readings and work prior to each groupmeeting. Throughout the novel you will be adding to,and completing, a VENN diagram comparing thegovernment or social structure in your book withCanadian government. You will also be makingreflections based on your discussions. You will have theopportunity to pick passages to make connections orlink ideas to the Unit of Inquiry.

Each week you must:• come prepared and ready to discuss the reading selection• add something to your VENN diagram® complete a connection or a link to the Unit of Inquiry• reflect on both your group discussion

You will need to use your Social, Communication and Self-Management Skills tosuccessfully work with your group, remain organized, and complete your work on time.You will also need to effectively use your Thinking Skills to make sense of what youare reading and connect it to our U of L

It is your responsibility to be prepared for, and have notes for, each meeting withyour lit. circle group. You will need to use your Communicator skills to listenrespectively and speak effectively to contribute to your group's discussion.

Although you are responsible for coming to each meeting prepared with your readingand work complete, if your group is using their communicator skills well, you maynot have time for each member to share their work.

Lit Circle AssignmentsEach Meeting: Complete Both

Government Comparison VENN diagram9 use your VENN diagram to compare the Canadian government to the

government/social structure in the story® use spacial reasoning to set up your ideas so that you have a relating idea

in each section

Reflection9 How has your group discussion influenced your thinking?9 Have you made any new connections to the Unit of Inquiry?9 Explain how your understanding of the the Unity of Inquiry has deepened?# How did this reading and discussion make you feel?9 Discuss where you assessed yourself on the rubric, explain your choice

Each Meeting - Pick OneConnections

9 complete the connection graphic organizer9 record the date and the passage page number9 put a sticky note in your book so you are able to find your passage easily9 record your connection - be sure to explain the 5 W's9 identify the type of connection you made (text to text, text to self, text to

self)

Links to the Unit of Inquiry9 find a passage that you feel relates to the current Unit of Inquiry (line of

inquiry, central idea, teacher questions, key concepts, personal inquiryquestions...)

9 explain how your passage connects to the Unit of Inquiry9 complete the "Links to Unit of Inquiry" graphic organizer9 record the date and the passage page number9 put a sticky note in your book so you are able to find your passage easily

Be prepared to share your work with the group and explain how andwhy you feel it relates to the Unit of Inquiry.

Making ConnectionsText-to-Seif ConnectionsWhat does this remind me of in my life?What is this similar to in my life?How is this different than my life?

Text-to-Text ConnectionsDoes this remind me of another author I have read? Explain your thinking.How is this similar to other books I have read?How is this different from other books that I have read?

Text-to-World ConnectionsWhat does this remind me of in the real world?How is this similar to events that happen in the real world?How is this different from events that happen in the real worlds?

Making InferencesAn inference is an educated guess that a reader makes based on the material they read.

Read closely to find textual evidence (specific information from the text you can use tosupport your inferences). Consider the main idea of the reading. Make inferences aboutwhat you are reading to help you with your comparison and connection work.

• Think about what you already know about the topic

• Think about connections you have to the information

• Use a sticky note to help you find your textual evidence to support yourinferences

Using Context CluesContext clues are hints in a sentence of passage that help you define a word you don'tknow. Use your vocabulary sheet to record the unknown word then use these strategiesto help you identify it. Try to remember to share your word with your group.

• Look for explanations that may describe new or challenging words

• Read closely for similar words you already know.

Were the any words you didn't understand? Did you make inferences? Stiil unsure of themeaning? Record ail of these on your vocabulary chart. Chances are, there is someone else in

your group who struggled with the word or may be able to explain it to you.

Page#

Word/Sentence Inference Meaning

PredictionsUse this page to make predictions about what you are going to read. Remember to be

specific and use evidence from the book to support your predictions.

Date Prediction

PredictionsUse this page to make predictions about what you are going to read. Remember to be

specific and use evidence from the book to support your predictions.

Date Prediction

Lit Circles Venn DiagramCompare Canadian government and society to the government or social structure in your novel.

