BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
13
CULTURE
COLLECTOR
PASSAGE
PERSON
W
WORD MASTER
C
CONNECTOR
S
SUMMARIZER
“
DISCUSSION
LEADER
ROLE
STORY
TITLE
DATE
NAMES
1st meeting
NAMES
2nd meeting
NAMES
3rd meeting
NAMES
4th meeting
NAMES
5th meeting
NAMES
6th meeting
READING CIRCLES SCHEDULE
BO OKWORMS CLUB
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
NAMES
7th meeting
READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.
Discussion Leader
“
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
The Discussion Leader’s job is to . . .
• read the story twice, and prepare at least five general questions about it.
• ask one or two questions to start the Reading Circle discussion.
• make sure that everyone has a chance to speak and joins in the discussion.
• call on each member to present their prepared role information.
• guide the discussion and keep it going.
Usually the best discussion questions come from your own thoughts, feelings, and questions as
you read. (What surprised you, made you smile, made you feel sad?) Write down your questions
as soon as you have finished reading. It is best to use your own questions, but you can also use
some of the ideas at the bottom of this page.
MY QUESTIONS:
1
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
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___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
Other general ideas:
• Questions about the characters (like / not like them, true to life / not true to life ...?)
• Questions about the theme (friendship, romance, parents/children, ghosts ...?)
• Questions about the ending (surprising, expected, liked it / did not like it ...?)
• Questions about what will happen next. (These can also be used for a longer story.)
PHOTOCOPIABLE
14
BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
© OXFORD UNIVERSITY PRESS
READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.
Summarizer
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
S
The Summarizer’s job is to . . .
• read the story and make notes about the characters, events, and ideas.
• find the key points that everyone must know to understand and remember the story.
• retell the story in a short summary (one or two minutes) in your own words.
• talk about your summary to the group, using your writing to help you.
Your reading circle will find your summary very useful, because it will help to remind them of
the plot and the characters in the story. You may need to read the story more than once to
make a good summary, and you may need to repeat it to the group a second time.
MY KEY POINTS:
Main events: __________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
Characters:
__________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
MY SUMMARY:
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
© OXFORD UNIVERSITY PRESS
15
BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
PHOTOCOPIABLE
READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.
Connector
C
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
The Connector’s job is to . . .
• read the story twice, and look for connections between the story and the world outside.
• make notes about at least two possible connections to your own experiences, or to the
experiences of friends and family, or to real-life events.
• tell the group about the connections and ask for their comments or questions.
• ask the group if they can think of any connections themselves.
These questions will help you think about connections while you are reading.
Events: Has anything similar ever happened to you, or to someone you know? Does anything in
the story remind you of events in the real world? For example, events you have read about in
newspapers, or heard about on television news programmes.
Characters: Do any of them remind you of people you know? How? Why? Have you ever had the
same thoughts or feelings as these characters have? Do you know anybody who thinks, feels,
behaves like that?
MY CONNECTIONS:
1
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
___ ________________________________________________________________________________________________________________________________________
PHOTOCOPIABLE
16
BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
© OXFORD UNIVERSITY PRESS
READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.
Word Master
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
W
The Word Master’s job is to . . .
• read the story, and look for words or short phrases that are new or difficult to understand, or
that are important in the story.
• choose five words (only five) that you think are important for this story.
• explain the meanings of these five words in simple English to the group.
• tell the group why these words are important for understanding this story.
Your five words do not have to be new or unknown words. Look for words in the story that
really stand out in some way. These may be words that are:
• repeated often • used in an unusual way • important to the meaning of the story
MY WORDS
MEANING OF THE WORD
REASON FOR CHOOSING THE WORD
_________________________
______________________________________________
___________________________________________________________
PAGE ___________
______________________________________________
___________________________________________________________
LINE
______________________________________________
___________________________________________________________
___________
_____________________________________________________________________________
_________________________
______________________________________________
___________________________________________________________
PAGE ___________
______________________________________________
___________________________________________________________
LINE
______________________________________________
___________________________________________________________
___________
_____________________________________________________________________________
_________________________
______________________________________________
___________________________________________________________
PAGE ___________
______________________________________________
___________________________________________________________
LINE
______________________________________________
___________________________________________________________
___________
_____________________________________________________________________________
_________________________
______________________________________________
___________________________________________________________
PAGE ___________
______________________________________________
___________________________________________________________
LINE
______________________________________________
___________________________________________________________
___________
_____________________________________________________________________________
_________________________
______________________________________________
___________________________________________________________
PAGE ___________
______________________________________________
___________________________________________________________
LINE
______________________________________________
___________________________________________________________
___________
_____________________________________________________________________________
© OXFORD UNIVERSITY PRESS
17
BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
PHOTOCOPIABLE
READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.
