Finding the Magic Peer to Peer

SuccessfulLiterature CircleStrategies for All

Lee Ann Spillane * www.laspillane.org * [email protected]

List Group Label

1. You will have _____ minutes toLIST all the words you canthink of related to_______________________________________.

2. In groups, GROUP the wordsinto categories on chart paper.

3. LABEL your categories.

4. Share and discuss.

Taba, H. (1967). Teacher’s Handbook for Elementary Social Studies. Reading, MA: Addison-Wesley.

When students putlanguage to workfor them incontent classrooms,it helps them to

• discover• organize• retrieve, and• elaborate

on what they are learning.

~ Richard Vaca

as cited by Allen, Janet. 2004. Tools for Teaching Content Literacy.

• Literature circlesare a method forteaching studentshow to talk aboutbooks together• Literature circles . . .

are cooperative learning groups.contain 3 - 5 students per group.are peer supported text study.

• Students are in charge of their text choices,and reading/discussion assignments.• Students rotate through given roles during thecourse of the circle.

• Teach comprehension.- visualizing - connecting

- predicting - inferring

- questioning - determining importance

• Teach many aspects of comprehension at once.• Allow students to learn from each other.• Naturally motivational.• Promote effective discussion.

Day, J. P. (2002). Moving Forward With Literature Circles: How to Plan, Manage,and Evaluate Literature Circles That Deepen Understanding and Foster a Love ofReading (Theory and practice). Scholastic Professional Books. New York.

• Build interest.

• Select books.

• Model each roll.

• Model the literature circle.

• Assign/create groups.

• Set a schedule.

• Assign/choose roles.

• Explain evaulation.

• Be the “Guide on theSide.”

How to . . . Run Literature Circles

You will have _____ minutes for this activity.

Examine the student samples.

What do you notice about how studentscompleted the role sheets?

What do they know? What are they able todo?

What would you teach next?

Inner Circle:Students/Literature Circle

Outer Circle:Teachers/Observers

1. Read and annotate the text.2. Complete your role sheet.

3. Inner circle discuss the text.Outer circle note what happens.

4. Debrief with the outer circle.5. Switch circles and repeat.

1. EVERYONE: First, read and annotate the text. Complete your role sheet. (3-5 minutes)

2. “Students” : Discuss the textin your literature circle. (5 minutes)

4. “Teachers”: Observe the students and notewhat you hear and see happening in the circles.

5. Debrief. What was easy? What was difficult ascircle members and/or as teachers?(5-7 minutes)

Group1:Teachers/Observers

Group 2:Students/Literature

Circle

BOOK CHOICE SHEET

Directions: Tell me what book you would like to read for literature circles. Support yourchoice with at least three reasons. Be sure to completely fill out the selection sheet as youmay not be able to get your first choice every time.

My first choice is__________________________________________________because

1.

2.

3.

My second choice is__________________________________________________because

1.

2.

3.

My third choice is__________________________________________________because

1.

2.

3.

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LITERATURE CIRCLE MEETING EVALUATION

Literature Circles: To be evaluated by the ________________________

Daily Participation Scoring Guide for reading: _______________________________

Attendance

Were members prepared for day’sdiscussion? Yes No Comments

Discussion Director/Task Master: Yes No Comments

Literary Luminary/Passage Master: Yes No Comments

Character Captain: Yes No Comments

Connector: Yes No Comments

Artful Artist: Yes No Comments

Word Wizard: Yes No Comments

Role: _____________________ Yes NoComments

As a group, assess your work habits for today. Discuss and circle the standards your group met for today on theLiterature Circle Evaluation Rubric. If your group fell into the lowest categories, explain what didn’t work, andmake a plan for what you’ll do differently at your next meeting.

