crescitelli - edtech 505 - literature project

8/7/2019 Crescitelli - EdTech 505 - Literature Project

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EvaluationofSixthGradeLiteratureCircleBooklets

atJohnF.KennedyMiddleSchool

JohnT.Crescitelli

BoiseStateUniversity

AnEvaluationSubmittedto

LesleyWilson,Principal

May2010


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IntroductionAtJ.F.K.MiddleSchoolinNorthampton,MA,allsixthgradestudentstakeacourseinReading.

Thiscourseisstructuredonawholelanguagemodelwithliteratureusedasaprimaryteachingtool.

Becauseofthismodel,LiteratureCircles,basedontheresearchofHarveyDanielsandothers,are

incorporatedintotheclassstructure. Throughtheyears,teachershavecreateddifferentliterature

discussionbookletsforthestudentstoutilizeinliteraturecircles,basedagainontheworkofDaniels.

Currently,threedifferentliteraturediscussionbookletsareinuseinsixthgradereadingclasses. This

evaluationlookstoexamineeachofthethreebookletsinanattempttoproduceonedocumentthatwill

bestmeettheneedsoflearnersinthesixthgradereadingprogram.

Threeseparateevaluationswillbeconductedacomparisoneachofthethreebookletstothe

Massachusettsstatereadingstandards,teacherinterviews,andstudentquestionnaires. Thethree

evaluationswillbeanalyzedthoroughlyinordertocreateasingledocumentthatmoreappropriately

meetstheneedsforallthreeconstraintsteachers,students,andstandards.

DescriptionoftheProgramStudentsinagrade6readingprogramatJ.F.K.MiddleSchoolreadhighqualityliteratureaspart

oftheeducationalexperience. Typically,studentsreadanovelforsixweeks,meetingonceaweekina

LiteratureCirclesettingtodiscussaspectsofthenovel. Eachweek,studentsaretoreadacertain

numberofpages(~4050pages)andcompletethetasksoutlinedintheliteraturecirclebookletsforthat

week. Astheweeksprogress,tasksdiffertostressdifferentreadinggoalsandimprovediscussion. The

summarizerjobrotatessothateachstudentcompletesthattaskoncepernovel.

Whenliteraturegroupsmeet,eachstudentarriveswithacopyofthenovelandhis/her

literaturebooklet. Thebookletshelpstudentsdrivediscussion,delvingintoliteraturewithmoredepth

andthought. Atthecompletionofanovel,theteachercanusethebookletaspartofportfolio

assessmentinastudentsoverallreadingprogram. Thedifferentliteraturebookletsthatareusedin

grade6,however,allhavedifferentstrengthsandweaknesses,andhavedifferentareasoffocus.

EvaluationMethodsInordertomeettheneedsofeveryoneinvolved(thereadingdepartment,teachers,and

students)threeseparateevaluationswereconducted,eachevaluatingtheliteraturediscussionbooklets

ondifferentfronts. Eachisoutlinedbelow,andeachoftheevaluativedocumentscanbefoundin

AppendixA.

EvaluationMethod1EvaluationofEachBooklettotheMassachusettsStateReadingStandards.Themostimportantcomponentoftheevaluationwastocompareeachbooklettothestate

readingandliteraturestrands. Itwasneverintendedthattheliteraturebookletsmeetevery

requirementofthereadingandliteraturestrands;however,asliteraturebookletsareusedasaprimary

teachingtool,itismostcriticalthatthisevaluativetoolmeetmanyofthestatestandards. Anevaluative

toolwascreated,identifyingeachoftheMassachusettsReadingandLiteratureStrandsforgrade6.

Eachbookletwasexaminedagainstthesestandardsandevaluativenoteswerealsoconducted. The


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evaluativechecklistidentifieseachofthestatereadingstrands,andeachbookletreceivedoneoffour

evaluativegradesforeachstrand:,+,,or. Wheretherewerediscrepanciescomparingaora

,theevaluativenotesprovedtobehelpfulinmakingsignificantdeterminationsaboutthemeritsof

eachbooklet.

