A Differentiated Method in Literature Circles Action Research 581 Spring 2011 Southern Oregon University Online Class By Brad Meyers

My Instruction needs something more. groups could be more authentically and energetically engaged groups could be more authentically and energetically engaged groups could work more efficiently, time spent going deeper, groups could work more efficiently, time spent going deeper, top students show times of brilliance but need more challenge, top students show times of brilliance but need more challenge, pacing, depth of thinking and quality of questioning could be improved, pacing, depth of thinking and quality of questioning could be improved, thinking is mostly literal, thinking is mostly literal, I need more knowledge and experience in Literature Circles and in Differentiation I need more knowledge and experience in Literature Circles and in Differentiation

Purpose of Active Research The purpose of this study is to differentiate instruction in literature circles so students make significant learning gains, but especially my higher level students. I will compare the effectiveness of a comprehension strategy instruction model over the use of assigned roles in literature circles The purpose of this study is to differentiate instruction in literature circles so students make significant learning gains, but especially my higher level students. I will compare the effectiveness of a comprehension strategy instruction model over the use of assigned roles in literature circles

Questions: If I use the comprehension strategy method will the reading comprehension and fluency of general education, English Language Learners, Learning Disabled and gifted students improve? If I use the comprehension strategy method will the reading comprehension and fluency of general education, English Language Learners, Learning Disabled and gifted students improve? What affect does the comprehension strategy method have on the reading comprehension and fluency and engagement of Tag students? What affect does the comprehension strategy method have on the reading comprehension and fluency and engagement of Tag students? What are student’s responses to the two different methods? What are student’s responses to the two different methods?

Literature Circles and Differentiation Literature Circles have value in that they incorporate more “Best Practices” (Zemelman, Harvey, Hyde, 2005) than basal whole group reading instruction. Literature Circles have value in that they incorporate more “Best Practices” (Zemelman, Harvey, Hyde, 2005) than basal whole group reading instruction. –Literature Circles have less worksheets and more active learning –Literature Circles emphasize higher-order thinking skills. –Literature Circles have differentiated instruction by such things as: assigned roles, choice of book, grouping of students, cooperative learning structures.

Literature Circles –Daniel Harvey (Harvey, 2002) says: small peer-led reading discussion groups where the members have chosen to read the same thing – – students choose their own reading material, – – small temporary groups are formed based on the material choice, – – different groups read different material, – – groups meet on a regular, predictable schedule to discuss their reading, – – students use written or drawn notes to guide both their reading and discussion, – – discussion topics come from the students, – – group meetings aim to be open, natural conversations about books so personal connections, digressions and open-ended questions are welcome, – – the teacher serves as facilitator, not a group member or instructor, – – evaluation is by teacher observations and student self-evaluation, – – a spirit of playfulness and fun pervades the room, – – when books are finished, readers, and share with their classmates and then new groups form around new reading choices

Differentiation is needed to reach all students. 1) One recipe won’t fit everyone. 1) One recipe won’t fit everyone. 2) Teachers must know their students well in order to teach them well. Know the books – know the students 2) Teachers must know their students well in order to teach them well. Know the books – know the students 3) Instruction must be at a high level and then scaffold down for students who are challenged. 4) Student success stems from the teacher responding to the student’s readiness, interest and how they best learn (Tomlinson, 2009). 3) Instruction must be at a high level and then scaffold down for students who are challenged. 4) Student success stems from the teacher responding to the student’s readiness, interest and how they best learn (Tomlinson, 2009).

Literature Circles need more – says Susan Lloyd literature circles can become routine and students lose authenticity. literature circles can become routine and students lose authenticity. Comprehension strategies with gradual release of responsibility to the students increase Comprehension strategies with gradual release of responsibility to the students increase –Discussion, –Authenticity –Higher Level Thinking and richer questions so students see their importance while reading –Engagement (Lloyd 2004)

Methodology Establish a base line through three literature circle cycles where group members use role sheets to collect information and thoughts for discussion and writing. Model the first role sheet cycle with one choice classroom text. Coach the running of the next two literature circle cycles using roles Assess progress with Dibels, Informal Reading Inventories and Cloze tests. Model comprehension strategies to literature circle groups using another one choice book. Introduce comprehension strategies in following order: monitoring, using background knowledge, inferring, determining importance, synthesizing, questioning, and creating mental images. (Keene and Zimmerman, 2007)

Methodology -- continued Model comprehension strategy Gradually release responsibility of asking questions to groups Develop T chart with students on what and how an appropriately run Literature Circle looks like and sounds like. Review a student developed question chart Students highlight or record two important questions for themselves. Go to meeting place with novel and reading log Sit close and share important questions and discuss Teacher circulates from group to group taking notes. Teacher models, compliment, react honestly to students discussions in a non-judgemental way. Assess at the end of each cycle Compile data and present results to staff

Methodology – continued Resources – –Role Lists and Description Packets, (Howard, 2011, Scibd) – –Comprehension Strategy Guide, (Keene & Zimmermann 2007, and Lloyd 2004) – –High Quality books for literature circles with different reading levels and interests, at least 2 classroom sets of shorter books for classroom modeling for “role” & “comprehension” methods Timeline – –12 to 14 weeks (possibly 16 if the class needs more cycles) – –About 75 minutes per day Data Sources – –Dibels – –Informal Reading Inventories – –Cloze Tests – –Anecdotal Notes – –Surveys – –Reading Logs / Journals & Role sheets

End Thoughts At the end of this Action Research, I hope to see fluency and comprehension gains in all students. I hope to see my higher level students engaged and increasing in skill and quality of thinking. I expect to see increases in pacing, and depth of thinking. I expect to see increases in pacing, and depth of thinking. As a by-product, students should be more enthusiastic and working well in teams. As a by-product, students should be more enthusiastic and working well in teams.

Works Cited Daniels, Harvey, Steven Smelman, Arthur Hyde, Best Practice, Today’s Standards for Teaching and Learning in America’s Schools, 2005, Portsmouth, NH, Heinemann Publishers a division of Reed Elsevier Inc. Daniels, Harvey, Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2002,Portland,Maine, Stenhouse Publishers. Tomlinson, Carol Ann, Intersections between differentiation and literacy instruction: Shared principles worth sharing, The New England Reading Association Journal v. 45 no. 1 (2009) p , Retrieved from Eric accession number Lloyd, Susan Litwiller, Using comprehension strategies as a springboard for student talk, Journal of Adolescent & Adult Literacy v. 48 no. 2 (October 2004) p , Retrieved from ERIC, Accession number Keene, Ellin and Zimmermann, Susan, Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2007, Portsmouth, NH; Heinemann Howard, Mrs. Mary Sample Role List and Description Packet for Discussion Director, Circle-Job-Sheets, 2011, Copyright Scribd