Passage Person
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
The Passage Person’s job is to . . .
• read the story, and find important, interesting, or difficult passages.
• make notes about at least three passages that are important for the plot, or that explain the
characters, or that have very interesting or powerful language.
• read each passage to the group, or ask another group member to read it.
• ask the group one or two questions about each passage.
A passage is usually one paragraph, but sometimes it can be just one or two sentences, or
perhaps a piece of dialogue. You might choose a passage to discuss because it is:
• important • informative • surprising • funny • confusing • well-written
MY PASSAGES:
PAGE
_____________
LINES
_____________
REASONS FOR CHOOSING THE PASSAGE
QUESTIONS ABOUT THE PASSAGE
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PAGE
_____________
LINES
_____________
REASONS FOR CHOOSING THE PASSAGE
QUESTIONS ABOUT THE PASSAGE
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PAGE
_____________
LINES
_____________
REASONS FOR CHOOSING THE PASSAGE
QUESTIONS ABOUT THE PASSAGE
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PHOTOCOPIABLE
18
BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
© OXFORD UNIVERSITY PRESS
READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.
Culture Collector
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
The Culture Collector’s job is to . . .
• read the story, and look for both differences and similarities between your own culture and
the culture found in the story.
• make notes about two or three passages that show these cultural points.
• read each passage to the group, or ask another group member to read it.
• ask the group some questions about these, and any other cultural points in the story.
Here are some questions to help you think about cultural differences.
Theme: What is the theme of this story (for example, getting married, meeting a ghost, murder,
unhappy children)? Is this an important theme in your own culture? Do people think about this
theme in the same way, or differently?
People: Do characters in this story say or do things that people never say or do in your
culture? Do they say or do some things that everybody in the world says or does?
MY CULTURAL COLLECTION (differences and similarities):
1
PAGE
_____________
LINES
_____________
:
_________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
2
PAGE
_____________
LINES
_____________
:
_________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
MY CULTURAL QUESTIONS:
1
2
3
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
© OXFORD UNIVERSITY PRESS
19
BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
PHOTOCOPIABLE
Role Sheet Examples
“
Discussion Leader
STORY: The Five Orange Pips
MY QUESTIONS:
________
t?____________________________________________
no____
wh____y ____
or ____
y ____
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?
________
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________
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____
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____
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____________________
u?
____________________
yo
____
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____________
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hin
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____________________
3 Di
____d
___
____________________
Summarizer
S
STORY: Netty Sargent and the House
M Y KE Y PO IN TS :
to
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M Y SU M M ARY:
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W
Word Master
MY WORDS
STORY: The Christmas Presents
THE WORD
REASON FOR CHOOSING
MEANING OF THE WORD
e ___
ar____
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____________________
st ra igh t ha ir wa
______________
____________________
____
____________________
PHOTOCOPIABLE
20
BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt
© OXFORD UNIVERSITY PRESS
Role Sheet Examples
Connector
C
STORY: The Christmas Presents
M Y CO NN EC TI ON S:
to________
t ____
en____
es____
pr____
a____
________
____ing
at____giv
th____
er
____
________
me
____mb
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____
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____
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t wh
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___
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____
____
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____________________
ry ____
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fa th er ’s ____
re I un de____
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___ ________________
____________________
ss____ed____, ____
pa
s
ar
ye
____
e
____
th
____
as
____
t
____
Bu
____
it.