EvaluationMethod2TeacherInterviewsTheteacherswhocreatedthethreedifferentdocumentswereinterviewed. Theshort

interviewsweredesignedtogatherinformationconcerningperceivedstrengthsandweaknessesofeach

documentcurrentlyinuse. Teacherswereaskedtoidentifytasksinthediscussionbookletsthatare

areasofstrengthandprovesuccessfulinassessingstudentgrowth. Teacherswerealsoaskedtoidentify

areaswherestudentsstruggleaswellasidentifyingtasksthatarenotprovingsuccessfulincreating

morecriticalreaders. Teacherswereaskedtoidentifyareasofthebookletthatareabsolutelynecessary

andareasthatmightbeomitted. Teacherswerethenaskedwhatchangestheywouldliketoseeinthe

currentbookleteachcurrentlyuses.

Thethreeteachersgraciouslyallowedinterviewstooccurduringeachoftheirlunchperiods.

Theinterviewswerekeptasinformalaspossibleattherequestoftheteachers. Theyprofessedtonot

havinganydesiretocompleteaquestionnaire,butwouldbewillingtoprovideanyinformationIneeded

forthisevaluation. TheinterviewsoccurredtheweekpriortoAprilvacation,aseachteacherwas

completingaseriesofnovels,completingliteraturecirclesandallassignmentspriortoAprilbreak. The

interviewsprovedtobeveryinsightfulasallthreeteacherswerecompletingtheirforthseriesofnovels

thisschoolyear.

EvaluationMethod3StudentQuestionnairesAquestionnairewascreatedforthreeclassroomsofstudents,eachclassroomusingoneofthe

threeliteraturebooklets. Thequestionnairescontained7Likertscalequestionsandfiveopenresponse

questions. TheLikertscalefocusedontasksinthediscussionbookletsthatthestudentsfoundhelpfulin

becomingmorethoughtfulreaders. Theopenresponsequestionsaskedstudentstoidentifytasksthat

helpthemost,arethemostsuccessfulatcompleting,arethemostchallenging,orarethemostdifficult

toperform. Studentswerethenaskedtoidentifytaskstheywouldliketoincludeinfuturebookletsand

whichtaskstheywouldremove. Studentswerealsoaskedtoidentifywhytheywouldincludeor

removeacertaintask.

SurveyswereconductedinallthreereadingclassesatthesametimeontheThursdaypriorto

Aprilbreak. IchosethatparticularThursday,asallstudentscompletedtheirmostrecentnovelsand

submittedtheirmostrecentliteraturediscussionbookletsbythattime. Allstudentswerepresentat

thetimeofthesurveyadministration. Iwenttoeachofthethreeclassrooms,identifiedtoeachofthem

thereasonforthesurveys,andansweredanyquestionsstudentsmayhavehadaboutanyofthesurvey

questions. Teacherscollectedthesurveysafterampletimewasallottedforallstudentstocompleteit.

ResultsEvaluationMethod1EvaluationofEachBooklettotheMassachusettsReadingStandards


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Therearesignificantdifferencesbetweenthethreedocumentsastheyrelatetothestate

readingstandards. ThefullevaluationresultscanbefoundinAppendixA. Thefindingsshowthat

booklet#2wassignificantlymoreinlinewithstatereadingstandards. Therewereseveralstrandsthat

weremetbyallthreebooklets;however,thelevelofunderstandinginbooklettwomoreaccurately

addressesseveralareasinmoredepth. Areasofstrengthineachbookletarehighlightedbelow.

1.BookletonewasstrongestintheVocabularyandConceptDevelopmentstrand. Ofparticularstrengthwasthefocusonusingcontextcluestodeterminemeaning. Highlightsinclude:

a.StudentspredictingmeaningbasedoncontextcluesshouldbeincludedaspartoftheWordWizardjobintherevisedbooklet.

b.Theendtaskofdesigninganoriginalcovertoreflectthethemeofthebookisakidfriendlytaskthatalignswellwithstatestrandsandshouldbeincluded.