Comments:

Adapted from Janet Lopez

Name:

Date:

IndicatorA

ExceedsExpectations

BMeets

Expectations

CWorking towards

Expectations

DBelow

Expectations

FDisregardedExpectations

GroupTalk

BeingPrepared

Doing theWork

SettingGoals

WorkedCooperatively

group memberslistened to each otherand if disagreements

arose membersdiscussed themrespectfully by

letting all membersgive suggestions andagree with solutions

group memberslistened to each

other and ifdisagreementsarose membersdiscussed themrespectfully by

listening toeveryone

group memberslistened to each

other and ifdisagreementsarose membersdiscussed them

but not everyoneparticipated or

was heard

group memberssometimes listened

to each other; ifdisagreements arosemembers sometimes

ignored them,ignored some groupmembers or let one

person take over

group membersdid not listened to

each other; ifdisagreementsarose argued,

sometimes raisingtheir voices ortalking overothers; not

everyone partici-pated or was heard

clearly set readinggoals, roles andplanned for next

meeting

set reading goals,roles and plannedfor next meeting

did not set clearreading goals, orreading goals are

revised as thegroups meet ;

there may be someconfusion about

roles; planned fornext meeting

ran out of timebefore group couldfinish planning forthe next meeting;may set reading

and roles but bothor either are notmet by meeting

time

did not set goalsor plan for next

meeting

more than two groupmembers did not

stayed on task (or wereabsent )even when theteacher stepped in or

was near; somemembers did not evenknow what their role

was

some groupmembers stayed ontask only when theteacher stepped inor was near ; somemembers did not

try to act according

to their role

some groupmember stayed on

task only whenthe someone

reminded them todo so; members

tried to actaccording to their

role

most groupmembers stayedon task most of

the time andacted according

to their role

each group memberstayed on task andacted according to

their role

several of themembers tried todo the prep work

(reading andcompleting the

role sheets)DURING the circle

meeting ORseveral of the

members did notread or participate

several of themembers did notprepare for the

circle ahead of timeby doing the

reading or complet-ing the writing/role

sheets

some of themembers preparedfor the circle aheadof time by doing thereading or complet-ing the writing/role

sheets; otherscompleted the rolesheets during the

circle’s meeting time

most of themembers preparedfor the circle ahead

of time by doingthe reading andcompleting the

writing/role sheets

all the membersprepared for the

circle ahead of timeby doing the readingand completing thewriting/role sheets

most of the groupmembers

talked socially andNOT about the book;

group membersargued disrespect-fully about each

other’s views and didnot meet the goals of

the circle

few of the groupmembers

talked about thebook the entire

time; most talkedsocially; group

members argueddisrespectfully

about each other’sviews

some of the groupmembers

talked about thebook the entire

time; others talkedsocially; some of

the group memberswere supportive ofeach other’s views

most of the groupmembers

talked about thebook the entire time

and most weresupportive of each

other’s views

all of the groupmembers

talked about the bookthe entire time andwere supportive of

one another’s views


LITERATURE CIRCLE EVALUATION RUBRIC

How to . . . CREATE LITERATURE CIRCLE TOOLS

MINI- READER RESPONSE JOURNALS . . .Print the Reader Response Journal Cover on card stock. Or print on white paper and have

students glue it onto construction paper. Use blank interior pages, or print lined pages, or artboxed pages front to back. Fold the cover in half and staple the journal “guts” into the booklet

using a long reach stapler!

LITERATURE CIRCLE ROLE SHEETS . . .Photocopy the role sheets and hand them out to students. It might be helpful to keep file

folders of extra sheets in your classroom. You might also consider copying the different roles ontodifferent colors of paper to make management of roles per group easier. If your students useacademic journals or some other type of journal, you might consider making small size role sheetsthat they could paste into their journal. Once you want to start weaning students away from therole sheets, consider taping them to card stock or construction paper and laminating them. Ifstudents use full sized laminated role sheets they can write on with dry erase markers or transpar-ency markers. Finally, you can make quarter sheet sized role cards, sort of like literature circletrading cards, that students can hold in their hands to keep them focused.

Passage #1Book____________________________________ Page _____Paragraph ___

Reason for choosing the passage1.