____
ta nd
rs ____
at
de____
____________________
un____
tic____ed____th
no____
________________
co uld n’t ____
t. ____I ____
ca____
ly____
___ ________________
s my ug____
ha
ill
st
er
th
____________________
fa
____
my
____
t
____
bu
____
r,
____
de________________
me________
ch____ol____
sa____
e ____
mu____
th____
it. I am ____
e. Th is is ____
tim
at ____
th____
___ ________________
____________________
ar t at ____
he
my
t
bu
t,
en
____________________
es
____
pr
____
____
my
t
____
d no
________
at ar e
________
he re ce ive
____________________
____________________
t th e pr es____en____ts____th
___ ________________
en th ey ge
____________________
wh
ve
ha
lla
De
____________________
d
____
an
____
____
Jim
____
at
____
________
fe eli ng th____________________
____________________
___ ________________
____________________
____________________
____________________
____
____
____
.
____
ss
us ele ________________
____________________
___ ________________
____________________
____________
____________________
____________________
Passage Person
STORY: The Tell-Tale Heart
PASSAGE: I could see it clearly, a horrible, pale blue eye that turned my
blood cold. I could see nothing of the man’s face or body, just his eye.
MY PASSAGES:
PAG E
51
LIN ES
_____________
17, 18 , 19
_____________
PAS SAG E
QUE STI ONS ABO UT THE
ar____on____ly
fe____
r____
te
____
ac
____
____
____ar
in____ch
____
e____ma
____
Wh y do es th
e?
____
____
gic____ey
________
____ma
____a
____it
e?____Is
ey____
________
ma
____n’s
____
____d
e ol
th____
____
ve
ha____
ma____n____
ol____d____
____
____e
Do____es____th
ly?
________
____
ry____ug
ve____
it____
Is____
____
? ________________________________________________
se____
ea____
dis____
a ____
____
THE PAS SAG E
REA SON S FOR CHO OSI NG
sy____
ea____
is____
it ____
e ____
us____
be____ca____
tin____g____
es____
er____
int____
is ____
Th
________
____is
ar ____
fe____
r’s
________
____
____te
____ac
ma
____ar
____ch
____in
ine____th
____e____
ag____
im____
to
________
____________________
e sc
____e.
th____
____en
________
e____sil____en____ce____of
th
an
____
____
____d
________
____________________
____________________
____________________
____________________
_______________
____________________
____________________
Culture Collector
STORY: The Joy Luck Club
ies)
ifferences and similarit
(d
N
TIO
EC
LL
CO
AL
UR
LT
MY CU
n da
_
pe____
____y”
“o____
e ____
th____
ha____d____
, we
________
ol____da____ys____
ho
sc
____
y
____
ar
____
im
____
pr
____
my
____
In
____
____
____
10_____ : ____
6–
er
____
_____
mo
____
____th
____r____
wa____nt____he
_________ LIN ES ____
________
ne____did
1 PAG E ____94
____n’t
mi____
of ____
d ____
en
fri
____
A
____
.
____
es
____
ss
____
cla
____
r
____
ou
____
it
____
s vis
r _____
nt____
____________
te____
re____
or____
pa____
sh____
wa____s ____
en____ou____r ____
wh
ly____an____d ____
________
ug____
lo ok
________
____ed
________
mo
____er
____th
he
____
at
____r
th
____
id
____
sa
____
e
____
Sh
.
____
ol ________
ho____
sc____
_________
mb
____ed
____er
me____to
________
____
co____
. I____re____me
to
ow____
kn____
________
________
ed____an____yo____ne____to
nt____
wa
r
____
ve
____
ne
____
e
____
Sh
____
____
s.
____
er
____
th
of_
____
mo
me____d____
ha____
____________
as____
e ot
____r
th____
____he
als____o____
is ____
th
y ____
________
or____
____an
st____
is____
th
____
in
____
er
ht
________
ug
____
da
____
an
____
ric
____
me
____
-A________
se____
sh_ e
Ch
________
____ine
an____d ____
____
e th
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us____
ca ____
____,____
____se
Ja pa
____ne
________
th
d is
____be
________
en____
____is
my
________
____fri
me
____,____
Lik
____
.
____e
ce
____
an
____
ar
____
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____
ap
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r
____
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of ____
e ____
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us____
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be____
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ian
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th er
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____an
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____
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____
____
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ng________
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____
ha
____th
____d
_____________
2
PAG E
_____________
LIN ES
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