MOI i !C.

Links to the Unit of InquiryDate

Use a stickynote in yourbook toshow thepage.

Link/Connection

Be sure to explicitly describe how your passage connects to the Unit of Inquiry. Be specific about what part of the Unit of Inquiry it links to (central idea, a tine of inquiry, ateacher questions, a key concept...). Elaborate your ideas to make inferences and draw conclusions about the passage using your links/connections.

imcii i id.

Links to the Unit of InquiryDate

Page #Use a stickynote in yourbook toshow thepage.

Be sure to explicitly describe how your passage connects to the Unit of Inquiry. Be specific about what part of the Unit of Inquiry it links to (centra! idea, a line of inquiry, ateacher questions, a key concept..). Elaborate your ideas to make inferences and draw conclusions about the passage using your links/connections.

Name:

Lit. Circles Connection SheetDate Passage

Page #Use a stickynote in yourbook toshow thepage.

ConnectionBe sure to explicitly describe your connection. Be specific about what parts of the passage you are connecting to and explain how your connection compares to the passage.

Elaborate your ideas to make Inferences and draw conclusions about the passage using your connections.

*

Name:

Lit. Circles Connection SheetDate Passage

Page #Use a stickynote In yourbook toshow thepage.

ConnectionBe sure to explicitiy describe your connection. Be specific about what parts of the passage you are connecting to and explain how your connection compares to the passage.

Elaborate your Ideas to make inferences and draw conclusions about the passage using your connections.

*

Nam|Number:

Lit, Circle Assessment

•Management Skills Communication Skills

Organization

11.TimeMaragement

• I struggled to use theorganizational formatprovided and to keepmyself accountableand my workorganized

¦ I did not use my classtime in a meaningfulway

• I was consistently offtask

• I completed little of mywork on time

' I used some aspectsofthe organizationalplan provided to keepmyself accountableand my workorganized

11 used some of myclass time in'ameaningful way

11 was sometimes ontask -

• I completed some ofmy work on time

'I usually.used theorganizational planprovided to keepmyself accountableand my workorganized

' I used most of myclass time in ameaningful way

' I was usually on task¦ I completed most ofmy work on time

' I consistently used theorganizational planprovided to keepmyself accountableand my workorganized

¦ 1 used all of my classtime in a meaningfulway

¦ I was consistently ontask

* I completed all of mywork on time

Aspect ' -K'

Speaking ' 1 had trouble usuallyexpressing my Ideasdearly and logically inan understandableway

' i usually expressedmy Ideas clearly andlogically In anunderstandable way

• 1 usually expressedmy Ideas clearly andlogically in anunderstandable way

• 1 consistentlyexpressed and

- elaborated my ideasclearly and logically

Listening " 1 had trouble showingrespect-by listeningsensitively to others

• 1 needed reminders torecognize that beliefs,perspectives, andopinions may differ

' Wrth reminders, [sometimes showedrespect by listeningsensitively to others

¦ With' some reminders,I recognized thatbeliefs, perspectives, .and opinions maydiffer

• 1 usually showedrespect by listeningsensitively to others

• 1 usually recognizedthat beliefs,perspectives, andopinions may differ

¦ 1 consistently aridwithout reminderslistened sensitively toothers

* 1 recognized thetbeliefs, perspectives,and opinions maydiffer

Social Skills

AccRes

ptinglonsibility

• 1 had troublecompleting my weeklytasks in a timely way

• With strong supportand reminders, 1 waswilling to take on apart ofthe group'sresponsibility

• I completed some ofmy weekly tasks In atimely way

• With support, 1 waswilling to take on apart ofthe group'sresponsibility

• 1 completed most myweekly tasks in atimely way

' Wth limited support, 1was wjiling to take ona part of tfie group'sresponsibility

