This document outlines the rules and procedures for literature circle groups at St. Adalbert's Grade 7. It discusses the roles that students can take on in their groups, including discussion leader, vocabulary leader, group manager, illustrator, and spokesperson. It provides guidance on how to effectively participate in discussions, ask questions about the text, and prepare for meetings. The goal is for students to work collaboratively to engage with and understand assigned readings.

1. ST. ADALBERT’S GRADE 7
Literature Circle Review

2. Literature Circle
COOPERATION
CONTRIBUTION
COMMUNICATION
COLLABORATION
COMMUNITY

3. RULES FOR GROUPS
 Everyone has a voice.
 Everyone has a part.
 Everyone listens when member “has the floor”.
 Everyone is respectful.
 Everyone is prepared.
 Everyone is focused.
 Everyone is learning.

4. ROLES FOR GROUPS
 Discussion Leader
 Vocabulary Leader
 Group Manager
 Illustrator
 Spokesperson
 Graphic Designer
Roles are dynamic. They can change. One person
can do more than one role per week. Each session
elect a group manager and take it from there. Be
sure you keep a record of your participation.

5. DISCUSSION LEADER
 Coordinates participation.
 Starts the discussion.
 Restores order.
Ideas for discussion

6. START A DISCUSSION
 I liked…
 I felt…
 I disagree…
 I thought …
 I predict…
 I have a question about…
 I didn’t understand when…
 I noticed …
 I laughed when…
 I felt sad when…
 I wonder …

7. VOCABULARY LEADER
 Leads discussion on unfamiliar words.
 Looks up words in dictionary.
 Participates or coordinates graphic organizer.

8. GRAPHIC DESIGNER
 Organizes charts.
 Coordinates participation.

9. GROUP MANAGER
 Coordinate materials. (Paper, markers, worksheets,etc.)
 Facilitates roles and order of assignments. (Discuss,
charts, vocabulary, etc.)
 Asks for help.

10. ILLUSTRATOR
 Draws pictures
 Researches images.
 Coordinates supporting roles i.e. coloring or parts of
drawing.

11. SPOKESPERSON
 Coordinates final presentation.
 Presents work to class.

12. BE PREPARED
 Read assigned pages.
 Read actively.
 Used sticky notes to mark passages or
 Wrote questions for discussion.
Ideas for reading actively.

13. RELATE TO TEXT
 I didn’t understand…
 I am confused about…
 I thought this part was funny, sad, inspiring…
 I am like this character because…
 I am not like this character because…
 This part reminded me of another book…
 This character reminded me of another character…
 I would have acted like…
 I wouldn’t have acted like…
 If I could change …
 I want to share the part about…
 I am having trouble with this word…

14. GENRE
 Fiction
 Non-fiction
 Historical Fiction
 Mystery
 Fantasy

15. WHAT DID YOU LEARN?
 Create a quiz with RUAAEC questions.
 Write a book review persuading people to read the
book. Include many details.
 Make a generalization about the book and use
graphic organizers to support your position.
 Create a character sociogram.
 Design a book cover portraying multiple elements
of the book.
 Plan an interview with the author designing
questions about the book.
 Plan a debate about a conflict taking both sides.
 Your ideas.

16. CHOOSE THE NEXT BOOK.
 Hoot
 The Absolute Value of Mike
 Tuck Everlasting
 Roll of Thunder, Hear My Cry
 Hatchet
 Tangerine
 Esperanza Rising
 Milkweed
 Number The Stars
 Jar of Dreams
 Watson’s Go to Birmingham
 Stargirl
 Al Capone Does My Shirts
 Banner in the Sky
 Devil’s Arithmetic
 Heat
 Flipped
 The Absolutely True Diary of a Part-Time Indian
 The Wednesday Wars
 Crash

17. WHOLE CLASS
 A Christmas Carol
 The Diary of Anne Frank
 Your Ideas…