Presented By Cathy Haver and Laura Scully LBUSD

 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

 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

Teach how to: Texts  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  Shared reading  Open Court  Read aloud  Anything the whole class has access to

Plot Response  1 sentence ◦ Character trait or feeling that is helping or hurting the character (what is motivating them) ◦ Important event ◦ Direct quote ◦ Thinking map ◦ Inference  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.

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

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

 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)

 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

 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

 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

DiscussionReflecting ◦ make inferences ◦ clarify ◦ probe assumptions ◦ probe evidence ◦ examine ◦ add evidence build upon ideas  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

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

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

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

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