2.Booklettwowasthemostthoroughasfarasaligningwithstatereadingstrands. Severaltaskswereincludedinthebookletthatwerenotpresentintheothers. Highlightsfrombooklettwo:

a.ThereisastrongfocusonOrganizationalStructuresandStylisticElementsinliteratureasoutlinedinthestatestrands. ThetwotasksofPredictingandIdentifyingClimaxmust

beincludedinthefinaldocument.

b.ThetaskofidentifyingandcommentingonVisualizationsandSensoryDetailscentersonunderstandingstylisticelementsintraditionalliteratureandshouldbeincludedinthe

finalresults.

3.Bookletthreehasacentralfocusonidentifyingandanalyzingtheelementsofsetting,characterization,andplot. Studentsarerequiredtoidentifybothpassagesandscenesthatare

importanttothemeaningofthestory. Thereistoomuchemphasiswithoutadequatetasksin

otherareas. Suggestionsinclude:

a.

ThetasksofPassageMasterandSceneSetterfocusonplotanalysis. Thesetwotasks

shouldbeincludedinalldiscussionweeks. However,PassagesandScenesshouldbe

combinedintooneconcept(seestudentsurveyresults). Thiswillalleviateconfusion

andaddressthestandardsinawaythatiseasiertoevaluate.

EvaluationMethod2TeacherInterviewsThisevaluationprovedtobequitechallenginginthatthesurveypopulationconsistedofmeand

twootherteachers. Theinterviewsthatwereconductedwereinformativeandthorough,yetwithsuch

asmallsample,itwaseasyfortheteacherstofocusontheircurrentlearnersandnotonthegoalsofthe

booklet. Wheninterviewswerebroughtbacktofocus,teacherswerefrankandhonestaboutideas,

changes,andmodificationstheywouldliketoseeinhowliteraturebookletsarestructured. Itookthe

interviewmyselfinmoreofaquestionnaireformatasIcannotinterviewmyself.

Allthreeteacherscommentedonlayoutandtheneedforamoreuserfriendlylayout. Teachers

commentedthatthelayoutneedstofollowconsistentpatternsandareasoffocusforeachdiscussion

week. Theyalsospokeofthedesireforalayoutthatthestudentscanmanipulatemoreeasily.

Teacherscomplainedthatthebookletcreatedusinglegalpaperwastoosmallforthekidstoproperly

answerinquiriesandcompletetasksthoroughly.


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Teachersnotedthatseveraltasksareabsolutelynecessaryincludingsummarizer,wordwizard,andpredictor. Theyalsocommentedthatseveralofthetaskscurrentlyaskfortwosubmissionsforeach

bookdiscussion. Theyallagreedthatfourtasksshouldhavetherequirementdropfromtwoentriesto

onepergroupwordwizard,connector,passageidentifier,anddiscussionstarter. Theteachersalsonotedthatcertaintasksmustbeincludedincertainweeksofthediscussion

booklet. Inthefirstthreeweeks,tasksthatfocusoncharacterizations(especiallyoftheprotagonist)

andofvisualizationsandsensoryimagesneedbeincorporated. Thetasksofmakingpredictionsand

connectionsshouldbeincludedinthefirstfivemeetings. Identifyingimportantpassagesandscenes

shouldbecombinedandincludedinallsixgroups. Inthesixthandfinalmeetingtwojobsmusthave

focus,namelythejobofIdentifyingClimaxandCharacterAnalysis(determiningfinalcharacter

inferences).

EvaluationMethod3StudentQuestionnairesTosaytheresultsofthisevaluationwerediversewouldsimplybeanunderstatement(seeTable

1). Iwilllookintothevariousreasonsfordatadiscrepancy,butwillnotpassjudgmentsormake

assumptionsbasedontheparticulardataselected. Itbecameapparentrightawaythatthereisan

unanticipatedbehavioralcomponenttothestudentquestionnaireresults. Oneclassroominthesurvey

iscomprisedofpredominantlylowlevelreaders. Theclassroomisaninclusionmodelclassroomwith

twoteachers. Attitudinalsurveysreflectedpoorerattitudestowardreadingoverall,andproduced

surveyresultsthatdifferedfromtheotherclassesquestioned.

