Uvalde literature circles

Download Uvalde literature circles

Post on 21-Aug-2015

23 views

Category:

Education

1 download

Embed Size (px)

TRANSCRIPT

<ol><li> 1. Literature Circles in the Classroom: What? Why? and How? </li><li> 2. Why Literature Circles? Choice, independence, personal investment Collaborative learning Differentiation, independent reading levels Lifelong readers Empowered and literate citizens Source: Mini-Lessons for Literature Circles by Harvey Daniels and Nancy Steineke, p. 3 </li><li> 3. Literature Circles 101 Students choose their own reading materials Small groups (3-6 students) are formed, based upon book choice Note: 4-5 students per group is ideal Grouping is by text choices, not by ability or other tracking Different groups choose and read different books Groups meet on a regular, predictable schedule to discuss their reading Source: Mini-Lessons for Literature Circles by Harvey Daniels and Nancy Steineke, pp. 3-4 </li><li> 4. Literature Circles 101 Students write notes that help guide both their reading and discussion Discussion questions come from the students, not teachers or textbooks Personal responses, connections, and questions are the starting-point of discussion A spirit of playfulness and sharing pervades the room Source: Mini-Lessons for Literature Circles by Harvey Daniels and Nancy Steineke, p. 4 </li><li> 5. Literature Circles 101 Teacher-led mini-lessons serve as bookends, before and after literature circle meetings The teacher does not lead any group; s/he is a facilitator, fellow reader, and observer When books are finished, groups share highlights of their reading with the classmates through presentations, reviews, dramatizations, book chats, or other media Assessment is by teacher observation and student self-evaluation Source: Mini-Lessons for Literature Circles by Harvey Daniels and Nancy Steineke, p. 4 </li><li> 6. Preparing Students for Literature Circles </li><li> 7. Practice Asking Good Questions and Discussing Texts Read Eleven by Sandra Cisneros Jot down 2 or 3 questions that would be interesting to discuss with your partner Write each question on a separate sticky note and place on text where you thought of it Create a T-chart for Lead Questions and Follow-Up Questions Trade T-chart papers with your partner Adapted from Reading and Writing Together: Collaborative Literacy in Action, Literature Circles: Getting Them Started and Keeping Them Going by Nancy Steineke, pp. 130-131 </li><li> 8. Important Tip: Demo these next steps for your students! </li><li> 9. Practicing Asking Lead and Follow-Up Questions 1. Partner A reads his/her question aloud and hands the sticky note to partner B who places it in the Lead Questions column 2. Partner B answers the question 3. Based on partner Bs answer, partner A asks a follow-up question 4. Before answering, partner B writes the follow-up question in the Follow-Up Questions column next to the sticky note 5. Repeat steps 3 and 4 two or three more times 6. Switch roles so that Partner B starts the next round with a Lead Question 7. Repeat until all Lead Questions have been asked and discussed Adapted from Reading and Writing Together: Collaborative Literacy in Action, Literature Circles: Getting Them Started and Keeping Them Going by Nancy Steineke, pp. 130-131 </li><li> 10. What Kinds of Questions Work Best? With your partner, identify the lead question that produced the most extended and interesting discussion Share your best questions Discuss: What kinds of questions work best? Adapted from Reading and Writing Together: Collaborative Literacy in Action, Literature Circles: Getting Them Started and Keeping Them Going by Nancy Steineke, pp. 130-131 </li><li> 11. Your Turn: What Kinds of Questions Work Best? Open-ended Related to our personal lives, experiences Makes connections to rest of text, between elements of the text Examines authors purpose or elements of style Makes predictions, draws conclusion, inference Could be directly found in the text </li><li> 12. What Kinds of Questions Work Best? They make you think. Theres more than one possible answer. It makes you fill in details from your imagination. It brings up a controversial idea. It makes you notice something you didnt before. It makes you see something in a different way. Source: Reading and Writing Together: Collaborative Literacy in Action, Literature Circles: Getting Them Started and Keeping Them Going by Nancy Steineke, p. 131 </li><li> 13. Getting Literature Circles Started </li><li> 14. Before You Begin Choose 5 or 6 titles (have 6 copies of each) according to a common theme, genre, or author Books should be similar in length/number of chapters Books may include various reading levels to meet the goals of differentiated instruction Familiarize students with different roles Have students practice asking good questions and discussing texts </li><li> 15. Day One Teacher presents selected books: book talks, read alouds Students preview books: book pass Students fill out choice slips with 1st, 2nd, 3rd choices Arrange groups, prepare role sheets, assign roles for day two </li><li> 16. Day Two Assign groups and roles in each group Discuss what will be done each day: Students should come prepared with reading and completed role sheets Groups will meet and discuss led by discussion director Questions? Give students schedule of reading assignments Students spend rest of class reading silently </li><li> 17. Day Three Review what will be done each day Groups meet