Defining
Literature
Circles
www.literaturecircles.com
Daniels, Harvey. (2002).
Literature Circles: Voice
and Choice in the
Student-Centered
Classroom Portland, ME:
Stenhouse.
Defining Literature Circles
1. Students choose their own
reading materials
Defining Literature Circles
2. Small temporary groups are
formed, based upon book choice
Defining Literature Circles
3. Different groups read different
books
Defining Literature Circles
4. Groups meet on a regular,
predictable schedule to discuss
their reading
Defining Literature Circles
5. Kids use written or drawn notes to
guide both their reading and
discussion
Defining Literature Circles
6. Discussion topics come from the
students
Defining Literature Circles
7. Group meetings aim to be open,
natural conversations about books,
so personal connections,
digressions, and open-ended
questions are welcome
Defining Literature Circles
8. In newly-forming groups, students
may play a rotating assortment of
task roles
Defining Literature Circles
9. The teacher serves as a facilitator,
not a group member or instructor
Defining Literature Circles
10. Evaluation is by teacher
observation and student selfevaluation
Defining Literature Circles
11. A spirit of playfulness and fun
pervades the room
Defining Literature Circles
12. When books are finished, readers
share with their classmates, and
then new groups form around new
reading choices
Recommended Booklist for Literature Circles in Early Childhood Education
Bos, Bev. (1978). Don’t Move the Muffin Tins: A Hands-Off Guide to Art for the
Young Child. Del Mar Ray, FL: Burton Gallery.
Carlson, Frances. (2006). Essential Touch: Meeting the Needs of Young
Children. Washington, DC: National Association for the Education of Young
Children.
Cazden, Courtney. (2001). Classroom Discourse: The Language of Teaching &
Learning (2nd ed.). Portsmouth, NH: Heinemann.
Clark, Ron. (2004) The Essential 55: An Award-winning Educator’s Rules for
Discovering the Successful Student in Every Child. NY: Hyperion.
Codell, Esme Raji. (1999). Educating Esme: Diary of a Teacher’s First Year.
Chapel Hill, NC: Algonquin.
Daniels, Harvey. (2002). Literature Circles: Voice and Choice in the StudentCentered Classroom Portland, ME: Stenhouse.
Derman-Sparks (1989). Anti-Bias Curriculum: Tools for Empowering Young
Children. Washington, DC: National Association for Education of Young
Children.
Recommended Booklist for Literature Circles in Early Childhood Education
(continued)
Diffily, Deborah. (2003). Teachers and Families Working Together. Upper Saddle
River, NJ: Allyn & Bacon.
Harms, Thelma; Clifford, Richard M; & Cryer, Debby. (1998). Early Childhood
Environment Rating Scale. NY: Teachers College Press.
Helm, J.H., & Katz, L. (2001). Young Investigators: The Project Approach in the
Early Years. NY: Teacher’s College Press.
Kostelnik, M.J., Soderman, A.K., & Whiren, A.P. (2004). Developmentally
Appropriate Curriculum: Best Practices in Early Childhood Education 3rd
edition. Upper Saddle River, NJ: Prentice Hall.
Mooney, C.G. (2000). Theories of Childhood: An Introduction to Dewey,
Montessori, Erikson, Piaget, & Vygotsky. St Paul: Red Leaf Press.
Lillard, Angeline. (2005). Montessori: The Science Behind the Genius. NY:
Oxford University Press.
Wong, Harry. (1991). The First Days of School. San Francisco: Harry Wong
Publications.