Literature Circles

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Literature Circles
Literature Circles

• Roles Responsibilities
• Vs
• Book Talks

Roles Responsibilities VS Book Talks
Kevin Linden Brookland Elem.
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What Are They?

• Literature Circles are small, peer led discussion
  groups whose members have chosen to read the same
  story, poem, article or book.
• When they are finished they usually share their
  highlights with a wider community.

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Independent Reading Time

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

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Greater Expectations

• We are now asking kids to engage text at higher
  levels of thinking
• drawing inferences, forming hypotheses, making
  judgments, and supporting conclusions about what
  they read.

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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

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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.

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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.

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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.

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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.

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Benefits of Role Sheets

• Teachers feel the control of the group.
• Students are led in the role suitable for their
  learning styles.
• Students are directed in learning situation which
  they are not accustomed to.
• Teachers hold students accountable for the work
  assigned or selected.
• Helps with a focus for the students.

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Role Sheet Backfire Syndrome

• Frequently asked questions by many teachers are
• Why are my kids 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?

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Eleven Key Ingredients for Successful Literature
Circles

• Students choose their own reading materials.
• Small temporary groups are formed based on book
  choice.
• Different groups read different books.

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• 4. Groups meet on a regular predictable schedule
  to discuss their reading. Kids must be given
  enough to read before encouraging the discussion.
• 5. Kids use written or drawn notes to guide both
  their reading and discussion.
• 6. Discussion topics come from the students. You
  may intervene with ideas, but the ultimately
  choose.
• 7. Groups meetings aim to be open, natural
  conversations about books, so personal
  connections, digressions and open-ended questions
  are welcomed.
• 8. The teacher serves as a facilitator, not a
  group member or instructor.

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• 9. Evaluation is by teacher through C.O.P.
  (Conversation, Observation Product Development)
  and student self evaluations.
• 10. A spirit of playfulness and fun pervades the
  room.
• 11. When books are finished readers share with
  their classmates, and then new groups form around
  new reading choices. There is a celebration!

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

• Like teachers, students too must be trained in
  the process. This is the most important part of
  literature discussion groups.
• It becomes the respectful way of getting students
  ready to run their own literature circles.

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How do I begin?

• Train first using a whole class novel approach
  with Post It Notes as they are essential.
• Train using response logs which can be teacher
  directed at the beginning.
• Train using short stories, a novel and use role
  sheets at the beginning.

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Key Steps in the Training Process

• Explain- let kids hear how this activity works
  and why it is important.
• Demonstrate- provide live or videotaped examples,
  by kids or adults.
• Practice- help kids try out a variety of
  approaches.
• Debrief- ask kids to notice and catalog effective
  procedures.
• Refine- provide ongoing training through mini
  lessons and coaching

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Overwhelming Role Sheets

• Some students find the role sheets overwhelming
  and they struggle to finish them. It often takes
  up one or two periods.
• Response Logs are more effective.
• Post it Notes are great for capturing their ideas
  right after they have read or while reading.

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• 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.

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Mini Lessons to Respond

• Teachers 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

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Response LogsWhat can we put in them?

• In brainstorming with my class as to what we can
  write in our response logs. This is what they
  came up with
• Our Connections
• Our Opinions
• Criticisms
• Drawings
• Something it reminded us of
• Questions for the author
• Questions about the story
• Reactions to issues in the book
• Writing Style of the Author

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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.

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• 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.

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Teachers Role in the Process

• Book Choices- Looking for a childs 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.

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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 ____________    

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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.

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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.

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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.

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• 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.

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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 story

Persuasive Writing from my students about the
Book/Movie Paper Clips
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• 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 Authors Life
• A new ending for the book
• A new character for the book
• Collages representing different characters

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• 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

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• 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

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• 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.

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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.
• Parvanas 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.w4wafgha
  n.ca/

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

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• 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

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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