Chapters 1-2
These chapters give the reader an introduction to what literature circles are, and goes into more depth on each element of the definition, previously listed on the "What are literature circles?" tab. These chapters set the stage for the teacher in order to understand how to implement literature circles in their own classroom.
Chapter 5
This chapter discusses how to get started with literature circle groups. There are four ways of getting started, but since I teach at the elementary level, I focused on the instruction presented for that level. Elementary teachers can get started with training a class using a whole-class novel with either Post-it notes or role sheets.
Using a novel with Post-it notes
When teachers train with a novel, modeling is crucial so students will understand the "thinking" behind literature circles. Before passing out Post-it notes, the teacher should explain that students should mark pages in the book that they want to remember when it is time to discuss. "Connecting the story to their own life, asking questions, picking a favorite part, making mental pictures, noticing tricks that the author uses, and wondering about words" (p. 58) are all things that students can mark with their sticky notes.
Then the teacher will let the students read their books independently. After a designated amount of time, the teacher will stop the students and take a quick poll of where they finished reading. She then will group the students based on similar points in the story, so that students do not give anything away. These students will most likely stay in the same groups because their reading pace will be the same. Then students have open-ended discussions about the book, using their Post-it notes to guide them. As the teacher, it is important to remember that you are the facilitator. Make notes about habits that were seen during groups and point those out at the end of the discussion in a class meeting. The teacher can praise positive behaviors and ask students what could have gone better. Having these conversations after every group time will allow students to see what behaviors are encouraged and which ones are undesirable.
Using a novel with role sheets
Training the class for literature circles with a novel and role sheets is similar to method previously mentioned. The only difference is that students are assigned a certain role to complete when they come to their meeting time. It is important to note that the teacher must thoroughly model how to complete each role so the students know what is expected of them. A schedule should be put together so students know which day they are completing each job. The most common examples of roles are connector, question asker, passage picker, artful artist, and word wizard.
WARNING about role sheets: "The role sheets are supposed to be transitional, temporary devices" (p. 14). Students can become dependent on the role sheets, which would hinder authentic conversation about the books, which is the goal of literature circles.
Using a novel with Post-it notes
When teachers train with a novel, modeling is crucial so students will understand the "thinking" behind literature circles. Before passing out Post-it notes, the teacher should explain that students should mark pages in the book that they want to remember when it is time to discuss. "Connecting the story to their own life, asking questions, picking a favorite part, making mental pictures, noticing tricks that the author uses, and wondering about words" (p. 58) are all things that students can mark with their sticky notes.
Then the teacher will let the students read their books independently. After a designated amount of time, the teacher will stop the students and take a quick poll of where they finished reading. She then will group the students based on similar points in the story, so that students do not give anything away. These students will most likely stay in the same groups because their reading pace will be the same. Then students have open-ended discussions about the book, using their Post-it notes to guide them. As the teacher, it is important to remember that you are the facilitator. Make notes about habits that were seen during groups and point those out at the end of the discussion in a class meeting. The teacher can praise positive behaviors and ask students what could have gone better. Having these conversations after every group time will allow students to see what behaviors are encouraged and which ones are undesirable.
Using a novel with role sheets
Training the class for literature circles with a novel and role sheets is similar to method previously mentioned. The only difference is that students are assigned a certain role to complete when they come to their meeting time. It is important to note that the teacher must thoroughly model how to complete each role so the students know what is expected of them. A schedule should be put together so students know which day they are completing each job. The most common examples of roles are connector, question asker, passage picker, artful artist, and word wizard.
WARNING about role sheets: "The role sheets are supposed to be transitional, temporary devices" (p. 14). Students can become dependent on the role sheets, which would hinder authentic conversation about the books, which is the goal of literature circles.
Chapters 6-7
These chapters continue explaining how a teacher should set-up literature circles so that they can be successful in the classroom. Just like most things, careful planning is required of the teacher if he or she expects it literature circles to run smoothly. At first, a teacher should schedule two to three hours a week so students have time to read, write in reading logs, meet in small groups, and gathering as a class for closure. Once students become accustomed to the routine, some of the tasks will take less time and reading or writing in reading logs can be assigned for homework so that the only time used in class is for mini-lessons and group discussion.
Consider the following tips when planning and scheduling literature circles:
Consider the following tips when planning and scheduling literature circles:
- The most desirable group size is four to five students for maximized group discussion.
- Give book choices for students to pick from, and make sure to give a "book talk" for each book so students know a little bit about the title. Make sure students pick the top three book choices so the teacher has more flexibility in making groups.
- Teachers have the ultimate decision in student groupings; students will choose the books that they would like to read, but it is the teacher's discretion as to what groups they will be a part of. Teachers need to keep reading levels in mind so a book is not too hard or easy as well as how students will interact with one another in a group.
- Start acquiring books now! To start literature circles, a teacher needs five or six copies of each title she is planning to use. Utilize the school and public libraries, colleagues, and websites such as Tab, Trumpet, and Scholastic in order to find the books that you need. These books should be at a wide range of abilities and topics so that all students will be successful and engaged.
- Use reading response logs. This has become the "bread and butter" of literature circles. This is a place for students to record their thoughts while reading, and these can be brought to the meetings to aid in discussion. This also allows the teacher to complete a quick check to make sure students are coming prepared to their meetings.
Chapter 12
"It's assessment that does most of the messing, that distorts and twists literature circles until they sometimes become unrecognizable, completely severed from their friendly, voluntary, spontaneous, book-loving, free-flowing heritage."
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In today's education system, assessment is a must; teachers need to have evidence of what they are doing in the classroom. However, this can distort the principles of what literature groups are supposed to achieve. In grading literature circles, the assessment should be authentic and intentional. There is no need to grade every single meeting that students have; rather, a snapshot of their work done in the groups should be sufficient. There are plenty of other activities that students are doing throughout the school day that can be taken for a grade.
Types of assessments to use with literature circles:
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