Literature Circles
Literature Circles
Roles &Responsibilities
Vs
Book Talks
Kevin Linden
Brookland Elem.
What Are They?
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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.
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.
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.
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
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.
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.
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.
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.
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.
Role Sheet Backfire Syndrome
• Frequently asked questions by many
teachers are:
• Why are my kid’s 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?
Eleven Key Ingredients for
Successful Literature Circles
Students choose
their own reading
materials.
2. Small temporary
groups are formed
based on book
choice.
3. Different groups
read different books.
1.
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.
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!
In order to change we must
be trained!!!!!
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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.
How do I begin?
1.
2.
3.
Train first using a whole class novel
approach with “Post It Notes” as
they are essential.
Train using response logs which can
be teacher directed at the beginning.
Train using short stories, a novel and
use role sheets at the beginning.
Key Steps in the Training
Process
1.
2.
3.
4.
5.
Explain- let kids hear how this activity
works and why it is important.
Demonstrate- provide live or videotaped
examples, by kids or adults.
Practice- help kids try out a variety of
approaches.
Debrief- ask kids to notice and catalog
effective procedures.
Refine- provide ongoing training through
mini lessons and coaching
Overwhelming: Role Sheets
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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.
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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.
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
Response Logs
What can we put in them?
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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
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.
• 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.
Teacher’s Role in the Process
• Book Choices- Looking for a child’s 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.
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: ____________
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.
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.
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.
• 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.
Sharing Ideas Used by Students
Persuasive Writing from
my students about the
Book/Movie Paper Clips
• 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
• 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 Author’s Life
• A new ending for the book
• A new character for the book
• Collages representing different characters
• A piece of art work, painting, sculpture,
poem, mobile, collage, or dioramainterpreting 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
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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
• 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.
Literature Circle Titles By Author
Deborah Ellis Central Theme of
Human Rights
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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.
Parvana’s 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.w4wafghan.ca/
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
• 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
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