nonfiction literature circles cathy chenoweth. background 5 th grade language arts & social...
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Nonfiction literature circlesCathy Chenoweth
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Background5th grade Language Arts & Social StudiesGifted programWhat that means and why it
matters
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The problemLower informational text
scores on OAA Expectation to increase rigorDemand for more nonfictionDesire to combine standards-
maximize time and learning Expectation to differentiate
instruction
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QuestionWhat was working for my
students with literary text?
How could I translate that success into informational text?
Could nonfiction literature circles be part of the solution?
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Foundational belief: Discussion increases comprehension
Vygotsky’s Social Development theory
Mountains of studies (18,000,000 google results in a quarter of a second)
Junior Great Books foundation
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Junior Great BooksShared inquiry discussions about short
stories and traditional literature“distinctive method of learning in which
participants search for answers to fundamental questions raised by a text
“promotes thoughtful dialogue and open debate”
helps students “gain experience in communicating complex ideas and in supporting, testing, and expanding their own thoughts”
(Great Books Foundation)
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Data from my classroom:
Discussion improves comprehension
Talking to my classmates about text
helps me un-derstand it a lot better. ,
51.1
Talking to my classmates about text
helps me un-derstand it a little better.;
44.7
It does not matter if I talk to my class-
mates about text. ; 2.1
Talking to my classmates about
text makes it harder to understand the
text.; 2.1
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Definition of Literature Circles
Harvey Daniels:"small, peer-led discussion groups who have chosen to read the same story, poem, article, or book”
Based on adult book clubs
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My nonfiction literature circle criteria
student led discussion groupsbased on informational textwith an element of student
choice(group, text, product)
Goal= connect to social studies standards
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Topicsancient Maya, Aztec, and Inca
civilizations different American Indian cultural groupsEuropean exploration and colonizationvarious geographical regions in the
Western Hemispherethe interaction between humans and the
environmentdifferent types of governments the effect of public issues on citizens in
the United States
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1. Teach structure
Be explicit and intentional with instruction
Start small with easy fiction textsAdd steps in process individuallyRepeat often, especially at the
beginning
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Our structure:Encounter text once on their ownReread text using harvest
strategyPrepare harvest strategy for
discussionParticipate in group discussionRevisit, apply, reflect
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2. Teach and use harvest strategies
Daniels’ definition of “harvest strategies”:
Way to “capture their responses as they read and bring to the discussion their questions, connections, feelings, judgments, words, phrases, and doodles”
“inventory of different ‘takes’ on the text, hopefully enough ideas to sustain an extended conversation”
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Harvest strategies we usedSentence starters: I thought… I
noticed… I wondered… what if… Charts- connections/ questions/
new understandingsAnnotating or coding the textGenerating list of questionsPost it notesGraphic organizers- skill or content
specificFocus question
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My students’ thoughts about harvest strategies“I like to not have a mind full of
questions while reading so writing them down helps me be able to concentrate more on reading and comprehending the text.”
“When I annotate the text it helps me pick out the important stuff, which helps me figure out what to say in the discussion.”
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“The questions are the most important because if I don't understand something I can get help from my group.”
“If I just go back to what I annotated, I can sometimes answer a question another group member had.”
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3. Choose “discussable” textsDaniels’ definition of “discussable”
nonfiction texts:content that is important or engaging;people we can care about;a narrative structure or chronological
line;places we can visualize; danger, conflicts, risks, or choices; value, moral, ethical, or political
dimensions;some ideas that reasonable people can
debate, dispute, or disagree about
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My experience with choosing texts
Difficult enough content or reading level to spur discussion
Enough background knowledge to make sense of text
Debatable issuesMeaningful real world application**Hardest, most time consuming
part of process- finding good quality texts
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Different types of textsMagazine articlesNewspaper articlesBlog postsOpinion columnsMapsCharts and graphsPrimary source materialsVideos
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4. Develop rules
Class can create togetherPost on wallRefer to them each groupFishbowl experience- artificial or
organic
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My classroom:
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Our class guidelines:
1. Prepare for discussion.2. Stick to the common text.3. Use text evidence to connect your
ideas to text.4. Build on others' ideas.5. Speak directly to classmates in
group.6. The leader will only ask questions.7. Monitor your own participation.8. Expect your thinking to change.
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5. Provide opportunity for student reflection
About process overallAbout their own participation
individuallyTeacher records used in
conferences as needed
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6. Control student choiceComplete choice= unbalanced
groups
Someone needs to “push the thinking”
Use a variety of ways to form groups
Some element of choice involved but “controlled choice”
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Data about forming groups:
26%
36%
38%
Preferred Ways of Forming Groups
Student choiceTeacher choiceRandom choice
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Student comments about choice
“If groups are chosen randomly, you're always with someone different which means there will be new ideas.”
“We work together better when Mrs. C. chooses the groups because if we choose the groups ourselves we will group up with our buddies and talk about stuff that is off topic.”
“You feel more comfortable talking with people that you are closer with. You don't feel like they will judge you on your answer.”
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7. Vary format while keeping process routine
One group discussing while others work on something else (fishbowl)
Socratic seminar (fishbowl)All groups discussing at the same timeSilent whole class discussions
(tablecloth or clipboards)Short text (one session) or longer text
(over period of time)
Still same process with text
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8. Create a productKeeps groups focusedExamples:Identify- main idea, text
structure, argumentsCreate- brochures, speeches,
papers, outlines, graphic organizers
**Answer focus question again and explain how answer changed
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9. Teacher facilitates“Sometimes I feel that we are not
getting the right information on our own.”
“She usually helps me to understand more clearly and she brings up a question for us to discuss which we usually talk about for a really long time.”
“She can understand what we are saying better and maybe translate it to other kids who don't get what we are trying to say.”
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Student data
is involved in our discussions
87%
is not involved in our discussions
13%
I like it better when Mrs. C.___
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Results of nonfiction literature circles
Before After0%
10%
20%
30%
40%
50%
60%
15%
50%
Students who enjoyed reading social studies texts
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Results of nonfiction literature circles
Before After0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
14%
40%
Students who felt confident reading social studies texts
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OAA scores improved:Above proficient with informational text
2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
90%
60%
84%
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Resources: Daniels, Harvey . "Expository Text in Literature Circles." Voices in the
Middle 9.4 (2002): 7-14. http://www.ncte.org. Web. September 7, 2012. Daniels, Harvey. Literature circles: voice and choice in book clubs and
reading groups. 2nd ed. Portland, Me.: Stenhouse Publishers, 2002. Print. Daniels, Harvey. "What's the Next Big Thing with Literature Circles?."
Voices From the Middle 13.4 (2006): 10-15. http://www.ncte.org. Web. September 7, 2012.
The Great Books Foundation. Junior Great Books program, 1995-2013 Harvey, Stephanie, and Harvey Daniels. Comprehension & collaboration:
inquiry circles in action. Portsmouth, NH: Heinemann, 2009. Print. Noe, Katherine L. Schlick, and Nancy J. Johnson. Getting started with
literature circles. Norwood, Mass.: Christopher-Gordon Publishers, 1999. http://www.litcircles.org. Web. November 29, 2012
Wilfong, Lori G. "Textmasters: Bringing Literature Circles to Textbooks Reading Across the Curriculum." Journal of Adolescent and Adult Literacy 53.2 (2009): 164-171. www.ebscohost.com. Web. 7 Sept. 2012.