Role

Meeting Contribution

Facilitator

• four main discussion questions
• prompts people to consider issues in different ways (well, what about…)
• keeps discussion focused on the text

Analyst

• brings passages into the discussion to support topics
• directs people to the text to prove and reinforce points

Linguist

• brings focus on diction to the discussion
• challenges people to think about how language is used

Researcher

• provides a companion text
• expands group discussion through comparison to the companion text

Standard

4

3

2

1

14 - Participate effectively in discussions by posing questions, building on and challenging ideas, making connections, and justifying views with evidence.

I can use evidence to ask specific questions, develop ideas, support ideas, and make connections in a group discussion using evidence to focus my perspective

I can ask questions, add to ideas, support ideas, and make connections in a group discussion using evidence to support my perspective.

I can add to ideas and make connections in a group discussion.

I can not yet add to ideas or make connections in a group discussion.

To perform well in this area: Participate consistently in the group discussion by sharing your ideas, responding to others’ ideas, and posing questions to individual speakers and the group. Focus your contributions on the material by using evidence from the novel and your own lit circle work.

Contribution Code

Example

E (Evidence)

At the beginning of the story the girl says the marigolds are “an incongruency of memory”

Q (Question)

What does the girl think about marigolds?

QE (Question with Evidence)

Why does the girl describe marigolds as “an incongruency of memory?”

C (Comment)

I just think she doesn’t really like flowers.

CE (Comment with Evidence)

I just think she doesn’t really like flowers because she says they are “incongruent” they don’t fit with everything else in her town.

F (Facilitation)

Jonas, what do you think about the girl’s attitude towards marigolds?

Participant

+

∆

Joplin, Janis

Q, C, CE, Q, CE, CE, C, QE, CE ● CE, CE, CE, QE, CE, F, CE, C ● CE, QE, QE, C, CE

D

Cobain, Kurt

C, C, CE, F, C, Q, QE, Q, C, F, CE ● QE, Q, C, C, F, C, Q, ● CE, QE, F

​

McKernan, Ron

C, Q, Q, ● CE, Q, C, Q, CE ●

Z, Z,

Winehouse, Amy

CE, CE, CE, QE, CE, CE, C ● CE, Q, C, C, CE, Q, CE ● CE, QE, QE, C, CE

​

Morrison, James

CE, QE, CE, CE, CE, CE, QE CE ● CE, CE, CE, CE, QE, CE, CE, CE ● CE, CE, CE, CE

O, O,

Hendrix, Jimi

Q, QE, F, QE, C, CE ● CE, F, QE ● CE, QE, CE

​

​

​

​

Key

C - Comment | Q - Question | E - Evidence | F - Facilitation | ● - 5 minute mark

CE - Comment with Evidence | QE - Question with Evidence

D - Disrespectful | O - Off Topic

Z - Unengaged

Role

Meeting Contribution

Facilitator

• four main discussion questions
• prompts people to consider issues in different ways (well, what about…)
• keeps discussion focused on the text

Analyst

• uses passages to elicit discussion
• directs people to the text to prove and reinforce points

Linguist

• brings focus on diction to the discussion
• challenges people to think about how language is used

Researcher

• provides a companion text
• expands group discussion through comparison to the companion text