EDLC 632
Page 1 of 4
P : L C T
PATTERNS OF
RACTICE ITERATURE IRCLES EMPLATE
Step 2:
Standards
TEACHER
CANDIDATE
LIAN TAI
Steps
Step 1:
Books/ Text Set
Step 3:
Circles (Set up)
Step 4:
LANGUAGE ART(S)
Reading/ Oral language
GRADE
3rd grade
TEACHER GUIDE – UNIT PLAN INSTRUCTIONS AND
INFORMATION
Alvin Ho: Allergic to Girls, School, and Other Scary Things by Lenore
Look
Fight+Flight by Jules Machias
The summer of June by Jamie Sumner
Quintessence by Jess Redman
Students look over the books listed above and choose one to read. The
circles (groups) are divided into five-student groups based on the novels
they have chosen to read.
A group of five students will each have one leader assigned by the
3.1 The student will use effective communication skills in group
activities. a) Listen attentively by making eye contact, facing the
speaker, asking questions, and summarizing what is said. b) Ask and
respond to questions from teachers and other group members. c) Explain
what has been learned. d) Use language appropriate for context. e)
Increase listening and speaking vocabularies. 3.2 The student will
present brief oral reports using visual media. a) Speak clearly. b) Use
appropriate volume and pitch. c) Speak at an understandable rate. d)
Organize ideas sequentially or around major points of information. e)
Use contextually appropriate language and specific vocabulary to
communicate ideas. 3.5 The student will read and demonstrate
comprehension of fictional text and poetry. c) Make, confirm, or revise
predictions. d) Compare and contrast settings, characters, and events. e)
Identify the author’s purpose. f) Ask and answer questions about what is
read. g) Draw conclusions about text. h) Identify the problem and
solution. i) Identify the main idea. j) Identify supporting details) Use
reading strategies to monitor comprehension throughout the reading
process. m) Read with fluency and accuracy.
Rolesteacher. Keeping the conversation on the topic is the group leader's
responsibility. The remaining students must select a role to play. One
student will serve as the group's passage master, sharing notable
passages and establishing connections. Another student will be a word
wizard, who is in charge of vocabulary. The student must use resources,
look up the definitions of the words, form sentences, and identify any
affixes. Another student will act as a connector by forming links with
people, places, or works of literature. He or she can contrast this book
with others in the same series or in the same theme. Lastly, the
summarizer can occasionally work as an illustrator. The student is
required to come up with a short summary and share the main ideas with
the group.
Step 5: A 40-minute reading circle is scheduled into each day's schedule. On the
first day, students must read one or two chapters and then participate in
Schedule Overview the group discussion the following sharing day. Students are required to
record their reading in reading logs on the reading day (note #1).
Students discuss their reactions on sharing day. Things like predictions,
connections, and questions. Students report their weekly reading every
Friday in accordance with their roles. Students must review their reading
and be able to create and deliver an oral presentation. All four groups
will give speeches at the end of the topic and discuss how the key
characters handle stress and anxiety.
Step 6: The teacher moves around the classroom and takes part in various group
sessions on group discussion days (Tuesday and Thursday). Students
Group Discussions/
who are in the same group discuss their opinions and responses to the
Meetingsbook. Students gather information from their researches and present an
oral report about their thoughts and feelings in accordance with the roles
they choose on Friday. In oral reports, visual aids like note cards,
images, and timelines are recommended. In group conversations,
students support one another in gaining literary insights by sharing
knowledge and posing challenging questions.
Step 7: The assessment emphasizes students' engagement in small-group
discussions, preparation, and understanding of the material they have
Assessment read. The teacher evaluates the reading comprehension of the class based
on the contributions made during group discussions and oral reports.
Students must communicate clearly, arrange their thoughts logically, and
use language that is appropriate for the situation. Students are also
required to finish a self-evaluation (note# 2) and are expected to listen
carefully by maintaining eye contact, facing the speaker, and engaging in
conversation with them.
NOTES
[Any additional information you important for this unit plan.]
NOTE #1
NOTE #2
References
Afoma. (2022). 34 Best middle-grade books about anxiety. Reading middle grade.
https://readingmiddlegrade.com/middle-grade-books-about-
anxiety/#Middle_Grade_Books_About_Social_Anxiety
Miss5th. (n.d.) Literature circle role cards. TPT.
https://www.teacherspayteachers.com/Product/Literature-Circle-Role-Cards-1672974?
st=ab48408b6989ec5b5db9623746cb8c1b
Tompkins, Gail. (2016). Language arts: Patterns of practice (9th ed.). Pearson.