2.

3.

Passage PickerAs the Passage Picker, it is your job to read aloud parts of the story to your group in order to helpyour group members remember some interesting, powerful, puzzling, or important sections of thetext. You decide which passages or paragraphs are worth reading aloud, and justify your reasonsfor selecting them. Write the page numbers and paragraph numbers on this form along with thereason you chose each passage. You must choose a minimum of 2 passages.

Some reasons for choosing passages to share might include:* Pivotal events * Informative * Descriptive * Surprising * Scary *Famous scene *Sad* Thought-provoking * Funny * Controversial * Confusing * Personally meaningful



2.

3.



2.

3.


Name:

Date of Meeting:

Discussion DirectorName:

Date of Meeting:

As the Discussion Director, it is your job to get the conversation about the book going and tokeep it going (about the book). To generate some good book talk write down five or morequestions after you read the selection. Avoid yes and no questions by beginning your questionswith: why? what if . . .? how . . . ? which . . . would be best? which scene was . . . ?

1.

2.

3.

4.

5.


Amazing Artist Name:

Date of Meeting:

As the Amazing Artist, your job is to capture one of the scenes. Don’t worry about yourartistic abilities! What’s important is that your group members “see” a movie in theirmind as they read the book. You will draw at least one scene (item, setting, character, orother element of the reading) and note at least two more. During your literature circlemeeting you will read these scenes or bits aloud to your group and discuss what wordsthe author used that helped you form mental pictures.

I can visualize_______________________________________________ on page _____.

I can visualize_______________________________________________ on page _____.

Details that help me “see” the words include:

I can visualize_______________________________________________ on page _____.Details that help me “see” the words include:

Remember to label your artwork with details from the text!

Word Wizard Name:

Date of Meeting:

As the Word Wizard, it is your job to log cool vocabulary words from the book yourgroup is reading. You will create a personal dictionary for the group!

Words chosen can be:*Spectacular * Important * Unfamiliar * Different * Puzzling

* Curious *Favorites * Funny * Used in an unusual way * Interesting

List a minimum of 5 interesting words!

Word Page # Definition Reason for Choosing


Creative Connector Name:

Date of Meeting:

As the Creative Connector, your job is to make connections to deepen your groupsunderstanding of the story. Your goal is to make text to self, text to text, or text toworld connections that help you and your group better understand the story! Come upwith one to three connections. Describe the scene, the connection and the “so what” ofhow they deepen your understanding below.

Original Scene My Connection So What?It helps me understand. . .

Curious Questioner Name:

Date of Meeting:

I wondered. . .When I read . . .

As the curious questioner, your job is to be inquisitive. You need to make the wonderingthat good readers do explicit for your group! That means that you have to record yourquestioning thinking as you read! As you read, listen for the questions you ask of the text.Record five or more questions you asked of the text below.

Share at least three of your wonderings with you group during yourliterature circle! If your group members come up with

their own wonderings, add them to your list!

Metaphor Maker Name:

Date of Meeting:

As the Metaphor Maker, your job is to think outside the box! If Forest Gump can come upwith the simile, “life is like a box of chocolates” you can come up with creative compari-sons too! Whether similes (using like or as) or metaphors (life is a box of chocolates),create three to five creative comparisons that help you deepen your understanding of thereading. You might compare a setting, a character, a scene, a moment, or any other item tosomething interesting and unexpected!

The Text Is like . . . Because. . .

HamletfromShakepeare’splay, Ham-let

a worn out tennis ball

he’s been bouncing around a lot --he can’t make up his mind andkeeps bouncing from one sideofthe tennis court (action) to theother (inaction).

Metaphor MakerAs the Metaphor Maker, your job is to

think outside the box! If Forest Gump cancome up with the simile, “life is like a box

of chocolates” you can come up withcreative comparisons too! Whether

similes (using like or as) or metaphors(life is a box of chocolates), create three to

five creative comparisons that help youdeepen your understanding of the reading.You might compare a setting, a character,a scene, a moment, or any other item tosomething interesting and unexpected!