Examiningthedataalsoprovedtobechallengingbecauseofthediscrepancybetweenthe

jobs/tasksbetweenthethreebooklets. Ataskmayhavebeeninonebookletandnotinanother,

thereforeskewinghowthedatacompares. Often,astudentresponseofzerowouldindicatethattask

wasnotpresentinthebookbeingreviewed. Therewasaninterestingcorrelationbetweenthetasks

students

found

challenging

and

tasks

they

would

remove

from

the

booklet.

There

was

also

an

interestingcorrelationbetweenthetasksstudentsfoundchallengingandthetasksthathelpedthe

most.

Studentsrespondedthatidentifyingafavoritepartandillustratingastaskstheywouldinclude

indiscussionbooklets. Interestingly,theseareperceivedastasksthatrequiretheleastamountofin

depthreadingskills. Conversely,studentsidentifiedsummarizer,connector,andwordwizardastaskstheywouldremovefromthebooklet. Thesejobsarekeycomponentsofthediscussionbookletand

aligndirectlywiththestatereadingstrands,andthereforewillnotberemoved. Theresultswillbeto

includeacomponentoffavoritepart,eitherinthefinalliteraturecircleassignment,oronceortwicealongtheway. Thetasksofconnectorandpassageidentifierwillbecondensedtosimplifytheircomplexity,whilecharacteranalyzerwillbeincludedtwiceinthebooklet. OneIllustratortaskwillbeincludedintheendingassignment,aligningthematicunderstandingstrand.


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Table1.

StudentOpenResponseResults

QuestionsandStudentResponsesBooklet1 Booklet2 Booklet3

# % # % # %

Whatisyourfavoritejob/task?

1.Illustrator 6 50% 1 8% 1 8%2.WordWizard 1 9% 0 0% 3 25%3.Visualization/SensoryDetail 1 9% 4 33% 4 33%4.Summarizer 0 0% 1 8% 4 33%5.Connector 0 0% 3 25% 1 8%6.Other 4 36% 2 16% 0 0%

WhatJob/taskdoyoufeelhashelpedthemost?

1.Summarizer 4 33% 2 16 4 33%2.WordWizard 2 16% 3 25% 1 8%3.Visualization/SensoryDetail 1 8% 1 8% 3 25%4.Predictions 1 8% 2 17% 1 8%5.Other 2 16% 3 25% 4 33%

Whatjob/taskdoyoufindmostchallenging?

1.Connector 1 8% 3 25% 5 38%2.Summarizer 1 8% 1 8% 5 38%3.Characterization 0 0% 5 42% 1 8%4.PassageMaster 3 25% 0 0% 1 8%5.Other 6 50% 2 16% 1 8%

Whattaskwouldyouaddtotheliteraturebooklet?

1.FavoritePart 4 33% 3 25% 4 33%2.Onedrawingperassignment 2 16% 2 16% 2 16%3.SurprisingMoment 1 8% 2 16% 1 8%4.Other 5 41% 4 36% 6 47%Whatwouldyouremovefromtheliteraturebooklet? 1.WordWizard 4 33% 3 27% 4 33%2.Connections 0 0% 2 18% 4 33%3.Summary 2 16% 1 9% 3 25%4.Predictions 2 16% 1 9% 1 8%5.Other 4 33% 4 36% 1 8%

*Otherindicatesonestudentresponsetoquery

DiscussionCombining

the

three

discussion

booklets

will

create

a

document

that

will

better

suit

the

needs

ofreadersinthe6thgradeatJ.F.K.MiddleSchool. Carefulconsiderationofthedataresultswillassure

thenewdocumentwillmorecloselyalignwithMassachusettsstatereadingstandardswhilealso

providingamorethoroughassessmenttoolforteachersandamoreuserfriendlylayoutforstudents.

Thedataidentifiedweaknessesineachbooklet,andallowedforacomparisonofstrengths. After

carefulconsiderationorallexistingdata,thefollowingelementsaretoberevisedandincludedinthe

finaldocument:


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1.WordWizard: tobeincludedin5/6discussionweeks. Includeasectionforstudentinferreddefinition.

