Defining Literature Circles 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 self- evaluation

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 Student- Centered 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 3 rd 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.