Presented By
Cathy Haver and Laura Scully
LBUSD

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 to engage in focused literature discussions to gain a deeper understanding of the text through discussion to develop a greater enjoyment of reading to listen critically and respond appropriately to use text evidence to support statements to build real world connections

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Preparing students for literature circles
Assigning books
First meeting
Meeting structure
Teacher responsibilities
Mini lessons
Student responsibilities
Discussion frames
Finishing the book
Culminating activities and extensions

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Orally respond to text
Respond in writing
Talk to a partner responding to what has been said
Talk within a group responding to what was said
Use text evidence to support statements
Ask questions/paraphrase
Use icons in response
Teach how to:
Texts
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Shared reading
Open Court
Read aloud
Anything the whole class has access to

Plot
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1 sentence
◦ Character trait or feeling that is helping or hurting the character (what is motivating them)
◦ Important event
◦ Direct quote
◦ Thinking map
◦ Inference
Response
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3 sentences
◦ Icon analysis related to the plot point
◦ Why this is important to the plot/character (how does it affect future actions)
◦ Big idea – what life lesson should we be learning?

Before students are ready to engage in literature discussions, they need to learn how to respond to literature, listen, and talk to each other. This is best done by using a common text, and modeling the behaviors you expect to see. In this way, you prepare students to reflect upon what they are reading, as well as talk to each other. They learn how to paraphrase, clarify, respond to statements, and build upon ideas.

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Students rate – teacher puts in groups
Student selected groups
Teacher selected groups
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Behavior
Reading levels
Leadership
Compatibility
Interest
Group Selection Considerations

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Students set meeting norms
Students determine pages/chapters to read each week
Teacher assigns prompt –
◦ get to know characters
◦ setting
◦ problem

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Students review notes and write statement/paragraph to bring to discussion
Summarize what was read
◦ Clarify discrepancies
◦ Agree upon main events
Discuss prompt/inferences
Select prompt/icon for reading focus
Reflect upon meeting and fill out group meeting log
Complete personal reflection (independent)

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To begin the lesson
◦ Teach a mini lesson based upon previous week’s debriefing
During the discussion
◦ Rotate between groups, monitoring
◦ Ask questions to focus discussion
◦ Troubleshoot
After reflections
◦ Debrief meeting – what went well/what needs work

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Participation
Building on ideas
Active listening
Staying central to the story
Using text evidence to support statements
Using questions to further discussion
What to do when discussions lag
Developing theories using themes
Connecting ideas
Leadership roles

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Before the meeting
◦ Read assigned pages
◦ Take thoughtful notes
 Icons
 “Wow” inferences
 Big ideas
 ??? (unanswered questions)
During the meeting
◦ Participate
◦ Use text evidence
◦ Respond to other’s statements
◦ Stay central to the story
◦ Build upon ideas
◦ Disagree respectfully
After the meeting
◦ Reflect group/self
◦ Add new ideas to journal

◦ make inferences
◦ clarify
◦ probe assumptions
◦ probe evidence
◦ examine
◦ add evidence build upon ideas
Discussion
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What was your contribution?
How was your group?
What new ideas were brought forth?
Decide upon reading focus/icon for the upcoming week
◦ participation
◦ thoughtful comments
◦ preparation
◦ new ideas
◦ on topic
Reflecting

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Share
Generate group
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 project
◦ group
◦ individual
◦ written
◦ oral writing assignment world cafe
Last Meeting Culminating Activities

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◦ use a rubric as you monitor groups
 body language/active listening
 participation
 use of text evidence
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◦ response to literature paragraphs
◦ projects
◦ comprehension tests

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When a student is not prepared
When a student’s behavior disrupts the group
Student monopolizes group discussion
Student does not participate

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Create a timeline
Building a literature library
Grade level teaming possibilities
Resources
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Have fun with your readers!
◦ Moving Forward With Literature Circles
 By Jeni Pollack Day