Literature Circles

Roles &Responsibilities

Vs

Book TalksRoles & Responsibilities

VSBook Talks

Literature Circles

Kevin LindenBrookland Elem.

What Are They?What Are They?

Literature Circles are Literature Circles are small, peer led discussion small, peer led discussion groups whose members groups whose members have chosen to read the have chosen to read the same story, poem, article same story, poem, article or book.or book.

When they are finished When they are finished they usually share their they usually share their highlights with a wider highlights with a wider community.community.

Independent Reading TimeIndependent Reading Time

Kids are reading better Kids are reading better literature then they were literature then they were a generation ago. Basal a generation ago. Basal texts are of better quality, texts are of better quality, longer and more longer and more authentic.authentic.We are now asking kids We are now asking kids to engage text at higher to engage text at higher levels of thinking: levels of thinking: drawing inferences, drawing inferences, forming hypotheses, forming hypotheses, making judgments, and making judgments, and supporting conclusions supporting conclusions about what they read.about what they read.

Greater ExpectationsGreater Expectations

• We are now asking We are now asking kids to engage text kids to engage text at higher levels of at higher levels of thinking: thinking:

• drawing drawing inferences, forming inferences, forming hypotheses, hypotheses, making judgments, making judgments, and supporting and supporting conclusions about conclusions about what they read.what they read.

Various Names Given and Used for Literature Circles

• Many names are given for literature talks:

• Lit. Studies• Book Clubs• Lit. Discussion Groups• Cooperative Book

Discussion Groups• D.E.A.R.( Drop

Everything and Read)• Lit. Circles

Research on Success with Student Achievement

• Research states that students who have been exposed to literature circles score higher on achievement tests than those left to read independently. The focus was on comprehension and content.

A Major Question on Most Teachers Minds is….How can I get a grade out of this?

• Testing places extra pressure on any innovation to prove its value.

• We sometimes lose sight of what we want kids to attain from literature circles. This is very difficult to assess in terms of numerical markings.

The Joy and Jeopardy of Role Sheets

• Back in 1993, with the establishment of literature circle practices, many enthusiasts warned of the dangers of using role sheets. The sheets had been designed as a temporary support device to help peer led discussions. The rational for the sheets still make sense but should not be used as the sole essence of literature circles.

Intentions of Role Sheets

• Designed as a temporary start.• When students are first learning to operate

in peer led discussions groups, many teachers find it helpful to offer some intermediate support structures to ease the transition.

• It sets a cognitive purpose for the reading and an interactive one for group discussion.

Benefits of Role SheetsBenefits of Role Sheets

Teachers feel the control of the Teachers feel the control of the group.group.

Students are led in the role suitable Students are led in the role suitable for their learning styles.for their learning styles.

Students are directed in learning Students are directed in learning situation which they are not situation which they are not accustomed to.accustomed to.

Teachers hold students accountable Teachers hold students accountable for the work assigned or selected.for the work assigned or selected.

Helps with a focus for the students.Helps with a focus for the students.

Role Sheet Backfire SyndromeRole Sheet Backfire Syndrome

• Frequently asked questions by many teachers are:

• Why are my kid’s book clubs so mechanical?• Why is there not a lot of talk or discussion

going on?• Why does it appear they are simply reading

off their role sheets?• Why does it appear the conversation is

stifled most times and students rarely get into a real conversation about the book?

Eleven Key Ingredients for Eleven Key Ingredients for Successful Literature Successful Literature

CirclesCircles1.1. Students choose Students choose

their own reading their own reading materials.materials.

2.2. Small temporary Small temporary groups are formed groups are formed based on book based on book choice.choice.

3.3. Different groups Different groups read different read different books.books.

4. Groups meet on a regular predictable 4. Groups meet on a regular predictable schedule to discuss their reading. Kids schedule to discuss their reading. Kids must be given enough to read before must be given enough to read before encouraging the discussion.encouraging the discussion.

5. Kids use written or drawn notes to guide 5. Kids use written or drawn notes to guide both their reading and discussion.both their reading and discussion.

6. Discussion topics come from the students. 6. Discussion topics come from the students. You may intervene with ideas, but the You may intervene with ideas, but the ultimately choose.ultimately choose.

7. Groups meetings aim to be open, natural 7. Groups meetings aim to be open, natural conversations about books, so personal conversations about books, so personal connections, digressions and open-ended connections, digressions and open-ended questions are welcomed.questions are welcomed.

8. The teacher serves as a facilitator, not a 8. The teacher serves as a facilitator, not a group member or instructor.group member or instructor.

