Educators’ Network

Reading:

The Key Element in Academic Achievement

Literature Circles

BySarah Pickles

March 31st 2012Lincoln Community School,

Accra, Ghana

Today I wanted to give you an overview of the benefits of using Literature Circles, talk about how I personally use them as part of my reading program at LCS, and get you thinking about and how you can use them in your classroom and in your school.

In this handout you will find copies of some of the resources I use in my Grade 4 class. I hope you find them useful.

Bibliography:

Noe, Katherine L. Schlick, and Nancy J. Johnson. Getting Started with Literature Circles. Norwood, MA: Christopher-Gordon, 1999. Print.

Day, Jeni Pollack. Moving Forward with Literature Circles: How to Plan, Manage, and Evaluate Literature Circles That Deepen Understanding and Foster a Love of Reading. New York: Scholastic Professional, 2002. Print.

You can find more out about me and my teaching at the following sites:

www.sarahpickles.com

www.disting.blogspot.com

www.twitter.com/picklennium

Thanks for coming to the workshop! Happy reading!

Appendices

Appendix 1: Letter to Parents about Literature Circles

Appendix 2: Literature Circle Jobs

Appendix 3: Assessing Literature Circles

Appendix 4: Literature Circle Self Evaluation

Appendix 5: Literature Circles Reflection

Appendix 6: Discussions Elements

Appendix 7: What makes Literature Circles work?

Appendix 8: Focus Lessons

Appendix 9: Assessing Literature Circles

Appendix 1: Letter to Parents about Literature Circles

Dear Fourth Grade families, We are now ready to begin Literature Circles in Grade 4. As a class we have been using our read alouds to begin looking at different ways to discuss and respond to texts. As a class have been reflecting on characters, connecting with, critically thinking about, as well as asking questions about the texts. The children are now ready to apply all they have learnt and to participate and lead their own book discussions.

Literature Circles are a forum for students to read, discuss and respond to literature at their independent reading level. Literature Circles are a great chance for all students to share their ideas, experiences and interpretations. The children have been split up in to discussion groups, according to their independent reading level. The class will have a time limit e.g. 4 weeks, in which they have to finish their book. Each group will decide how much they have to read for each session. For now, the children will take it in turns to have certain jobs for home learning to prepare then for their group discussions. These jobs are:

connector character detective discussion director word wizard

(Detailed descriptions of the jobs are in their Literature Circle notebooks and on the class webiste)

The groups will meet every Tuesday and Thursday morning and they should come having completed their reading and their job (i.e. if they get their new job and reading on Tuesday, they must complete it for Thursday). The reading response homework should work as a spring board for their group’s discussions.

The classes have come up with some essential agreements to ensure Literature Circles run smoothly.

Everyone should: complete their home learning and bring it in on time participate fully in the discussion be open minded and listen to others’ ideas be ready in 1 minute to start bring in their text and Literature Circle journal only read up to the page agreed upon encourage the others in the group keep the noise level down

The children will be assessed not only on their home learning but also on their contribution to the discussion.

Thank you for your support and assistance! We look forward to many discussions this year that will expand and improve our love of reading as well as help us become critical thinkers.

Regards,

Sarah Pickles

Appendix 2: Literature Circle Jobs

Discussion Director

Your job at home is to develop a list of questions that your group might want to discuss about this part of the book. Your task is to help people talk over the big

ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You may also use some of the general questions below to develop topics for your group.

Sample questions:

What was going through your mind while you read this?How did you feel while reading this part of the book?

What was discussed by the characters in this part of the book?Can someone summarize briefly?

Did today’s reading remind you of any real-life experiences?What questions did you have when you finished this section?

Did anything in this section of the book surprise you?What are the one or two most important ideas?

Predict some things that you think will happen next.

Word Wizard

Your job is to be on the lookout for 4 or 5 especially important words or phrases in today's reading. Look for words that are:

* strange* funny

* interesting* hard

* puzzling* new

* different

Write down the word or phrase, the page number that it’s on & why you chose it. Then write down their definitions of the words as well.