The text. . . is like . . . because. . .

Creative ConnectorAs the Creative Connector, your job is tomake connections to deepen your groups

understanding of the story. Your goal is tomake text to self, text to text, or text to world

connections that help you and your groupbetter understand the story! Come up with

one to three connections. Describe the scene,the connection and the “so what” of how they

deepen your understanding below.

Curious QuestionerAs the curious questioner, your job is to be

inquisitive. You need to make the wonderingthat good readers do explicit for your group!

That means that you have to record yourquestioning thinking as you read! As you

read, listen for the questions you ask of thetext. Record five or more questions you

asked of the text below.

Share at least three of your wonderingswith you group during your

literature circle!

If your group members come up withtheir own wonderings, add them to your list!

Original Scene . . .

My Connection . . .

So What?It helps me under-

stand. . .

Word WizardAs the Word Wizard, it is your job to log coolvocabulary words from the book your group isreading. You will create a personal dictionary

for the group!

Words chosen can be:*Spectacular * Important * Unfamiliar *

Different * Puzzling * Curious *Favorites *Funny * Used in an unusual way * Interesting

List a minimum of 5 interesting words!

Word page # ___

Definition:

Reason for Choosing:

Amazing ArtistAs the Amazing Artist your job is to captureone of the scenes. Don’t worry about yourartistic abilities! What’s important is thatyour group members “see” a movie in theirmind as they read the book. You will draw atleast one scene (item, setting, character, orother element of the reading) and note at

least two more. During your literature circlemeeting you will read these scenes or bitsaloud to your group and discuss how theauthor helped you form mental pictures.

I can visualize:on page _____

Details that help me “see” the words include:

Discussion DirectorAs the Discussion Director, it is your job to getthe conversation about the book going and tokeep it going (about the book). To generatesome good book talk write down five or morequestions after you read the selection. Avoidyes and no questions by beginning yourquestions with: why? what if . . .? how . . . ?which . . . would be best? which scene was . .. ?

1.

2.

3.

4.

5.

Passage PickerAs the Passage Picker, it is your job to read aloud

parts of the story to your group in order to helpyour group members remember some interesting,powerful, puzzling, or important sections of the

text. You decide which passages or paragraphs areworth reading aloud, and justify your reasons for

selecting them. Write the page numbers andparagraph numbers on this form along with the

reason you chose each passage. You must choosea minimum of 2 passages.

Some reasons for choosing passages to sharemight include:

* Pivotal events * Informative * Descriptive *Surprising * Scary *Famous scene *Sad

* Thought-provoking * Funny * Controversial *Confusing * Personally meaningful

Passage Page _____ Paragraph ___

Reason for choosing the passage

Wild CardChoose your own role! You may be the

artful artist, the passage picker, theword wizard, the discussion director,the curious questioner, or the creativeconnector! You decide what role you

will play today!

• Use role sheets.• Use role cards.• Use response journals.• Use a tape recorder.• Use nothing.

• Use role sheets.• Use role cards.• Use response journals.• Use a tape recorder.• Use nothing.

Professional Reading List: Literature Circles

Books

Allen, Janet. (2003). On the Same Page: Shared Reading Beyond the Primary Grades.York, ME: Stenhouse.

Daniels, Harvey. (2002). Literature Circles: Voice and Choice in the Student –CenteredClassroom. York, ME: Stenhouse.

Day, Jeni Pollack, Spiegal, Dixie Lee, McLellan, Janet, and Valerie Brown. (2002).Moving Forward With LItearture Circles: How to Plan, Manage, and EvaluateLiterature Circles That Deepen Understanding and Foster a Love of Reading.New York, NY: Scholastic.

Hill, Bonnie Campbell; Johnson, Nancy; and Katherine Schlick Noe (Eds.). (1995).Literature Circles and Response. Norwood, MA: Christopher-Gordon Publishers, Inc.

