Literacy+Book+Circles

http://learningcenter.nsta.org/files/sc0611_52.pdf Mini book clubs allow for differentiation, enrich student discussion, and increase student understanding of science texts. http://faculty.kent.edu/lgkrug/reappointment/Publications/Textmasters.pdf Using Lit Circles for textbooks

Create roles within groups (adapt as needed to fit your students / lesson / needs - key is individual purpose and accountability). Rotate rolls so students gain experience and comfort level in each area.

As you read, write ideas or questions that your group might want to discuss. Draw a picture about something you read or something that the book made you think of. Your job is to write the main ideas in the reading. Your job is to locate a few special sections of the reading that are interesting, confusing, funny, or important.
 * Roles common to both topic-centered and text-centered literature circles.**
 * Discussion Director:**
 * Illustrator:**
 * Summarizer:**
 * Passage Master:**

As you read, look for new science words. Write the page number, the word, and the definition. Share your findings with the group. As you read about different people doing science, write their names. Then use the library and internet to find more information about that person. Share your findings with the group. Find out information about the ideas in the book. You can use other books and the internet to find out more informationis As you read look for new words, especially science words. Write the page number, the word, and the definition. Share your findings with the group Your job is to find links between events, ideas, characters, objects, etc., in the reading and those that are part of our current, everyday lives. Find out information about the science ideas in the book. You can use other books and the internet to find out more information. || Table 1 Summary of Textmasters Roles **Discussion Director:** Your job is to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about the small details; your task is to help people talk about the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. **Vocabulary Enricher:** Your job is to be on the lookout for a few especially important words in today’s reading. If you find words that are puzzling or unfamiliar, mark them while you are reading and then later jot down their definition, either from a dictionary or from some other source.
 * Roles for topic-centered literature circles.**
 * Science Translator:**
 * Science Biographer:**
 * Fact Finder:**
 * **Roles for text-centered literature circles.**
 * Word Wizard:**
 * Everyday Life Connector:**
 * Science Sleuth:**
 * Summarizer: ** Your job is to prepare a brief summary of today’s reading. Your group discussion will start with your 1–2-minute statement that covers the key points, main highlights, and general idea of today’s read- ing assignment.
 * Webmaster: ** Your job is to take all the information that you have read and make a graphic organizer to show your understanding. Use keywords, phrases, and examples from your reading to make your organizer. You can use any type of graphic organizer you would like—i.e., web, pyramid, chart, etc.

//The followlink links to be used in ELLMS workshop demo:'// http://www.chron.com/news/houston-texas/article/Houston-sixth-graders-heart-screenings-shock-1730391.php Heart study http://www.nasa.gov/topics/moonmars/features/kids_find_cave.html Caves on Mars http://scienceblogs.com/usasciencefestival/2011/08/19/engaging-young-learners-in-sci/ Using narratives to teach science http://www.nytimes.com/2007/07/17/science/17conv.html?_r=2&ref=science&oref=slogin Teaching the Beauty of Physics