When your group meets, help your classmates talk about the words you have chosen

Connector

principledwhen she thinks it’s not right for Karl to contact his Dad without his mum knowing

Clarice Bean

Your job at home is to find 2 or 3 connections between the book your group is reading and the world outside. This means connecting the reading to:

* your own life * happenings at school or in the neighborhood* other books or stories * similar events at other times and places* other people or problems * other writings on the same topic* other writings by the same author

Character Detective

Your job at home is to think about one of the main characters’ personality. Make a mind map about one of the main characters in your book. In the first bubble write one of his/her

character traits (e.g. principled). In the next bubble give a specific example of the character demonstrating this in the section of the book you were reading. Give at least 4 different character traits.

Extra Jobs

Summarizer

Your job is to prepare a brief summary of today's reading. Your group discussion will start with your 1-2 minute statement that covers the key points, main highlights, and general idea of today's reading assignment.

Travel Tracer

When you are reading a book in which characters move around often and the scene changes frequently, it is important for everyone in your group to know where things are happening and how the setting may have changed. So that's your job: to track carefully where the action takes place during today's reading. Describe each setting in detail, either in words or with an action map or diagram you can show to your group. You may use the back of this sheet or another sheet. Be sure to give the page locations where the scene is described.

Appendix 3: Assessing Literature Circles

Literature Circle Self EvaluationPreparation

Literature Circle Discussions LOW HIGH

I helped my group get started in one minute 1 2 3 4 5

I helped keep the noise level in class low 1 2 3 4 5

I was an active listener 1 2 3 4 5

I encouraged my group 1 2 3 4 5

I stayed on task and didn’t goof around 1 2 3 4 5

I shared my job with the rest of my group 1 2 3 4 5

I responded to someone else’s comments 1 2 3 4 5

Literature Circle Home Learning Rubric0 1 2 3

Content

Task is not

completed or not brought to school

on the day it is

due.

Job is partially done, but not according to the job description.

All parts of the job (according to the job description) are completed but minimal detail is given.

All parts of the job (according to the job description) are completed and a lot of detail is given.

Mechanics(spelling,

punctuation, capitalization, subject -

verb agreement)

Assignment contains a lot of mechanical errors.

Job/title date are missing (2 of the 3)

* Presentation and/or handwriting is sloppy/unreadable/not done in cursive.

Assignment contains some mechanical errors.

Either the job or the title or the date is missing.

* Presentation & handwriting are readable but messy.

Assignment contains few, if any, mechanical errors.

Job, title and date are all written.

* Presentation & handwriting are neat.

Content score: _________ Mechanics score: ____________

Teacher’s comment:

I read up to page ----------and not ahead yes no

I completed my job according to the job description yes no

Appendix 4: Literature Circle Self Evaluation

Literature Circle Self Evaluation Date:

Preparation yes no

I read up to page _______ and not ahead.

I completed my job according to the job description and it shows 100% effort.

I brought my notebook and my book.

Literature Circle Discussions

(5 = super! wow!, 1=eek, not at all good)

Think about the following statements before giving yourself an overall score for today’s

sessions.

1 2 3 4 5

a) I was an active, open minded listener.

b) I encouraged my group.

c)I stayed on task and didn’t goof around.

d)I shared my job with the rest of my group.

e)I participated in the discussion and gave 100%.

Literature Circle Peer Evaluation

Using the above statements, give the other members of your group a score for today’s session. Feel free to explain more if necessary.

Name: 1 2 3 4 5

Name: 1 2 3 4 5

Name: 1 2 3 4 5

Name: 1 2 3 4 5

Teacher’s comment:

Appendix 5: Literature Circles Reflection

What do you like about Literature Circle discussions?

Would you use them if you were a teacher?

How might you do them differently?

What do you think your teacher wants you to learn from Literature Circle discussions?

What have you learned recently from Literature Circle discussions? What would you like to learn next?

Are there any books you particularly enjoyed reading and discussing? Why did you like them?

Are there any books you particularly did not enjoy reading and discussing? Why did you not like them?

Are there any people you especially like having in your group? Why? What do like discussing with them?

Appendix 6: Discussions Elements

Taken from,”Getting Started with Literature Circles’.

Appendix 7: What makes Literature Circles work?

What makes Literature Circles work?