2.Questions/DiscussionStarters: tobeincludedinalldiscussionweeks. Assignoneperreading.3.Connections: reducefrom2to1,andincludeineachweek.4.Visualizations/SensoryImages: includeingroups1,3,and5.Perhapsadrawingassignmentcanaccompanythistask(afavoritepart).5.Passages/Scenes: includeinallsixbookgroups. CombinePassagesandScenesintoonetask.6.Characterizations: includeingroups2,4,andthefinalcharacteranalysisinthefinalgroup. 7.Predictions: includeineachofthefirst5bookgroups.8.Climax: includeinlieuofPredictionsinthefinalbookgroup.9.Illustration: assignthethematicbookcoverdesigninthelastbookgroup

ThefinaldocumentcanbefoundinAppendixB.

Therewereunforeseenresultsinthedata,however,asmanystudentresponsescenteredon

eliminatingtheimportantjobsandincludingeasierjobsthatdonotalignwiththestandards. Therewas

apresumptionthatinclusionofallpertinentpartieswasimportanttoprovideathoroughassessment.

However,ithasbeendeterminedthatmostofthestudentdatawasirrelevant.

ProjectCostThereisnocostforthisevaluation. Literaturediscussionbookletsarecreatedbyteachersto

useinhis/herindividualclassrooms. Ifthereadingdepartmentchoosestocreateasingledocument

basedontheresultsofthisevaluation,thenexpenseswillcenterontimetocreatethedocumentonly.

Printingcostswillbeminimalasteacherscansimplycreatecopiesattheteacherworkcenter.


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AppendixA

EvaluationTools


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John T. CrescitelliBoise State University EdTech 505Spring 2010

Reading and Literature Strand Book

Book

Book

General Standard 8: Understanding a TextStudents will identify the basic facts and main ideas in a text and use them as the basis for interpretation.

8.19 Indentify and analyze sensory details and figurative language

8.20 Identify and analyze the authors use of dialogue and description

8.21 Recognize organizational structures

8.22 Identify and analyze main ideas, supporting ideas, and supporting details

Comments

General Standard 9: Making ConnectionsStudents will deepen their understanding of a literary or non-literary work by relating it to its contemporary con-text of historical background

9.4 Relate a literary work to information about its setting

Comments

General Standard 10: GenreStudents will identify, analyze, and apply knowledge of the characteristics of different genres

10.3 Identify and analyze the characteristics of various genres as forms with distinctcharacteristics and purposes

Comments

General Standard 11: ThemeStudents will identify , analyze, and apply knowledge of them in a literary work and provide evidence from thetext to support their understanding

Comments

11.3 Apply knowledge of the concept that them refers to the main idea and meaning ofa selection, whether it is implied or stated

A Comparison of Literature Circle Booklets to the

Massachusetts English Language Arts Curriculum Standards

Grade SixJohn F. Kennedy Middle School

KeyBook: Ms. Allen, Book: Dr. Cheevers, Book: Mr. Crescitelli


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Book

Book

General Standard 12: FictionStudents will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evi-dence from the test to support their understanding

12.3 Identify and analyze the elements of setting, characterization, and plot(including conflict)

Comments

General Standard 13: Nonfiction and General Standard 14: PoetryThese are not included in this evaluation

General Standard 15: Style and LanguageStudents will identify and analyze how an authors words appeal to the senses, creative imagery, suggestmood, and set tone and provide evidence for the test to support their understanding

15.3 Identify imagery, figurative language, rhythm, of flow when responding to litera-ture.

15.4Identify and analyze the importance of shades of meaning in determining wordchoice in a piece of literature.

Comments

General Standard 16: Myth, Traditional Narrative, and Classical LiteratureStudents will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, tradi-tional narrative, and classical literature and provide evidence from the test to support their understanding

16.7 Compare traditional literature from different cultures

16.8 Identify common structures and stylistic elements in traditional literature

Comments

General Standard 17: Dramatic LiteratureStudents will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and pro-vide evidence from the text to support their understanding

Comments

General Standard 18: Dramatic Reading and PerformanceNot included in this evaluation

17.4 Identify and analyze the similarities and differences between a narrative textand its film or play version.



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Language Strands that also apply to Literature Booklets

Language Strand Book

Book

Book

General Standard 4: Vocabulary and Concept Development

Students will understand and acquire now vocabulary and use it correctly in reading and writing

4.17 Determine the meaning of unfamiliar words using context clues

comments

General Standard 1: DiscussionStudents will use agreed-upon rules for informal and formal discussions in small groups.

