Literacy Circles Adapted Literature Circles and Guided

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Literacy CirclesAdapted Literature Circles

• andGuided Literacy
• Sharon Dwyer 2001

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Guided Literacy

• Literacy circles are largely derived from an
  American text
• Literature Circles- Voice and Choice in the
  Student Centred Classroom by Harvey Daniels
• A Practical Guide to Literature Circles by
  authors unknown in two Logan City schools has
  been the basis of the development of Literacy
  Circles
• Literacy Circles combine traditional ideas in the
  reading process along with the contemporary
  methods involving the four roles of a reader and
  Community texts

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Literature Circles

• Traditionally Literature Circles are formed
  around several peoples shared interest in
  reading the same book

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Literacy Circles

• Using the format of the Literature Circle,
  Literacy Circles are an adapted process using
  community texts- magazines and newspapers, along
  with both fiction and non-fiction texts

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Why Use Literacy Circles

• Development of group cooperation and negotiation
• Allows for independence whilst developing
  literacy skills
• Student ownership of learning
• Use of contemporary texts
• Opportunity for teacher observation
• Development of higher order thinking
• Purpose
• Individual responsibility to a group
• Group decision making

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The Four Roles of a Reader and Literacy Circles

• Code Breaker- patterns and conventions with
  graphophonics and punctuation
• Text Participant- making meaning, comprehension
  and cultural influences on the text
• Text User- functional use of the text- what am I
  and others going to do with this text
• Text Analyst- Whos writing this, who for and
  what effect does this text have on me

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Roles of the Readerin Literacy Circles

• Discussion Director
• Literary Luminary/ Passage Picker
• Artful Artist/ Illustrator
• Vocabulary Enricher/ Word Finder
• Summarizer
• Travel Tracer
• Connector
• Investigator

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Teacher and Facilitator

• After the development of understanding of the
  roles the teacher acts as facilitator
• Opportunity to develop group discussion skills
• Encourage higher order thinking
• Observe areas for further skill development

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Texts

• Magazines- eg Deadly Vibe, Literacy Place
  student magazines
• Newspapers- eg articles on Federation and the
  Goodwill Games, The Albert and Logan News etc
• Novels
• Non-fiction texts

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Discussion DirectorText Analyst

• Develop questions associated with the text for
  group discussion
• Usually open ended
• Purpose of the text- Why is written or why is it
  written in a certain way
• What effect did the text have on the reader

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Literary Luminary/ Passage PickerText
Participant

• Find special sections of text to share
• Examples of good writing

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Vocabulary Enricher/ Word FinderCode Breaker

• Define important words
• Development of dictionary skills
• Root and base words
• Pronunciation
• Adds to the meaning

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Artful Artist/ IllustratorText Participant

• Draw pictures related to the text
• characters
• settings
• Doesnt rely on artistic skills

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SummarizerText Participant

• Using key words or events prepare a summary
• Development of notemaking skills and summarizing
  for research

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Travel TracerText User/ Text Participant

• Change of settings
• Timeline

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ConnectorText Participant

• Make connections between the reading and world
  and their own lives

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Investigator

• Dig up some background information
• Author, illustrator, journalist
• Magazine, book
• Featured person, characters
• Events
• Related articles

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The Literacy Circle

• Cooperative learning
• Responsibility to group
• Discussions about texts
• Purpose for reading
• Self-regulating through daily assessment of tasks
  and discussion

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Assessment

• Observations
• Phase C, D and E Developmental Continua in
  Reading, Writing, Spelling and Oral Language
• Learning Logs
• Self and Peer Assessment
• Reading Interviews