9. Evaluation is by teacher through 9. Evaluation is by teacher through C.O.P. (Conversation, Observation & C.O.P. (Conversation, Observation & Product Development) and student Product Development) and student self evaluations.self evaluations.

10. A spirit of playfulness and fun 10. A spirit of playfulness and fun pervades the room.pervades the room.

11. When books are finished readers 11. When books are finished readers share with their classmates, and then share with their classmates, and then new groups form around new reading new groups form around new reading choices. There is a celebration!choices. There is a celebration!

In order to change we In order to change we must be trained!!!!!must be trained!!!!!

Like teachers, Like teachers, students too must be students too must be trained in the trained in the process. This is the process. This is the most important part most important part of literature of literature discussion groups.discussion groups.

It becomes the It becomes the respectful way of respectful way of getting students getting students ready to run their ready to run their own literature circles.own literature circles.

How do I begin?How do I begin?

1.1. Train first using a whole class novel Train first using a whole class novel approach with “Post It Notes” as approach with “Post It Notes” as they are essential.they are essential.

2.2. Train using response logs which can Train using response logs which can be teacher directed at the be teacher directed at the beginning. beginning.

3.3. Train using short stories, a novel Train using short stories, a novel and use role sheets at the and use role sheets at the beginning.beginning.

Key Steps in the Key Steps in the Training ProcessTraining Process1.1. Explain- let kids hear how this activity Explain- let kids hear how this activity

works and why it is important.works and why it is important.2.2. Demonstrate- provide live or Demonstrate- provide live or

videotaped examples, by kids or videotaped examples, by kids or adults.adults.

3.3. Practice- help kids try out a variety of Practice- help kids try out a variety of approaches.approaches.

4.4. Debrief- ask kids to notice and catalog Debrief- ask kids to notice and catalog effective procedures.effective procedures.

5.5. Refine- provide ongoing training Refine- provide ongoing training through mini lessons and coachingthrough mini lessons and coaching

Overwhelming: Role SheetsOverwhelming: Role Sheets

Some students find the role sheets Some students find the role sheets overwhelming and they struggle to overwhelming and they struggle to finish them. It often takes up one or finish them. It often takes up one or two periods.two periods.

Response Logs are more effective.Response Logs are more effective. Post it Notes are great for capturing Post it Notes are great for capturing

their ideas right after they have read their ideas right after they have read or while reading.or while reading.

Post it Notes seem to feed the discussions with more than enough material to talk about. The great thing about them is that they can be attached to the page and students enjoy reading from them to support their comments. Students are often eager to find out which other children have selected the same passages or spots to talk about. The key being the supporting evidence to share in the discussions.

Mini Lessons to RespondTeachers should model, using think aloud mini lessons the different ways readers can respond to what they read:

Connecting the story to their own life,Asking questions,Picking a favorite part of the story,Making mental pictures,Noticing tricks that the author uses (descriptions, foreshadowing and simile usage are a few)Wondering about words and more

Response LogsResponse LogsWhat can we put in them?What can we put in them?

In brainstorming with my class as to what we can In brainstorming with my class as to what we can write in our response logs. This is what they came write in our response logs. This is what they came up with:up with:

Our Connections Our Connections Our OpinionsOur Opinions Criticisms Criticisms DrawingsDrawings Something it reminded us ofSomething it reminded us of Questions for the authorQuestions for the author Questions about the storyQuestions about the story Reactions to issues in the book Reactions to issues in the book Writing Style of the AuthorWriting Style of the Author

Book Selection Process• First place a collection

of six or seven books of various titles in each group.

• Give students time to browse several books in their groups.

• Have kids take notes about each book before moving on to the next table.

• Students are skimming books for their potential interest.

• Remind the students about reading the first page or two as well as the story summary on the back of the books.

• Select their favorite by placing their names on the sign up sheets for their particular choices book. This process can be energetic and chaotic.

• Some students will select books too difficult for them to read. Have students read a page and perform the 10 finger count. If they make 10 errors on one page students then know it is too difficult for them to read. Select a book which is more appropriate for your level.

Teacher’s Role in the Process

• Book Choices- Looking for a child’s top three rather than just selecting one book. We then have room to make a skillful intervention.

• 10 word error test…..we can then assist with guiding the child to a suitable book.

• The key thing to remember is that students should be reading books they are capable of reading and it must be enjoyable.

• Book clubs are for independent pleasure reading and not skills lessons.