• 1 completed all myweekly tasks In atimely way

• I was independentlywilling to take on apart ofthe group'sresponsibility

n 73n> Diving

flict• 1 had trouble

compromising whenneeded to resolveconflicts

¦ 1 needed reminders toreact reasonably tosituations

• With support, 1accaptea someresponsibllHy whenappropriate

| needed somesupport tocompromise whenneeded to resolveconflicts

• i needed somereminders to reactreasonably tosituations

¦ Wth support, 1acceptedresponsibility whenflppropriate

• 1 compromised whenneeded to resolveconflicts

• 1 reacted reasonablyto situations

*! usually acceptedresponsibility whenappropriate

" 1 compromised whenneeded and was ableto help otherscompromise to resolveconflicts

• 1 consistently reactedreasonably tosituations

• 1 consistently -acceptedresponsibility whenappropriate

GitDeMc

uprlsion-king

• 1 rarely took time todiscuss ideas

• 1 had trouble askingappropriate questionsto contribute to groupdiscussion

• 1 had trouble reachinga consensus with mygroup

¦ 1 sometimes took timeto discuss Ideas

• 1 asked someappropriate questionsto contribute to groupdiscussion

¦ With support, 1 tried toreach a consensuswith my group

• I usually took time todiscuss Ideas

• 1 asked appropriatequestions to contributeto group discussion

¦ 1 tried to reach aconsensus with mygroup

• i took time to discussideas and encouragedothers to discussideas

' 1 consistently askedappropriate questionsthat contributed togroup discussions

' 1 acted as a leaderwhen-trying to reach aconsensus with mygroup

Thinking SkillsAspect £<-

ComprBhansion ¦ I had trouble -understanding themeaning of what 1 hadread so it waschallenging to

• contribute in ameaningful way

* i struggled to makeInferences about whatI have read

• 1 somatimesunderstood themeaning of what I hadread so 1 couldcontribute

* 1 was sometimes ableto make inferencesabout what 1 read

' i usually understoodthe meaning of what ihad read so 1 couldcontribute in ameaningful way

• i was usually able tomake inferencesabout what 1 read

' 1 consistentlyunderstood themeaning ofwhat i hadread so 1 couldcontribute in ameaningful way

" 1 was usuafly able tomake inferencesabout what 1 read maydiffer

Analysis* Lit. Cfrc/es

Vsnn Dlagrem• Ut Circles

ConnectionSheef

• 1 had trouble makingconnections andexplainingrelationships

• 1 had trouble torelating my Ideas totextual evidence

* I was able to makesome connections andexplain somerelationships

• Wth support, 1 wasable to relate my Ideasto textual evidence tosupport myconnections andrelationships

• 1 was able to makeconnections andexplain relationships

' 1 was usually able torelate my ideas totextual evidence tosupport myconnections andrelationships

" I was able to makeconnections andelaborate onrelationships

' 1 was consistently ableto relate my ideas totextual evidence tosupport myconnections andrelationships

Name:Number:

Lit. Circle Assessment

Self-Management Skills

Aspect

Organization * 1 stmggled to use theorganizational formatprovided and to keepmyself accountableand my workorganized

• 1 used some aspectsof the organizetlonalplan provided to keepmyself accountableand my workorganized

¦1 usually, used theorganizational planprovided to keepmyself accountableand my woTkorganized

• 1 consistently used theDrganizational planprovided to keepmyself accountableand my workorganized

TimeManagement

¦ 1 did not use my classtime in a meaningfulway

¦ I was consistently offtask

• 1 completed little of mywork on time

•1 used some of myclass time in'ameaningful way1 was sometimes ontask

• I completed some ofmy work on time

• 1 used most of myclass time In ameaningful way

• 1 was usually on task" 1 compieted most of

my work on time

Tused ail of my desstime in a meaningfulway

' 1 was consistently ontask

¦ I completed all of mywork on time

Social SkillsAspect

AcceptingResponsibility

»1 had troublecompleting my weeklytasks in a timely way

* With strong supportand reminders, 1 whswilling to take on apart of the group'sresponsibility

• i completed some ofmy weekly tasks in atimely way

* With support, 1 waswilling to take on apart of the group'sresponsiblVrty

• 1 completed most myweekly tasks in atimely way

* With limited support, 1was willing to take onapart of the group'sresponsibility

