1 USING ‘LITERATURE CIRCLES’ TO ENRICH STUDENTS’ READING EXPERIENCES IN THE SECONDARY ENGLISH LANGUAGE CLASSROOM Jerry Chui English Panel Chairperson Carmel Divine Grace Foundation Secondary School 2 What are Literature Circles (LC)? • Small, peer-led discussion groups whose members have chosen to read the same story, poem, article or book. (Daniels, 2002) • Other names: Reading Circles / Book Clubs / Reading Groups 3 Eleven Key ‘Ingredients’ (Daniels, 2002) Students choose their own reading materials. 2. Small temporary groups are formed, based on book choice. 3. Different groups read different books. 4. Groups meet on regular, predictable schedule to discuss their reading. 5. Kids use written or drawn notes to guide their discussion. 6. Discussion topics come from the students. 7. Group meetings aim to be open, natural conversations about books. 8. The teacher serves as a facilitator. 9. Evaluation is done by teacher observation and student selfevaluation. 10. New groups form around new reading choices. 11. A spirit of playfulness and fun pervades the room. 1. 4 Eleven Key ‘Ingredients’ 2002) 11 Key ‘Ingredients’ in EFL(Daniels, Classrooms (Furr, n.d.) 1. 1. 2. 2. 3. 3. 4. 5. 6. 7. 8. 9. 10. 10. 11. The teacher selects reading materials appropriate for their students. Students choose their own reading materials. Small temporary groups are formed formed,by based on book choice. the teacher. Different groups read the samebooks. text. different Groups meet on regular, predictable schedule to discuss their reading. Kids use written or drawn notes to guide their discussion. Discussion topics come from the students. Group meetings aim to be open, natural conversations about books. The teacher serves as a facilitator. Evaluation is done by teacher observation and student selfevaluation. New groupsprovides form around new information reading choices. The teacher additional to “fill in some of the gaps”. A spirit of playfulness and fun pervades the room. 5 How are LCs conducted? 6 Roles Discussion Director Reporter Summariser Word Wizard Illustrator Literary Luminary Connector Investigator 7 Summary of Roles Discussion Director acts as a facilitator in the group and keeps the discussion flowing Summariser summarises the part of the reading they have read at the beginning of the discussion Illustrator draws some kind of pictures related to the reading Connector tries to find connections between the reading and the real world in which he/she lives 8 Summary of Roles (con’t) Investigator Literary Luminary digs up some background information on any topic related to the reading locates a few interesting, powerful, funny, puzzling, or important sections of the reading and reads them aloud in the group focuses on single words or very short Word Wizard phrases which he/she believes to be the most important words found in the reading Reporter jots down what the group has talked about and reports it to the class 9 Benefits of LCs (Fayne & Weiss, n.d.) • All students have an important role to play in the discussion. • Difficult points are presented from different perspectives. • Students of differing abilities can be put in one group and • • • • • • benefit from one another. Books can be broken into manageable pieces. Comprehension and vocabulary are significantly enhanced. Students take ownership of their own learning. Different generic skills can be developed - communication skills, critical thinking skills, creativity and collaboration skills. Questions and discussion promote student reflection. Students read, talk, question, feel, and think out of the box. 10 Higher Order Thinking Skills Literary Luminary Discussion Director Illustrator Connector Investigator Summariser Word Wizard Reporter Source: Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc 11 LITERATURE CIRCLES IN THE SCHOOL-BASED ENGLISH LANGUAGE CURRICULUM 12 School Background • An EMI co-educational school • Reading programmes in the school-based English Language curriculum: • S.1 – S.3: English reading lessons (twice per cycle) school-based Reading Award Scheme • S.4 – S.6: Extensive Reading Programme (SBA) 13 Preparing Junior Secondary Students for LCs • S.1 – S.3 Literature Sets Including reflection questions asking students to relate the stories to their lives • S.1 – S.3 Language Arts Elements Example: (S.3) The Miracle Worker – Including discussion and individual presentation topics related to the movie 14 15 16 17 How LCs Started in CDGFSS 2006 To encourage UE students to face changes – Who Moved My Cheese 2008 To prepare UE students for future life and cultivate a positive lifestyle – The Last Lecture 2010 To prepare HKDSE students for the SBA tasks – The Last Polar Bears 18 Purposes of Introducing LCs Through Literature Circles, we would like to help our students to • take ownership of their learning • develop their speaking skills for SBA • think and respond more critically (Bloom’s taxonomy) • become more reflective • read, talk, question, feel, and think out of the box for purposeful communication 19 Reasons for the Choice of Reading Texts HKALE UE • Complementing the theme “Stress and Adversity” • Students mature enough to understand life stories HKDSE ENG • One of the recommended SBA books • Lots of interesting details open for imagination 20 The Last Polar Bears • Level of students: S.5 • Time to conduct LCs: 2nd Term • Number of lessons: 8-10 • Materials: The book and school- based Literature Circle booklet • Purpose: To prepare students for SBA • Grouping: Teacher assigned 21 Worksheets 22 Catering for Learner Diversity 23 24 How to Teach Students to Conduct LCs • Teacher’s role: facilitator • Showing students products done by previous students • Playing videos of Literature Circles (YouTube) • Monitoring the progress of individual groups and providing assistance whenever appropriate • Leading class discussion to ‘bridge the gaps’ 25 Discussion Director 26 Literary Luminary 27 Summariser 28 Reporter 29 Word Wizard 30 Investigator 31 IMPACT AND REFLECTION 32 Students’ Reflection Ideas Speaking Skills Vocabulary Others - understanding a text from different perspectives - sharing ideas in the group - knowing more about the text and the related issues - becoming more confident in speaking English - improved fluency - learning communication strategies: leading a group, initiating a discussion, turn-taking, sustaining a discussion, responding to others - expanding their vocabulary bank - recycling vocabulary learnt from the text in discussion - willing to try something that they may not be good at without any pressure - appreciating others’ effort 33 Teachers’ Reflection Before Teaching Learning After Teachers were not very confident in conducting student-centered activities. Teachers become more confident in conducting student-centered activities. Teachers doubted whether discussion was an effective way of learning. Teachers are convinced that discussion can be an effective means to facilitate learning and teaching. Teacher-student interactions were limited. Plenty of meaningful teacher-student interactions are observed in the lessons. The lesson atmosphere might be a bit ‘serious’ for students. LCs contribute to livelier lessons. Learner diversity was an issue. Learners help one another in groups. Students did not know how to elaborate on their ideas. Students ideas are well-elaborated. Students did not read critically. Students know how to be critical readers. Students lacked confidence in speaking English. Students are more willing to speak in English in class. 34 Our Future Plan 2006 To encourage UE students to face changes – Who Moved My Cheese 2008 To prepare UE students for future life and cultivate a positive lifestyle – The Last Lecture 2010 To prepare HKDSE students for the SBA tasks – The Last Polar Bears 35 Other Possible LC Activities • Inclusion of Literature Circles in ERS • E-learning: Literature Circles online 36 References • Roles: • • • • http://www.sd67.bc.ca/training/Instructional_Capacity/Liter ature%20Circle%20Jobs.pdf Resources: http://farroutlinks.net/blog/documents/LiteratureCirclesMat erial.pdf Steps: http://www.decd.sa.gov.au/northernadelaide/files/links/my sterylessonplans.pdf Example: http://bonniecampbellhill.com/Handouts/Handouts/NESAL itCircleHandoutAthens07.pdf 37 38