Letter to Home Notifying   Parent Permission Slip (this slip becomes the first

sheet in a student's journal for the novel)

  Dear Parents,   This quarter your student has a choice of novels to read as we

begin small group literature circles. Your student, ____________________________________, has elected to read the novel ____________________________________ . Please discuss this book selection with your student and perhaps visit a library or bookstore to preview the novel. Please sign this permission slip to let me know that you give permission for your son/daughter to read the novel. Sincerely, Teacher's Signature  

Parent Signature: ______________________________ Date: ____________    

Time for Meetings and Reading

• Students should meet a couple of times early into the book to make sure that everyone is on track and well hooked.

• Each group must decide for itself how many pages or chapters to read before agreeing to meet. Students must be given enough material to read in order to discuss ideas in their response logs. A good suggestion is about 25 pages. We refer to this as chunking the text.

Scheduling of Time• Literature Circles are

not spontaneous activity to be announced the day of.

• They require planning, preparation and readiness.

• Students need to meet on a regular, frequent, predictable schedule.

• There is a need for debriefing in the schedule.

Setting a Meeting Calendar and Ending Date

• How long does it take to read a book and how many times on the way through it should they meet with their group?

• For kids from about 4th grade up, who are reading real chapter books, most teachers allow two or three weeks to finish. Anything longer the book drags out and students lose interest.

• Sixth graders need to meet with their groups every two or three days.

• This means about six or seven meetings per book for younger kids and three to five for older kids at the elementary level.

• You want to make sure you schedule some time in between books for sharing when they have finished reading their selection.

• Might be wise to set a common ending date to ensure groups are able to swap members if you are proceeding with another book club.

Sharing Ideas Used by Students

• Poster Advertising the book

• TV/Movie Critic-Style Reviews

• Readers Theatre Performances

• Performance of a lost scene from the book

• A sequel to the storyPersuasive Writing from my students about the Book/Movie Paper Clips

• Read aloud of key passages which were memorable.

• Videotaped commentaries.

• A Time line of the story

• Panel Debate

• Reader on the Street Interview

• Report on the Author’s Life

• A new ending for the book

• A new character for the book

• Collages representing different characters

• A piece of art work, painting, sculpture, poem, mobile, collage, or diorama- interpreting the book.

• An original skit based on a scene from the book

• A new cover for the book

• An advertising campaign for the book

• Diary of a Character

• Letter of recommendation for the book to a librarian.

• Impersonation of a character in costume

• Interview with the author.• Interview with the character• Letters to the character or author• The story rewritten for younger students.• Plans for a party for all the characters for

the book• A song or dance about the book• News broadcast reporting events from the

book• Family tree of a character from the book• Gravestone and Eulogy for a character

• A puppet show about the book

• A board game based on the book

• Background/research on the setting or period

• Have some of your students come up with many more ideas. They will think about their own personal learning styles and produce a product that utilizes their strength areas.

Literature Circle Titles By Author Deborah Ellis Central Theme of

Human Rights• Deborah Ellis• The Breadwinner. Groundwood Books 2000.• A Company of Fools. Fitzhenry & Whiteside 2002.• The Heaven Shop. Fitzhenry & Whiteside 2004.• Looking for X. Groundwood Books 1999.• Our Stories, Our Songs: African Children Talk about AIDS.

Fitzhenry & Whiteside (coming• soon).• Mud City. Groundwood Books 2003.• Parvana’s Journey. Groundwood Books 2002.• Three Wishes: Palestinian and Israeli Children Speak.

Groundwood Books 2004.• Women of the Afghan War. Prager Publishers 2000.• Women for Women in Afghanistan http://www.w4wafghan.ca/

Holocaust Related Books Suitable for Grade 6

• All But My Life: A Memoir by Gerda Weissmann Klein

• The Cage by Ruth Minsky Sender • Anne Frank: The Diary of a Young Girl by Anne

Frank • Number the Stars (Laurel Leaf Books) by Lois

Lowry • Six Million Paper Clips: The Making Of A Childre

n's Holocaust Memorial by Peter W. Schroeder and Dagmar Schroeder-Hildebrand

• After the Holocaust by Howard Greenfeld• Tell Them We Remember: The Story of the

Holocaust by Susan Bachrach • Jacob's Rescue by Malka Drucker and Michael

Halperin • Daniel's Story by Carol Matas• I Am David by Anne Holm and L. W. Kingsland• Always Remember Me: How One Family

Survived World War II by Marisabina Russo • Hidden Child by Isaac Millman • Anne Frank by Josephine Poole and Angela

Barrett

Thought Provoking Quotes

• "Readers must analyze and think, producing their own understanding, not simply remember information provided by teacher or textbook." --Robert E. Probst, 1994, English Journal

  • "Writing is both a process of doing critical

thinking and a product communicating the results of critical thinking." --John Bean, 1996, Engaging Ideas