Wells will weave these terms into lessons throughout the year by integrating them into other experiences until the students understand not just the meanings of the terms, but the complex levels of their use as well. They will form, use, and reform their understandings of these terms throughout the year as they participate in literary discussions. Believing that students can support one another as they develop understanding, Wells teaches students to work in small groups before sharing ideas in larger class situations. She has them practice various roles that members of any group can assume during a discussion. She provides guidelines and checklists for participation.
Students discuss the expectations and are given many opportunities to work collaboratively.
As they are practicing their group strategies, they are also beginning to look more deeply at characterization. Wells encourages them to deepen their understandings by asking them to share their perspectives, to consider the author's perspective, and to make comparisons with characters in other pieces of literature and in life. Soon the strategies for successful group participation and literary discussion become part of their learning repertoire. Wells provides another strategy that helps students do the work, an assessment guide or rubric. She uses guides not only to assess writing assignments and projects, but also to help students work through group discussions.