Discussion elements Looks like Sounds LikeFocused on discussion Eyes on speaker

Hands emptySit upMind is focusedFace speaker

Speakers voice onlyPaying attentionAppropriate responsesVoices lowOne voice at a time

Active Participation Eyes on speakerHands to yourselfHands emptyTalking one at a timeHead nodding

Appropriate responsesFolow off others’ ideasNice commentsPositive attitude

Asking Questions for Clarification

Listening Hands empty

Positive, nice questionsPolite answers

Piggybacking Off Others’ Ideas

ListeningPaying attention

Positive, nice talkingWait for people to finish

Disagreeing constructively

Look at the speakerNice face nice looks

Polite responsesLet people finish talkingQuiet voicesNo put downs

Active listening Paying attentionHands emptyLooking at the speaker

QuietSpeaker’s voice only

Taking turns to let others speak

One person talkingAttention on speaker

On evoice

Supporting Opinions with Evidence

Use the book and fromBe prepared

Piggybacking off othersHelp others find evidenceOne voiceLet people finish talking

1. Remember to bring your book to class every day.

2. Remember to complete your job for homework.

3. Always listen to people when they are talking to you, reading aloud, or when they read instructions so that you know what to do for homework.

4. You should cooperate even when you disagree.

5. Stay focused on the book and the discussion. Do not have side conversations or let your attention wander.

6. Keep eye contact when someone is speaking.

7. Speak clearly and loud enough for the group to hear, but not so loudly that you distract other groups.

8. Sit in a circle the same height.

Always remember to have FUN!

Appendix 8: Focus Lessons

Focus Lesson Date Date DateHow to choose a bookHow to start a discussion quicklyHow to listen attentivelyHow to keep a

conversation goingRole of group memberWhat to write in response journalWhat to do when you don’t understandWhat to do when your group finishesHow to mediate conflictsHow to spice up lagging discussion

Taken from, ‘Getting Started with Literature Circles’. pg.88

Appendix 9: Assessing Literature Circles

Moving Forward with Literature CirclesUnderstanding of Literature DiscussionDo the students know what types of things to talk about? Is there trouble beginning a discussion or picking a new topic? (What do we talk about?”)Do the students articulate what confuses them? (I didn’t understand why the character chose to return home”)Do the students theorize about confusing them? (“I wonder if it means that she was sorry for what she had done?”)Do the students give evidence from the text for their opinions and evaluations? (“It says right there in the book that she was afraid.”) What type of evidence do they give? Is it based on their own experiences or the text for something else? (“I would never do that if that happened to me

Can the students talk about who else might like the book? (“My little sister would like this book better than I did.”Do the students try to understand the book from others’ perspectives, such as the author or main character? (“I think the author was making a point about how tough life was back then.” “I don’t like that the main character joined a gang, but I guess he felt he had to.”) Student InteractionDo the students respond to each other’s ideas? What are their responses like? Do they agree or disagree with each others’ ideas? (“I agree tat she was selfish , but I think she had reasons for being a brat. It wasn’t her fault.”)Are the students willing to disagree? How do they go about disagreeing if they do? )” I don’t think that’s right. I think she had a good reason for being mean to her sister.”)Are the students willing to share tentative ideas, things they haven’t thought through completely? (“I ‘v e been wondering if that wasn’t because things were different then…well not different completely, but…do you know what I mean?”Do the students ask questions of others? What types of questions do they ask? (“Did you like the book, Ryan?” What do you think the characters should have done?”)How does student participation change in different groups?Critical thinkingAre the students willing to reconsider ideas in light of new evidence? What do students do when presented with conflicting evidence?(“That’s a good point…I forgot that she had made the promise to her friend.”)

Do the students actively theorize about the world or are they dependent on others to tell them the right answers? (“Well it might be that…..” as opposed to “I don’t know. What do you think?”Are the students willing or hesitant to disagree with sources of authority? (“I don’t care f the book says …..”as opposed to “Well, the book says so…so it must be true.”)Does the student see others as sources of expertise on which to draw? (“Let’s ask Drew. He knows a lot about baseball.”)When the students give reasons for their opinions, are those reasons internal (“That doesn’t fit my experience”) or are they external, depending on outside authorities., including their parents, their peers their friends, the book, or other adults? (“My teachers last year said it means this.”)Do the students look for multiple explanations or does one suffice? (“He joined the army for excitement… or maybe he felt he had to join the army to help his sister…or maybe he wanted to get out of his terrible home situation.”)Literary Content KnowledgeWhat content knowledge do students use? Do they use terms such as character, setting , tone, theme, foreshadowing? Do they talk about terms without having a name for them?Do students notice the sound and feel of language? Do they attend to devices such as metaphor and simile and how they help them enjoy a book?