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Title: Literature Circles


1
Literature Circles
Literature Circles
  • Roles Responsibilities
  • Vs
  • Book Talks

Roles Responsibilities VS Book Talks
Kevin Linden Brookland Elem.
2
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.

3
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.

4
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.

5
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

6
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.

7
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.

8
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.

9
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.

10
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.

11
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?

12
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.

13
  • 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.

14
  • 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!

15
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.

16
How do I begin?
  1. Train first using a whole class novel approach
    with Post It Notes as they are essential.
  2. Train using response logs which can be teacher
    directed at the beginning.
  3. Train using short stories, a novel and use role
    sheets at the beginning.

17
Key Steps in the Training Process
  1. Explain- let kids hear how this activity works
    and why it is important.
  2. Demonstrate- provide live or videotaped examples,
    by kids or adults.
  3. Practice- help kids try out a variety of
    approaches.
  4. Debrief- ask kids to notice and catalog effective
    procedures.
  5. Refine- provide ongoing training through mini
    lessons and coaching

18
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.

19
  • 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.

20
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

21
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

22
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.

23
  • 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.

24
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.

25
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 ____________    

26
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.

27
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.

28
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.

29
  • 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.

30
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
31
  • 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

32
  • 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

33
  • 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

34
  • 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.

35
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/

36
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

37
  • 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

38
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
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