Hill, Bonnie Campbell; Noe, Katherine, and Nancy Johnson. (2001). Literature CirclesResource Guide. Norwood, MA: Christopher-Gordon Publishers, Inc.

Hill, Bonnie Campbell; Noe, Katherine, and Janine King. (2003). Literature Circlesin Middle School: One Teacher’s Journey. Norwood, MA: Christopher-Gordon Publishers,Inc.

Noe, Katherine. (1999). Getting Started with Literature Circles. Norwood, MA: Christopher-Gordon Publishers, Inc.

Rief, Linda. (1998). Vision & Voice: Extending the Literacy Spectrum. Portsmouth, NH:Heinemann.

Routman, Regie. (2000). Conversations: Strategies for Teaching, Learning andEvaluating. Portsmuth, NH: Heinemann.

Samway, Katharine Davies, and Gail Whang. (1995). Literature Study Circles in a MulticulturalClassroom. York, ME: Stenhouse.

Articles

Brabham, Edna Greene; Villaume, Susan Kidd. (Nov 2000). “Continuing Conversations aboutLiterature Circles.” Reading Teacher, 54 (3), 278-80.

Burns, Bonnie. (Oct 1998). “Changing the Classroom Climate with Literature Circles.” Journal ofAdolescent and Adult Literacy, 42 (2), 124-29.

Camacho, Alexa; Davis Barbara; Davis, Laura, and Virginia Resta. (Spr 2001). “Novice TeachersLearn About Literature Circles through Collaborative Action Research.” Journal of ReadingEducation, 26 (3), 1-6.

Daniels, Harvey. (May 2002). “Expository Text in Literature Circles.” Voices From theMiddle, 9 (4), 7-14.

Holly, Johnson. (Fall 2000). “To Stand Up and Say Something: ‘Girls Only’ Literature Circles at theMiddle Level. New Advocate, 13 (4), 375-389.

Martin, Jan. (Aug 1998). “Literature Circles.” Thresholds in Education, 24 (3), 15-19.

Noll, Elizabeth. (Oct 1994). “Social Issues and Literature Circles with Adolescents.” Journal ofReading, 38 (2), 88-93.

Short, Kathy; Kaufman, Gloria; Kaser, Sandy; Kahn, Leslie; and Kathleen Crawford.(May 1999). “Teacher-Watching”: Examining Teacher Talk in Literature Circles.Language Arts, 76 (5), 377-85.

Websites

Bertram, Gilliam (2002). “The Importance of Oral Language in the School Curriculum.”English Online. [Online] Available:http://english.unitecnology.ac.nz/resources/resources/effective_communication.html

Brown, Mary Daniels. (Jan 2004). “Literature Circles Build Excitement for Books!”Education World: Curriculum: Literature Circles Build Excitement for Books![Online] Available: http://www.education-world.com/a_curr/

Candler, Laura. (Nov 2003). “Literary Lessons.” Teaching Resources. [Online]Available: http://home.att.net/~teaching/litcircles.htm

Lamb, Annette. (Jan 2004). Literature Learning Ladders. [Online]Available: http://eduscapes.com/ladders/

Lopez, Janet. “Literature Circles.” Lit Site Alaska. [Online] Available:http://litsite.alaska.edu/uaa/workbooks/circlereading.html

Noe, Katharine Schlick. Literature Circles Resource Center. [Online] Available:http://fac-staff.seattleu.edu/kschlnoe/LitCircles/

Walters, Johnny. (Summer 2003). “Virtual Circles: Using Technology to EnhanceLiterature Circles & Socratic Seminars.” Meridian: A Middle School ComputerTechnologies Journal, 6 (2) [Online] Available:http://www.ncsu.edu/meridian/sum2003/circles/index.html

• Work.• Circulate.• Cruise with a clipboard.• Take anecdotal notes.• Listen in to each small group.• Prasise good group talk/behavior.• Redirect off task behavior.• Evalute and assess students.

Documents

Finding the Magic Peer to Peer