* l completed all myweekly tasks In atimely way

* i was independentlywilling to take on apart of the group'sresponsibility

ResolvingConflict

• [ had troublecompromising whenneeded to resolveconflicts

• 1 needed reminders toreact reasonably tosituations

• With support, 1accepted someresponsibility whenappropriate

* 1 needed somesupport tocompromise whenneeded to resolveconflicts

¦ 1 needed somereminders to reactreasonably tosituations

' With support, 1acceptedrespdnsibliity whenappropriate

' 1 compromised whenneeded to resolveconflicts

¦ 1 reacted reasonablyto situations

* t usually acceptedresponsibility whenappropriate

' i compromised whenneeded and was ableto help otherscompromise to resolve

' conflicts• 1 consistently reacted

reasonably tosituations

• 1 consistently •acceptedresponsibility whenappropriate

GroupDecision-Making •

1

• I rarely took time todiscuss Ideas

• [ had trouble askingappropriate questionsto contribute to groupdiscussion

• 1 had trouble reachinga consensus with mygroup

• 1 sometimes took timeto discuss Ideas

• i asked someappropriate questionsto contribute to groupdiscussion

• With support, 1 tried toreach a consensuswith my group

• 1 usually took time todiscuss Ideas

¦ 1 asked appropriatequestions to contributeto group discussion

* 1 tried to reach aconsensus with mygroup

• 1 took time to discussIdeas and encouragedothers to discussIdeas

• 1 consistently askedappropriate questionsthat contributed togroup discussions

• 1 acted as a leaderwhen-trying to reach aconsensus with mygroup

Communication Skills

Aspect

Speaking • I had trouble usuallyexpressing my ideasdearly and logically Inan understandableway

* 1 usually expressedmy Ideas clearly andlogically In anunderstandable way

• I usually expressedmy Ideas clearly andlogically In anunderstandable way

• 1 consistentlyexpressed andelaborated my ideasclearly and toglcally

Listening • 1 had trouble showingrespect by listeningsensitively to others

• i needed reminders torecognize that beliefs,perspectives, andopinions may differ

• With reminders, isometimes" showedrespect by listeningsensitively to others

* Wth some reminders,i recognized thatbeliefs, perspectives, .and opinions maydiffer

' 1 usually showedrespect by listeningsensitively to others

• I usually recognizedthat beliefs,perspectives, andopinions may differ

* 1 consistently aridwithout reminderslistened sensitively toothers

• 1 recognized thatbeliefs, perspectives,and opinions maydiffer

Thinking SkillsAspect frlW

Comprahenslon ' 1 had troubleunderstanding themeaning of what 1 hadread so it waschallenging tocontribute In ameaningful way

• I struggled to makeInferences about what1 have read

• 1 sometimesunderstood themeaning of what 1 hadread so 1 couldcontribute

¦ 1 was sometimes ableto make Inferencesabout what I read

• i usually understoodthe meaning of what Ihad read so 1 couldcontribute in ameaningful way

'! was usually able tomake Inferencesaboutwhatlread

• 1 consistentlyunderstood themeaning of what 1 had.read so 1 couldcontribute In ameaningful way

_•! was usually able tomake inferencesabout what i read maydiffer

Analysis¦ Ut. arias

Venn D/agrsm* Ut dries

ConnectionSheet

' 1 had trouble makingconnections andexplainingrelationships

• i had trouble torelating my Ideas totextual evidence

' 1 was able to makesome connections andexplain somarelationships

¦ With support, 1 wasable to relate my Ideasto textual evidence tosupport myconnections andrelationships

• 1 was able to makeconnections andexplain relationships

' 1 was usually able torelate my ideas totextual evidence tosupport myconnections andreletionships

* 1 was able to makeconnections andelaborate onrelationships

' 1 was consistently ableto relate my Ideas totextual Evidence tosupport myconnections andrelationships