Final comments

1.3 Apply understandings of agreed-upon rules and individual roles

KeyBook: Ms. Allen, Book: Dr. Cheevers, Book: Mr. Crescitelli, Book: Mrs. Eastman


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Book

Book

General Standard 8: Understanding a TextStudents will identify the basic facts and main ideas in a text and use them as the basis for interpretation.

8.19 Indentify and analyze sensory details and figurative language

8.20 Identify and analyze the authors use of dialogue and description

8.21 Recognize organizational structures +

8.22 Identify and analyze main ideas, supporting ideas, and supporting details

CommentsTask of Visualization/Sensory Imagery in book 2 a must Passage Master and Scene Setter tasks in book 3need to be combined here as they take up too much focus in book 3. I like the visualization part of book 1, butit should be included somehow with the Sensory Image task in book 2.

General Standard 9: Making ConnectionsStudents will deepen their understanding of a literary or non-literary work by relating it to its contemporary con-text of historical background

9.4 Relate a literary work to information about its setting

CommentsAlthough the booklets do not address setting both books 2 and 3 have a task of Making Connections. Thismay meet part of the strand. Book 1 does not assign making connections.

General Standard 10: GenreStudents will identify, analyze, and apply knowledge of the characteristics of different genres

10.3 Identify and analyze the characteristics of various genres as forms with distinctcharacteristics and purposes

CommentsThis is not really addressed.

General Standard 11: ThemeStudents will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from thetext to support their understanding

CommentsBoth books 1 and 2 have covers where students identify theme. Both have the students illustrate the themeand provide detail from the text to support understanding. This should be part of the booklet. Book 3 missesthis entirely.

11.3 Apply knowledge of the concept that theme refers to the main idea and meaningof a selection, whether it is implied or stated

A Comparison of Literature Circle Booklets to the

Massachusetts English Language Arts Curriculum Standards

Grade SixJohn F. Kennedy Middle School



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Book

Book

General Standard 12: FictionStudents will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evi-dence from the test to support their understanding

12.3 Identify and analyze the elements of setting, characterization, and plot(including conflict)

CommentsBook 1 addresses this the least. The task of Characterization in book 2 is strong to include in alternate bookgroups with the final character assessment in group 6. Book 3 uses Scenes and Passages to address plot.These should be condensed and included in each of the discussion groups.

General Standard 13: Nonfiction and General Standard 14: PoetryThese are not included in this evaluation

General Standard 15: Style and LanguageStudents will identify and analyze how an authors words appeal to the senses, creative imagery, suggestmood, and set tone and provide evidence for the text to support their understanding

15.3 Identify imagery, figurative language, rhythm, of flow when responding to litera-ture. - -

15.4Identify and analyze the importance of shades of meaning in determining wordchoice in a piece of literature.

CommentsAll 3 books have some sort of Word Wizard. None has a good opening direction. Combine directions frombooks 1 and 2. Books 1 and 3 hide figurative language in Word Wizard. 15.3 gets addressed in part in book 2with the Visualization/Sensory Image task.

General Standard 16: Myth, Traditional Narrative, and Classical LiteratureStudents will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, tradi-tional narrative, and classical literature and provide evidence from the text to support their understanding

16.7 Compare traditional literature from different cultures

16.8 Identify common structures and stylistic elements in traditional literature

CommentsAlthough books 1 and 3 include Predict, book 2 looks more closely at structure involved in predicting and tyingit to the task of identifying Climax. Follow the structure of book 2.

General Standard 17: Dramatic LiteratureStudents will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and pro-vide evidence from the text to support their understanding

CommentsAlthough not part of this assessment, teachers often include this activity following the study of a novel.

