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Literature Circles, Grand Conversations, Book Clubs

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Title: Literature Circles, Grand Conversations, Book Clubs


1
Literature Circles, Grand Conversations, Book
Clubs
  • These are all terms for literary discussions in
    which students play a directing role
  • These are structured discussion groups
  • These grew out of 2 understandings from
    educational theory 1st. language use is
    fundamental to thinking- begins in social
    interactions and 2nd use authentic text

2
Literature Circles, Grand Conversations, Book
Clubs
  • Literature provides a vehicle for exploring
    culture and society
  • School-based literacy education should prepare
    students to live and work in a diverse society
  • Narrative plays a central role in understanding
    and sharing our understandings with others.

3
How do they work?
  • Students all read the same text (in groups)
  • The text genre can vary (short story, novel,
    textbooks, brochures, internet documents)
  • Texts which evoke more than one interpretation
    or connection are usually more successful
  • Everyone is free to offer comments and questions

4
How do they work?
  • The structure comes from the role group members
    perform
  • group members are encouraged to address
    comments/questions to each other

5
Role of the teacher
  • The teacher is a model. The teacher speaks as one
    seeking insights.
  • The teacher helps students to participates in
    conversations
  • The teacher helps move the conversation forward
  • The teacher supports literary learning by
    supplying students with concepts and terms

6
Possible Students Roles in Book Club or Grand
Conversations or Literacy Circles
  • Quotation-finder
  • Investigator
  • Travel-tracer
  • Connector
  • Question-asker

7
Possible Students Roles in Book Club or Grand
Conversations or Literacy Circles
  • Word finder
  • Checker
  • Character Interpreter
  • Illustrator
  • Recorder
  • Reporter

8
Suggestions for the roles
  • Teach each role to the whole class
  • Encourage student to ask questions from the
    perceptive of their role
  • Choose only the most useful roles for a
    particular discussion
  • Rotate students through the roles

9
  • Book Club
  • 4 components community share, reading, writing,
    and book club
  • Interwoven to support students who are learning
    to read, respond to and to discuss literature in
    student-led discussion groups.

10
Book Club
  • Community Share teacher-led whole group
    activity introducing students to elements of
    literature
  • Reading independent, supported, buddies,
    audiotape listening
  • Writing daily response in student log to help
    with discussion
  • Book Club student-led discussion groups
  • Closing community share to share ideas from
    the small book club groups

11
Literacy Block
  • Focus is teacher
  • direct instruction i.e. guided reading, skill
    teaching
  • practice of skills and strategies (independently
    at centers or at students desks).

12
Mon. Tues. Wed. Thurs. Fri.Teacher
Daily Read-Aloud
  • BOOK CLUB
  • Opening community share (5-15 mins.)
  • Reading (10-20 mins.)
  • Writing (10-15 mins.)
  • Book clubs (5-20 mins.)
  • Closing community share (5-20 mins.)
  • LITERACY BLOCK
  • Guided reading groups
  • Skill centers
  • WWW searchers
  • Journaling
  • Unit work/Writers Workshop

13
Tips for Organizing for Literacy Instruction on
the Web
  • http//coe.sdsu.edu/people/jmora/LiteracyFramewor
    k/
  • http//learnweb.harvard.edu/2821/index.htm
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