Engaging fluent readers using

Literature circles all have some features in common…. They all involve…

a small group of students reading the same novel the students having some say in the choice of the novel student-led discussions about aspects of the book a response of some sort once reading is completed

Literature Circles are... Reader response centred Part of a balanced literacy programme Groups formed by book choice Structured for student independence, responsibility, and ownership Guided primarily by student insights and questions Intended as a context in which to apply reading and writing skills Flexible and fluid; never look the same twice Literature Circles are not... Teacher and text centred The entire reading curriculum Teacher-assigned groups formed solely by ability Unstructured, uncontrolled "talk time" without accountability Guided primarily by teacher- or curriculum-based questions Intended as a place to do skills work Tied to a prescriptive "recipe’ From Getting Started with Literature Circles by Katherine L. Schlick Noe & Nancy J. Johnson © 1999 Christopher-Gordon Publishers, Inc.Getting Started with Literature Circles

Why include literature circles as part of your reading programme?

Literature circles fit into a comprehensive literacy programme as one way for students to apply what they are learning about reading and writing. Getting Started with Literature CirclesGetting Started with Literature Circles Katherine L. Schlick Noe & Nancy J. Johnson. © 1999 Christopher-Gordon Publishers, Inc.

Promote a love for literature and positive attitudes towards reading Reflects a constructivist, child-centered model of literacy Encourages extensive and intensive reading Invites natural discussions that lead to student inquiry and critical thinking Supports diverse response to texts Fosters interaction and collaboration Provides choice and encourage responsibility Exposes children to literature from multiple perspectives Nurtures reflection and self-evaluation. Getting Started with Literature CirclesGetting Started with Literature Circles Katherine L. Schlick Noe & Nancy J. Johnson. © 1999 Christopher-Gordon Publishers, Inc.

According to Harvey Daniels, literature circles provide: A balance between teacher-guided and self-directed reading. A balance between wide and close reading. A balance in the kind of social interaction students experience around books.

The New Zealand Curriculum Key Competencies: 1.Thinking 2.Using language symbols and texts 3.Managing self 4.Relating to others 5.Participating and contributing

So let’s get started Some practical questions…..

How many students in a group? An optimum number is 4-6 students

How are the groups chosen? student book choice (1 st choice, 2 nd choice, 3 rd choice) students ability to work with others who have chosen that particular book students reading level whether you have enough copies of the books you are considering

When you first start out with literature circles, it is probably easier to work with your top reading group. If you have more than 6 students in the group, it may be better to split them into 2 groups.

What books can be offered? At this stage we will have to use books that your school already has enough copies of (novel sets). If the kids can have a choice of 2/3/4 novels that’s great if not, don’t worry about it at the moment.

In order for you to able to monitor what’s happening in the literature circle you will need to read the book first!!!! Even if you keep a chapter ahead of the kids it will help. (at the very least, read a reliable review.)

If you have more than one book to offer the group, use part of the first session to give brief ‘book talks’ about the books so that the kids can choose one book that appeals to them.

Before you start you start lit circles it’s a good idea to set some expectations.

Elements of a good discussion looks like sounds like

Have the kids brainstorm the kinds of behaviour that would be approropriate in a group discussion about a book.

After the group has brainstormed the elements of a good discussion, you may want to show them the following sheet to help them review/add to what they have come up with.

Student roles in literature circles

Review the roles

Student roles in literature circles are like ‘training wheels.’

A GAME OF CARDS by Witi Ihimaera

The first meeting Blockhouse Bay Primary School Year 5/6 Teacher: Melissa Murray

Teacher support and modelling Meadowbank School Year 5/6 Teacher: Waveney Bryant

So what does an overview of a week look like in a literature circle group? But I would see it looking something like this…

What happens when the book is finished?..... Students choose a way to respond to the text they have just read. It may be easier for you to provide one extension activity they can all do this time but eventually it is ok if they can choose different activities that may all be done in the same timeframe. A bit of info about extension projects follows…

Extension Projects Extension projects are not art activities for their own sake. A good extension project will keep the thinking and response alive even after students have finished a book. The goal is to lure students back into the book to cement, enhance, and even reinvent what they gained from their first visit.” ¹ Katherine L. Schlick Noe, 2004.

Extension Project Guiding Questions Will the audience learn something about your book from your project? Does your project show what you have learned by reading the book? Did you reflect and reread part of the book in order to get your ideas across?

Here are some examples – there are lots of ideas in The Reading Activity Handbook that would suitable too. There are also links to some good ideas on the downloads page of the Wiki.

Three word summary then make a ‘wordle’

Literary weaving Literary Weaving

sheenasliteraturecircles.wikispaces.com

Assessment Student Self Evaluation and Group Assessment Informal Assessment: Teacher Observation-Not Testing! Would YOU join a book club if you were getting a grade?

What do kids think about literature circles?