General Standard 18: Dramatic Reading and PerformanceNot included in this evaluation

17.4 Identify and analyze the similarities and differences between a narrative text

and its film or play version.



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Language Strands that also apply to Literature Booklets

Language Strand Book

Book

Book

General Standard 4: Vocabulary and Concept Development

Students will understand and acquire now vocabulary and use it correctly in reading and writing

4.17 Determine the meaning of unfamiliar words using context clues + - -

CommentsBook 1 specifically states using context clues to infer meaning, then researching the answer. Books 2 and 3are identical and do not address context clues. Use the word wizard job in book 1.

General Standard 1: DiscussionStudents will use agreed-upon rules for informal and formal discussions in small groups.

Final commentsThe additions that were incorporated into book 2 were on target with reading strands. In the process, other

task got left out (passages and scenes). Book 3 missed on several fronts, while book 1 was too simplistic.In order to better address reading strands, incorporate the following tasks from the following places:1. The Word Wizard from book 1, focusing on context clues.2. Connector task from books 2 and 3. Pay particular attention to the directions.3. Visualization/Sensory Images task from book 2.4. Summarization from books 2 and 3.5. Passage Master/Scene Setter tasks from book 3. Combine into one task.6. Characterization task from book 2. Use final character inference task on last assignment.7. Prediction task from book 3. Use for all but the last group.8. Climax Analysis task from book 2. Combine with the Prediction task.This is some great stuff above. Trying to carefully layout these tasks in groups of 5 and 6 will be tough, as Ido not want the layout to scare the children. Two booklets were in the form of legal size paper, folded book-

lets. This is too small for the children. Each weekly task needs at least one full page, letter. I think if thereis a way to rotate the Visualtization task with the Characterization task then those strands can both be ad-dressed three times per booklet.There was also better layout as far as students identifying each reading assignment. Book 3 upper cornerassignment check should be used.

1.3 Apply understandings of agreed-upon rules and individual roles



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John T. CrescitelliBoise State University EdT

Please check the response that best applies to each statement.Strongly

AgreeAgree Disagree

Strongly.

Disagree

Using a literature booklet has helped me be a better summarizer

Using the booklet has helped me be more focused in discussion

I understand the jobs/tasks in the booklet and can do each well

The jobs/tasks have helped me better understand my reading

Some of the jobs/tasks in the booklet are confusing to me

I like this way of reading and responding to literature in school

Using the literature booklet has helped me become a better reader

Please answer each question as best you can. Your thoughtful responses will be very helpful.

What is your favorite job/task in your discussion booklet? Why?

Which job/task do you feel has helped you the most? Why?

What job/task do you find most challenging? Why?

What job/task would you add to your literature booklet? Why?

What job/task would you remove from your literature booklet? Why?

I want to know what you think!

Hi everyone, its Mr. C. I am hoping you might take a few minutes in

reading class to participate in this survey. You have been using book-

lets in your Literature Circles, and I am very interested in knowing how

it has impacted your learning. I want to gather a kids perspective; it

would be great to know what you think. I am using this research data

for a class Im taking, so thank you in advance for helping me out.


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JohnT.CrescitelliBoiseStateUniversity EdTech505Spring2010

EvaluationofLiteratureDiscussionBookletsSixthGradeJohnF.KennedyMiddleSchool

ParticipatingTeacherQuestionnaireTeacher: _____________________________ Booklet#: _____

1.Whatwouldyousayis/arethestrongestaspect(s)oftheliteraturediscussionbookletyouuseinyourreadingclassroom?

2.Whattasksdoyoufeelarethemosteffectiveinhelpingstudentsdevelophigherlevelreadingskills?

3.Whattasksdoyouseethestudentshavingthemostdifficultywith? Isthereacorrelationwith

anyquestionsabove?4.Whichtasksdoyoufeelareabsolutelynecessaryinthecurrentbookletyouuse?

5.Whichtaskswouldyoualter/reviseinyourbooklet,butnotremove? Howmightyourevise

it/them?6.Whichtaskdoyoufeelareineffectiveandwouldremovefromyourbooklet?