to discuss and share their roles Students come together as a whole class; discussion directors share short summary of something significant that was discussed Teacher reviews reading and role assignments for the next day </li><li> 18. Day Four Questions, concerns, clarifications? Repeat process from Day Three Following days are same as Day Four </li><li> 19. Literature Circle Roles Discussion Director/Discussion Leader Illustrator/Sketcher Summarizer Connector/Conflict Connector Investigator/Fact Finder Wordsmith/Word Wizard/Word Master/Word Finder/Word Watcher/Vocabulary Enricher/Vocab Detective Illuminator/Literary Luminary/ Passage Master/Quotation Seeker Geographer/Travel Tracer/Story Mapper </li><li> 20. Literature Circle Roles Role Discussion Director Connector Illustrator Vocabulary Enricher Literary Luminary Reading Strategy Asking questions Making connections Visualizing Determining importance Noticing authors craft </li><li> 21. Class Schedule for Literature Circles 5-10 minutes Opening/Mini-Lesson 20-25 minutes Groups Meet to Discuss 5-10 minutes Debrief/Closing Source: Mini-Lessons for Literature Circles by Harvey Daniels and Nancy Steineke, p. 12 </li><li> 22. Mini-Lessons for Literature Circles Role Sheets Reading Logs/Journals Post-Its Bookmarks Coding/Annotating the text Written Conversation Exit Slips Save the Last Word for Me (works well for Literary Luminary, Vocabulary Enricher, and Illustrator) </li><li> 23. Save the Last Word for Me Preparation Underline or highlight a line in the text that stands out to you Jot down a comment or two about the text your highlighted </li><li> 24. Save the Last Word for Me Discussion When it is your turn to share, tell your group where your selection can be found (page, paragraph number), then read the text aloud Dont comment yet! Listen to the others respond to the text you read aloud You have the last word to respond You can either connect with what others said or just share your initial thoughts </li><li> 25. Keeping Literature Circles Going </li><li> 26. Troubleshooting Literature Circles Create norms/establish ground rules Create anchor charts and/or table cards for discussion skills (looks like, sounds like) Collaboratively write advice for other students on how to be successful with literature circles Have students reflect and set goals Celebrate positive behaviors and growth! </li><li> 27. Your Turn: An Ideal Literature Circle Discussion Looks Like Eye contact Text in front of them Student-created questions Students have supplies All students looking at text or person speaking All members of the group present whole time Taking turns speaking Nodding agreement Students have journals, taking notes Smiling Sounds Like Using names One person speaking at a time Conversation is on topic Quality questions: academic vocabulary, Blooms, text support Complimenting each other Disagreeing respectfully (I look at it differently, I believe, another way to think about it) Fun laughter, excited voices, enthusiasm Conversational tone small group volume Many voices one person at each group is talking </li><li> 28. Literature Circle Skills Asking follow-up questions so that people explain their answers in more detail Being friendly Staying focused on the group Listening to everyones ideas Keeping everyone in the group involved Recognizing members good ideas Welcoming diverse viewpoints Disagreeing constructively, with confidence and enthusiasm Extending discussion on a topic Paraphrasing Attentive listening Building on one anothers ideas (piggybacking) Directing the groups work Using the text to support an idea Asking clarifying questions when confused Source: Mini-Lessons for Literature Circles by Harvey Daniels and Nancy Steineke, p. 54 </li><li> 29. Literature Circle Skills Take turns Listen actively Make eye contact Lean forward Nod, confirm, respond Share air time Include everybody Dont dominate Pull other people in Dont interrupt Speak directly to each other Trust each other Receive others ideas Be tolerant Honor peoples ideas Piggyback on ideas of others Speak up when you disagree Respect differences Disagree constructively Dont attack Stay focused, on task Be responsible to the group Support your views with the text Source: Mini-Lessons for Literature Circles by Harvey Daniels and Nancy Steineke, p. 8 </li><li> 30. Assessment of Literature Circles Preparation (role sheets) Participation (observations) Reading Responses (journals) Final Project Self evaluation Folders/portfolios Rubrics </li><li> 31. Joining Groups to Observe When I sit down in your group, continue what you are doing. You dont need to look at me or acknowledge my arrival. I may just observe the group and move on. If I have something to say, I will say it at the appropriate moment. Please dont ask me to give you answers or settle debates. As I leave, I may or may not give you a suggestion or idea to pursue. </li><li> 32. Self Assessment Ideas Performance Assessment Have students generate the criteria, such as: Do the reading Listen to other people Have good ideas Ask people questions Stick to the book </li><li> 33. Your Turn: Implementing Literature Circles Dos Be prepared! Practice each role all together (with short stories) Enlist/expect students to help make it work Provide scaffolding (e.g., question stems) Model discussion etiquette Make it fun! Donts Underestimate students Take over the discussion Be afraid to keep trying Give up Interfere, provide answers </li><li> 34. References </li></ol>