7.Arethereanyothercomments/suggestionsthatyoufeelwouldhelpindevisingasinglebooklet

forthesixthgradereadingprogram?


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AppendixB

RevisedLiteratureDiscussionBooklet


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JFKMIDDLESCHOOLGrade 6

For: _________________________ By: _______________________

In this literature booklet you will record your thoughts in preparation for your literature circles. Ybooklet will become the basis for our book discussions. Your work will prepare you to discuss the bigideas in literature (the Themes). You will talk about characters and plots. Youll share questions, cnections, important points, and challenging words that will help make you a more critical reader.

Name: _____________________ Room: ______ Teacher: _____________

Theme

________________________________________________________

____________________________________________________________________________________

__________________________________________

After having completed your final reading assignment, design an original book cover reflecting the

authors message/theme of the book. Include the title and author. Write the theme in the space prvided.


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Assignment: page ________ to _______ , due on _______________

Word Wizard: Identify a word that may be new to you, or you found challenging, or you found to beused in an interesting way. Use the context of the story to guess the meaning.

Word: _____________ Page: _____ Paragraph: ____ Did you tag it with a Post-it? ( if yes)

Your definitionbased on context ____________________________________________________________

Dictionary definition _________________________________________________________

Discussion Starter: Bring a question to the group that will prompt discussion about the book. Qtions that help you understand the book better are fine as are more open-endquestions that invite discussion.

Question: ______________________________________________________ Page: _____ Paragraph: ____ Did you tag it with a Post-it? ( if yes)

Connector: Relate a personal or text connection to the reading.

Page: _____ Paragraph: ____ Did you tag it with a Post-it? ( if yes)

This reminds you of: _________________________________________________

_____________________________________________________________

Passage Identifier: Select a passage that you think is important in the chapters you read. Explawhy you picked it and why you think it is important to the story.


Passage: ________________________________________________________________*Be prepared to read the passage aloud*

Why you selected this passage: ________________________________________________________________________________________________________

Predictor: Make a prediction based on what you have read.

Prediction: ______________________________________________________________

Text evidence: ____________________________________________________

_____________________________________________________________

Visualization/Sensory Images: Select a sentence (or two) that created visual or other sensory iages for you. Draw the image in the space below.

Page: _____ Paragraph: ____Did you tag it with a Post-it? ( if yes)

___________________________

___________________________

___________________________

___________________________

___________________________

BookGroup1


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Discussion Starter: Bring a question to the group that will prompt discussion about the book. Qtions that help you understand the book better are fine as are more open-endequestions that invite discussion.





_____________________________________________________________






Prediction: ______________________________________________________________

Text evidence: ____________________________________________________

_____________________________________________________________

Character Analyzer: Select a passage that shows something important about the main character(the protagonist).


Authors technique: _______________________________________________

I infer that: ______________________________________________________

_____________________________________________________________

because _______________________________________________________

_____________________________________________________________

BookGroup2


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Discussion Starter: Bring a question to the group that will prompt discussion about the book. Qtions that help you understand the book better are fine as are more open-endquestions that invite discussion.





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Prediction: ______________________________________________________________

Text evidence: ____________________________________________________

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BookGroup3


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Prediction: ______________________________________________________________

Text evidence: ____________________________________________________

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Character Analyzer: Select a passage that shows something important about the main character(the protagonist).


Authors technique: _______________________________________________

I infer that: ______________________________________________________

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because _______________________________________________________

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BookGroup4


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Prediction: ______________________________________________________________

Text evidence: ____________________________________________________

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BookGroup5


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Character Assessor: Based on the main characters physical description, dialogue, actions, inner

thoughts, and how others have responded to him/her, make inferences about his/her character at the en

of the book.

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Climax Identifier: Identify which scene is the climax of the book. Explain.


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BookGroup6




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Summarizer: Write a clear and concise summary for the pages assigned. Use a topic sentence andwell-chosen transitions. For the week you are the summarizer, you do not have othtasks to complete, so be thoughtful and thorough.

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Summary


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Summarizer continued... _______________________________________________________________________

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crescitelli - edtech 505 - literature project

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